A ZUSA PACIFIC U NIVERSITY G RADUATE C ATALOG 2000-2001 Graduate Catalog

901 E. Alosta Ave. PO Box 7000 Azusa, Ca 91702-7000 (626) 969-3434 (800) TALK-APU www.apu.edu

General Information 3

Choosing a graduate school is a critical choice– Service is at the heart of our outreach and one that will greatly influence the purpose, missions emphases.We encourage each student direction, and shape of your life and professional to live out a calling to servant leadership. career. General Information Belief in Christ is central to all that we Azusa Pacific is a place to sharpen think and do. It is this understanding of God’s your intellect, hone your skills, deepen your faith, love for the world and the belief that “all truth and grow as an individual. It is a warm and is God’s truth” that informs all our pursuits: caring community, both exciting and dynamic. spiritual, academic, service and community oriented. Graduate education at is a careful process founded on these With optimism and faith in God’s grace, four cornerstones: Christ, Scholarship, we are preparing to meet the challenges of the Community, and Service. coming century in our complex and troubled world.As you prepare to meet these same We are called to scholarship permeated by our challenges, I pray that God will guide and go Christian faith.We are committed to teaching with you through these critical choices. excellence, juxtaposing the theoretical against the practical, for we are dedicated to the education of the whole person who lives and works in the marketplace.We value our professional offerings which equip students for specific professions. We believe in community.We are a richly Jon R.Wallace, DBA diverse people who value the worth of each Acting President individual. Our mission is to encourage, equip, and enable each student to discover and fulfill his or her great potential, and in turn, become encouragers, equippers, and enablers of others. 4 Graduate Catalog General Information General

College of Liberal Arts and Master of Arts in Language and Literary Graduate Degree Development Sciences Programs Master of Education Master of Science in Applied Student Affairs (Emphases are indented below Computer Science and Technology Educational Technology the appropriate major.) Client/Server Physical Education Computer Information Systems End-User Support in Educational Leadership Technical Programming Master of Arts in Social Science Telecommunications Leadership Studies Inter-Emphasis Certificates Master of Arts in Clinical Psychology Client/Server Technology Marital and Family Therapy Computer Information Systems Doctor of Psychology in Clinical Psychology End-User Support Family Psychology Technical Programming Telecommunications School of Music Inter-Emphasis Master of Music in Performance Master of Arts in Teaching English to Master of Music Education Speakers of Other Languages (TESOL) Certificate School of Nursing Teaching English to Speakers of Accelerated ADN-BSN-MSN Other Languages Articulated RN-MSN Master of Physical Therapy Master of Science in Nursing Clinical Specialization in: School of Business and Adult Nursing Management Family Nurse Practitioner Master of Business Administration Parent-Child Nursing Finance High Risk Home Health Nursing Health Care Management Parish Nursing Human and Organizational Development Optional Additional Emphasis in: International Business Nursing Administration Management Information Systems Nursing Education Marketing Post-Master’s Credentials in: Strategic Management Adult Nursing Master of Arts in Human and Parent-Child Nursing Organizational Development Parish Nursing Family Nurse Practitioner Master of Arts in Organizational Management Certificate Haggard Graduate Nonprofit Leadership School of and Master of Arts in Christian Education Behavioral Studies Youth Ministry Master of Arts in Nonprofit Leadership and Master of Arts in Education Theology Curriculum and Instruction Master of Arts in Pastoral Studies Pupil Personnel Services School Administration Master of Arts in Religion Special Education Biblical Studies Teaching Theology and Ethics Credentials Mild/Moderate Disabilities Specialist Doctor of Ministry Multiple-Subject Certificates Multiple-Subject Intern Program Urban and International Ministry Single-Subject Church Development Certificate Nonprofit Leadership C.L.A.D. General Information 5

1. General Information 7 Earthquake Procedures 31 Table of Contents Regarding the Catalog 8 Grievance Procedure and Due Process 31 Statement of Mission and Purpose 8 Petition Process 33

Essence Statement 8 Standards of Conduct and Due Process 33 General Information Statement of Faith 9 5. Academic Programs 35 Statement of Academic Freedom 9 Degree Programs 36 History 10 Requirements for Graduation 36 Location and Campus 10 Security Interest in Student Records 36 Accreditations 11 Application for Graduation 36 Libraries 11 Degree Posting Dates 36 Academic Computer Center 11 Change of Degree Program 36 Computers 12 Residence Requirements 37 Internet Acceptable Use Policy 12 Leave of Absence 37 Harassment Policy 12 Distribution of Courses 37 Statements of Compliance 12 Academic Probation and Disqualification 37 2. Admissions Policies 15 Additional Degree Requirements 37 Admission to the University 16 Thesis 37 Application and Fee 16 Additional Master’s Degree 37 Transcripts 16 Commencement 37 International Graduate Admissions 16 Policy Regarding False Information 16 6. College of Liberal Arts and Change of Degree Program 16 Sciences 39 TOEFL Requirements 17 Department of Computer Science 40 3. Financial Information 19 Department of Global Studies Graduate Student Financial Services 20 and Sociology (TESOL) 50 Cost of Attendance 20 Department of Physical Therapy 53 Payment Plans 20 7. School of Business and Refund Policy 21 Management 59 Financial Agreement 21 Student Employment 21 8. School of Education and Financial Aid Application 21 Behavioral Studies 73 Financial Aid Policies 21 Types of Financial Aid 23 Department of Teacher Education 74 Graduate Education Departments 86 4. Academic Policies 27 Department of College Student Reservation of Rights 28 Affairs and Leadership Studies 119 Course Numbering System 28 Department of Graduate Psychology 124 Late Registration 28 Credit Hours 28 9. School of Music 143 Study Load 28 Auditing 28 10.School of Nursing 149 Transfer Credit 28 Grading 29 11.Haggard Graduate School of Attendance Regulation 29 Theology 161 Repeated Courses 29 Final Examinations 29 12. Administration and Faculty 178 Normal Progress Toward a Degree 29 Independent Study 29 13. Academic Calendar 186 Withdrawal from Courses 30 Withdrawal from the University 30 14. Index 189 Student Records Policy 30 Academic Integrity 31

Graduate Catalog

Regarding the Catalog ...... 8 General Statement of Mission and Purpose...... 8 Essence Statement ...... 8 Statement of Faith ...... 9 Information Statement of Academic Freedom...... 9 History ...... 10 Location and Campus ...... 10 Accreditations ...... 11 Libraries ...... 11 Academic Computer Center ...... 11 Computers...... 12 Internet Acceptable Use Policy ...... 12 Harassment Policy ...... 12 Statements of Compliance ...... 12

7 8 Graduate Catalog General Information General

Regarding the Catalog Essence Statement Academic This catalog is produced for the university The essence statement of Azusa Pacific We are scholars who: by the Offices of Graduate Admissions, the University is a philosophical description of believe that all truth is of God; therefore, Provost, and University Marketing and the institution and its people–students, staff, we recognize the importance of each field Creative Media. It contains general academic faculty, trustees, administration, and alumni– of study both for its own significance and and administrative information and specific who we are and who we are becoming.We for its interrelationship with other areas of descriptions of the courses of study offered. are an institution of higher education with a knowledge. tradition of Wesleyan evangelical . Because this publication is prepared in believe that God desires that we pursue While acknowledging that as individuals we advance of the year it covers, changes in excellence according to the standard of His are at different points along the way, we are some programs will inevitably occur.Though will for us. all nevertheless journeying toward the ideals the semester schedule of classes is the final described in the four perspectives that follow: exhibit intellectual curiosity, flexibility, and authority in regard to classes offered, updated Christian,Academic, Developmental, and critical openmindedness. information may also be found on the APU Service. Website.A schedule of classes is available prior are able to deal with complexity and to registration each semester. Christian ambiguity, and to communicate effectively, We are Christians who: weigh evidence, and make decisions. Students who wish to obtain specific infor- believe that God is the origin of all things and mation about the university not contained in recognize that a knowledge of history is key the source of the values made known to us in the catalog are advised to make a personal to understanding ourselves, our world, and His creation, in human experience, and finally inquiry to the Office of Graduate Admissions, our future. and fully, in Christ. Azusa Pacific University, 901 E.Alosta Ave., have a basic understanding of Christianity, the PO Box 7000,Azusa, CA 91702-7000, hold the Bible as the Word of God, the humanities, the social sciences, and the natural (626) 815-5470, or consult our Website at basis of our faith, and the primary record by sciences. www.apu.edu. which these values are made known. know the language, art, and customs of at least International students please contact the rely on the Holy Spirit to help us discover one other culture or know the cross-cultural Office of International Student Services, these values, understand them, and live a life issues within one’s own discipline in order 901 E.Alosta Ave., PO Box 7000,Azusa, CA consistent with them. to develop understanding of, respect for, and 91702-7000, (626) 815-3801, [email protected]. live as citizens of the Kingdom of God, who cooperation with those of all other cultures. Statement of Mission and model its values and thereby call into question promote and expand the body of knowledge Purpose the values of the world. related to our profession or discipline. The Board of Trustees has adopted the confess Jesus Christ as Lord of our lives, our have a thorough command of the primary following statement of mission and purpose university, and our world, and as the final sources, methodology and research skills, major for Azusa Pacific University: authority for our faith and life. issues, vocabulary, and facts in at least one academic field of study and understand how “Azusa Pacific University is an evangelical recognize that redemption by Jesus Christ and personal acceptance of His forgiveness are the skills acquired in this way may be adapted Christian community of disciples and scholars to other fields of endeavor. who seek to advance the work of God in necessary for human wholeness. the world through academic excellence in show love toward God (holiness of heart) and encourage and make provision for any person liberal arts and professional programs of a love toward each other (holiness of life) to learn at any period of life. higher education that encourage students which express themselves in worship, self- to develop a Christian perspective of truth denial, and a special concern for the and life.” oppressed, and which encourage us to abandon those distinctions that divide us. practice community among ourselves as members of the one Body of Christ and maintain a nonsectarian openness toward all Christians. General Information 9

Developmental Statement of Faith Statement of We are persons who: We believe the Bible to be the inspired, the Academic Freedom seek to develop a creative Christian lifestyle only infallible, authoritative word of God. Azusa Pacific University adheres to the 1940 whose purpose flows from a commitment to General Information “Statement of Principles” by the American God through Jesus Christ. We believe that there is one God, eternally existent in three persons–Father, Son, and Association of University Professors and honor our commitments and take responsibility Holy Spirit. includes the statement in its Faculty for our personal behavior, decisions, and con- Handbook. It states: tinuing growth. We believe in the deity of our Lord Jesus Christ, in His virgin birth, in His sinless life, The teacher is entitled to complete know from experience that self-discipline, in His miracles, in His vicarious and atoning freedom in the classroom in discussing struggle, risk, and confrontation are necessary death through His shed blood, in His bodily his/her subject, and students should be for growth, and recognize that because of the resurrection, in His ascension to the right encouraged to discuss any related grace of God we grow even through our hand of the Father, and in His personal return controversial issues. However, the failures. in power and glory. teacher should be careful to avoid dogmatic generalizations in any field. have experiences in self-assessment in every We believe in the fall and consequent total dimension of our lives, in values-clarification moral depravity of humanity, resulting in The teacher is entitled to full freedom based on biblical truths, and in planning for our exceeding sinfulness and lost estate and in research and the publication of the continuous individual growth and renewal. necessitating our regeneration by the Holy results, subject to the adequate performance of his/her other academic understand the capabilities of our physical Spirit. duties; but research with pecuniary bodies and are committed to the lifelong We believe in the present and continuing return must be based upon an under- nurturing of our physical selves. ministry of by the Holy Spirit standing with the administration of Service by whose infilling the believing Christian the institution. We are servants who: is cleansed and empowered for a life of holiness and service. Academic freedom carries with it are able to follow joyfully Jesus’ example of responsibilities and obligations. Hence, service in the world and pour out our We believe in the resurrection of the saved the teacher should be accurate, individual and corporate lives for others and the lost: those who are saved to the resur- restrained, and respectful of the because of God’s love in Christ for us. rection of life and those who are lost to the opinions of others. resurrection of damnation. share our faith unashamedly, disciple other However, the “Statement of Principles” Christians, participate in missionary endeavors, We believe in the spiritual unity of believers allows for some degree of limitation of minister to the needs of all persons regardless in our Lord Jesus Christ. academic freedom “because of religious of their agreement with our beliefs, and affirm or other aims of the institution, provided that The following are fundamentals held to be the unique worth of every individual as one such limitations are clearly stated in writing essential, and the university expects students created by God, as one for whom Christ died, at the time of appointment.”Azusa Pacific and staff not only to believe in them, but to and as one who has been given individual gifts University adheres to this provision through practice them in daily living: and talents to be discovered, developed, and the inclusion of the “Statement of Faith” Caring, effective love both of God and directed toward service. within faculty application materials. humankind are faithful stewards of our time, talents, and A Christlike unity and acceptance among resources; welcome and seek opportunities for believers service as a means to clarify and practice our A lifestyle dedicated to God’s will in faith and knowledge. society A growing, victorious state of mind because of the indwelling Christ A daily affirmation of Christ as Lord A willingness to serve the Lord, even if it means sacrifice A desire to be more sensitive to the personal work of the Holy Spirit A working faith in God’s promises for all needs and daily life situations A witness for Christ without hypocrisy A firm, committed desire to be God’s person 10 Graduate Catalog General Information General

History Arlington College was established in 1954 by Location and Campus the Association of the Churches of God in Azusa Pacific University is the product Azusa Pacific University is located in the Southern .The school was founded of the merger between three Christian community of Azusa, to provide training at the collegiate level for institutions in the area. 26 miles northeast of .The ministers, church musicians, church school The following is a brief historical sketch of surrounding mountains provide a rugged, teachers, and missionaries. Class instruction the three respective :The Training wilderness- like backdrop to the campus. began on October 1, at Arlington, California, School for Christian Workers, Pacific Bible Situated on the 52-acre valley campus are in temporary facilities made available by the College, and Azusa College. the university administrative facilities, library, Association. In 1959 the college secured a classrooms, student center, gymnasium, The origins of Azusa Pacific University date five-acre site in Long Beach adjacent to residence halls, and student apartments.The back to 1899. During that year, a group of California State University. purchase of an additional 21 acres on Foothill spiritual leaders from various denominations Following extensive discussion and planning Boulevard, within a quarter-mile of campus, met to pray in the home of Philena B. with Cornelius P.Haggard, Ph.D., president provides the university with room to grow. Hadley.Their mutual concern was the of Azusa Pacific College, the Long Beach The West Campus now houses the Schools formation of a Bible college in the Southwest property of Arlington College was sold; and, of Nursing and Education and Behavioral for the purpose of training students for service in the fall of 1968,Arlington College merged Studies, as well as the Departments of and missionary endeavors.As a result of their with Azusa Pacific College.The library Computer Science and Physical Therapy, the efforts, the first class of 12 students met on furnishings and equipment from the Long Center for Accelerated Degree Program, March 3, 1900. Beach property, along with a sum of $50,000, numerous classrooms and faculty offices, and The first principal for the school was Mary A. were donated for the purpose of perpetuating administrative facilities.The state-of-the-art Hill, who served in this position for one year. an Arlington Memorial Room on the Azusa Hugh and Hazel Darling Graduate Library In 1901, the school was moved to the Boyle Pacific campus.The faculty, staff, and students opened in January 1998.The 3,500-seat Heights area of Los Angeles and then to of Arlington College were warmly welcomed Richard and Vivian Felix Event Center opens Figueroa and First streets in 1902. In 1907, by their new college family at the Azusa this fall. the school obtained facilities in Huntington campus. APU also has seven regional centers Park and remained there until moving to the Azusa Pacific University is a comprehensive throughout Southern California. Citrus and Alosta location in Azusa. For many Christian university of the liberal arts and years, the school was known as the Training 1. High Desert Regional Center professional programs that seeks to serve their School for Christian Workers. In 1939, the Program: Education evangelical constituencies throughout the name was changed to Pacific Bible College. world. Cooperative denominations include 18422 Bear Valley Rd. In 1946, a 12-acre campus was purchased one the Brethren in Christ Church, the Church Victorville, CA 92392 mile east of Azusa on Highway 66. In 1955, a of God, the , the (760) 952-1765 gift of an additional 1.6 acres adjacent to the Missionary Church, the Friends Church, [email protected] campus made possible a further expansion of the Wesleyan Church, and the Salvation 2. Regional Center the program for education of young people in Army.The university aims for the holistic Programs: Education and Graduate a Christ-centered atmosphere. In 1956, the development of its students, promoting an Nursing name of the college was officially changed to entrepreneurial spirit through academic 685 E. Carnegie Dr., Ste. 170 Azusa College. excellence and outstanding cocurricular programming. San Bernardino, CA 92408 Los Angeles Pacific College was founded in (909) 888-9977 1903, and was then named Los Angeles Free The Board of Trustees took action in (800) 964-8807 Methodist Seminary by a group of ministers February 1981 to assume university status. [email protected] and laymen of the Free Methodist Church In May 1981, the board adopted the name 3. Orange County Regional Center who desired for their children to receive Azusa Pacific University.Today, this compre- Programs: Education, Clinical the best in educational advantages within a hensive university offers more than 40 areas Psychology, and Computer Science Christian atmosphere.The 1954 session of of undergraduate study, 18 master’s degrees, 1915 Orangewood Ave., Ste. 100 the board and administration of the Free and 3 doctorates, as well as accelerated degree Orange, CA 92868 Methodist Church of North America granted programs. (714) 935-0260 senior college standing to Los Angeles Pacific (800) 272-0111 College.Two distinct courses of study were [email protected] offered: one leading to the Associate of Arts degree, the other, to the degree. In the spring of 1965, Los Angeles Pacific College merged with Azusa College to form Azusa Pacific College. General Information 11

4. Regional Center of Theological Schools.The Master of This library houses the Media Center with Programs: Education and Theology Physical Therapy Program is accredited by state-of-the-art audio-visual equipment, 2820 Camino Del Rio South, Ste. 100 the Commission on Accreditation in providing access to a large video, CD, and

San Diego, CA 92108 Physical Therapy Education (CAPTE) of cassette tape collection. It also houses General Information (619) 718-9655 the American Physical Therapy Association. InterLibrary Loan and Document Delivery (877) 210-8839 (toll free) Azusa Pacific University offers programs Services and the Office of Faculty [email protected] approved by the California Commission Development. on Teacher Credentialing and Licensing The holdings of the Hugh and Hazel Darling 5.Temecula Valley/Menifee Regional authorizing elementary and secondary school Library include collections supporting Center teaching.Azusa Pacific University is approved computer science, education, nursing, and Program: Education for the training of veterans under the Veterans’ professional psychology.The library is Mt. San Jacinto College, Room 1012 Bill of Rights.The university is listed with comprised of the Stamps Rotunda, which 28237 La Piedra Rd. the United States Department of Justice for offers a traditional library environment of Menifee, CA 92854 the training of students from foreign book stacks and individual study carrels, (909) 679-6413 countries. and the Ahmanson Integrated Information (877) 210-8841 (toll free) Accreditation documents are available in the Technology Center, which includes 75 [email protected] Office of the Provost. workstations for researching the 100 plus 6.Ventura Regional Regional Center licensed electronic resources.This center also Program: Education Libraries houses 8 scholar study rooms, 12 group study 5740 Ralston Ave., Ste. 100 Azusa Pacific’s libraries include the William V. rooms, 4 conference rooms, and the children’s Ventura, CA 93003 Marshburn Memorial Library (located on the literature collection.These two main areas are (805) 677-5825 joined by the ECF Academic Hall of Fame. (877) 210-8840 (toll free) East Campus), the Hugh and Hazel Darling [email protected] Library (located on the West Campus), and six Each regional center library provides a regional center libraries in Orange County, 7.Wilshire Center core collection of holdings with an emphasis San Bernardino, San Diego,Ventura,Watts,and Program:Theology (Asian studies) on the programs at that location. Each Wilshire.A unified catalog identifies the more 3200 Wilshire Blvd., #315 regional center library also include computers than 150,000 books, media, and 1,400 serial Los Angeles, CA 90010 which provide access to all the electronic titles. More than 550,000 microforms include [email protected] library resources and services. the Library of American Civilization, Library The location of Azusa Pacific University of American Literature, New York Times,and Academic Computer Center affords its residents easy access to the popular Educational Resources Information Center The Academic Computer Center, located on mountain and beach resorts of Southern collections.The university network provides the East Campus, is equipped with 34 PC California and all of the cultural attractions access to more than 100 electronic databases workstations, 29 Macintosh workstations, and of Los Angeles County. Students enjoy visiting as well as all of the material available on the 4 HP Laser Jet printers operating on a Linux- Disneyland, Magic Mountain, Knott’s Berry Web. Regular hours for the two main based local area network. Software available Farm, Universal Studios, and the major facilities are: includes Microsoft Office ’97 Professional, television studios. Desert resorts are less than Monday-Thursday 8 a.m.-11 p.m. SPSS, word processing, spreadsheets, medical a two-hour drive from the university.The Friday 8 a.m.-4 p.m. programs, and databases, as well as a variety of climate is moderate, mostly warm and dry Saturday 11 a.m.-5 p.m. specialty programs.The center is open seven throughout the school year. Sunday 2-10 p.m. days a week for maximum utilization by students except during holiday periods and Accreditations Special hours may be set for final exam weeks, breaks. Lab assistants are available during all vacation breaks, and holidays.The holdings of Azusa Pacific University is accredited by operational hours. the Western Association of Schools and the William V.Marshburn Memorial Library Colleges.The School of Nursing’s programs include collections supporting liberal arts are accredited by the National League for and sciences, religion, and business.This Nursing and the Board of Registered library includes extensive denominational Nursing.The Social Work Program is collections of the Church of God (Anderson), accredited by the Council on Social Work Free Methodists, Salvation Army, and Society Education.The C. P.Haggard School of of Friends; a large holiness collection; and a Theology is accredited by the Association historical music education collection. 12 Graduate Catalog General Information General

Computers User Requirements Enforcement and Violations Azusa Pacific University encourages students 1. Respect the privacy of others. For Action may be taken by system management, to obtain their own computers for word example, users shall not intentionally seek subject to the guidance and authority of the processing, searching information databases, information on, obtain copies of, or Internet Policy Committee, to prevent and surfing the Internet.The library catalog modify files belonging to other users. possible unauthorized activity by temporarily deactivating any member. Reasonable efforts and other APU-licensed databases are available 2. Only use your own account and password; will be made to inform the member prior through dial-in access with a computer and never misrepresent yourself as another user modem. Faculty and other students are to disconnection and to re-establish the accessible through electronic mail on the 3. Respect the legal protection provided by connection as soon as an acceptable Internet. copyright and licenses to programs and understanding has been reached.Any data disciplinary action deemed necessary will be The following may be used as a guide for handled through the Student Conduct minimum standards when purchasing 4. Respect the integrity of apu.edu so as not Committee under the auspices of the dean a computer for use in most programs to interfere with or disrupt network users, of students. at APU: services, or equipment. Interference or disruption includes, but is not limited to, Harassment Policy PC Pentium 233 distribution of unsolicited advertising, 32 mb RAM propagation of computer viruses, and use of Employees of the university work to assist 1 gig Hard Drive the network to make unauthorized entry students in the several facets of university life. 33.3 modem into other computational, communications, At no time is it acceptable to engage in a or information devices or resources discussion that is less than courteous and Mac 200 mhz Processor professional. It is the university’s policy that, if 32 mb RAM Acceptable Uses at any time an employee or student believes 1 gig Hard Drive 1. Use as a vehicle for scholarly or university- that he or she is being harassed (verbally or 33.3 modem related communications in any other manner), by anyone in a public contact or an inquiry situation he or she Some programs may specify a more 2. Use in applying for or administering should immediately end the conversation and expanded system. grants or contracts for research or report the matter to their supervisor, chair, or instruction Internet Acceptable department dean.Any other issues involving Use Policy 3. Use in activities of research or direct harassment of any kind shall be handled in support for instruction accordance with the guidelines and standards Azusa Pacific University’s domain name outlined in the current undergraduate student (APU.EDU) and other university computer, 4. Use must be consistent with university handbook. network, and electronic mail systems exist standards as defined in its publications for the primary purpose of transmitting Unacceptable Uses Statements of Compliance and sharing information for the university’s Azusa Pacific University, in compliance with purposes.The use of apu.edu by any member 1. Use of apu.edu or any other university Titles VI and VII of the Civil Rights Acts must be consistent with the mission of Azusa computing resources for illegal purposes of 1964 and Title IX of the Educational Pacific University and is subject to control 2. Use of apu.edu or any other university Amendments of 1972, does not discriminate by the university. computing resources to transmit or receive on the basis of race, color, national origin, Computer, network, communications, threatening, obscene, or harassing materials gender, age, disability, or status as a veteran in and Internet services exist to promote the 3. Sending unsolicited advertising any of its policies, practices, or procedures. purposes of the university. Every attempt to The dean of students is the campus coordi- protect privacy will be maintained, but 4. Use for personal for-profit business nating officer for Title IX, and all inquiries observation of traffic flow and content may be 5. Use of the network by employees for should be made to the Office of Student Life. necessary at the university’s discretion for recreational games during working hours In compliance with Section 504 of the security and legal reasons.The end-user who Rehabilitation Act of 1973,Azusa Pacific originates traffic will be responsible if the University does not discriminate on the traffic does not conform to this policy. basis of disability in the recruitment and admission of students, or in the operation of any of its programs and activities, as specified by federal laws and regulations. Persons with questions about the Rehabilitation Act may contact the dean of students.

Graduate Catalog

Graduate Admission to the University . . 16 Admission Policies Application and Fee ...... 16 Transcripts ...... 16 Policy Regarding False Information . . . . 16 Change of Degree Program ...... 16 International Graduate Admissions . . . . 16 TOEFL Requirements...... 17 Conditional Admission ...... 17

15 16 Graduate Catalog

Graduate Admission Application and Fee Change of Degree Program to the University To be considered for admission to any gradu- Admission to graduate work at Azusa Pacific Azusa Pacific University brings to its campus ate course work, the prospective student must University is degree-specific. If a student students who are committed to personal, complete the graduate application and submit changes plans and wishes to enroll in course intellectual, and spiritual growth.Applicants a nonrefundable $45 application fee and tran- work toward a degree other than the one must evidence sympathetic appreciation for scripts. Certain programs may require to which he or she was accepted, then the the standards and spirit of the university and additional references and/or other supporting student must file a new application with exhibit moral character in harmony with its documents. the Office of Graduate Admission.This purpose.The university encourages applica- application must be accompanied by all

Admission Policies Admission tions from students who will contribute to, as Transcripts additional materials. No credit toward the well as benefit from, the university experi- Every applicant must submit transcripts when new degree program will be granted before ence. In assessing the applicant’s potential for applying.An official transcript is one which the written approval for admission to the new success, academic capabilities and involvement university receives directly from that institution program has been secured. in church, school, and community activities and bears an official seal.Transcripts must are reviewed. indicate a B.A. or B.S. degree for admission to International Graduate the graduate program. International transcripts Admissions To be considered for graduate admission, the must be translated into English, certified by applicant must have a bachelor’s degree from a The university has approximately 300 an authorized official, and include the posted regionally accredited college or university and international students from 40 countries.The degree. Once filed, transcripts are subject to a cumulative minimum 3.0 grade-point Office of International Student Services has the provisions of applicable federal and state average (GPA). Candidates with a GPA of a dedicated and caring staff that is committed laws and regulations and cannot be returned 2.5-2.99 may be considered for provisional to assisting international students as they apply to the applicant or forwarded to other educa- admission.Those with grade-point averages to the university, once they arrive on campus tional institutions. below a 2.50 will need to file a petition and and throughout their stay at Azusa Pacific. provide substantial evidence of possibility of For complete information about ordering an Azusa Pacific University is authorized under success to be reviewed by the Admissions APU transcript, see page 30. federal law to enroll nonimmigrant, alien Committee. graduate students.To apply to be a graduate Policy Regarding All students graduating from non-English student at Azusa Pacific, please submit the speaking institutions must also meet TOEFL False Information following: requirements (see page 17). Students are advised that admission is contin- 1. Application for International Graduate gent upon the truthfulness of the information Azusa Pacific University does not discrimi- Admission contained in the application files. Discovery of nate in its admission policies or practices 2. $65 nonrefundable application fee false information subsequent to admission is, on the basis of race, color, national origin, 3. Financial Affidavit of Support (included in at the university’s discretion, grounds for gender, age, disability, or status as a veteran in application form) and bank statement immediate dismissal at any point in the stu- any of its policies, practices, or procedures. proving ability to pay for educational costs dent’s course of study. Such dismissal shall through personal, family, or sponsor To apply for graduate admission to Azusa result in forfeiture of all charges paid and resources Pacific University, students must request academic credits earned. 4. Official international TOEFL score (See an application from: The full fraudulent records policy may be obtained TOEFL requirements, page 17.) Office of Graduate Admissions from the Office of the Registrar. 5. Letters of recommendation (See Graduate Azusa Pacific University Admissions Application.) 901 E.Alosta Ave. 6. Official transcripts sent directly from the PO Box 7000 school attended to APU.Transcripts must Azusa, CA 91702-7000 be translated officially into English and (626) 815-5470 include the degree that was earned Fax (626) 815-5445 by the student (See Transcripts, page 16.) [email protected] 7. Departmental application if desired www.apu.edu major requires one Admission Policies 17

To be considered for graduate admission, the A student’s ability to speak English well and Conditional Admission applicant must have a bachelor's degree from use clear pronunciation is an important part Some applicants have high academic ability, an officially accredited/recognized university of their graduate education. It is assumed that but have not yet achieved English proficiency. with a minimum grade-point average (GPA) a student's spoken English will be at a high For these applicants, the following conditional of 3.0.Applicants with a GPA of 2.5-2.99 enough level to communicate and participate admission options are offered (not applicable may be considered for provisional admission. competently in classes. If, while in classes, it to TESOL applicants): is determined that the student's ability to In addition, all international applicants are communicate and participate in English is 1. Applicants with a TOEFL score between expected to read and comply with the policies below the necessary standard, a teacher may 500-549* (500-579 for computer science; listed in this catalog. refer him/her to the department chairperson 550-599 for those majors requiring 600 International applicants please submit all who can require him/her to enroll in a on the TOEFL) may be accepted condi- application materials and direct all questions noncredit program, at the student's expense. tionally and take part-time English to: This program will be specifically designed to classes in APU’s School of Intensive enable the student to raise his/her English English in addition to part-time graduate Office of International Student Services communication ability. courses (provided they have already been Azusa Pacific University accepted to the graduate program at the

901 E.Alosta International students are encouraged to Admission Policies university). PO Box 7000 submit a score on the Test of Written English Azusa, CA 91702-7000 with their application materials. If this is not 2. For those majors requiring a 550 TOEFL, Tel:(626) 812-3055 submitted prior to admission, students may be applicants with a TOEFL score below Fax: (626) 815-3801 required to take a written English assessment 500 (550 for those majors requiring a Email: [email protected] upon arrival at the university. Students whose 580 or 600) must attend the School of Website: www.apu.edu English skills are not adequate for graduate Intensive English full time until they study in their chosen field may be required to qualify for Option A. TOEFL Requirements take, either prior to or concurrently with courses in their department, course work to 3. Applicants who are not able to take the All students graduating from non-English TOEFL test may apply to APU’s School speaking institutions and applying to develop their written and/or spoken skills in English. of Intensive English (SIE). Upon arrival university graduate programs are required at the SIE, English testing will be to submit a Test of English as a Foreign provided to determine the level of Language (TOEFL) Test scores.The graduate English proficiency. Students who pass minimum required score is 550 on the paper all the English testing can proceed version (213 on the computer version). directly into the university at the next Exceptions have been established for available starting date without studying computer science (580 paper version and in the SIE (provided they have already 237 computer version), and master’s degree been accepted to the graduate program in TESOL, doctorate and master’s degree in at the university). clinical psychology, physical therapy, and doctorate in education (600 paper version *A TOEFL score of 500 and above reflects an advanced and 250 computer version). In addition, English ability. On occasion, some students may obtain students must enroll in TESL 500 English this score yet not actually have advanced English ability. A student accepted to Option A will first be tested in for Internationals during their first term at APU’s SIE. In order to study part time at the university, Azusa Pacific University regardless of TOEFL all of the student’s English tests must reflect advanced score. During the first class session an English ability. opportunity will be given to demonstrate proficiency in English.

Graduate Catalog

Graduate Student Financial Services . . . 20 Financial Information Cost of Attendance...... 20 Payment Terms and Conditions ...... 20 Refund Policy ...... 21 Student Employment ...... 21 Financial Agreement...... 21 Financial Aid Application ...... 21 Financial Aid Policies...... 21 Types of Financial Aid...... 23

19 20 Graduate Catalog

Special Fees 9-Week Session Plan Graduate Student Net balance owed plus a $40 service charge Financial Services Independent Study $115/unit, plus tuition International Fee $80/semester A 50 percent down payment is due at Higher education is one of the most impor- Late Registration Fee $125/term registration.The balance is due one tant investments an individual can make. MBA Capstone Proposal Fee $140 month later. Cost should not be the only determining Music–Private Lessons $250/unit plus tuition factor in selecting the right university; Nursing Fees–includes malpractice 2. Stafford Subsidized and nevertheless, applicants should have a clear insurance–maximum $260 Unsubsidized Stafford Loan understanding of expenses when making a $130/See class schedule Payment Plans final choice. Nurse Practitioner Clinical and Lab Certain verified loans may be used to pay for Financial Policies Financial (See class schedule) $200 school costs, but all students (including those The Office of Graduate Student Financial Physical Therapy Lab Fee $100/class with loans) are required to make Services assists students in answering Research Account Fee $20 the necessary down payment at the time questions related to financial aid and student Recital Fee (conducting students) $125 of registration as follows: accounts. Simply call (626) 815-5440 with Service Charge for Payment Plans any questions. Office hours are Monday- The 15-week sessions require a 25 15-Week Sessions $80 Thursday, 8:30 a.m.-7 p.m.; and Friday, percent down payment. 9-Week Sessions $40 9:30 a.m.-4:30 p.m. Transcript $5/copy The 9-week sessions require a 50 percent down payment. Cost of Attendance Internet Fee $50/semester 2000-2001 Graduation Fees When the Stafford Loan is received, current (effective 9/1/00) Graduation Fee $80 balances including all term charges (i.e., Fall, Placement File Fall I, and Fall II) must be paid before any Matriculation fees Set-up and 10 mailings $60 refunds are given. Students who cover the Application $45 Renewal $55 total charges for the loan period with the International Application $65 Education Employment Opportunities Federal Stafford Loan will not be charged a Newsletter $40/year Tuition service charge. Computer Science $400/unit Payment Terms and 3. Company Reimbursement Education Doctoral Studies $500/unit Conditions Payment Plan Family Nurse Practitioner $380/unit If a student’s employer pays for tuition, Late registrations incur a $125 service charge MBA Continued Capstone $208/unit the student must obtain a Company as well as the current session prices.Any stu- MBA, MAHOD, MAOM $415/unit Reimbursement/ Remission form from dent with a bachelor’s degree who is pursuing Master of Physical Therapy $380/unit the Office of Graduate Student Financial a second bachelor’s degree must pay under- Ministry Doctoral Studies $325/unit Services, complete it, and enclose it with graduate fees.A student without a posted Psychology Doctoral Studies $500/unit the Registration form and a letter from the bachelor’s degree must register as an under- Student Teaching company authorizing the student to receive graduate. Past balances must be paid before a (12-unit package) $4,110/12 units company reimbursement and detailing the new session can be started. International Theology $260/unit company policy.A service charge will apply. students are not eligible for payment plans.Tuition (including discounts) Tuition, fees, and charges not covered must and fees must be paid in full at registration. Other Graduate Programs $380/unit be paid at the time of registration. Audit-Graduate 50 percent/unit 1. Payment in Full 4. Payment Plan Exceptions Tuition and fees are due and payable at Mandatory Fees Any exception to stated policy must be registration. Health Fee $175/semester requested in writing (using a General Petition (mandatory for on-campus residents 15-Week Semester Plan form obtained from the Office of Graduate and international students on APU Net balance owed plus a $80 service charge Student Financial Services) and approved by I-20s and IAP-66s) the director of student financial services. Must be at least half time or enrolled in final classes to A 25 percent down payment is due by be eligible to purchase health coverage. August for the fall and December for the spring.The remaining balance is due in three monthly payments: Fall: September 15, October 15, November 15 Spring: February 15, March 15,April 15 Financial Policies 21

Refund Policy* Financial Agreement Financial Aid Policies Institutional Policy for Students A student may not participate in graduation Withdrawing from All Units ceremonies, register for further sessions, or Satisfactory Progress In the event a student withdraws from ALL receive any diploma, grades, certificate, Students who wish to receive financial aid units of a term, refunds will be made as transcripts, or letter of recommendation until must be in good academic standing and make follows: all financial obligations (including NDSL/ satisfactory academic progress towards a Perkins Loan) have been satisfied in accor- degree or certificate program in addition to Tuition excluding fees: dance with APU financial policies.Any meeting other eligibility criteria. (Fees are not refundable) diploma, grades, certificate, transcripts, or letter A.Quality of Progress– of recommendation shall be retained by the 15-Week Semester Policy “Good Academic Standing” 1-2 weeks 90 percent refund university as a security interest until all such Graduate students requesting aid must 3-4 weeks 50 percent refund obligations are satisfied. Release of any such maintain a minimum cumulative 5-7 weeks 25 percent refund security interest prior, or subsequent to, any default by the debtors shall not be considered grade-point average of 3.0. 9-Week Session Policy a binding precedent or modification of this Grade-point averages are reviewed at

First week 90 percent refund Financial Policies policy. the end of each semester. Second week 50 percent refund 3-4 weeks 25 percent refund The university reserves the right to make any Students who fail to maintain the changes in costs, payment plans, and refund policies minimum grade-point average will Summer and Special Terms without notice. be given one semester of “Aid Refund policies for other terms or special Probation” in which they must earn programs will be outlined in the appropriate Financial Aid Application a 3.0 (for that semester); otherwise, printed materials. Application for Financial Assistance they will be suspended from the aid Federal Refund Policy A Free Application for Federal Student Aid programs. Policy for students completely withdrawing or (FAFSA) must be completed and sent to the Students with no previous graduate dropping from a term and who have financial aid: address on the application.A Graduate work and transfer students who have In the event a student withdraws or Stafford Loan Worksheet (GSLW) must also less than a 3.0 will be given one drops from all classes within a term, the be completed and returned to the Office of semester of “Aid Probation” and must Office of Graduate Student Financial Graduate Financial Services.The FAFSA and achieve a 3.0 grade-point average to Services will then calculate on a per diem GSLW may be obtained at the APU Graduate continue receiving aid. basis all financial aid and refund amounts. Center. Early application is recommended, If the net calculates to 60 percent or since receipt of loans can take up to five B.Quantity of Progress– greater of the term, then NO adjustments months. “Unit Completion Requirement” Graduate students must make progress will be made. From an analysis of this confidential form, the toward their degree as follows: *The above-listed refund policy is currently amount of student income and assets which Full time–18 units/year undergoing further development to meet new federal can be applied toward university costs is Part time–10 units/year regulations. determined.An application will be considered for financial aid after the student has been Unit completion is reviewed at the Student Employment granted admission to the university and the end of each academic year in June. The Office of Student Employment is a job GSLW has been received. Summer is considered part of the referral service for APU students. Employment spring term for progress purposes. is a vital part of college life for the many Application Priority Date The following grades are considered Azusa Pacific graduate students who work as Admitted students who have completed the to demonstrate satisfactory course a partial means of meeting college costs. FAFSA and GSLW,financial aid transcripts, completion: A, B, C, and Pass.These Numerous part- and full-time jobs are posted loan applications, and admission process by grades do not demonstrate course on the job board outside the Career Center. March 1 will receive loan processing priority completion: D, F, No Pass, Incomplete over other applicants. (I),Withdrawal (W), and In-Progress. Repeated courses for which a satisfac- tory grade has been given may be counted only once for the purpose of academic progress. 22 Graduate Catalog

Prerequisite may be specifically approach may include assistance from two or Outside Aid Resources prescribed by the student’s academic more financial aid sources.The university’s Students are required to report ALL advisor. goal is to award all applicants the maximum resources known or expected to be available scholarship, grant, and loan dollars for Students who fail to complete the to them during the period for which they which they qualify, given restrictions on the required number of units per academic seek financial assistance.These resources availability of funds, institutional policies, year will be suspended from financial include, but are not limited to: veterans’ and federal guidelines. aid until the deficit units are made up. benefits, scholarships, fellowships, stipends, and Such units can be made up in the Equitable Treatment unemployment earnings (including spouse’s, summer and/or by petitioning for a where applicable). Failure to report these re- semester of “Aid Probation.”To petition, The university shall provide fair and equitable sources can result in delays in receiving aid Financial Policies Financial students must submit an APU General treatment when awarding financial aid. In funds for which the student may be eligible, Petition form to the Office of Graduate addition, there shall be no discrimination of cancellation of the award, or even the return Student Financial Services. any kind.Appeal procedures exist for anyone of funds already received. who feels that a violation of the above has C.Quantity of Progress– occurred. Contact the director of student Should any new resources become available, “Maximum time Frame” financial services for further information. the student is required to report this fact. Graduate students requesting aid are Withholding or concealing information about expected to complete their academic Release of Records these resources may constitute fraud, as the student would be receiving financial aid for programs within a reasonable time frame It is understood that in signing the loan offer which he or she is not entitled. (including transfer units) as follows: paperwork, the student grants the Office of Full time–3 academic years Graduate Student Financial Services the right Overawards Part time–5 academic years to release the student’s grades and enrollment Each year a number of financial aid recipients Please refer to individual departments records to scholarship and loan agencies as are distressed to learn that their aid package for exceptions to this policy. needed. is being reduced due to an overaward. In The time frame is reviewed when the Keeping in Touch many cases, the student was aware of funds application is submitted. from outside sources and failed to inform the The university will attempt to inform Office of Graduate Student Financial Services. Students may petition for extended students about deadlines and procedures, but Reporting this information will save the time by submitting a General Petition the final responsibility for the timely filing frustration and inconvenience that may result form to the Graduate Center. of the FAFSA and related documents lies from an overaward. with each student. Financial Aid Packaging All institutional aid is subject to coordination with Students must notify the Office of Graduate federal, state, and all other aid sources. Azusa Pacific University offers financial aid Student Financial Services regarding changes in the form of employment, loans, grants, in financial situation, marriage, loss of a job, All institutional aid is subject to the policies printed and scholarships. In order to serve the large withdrawal from school, or change of address. in the catalog and any other printed materials. number of students who need financial This can be done in writing, by phone, or in assistance, the university attempts to coordi- person. Send all information to the Graduate Availability of all aid is subject to federal, state, nate various elements of each student’s Center. institutional, and private funding. financial aid program.This “packaging” Financial Policies 23

State Aid In order to receive the full benefits of the Types of Financial Aid APLE program, participants must provide four Cal Grant A Federal Aid consecutive school years of eligible teaching Students who received Cal Grant A as under- service at a California public school.These Any student who wishes to apply for federal graduates have 15 months to enroll in a four years begin no earlier than the first year programs must be either a U.S. citizen, teacher education program to renew funding. after completion of the first credential permanent resident, or an eligible noncitizen. A FAFSA must be filed and a form sent to (preliminary or clear). Federal Stafford Loan the Student Aid Commission to continue receipt of the Cal Grant A. This program is available to students pursuing A loan program is available through many banks teaching credentials who meet the following and credit unions from which graduate master’s Cal Grant T requirements: degree-seeking students may borrow up to This program is for students who did not $18,500 annually ($10,500 annually for receive Cal Grant A as an undergraduate. 1. Be admitted (including the admissions credential-only students). In order to receive a Recipients must be enrolled in courses that interview). subsidized Federal Stafford Loan, students must are required for the Preliminary or Level 1 2. Be enrolled in a teaching credential demonstrate need through completion of a Teaching Credential only (see the program: Multiple-Subject Traditional or

FAFSA form.The interest rate is variable, and Financial Policies Department of Teacher Education). Intern, Single-Subject, or Special Education caps at 8.25 percent. Repayment begins six (those in the Special Education Program months after the student graduates or discon- The student must: must be admitted to the credential tinues schooling, with public service deferment 1. Be admitted (including completing the program, not just the master’s degree provisions available. admissions interview). program) or have completed at least 60 Unsubsidized funds up to $18,500 per year 2. Be enrolled in a teaching credential semester units toward a bachelor’s degree (including eligible subsidized Stafford) may also program: Multiple-Subject Traditional or (through APU’s traditional or accelerated be borrowed if the student shows “no need”; Intern, Single-Subject, or Special Education. degree completion programs). however, in this case the student is responsible (Those in the Special Education Program 3.Take credential courses (or continue with for the interest payment while in school.All must be admitted to the credential his/her bachelor’s degree program) in fall students applying for a Federal Stafford Loan program, not just the master’s program.) 2000 and maintain full-time status must complete a FAFSA and GSLW,and be (definition in application) during the fall admitted to a degree seeking program. 3. Take credential courses in fall 2000. (If the student has completed the credential 2000 semester. Borrowing under the Federal Stafford Loan course work, but will take master’s 4. Not have completed the course work programs may not exceed net educational costs courses in the fall 2000, they are not necessary to obtain an initial teaching (school educational costs less other financial eligible.) credential. assistance). 4. Not have previously received any Cal 5. Have received or been approved to receive Alternative Loans Grants (A, B, or T). government loans (see details on the Students that wish to apply for alternative loans program application). must complete a separate application, have costs 5. Not already have a preliminary or clear greater than school budget and be approved by credential. 6.Agree to teach in the area that he/she the lending agency.Alternative loans must pay 6. Submit a 2000-2001 FAFSA form (if not selects on the application in a California tuition in full before any refund will be given. already submitted). public school for at least four consecutive Alternative loans are those monies received years after obtaining a teaching credential. APLE through any other agencies or process other Applications for APLE become available The Assumption Program of Loans for than the FAFSA. during mid-spring.The APU Department of Education (APLE) is a competitive teacher Teacher Education will mail out applications incentive program which is designed to to all eligible students as soon as they become encourage outstanding students to become available.They are due back to APU in June. teachers and serve in critical teacher shortage areas.These areas can be changed each Students with questions regarding specific application year based on the projected qualifications and requirements of the APLE shortage areas for California. Under the should contact (626) 815-5376. provisions of the APLE program, the California State Aid Commission may assume up to a specified amount in outstanding education loan balances in return for the participant’s service as a public school teacher in California in specific teacher shortage areas. 24 Graduate Catalog

Graduate Fellowships Theology Aid The California Student Aid Commission For more information, contact the Haggard offers graduate fellowships to California Graduate School of Theology, (626) 815-3809. residents for use in a California college or university. Recipients must demonstrate Church of God Student Aid intent to teach at the college level. This fund provides financial and moral Applications are made directly to the support to Church of God students. Eligibility Student Aid Commission by early March is limited to full-time students. Stipends are prior to enrollment in September. determined by a Church of God Scholarship Committee on the basis of funds available, Financial Policies Financial Teacher Education and financial need, and academic achievement. Administration Aid Awards of up to $200 may be made. Alumni Teacher Education Discounts John Wesley Foundation Discounts of 20 percent are given to APU Financial assistance is available to students alumni who are fully admitted to a Teacher who are involved in the Free Methodist Education Program. See program information Church Ministerial Program while attending sections for eligible courses. the Haggard Graduate School of Theology. The Center for Research on Southern California Free Ethics and Values Methodist Aid Established in connection with the Ed.D. The Southern California District of the Free Program, the center sponsors one to two Methodist Church offers aid to theology fellowships per year involving a 50 percent students. reduction in tuition and a modest stipend. Recipients must be available part-time hours Stamps Scholarship weekly as research associates for faculty The Friends Center, Brethren in Christ, and members.Applications for these fellowships Wesleyan Church offer aid to theology are available from the doctoral program or students through the Stamps scholarship. regional center directors. Nursing Aid Nursing Grants Grant money may be available for nursing students. Please contact the School of Nursing for more information, (626) 815-5414.

Graduate Catalog

Reservation of Rights ...... 28 Academic Policies Course Numbering System ...... 28 Late Registration...... 28 Credit Hours ...... 28 Study Load ...... 28 Auditing ...... 28 Transfer Credit ...... 28 Grading...... 29 Attendance Regulation...... 29 Repeated Courses ...... 29 Final Examinations ...... 29 Normal Progress Toward a Degree. . . . . 29 Independent Study ...... 29 Withdrawal from Courses...... 30 Withdrawal from the University...... 30 Student Records Policy ...... 30 Academic Integrity ...... 31 Earthquake Procedures...... 31 Grievance Procedure and Due Process . . 31 Petition Process...... 33 Standards of Conduct and Due Process . 33

27 28 Graduate Catalog

Reservation of Rights School of Education and the doctorate level, six units. Comparable Behavioral Studies requirements for half-time status are five-eight Azusa Pacific University reserves the right and three units, respectively.With certain to change any of its policies without prior CSA College Student Affairs restrictions, students at the dissertation level notice, including, but not limited to, tuition, DOCT Doctor of Education are considered full time if enrolled in any fees, unit-value per course, course offerings, EDUC Education one of the following courses: EDUC 794, curricula, grading policies, graduation and LDRS Leadership Studies EDUC 795, GDMN 790, PPSY 731, or degree requirements, and admission standards PE Physical Education PPSY 732. Students in the Ed.D. Program and policies.The university further reserves PPSY Graduate Psychology who work full time may not enroll in more the right to refuse admission to any applicant PSYD Doctor of Psychology then seven units exclusive of fieldwork. at the discretion of the deans or the SPED Special Education For exceptions to these policies, please see Admissions Committee and to disqualify, TEP Teacher Education individual department policy. Students in discontinue, or exclude any student at the School of Music the PPSY/Professional Psychology Program discretion of the deans, faculty, administration, GMUS Graduate Music qualify for full-time status by taking at least or Ethical Standards Committee. seven units per 15-week semester and four-six School of Nursing This catalog supercedes all previous catalogs. units for half-time status. GNRS Graduate Nursing The policies expressed in this catalog and each subsequent catalog will be controlling, C. P. Haggard School of Theology Auditing regardless of any policies stated in a previous GBBLBiblical Studies A qualified student may apply for permission catalog received by the student upon his or GMIN Ministry to audit a class.The student must meet the her admission. GPHLPhilosophy regular university entrance requirements and This catalog and each subsequent catalog are GTHE Theology pay the audit fee per unit. Students may not GDMN Doctoral Ministry change their audit classification to obtain

Academic Policies Academic supplemented by the rules and regulations credit after the last date to change registration, stated in departmental publications and on The following guide may be used when or change from credit to audit after the sixth the Website.Where conflict exists between reference is made to any given course: week of instruction. any of these sources, the most recent rule, 400-499, upper division (may also grant regulation, or policy will be controlling. graduate credit); 500-699, graduate credit Transfer Credit* (may also grant doctoral credit); 700-799, All classes are offered subject to instructor Appropriate transfer work may be accepted availability and sufficient enrollment. doctoral; 800-899, graduate non-credit; 900-999, continuing education courses. See toward a master’s degree.A minimum of Course Numbering System Undergraduate Catalog for departmental 30 units of the degree requirements must abbreviations of courses numbered 000-499. be taken in residence at APU. In addition, Courses are identified by a departmental transfer units may not exceed 20 percent of abbreviation followed by a three-digit course Late Registration the units required for a master’s degree.To number. the departmental abbreviations are be transferrable, a course must meet the Students who are unable to register during as follows: following requirements: the regular period may register late. However, College of Liberal Arts and Sciences a $125 fee will be charged.The last day to 1. The course was completed at a regionally CS Department of Computer Science register for each semester will be included in accredited institution. PT Department of Physical Therapy the class schedule and the academic calendar. 2. The grade earned was a B or better. TESLTESOL (Neither Pass in a pass/fail course nor a Credit Hours B- is acceptable for transfer credit.) School of Business and 3. The course was completed subsequent to Management Semester credit is generally determined on the basis of the Carnegie system, which the awarding of the bachelor’s degree. BUSI Business Administration awards one unit of credit for each 50-to-55- 4. The course was taken within eight years MAOM Master of Organizational minute class session per week. However, the of the time in which the student begins Management nature of the course will determine the work in the degree program. (More recent MHOD Human and Organizational number of class-contact hours. Emphasis will work may be required in some programs.) Development be given to achieving course objectives. 5. The course must be applicable to a graduate degree at the institution where Study Load it was taken. To be classified as a full-time graduate student *Some exceptions to the 20 percent limit apply in the at the master’s level, one must be enrolled in Schools of Nursing and Theology. Please refer to those sections within the catalog for specific departmental at least nine units per 15-week semester; at policies. Academic Policies 29

Courses for transfer must be approved The grade I “incomplete” is to be given only Final Examinations by the student’s department or school, as if special circumstances exist.An incomplete Final examinations are required in most well as by the Office of the Registrar. The grade may be given upon recommendation courses. No final examination shall be given student should not assume acceptance of the professor, with the permission of the to individual students before the regularly of transfer work until they receive dean and/or chair of the respective school scheduled time.An exception cannot be written notification from the registrar. and/or department.To obtain an incomplete, made to this rule without the written the student must fill out the Incomplete form Students in doctoral programs should refer to approval of the instructor, department chair, available from the Office of the Registrar and those sections in the catalog for information and school dean. obtain all necessary signatures an extension regarding transfer credit. may be granted for up to 12 weeks from the Normal Progress Toward a date of the petition. Waivers Degree and Time Limit for Some departments permit waivers of certain Petitions for extension beyond the 12 weeks Degree* are subject to review by the faculty member courses. Course waivers are processed by A student has a maximum of eight years the student’s department or school. Unlike and the dean of the school.An incomplete submitted without the proper form or not to complete a master’s or doctoral degree transfer credit, waivers fulfill course at APU, beginning from the date of initial requirements only, no units are awarded. made up within the 12-week period auto- matically becomes an F. enrollment to the degree program.A student Students with waived courses must choose has a maximum of 10 years to complete a alternate elective courses to satisfy the Academic Advising Master of Divinity degree, beginning from unit requirements of their program. the first date of enrollment for course work Academic advising at Azusa Pacific University in the degree program, as this is permitted Grading provides individual academic advising by ATS accreditation. In rare instances, Grades are based on the daily work of class- conferences, ensures successful completion extensions may be requested by waiver. room projects and examinations. Scholarship is of degree requirements, and promotes Granting of such a waiver may entail ranked as follows: A, exceptional; B, good; C, student development through discussion additional degree requirements. passing; D, unsatisfactory, no credit awarded; I, of abilities and appropriate personal and incomplete; F, failure; and W, withdrawal. For occupational choices. Independent Study each credit, points are awarded according to While the advisor is a guide and resource Graduate students may receive credit for the grade earned as follows: person, final responsibility for meeting

a maximum of six units of independent study Academic Policies Grade A 4.0 points requirements to complete a program rests to be applied to their degree programs. Grade A- 3.7 points with the student. No more than four units may be applied Grade B+ 3.3 points toward one project.A maximum of four Grade B 3.0 points Attendance Regulation independent study units may be taken during Grade B- 2.7 points Class attendance is of paramount importance, one academic term. Independent study Grade C+ 2.3 points and excessive absences will affect the final enables students to enrich their college Grade C 2.0 points grade. Individual instructors define grading experience by pursuing learning in a closely Grade C- 1.7 points and attendance policies in the course instruc- supervised program, not merely as a conven- Grade D+ 0 points tion plan for each class. ience for students who are unable to attend Grade D 0 points classes because of schedule conflicts.The Grade D- 0 points Repeated Courses student must submit a written proposal to the department chair and faculty member Grade F 0 points Students may repeat courses at Azusa Pacific under whom he or she wishes to study.After Grade W 0 points in which a grade of D, F,or I was received. approval by the department, the student Grade I Incomplete Both grades remain on record, but only the may register for the course at registration.An new grade is calculated into the student’s independent study fee of $115 per unit is grade-point average.The units are counted assessed in addition to standard tuition fees. only once. 30 Graduate Catalog

Withdrawal from Courses* Student Records Policy* Disclosure of Student Records Graduate students may withdraw from a class The Family Educational Rights and Privacy With certain exceptions provided by law, without grade penalty at any time during the Act of 1974, better known as the Buckley Azusa Pacific University cannot release infor- first 10 weeks of the 15-week term and Amendment or FERPA, provides generally mation concerning students to prospective during the first 6 weeks of the 9-week term, that: students shall have the right of access employers, government agencies, credit starting the first day of classes.The student to their educational records, and educational bureaus, etc., without the student’s written must secure the appropriate form from the institutions shall not release educational consent. Students and alumni applying for Office of the Registrar and obtain an approval records to nonschool employees without jobs, credit, graduate school, etc., can expedite signature from the professor.The student will consent of the student.“Students” as used in their applications by providing the university receive a W (withdrawal) grade in the course this notice includes former students. with written permission to release specific from which he or she withdraws.A student records and addresses.The student’s written Release of Transcripts who never attends or stops attending a course consent is not required for the disclosure for which he or she is officially registered Transcripts of Azusa Pacific University course of grades, disciplinary action, or other will receive an F in that course if accepted work are available approximately six weeks information to parents of students who are procedures for withdrawal are not followed. after the completion of courses. Requests can dependents for federal income tax purposes. be made in writing and should include the If the student wishes to initiate withdrawal The university has designated the following as following information: location of classes after the deadline, he or she may do so by directory information, which may, at the uni- taken, the last semester attended, where the filing a special petition using the Academic versity’s discretion, be released to the public transcript is to be sent, date of graduation Petition form available in the Office of the without the student’s consent: student’s name (if applicable), Social Security number, and Registrar. Professor approval for withdrawal and maiden name, address, telephone number, signature.An Azusa Pacific University after the deadline should be granted only date and place of birth, major field of study Transcript Request form is available for the in extreme cases where extenuating circum- and courses taken, participation in officially stances are evident and can be substantiated. students’ convenience.A $5-per-copy fee Academic Policies Academic recognized activities and sports, weight and applies. Rush transcripts are available under Petitions must be signed by the professor of height (members of athletic teams), dates of certain conditions. Contact the Office of the course in question and the department attendance, degrees and awards received, all the Registrar for specific information, chair prior to submission to the provost for previous educational agencies or institutions (626) 815-5470.Transcripts, diplomas, and/or approval. No financial adjustments will be attended, current class schedule, employer, verifications of degrees will not be released made. (See “Refund Policy” under “Financial church membership, photographs, and parents’ until all the student’s financial obligations to Information.”) names, addresses, and telephone numbers. the university are met. It is the general policy of the university not Withdrawal from the Right of Access University to release directory information regarding its With a few exceptions provided by law, students unless, in the judgment of the appro- A student who, for any reason, finds it neces- students at Azusa Pacific University may see priate record custodian or another official sary to withdraw from the university during any of their educational records upon request. with record access, such release either serves a the course of the semester must do so Access will generally be granted to the record legitimate educational purpose or is not through the Office of the Registrar.The custodian, but if a delay is necessary, access adverse to the interests and privacy of the student must complete the Leave of Absence must be granted no later than 45 days after student. However, the student may request and Class Withdrawal forms. Failure to the request.With some limited exceptions, that certain categories of directory informa- comply will mean that failing grades will be students are also entitled to copies (at the tion not be released to the public without his entered on the student’s record. (See “Refund student’s expense) of all records to which or her written consent. Such requests shall be Policy” under “Financial Information.”) they have access. Students further have the submitted in accordance with the student right, under established procedures, to records policy of the university. Honorable Dismissal challenge the factual accuracy of the records To qualify for an honorable dismissal, the and enter their viewpoints in the records. This notice is not intended to be fully student must be free from university financial Students may waive their right of access to explanatory of students’ rights under FERPA. obligations and disciplinary action.Academic recommendations and evaluations in the cases The registrar maintains copies of the official disqualification does not constitute dishon- of admissions, application for employment, Azusa Pacific University Student Records orable dismissal. and nomination for awards.Azusa Pacific Policy, which contains detailed information University may not require students to sign and procedures with regard to these rights. a waiver of their right of access to their Students may obtain a copy of that written records, but students should be aware that policy upon request to the Office of recommendations and evaluations may not the Registrar,Azusa Pacific University, be very helpful or candid without a signed 901 E.Alosta Ave., PO Box 7000,Azusa, CA waiver. 91702-7000.Any student alleging failure of the Academic Policies 31

university to comply with FERPA may file a Earthquake Procedures 4. Evacuation of buildings is not automatic; complaint with the Family Education Rights it depends on surrounding circumstances, In the event of an earthquake during working and Privacy Act Office (FERPA), United i.e., gas leak, fire, or severe structural hours or while classes are in session, for the States Department of Education, 4511 Switzer damage. Building evacuations should be students’ safety and those of others, it is Building, 330 C St. SW,Washington,DC 20201. conducted at the direction of Emergency requested that everyone adhere to the specific Operations team members. Doctoral students should refer to the section of this guidelines. Managers, supervisors, and faculty catalog dealing with the program of interest for are responsible for the safety of their 5. If buildings are evacuated, stay out of specific information that may differ from general employees and the students in their classes. them until directed by a team member to graduate policies. They must give directions to employees and re-enter. Be prepared to locate and assist students and ensure the implementation of individuals with disabilities. Academic Integrity the following guidelines: Graduate Student The maintenance of academic integrity for a During an earthquake: quality education is the responsibility of each Grievance Procedure 1. Keep calm. Do not run or panic. By taking student at Azusa Pacific University. Cheating the proper precautions, the chances of (The individual college or school may have or plagiarism in connection with an academic being injured are reduced. specific grievance procedures which supersede program is an offense for which a student may these.) be expelled, suspended, or disciplined.Academic 2. Stay put. Most injuries occur as people are dishonesty is a serious offense which diminishes entering or leaving buildings. I. Definitions the quality of scholarship and defrauds those A. A grievance is a statement by a student 3. If the earthquake strikes when students who depend upon the integrity of the that he/she was wronged by Azusa are indoors, they should take cover under educational system. Pacific University.The grievance may a desk, heavy table, bench, or against inside be caused by a breach of contract or by Academic dishonesty includes: walls or doorways. Stay away from glass, a failure of Azusa Pacific University to 1. Cheating–Intentionally using or attempting windows, and overhead light fixtures. If follow its established policies and to use unauthorized materials, information, the students are in a laboratory, they should practices. or study aids in any academic exercise. stay away from hazardous materials that could spill and pose a hazard. B. A student is anyone who has officially ❥ Students completing any examination enrolled in a graduate program at should assume that external assistance (e.g., 4. Do not use matches during or after the Azusa Pacific University at the time books, notes, calculators, conversations tremor. the perceived wrong occurred. Academic Policies with others) is prohibited unless 5. If the earthquake occurs while students are specifically authorized by the instructor. C. A complaint is the formal statement outside, they should move away from of a grievance that the student files ❥ Students may not allow others to conduct buildings and utility wires. Move to an with an appropriate administrative research or prepare any work for them open area and stay there until the shaking officer. without advance authorization from the stops. instructor. D. An appropriate administrative officer After the earthquake: is the dean of the relevant college or ❥ Substantial portions of the same academic 1. Check for injuries. Do not attempt to school, the chair of the relevant work may not be submitted for credit move persons who may be seriously department, the registrar, the director in more than one course without injured unless they are in danger of further of graduate admissions, or the authorization. injury. director of student financial services. 2. Fabrication–Intentional falsification or 2. If a gas leak is detected, call (626) 812-3002. II. Time Limits invention of any information or citation Also notify the Emergency Operations Anyone who cannot perform some in an academic exercise. team so that an evacuation may be procedural step within the time limits conducted.The team will assemble in front 3. Facilitating Academic Dishonesty– stated in this document must make prior of the university Health Center. Intentionally or knowingly helping or written request of the appropriate attempting to help another commit an 3. If other utility problems are detected, administrative officer for an extension act of academic dishonesty. notify (626) 812-3002 and the Emergency before the time limit has been exceeded. Operations team at the Health Center Failure on the part of a complainant to 4. Plagiarism–Intentionally or knowingly immediately. observe any time limit or receive an representing the words, ideas, or work extension shall be taken to mean that of another as one’s own in any academic exercise. See also: Fraudulent Records Policy; Grievance Procedure; and Due Process. 32 Graduate Catalog

the student has abandoned his/her STEP 1 STEP 3 complaint, and no further action on the WHO ACTS: WHO ACTS: matter shall be allowed. Failure on the Student Student part of someone named and accused in Meet with the person(s) immediately If Steps 1 and 2 have not resolved the a complaint to object to the complaint involved in the dispute (other party) and problem, request in writing that the or to observe a time limit or receive try to resolve the problem. dean of the college or school arrange a an extension, shall be interpreted as an meeting with you, the other party, and Other Party indication of that person’s agreement the dean of the college or school. Discuss the problem with the student. with all statements in the complaint, Other Party provided they have been given a written Time Limit Meet with the student and the dean of copy of the complaint or grievance. The meeting between the student and the the college or school. other party must take place within 10 III. Legal Counsel working days after it is requested. Dean of the College or School The presence of legal counsel is not A.Meet with the student and the other permitted, but the student may request STEP 2 party. If the problem cannot be and receive permission to have an APU WHO ACTS: resolved at this meeting, direct the student or faculty member present at the Student parties involved to write a statement meetings for support. If Step 1 has not resolved the problem, of the grievance and their action with refer the issue to the appropriate IV. Settlements Prior to a Hearing respect to that grievance. Each party administrative officer. Submit a written shall receive a copy of the opposing A.If the grievance can be resolved by the statement of the grievance and the party’s statement.The original mutual consent of both parties before it requested resolution. comes to a hearing, and the resolution statements shall be forwarded to the requires some formal administrative Administrative chair of the Committee on Graduate Academic Policies Academic action under the established policies of Consult with the parties involved.Try to Student Grievances (CGSG). resolve the issue. the university, college, or school, then B. Notify the chair or supervisor of the the parties shall forward to the Time Limit department or office of the other party, appropriate administrative officer a The student must consult with the and, if appropriate, the administrator statement of the grievance and its administrative officer within 10 working responsible for the issue under debate, proposed resolution.This statement must days after meeting with the other party, that a formal grievance hearing will be be approved by both parties.The or if no meeting has been held, within held. Only the names of the parties appropriate administrative officer may five days after the end of the time limit in involved shall be made known; all then either approve the resolution and Step 1. other details must be held in strict take the required action or order that confidence. the remainder of the grievance Appeals procedure be carried out. Either of the parties involved in the Time Limit grievance may appeal the administrative The meeting between the dean of the B. If the proposed resolution does not officer’s decision to the associate provost college or school, the student, and the require administrative action, then of Azusa Pacific University. This appeal other party must take place within five the resolution shall be considered the must be made within five days after the working days after the student requests final step in the procedure, and no administrative officer has announced it. If the matter remains unresolved, the subsequent complaints or defenses on a decision.The associate provost’s results of the meeting must be submitted the matter shall be heard. decision shall be final. to the chair of the CGSG within three days of the meeting. Failure to File Grievance Any student who has a complaint or grievance against the university must follow this procedure or will waive any claim against the university. Academic Policies 33

STEP 4 Petition Process WHO ACTS: A petition process exists for students who CGSG seek an exception to stated university policies, Conduct a hearing on the grievance in procedures, and regulations. All petition forms accordance with approved procedures and are secured from and submitted in writing to submit recommendations to the dean of the Office of the Registrar. the college or school and to the principles. Time Limit Standards of Conduct A schedule for the hearing must be set In accordance with the ideals of Christian within 10 working days after the education, it is the goal of Azusa Pacific committee receives the statements of University that the campus environment grievance from the principles along with promote sound academic and personal growth the results of the meeting between the experiences.The administration believes it two parties and the dean of the college is important for each student to develop a or school. living/learning style that is consistent with STEP 5 the Christian beliefs of the Azusa Pacific WHO ACTS: University and reflected in both on- and Dean of the College or School off-campus behavior.The university asks that Review the documents to make sure that graduate students use personal discretion all steps in this procedure have been involving activities that may be spiritually or followed; then consider the recommenda- morally destructive. It is the intention of the tions of CGSG, make a decision, and university to resolve violations of established send a written notification of the decision policies and standards of conduct in a way to all parties. that will maintain respect for the individual. Time Limit The university may terminate, for reasonable The decision of the dean of the college or cause, the registration of any student who school must be made within 10 working violates university policies and regulations. A full printed copy of the procedures is days following receipt of the documents. Academic Policies available at the Office of Student Life. (See Nursing students with grievances related also Academic Integrity and Fraudulent to clinical problems should review the Records Policy.) procedures outlined in the School of Nursing Handbook. In the area of academics, protocol requires that student concerns or grievances about course content and relevancy, grading, teaching style, and the like, be taken up first with the professor of the given class. Failure to resolve the matter at that point may require a meeting with the appropriate department chair, or finally, the dean of the school or college. In the event that informal procedures fail to resolve the problem, the student will indicate in writing the nature of the grievance, the evidence upon which it is based, and the redress sought.

Graduate Catalog

Degree Programs ...... 36 Academic Programs Requirements for Graduation ...... 36 Security Interest in Student Records. . . . 36 Application for Graduation ...... 36 Degree Posting Dates ...... 36 General Degree Information ...... 37 Residence Requirements...... 37 Leave of Absence ...... 37 Change of Degree Program ...... 37 Distribution of Courses ...... 37 Academic Probation and Disqualification ...... 37 Additional Degree Requirements...... 37 Thesis ...... 37 Additional Master’s Degree ...... 37 Commencement ...... 37

35 36 Graduate Catalog

Degree Programs Requirements for A degree is granted based on the completion of all requirements prior to commencement. Master’s degrees are offered in the following Graduation areas: business administration, human and All students must earn a minimum cumulative A graduate student remaining in attendance organizational development; organizational grade-point average of 3.0 in all university in regular session at Azusa Pacific University management; education, with emphases in work attempted. Some exceptions to this may, for the purpose of meeting graduation curriculum and instruction, college student policy apply to students in the Haggard requirements, elect to meet the requirements affairs, school administration, pupil personnel Graduate School of Theology. Please refer to in effect at Azusa Pacific University either at services, special education, physical education, individual sections within the catalog for the time the student began such attendance or teaching, and educational technology; specific information. Some departments at graduation. Substitutions for discontinued (numerous education credentials are also and/or schools also require a minimum courses may be authorized or required by the available); teaching English to speakers of cumulative grade-point average in certain major department or appropriate school. other languages (TESOL); clinical psychology; courses. “In attendance” is defined as being enrolled music, with an emphasis in performance; in at least six graduate units for one semester music education; social science, with an Security Interest in within a 12-month period.Absence due to emphasis in leadership studies; Christian Student Records educational leave, approved in writing, shall education; nonprofit leadership; and a pastoral not be considered an interruption in atten- studies and religion, with concentrations in A student may not graduate or receive any dance if such absence is for the duration of biblical studies, church development, urban diploma, certificate, grades, transcript, or two years or less.When a student changes and intercultural ministry, and theology and letter of recommendation until all financial majors, the academic requirements applied ethics.A master of divinity; master of science obligations (including student loans wherein will be determined as of the date of in nursing, with emphases in administration, collections are administered by the university) declaration or subsequent change. education, adult nursing, parent-child, family have been satisfied in accordance with policies described under “Financial Information.”Any Academic Programs Academic nurse practitioner, high risk home health, Degree Posting Dates and parish nursing; master of physical therapy; diplomas, certificates, grades, transcripts, or and master of science in applied computer letters of recommendation shall be retained The university posts degrees to student science and technology with emphases in by the university as a security interest until permanent records several times each year client/server, computer information systems, all such obligations are satisfied. Release of according to a predetermined schedule, end-user support, technical programming, and any such security interest prior or subsequent regardless of the specific date when all work is telecommunications, and an inter-emphasis to any default by the debtors shall not be completed.All degree requirements must be are also available. Doctoral programs include considered a binding precedent or modifica- met prior to the posting date.The posting the Doctor of Education in Educational tion of this policy. dates for graduate students are at the end of Leadership, Doctor of Psychology, and Doctor each regular semester and each regular term. of Ministry. Application for Graduation The regular semesters and terms for graduate Graduation is not automatic upon completion students (with approximate term ending date of all course work. Students who intend shown in parenthesis) are: Fall semester to graduate must complete an Intent to (December 15), Fall I term (November 15), Graduate form and file it with the Office Fall II term (January 31), Spring semester of the Registrar at least 90 days prior to (May 1), Spring I term (April 1), Spring II commencement, along with the current term (June 15), Summer semester (July 30), graduation fee.The commencement date and Summer II term (July 30). For degrees is listed in the class schedule. completed on dates other than these, the posting will occur on the next following posting date. Exception to this policy may be granted upon petition, after approval by the dean. Academic Programs 37

General Degree Information Academic Probation and 5. Details on the development of a thesis Disqualification proposal and matters of style and format Residence Requirement are available from the Office of the Each student must complete a minimum of Satisfactory progress toward the degree is Registrar. 30 semester units in residence at Azusa Pacific required.A student may be disqualified from 6. The student has two consecutive semesters University. Individual programs may specify further graduate work if a 3.0 grade-point to complete the thesis. a higher minimum residence requirement; average is not maintained. In the event that please see the specific program brochure the grade-point average drops below the 7. The final thesis must have the approval for details. Courses taken at Azusa Pacific minimum level, the student may be given one of the faculty advisor, department chair, University off-campus locations are consid- enrollment period to raise it to the satisfactory and dean of the appropriate school or ered a part of courses taken in residence. level. Exceptions to this policy may be noted college. in department brochures. Leave of Absence Additional Master’s Degree Graduate students may take a leave of absence Additional Degree from enrollment in classes for a period of Requirements A graduate student who already holds a more than one semester only with university master’s degree from Azusa Pacific University In addition to the completion of course approval. Forms are available in the Office of may complete a second master’s degree requirements, individual departments establish the Registrar and must be submitted prior program by meeting all university and depart- specific degree requirements.These may to the student’s absence from the university. mental admissions requirements and fulfilling include core, qualifying, and/or comprehensive Failure to complete the required form will all graduation requirements.The second examinations, growth plans, portfolios, oral result in the student having to comply with degree may not simply be an additional presentations and examinations, written updated requirements or changes if applicable. emphasis in the same degree.This policy does projects, theses, supervised practicums, or not apply to programs that are substantially Change of Degree Program other specified departmental requirements. different from the first degree program.When Admission to graduate courses at Azusa Pacific Please check with the department for specific a second degree is taken in the same field, University is degree-specific. If a graduate requirements. two-thirds of the required courses must be student changes plans and wishes to enroll in different from the first degree.The student is a program other than that to which he or she Thesis required to submit an application form and was accepted, then the student must file a The student selecting the thesis option, be formally admitted to the new program; new application with the Office of Graduate where available, must meet the following however, the application fee is waived. Admissions and international students must requirements: Academic Programs contact the Office of International Student Commencement Services.This request must be accompanied 1. The student must have maintained an appropriate grade-point average in all Commencement exercises are held three by all additional materials required for consid- times a year–at the end of the fall semester for eration by the new degree program. No credit graduate courses at the time the thesis option is requested. students who graduate mid-year, at the end of toward the new degree program will be spring semester for students graduating at the granted before written approval has been 2. A thesis proposal must be submitted as end of the spring semester, and at the end of secured. evidence of writing ability.The student’s the summer term for graduate students who Distribution of Courses effort will be judged by the appropriate complete their requirements during summer academic department. A minimum of 18 semester units in the session.The president of the university, by the authority of the trustees and on recom- master’s degree program must be completed 3. The appropriate academic department mendation of the faculty, awards the degrees. in courses at the 500 level or higher. Some must grant approval for the writing of Details regarding the exercises are mailed to programs have higher minimum numbers. the thesis using the prescribed form. Please review individual degree requirements prospective participants approximately four carefully. 4. The student must work with an Azusa to six weeks prior to commencement. In Pacific University faculty member who order to participate in graduation exercises, has been approved by the department all academic requirements must be complete, chair and dean to serve as a thesis and all financial obligations to the university advisor. must be met.

Graduate Catalog

Department of Computer Science . . . . . 40 Department of Global Studies and ...... College of Sociology ...... 50 Liberal Arts and Department of Physical Therapy ...... 53 Sciences

39 40 College of Liberal Arts and Sciences

Master of Science in networks, object-oriented programming, eval- Department uation and selection of hardware and software, Applied Computer graphical user interfacing, computer ethics, of Computer Science and computer law, proposal writing, computer Technology consulting, and end-user support. Science Admission Introduction The requirements for admission to the Faculty Computer science, like engineering disci- graduate program at Azusa Pacific University Chair; Professor: plines, is an “artificial science” which deals include an application for admission and Samuel E. Sambasivam, Ph.D. with “how things ought to be.”This is verification of completion of a bachelor’s different from “natural sciences” which are degree from a regionally accredited college Associate Professors: Eduard Babulak, M.Sc.; concerned with “how things are.” Computer or university with a 3.0 grade-point average. Lewis Chau, M.S., M.A., M.A.; science is more concerned with design and Candidates with a grade-point average Dick Eckhart, Ph.D.; synthesis rather than with analysis and between 2.5-2.99 may be considered for Donald Johnson, Ph.D.; Lyle Reibling; deduction (which are the concerns of the provisional admission.Applicants must Wendel Scarbrough; Carol Stoker, Ph.D. natural sciences, such as physics, chemistry, adhere to specific departmental application Lecturers (part time): John Cox, mathematics, and biology). procedures and related application materials. John Coverdale,Tom Mendenhall, Documentation of computer workshops, With a large faculty of competent and Dick Stanford,Tedd Szeto, seminars, or other special courses attended dedicated teachers, small classes, state of the Allen Vanderbilt,Robert Woolley should be included.These are used to evaluate art computer labs, with current versions of interest and ability and determine if prereq- industry used software, computer science uisites are necessary.All application materials at Azusa Pacific University is challenging, should be sent to the Graduate Center. professional, and intellectually stimulating and International students should submit their provides a gateway to many exciting careers. applications to the Office of International Student Services. Program Overview The Master of Science in Applied Computer Program Format and Science and Technology meets the need Schedules for specialists in computer science and Graduate computer science programs are technology at the professional level.The offered in a nine-week semester format program provides successful graduates with a during the fall and spring semesters. Classes variety of technological skills in demand by usually meet one evening per week from organizations and businesses today.The pro- 5:40-10 p.m. Some classes are scheduled on gram comprises a fundamental understanding Saturdays.There are five terms per year with of the use, knowledge, function, installation, one week between sessions.The summer term and maintenance of computers.Topics include is five weeks long, and classes are held twice operating systems, computer modeling of per week with a total of nine meetings. No management methods, multimedia, database classes are offered during the month of August systems, C++ programming, JAVA or the last two weeks of December. Six programming and Web development, assembly semester units (two courses) per term is con- language programming, microcomputer hard- sidered a full load, although some students ware, computer trouble- shooting, client/ prefer one course per term.Any student server technology, telecommunications, com- wishing to take three classes in a term must puter programming, computer-aided design, submit a petition to the Department of systems and software engineering, artificial Computer Science for permission to do so. intelligence, information structures, computer

Computer Science Computer The degree should be completed within eight graphics, all aspects of the Internet, desktop years of the program starting date. publishing, embedded systems, professional To uphold the excellence of APU’s academic offerings, development, data communications, local area programs undergo periodic review. Please contact the individual program director for updated information. Computer Science 41

Prerequisites Additional prerequisites as assigned by Unit Requirements the program director based on applicant’s The department will review each applicant’s A minimum of 40 semester units is required need as determined by departmental file and may assign prerequisites as deemed to complete this program with the capstone review of applicant’s records necessary for successful participation in this option. Otherwise 46 units will be needed. program. In most cases, prerequisites may be 2. Lack of prerequisites–Students who do Note:All units of credit offered at Azusa taken concurrently with certain core courses not possess the above prerequisites may Pacific University are semester units. as long as any prerequisite for the core course make up their deficiencies before Core Curriculum 24 units is met. entering the program or may enter the program provisionally, in which case The core curriculum consists of the following 1. Prerequisites (or corequisites) may be prerequisites must be taken before eight courses: satisfied through appropriate course work beginning the core classes of the master’s CS 511 Operating Systems Practicum 3 or passing a waiver exam which is available degree.Waiver examinations for each of CS 512 Microcomputer Hardware in the Department of Computer Science. the prerequisite courses are available in Technologies 3 The following prerequisites are minimal the Department of Computer Science. CS 514 Computer Modeling of and can be satisfied in Azusa Pacific A nonrefundable fee will be assessed for Management Methods 3 University’s evening classes: the examination.A program of studies CS 518 Microcomputer Programming A course in introductory computer (which may include prerequisite courses) with C++ Language 3 concepts (met by taking CS 120 should be developed in cooperation with CS 519 Database Systems 3 Computer Literacy or CS 205 a department advisor. CS 522 Networking and Data Microcomputer Software Tools) Communications 3 3. International students are required to CS 524 Software Engineering I 3 At least two computer programming have a TOEFL score of 580 or better. CS 525 Software Engineering II 3 languages, one of which must be C However, if the TOEFL score is below language [Computer programming the requirement, a student may study in Emphases 16-22 units the School of Intensive English (SIE) at course work taken more than five years The Master of Science in Applied Computer the university to prepare for entry into ago may not be accepted unless skills Science and Technology offers six different the master’s program. (Completion of and knowledge have been maintained. program specializations or emphases. Each Level 6 at APU replaces the TOEFL 580 These programming prerequisites may emphasis requires core course work totaling requirement.) If English is not the be met through course work at Azusa 24 units, plus a concentration of either 16 student’s primary language, he or she Pacific University, preferably CS 501 units in the emphasis (including capstone may be required to take TESL 500 Programming Logic (Visual Basic), and project) or 22 units in the emphasis without English for Internationals, during the CS 509 Programming Internals (C a capstone project.These emphases are: Language).] first semester at Azusa Pacific University. This course may be waived under certain Client/Server Excellent working knowledge of various conditions. Computer Information Systems uses of a computer, including a word End-User Support processing package, a database package Transfer Credit and Course Inter-Emphasis (e.g.,Access), in-depth skill and knowl- Substitutions Technical Programming edge of a spreadsheet application (e.g., Telecommunications Excel), and good working knowledge Up to nine semester units of acceptable of a recent version of DOS and/or other graduate transfer credit may be allowed if ap- operating systems (met by taking CS proved by the department.Also, in the event 505 Microcomputer Applications or that a student demonstrates knowledge of a CS 205 Microcomputer Software Tools) specific course sufficient to bypass that course, an alternate graduate course may be substitut- Six units of mathematics including ed with department approval of a relevant MATH 110 College Algebra and student petition. MATH 151 Applied Calculus or equivalent course work Exit Interview An exit interview is required for grad- uation and must be completed during the student’s final term. Computer Science 42 College of Liberal Arts and Sciences

Client/Server Emphasis Computer Information Computer Information Systems Electives 9 units The client/server emphasis is designed for Systems Emphasis CS 532 Local Area Networks 3 students seeking careers developing or sup- The computer information systems emphasis CS 546 Applied Artificial Intelligence 3 porting networked database applications in a provides a solid foundation for students CS 550 Client/Server Applications client/server environment.This concentration planning careers dealing with the techno- Development 3 provides the foundation for a career as an logical aspects of the analysis, design, and CS 552 Graphical User Interfaces 3 application consultant, database administrator, development of computerized information CS 560 Advanced Database or a 4GL programmer, and is ideally suited systems. It prepares the student for professional Applications 3 for professionals converting from a traditional involvement as a programmer, systems analyst, CS 566 Computer Business Systems 3 data processing paradigm to the latest applications developer, information specialist, CS 568 Advanced Topics in computer information systems techniques. project leader, or manager. Business Programming 3-6 This specialization integrates aspects of The curriculum includes the 24-unit core; Total 46 units technical programming, software engineering, the 1-unit professional development seminar; and telecommunications.The client/server three advanced computer science courses; — or — courses focus on techniques for accessing and four graduate courses from the School choose the Capstone option: networked SQL database engines via mixed of Business and Management.These courses CS 595 Capstone Project 3 vendor front-end application software. emphasize the potential use of technology Total 40 units Requirements for the client/server emphasis to solve information problems and the meth- ods and techniques of developing software are listed below: Prerequisites for the MBA courses solutions utilizing these technologies.The Core Curriculum 24 units direction is primarily technological in nature The prerequisite for this emphasis is a with a focus on those systems commonly bachelor’s degree in business, economics, or Client/Server used in business and industry. Because most management. For the applicant whose Required Course Work 13 units computerized information systems are undergraduate degree is in a nonbusiness CS 520 Information Structures and closely related to the business world, these field, the necessary fundamentals of business Algorithm Design 3 applications require an understanding of the may be obtained through prescribed course CS 532 Local Area Networks 3 nature and vocabulary of business practices. work, including classical theories, concepts, CS 548 Professional Development The four business courses have been carefully and research studies in the functional Seminar 1 selected to provide the understanding neces- discipline of business.This fundamental CS 550 Client/Server Applications sary to communicate with and develop course work will be covered in an intensive Development 3 systems for business and industry. manner compatible with graduate school CS 551 Front-End Design Methods 3 standards.Any or all of the following prereq- Courses with the BUSI prefix indicate an uisite courses may be waived based on Client/Server Electives 9 units offering within the School of Business and previous experience or accredited course CS 552 Graphical User Interfaces 3 Management.Tuition rates may be different work following department review. CS 553 Right-Sizing Information for these courses. Delivery Systems 3 BUSI 501 Math for Decision Makers 3 CS 558 Topics in Client/Server 3-6 Requirements for the computer information BUSI 502 Business Economics 3 CS 560 Advanced Database Applications 3 systems track are listed below: BUSI 503 Management Practices 3 CS 574 LAN Internals 3 Core Curriculum 24 units BUSI 504 Managerial Marketing 3 CS 599 Research and Independent Study 1-6 BUSI 505 Managerial Accounting 3 Computer Information Systems BUSI 506 Managerial Finance 3 Total 46 units Required Course Work 13 units BUSI 517 Human Resource — or — CS 548 Professional Development Management 3 choose the Capstone option: Seminar 1 Total 0-21 units CS 595 Capstone Project 3 The following MBA courses are also required for Total 40 units this emphasis: Computer Science Computer BUSI 513 Financial Resource Management 3 BUSI 514 Management of Technology 3 BUSI 516 Organizational Behavior and the Future 3 BUSI 578 Strategy and Planning 3 Computer Science 43

End-User Support Emphasis Technical Programming Requirements for the technical programming track are listed below. The end-user support emphasis prepares Emphasis students for professional careers in the training The technical programming emphasis is Core Curriculum 24 units and support of computer end-users.This designed for students preparing for Technical Programming specialization provides preparation for many professional careers in the art and science of Required Course Work 13 units new professional occupations, such as PC systems programming and/or other computer coordinator, computer training specialist, programming. Students completing this CS 516 Microcomputer Organization end-user support specialist, value-added reseller, emphasis gain expertise and skill in the and Assembly Language computer sales specialist, and microcomputer development of nontrivial, complex, and Programming 3 applications and technology teacher. detailed computer software systems.Topics in CS 520 Information Structures this emphasis include: analysis, design, and and Algorithm Design 3 Topics studied include computer system CS 538 UNIX Internals trouble-shooting, software and hardware implementation of problems with solutions requiring computer programs; programming and Device Drivers 3 problems, computer systems configuration, CS 548 Professional Development rapid mastery of applications programs, of distributed systems; problem solving; operating systems internals; low-level Seminar 1 implementation, instructional design and CS 564 Windows Software Development 3 delivery, installation of software, remote system components of computer systems; embedded support, management of computer applications systems; real time systems;TSRs (Terminate Technical Programming and files, computer aided design, ethics, and Stay Resident programs); time slicing; Electives 9 units computer consulting, professional relations, multi-tasking; analog-to-digital and digital- CS 517 Embedded Systems Programming 3 networking problems, file transfers, local area to-analog conversions; Motif; open-systems CS 546 Applied Artificial Intelligence 3 network administration, desktop publishing, programming; programming tools; graphics; CS 551 Front-End Design Methods 3 rapid seminar development and delivery, device drivers; windows programming; CS 552 Graphical User Interfaces 3 graphics design, and multimedia. operating system internals; interrupts; task CS 560 Advanced Database Systems 3 switching; task scheduling routines; CS 574 LAN Internals (waive CS 532) 3 Requirements for the end-user support asynchronous communications; and others. CS 587 Topics in Technical Programming 3-6 emphasis are listed below. Multiple platforms and operating systems CS 599 Research and are utilized. Computer languages covered Core Curriculum 24 units Independent Study 3-6 include 2GL, 3GL, and 4GL approaches to End-User Support code development. Total 46 units Required Course Work 10 units — or — CS 530 Advanced Technologies 3 choose the Capstone option: CS 532 Local Area Networks 3 CS 595 Capstone Project 3 CS 540 End-User Training and Support 3 Total 40 units CS 548 Professional Development Seminar 1 End-User Support Electives 12 units CS 513 Computer Systems Trouble-Shooting 3 CS 534 Computer Publishing Technology 3 CS 544 Presentation Graphics and Hypermedia 3 CS 545 Topics in End-User Support 3-6 CS 546 Applied Artificial Intelligence 3 CS 552 Graphical User Interfaces 3 CS 599 Research and Independent Study 3-6 Total 46 units — or — choose the Capstone option: CS 595 Capstone Project 3 End-User Support Elective 3 Total 40 units Computer Science 44 College of Liberal Arts and Sciences

Telecommunications Inter-Emphasis Capstone Project Emphasis The inter-emphasis track is a general emphasis The capstone project is a significant computer The telecommunications emphasis develops designed for students who prefer less special- science or software engineering project theoretical and practical proficiency in this ization and more elective choices for their requiring extensive research and development, rapidly expanding field. Special attention is advanced training in computer science.This conducted under the general guidance of an given to networking and other applications includes students who want to be able to deal approved faculty member, and conforms to of telecommunications.A graduate from this with a range of computer situations and desire departmental capstone project guidelines. emphasis should be prepared for a career a broad-based formal training program. The capstone project is roughly equivalent in work to a typical master’s thesis, but the in such fields as data communications, The inter-emphasis track consists of the focus is on application, research, development, telecommunications programming, network required 24-unit core along with 10 units of and technical standards. Projects are based administration, and telecommunications elective course work.The remaining elective on computer science and engineering imple- coordination.The telecommunications courses may be selected from any of the mentations of the scientific method. specialization encompasses data and voice other approved graduate computer science communications as well as local and wide or software engineering courses. However, six Students in any emphasis may choose to area networks.The program strives to balance of these units must include one required enroll in CS 595 Capstone Project (3 units) hands-on installation of hardware and course from at least two other emphases and complete a capstone project.The student relevant software issues. unless the capstone option is chosen.Total must complete all core and required course Requirements for the telecommunications program requirements for the inter-emphasis work before enrolling in the Capstone emphasis are listed below. track are a minimum of 40 course credits Project.This option requires 40 units. for students who complete a capstone project, Core Curriculum 24 units or a minimum of 46 course credits without Telecommunications a capstone project. Required Course Work 13 units Requirements for the inter-emphasis are CS 520 Information Structures listed below. and Algorithm Design 3 Core Curriculum 24 units CS 532 Local Area Networks 3 CS 548 Professional Development Inter-Emphasis Seminar 1 Required Course Work 10 units CS 574 LAN Internals 3 CS 520 Information Structures CS 577 Telecommunication Protocols 3 and Algorithm Design 3 Telecommunications CS 530 Advanced Technologies 3 Electives 9 units CS 532 Local Area Networks 3 CS 530 Advanced Technologies 3 CS 548 Professional Development CS 550 Client/Server Applications Seminar 1 Development 3 Elective Graduate Computer CS 575 Interoperability 3 Science Courses 12 units CS 578 Topics in Telecommunications 3-6 (not all from the same emphasis) CS 599 Research and Independent Study 3-6 Total 46 units — or — Total 46 units choose the Capstone option: — or — CS 595 Capstone Project 3 choose the Capstone option: Elective 3 CS 595 Capstone Project 3 Total 40 units Total 40 units Computer Science Computer Computer Science 45

Graduate Certificate Client/Server Technology Computer Information Programs This certificate provides for a career in Systems the development of networked client/server This certificate provides specialized training Introduction database applications. in the technical aspects of information Graduate Applied Computer Science and It is designed for those seeking a professional management. It prepares the computer Technology Certificate programs at APU are career (as a consultant, database administrator, professional for a career in the management for those with at least a bachelor’s degree who or 4GL programmer) developing and of information systems. desire a specialization in a specific concentration supporting networked database applications Prerequisites of applied computer science and technology. utilizing the latest techniques of information Students must hold a bachelor’s degree and Students may need to complete prerequisites as management. satisfy prerequisites for this course work as assigned by the department. The graduate certificate in client/server assigned by the departmental advisors of the Students who possess a master’s degree may find technology covers the concepts, principles, two departments. that a certificate program provides an expedient functions, technologies, theory, and Required Courses 9 units path for upgrading skills or retraining. Each applications related to the rapidly emerging certificate comprises 18 units of graduate course new client/server field, and includes the From the School of Business and work which may also be applied to the Master design, development, and maintenance of Management of Science in Applied Computer Science and client/server systems on multiple computer Select 9 units from the following courses: Technology. Certificates are offered in the platforms. Client/server courses focus on BUSI 513 Financial Resource following areas: techniques for accessing networked SQL da- Managements 3 Client/Server Technology tabase engines via mixed vendor front-end BUSI 514 Management of Technology 3 Computer Information Systems application software. BUSI 516 Organizational Behavior End-User Training and Support and the Future 3 Prerequisites Technical Programming BUSI 578 Strategy and Planning 3 Telecommunications Applicants must hold a bachelor’s degree and, depending on prior course work and Electives 9 units experience, may be required to complete Students must complete three of the following prerequisites as assigned by the department. courses: CS 532 Local Area Networks 3 Prerequisite Courses 6 units CS 546 Applied Artificial Intelligence 3 CS 518 Microcomputer Programming CS 550 Client/Server Applications with C++ Language 3 Development 3 CS 524 Software Engineering I 3 CS 552 Graphical User Interfaces 3 Required Courses 9 units CS 560 Advanced Database Systems 3 CS 566 Computer Business Systems 3 CS 532 Local Area Networks 3 CS 568 Advanced Topics in CS 550 Client/Server Applications Business Programming 3-6 Development 3 CS 599 Research and CS 551 Front-End Design Methods 3 Independent Study 3 Electives 9 units Total 18 units Students must complete three of the following courses: CS 552 Graphical User Interfaces 3 CS 553 Right-Sizing Information Delivery Systems 3 CS 558 Topics in Client/Server 3-6 CS 560 Advanced Database Applications 3 CS 574 LAN Internals 3 CS 599 Research and Independent Study 3 Total 18-25 units Computer Science 46 College of Liberal Arts and Sciences

End-User Training Technical Programming Telecommunications and Support This certificate concentrates on skills This certificate program provides an This certificate provides professional training necessary for employment as technical opportunity for professional training for a for a career in end-user support. programmers. career in telecommunications. It addresses telecommunications professionals’ need for Prerequisites Prerequisites continuing education and offers an entry Applicants must hold a bachelor’s degree. Applicants must hold a bachelor’s degree. point for computer professionals into the Students without prior computer courses or Students without prior computer courses telecommunications field. experience need to complete prerequisites as or experience need to complete additional assigned by the department. prerequisites (which may also have Prerequisites prerequisites). Students must hold a bachelor’s degree. Prerequisite Courses 9 units Students without prior computer courses Prerequisite Courses 6 units CS 505 Microcomputer Applications or experience need to complete additional (or equivalent) 3 CS 509 Programming Internals with C prerequisite courses as follows: CS 511 Operating Systems Practicum 3 (C Language Programming) 3 CS 512 Microcomputer Hardware CS 519 Database Systems 3 Prerequisite Courses 9 units CS 518 Microcomputer Programming Technologies 3 Required Courses 9 units with C++ Language 3 Required Courses 9 units CS 516 Microcomputer Organization CS 522 Networking and Data CS 522 Networking and Data and Assembly Language 3 Communications 3 Communications 3 CS 518 Microcomputer Programming CS 524 Software Engineering I 3 CS 540 End-User Training and Support 3 with C++ Language 3 CS 544 Presentation Graphics CS 520 Information Structures Required Courses 6 units and Hypermedia 3 and Algorithm Design 3 CS 532 Local Area Networks 3 CS 574 LAN Internals 3 Electives 9 units Electives 9 units Choose three of the following courses: Choose three of the following courses: Electives 12 units CS 513 Computer System CS 517 Embedded Systems Choose four of the following courses: Trouble-Shooting 3 Programming 3 CS 530 Advanced Technologies 3 CS 530 Advanced Technologies 3 CS 538 Unix Internals and CS 550 Client/Server Applications CS 532 Local Area Networks 3 Device Drivers 3 Development 3 CS 534 Computer Publishing CS 546 Applied Artificial Intelligence 3 CS 575 Interoperability 3 Technology 3 CS 552 Graphical User Interfaces 3 CS 577 Telecommunications CS 545 Topics in End-User Support 3-6 CS 560 Advanced Database Protocols 3 CS 552 Graphical User Interfaces 3 Applications 3 CS 578 Topics in Telecommunications CS 599 Research and CS 564 Windows Software Systems 3 (may be repeated) 3-6 Independent Study 3 CS 574 LAN Internals 3 CS 599 Research and CS 587 Topics in Technical Independent Study 3 Total 18-27 units Programming 3-6 Total 18-27 units CS 599 Research and Independent Study 3 Total 18-24 units Computer Science Computer Computer Science 47

CS 512 Microcomputer Hardware CS 517 Embedded Systems Programming (3) Course Descriptions Technologies (3) This course teaches the art, science, methods, CS 501 Programming Logic (3) The evaluation, selection, installation, maintenance, principles, and techniques of embedded systems This course focuses on the basic skills, practices, and configuration, upgrading, interconnection, assembly, programming, which includes low-level techniques required for systematic development of care, environment, and trouble-shooting of micro- programming of hardware components of a computer software. It is designed for those with limited computers and auxiliary equipment are covered.This computer system. In this course, students learn how or no experience in computer programming.The “hands-on” course does not produce computer to design, code, debug, and build detailed low-level course presents problem-solving methods, techniques, repairers, but provides the practical knowledge about embedded application computer code using several and tools needed for competence in a professional computer hardware needed by the microcomputer embedded systems tools, including C++, assembly computer programming environment, including topics specialist.Also emphasized is the architecture of language, and others.Topics may include any and such as the logic of computer programming, problem- current microcomputers.The course includes number all of the following: operating systems internals, solving methods, structured programming, pseudo systems and coding schemes used in computers and TSRs (Terminate and Stay Resident programs), code, flowcharting, and decision tables.This graduate- an introduction to assembly language programming. time slicing, multi-tasking, analog-to-digital and level course is a prerequisite for a number of digital-to-analog conversions, operating system CS 513 Computer Systems programming and other courses in the Master of internals, interrupts, task switching and scheduling, Trouble Shooting (3) Science in Applied Computer Science and Technology and asynchronous communications. Prerequisites: This laboratory-based course provides students with Program at Azusa Pacific University.This course cannot CS 516 and CS 518 training and knowledge relative to trouble-shooting be used to satisfy the requirements for the Master of hardware and software problems on desktop PCs CS 518 Microcomputer Programming Science in Applied Computer Science and Technology, and workstations. Students learn problem-solving with C++ Language (3) but provides critical content needed to complete the methods that isolate and solve end-user problems This course teaches object-oriented programming master’s program. Students with strong competency in on several kinds of desktop computer systems.This using the powerful object-oriented language, C++. the content of this course may petition to waive it, course is lab-centered and requires work on different An in-depth presentation of the syntax, semantics, and subject to passing an appropriate waiver test. problems each week. Prerequisite: CS 512 pragmatics of C++ is augmented by several modest CS 505 Microcomputer Applications (3) programming assignments and one major project. CS 514 Computer Modeling of This course covers the basics of MS-DOS and the use Prerequisites: CS 509 or programming skill in the C Management Methods (3) of applications software as problem-solving tools.This language and at least one other programming language In this applied mathematics course, topics studied software includes a thorough study of leading word include: probability and statistics; applied matrix CS 519 Database Systems (3) processing, spreadsheet systems, and other applications. and vector concepts and operations; mathematical Students study database systems, including basic This is a graduate course and prerequisite for a number modeling; simulation; curve fitting; forecasting; linear database concepts, the database environment, and of other courses in the Master of Science in Applied and nonlinear programming; sensitivity analysis; relational and nonrelational database systems. Computer Science and Technology Program.This PERT/CPM and other project management Students learn to plan, build, modify, maintain, and course does not count as part of the required course methods; mathematics of business and finance and manage databases using a powerful and popular sequence, but provides critical content needed in the proposals (bid preparation); queuing, game, and database system.Advanced user interfaces and reports master’s program. Students with strong competency in decision theory; integer and dynamic programming; are generated from practical applications.This is a the content of this course may petition to waive it, theory of the firm; inventory analysis; and others.A hands-on, project-driven course. Prerequisites: CS 509 subject to passing an appropriate waiver test. basic knowledge of algebra and differential calculus and one graduate computer science course CS 509 Programming Internals with C (3) is required.This is a computer-based course using CS 520 Information Structures and This course teaches the internal structure of computer popular applications software. Prerequisites: CS 505 Algorithm Design (3) programs using the C programming language.Topics and calculus This course includes advanced C++ programming include program architecture and constructs, compiler CS 516 Microcomputer Organization and and a study of useful information structures for functions, objects, arrays, pointers, separate compilation Assembly Language Programming (3) computer systems programming using C and C++ of program modules, data encapsulation, scope rules, This assembly language programming class includes programming languages. Fundamental data types and exception handling, and concurrency mechanisms.The the architecture and organization of microcomputer their computer implementation, arrays, pointers and course presents tools for competence in computer systems, fundamentals of assemblers, DOS interrupt- linked lists, queues, stacks, numerous tree structures, programming. Prerequisite: CS 501 or one programming based assembly language programming, and advanced graphs, networks, data search methods, sorting language topics in MS-DOS on the Intel 80X86 family of algorithms, and timing comparisons are included. CS 511 Operating Systems Practicum (3) microprocessors. Students write several significant Numerous algorithms and data structures will be The functions of computer operating systems, programs, assembled and run on Intel 80X86-based programmed using the C++ language with an including memory management, hardware control, microcomputers.The course covers keyboard, screen, emphasis on proper style.This is a hands-on, project- multi-tasking, batch-file programming, and other disk I/O, character manipulation, and screen driven course. Prerequisite: CS 518 relevant topics are taught. Students become proficient graphics.The course also builds a solid foundation in in using current versions of several popular operating the internal functions and features of the MS-DOS systems such as Unix, MS-DOS,Windows,Windows operating system. Prerequisites: CS 511, CS 512, and NT, Macintosh OS, OS/2, and others.The course programming skill includes a comparative analysis of the operating systems studied. Prerequisite(s): CS 505 or strong working knowledge of MS-DOS and programming skill Computer Science 48 College of Liberal Arts and Sciences

CS 522 Networking and Data CS 534 Computer Publishing Technology (3) CS 546 Applied Artificial Intelligence (3) Communications (3) This course presents the knowledge, tools, and skills This course examines the concepts and practice The principles, techniques, and applications of needed in computer publishing, computer graphics of the analysis and design of expert systems. networking and data communications are covered. design, and desktop publishing. It provides a strong Students receive hands-on training in the use of Topics include state-of-the-art practical technology, background in microcomputer- based desktop expert systems tools and an introduction to AI wide area networks, standards, protocols, topologies, publishing software capabilities including graphic programming languages.Topics include:AI theory, ISDN, electronic/voice mail systems, electronic design, page layout, and prepress operations. Students expert system analysis and design, validation of bulletin boards, network performance, proposals, and learn and use several desktop publishing software competence in expert systems, management of an case studies. Instruction may include field trips and products.A number of desktop publishing projects expert system project, and tools/AI language projects. Prerequisite: six units of computer science or are required in this course. Prerequisite: six units of comparison. Prerequisite: CS 518 or department’s department’s permission computer science or department’s permission permission CS 524 Software Engineering I (3) CS 538 Unix Internals and Device Drivers (3) CS 548 Professional Development Seminar (1) This course is the first of two required software This course provides an in-depth study of the Unix This course develops and sharpens professional skills. engineering core courses for the Master of Science operating system and its internal structure with The seminar covers many areas pertinent to the in Applied Computer Science and Technology. emphasis on programming at the system level using graduate student who is continuing or beginning a This course provides a formal study of software the C programming language. Each student creates career in computer science. Students are required to engineering, including goals, concepts, techniques, and implements at least one device driver in this attend five four-hour workshops during their studies documents, principles, life cycle models, and tools. course. Prerequisites: CS 511, CS 518, and CS 520 at APU.Typical offerings include: effective résumé This course emphasizes planning and analysis with preparation, interviewing and job-search skills, CS 540 End-User Training and Support (3) other software topics surveyed. Students are assigned computer consulting, computer business plan The course examines training alternatives, to a software engineering team to analyze and development, ethics in the computer field, social end-user learning theories and research, and other design an assigned software project. Prerequisites: issues in the workplace, managerial aspects of training considerations. Emphasis is on consulting CS 518 and CS 519 computer services, and effective presentation and trouble shooting as key components of end-user strategies.The student may take the workshops any CS 525 Software Engineering II (3) support.This course includes efficient and effective term, but may not register for CS 548 until their This course continues the formal study of software methods of installing new applications software on final term. engineering begun in CS 524.The focus of this computers, using the given software, and developing course is software design, program implementation, and presenting quality training in the use of this CS 550 Client/Server Applications unit testing, systems testing, documentation, software. Prerequisite: CS 544 or department’s permission Development (3) verification and validation, and other software Client/server computing is a conceptual model.The CS 544 Presentation Graphics engineering topics. In this course, each team of client/server paradigm expresses an optimal balance and Hypermedia (3) students completes the software products for their between the use of a personal computer and the This course teaches the concepts and skills needed to project and participates in final presentations and strict demand for data integrity necessary in an create computer-based presentations using major reviews. Prerequisite: CS 524 information society.This course is based upon presentation software such as Microsoft Power Point, selected software engineering techniques to ensure CS 530 Advanced Technologies (3) Adobe Persuasion, Lotus Free Lance Graphics, and the successful implementation of applications in a This course examines new hardware and software Asymmetric Compel. Students learn to use both client/server environment.This course teaches technologies through a combination of classroom Windows-based and Macintosh computers to client/server systems theory and application.All lectures, hands-on labs, group/individual projects, generate these presentations. Special attention is students are expected to develop an application in and demonstrations.Topics include applied network given to the development of effective presentations the client/server environment. Prerequisites: CS 524 design, file transfer, operating system updates, and using a variety of media and delivery techniques. and CS 532 system maintenance/tuning. Special attention is Projects and demonstrations are required. Prerequisite: given to end-user support. Prerequisite: CS 522 six units of computer science or department’s permission CS 551 Front-End Design Methods (3) This course presents various design paradigms for CS 532 Local Area Networks (3) CS 545 Topics in End-User Support (3-6) the front-end (or client) component of client/server This course covers Local Area Networks (LANs), This course covers a different aspect of end-user systems and provides an exploration of requirements including basic concepts, topologies, physical training each time it is offered.Topics covered vary for alternative client/server products. Projects transmission, access control, architecture, and a from term to term, but include emerging include 3GL access to a local database and 4GL comparative analysis of the leading PC-based LAN technologies such as multimedia, video editing, access to a networked database.Additional course implementations.The installation and management of photo-typing, and new trends in more established work is centered on case studies which compare a leading LAN system are integral components of technologies (e.g., hypermedia). Guest speakers may 4GL window-like alternatives with traditional 3GL this course.This course provides necessary training in be employed to ensure that the material is as current text-mode projects. Comparison and discussion of the specialized skills required to install and manage as possible.This course may be repeated for credit. advantages and disadvantages of various types of LAN software and hardware. Prerequisite: CS 522 Prerequisite: six units of computer science or department’s

Computer Science Computer front-end software are included. Prerequisites: CS 519 permission and CS 524 Computer Science 49

CS 552 Graphical User Interfaces (3) CS 564 Windows Software Development (3) CS 577 Telecommunication Protocols (3) This course provides an introduction to the concepts This course introduces the development of This course examines the internal details of network associated with the graphic design of user interfaces applications software within a windowed protocols. Each protocol is described in terms of the and event-driven programming.Techniques for environment, such as Microsoft Windows or X data structures used to implement it. Comparisons designing windows, dialogue boxes, menus, command Windows. Concepts of the programming of graphical are made with the OSI telecommunications model. buttons, scroll bars, list boxes, edit fields, and other user interfaces (GUIs) in general and technical details Prerequisite: CS 522 graphic user interface (GUI) elements are presented. of a specific application programming interface (API) CS 578 Topics in Telecommunications (3-6) Application development tools such as compilers, are presented. Using C++, students complete several This course focuses on current topics in tele- linkers, and library makers are included.Advanced modest windows programs and one integrative communications. Content varies from term to concepts such as custom controls, mixed-language project.The course forms a foundation for continued, term and may be devoted to one important topic, programming, overlay structures, database programming independent learning. Prerequisite: CS 520 such as the development of an application in a using ISAM files, presentation graphics, on-line help, CS 566 Computer Business Systems (3) client/server environment, or cover a range of topics, math packages, and others are also covered.The course This course is designed for students without a including a survey of peer-to-peer networking uses appropriate popular software for hands-on previous background in business administration alternatives.With department approval, this course programming practice. Prerequisite: CS 501 or one who plan to work in business applications after may be repeated for credit. Prerequisite: varies depending programming language completing their degree program.The course on the topic CS 553 Right-Sizing Information provides students with an understanding of the CS 587 Topics in Technical Programming (3-6) Delivery Systems (3) application of computer technology to typical This course explores current and advanced topics This course provides analysis and application of business functions such as accounts payable, general in technical programming, focusing on current right-sizing techniques through the comparison of ledger, accounts receivable, etc.An introduction to technology and practices as well as developments one upwardly directed project and one project on elementary concepts of bookkeeping and accounting and innovations in systems programming.This downward scalability. Right-sizing techniques is included. Students complete several programming course helps meet the objectives of the technical facilitate the migration of applications to provide assignments which illustrate the functionality of programming specialization and may be repeated for improved information delivery services throughout business applications. Prerequisite: CS 524 credit. Prerequisite: varies depending on the topic the corporation. Proper design techniques lead to CS 568 Advanced Topics in Business scalability (the ability to easily migrate an application CS 595 Capstone Project (3) Programming (3-6) between various computer platforms such as PC, Students are guided and assisted in the completion This course is intended for students specializing in RISC, and mainframe computers). Prerequisite: CS 550 of the capstone project, a nontrivial individual computer information systems and includes timely software engineering project.The instructor reviews, CS 558 Topics in Client/Server (3-6) topics in this field. Specific topics, which may vary advises, offers suggestions for corrections and This course focuses on current topics in client/server by term, include current techniques in information improvements, tests, validates, and verifies the tools and techniques. Content varies from term to system analysis and design, advanced technologies resulting products as delineated in the APU term and may be devoted to current and relevant for the information system specialist, artificial Capstone Guidelines. Students are permitted full topics such as the development of an application in a intelligence and the information society, evaluating use of the university computer lab and other client/server environment, or cover a range of topics, information needs, security and system adequacy, department facilities.This is an 18-week course. It including a survey of peer-to-peer networking and managerial issues in information systems may be repeated for half tuition, if necessary. alternatives or database tools and techniques.With development. Prerequisite: varies depending on the topic Prerequisite(s): completion of all core and required courses departmental approval, this course may be repeated for CS 574 LAN Internals (3) and/or department’s permission credit. Prerequisite: varies depending on the topic This course offers students an opportunity to learn CS 599 Research and Independent CS 560 Advanced Database Applications (3) how network software functions by using software Study in Applied Computer Science and This course provides students with advanced skills in development.The programs required in this course Technology (1-6) the development of medium to very large database are designed for a target environment involving a This optional course is not intended to replace or applications in a multi-user environment using large number of unknowns. Course time is devoted cover the content of a regularly scheduled course. relational databases. It includes topics such as fourth to the study of alternative developmental models. The student selects a topic, and the instructor directs generation languages (4GLs), structured query Prerequisites: CS 518; and CS 532 or department’s the independent study.Together, they develop a languages (SQLs), multi-user database issues, database permission proposal that must be completed and approved application tuning and optimization, and user interface CS 575 Interoperability (3) before registration. development.This course is designed for students This course emphasizes the application of tele- who are competent in basic database systems and communications technology. Students fabricate cables desire advanced capabilities in database application and use tools necessary for the physical implemen- development in a multi-user environment. Prerequisite: tation of a telecommunications network. Readings CS 524 and lectures discuss the human impact of the interconnectedness possible with modern networks. Guest speakers may be utilized to discuss the complexity of interoperability (i.e., how to overcome the incompatibility between components of the network). Prerequisite: CS 532 Computer Science 50 College of Liberal Arts and Sciences

Master of Arts in Both programs blend compassionate Christian Department service with strong academic preparation and TESOL and the practical training in language teaching. Course of Global Studies Certificate in TESOL work is project-based and engages the student in a variety of practical tasks: formulating a working philosophy of language learning and and Sociology Mission teaching; designing instructional programs; The TESOL programs at Azusa Pacific teaching English grammar and pronunciation; Faculty University provide graduate students from organizing student interactions, activities, Chair; Professor: around the world with opportunities to and tasks; understanding the influence of Richard Slimbach, Ph.D. acquire the values, attitudes, concepts, and social and cultural differences in language skills required for teaching English to diverse development; observing students and teachers; Professors: Ralph Carlson, Ph.D.; adult-student populations in a variety of participating in practice-teaching experiences; Richard Robison, Ph.D. educational contexts locally and interna- assessing student achievement; undertaking tionally, in a manner marked by professional research projects; and integrating theoretical, Associate Professor: Donald Dorr innovation, intercultural sensitivity, and practical, and experiential knowledge in a Instructors: Donna Burns; spiritual passion. thesis or through comprehensive Janel Doll, Ph.D.; Kim MacDonald; examinations. Li Qing; Mary Wong;Amy Young Introduction The Master of Arts in Teaching English Admission Requirements to Speakers of Other Languages offers Prerequisites prospective and experienced teachers of 1. Applicants must have a bachelor’s degree English as a second or foreign language a from an accredited institution with at 36-unit master’s degree program comprising least a 3.0 grade-point average on a 4.0 courses and seminars in language acquisition scale. Candidates with a GPA of 2.5-2.9 theory, English grammar and pronunciation, may be considered for provisional intercultural communication and socio- admission.Applicants for the TESOL linguistics, language teaching methods and programs are not required to hold a materials development, observation and bachelor’s degree in English, linguistics, practice in classroom teaching, language or education. assessment, program design, and language- development research.The program prepares 2. Nonnative speakers of English must score students to become exemplary classroom 600 or above on the Test of English as a teachers committed to continued professional Foreign Language (TOEFL).Applicants development within a variety of adult con- who score between 550 and 600 may be texts. Graduates of the program currently granted provisional admission, but will be serve in the United States and several foreign required to complete TESL 500 English countries in public and adult schools, colleges, for Internationals (3 units) during their , private institutions, and businesses. first semester of graduate work. The 21-unit Certificate in TESOL Program is Corequisites designed for post-baccalaureate students who 1. Prior to graduation native speakers of desire specialized skills in TESOL but do not English must verify completion within wish to pursue the graduate degree.The the last 10 years of a minimum of six certificate program is ideal for supplementing semester units of college-level foreign and enhancing traditional ministry (e.g., language with at least a 3.0 grade-point average on a 4.0 scale, or its equivalent.

Global Studies and Sociology and Studies Global translation, literacy, and friendship evangelism) within multicultural or cross-cultural environ- Many options exist to satisfy the foreign To uphold the excellence of APU’s academic offerings, ments.This program incorporates work which language requirement, including formal programs undergo periodic review. Please contact the may lead to a Master of Arts in TESOL. course work, community language individual program director for updated information. learning, or study abroad. Students may also establish proficiency via an exam. Global Studies and Sociology 51

2. Nonnative speakers of English scoring Send items to: Professional Development between 550 and 600 on the TOEFL Graduate Center Students are required to provide evidence will complete TESL 500 during their first Azusa Pacific University of the following prior to completion of the semester of graduate work.This course 901 E.Alosta Ave. program: enhances students’ listening, speaking, PO Box 7000 reading, and writing skills as preparation Azusa, CA 91702-7000 USA 1. Membership in a professional organization for graduate study. Degree credit is not (626) 815-5470 for teachers of English as a second or given for the course. (Students with Fax (626) 815-5445 foreign language, such as TESOL (Teachers undergraduate degrees from an insti- [email protected] of English to Speakers of Other Languages) tution in which English is the medium of or IATEFL (International Association of International applicants send forms to: instruction may waive this requirement.) Teachers of English as a Foreign Language) Office of International Student Services Time Requirements Azusa Pacific University 2. Attendance at a national, state, or regional 901 E.Alosta Ave. conference sponsored by one of these Students may begin TESOL studies in either PO Box 7000 organizations Fall I (September) or Spring I (February). Azusa, CA 91702-7000 USA The program is offered in a four-term format: (626) 812-3055 Thesis or Comprehensive Fall I, Fall II, Spring I, and Spring II. Full-time Fax (626) 815-3801 Examinations [email protected] students typically enroll in two courses per Students may choose either to take compre- session, and if they begin their studies in Fall I, Once all admission materials have been hensive examinations or write a thesis to complete the entire program in approximately received by the appropriate office, the complete the program. Students who choose six terms (one-and-a-half years). Part-time Graduate Admissions Committee and to write a thesis must enroll in TESL 589 students taking one course each term can TESOL faculty review the applicant’s file. as one of their electives; most will also enroll complete the program in about three years. The applicant is then notified of the in TESL 590 as their second elective.After committee’s decision. completing the thesis, students must provide Admission Procedure an oral defense. Students who opt to finish 1. Submit a university application for Curricular Overview the program by course work take both oral admission. (International students should The program leading to the Master of Arts and written comprehensive examinations. request application materials from the in TESOL consists of 12 courses, including Office of International Student Services.) both required and elective options, totaling Requirements for the 2. Remit the $45 nonrefundable application 36 units. Certificate in TESOL fee ($65 for international students). Required Courses 30 units The Certificate in TESOL is earned by candidates who satisfy all prerequisites and TESL 505 Second-Language Acquisition 3 3. Request official copies of transcripts corequisites and complete 21 units as follows: to be sent directly to Azusa Pacific TESL 515 Teaching English Grammar 3 University. TESL 525 Teaching English Pronunciation 3 TESL 505 Second-Language Acquisition 3 TESL 535 Sociolinguistics and TESL 515 Teaching English Grammar 3 4. Request three letters of recommendation Language Teaching 3 TESL 535 Sociolinguistics and as indicated in the graduate admissions TESL 545 Second-Language Pedagogy I 3 Language Teaching 3 materials.At least one must be from a TESL 550 Second-Language Pedagogy II 3 TESL 545 Second-Language Pedagogy I 3 professor or teacher acquainted with TESL 555 Observational Practicum 3 TESL 550 Second-Language Pedagogy II 3 the applicant’s academic work. TESL 556 Teaching Practicum 3 TESL 555 Observational Practicum 3 5. For nonnative speakers of English: TESL 560 Language Program Design 3 TESL 556 Teaching Practicum 3 Request official TOEFL scores to be TESL 570 Second-Language Assessment 3 Total 21 units sent directly to Azusa Pacific University. Elective Courses 6 units Students select two courses from a variety of electives. Options include:

EDUC 509 Special Topics in Education 3 TESL 530 Intercultural Communication and Language Teaching 3 TESL 589 Research Methods in TESOL 3 TESL 590 Thesis Seminar 3 TESL 599 Readings in TESOL 3 Total 36 units Global Studies and Sociology 52 College of Liberal Arts and Sciences

Field-based M.A./TESOL TESL 525 Teaching English Pronunciation (3) TESL 560 Language Program Design (3) The phonology of English is addressed with a Students examine the interaction between teachers, Program view towards pedagogy. Students examine the articu- learners, curricula, classroom activities, and The cooperative M.A./TESOL Program lation of English sounds, as well as the rules that instructional materials in the design, development, offered by APU and English Language govern their use in native-like speech, and explore implementation, and evaluation of ESL/EFL Institute/China (ELIC) enables ELIC teachers ways of applying this knowledge to the teaching of language programs. Prerequisite: second-year status to earn either a certificate or master’s degree pronunciation. in program in TESOL while teaching in Asia. Courses TESL 530 Intercultural Communication and TESL 570 Second-Language Assessment (3) are taught in an intensive format both in Asia Language Teaching (3) The purposes, models, and administration of (during the Chinese New Year break) and at This course explores issues related to the inter- language proficiency and achievement tests used in Azusa Pacific during the regularly scheduled cultural communication process. It considers ESL/EFL programs are studied. Students learn how summer session leave in the United States. the important role of context (social, cultural, and to construct a series of multi-skill achievement tests. The certificate is completed in one year, the historical) in intercultural interactions. It examines Prerequisite: second-year status in program the complex relationship between culture and master’s degree in two and a half years. TESL 589 Research Methods in TESOL (3) communication from three conceptual perspectives: Inquiries can be made to the Department of A survey of research methodology in the field the social psychological perspective, the interpretive of TESOL and applied linguistics is offered. Students Global Studies and Sociology or directly to perspective, and the critical perspective. ELIC, PO Box 265, San Dimas, CA 91773, learn how to ask scientific questions; assess the uses, (800) FON-ELIC. TESL 535 Sociolinguistics and strengths, and limitations of alternative research Language Teaching (3) paradigms (naturalistic, experimental, and correla- Students explore the various patterns of language use tional); and interpret and evaluate other research in multilingual speech communities. Factors relating studies. Course work includes developing a thesis Course Descriptions to how and why languages change and sometimes proposal. displace other languages are examined. Basic socio- TESL 500 English for Internationals (3) TESL 590 Thesis Preparation (3) linguistic concepts are clarified through a wide range Students engage in intensive study, research, and The course prepares international students for the of authentic examples from a number of countries. interpersonal and academic language tasks of writing on a particular topic or problem in TESOL graduate study.Topics include developing effective TESL 545 Second-Language Pedagogy I (3) under the direction of a department faculty member. listening techniques, giving persuasive oral presen- Language-acquisition theory is applied to the They are guided in reviewing the literature and in tations, reading authentic materials, and writing teaching of English to nonnative speakers. ESL/EFL carrying out a previously approved research design. academic prose. teaching methods, with an emphasis on listening Enrollment is by petition only and must be approved comprehension and oral communication at by the department chair. Prerequisite:TESL 589 TESL 501 Introduction to TESOL (1) beginning to low-intermediate proficiency levels, TESL 595 Action Research Project (3) Offered only in the field-based program, this course are introduced. provides an overview of the ESL/EFL teaching field. This course focuses on the planning, implemen- TESL 550 Second-Language Pedagogy II (3) tation, and evaluation of a self-designed action TESL 505 Second-Language Acquisition (3) A review is offered of the pedagogical literature on research project. Students identify an area of teaching A study of the linguistic, psychological, and teaching advanced English oral and literacy skills to investigate, design a research plan, collect data, social aspects of language acquisition is offered, beyond sentence level. Issues include analysis of observe behavior, and reflect on the results. (This including the relationship of language and thought, cohesion and coherence, accent reduction, and course is offered only in the field-based program.) language-learning strategies, interlanguage, transfer, conversational management. and error analysis. TESL 599 Readings in TESOL (1-3) TESL 555 Observational Practicum (3) This course involves an independent study of TESL 509 Special Topics in TESOL (1-3) Students secure school placements where they subjects and interests beyond regular course offerings. Students study current topics, trends, issues, or complete a series of classroom observation Students explore particular topics or issues in technology in the field of TESOL.The course covers tasks designed to help them consider various accordance with an individualized study plan both theoretical and practical aspects of the issue in dimensions of their teaching and to forge more developed with a sponsoring faculty member and focus.This course may be repeated for credit. meaningful connections between theoretical approved by the department chair. TESL 515 Teaching English Grammar (3) knowledge about teaching and actual classroom This course surveys English grammatical structures, experience. from word level to discourse level, in the context of TESL 556 Teaching Practicum (3) how these structures are acquired by ESL/EFL Student teachers engage in practice teaching, Global Studies and Sociology and Studies Global students. Students consider effective means of observed by mentor teachers.Through short presenting and practicing these structures within a debriefing sessions, they are guided into a discovery communicative framework. of their teaching behaviors and alternative ways of achieving desired results. Prerequisite:TESL 555 Physical Therapy 53

Master of Physical 3. Provide educational opportunities for the Department scholarly advancement of core faculty/staff, Therapy clinical faculty, and PT clinicians. of Physical 4. Engage in clinical research to support, Introduction broaden, and validate the profession of physical therapy. The dramatic changes that are taking place Therapy 5. Provide physical therapy services for the today in the health care delivery system have medical indigent within the community significantly impacted the clinical practices Faculty as Christian educators and practitioners of professionals in every area of health care who are consensus-based, evidence-based, Chair;Associate Professor: including physical therapy. Over the last two and service oriented. Michael Laymon, DPTSc., PT,O.C.S. decades, the role of physical therapy in patient Associate Chair;Assistant Professor: care has expanded rapidly. Curriculum Objectives Jan Kodat, DPTSc., PT; The academic and clinical exposure to an Upon completion of this curriculum, the Professor: Jerrold Petrofsky, Ph.D., JD increasing body of knowledge and the graduate will be able to: development of a much larger number of Associate Professor: skills in patient care have propelled today’s 1. Practice in an ethical, legal, competent, Ross Biederman, DPM physical therapist into a more responsible caring, and compassionate manner. position for primary care. More than half 2. Participate in clinical research. Assistant Professors: of the states in the United States allow 3. Serve as a patient advocate. John Meyer, MPT,PT,O.C.S.; patients to refer themselves directly to a 4. Establish a plan for lifelong learning and Susan Shore, Ph.D.; physical therapist.The therapist’s ability to enrichment. Ardith Williams-Meyer, M.A., PT,P.C.S. evaluate movement dysfunction, identify 5. Contribute to the profession by partici- Instructor:Anne Steinbroner, MPT,PT patient treatment goals, establish and imple- pating in research, presenting at profes- ment individualized treatment programs, sional meetings, serving in professional Lecturers:Wendy Chung, DPTSc., PT; and make referrals to other health care organizations, and supporting the Kathy Grimsby, MPT,PT,O.C.S.; professionals in settings such as hospitals, American Physical Therapy Association. Ola Grimsby, MNFF,MNSMT; clinics, school systems, nursing homes, 6. Support the use of technology as it applies Michael Holm, C.P.O.; athletic programs, industry, and private homes to physical therapy. Denese Kaufeldt-Soliz, DPTS.c., PT,G.C.S. create a greater range of available services. 7. Serve as political activist for physical Kathy Kumagai, PT,N.C.S., O.C.S.; Authorities in the field of physical therapy therapy and community health issues. Isaac Opole, MB,Ch.B. (MD); predict more autonomy and specialization in 8. Maintain personal and professional growth. Linda Beth Pichaj, PT; the 21st century. Bruce Prins, Ph.D.; Career Opportunities James Ries, MPT,O.C.S., PT; This responsibility carries with it the demand The physical therapist can choose from a Teresa Rogers, MPT,PT; for mature, self-directed, patient-oriented wide selection of professional career opportu- Diane Whiting, M.Div.,PT professionals who are willing to work closely nities in patient care beyond the traditional with physicians, nurses, counselors, occupa- hospital and private clinic environments such tional therapists, and speech/language as sports clinics, rehabilitation centers, business pathologists in a team approach to patient and industry, pain clinics, school systems, evaluation and care. government agencies, home and community Program Objectives health care programs, academic programs, and research projects. In order to achieve this mission, the Department of Physical Therapy will: The confirmed need for specialization has prompted the American Physical Therapy 1. Design and implement an entry-level Association to offer clinicians the opportunity physical therapy curriculum. to become board certified in the following 2. Provide resources for successful Christian- specialty areas: orthopedics, neurology, Physical Therapy Physical oriented leadership toward the promotion cardiopulmonary, clinical electrophysiology, of patient health. pediatrics, geriatrics, and sports. To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Physical Therapy 54 College of Liberal Arts and Sciences

Master pf Physical Therapy PSYCHOLOGY: 3 courses physical therapist and two from faculty Program General Psychology members familiar with academic work in Abnormal Psychology areas closely related to the proposed field The MPT Program is a two-year (including Developmental Psychology of study or responsible persons well- summers), entry-level professional program Psychology of Disability (recommended) informed about relevant work completed emphasizing the scientific basis of human HUMANITIES AND ARTS: 3 courses by the student. structure and human movement; the spiritual English Composition basis of human worth; and the integration Letter to the dean describing educational English Literature of these foundational elements into a goals as well as short- and long-term History/Political Science/Sociology comprehensive and problem-solving, professional goals, including reasons for Music/Art Appreciation evidence- and consensus-based approach to wishing to enter study in physical Philosophy/Ethics (recommended) artful evaluation and skillful treatment. therapy at APU Speech/Communication Graduates have a solid generalist perspective 300 hours of clinical experience in PHYSICAL EDUCATION/ of patient care in a variety of professional physical therapy setting ATHLETICS: 1 course treatment settings. Furthermore, graduates Kinesiology/Biomechanics Minimum cumulative GRE score of are equipped for continued study in clinical 1,500 taken within the last five years specialization and/or the pursuit of a doctoral ADDITIONAL COURSES degree. (recommended but not required): Computer literacy Athletic Training (Please refer to current catalog or program Admission Requirements Exercise Science brochure for additional prerequisite course Nutrition 1. The applicant must have an officially work and include grades on the Academic Writing Course posted bachelor’s degree from an accredited Record form.) college or university by the time he/she Other Admission Criteria All materials should be sent to: matriculates to APU. Completed Application for Graduate Graduate Center Admission due by December 15 for 2. Prerequisite courses must be similar in Azusa Pacific University February admission. International students value to courses offered by an accredited 901 E.Alosta Ave. have a separate application procedure. four-year college or university. Grades PO Box 7000 Please contact the Office of International of C or better are required. Science courses Azusa, CA 91702-7000 USA Student Services at (626) 812-3055. must have laboratories. No prerequisite (626) 815-5470 work may be taken on a pass/no pass basis. A $45 nonrefundable application fee Fax (626) 815-5445*

3. Selected students not given initial Official transcripts from all institutions International students send application admission status may be assigned to a leading to and awarding the applicant’s materials to: alternate list. baccalaureate degree and all post- Office of International Student Services baccalaureate study (To be considered Prerequisite Courses Azusa Pacific University official, a transcript must come directly 901 E.Alosta Ave. The following prerequisites must be completed from the Office of the Registrar of the by the end of the fall term before entry: PO Box 7000 school attended to the Graduate Center at Azusa, CA 91702-7000 USA BIOLOGY: 4 courses Azusa Pacific University. Students’ sealed (626) 812-3055 Anatomy with lab (required) copies will not be considered official.) Fax (626) 812-3801 Cell Biology (recommended) Bachelor’s degree from a regionally [email protected] General Biology with lab accredited institution Genetics (recommended) In addition to meeting the admission Neurobiology (recommended) Applicant must also meet one of the requirements, those students whose first Physiology with lab (required) following grade-point average (GPA) language is not English must meet the requirements: CHEMISTRY: 1 year required English proficiency standard as Biochemistry (recommended) 1. Undergraduate cumulative GPA of 3.0 demonstrated in passing the international

Physical Therapy Physical General Chemistry 2. Science GPA of 3.0 TOEFL with a minimum score of 550. Organic Chemistry (recommended) 3. Post-baccalaureate GPA 3.0 All international students must complete 4. Last two years of college GPA of 3.0 international student applications which PHYSICS: 1 year must be approved through APU’s Office of Three recommendation forms from COLLEGE MATH: 1 course International Student Services. persons well-suited to evaluate qualifi- Calculus (recommended) cations for graduate study and/or physical *Materials must be mailed by December 15 for Statistics therapy: One from a registered/licensed matriculation the following February. Physical Therapy 55

Requirements for the Master of Year II 57 units Physical Therapy Program 124 units Ter m V I (Spring I–9 Weeks) Course Descriptions Graduation requirements include the PT 527 Pharmacology 3 PT 501 Research I (1) completion of the 124-unit program PT 538 PTDDT IV 3 (15 contact hours) shown below with a minimum of 96 units PT 542 PTDDT V 4 The first of four research courses, this course completed at APU while maintaining a PT 552 Prosthetics and Orthotics 2 introduces the student to the concepts of physical minimum cumulative 3.0 grade-point PT 553 Pediatrics 4 therapy research.A survey of the major physical average (GPA). therapy research methods is conducted.The course Term VII (Spring II–6 Weeks) prepares the student to critically review and utilize PT 503 Bioethics 2 Year I 67 units professional literature. PT 545 PTDDT VI 2 Ter m I (Spring I–9 weeks) PT 502 Professional Relationships (2) PT 554 Special Populations 3 PT 501 Research I 1 (30 contact hours) PT 555 Seminar II 2 PT 520 Human Anatomy I 4 This course introduces the role of the physical PT 568 Research III 1 PT 519 Human Physiology 1A 1 therapist as a professional health educator. Emphasis PT 523 Kinesiology 1A 2 Term VIII (Summer–6 weeks) is placed on the relationships between patient and therapist, therapist and other health care professionals, PT 529 PT Clinical Skills 1A 2 PT 560 Affiliation #1 6 and group interactions. Interviewing skills are PT 506 Seminar I 2 Term VIII (Summer–6 Weeks) discussed. Ter m II (Spring II–9 weeks) PT 561 Affiliation #2 6 PT 503 Bioethics (2) PT 502 Professional Relationships 2 (30 contact hours) Ter m IX (Fall I –5 weeks) PT 535 PT Clinical Skills II 3 The course examines the major ethical issues PT 556 PTDDT VII 3 PT 521 Human Phys 1B 2 affecting the physical therapist and the health care PT 559 Administration 3 PT 522 Human Anatomy II 4 profession.Through class and small-group discussions, PT 570 Research IV 1 PT 526 Kinesiology 1B 2 the student examines his/her own moral values. PT 530 PT Clinical Skills 1B 2 Ter m X (Fall II–6 Weeks) PT 506 Seminar I (2) PT 562 Affiliation #3 6 (30 contact hours) Term III (Summer–6 weeks) This course introduces the student to the physical PT 524 Pathology I 3 Ter m X (Fall II–6 Weeks) therapy profession. Historical and legal issues, as PT 531 PT Clinical Skills IV 4 PT 563 Affiliation #4 6 well as practice settings and health care trends are PT 549 Practicum 2 addressed. Emphasis is placed on professional PT 558 Research II 2 Total 124 units development and responsibility of the physical PT 536 PT Clinical Skills III 1 therapist as a lifelong learner.

Ter m IV (Fall I–9 weeks) PT 519 Human Physiology IA (1) PT 525 Pathology II 3 (15 contact hours) The first of two courses which studies normal PT 532 PTDDT I 4 human physiological function.The course provides PT 541 Exercise/Physiology 3 an introduction to applied physiological concepts in PT 550 Neuroscience I 2 electrophysiology, cell, cardiac, and neuromuscular PT 557 PTDDT II 3 function across the lifespan. Ter m V (Fall II–9 weeks) PT 520 Human Anatomy I (4) PT 533 PTDDT III 4 (120 contact hours) PT 534 PT Clinical Skills V 4 This is the first of a two-part intensive course PT 540 Wellness and Nutrition 3 in detailed human anatomy from a regional PT 551 Neuroscience II 2 approach. Microscopic and gross human anatomy utilizing human cadaver dissections are studied. Emphasis is on the upper extremity, head/neck, and thoracic areas. Concurrent with PT 523 and PT 529 PT 521 Human Physiology IB (2) (30 contact hours) The second of two courses which examine normal human physiological function.This course provides an introduction to applied physiological concepts in respiration, acid-base balance, metabolism, kidney function, and blood circulation across the lifespan. Physical Therapy 56 College of Liberal Arts and Sciences

PT 522 Human Anatomy II (4) PT 530 PT Clinical Skills 1B (2) PT 535 PT Clinical Skills II (3) (120 contact hours) (45 contact hours) (60 contact hours) This is the second of a two-part intensive course in A continuation of PT Clinical Skills IA, this clinical One of two courses that discusses the visual and detailed human anatomy from a regional approach. skills course focuses on objective techniques of the electromagnetic spectrum instrumentation for the Microscopic and gross human anatomy utilizing lower extremity and axial skeleton for range of treatment of dysfunction.The focus is on physical human cadaver dissections are studied. Emphasis is motion (ROM), muscle testing (MMT), general agents in relation to treatment.The course material on the lower extremity, abdomen, back, and pelvis. neurological screening, draping, and palpation. Gross is presented in a didactic and problem-solving Concurrent with PT 526 and PT 530 muscle testing for the whole body is completed. manner, supplemented with virtual reality computer Bed mobility and transfer training are introduced. simulation and laboratory experience. PT 523 Kinesiology IA (2) Incorporation of evaluation skills continues, (60 contact hours) PT 536 PT Clinical Skills III (1) including documentation. Measurement, selection, This is the first of a two-part course which (45 contact hours) and adaptation of assistive devices are performed. introduces the student to the analysis of human The third in the series of clinical skills series, this Concurrent with PT 522 and PT 526 movement. Biomechanics and kinesiology are studied course discusses the visual and electromagnetic from a functional and clinical approach. Emphasis is PT 531 PT Clinical Skills IV (4) spectrum instrumentation for the treatment of on movements of the head/neck, trunk, and upper (90 contact hours) dysfunction.The focus is on electrotherapeutics extremity. Concurrent with PT 520 and PT 529 This course continues to develop skills in the areas of agents in relation to treatment.The course material is the subjective and objective evaluation relative to presented in a didactic and problem-solving manner, PT 524 Pathology I (3) orthopedic-specific pathology, histology, and inflam- supplemented with virtual reality computer (45 contact hours) matory responses.The Australian approach to the simulation and laboratory experience. This is the first of two courses which examine subjective portion of the evaluation is discussed. human pathology. Specific areas of study include an PT 538 PTDDT IV (3) The objective portion continues by incorporating introduction to the general response to injury, pain (General Medicine–75 contact hours) palpation, postural findings, range of motion, and mechanisms, musculoskeletal pathology, and This course provides the student with experience muscle testing developed in PT Clinical Skills 1A neurological pathology. in the management of the general medicine patient and 1B with special tests and joint play. Joint and with acute, chronic, and terminal disease.The PT 525 Pathology II (3) soft tissue mobilization are introduced. General types laboratory portion of the course assists in developing (45 contact hours) of therapeutic exercise are demonstrated. clinical skills and reasoning to determine appropriate This is the second of two courses which examine PT 532 PTDDT I (4) and safe therapeutic procedures and protocols for human pathology. Specific areas for this course (Orthopedics I–90 contact hours) this population. include circulatory, pulmonary, integumentary, This course addresses differential diagnoses and endocrine, urinary, and immune systems. PT 540 Wellness and Nutrition (3) treatment of orthopedic patients. Examination of (45 contact hours) PT 526 Kinesiology IB (2) the lumbar spine, pelvis, hip, knee and ankle/foot This course presents promotion of optimal heath (60 contact hours) are emphasized. Mobilization, therapeutic exercise and disease prevention by incorporating the concepts This course is a continuation of PT 523. Emphasis is programs, complete evaluation, disease processes, of wellness and nutrition with education and on the biomechanical and kinesiological aspects of and documentation are addressed specifically per prevention programs for individuals, groups, and the pelvis, hip, knee, ankle, and foot. Normal gait is diagnosis. communities.Trends such as eating disorders and analyzed. Concurrent with PT 522 and PT 530 PT 533 PTDDT III (4) alternative medicine in relation to wellness and PT 527 Pharmacology (3) (Orthopedics II–90 contact hours) nutrition are addressed. (45 contact hours) This course further addresses differential diagnoses PT 541 Exercise Physiology (3) This course is an introduction to pharmacology. and treatment of orthopedic patients. Examination (75 contact hours) Emphasis is on drugs commonly encountered during of the cervical spine, temporomandibular joint This course relates bioenergetics, neuromuscular rehabilitation. Side effects that alter physical (TMJ), thoracic spine, shoulder, elbow, and concepts, hormonal responses, performance aids, performance and drug effects influenced by wrist/hand are emphasized. Mobilization, therapeutic and environmental and age influences to physical exercise are studied. exercise programs, complete evaluation, disease performance. processes, and documentation are addressed specif- PT 529 PT Clinical Skills IA (2) ically per diagnosis. PT 542 PTDDT V (4) (45 contact hours) (Neuro Rehabilitation–90 contact hours) This is the first in a series of five courses designed to PT 534 PT Clinical Skills V (4) This course focuses on developing the skills used examine basic evaluation and clinical skills of the (90 contact hours) for functional evaluation, diagnosis, and treatment physical therapist.This clinical skills course focuses on The last in the clinical skills series, this course management of the neurologically impaired adult. objective techniques of the upper extremity and axial examines the neurophysiologic rationale for Major areas investigated include spinal cord injury, skeleton for range of motion (ROM), muscle testing treatment approaches commonly used in physical stroke, and traumatic brain injury. (MMT), general neurological screening, draping, and therapy treatment for the neurologically impaired

Physical Therapy Physical palpation. Postural evaluation and correction are patient. Emphasis is placed on integration and addressed. Basic documentation is discussed and development of hands-on skills in a laboratory applied. Information is reiterated with laboratory setting. activities, homework, and practical examination using a problem-solving approach. Principles of therapeutic exercise and body mechanics are introduced. concurrent with PT 520 and PT 523 Physical Therapy 57

PT 545 PTDDT VI (2) PT 554 Special Populations (3) PT 560 Affiliation #1 (6) (Multiple System Dysfunction–30 contact hours) (45 contact hours) (240 contact hours) Group and individual problem solving occurs using This course addresses physical therapy management This is the first of four six-week clinical rotations case studies involving complex, multiple systems of special populations such as geriatrics, women’s providing integration of prior didactic work with dysfunction.This course prepares the student to health, industrial medicine, athletes, and other special full-time clinical exposure under the supervision of a manage patients with dysfunctions in two or more interest groups for physical therapy care.The student licensed physical therapist. Emphasis for this first preferred practice patterns of musculoskeletal, is responsible for designing physical therapy session is on the student’s abilities to practice in a safe neuromuscular, cardiopulmonary, and integumentary management for each area considered. and professional manner, communication, basic across the lifespan. evaluation skills, and assuming clinical responsibilities. PT 555 Seminar II (2) PT 549 Practicum (2) (30 contact hours) PT 561 Affiliation #2 (6) (80 contact hours) The clinical performance instrument (Blue MACS) (240 contact hours) This two-week, full-time clinical exposure allows is reviewed. Each student will be responsible to revise This is the second of four six-week clinical students to observe and practice basic evaluation evaluations given a specific diagnosis.Written and rotations providing integration of prior didactic work techniques under the direction and supervision of a oral communication skills are refined. Expectations of with full-time clinical exposure under licensed physical therapist. Emphasis is placed on the clinical behavior are discussed. the supervision of a licensed physical therapist. student’s ability to communicate, develop professional Emphasis for this second session is on time PT 556 PTDDT VII (3) behaviors, and practice basic evaluation skills from PT management, physical evaluation skills, goal setting, (Clinical Case Studies–45 contact hours) 529, PT 530, and PT 531. and basic physical therapy treatment skills. Students present one case study from their clinical PT 550 Neuroscience I (2) rotations and justify physical therapy diagnosis and PT 562 Affiliation #3 (6) (60 contact hours) course of treatment.The student also instructs an (240 contact hours) The first of two courses of in-depth anatomical inservice on a specific evaluation or treatment This is the third of four six-week clinical and physiological study of the nervous system and approach learned in the clinic, incorporating lecture rotations providing integration of prior didactic work neuromuscular function which will serve as a and lab into instruction.The students analyze their with full-time clinical exposure under foundation for PT 534 and PT 542.The peripheral performance and are evaluated by their instructor the supervision of a licensed physical therapist. nervous system is emphasized. Case studies are and peers. Emphasis for this third session is on the student’s incorporated. abilities to develop and implement complete PT 557 PTDDT II (3) treatment plans. PT 551 Neuroscience II (2) (Cardiopulmonary–75 contact hours) (60 contact hours) This course presents basic theories leading to PT 563 Affiliation #4 (6) A continuation of Neuroscience I, this course covers decision-making skills in cardiopulmonary (240 contact hours) the anatomy and physiology of higher levels of rehabilitation. Presentation of case studies reinforce This is the final of four six-week clinical the central nervous system. Further study of lesions and management of the cardiopulmonary patient. rotations providing integration of prior didactic work correlation with neurologic symptoms and neurologic Practical application of theoretical concepts is with full-time clinical exposure under diagnostic tests is included. Students assess several case emphasized. the supervision of a licensed physical therapist. studies. Emphasis is on the student’s abilities to perform as a PT 558 Research II (2) physical therapist at entry level. PT 552 Prosthetics and Orthotics (2) (30 contact hours) (60 contact hours) The second in the research series, this course PT 568 Research III (1) This course provides foundational knowledge examines statistical methods used in physical therapy This course is comprised of guided research of the types, uses, and fitting of prosthetic and orthotic research. Development of an individual research conducted by the student. devices. Rehabilitation intervention is addressed in proposal is completed and submitted to the research PT 570 Research IV (1) regard to functional use, measurements, care, advisor, research committee, and IRB. This course is the culmination of the research series adjustments, precautions, and patient education for the PT 559 Administration (3) in which the research conducted by the student is appropriate device. Case studies, literature review, (75 contact hours) presented. lecture, problem-solving models, videos, and laboratory This course presents the basic components of practice are used. administration, financial and staff management, PT 553 Pediatrics (4) marketing strategies, and public relations for clinical (90 contact hours) directors and/or owners.Administrative and This course provides the background knowledge contractual legal issues and reimbursement needed to assess functional status, evaluate, and develop mechanisms are explored. appropriate treatment programs for infants and children from premature birth to adolescence. Lab sessions held at a developmental center allows the student to evaluate, develop a plan of care, and manage children under faculty supervision. Physical Therapy

Graduate Catalog

Master of Business Administration . . . . 60 Master of Arts in Human and School of Business and Organizational Development ...... 63 Master of Arts in Organizational Management Management ...... 69

59 60 School of Business and Management

School of Introduction Master of Business Azusa Pacific University’s graduate programs Administration in business and management provide advanced Business and professional education that can lead to or Introduction enhance a career in a variety of settings, The MBA degree provides students with the including business, government agencies, Management opportunity for broad professional develop- and nonprofit organizations. Careers in such ment. Its objective is to develop skills within areas become more demanding each day.As Faculty the general functional areas of business.This a result, business leaders need a wide range occurs through a reality-centered classroom Dean; Professor: of management skills.A firm grounding in experience enhanced by collaboration with Ilene L. Smith-Bezjian, DBA these skills is provided by courses grouped the business community. Students are involved around selected, broad overviews of organiza- Chair, Graduate Studies;Associate Professor: in real-life business situations not just tional activity. Orlando Griego, Ph.D. textbook lectures with a case study or simulation game. Associate Professors: Jau-Lian Jeng, Ph.D.; The School of Business and Management (SBM) offers the following graduate degrees: Constance Rossum, Ph.D.; To qualify for the Master of Business Master of Business Administration (MBA); Bill McCarty, Ph.D.; Administration Program, students must hold Master of Arts in Human and Organizational Patricia Skalnik, DBA an undergraduate business degree from an Development (MAHOD); and Master of Arts accredited college or university.Applicants Assistant Professors: in Organizational Management (MAOM). whose undergraduate degrees are in a Roger Conover, M.A.; These programs are all experience based. nonbusiness field may need to satisfy the Stanley Deal, M.S.; Students experience the most relevant and requirements of six preparatory courses which Ronald Jewe, MBA, M.Div.; marketable education possible. provide necessary business fundamentals. Gary Lemaster, M.S., M.Ed. The SBM also offers a Graduate Certificate Prerequisite Courses 18 units Instructors:Wan Chang Hamachi, MBA in Nonprofit Management (six courses) that Pamela Penson, MBA; can be applied toward selected M.A./B.A. BUSI 501 Math for Decision Makers 3 Paul Verdugo, M.S.; programs. BUSI 502 Business Economics 3 BUSI 503 Management Practices 3 Graduate Adjunct Professors: Hal Barber, Ray The SBM is a member of the Association BUSI 504 Managerial Marketing 3 Rood, Dale Schoonhoven of Collegiate Business Schools and Programs BUSI 505 Managerial Accounting 3 (ACBSP) and the American Assembly of BUSI 506 Managerial Finance 3 Collegiate Schools of Business (AACSB). These six courses may be taken at another APU graduates are successful because they accredited institution.They can also be possess the tools that empower them to take waived, if taken previously at an accredited action, assume leadership roles, and define school, upon the review and approval of the their niche within the competitive business graduate business chair. sector. Consideration will also be given for work experience, if a person has at least five years of significant work experience which has provided a knowledge of of business management, preferably managing people, projects, products, data, and budgets. Business and Management and Business

To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Business Administration 61

Core Courses 36 units MBA for Christian Business MBA students can earn the GCNM by The following 12 core courses (36 units) are and Professional Leaders taking BUSI 532, BUSI 561, BUSI 562, required of all MBA students: BUSI 563, BUSI 564, and BUSI 569. BUSI 510 Current Issues in Business Weekend Off-Campus Format Program Benefits Management 3 Weekend MBA students are exhilarated to be Provides a solid theological and BUSI 513 Financial Resource back in the classroom, among their profes- philosophical framework and historical Management 3 sional and intellectual peers, where they can perspective, as well as management tool BUSI 514 Management of Technology 3 share the challenge of learning new methods competency. BUSI 515 Applied Research and Analysis 3 and means for managing the opportunities BUSI 516 Organizational Behavior God has given them.They have the joy of Taught by professors experienced in the and the Future 3 knowing they are joining other Christians in nonprofit sector and supplemented by BUSI 521 Managerial Economics 3 changing their corner of the world–one knowledgeable guest lecturers–practitioners BUSI 527 Marketing Management and organization at a time. who have demonstrated results. Planning 3 Friday evenings 6-10 p.m. Instructs students in the use of the Drucker BUSI 532 Ethical Issues in Nonprofit Theoretical Constructs Foundation Self-Assessment Tool for Management 3 Nonprofit Organizations, a strategic BUSI 541 Management for the Saturday mornings 8:30-11:30 a.m. planning process based on the principles of Worldwide Organization 3 Managerial Perspectives Peter F.Drucker and developed in 1993 by BUSI 578 Strategy and Planning 3 APU professor Constance Rossum, Ph.D. BUSI 581 The Christian Business and Saturday lunches 11:30 a.m.-1:30 p.m. Pastoral Perspectives Professional Leader 3 For more information, contact Graduate Chair, BUSI 583 Integrated Decision Making 3 Saturday afternoons 1:30-4:30 p.m. Orlando Griego, Ph.D., (626) 815-3820. The additional courses required for graduation Application and Practice Core Courses depend on the specific track chosen: BUSI 532 Ethical Issues in Core Courses 36 units Concentrations 12 units Nonprofit Management 3 Twelve core courses are required for weekend Students may also choose a specialized BUSI 561 Fund Development: MBA students.The courses are the same as concentration in one of the following Planning, Implementing, for the on-campus MBA students and are disciplines: and Evaluation 3 listed to the left. Finance BUSI 562 Effective Nonprofit Health Care Management Concentrations Leadership and Management 3 Human and Organizational Should weekend MBA students wish to BUSI 563 Public Accounting: Development obtain a specialized concentration, they Legal and Financial Issues in International Business will need to enroll in those courses at the Nonprofit Management 3 Management Information Systems main campus. BUSI 564 Strategic Marketing for Marketing Nonprofits 3 Strategic Management Graduate Certificate in BUSI 569 Nonprofits in America: History, Philosophy, and Tradition 3 A student seeking an area of concentration Nonprofit Management should consult with the graduate business The Graduate Certificate in Nonprofit chair or the MBA advisor. Students will select Management is nondegree, professional four specified electives (at 3 units each). certification in Nonprofit Management developed jointly by the C.P.Haggard School Total 36-48 units of Theology and the School of Business and Management. It carries graduate credit that can be applied to selected graduate degree programs.The GCNM is designed to equip community leaders in ministry, education, and other public and social sectors with the management tools they need to achieve personal and organizational excellence with a results-focused, Christian worldview. Business and Management 62 School of Business and Management

Transfer Credit Admission Requirements After all admission materials have been received by the Graduate Center, the Graduate Up to six semester hours of credit may be 1. A bachelor’s degree from a regionally Admissions Committee reviews the applicant’s transferred into this program.The units must accredited college or university file.The student is notified of the committee’s come from a regionally accredited graduate 2. A minimum grade-point average of 3.0 decision in approximately two weeks. program.A grade of B or better is required, (Students with a grade-point average and the work must have been completed 2.5-2.99 may be considered for of International Applicants within the last five years.The School of provisional enrollment.Those students Business and Management will validate its All international applicants should request will be allowed only one semester to assimilation in current program courses. application materials from the Office of demonstrate their ability to continue International Student Services. International Calendar graduate work by achieving a grade- applicants must adhere to the following point average of 3.0 or better.) stipulations: Azusa Pacific University’s School of Business and Management conducts a year-round 3. Five years of significant work experience 1. Submit a university application for schedule.The academic year is divided into or scores from either the Graduate admission. nine-week sessions. Students have the option Management Admission Test (GMAT), 2. Remit the $65 nonrefundable of a one-year, full-time, concentrated program the Graduate Record Examination application fee. which comprises a curricular design of 12 (GRE), or the Miller Analogies Test months of academic work. Fewer units in (MAT) (Scores that are more than five 3. Request official copies of transcripts each semester are permissible. However, the years old are unacceptable.) and official TOEFL test scores. university requires completion of a graduate 4. Potential as a scholar (An assessment of degree within five years of enrollment. 4. Submit scores from the GMAT, GRE, students’ total qualifications–the rigor or MAT. To be classified as a full-time graduate of their undergraduate studies, academic student, one must be enrolled in at least nine performance, extensive work experience, 5. Submit letters of recommendation. units per session. New students are accepted and personal references–is made.) 6. Submit a typewritten letter to the dean each trimester.The application deadline is The applicant should send the describing educational and professional approximately four weeks before the start of following to: goals. any session. International students contact the Graduate Center Office of International Student Services for 7. Submit a résumé or vita of work Azusa Pacific University experience. application deadlines, (626) 812-3055 or 901 E.Alosta Ave. [email protected]. PO Box 7000 In addition, international applicants must: Azusa, CA 91702-7000 USA 1. Meet all the regular admission require- Class Times and Size (626) 815-5470 ments for the chosen graduate program. Each on-campus class meets one night per Fax (626) 815-5445 week. Classes are held from 5:40-10 p.m. to [email protected] 2. Submit an affidavit of support and a accommodate working professionals, unless bank statement proving financial ability 1. An application for admission otherwise noted.The average class size is 20. to pay for educational costs. 2. A $45 nonrefundable application fee Students benefit from personal attention and 3. Be proficient in English, as evidenced by (International students pay $65 U.S. opportunities to build meaningful a TOEFL (Test of English as a Foreign dollars.) relationships with professors and peers with Language) score of 550 or above. diversified backgrounds. 3. Official copies of transcripts (Applicants who do not meet this requirement may be accepted as con- 4. GMAT, GRE, or MAT scores (if a student ditional students.They will be required has fewer than five years work experience) to enroll in the APU School of Intensive 5. Three letters of recommendation English, or a similar program elsewhere,

Business and Management and Business to upgrade their language and analytical 6. A typewritten letter to the dean describing skills to the required level.) educational and professional goals 7. A résumé or vita of work experience Human and Organizational Development 63

4. Enroll in TESL 500 English for Internationals college graduates pursuing a career in the during their first semester at APU, unless Master of Arts in OD field, experienced OD professionals who their undergraduate degree is from an Human and want to expand their skills and enhance their institution in which the language of Organizational career potential, and working managers and instruction is English. (Those who pass the professionals in leadership roles where skills in pretest in the first meeting of this class are Development developing and leading people have become excused from further attendance; those who critical to their organizations’ success. remain will refine their English skills in Introduction The MAHOD curriculum follows guidelines listening, speaking, reading, and writing. In Today’s business environment is marked by for professional competency developed by addition to TESL 500, the Department of global competition for a variety of limited the American Society for Training and Global Studies and Sociology offers numerous resources. Of primary concern for these Development (ASTD) and the National courses and workshops in skill building and organizations is how to develop and Society for Performance and Instruction writing competence that directly support implement programs that will ensure a skilled (NSPI).The core courses introduce students international students in the MBA Program.) and motivated workforce.This is critical as employees understand that continued training to the terminology, theories, and method- International applications should be sent and education is essential to their job security ologies which form the foundation of the to: and professional advancement. Professionals OD field. Specialized courses acquaint Office of International Student Services within the field of organizational development students with advanced concepts and profes- Azusa Pacific University (OD) are working toward accomplishing this sional practice. 901 E.Alosta Ave. objective by developing their own set of skills, The MAHOD degree includes 36 units of PO Box 7000 knowledge, and abilities that will enable them study, field experience, and individual profes- Azusa, CA 91702-7000 USA to meet this challenge. In essence, OD profes- sional development. It requires completion of (626) 812-3055 sionals must bring with them a unique set of 10 three-unit core courses and 2 three-unit Fax (626) 812-3081 competencies focused on developing human elective courses. [email protected] potential and leadership, and promoting MAHOD Core Courses 30 units After all admission materials have been received ongoing development in the workforce. by the Office of International Student Services, MHOD 500 Foundations of Human Organizational development represents an Resource Development 3 the Graduate Admissions Committee reviews investment in human potential. It is a the applicant’s file.The student is notified of the MHOD 512 Adult Development in deliberate, on-going effort by an organization Organizational Settings 3 committee’s decision in approximately two to improve employee competency levels and weeks. MHOD 521 Organization Development job performance.The field of OD has grown and Change 3 Transcripts swiftly in recent years as organizations of MHOD 550 Instructional Design and all sizes and types employ OD professionals Training Methods 3 Applicants are responsible for requesting official to develop a competitive workforce. MHOD 551 Leadership in Organizations 3 transcripts from the institution where their Furthermore, OD professionals serve in a wide MHOD 561 Group Dynamics and bachelor’s degree is posted.Applicants should variety of roles as organizational development Conflict Management 3 also request any transcript deemed necessary to consultants, classroom instructors, training and MHOD 570 Improving Quality and compute the minimum grade-point average or development specialists, instructional designers, Productivity 3 satisfy any program prerequisite.The transcript career developments, employment interviews, BUSI 515 Applied Research and Analysis 3 and other documents submitted as part of the and compensation analysts. BUSI 517 Human Resource application become the property of the Management 3 university and cannot be returned to the MAHOD Program BUSI 578 Strategy and Planning 3 applicant or forwarded to another college or The Master of Arts in Human and All core courses may be taken in any order university. Organizational Development (MAHOD) except MHOD 500 Foundations of Human Program at Azusa Pacific University is Resource Development.This course must be designed to prepare OD professionals for taken near the beginning of the program. roles as organization leaders and agents of change.The program is targeted toward Business and Management 64 School of Business and Management

MAHOD Elective Courses 6 units Class Times and Size Transfer Credit (select two) Classes are held either one night per week Up to six semester hours of credit may be (Electives are chosen with the MAHOD from 5:40-10 p.m. to accommodate working transferred into this program.The units must Program director’s approval from the professionals, or on weekends with classes come from a regionally accredited graduate suggested list below or from courses offered meeting Friday evenings, 5:30-9:30 p.m. and program.A grade of B or better is required, in other graduate programs.) Saturdays, 8 a.m.-3 p.m.The average class size and the work must have been completed is 20. MHOD 501 Organizational Design and the within the last five years.The School of Psychology of Work Behavior 3 Students benefit from personal attention Business and Management will validate its MHOD 520 Career Development Systems 3 and opportunities to build meaningful assimilation of current program courses. BUSI 514 Management of Technology 3 relationships with professors and peers with BUSI 516 Organizational Behavior diversified backgrounds. Admission Requirements and the Future 3 Admission requirements to the MAHOD BUSI 542 Managing Cultural Differences 3 Field Experience program include: Total 36 units Each MAHOD student is required to 1. A bachelor’s degree from an accredited complete field experience consisting of no college or university fewer than 300 hours of supervised Class Scheduling for the involvement within an organizational setting 2. A minimum undergraduate grade-point Working Professional relevant to the organizational development average of 3.0 (Students with a grade- point average of 2.5-2.99 may be consid- Azusa Pacific University’s School of Business field.The field experience may include an ered for admission on a provisional and Management conducts a year-round internship; a part-time, full-time, or volunteer basis. Such students are allowed one schedule.The academic year is divided into position; a practicum; or some combination semester to demonstrate their ability to nine-week sessions. Students have the option thereof. Most students satisfy this requirement perform at the graduate level by earning of a one-year, full-time, concentrated program by continuing to work full or part time while a grade-point average of 3.0 or better.) which comprises a curricular design of 12 pursuing their MAHOD studies. months of academic work. Fewer units in 3. Five years of significant work experience each semester are permissible. However, the Individual Professional or scores from either the Graduate university requires completion of a graduate Development Management Admission Test (GMAT), degree within five years of enrollment. OD practitioners with well-developed, the Graduate Record Examination values-based philosophies are better prepared (GRE), or the Miller Analogy Test To be classified as a full-time graduate to function as leaders in their profession. For (MAT) (Scores that are more than five student, one must be enrolled in at least nine this reason, MAHOD students are required years old are unacceptable.) units per session. New students are accepted to attend no fewer than three nongraded, each session.The application deadline is 4. Two letters of recommendation not-for-unit-credit, personal development approximately four weeks before the start of events dealing with some aspect of spiritual/ any session. 5. A typewritten letter to the dean describing ethical/ philosophical foundations for practice educational and professional goals as OD professionals.These events must be approved by the director of the MAHOD 6. A résumé or vita of work experience Program and may include on-campus colloquia or off-campus seminars, speakers, conferences, training sessions, or travel. Business and Management and Business Course Descriptions 65

The applicant should send the following BUSI 506 Managerial Finance (3) to: Course Descriptions Course work provides an understanding of basic financial tools, relevant financial theory, and institu- Graduate Center BUSI 501 Math for Decision Makers (3) Azusa Pacific University tional behavior. Students gain insight into how the Students review mathematics that applies to decision 901 E.Alosta Ave. financial manager executes decision processes related making related to business problems.The course to complex financial problems of the firm. PO Box 7000 prepares students to build elementary decision Azusa, CA 91702-7000 USA models, provides them with sufficient understanding BUSI 507 Human Resources Management (3) (626) 815-5470 of mathematical language and notation, and enables Human resource objectives and organizational Fax (626) 815-5445 them to communicate with technical specialists. requirements are identified. Emphasis is placed on [email protected] Selected topics in traditional mathematics such as executive decision making in dealing with formal sets, probabilities, functions, linear equations vectors, employee/employer relationships. Collective 1. An application for admission matrices, and forecasting techniques are covered. bargaining, organization of employees, negotiation, and administration of collective bargaining BUSI 502 Business Economics (3) 2. A $45 nonrefundable application fee agreements are studied. (International students pay $65 U.S. The curriculum deals with economic models and BUSI 510 Current Issues in Business and dollars.) the decision-making process as they affect business firms.The theories of the firm and market structures Management (3) 3. Official copies of transcripts are studied: the firm in pure competition, production This course examines organizational and behavioral decisions and resources utilization, entry and exit problems facing managers. Students develop an 4. GMAT, GRE, or MAT scores (if a student decisions, the process of general equilibrium, and the awareness of modern concepts, strategies, and has fewer than five years work experience) firm in other market situations such as monopolistic techniques that can enhance organizational competition and imperfect factor markets. Other effectiveness.Among these subjects are organizational 5. Three letters of recommendation topics include new approaches to the theory of the design, personal leadership and delegation, communi- 6. A typewritten letter to the dean describing firm and the revenue-maximizing model of the firm. cation, conflict management, and interpersonal perception group dynamics. educational and professional goals BUSI 503 Management Practices (3) Students focus on the management process; emphasis BUSI 513 Financial Resource Management (3) 7. A résumé or vita of work experience is placed on pertinent concepts for those in This course examines the role of accounting in After all admission materials have been managerial positions.Thorough understanding of the total information system of an organization, received by the Graduate Center, the Graduate those issues is a prerequisite to many advanced while focusing on the decision-making processes pertaining to the acquisition of financial resources Admissions Committee reviews the applicant’s techniques and clarifies the relevance of behavioral research in the field.The course has a strategy from external markets and the effective utilization file.The student is notified of the committee’s orientation, defining a company’s concrete goals. and control of these resources within a decision in approximately two weeks. Implementation of the company strategy–the “make business organization. All aspects of the applicant’s file are considered it happen” character of management–is studied. BUSI 514 Management of Technology (3) as a basis for admission–rigor of the under- BUSI 504 Managerial Marketing (3) This course surveys a variety of topics dealing with graduate curriculum, academic performance as The basic functions of marketing and the technology: how to think strategically about an undergraduate student, work experience, development of the concepts of the marketing technology; organizational design and controls; personal references, and personal goal statement. process, mix, and environment are emphasized.The business process design through technology; an course takes a planning approach using problems, overview of hardware and software platforms, International Applicants case studies, and readings which place the student databases, and networking; Internet; and computer- in the role of marketing manager. Preparation of a supported cooperative work. See requirements listed under the MBA section research project or marketing plan is an essential BUSI 515 Applied Research and Analysis (3) of this catalog. part of the course. Students study research methodology as it relates to BUSI 505 Managerial Accounting (3) needs for research-derived information. Emphasis is Academic Advising This course offers an intense study of the placed on the research process in the development MAHOD students meet with the program fundamentals of financial accounting, which of primary and secondary research information, director to discuss scheduling classes and establishes a concentration base for the management conducting research related to given products or selecting electives based on personal interests decision process. Students examine cost behavior services, and the analysis and evaluation of actual and circumstances.Academic advising provides and decision making; planning, control, and business organizations. an opportunity to continuously monitor stu- reporting; and budgeting procedures.The course stresses manufacturing operations and covers service, dents’ progress and individualize their programs merchandising, and nonprofit organizations. of study.All graduate students are required to maintain a minimum cumulative grade-point average of 3.0 on a 4.0 scale for duration of the program. Business and Management 66 School of Business and Management

BUSI 516 Organizational Behavior BUSI 527 Marketing Management BUSI 545 International Marketing (3) and the Future (3) and Planning (3) International marketing is the performance of This course examines how people are individually This course emphasizes marketing strategies that business activities that direct the flow of a company’s and collectively directed toward the accomplishment establish a match between the firm and its goods and services to consumers or users in more of a well-defined set of common goals. It sharpens environment. Issues such as what businesses the firm than one nation.The elements of the marketing mix skills for dealing with problems on the human side may enter and how the selected field, product, or (product, price, promotion, and place-channels of of enterprise. Students increase current capabilities service may succeed in a competitive environment distribution) first studied in domestic marketing are in changing and redesigning organizations to are examined.The development of strategies for analyzed in global terms, thus adding the elements of successfully compete in the 21st century. existing and future relationships in terms of several geography, cultural forces, and the structure of distri- well-defined target markets are analyzed. bution to the uncontrollables with which the BUSI 517 Human Resource Management (3) marketer must contend. Students study the establishment of human resource BUSI 532 Ethical Issues in Nonprofit objectives and requirements in an organization. Management (3) BUSI 548 International Business Strategy (3) Emphasis is on executive decision making in dealing Following introductory class sessions on moral Key managerial problems encountered in global with formal employee-employer relationships. philosophy and democratic capitalism, students operations are included. Students learn to apply tools Collective bargaining, organization of employees, explore a variety of issues/decisions confronting and theories to complex international business negotiation, and administration of collective leaders/managers. Case study situations include such problems through a series of case studies. Prerequisite: bargaining agreements are covered. areas as stewardship, truth in advertising, social BUSI 541 (behavior change) marketing, marketing research BUSI 519 Research Design and Program BUSI 555 Integrated Decision Making in (privacy and confidentiality); corporate responsibility, Evaluation for Nonprofits (3) Nonprofits (3) board/ staff relations (accountability), individual This practical methods course focuses on the This course, taken in the student’s final semester, responsibility (limits of welfare), and global issues available literature and research studies in the public develops the students’ ability to understand the (government corruption, labor practices, etc.). and nonprofit sectors. In addition, it prepares students decision-making process and execute the steps in such areas as setting research objectives, respondent BUSI 541 Management for the involved in identifying, evaluating, and implementing selection/sample size, questionnaire development, Worldwide Organization (3) an effective business strategy for a nonprofit organi- evaluation, and the merits of conducting research This course focuses on the environmental and zation.The purpose is achieved as students identify “in-house” versus using an outside consultant or functional differences between U.S. and international their organization’s mission, primary customers, and research firm.The course also covers qualitative business, including exporting, balance payments, specific goals by integrating the functional research techniques, including depth interviews and strategic planning, organization of multinational knowledge acquired in previous nonprofit courses focus groups. It includes a unit on “copy testing” firms, international financial planning and cash (i.e., management, marketing, finance, research, ethics, (of brochures, direct mail, print, and video) to management, foreign exchange planning, etc.) and by developing a comprehensive strategic evaluate message communication before or after comparative management philosophies, international plan for a new organization, an existing organization, production. marketing strategies, incorporation for international or from the perspective of an organization that operations and external relations of the multinational wants to review its current offerings.As such, the BUSI 521 Managerial Economics (3) corporation. course also examines factors unique to a nonprofit The process of solving management problems by (e.g., involvement of the board and lay members, economic analysis is explored. Classification of the BUSI 542 Managing Cultural Differences (3) government funders, communication with various economic basis for business policies and key Students learn how to identify, analyze, and customer groups, and assuring congruence between economic concepts that can serve as a framework for plan for those elements within the cultural, organizational mission and the strategic plan). business decisions are covered. Specific attention is economic, and political environments of international given to analysis of financial institutions and business that require specialized understanding and BUSI 561 Fund Development: Planning, instruments. strategy for successful management or organized Implementing, and Evaluation (3) enterprise. This course examines the principles and methods of BUSI 526 Capital Formation (3) fundraising that respond to our understanding Students study the market processes by which BUSI 543 International Trade and Finance (3) of what donors, finders, and volunteers value, that is, resources are allocated, from the capital formation of Students learn about the financial-monetary- what inspires their giving and how to develop and economic activities of the economy’s various sectors economic environment of international business. nurture these relationships. It uses case studies to to the financial activities in the money and capital Topics include the balance of payments, foreign demonstrate successful/unsuccessful promotional markets. Specifically, the course includes the use of exchange markets and risk, trade finance, direct techniques, including advertising campaigns, direct flow of funds analysis as applied to capital markets foreign investment, capital budgeting in the multina- mail, and special events. It also explores such areas as and various financial chronicles as sources for tional firm, and the international money and capital if/when to use consultants and special forms of explaining and predicting economic behavior; the markets. Emphasis is placed on decision making with planned giving. Finally, the course includes units on Business and Management and Business theory and reality of the interest rate structure; the regard to international investment and financing. philanthropy/corporate giving and foundations, as nature of various capital markets and their securities; well as a unit on grant writing. knowledge of corporate debt and equity instruments; federal, state, and local government securities; and mortgages.The course leads to a basic knowledge and understanding of the sources and uses of funds and the role of financial intermediation in the growth and development of economies. Prerequisite: instructor’s permission Course Descriptions 67

BUSI 562 Effective Nonprofit Leadership and BUSI 567 Investments Management (3) BUSI 599 Readings in Business (1-3) Management (3) This course provides managers and practitioners Students may enroll in an independent study for unit This course addresses the questions:What are the with an overview of the field of advertising as credit to investigate subjects and interests that lie characteristics of effective leadership and an integral part of the marketing mix.While beyond regular course offerings, explore topics in management? How can we organize for success advertising is its primary focus, the course examines greater depth, and/or initiate individual projects. (and evaluate/strengthen the work already done)? advertising and promotion from an integrated Such requests must be developed in consultation It explores the fundamental challenges to effective marketing communications (IMC) perspective, that with a sponsoring faculty member and be approved leadership including defining and articulating the includes public relations, even marketing, crisis by the graduate programs chair and dean. Unit credit organization’s mission; identifying and understanding marketing, corporate and issue advertising, direct varies depending on the scope of the study plan. the multiple “customers” served; identifying and response, and the Internet. In light of the increasing prioritizing the critical managerial tasks that must be globalization of business, international advertising is Human and Organizational Development successfully executed.As such, it examines the roles of integrated throughout the course, along with ethics the executive director, the board, staff, and volunteers. and social responsibility. MHOD 500 Foundations of Human Resource Finally, this course introduces students to the Drucker Development (3) BUSI 569 Nonprofits in America: History, Formulation Self-Assessment Tool for Nonprofit The course provides an introduction to and overview Philosophy, and Tradition (3) Organizations, based on management expert Peter F. of the field of human resource development with This introductory course traces the history, Drucker’s principles of management. emphasis upon its historical and philosophical philosophy, and societal role of nonprofits in the foundations.Theories and concepts relevant to the BUSI 563 Public Accounting: Legal and United States and how the “independent sector” field are analyzed. Special emphasis is placed on Financial Issues in Nonprofit Management (3) today compares organizationally to business the roles and functions of OD professionals within This course introduces the legal and financial issues and government.As such, it examines the roles of organizations and understanding the basic relevant to managing a 501 (c)(3) nonprofit organi- government (at the state and federal level), religion competencies of professional practice. zation. Issues to be addressed include organizing the and churches (including constitutional issues), entity, qualifying for and maintaining nonprofit business (corporate philanthropy), and the MHOD 501 Organizational Design and the status, fundraising, and nonprofit enterprise. Financial rights/responsibilities of individuals (e.g., natural law Psychology of Work Behavior (3) areas covered include the principles of fiscal responsi- and contemporary public policy). This course examines the fundamental theories and bility for nonprofits as well as cost accounting, viewpoints on the nature of work, its role in adult BUSI 578 Strategy and Planning (3) budgeting, the presentation of financial statements, life, and the function of employment organizations. This course covers how to convert the vision of proposed development, and in-kind resources. Included is discussion of forces impacting individual, executive intuition into definitive plans that can be group, and system performance and productivity BUSI 564 Strategic Marketing for operationally implemented; and provides opportunity within complex sociotechnical systems. Particular Nonprofits (3) for practice and experimentation in strategy emphasis is placed on examining the role of work in This course provides an introduction to the field of formulation. Strategy support systems are used to the growth and functioning of humans and in strategic marketing of nonprofit organizations, e.g., assist in making the transition from a change-resistant identifying the characteristics of organizations in educational institutions, churches, the public and operational approach to a future-oriented approach which both the human needs of the people who social sectors, health services, and the arts.The course characteristic of strategic thinking. compose the organization and the organization as a texts, outside readings, videos, case studies, and class BUSI 581 The Christian Business and productive, adaptive entity are satisfied. exercises are designed to focus on understanding Professional Leader (3) three areas of effectiveness: (1) what makes an organi- MHOD 512 Adult Development in This course examines the need for Christian business zation effective or not; (2) how individuals can Organizational Settings (3) leaders to become transformational leaders as they improve their own effectiveness as managers, staff, or Theories of human growth and development as a orient others to the necessity of continuous change volunteers; and (3) how promotional strategies can foundation for understanding the developmental and improvement. be used to enhance the organization’s effectiveness. challenges facing individuals during their lifespans are BUSI 583 Integrated Decision Making (3) introduced. Specific implications and applications are BUSI 565 Integrated Marketing Students seek to develop the capability to made related to how human growth and development Communications (3) appreciate and carry out the decision-making is effected by and affects organizational life. This course provides an introduction to the field processes involved in identifying, evaluating, selecting, of strategic marketing of nonprofit organizations, MHOD 520 Career Development Systems (3) and implementing strategy in a company.This e.g., educational institutions, churches, the public Students study the emerging field of career planning purpose is achieved by requiring the student to set and social sectors, health services, and the arts.The and development related to initial and ongoing goals, analyze business problems, and develop a course texts, outside readings, videos, case studies, professional development. Current literature, relevant framework for making decisions to reach these goals; and class exercises are designed to focus on theories, and major approaches to career planning integrate the functional knowledge acquired in understanding three areas of effectiveness: (1) what and development are examined in accordance with previous courses; and experience, through computer makes an organization effective or not; (2) how career planning and development approaches in simulation business cases, the processes and functions individuals can improve their own effectiveness organizations. Students use various self-assessment performed by executive officers in meeting goals, and as managers, staff, or volunteers; and (3) how tools and diagnostic instruments to evaluate data on coping with an uncertain business environment. promotional strategies can be used to enhance the their own work histories, interests, skills, and values. organization’s effectiveness. Business and Management 68 School of Business and Management

MHOD 521 Organizational MHOD 599 Readings in Human Development and Change (3) and Organizational Development (1-3) Students investigate the emerging field of organiza- Students may enroll in an independent study for unit tional development (OD)–major theories, basic credit. In this course, students investigate subjects and concepts, and primary intervention strategies. interests that lie beyond regular course offerings, Emphasis is placed on diagnosing the relationship explore topics in greater depth, and/or initiate between an organization’s mission and culture, and individual projects. It provides an opportunity to facilitating system-wide, planned changes to improve identify and develop an area of study of particular organizational effectiveness. concern to the individual learner. Readings are pursued in accordance with a study plan developed MHOD 550 Instructional Design and in consultation with a sponsoring faculty member Training Methods (3) and approved by the graduate programs chair and This course focuses on methods to assess an organi- dean. Course requirements typically involve a zation’s training and development needs, and literature review and submission of a paper. Unit designing and implementing training programs to credit varies depending on the scope of the study address those needs.Analysis and application of adult- plan. learning theories in relation to program design are explored. Methods of instructional design and course development are emphasized. MHOD 551 Leadership in Organizations (3) This course introduces current literature and theories of leadership. Leadership within organizational settings is examined. Leadership dilemmas and issues are analyzed (e.g., ethics, decision making, power and authority, conflict management). Emphasis is placed on identifying and enhancing leadership in organiza- tional settings. MHOD 561 Group Dynamics and Conflict Management (3) This course helps the student understand small- group behavior. It uses experience-based methods, cases, reading material, and simulation, and examines role behavior, group dynamics, conflict control, leadership, and group development. It also addresses motivation and problem solving as essential elements of organizational behavior. MHOD 570 Improving Quality and Productivity (3) This course provides an introduction to fundamental concepts and methods of quality and productivity improvement and examination of the OD profes- sional’s role in designing and implementing programs to improve quality of products and services. Particular emphasis is placed on understanding the forces that make quality and productivity critical organizational issues. Business and Management and Business Organizational Management 69

Center for Master of Arts in The MAOM Team Program Organizational This lock-step program consists of 10 courses totaling 30 units. Each course meets one Accelerated Management evening per week for eight weeks, from 6-10 p.m.The student takes two classes each Degree Introduction semester.The following proforma schedule As the business world becomes more lists the required courses: Programs competitive, success takes more than just hard work.The choices one makes today will MAOM 504 Managerial Marketing 3 have repercussions well into the 21st century. MAOM 508 The Manager as Faculty The Master of Arts in Organizational Communicator 3 MAOM 514 Information Systems Director; Professor: Management (MAOM) is a nontraditional for Managers 3 Fred Garlett, Ed.D. graduate business degree. It has been crafted specifically for working professionals. It is MAOM 516 Organizational Behavior intended primarily for those who have and Communication 3 professional skills and are now in need of MAOM 517 Human Resource advanced people and organizational manage- Management 3 ment skills for promotion and advancement MAOM 529 Leadership and and/or career change. Managerial Ethics 3 MAOM 542 Managing Cultural The classes provide the learner with strength Differences 3 in the qualitative areas of organizational life. MAOM 561 Group Conflict and Dynamics 3 The graduate of the MAOM Program MAOM 570 Improving Quality understands the requirements and functions and Productivity 3 of leadership and ethics.The student has a MAOM 578 Strategy and Planning 3 contemporary, global vision for multicultural matters, research, strategic planning, manage- Total 30 units ment, and decision making. Each student should check with the Center for Accelerated Degree Programs for the The MAOM Degree sequence of courses required, (626) 815-5301. The program leading to the MAOM degree is a 20-month, 30-unit, lock-step NOTE:There are no transfer courses allowed in this program with teams of 20-24 students program. who complete the course work together.

To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Business and Management 70 School of Business and Management

Admission Requirements MAOM 529 Leadership and Course Descriptions Managerial Ethics (3) The student entering the MAOM Program is This course raises the student’s moral recognition of MAOM 504 Managerial Marketing (3) required to: ethical issues of the organization’s functions and Students review the basic functions of marketing environments. Leadership, as it applies to the 1. Hold a bachelor’s degree from an and the development of marketing process concept, management of power and authority issues, is accredited college or university. marketing mix, and marketing environment.A studied. Emphasis is placed on ethics and leadership planning approach using problems, case studies, and as illustrated by Christian principles. 2. Possess an grade-point average of 3.0 or readings places the student in the role of marketing better. (Students with an undergraduate manager. Preparation of a research project or MAOM 542 Managing Cultural Differences (3) grade-point average of 2.5-2.99 may marketing plan is an essential part of the course. This course includes a study of the skills, capabilities, and knowledge managers must have to successfully be considered for admission on a MAOM 508 The Manager as perform in the growing context of local, regional, provisional basis. Such students will be Communicator (3) and global cultures. It examines the roles managers allowed one semester to demonstrate Proficiency in communication is a necessary part of play, the broad activity areas they must influence, and their ability to continue graduate work good management. Many authors in the field have the techniques which will enhance their by achieving a grade-point average of argued that the manager’s job is essentially that of effectiveness. 3.0 or better.) communicator.The objectives of this course are to increase the student’s awareness and understanding MAOM 561 Group Conflict and Dynamics (3) All aspects of the applicant’s file are of the difficult variables which impact the communi- This course helps the student understand small- considered–rigor of the undergraduate cation process (including leadership, verbal and group behavior. It uses experienced-based methods, curriculum, academic performance as an nonverbal messages, perception, and attitudes); and cases, reading material, and stimulation, and examines undergraduate student, work experience, broaden the student’s skills in communication, role behavior, group dynamics, conflict control, personal references, and personal goal especially in the areas of listening, decision making, leadership, and group development. It also addresses statement.The above items and a $45 conflict management, and interviewing. motivation and problem solving as essential elements of organizational behavior. application fee should be sent to: MAOM 514 Information Systems for Managers (3) MAOM 570 Improving Quality and Center for Accelerated Degree Programs This course introduces students to computers in a Productivity (3) Azusa Pacific University business context.As a manager, the student needs a This course provides an introduction to fundamental 901 E.Alosta Ave. basic understanding of the use of the computer as a concepts and methods of quality and productivity PO Box 7000 tool in solving operational and managerial problems. improvement and examination of the HRD Azusa, CA 91702-7000 While productivity tools and microcomputers are professional’s role in designing and implementing (626) 815-5301 used, the emphasis is on users of computers rather programs to improve quality of products and services. Fax (626) 815-5417 than development of computer specialists.Topics Particular emphasis is placed on understanding the [email protected] include: the management of computer resources, forces that make quality and productivity critical fundamentals of computers, including the hardware organizational issues. and software available to computer users; word MAOM 578 Strategy and Planning (3) processing and management information systems; Planning is a process of setting missions, goals, and and common and specialized computer applications objectives and determining what should be done to in business. accomplish them. It is a decision-making activity MAOM 516 Organizational through which managers act to ensure the future Behavior and Communication (3) success of their organizations and work units.To be The purpose of this class is to investigate the impact effective, plans must be illuminated by strategy which that individuals, groups, and structures have on sets critical direction and guides the allocation of behavior within organizations for the purpose of resources. applying such knowledge toward improving an organization’s effectiveness.This course examines role behavior, group dynamics, communication, conflict, leadership, organizational structure, and motivation. MAOM 517 Human Resource Management (3) Students study the establishment of human resource Business and Management and Business objectives and requirements in an organization. Emphasis is on executive decision making in dealing with formal employee-employer relationships. Collective bargaining, organization of employees, negotiation, and administration of collective bargaining agreements are covered.

Graduate Catalog

School of Education and Behavioral Studies

Department of Teacher Education 74 Preliminary/Administrative Services Language and Literacy Development 100 Credential (Tier I) and Master of Arts in Master of Education: Single-Subject Credential 75 Education: School Administration Educational Technology 101 Multiple-Subject Credential 77 Preliminary Administrative Services Physical Education 103 Multiple-Subject Internship Credential/Master Credential (Tier II) and Doctor of Doctor of Education in of Arts in Education:Teaching 79 Education: Educational Leadership Educational Leadership 105 Mild/Moderate Disabilities (K-12) Specialist Credential 81 Graduate Education Departments 86 Department of College Student Affairs Master of Arts in Education: Pupil Personnel Services Credential: and Leadership Studies 119 Special Education 83 School Counseling 86 Master of Education in College Cross-Cultural Language and Academic School Psychology 87 Student Affairs 119 Development (C.L.A.D.) Certificate 84 Preliminary Administrative Services Master of Arts in Social Science: Combined Credential and Degree Credential (TIER I) Credential Only 89 Leadership Studies 121 Programs 85 Preliminary Administrative Services Operation Impact Program 122 Credential (TIER I) Internship Credential 90 Single-Subject Teaching Credential and Professional Administrative Services Department of Graduate Psychology 124 Master of Arts in Education:Teaching Credential (TIER II) 92 Master of Arts in Clinical Psychology: Multiple-Subject Teaching Credential and Master of Arts in Education concentrations Marital and Family Therapy 124 Master of Arts in Education:Teaching Curriculum and Instruction 94 Doctor of Psychology in Clinical Mild/Moderate Disabilities (K-12) Teaching 95 Psychology: Family Psychology 127 Specialist Credential and Master of Arts in Pupil Personnel Services 96 Education: Special Education School Administration 97 Pupil Personnel Services Credential: School Administration and Preliminary School Counseling and Master of Arts in Administrative Services Education: in Pupil Personnel Services Credential (TIER I) 99 Pupil Personnel Services Credential: School Psychology and Master of Arts in Education: Pupil Personnel Services

73 74 School of Education and Behavioral Studies

Department programs. Graduates of the Teacher Education Department of Program are employed in elementary and Overview secondary schools throughout California and Teacher Azusa Pacific University offers programs other states.Azusa Pacific University graduates approved by the California Commission on have been successful in obtaining jobs in Education Teacher Credentialing (CCTC) which public, Christian, and other private schools. authorize service for elementary, secondary, Studies indicate that employment opportu- and special education classrooms. nities in teaching will continue to increase. Faculty This is true for both elementary and The primary goal of the Department of Dean:Alice V.Watkins, Ph.D. secondary teaching, particularly in the areas Teacher Education is to provide the training of math, science, Spanish, and English, as well Associate Dean: Roger Harrell, Ed.D. and experience needed to qualify for as bilingual and special education. Every California Multiple-Subject, Single-Subject, spring,APU hosts a Teacher Interview Day Chair; Director of Secondary and Special Education Teaching Credentials. in which local public school districts, private Education; Professor: Azusa Pacific University’s Teacher Education schools, and APU students participate. Nancy Brashear, Ph.D. Program, accredited by the CCTC since When the credential courses are combined Director of Elementary Education;Associate 1963, is committed to helping produce K-12 with selected courses required for a Master Professor: Gregory Kaiser, Ph.D. classroom teachers: who are competent–able to effectively of Arts in Education with an emphasis in Director of Special Education;Associate Professor: educate and lead in the cultural, socio- Teaching or Special Education, both the David Colachico, Ed.D. economic, and linguistic diversity of teaching credential and a master’s degree may be obtained.The credential program courses Director of Accelerated Degree in today’s educational environment must be completed prior to beginning Human Development;Assistant Professor: who are compassionate–committed master’s course work. For K-12 educators Daniel Watkins, M.S. to the care and enhancement of the who hold a completed credential from other Associate Professors: LuAnn Craik, Ph.D.; individuals they teach and lead institutions, the Master of Arts in Education with an emphasis in Curriculum and Judith Hetzel, Ed.D.; Sheryl O’Sullivan, Ed. D.; who are people of character–able to Ivy Yee-Sakamoto, Ph.D. contribute to the moral and ethical Instruction offers an opportunity to seek development of the students and professional development and advanced Assistant Professors: teaching skills. Manuel Arellano, M.A.; Mark Arvidson, Ph.D.; families whom they serve Wayne Bacer, Ed.D.; Paul Flores,M.Div.; The Department of Teacher Education Credential students with a posted bachelor’s Persida Himmele, Ed.M. is the management unit responsible for degree from APU may be eligible for an the liberal studies bachelor’s degree and the alumni discount.All teaching credential Bachelor of Arts in Human Development courses listed are eligible for the APU alumni which are CCTC-approved Multiple-Subject discount unless specified otherwise. Education

To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Education 75

applicant’s background that may enhance Teachers Exam (MSAT); or proof of paid Teaching Credential the teaching experience; the most registration for the next MSAT Programs rewarding and challenging aspects of Proof of fulfillment of U.S. Constitution working with children; why the applicant competency by approved course work or Admission Requirements wants to teach; preferred grade level and exam (Submit all documents to the Graduate content areas and why; special interests, Center.) hobbies, or abilities; extracurricular Single-Subject Teaching activities; and previous residence or travel 1. Attendance at a mandatory teacher experiences.Written communication skills Credential education information meeting to receive will be assessed along with content. Department Chair; Program Director: initial group advising Nancy Brashear, Ph.D. 10. Résumé or Statement of Experience 2. Completed Application for Graduate (626) 815-5370 including most relevant work and volun- Admission [email protected] teer experience 3. International students have a separate Azusa Pacific University’s Single-Subject 11. Proof of Certificate of Clearance application procedure. Please contact the Teaching Credential Program prepares (Submit photocopy of Emergency Permit Office of International Student Services, teachers for positions at the secondary (7-12) or Certificate of Clearance application at (626) 812-3055. level.The program, approved by the California to the Graduate Center.) Commission on Teacher Credentialing 4. A $45 nonrefundable application fee 12. Proof of successful passage of the CBEST (CCTC), comprises specific education and 5. Two copies of official transcripts from or proof of paid registration for the next methods courses, accompanied by practical all institutions leading to and awarding CBEST (Proof of successful completion classroom application in middle and high the applicant’s baccalaureate degree must be submitted no later than the date schools.All course work and instruction is and all post-baccalaureate study (To be of Application for Student Teaching.) delivered from a distinctly Christian considered official, a transcript must be perspective, instilling in each student a strong 13. International students who have gradu- mailed directly from the Office of the foundation of ethics, compassion, and teaching ated from a college or university where Registrar of the institution attended to competency. Individualized attention is English was not the principle language the Graduate Center at Azusa Pacific emphasized throughout the program, giving must provide the minimum TOEFL University. Students’ sealed copies will students the invaluable advantage of a person- score of 550. not be considered official.) alized education. For undergraduate students 14. After all above materials have been in prerequisite education courses, service 6. Bachelor’s degree from a regionally received by the Office of Graduate learning is a primary focus with students accredited institution Admissions, the Department of Teacher participating in K-12 schools in local school 7. Minimum undergraduate grade-point Education will review the file and notify districts. average of 3.0 on a 4.0 scale (Provisional the applicant by mail to call and schedule To further prepare themselves as highly admittance may be granted to individ- an admissions interview. Please come marketable educators, students are encouraged uals who do not meet this criteria if dressed professionally.All applicants must to obtain a supplementary authorization.This competency can be shown.) be interviewed before admission will be optional addition to the credential program granted. In addition to the previously provides the course work necessary for 8. Three recommendation forms that assess mentioned requirements, the following competence and character (Appropriate educators to teach an additional subject area if characteristics will also be considered: called upon to do so. (For requirements and recommendations include those who Evidence of good character and have supervised the applicant’s leader- criteria regarding supplemental authorizations, personality attributes and attitudes please attend an information meeting.) ship and/or teaching experience with that are appropriate to professional children/youth in public or private service Current students as well as alumni of this settings, an employer who directly Good mental and physical health program are also invited to attend APU’s supervised the applicant, or one faculty/ Annual Teacher Interview Day.This exciting academic reference. References from event gathers representatives from more neighbors, friends, and relatives are not For Intern/M.A. program than 50 districts on campus to interview appropriate unless they have served as applicants only with students on a one-on-one basis.This supervisors. Please use the required (in addition to all items stated above): networking opportunity is an excellent venue forms provided in the Graduate Proof of satisfactory completion of a for students to practice interviewing skills, Application, letters optional.) CCTC-approved multiple-subject liberal learn about various districts in which they studies waiver program or a passing score may desire to serve, and often secure a job Education 9. Letter to the dean addressing the on the Multiple-Subject Assessment for following topics: experiences from the placement. 76 School of Education and Behavioral Studies

Complete details regarding admission and 3. Single-Subject (7-12) Professional B. Satisfactory completion of all required specific program requirements, advising, and Course Requirements preprofessional and professional general information about APU’s Teacher education course requirements Full-time student teaching prerequisites Education credential programs are discussed TEP 420 Secondary Teaching C.Any remediation that may be required at mandatory teacher education information Strategies 3 for grades lower than B in any course meetings. Students should apply to the TEP 421 Field Experience I: 7-12 1 leading to student teaching appropriate teacher education credential TEP 440 Secondary Curriculum and program one term prior to commencing D.Successful completion and verification Procedures 3 professional education courses.The Single- of CBEST passage, receipt of results TEP 441 Field Experience II: 7-12 1 Subject Program is offered at: of Certificate of Clearance, and TEP 560 First and Second Language Azusa verification of negative results from and Literacy, 7-12 3 Inland Empire a TB skin test TEP 561 Language Acquisition Field Orange County Experience, 7-12 1 Temecula Valley/Menifee A student hired to teach on a contract must Ventura 4. Admission to Student Teaching provide a photocopy of the teaching contract The Application for Student Teaching and official verification of the teaching Program requirements are subject to change for the Single-Subject Program must be assignment on school letterhead to the according to the California Commission submitted to the Department of Teacher appropriate director for approval. It is highly on Teacher Credentialing and Graduate Education by November 1, for the suggested that this approval be attained before Education policies. spring semester, or by April 1, for the the contract is signed if the assignment is to be used for the purposes of student teaching. Step-by-Step to Becoming a Teacher: fall semester. Students must attend a The assignment must be concurrent to the 1. Complete Preprofessional Course mandatory Student Teaching Information 18-week student teaching semester, which Requirements Meeting in October or March and receive the Student Teaching Application occurs in the fall or spring.All contracted Human Growth and Development–early at that time. Members of the education student teaching assignments must be childhood through adolescence (EDUC faculty then evaluate the candidate’s approved by the program director prior to 572 or PSYC 290) suitability for the profession in light of student teaching. U.S. Constitution (American Government) all evidence available.The criteria In addition, a student hired to teach on a POLI 150 or U.S. Constitution Test includes such qualities as academic contract in a private school must provide proof passage aptitude, emotional stability, interper- that the school is WASC accredited, has at least sonal relations, initiative, and oral and 25 percent ethnic diversity represented, has Foundations of Education or Introduction written communication. class sizes that are comparable to the public to Teaching (EDUC 400 or EDUC 300) Admission to student teaching is also schools (15-30 students per class), and uses the Teaching and Cultural Diversity or dependent upon: California State Frameworks as the guideline Diversity in the Classroom (C.L.A.D. A. Subject-matter competence according in the classroom.This assignment must be courses: EDUC 504 or EDUC 405) to state and program guidelines by: approved by the program director prior to Official verification of completion of student teaching. Appropriate substitutes may be approved by an approved subject-matter program the department with submission of a course Student Teaching signed by the credential analyst at the work waiver application, course description (18 weeks, full time) institution of higher education in and/or syllabus, and official transcripts.This TEP 580 Student Teaching which courses were successfully waiver application will be considered only Seminar, 7-12 3 completed (If an applicant has verified after full admission is granted. TEP 581 Student Teaching,7-12 9 completion of at least 4/5ths subject 2. Single-Subject Matter Requirement matter course work, he or she may be 5. Applying for the Credential eligible for student teaching, if all Preliminary Credential Satisfactory completion of a CCTC- other necessary requirements have Apply for the Preliminary Credential approved single-subject waiver program been met. Remaining subject matter upon completion of all above criteria. in art, business, English, mathematics, courses or passage of appropriate The Preliminary Credential is valid for music, physical education, science, social PRAXIS and/or SSAT exams must be five years and is nonrenewable.

Education science, or Spanish completed before applying for the — or — Professional Clear Credential Preliminary Credential.) Passing score on the appropriate PRAXIS Apply for this credential after completion — or — series Single-Subject Specialty Area of requirements for Preliminary Credential Proof of passage of PRAXIS and/or Test(s) and Single-Subject Assessment for plus the following: SSAT exams Teachers exam (SSAT) Education 77

A.Completion of 30 post-baccalaureate, This networking opportunity is an excellent 6. Bachelor’s degree from a regionally education-related units (may include venue for students to practice interviewing accredited institution Teacher Education credential course work) skills, learn about various districts in which 7. Minimum undergraduate grade-point they may desire to serve, and often secure a B. EDUC 500 Computer Education for average of 3.0 on a 4.0 scale (Provisional job placement. Teachers 3 admittance may be granted to individuals Complete details regarding admission and who do not meet this criteria if compe- C.EDUC 530 Introduction to Individual specific program requirements, advising, and tency can be shown.) Differences 3 general information about APU’s Teacher 8. Three recommendation forms that assess E. Health Education (must include substance Education credential programs are discussed competence and character (Appropriate abuse and nutrition) at mandatory teacher education information recommendations include those who have meetings. Students should apply to the supervised the applicant’s leadership F. CPR,“Community,”“Level B,” or appropriate teacher education credential and/or teaching experience with “Level C” current certification program one term prior to commencing children/youth in public or private professional education courses.The traditional C.L.A.D. Certificate settings, an employer who directly Multiple-Subject Program is offered at the (See page 84 for requirements.) supervised the applicant, or one faculty/ Azusa and Ventura Regional Centers.The academic reference. References from Life-long Learner Multiple-Subject Intern Program (described neighbors, friends, and relatives are not on pages 81-82) is offered at: Consult with program director, Maria Pacino, appropriate unless they have served as Azusa Ed.D., to determine which 21 units of post- supervisors. Please use the required forms Inland Empire baccalaureate work from the Preliminary, provided in the Graduate Application, Orange County Clear, and C.L.A.D. programs may be applied letters optional.) to the Master of Arts in Education:Teaching, San Diego (626) 815-5480. Temecula Valley/Menifee 9. Letter to the dean addressing the following topics: experiences from the Program requirements are subject to change applicant’s background that may according to the California Commission Multiple-Subject Teaching enhance the teaching experience; the on Teacher Credentialing and Graduate most rewarding and challenging aspects Credential Education policies. of working with children; why the Program Director: Greg Kaiser, Ph.D. Admission Requirements applicant wants to teach; preferred (626) 815-5370 grade level and content areas and why; [email protected] (Submit all documents to the Graduate Center.) special interests, hobbies, or abilities; Azusa Pacific University’s Multiple-Subject extracurricular activities; and previous Teaching Credential Program prepares teachers 1. Attendance at a mandatory teacher residence or travel experiences.Written for positions at the elementary and middle education information meeting to receive communication skills will be assessed school levels (K-8).The program, approved initial group advising along with content. by the California Commission on Teacher 2. Completed Application for Graduate 10. Résumé or Statement of Experience Credentialing (CCTC), approaches education Admission including most relevant work and volun- from a Christian perspective, emphasizing teer experience the critical need for ethics, compassion, and 3. International students have a separate teaching competency in the classroom.As application procedure. Please contact the 11. Proof of Certificate of Clearance (Submit the third largest credential-granting private Office of International Student Services, photocopy of Emergency Permit or institution in California,APU produces at (626) 812-3055. Certificate of Clearance application to graduates who are comprehensively equipped 4. A $45 nonrefundable application fee the Graduate Center.) and heavily recruited throughout the school districts of California and other states. For 5. Two copies of official transcripts from 12. Proof of successful passage of the CBEST undergraduate students in prerequisite all institutions leading to and awarding or proof of paid registration for the next education courses, service learning is a primary the applicant’s baccalaureate degree and CBEST (Proof of successful completion focus with students participating in K-12 all post-baccalaureate study (To be must be submitted no later than the date schools in local school districts. considered official, a transcript must be of Application for Student Teaching.) mailed directly from the Office of the Increasing the visibility of its current students 13. International students who have gradu- Registrar of the institution attended to ated from a college or university where and alumni,APU hosts the Annual Teacher the Graduate Center at Azusa Pacific Interview Day, gathering representatives English was not the principle language University. Students’ sealed copies will must provide the minimum TOEFL Education from more than 50 districts on campus to not be considered official.) interview with students on a one-on-one basis. score of 550. 78 School of Education and Behavioral Studies

14. After all above materials have been TEP 411 Field Experience I: K-8 1 contract and official verification of the received by the Office of Graduate TEP 430 Methods and Curriculum II, teaching assignment on school letterhead Admissions, the Department of Teacher K-8 3 to the appropriate director for approval. It is Education will review the file and notify TEP 431 Field Experience II: K-8 1 highly suggested that this approval be attained the applicant by mail to call and schedule TEP 550 First and Second Language before the contract is signed if the assignment an admissions interview. Please come and Literacy, K-8 3 is to be used for the purposes of student dressed professionally.All applicants must TEP 551 Language Acquisition Field teaching.The assignment must be concurrent be interviewed before admission will be Experience, K-8 1 to the 18-week student teaching semester, granted. In addition to the previously which occurs in the fall or spring.All mentioned requirements, the following 4. Admission to Student Teaching contracted student teaching assignments must characteristics will also be considered: The Application for Student Teaching be approved by the program director prior to Evidence of good character and for the traditional Multiple-Subject student teaching. personality attributes and attitudes Program must be submitted to the In addition, a student hired to teach on a that are appropriate to professional Department of Teacher Education by contract in a private school must provide service November 1, for the spring semester, or proof that the school is WASC accredited, Good mental and physical health by April 1, for the fall semester. Students must attend a mandatory Student Teaching has at least 25 percent ethnic diversity Information Meeting in October or represented, has class sizes that are comparable Step-by-Step to Becoming a Teacher: March and receive the Student Teaching to the public schools (15-30 students per 1. Complete Preprofessional Course Application at that time. Members of the class), and uses the California State Requirements education faculty then evaluate the Frameworks as the guideline in the classroom. This assignment must be approved by the Human Growth and Development– candidate’s suitability for the profession in program director prior to student teaching. early childhood through adolescence light of all evidence available.The criteria includes such qualities as academic (EDUC 572 or PSYC 290) Student teaching aptitude, emotional stability,interpersonal (18 weeks, full time) U.S. Constitution (American relations, initiative, and oral and written TEP 570 Student Teaching Seminar, Government) POLI 150 or U.S. communication. K-8 3 Constitution Test passage Admission to student teaching is also TEP 571 Student Teaching,K-8 9 Foundations of Education or dependent upon: 5. RICA Introduction to Teaching (EDUC 400 A. Subject-matter competence according Multiple-Subject students are required to or EDUC 300) to state and program guidelines by: pass the Reading Instruction Competence Teaching and Cultural Diversity or Official verification of completion of Assessment (RICA) exam before applying Diversity in the Classroom (EDUC 504 an approved subject-matter program for a Preliminary Credential. or EDUC 405) signed by the credential analyst at the 6. Applying for the Credential institution of higher education in Appropriate substitutes may be approved by Preliminary Credential which courses were successfully the department with submission of a course Apply for the Preliminary Credential completed work waiver application, course description upon completion of all above criteria. and/or syllabus, and official transcripts.This — or — The Preliminary Credential is valid for waiver application will be considered only Proof of passage of MSAT exam five years and is nonrenewable. after full admission is granted. B. Satisfactory completion of all required Professional Clear Credential 2. Multiple-Subject Matter Requirement preprofessional and professional course Apply for this credential after completion Satisfactory completion of a CCTC- requirements of the requirements for the Preliminary approved multiple-subject liberal studies C. Any remediation that may be required Credential plus the following: waiver program for grades lower than B in any course A.Completion of 30 post-baccalaureate, — or — leading to student teaching education-related units (may include Passing score on the Multiple-Subject D. Successful completion and verification teacher education credential course Assessment for Teachers exam (MSAT) of passage of CBEST, receipt of results work) Education 3. Multiple-Subject (K-8) Professional of Certificate of Clearance, and verifica- B. EDUC 500 Computer Education Course Requirements tion of negative results from a TB skin for Teachers 3 Full-time student teaching prerequisites test C.EDUC 530 Introduction to TEP 410 Methods and Curriculum I, A student hired to teach on a contract Individual Differences 3 K-8 3 must provide a photocopy of the teaching Education 79

D.Health Education (must include a program director.The master’s degree is recommendations include those who substance abuse and nutrition) earned after the student has met subject have supervised the applicant’s leadership matter competency and all requirements for and/or teaching experience with children/ E. CPR,“Community,”“Level B,” or the Preliminary Credential. youth in public or private settings, an “Level C” current certification employer who directly supervised the Note: Students with an incomplete bachelor’s C.L.A.D. Certificate applicant, or one faculty/academic degree and a minimum of 60 transferable (See page 84 for requirements.) reference. References from neighbors, units may qualify for APU’s Human friends, and relatives are not appropriate Development bachelor’s degree completion unless they have served as supervisors. Life-long Learner program, an accelerated program which Please use the required forms provided in Consult with program director, Maria Pacino, prepares students for admission to the the Graduate Application, letters optional.) Ed.D., to determine which 21 units of post- Multiple-Subject Off-Campus Internship baccalaureate work from the Preliminary, Credential/Master of Arts in Education: 9. Letter to the dean addressing the Clear, and C.L.A.D. programs may be applied Teaching Program. Please contact the Human following topics: experiences from the to the Master of Arts in Education:Teaching, Development program director, Dan Watkins, applicant’s background that may enhance (626) 815-5480. for more information, (626) 815-5481. the teaching experience; the most rewarding and challenging aspects of Program requirements are subject to change working with children; why the applicant according to the CCTC and Graduate Multiple-Subject Internship wants to teach; preferred grade level and Education policies. Credential and Master of Arts content areas and why; special interests, in Education: Teaching Admission Requirements hobbies, or abilities; extracurricular Program Director; Elementary Education: Greg (Submit all documents to the Graduate activities; and previous residence or travel Kaiser, Ph.D. Center.) experiences.Written communication (626) 815-5430 skills will be assessed along with content. 1. Attendance at a mandatory teacher [email protected] education information meeting to receive 10. Résumé or Statement of Experience Chair of Advanced Studies in Education; initial group advising including most relevant work and volun- Program Director, M.A. in Education:Teaching teer experience 2. Completed Application for Graduate Maria Pacino, Ed.D. Admission 11. Proof of Certificate of Clearance (Submit (626) 815-5480 photocopy of Emergency Permit or [email protected] 3. International students have a separate Certificate of Clearance application to application procedure. Please contact the Students holding an accredited bachelor’s the Graduate Center.) Office of International Student Services, degree may be eligible for APU’s innovative at (626) 812-3055. 12. Proof of successful passage of the CBEST Multiple-Subject Internship Credential/Master or proof of paid registration for the next of Arts in Education:Teaching.Designed for 4. A $45 nonrefundable application fee CBEST (Proof of successful completion beginning teachers with a limited teaching 5. Two copies of official transcripts from must be submitted no later than the date background and preparation, the 40-unit of Application for Student Teaching.) program combines the curricula of the all institutions leading to and awarding credential and master’s programs to deliver a the applicant’s baccalaureate degree and 13. International students who have gradu- unique educational package. More than 60 all post-baccalaureate study (To be ated from a college or university where California districts cooperate in the program, considered official, a transcript must be English was not the principle language meeting the needs of public school teachers on mailed directly from the Office of the must provide the minimum TOEFL emergency permits or intern credentials. Registrar of the institution attended to score of 550. the Graduate Center at Azusa Pacific The program is tailored to the working profes- University. Students’ sealed copies will 14. Proof of satisfactory completion of a sional, offering classes at district sites and not be considered official.) California Commission on Teacher satellite centers. Upon completion, the graduate Credentialing (CCTC)-approved will earn both a Preliminary Multiple-Subject 6. Bachelor’s degree from a regionally multiple-subject liberal studies waiver Teaching Credential and a Master of Arts in accredited institution program or a passing score on the Education:Teaching degree.After completing 7. Minimum undergraduate grade-point Multiple-Subject Assessment for the remaining two C.L.A.D. certificate courses average of 3.0 on a 4.0 scale (Provisional Teachers Exam (MSAT); or proof of (along with the language requirement), students admittance may be granted to individ- paid registration for the next MSAT will be qualified to apply for the C.L.A.D. uals who do not meet this criteria if 15. Proof of fulfillment of U.S. Constitution

certificate.All candidates must attend a Education competency can be shown.) competency by approved course work mandatory information meeting prior to or exam enrolling. For more information, please contact 8. Three recommendation forms that assess competence and character (Appropriate 80 School of Education and Behavioral Studies

16. After all above materials have been PRIORITY.If you feel confident that Step-by-Step-to Completing the received by the Office of Graduate you can prepare for the MSAT while Master of Arts in Education: Admissions, the Department of Teacher taking courses, you may continue with Teaching Education will review the file and notify the following schedule (see #7). Contact Maria Pacino. Ed.D., at (626) 815-5480 the applicant by mail to call and 5. Application for Intern Credential for additional advising and requirements and schedule an admissions interview. Please must include: see details on pages 95. come dressed professionally.All applicants Full-time public-school contract must be interviewed before admission will 1. Students in this program must be granted.In addition to the previously Letter on school letterhead fully describing maintain a portfolio throughout the mentioned requirements, the following the assignment for consideration (you must methods courses and advanced characteristics will also be considered: obtain prior approval from the director of education courses. A.Evidence of good character and the intern program) 2. Complete these additional courses: personality attributes and attitudes EDUC 574 Current Issues in that are appropriate to professional Application fee will be paid by the university Education*** 3 service EDUC 589A Research for Teachers, B. Good mental and physical health 6. Completion of the Following Courses: Beginning Process*** 2 TEP 545 Clinical Experience with 3 EDUC 589B Research for Teachers*** 1 Step by Step to Becoming a Teacher: Integrating the Humanities * These courses do not count toward the Master of Arts 1. Successful Completion of Pre-Intern TEP 550 First and Second Language 3 in Education degree. Credential course work: and Literacy, K-8** ** These courses count toward the C.L.A.D. TEP 575 Intern Teaching II* (2 units) 2 Certificate. TEP 505 Clinical Experience in 3 *** All above courses except those so denoted are Classroom Management 7. Additional Credential Courses eligible for the APU alumni discount. TEP 515 Clinical Experiences in 3 EDUC 504 Teaching and Cultural 3 To earn the M.A. in Education:Teaching Teaching Reading and Diversity** degree, students must meet all requirements Writing EDUC 571 Curriculum 3 for the Preliminary Credential comprising TEP 565 Intern Teaching I* (2 units) 2 Foundations *** MSAT and RICA passage and completion of (completed through contract teaching or EDUC 572 Advanced Educational 3 all M.A. including all above course work, host teacher field experience) Psychology*** growth assessment essay, content-focused essay, TEP 525 Clinical Experience in 3 EDUC 573 History and Philosophy of 3 and orals. Teaching Math Education*** TEP 535 Clinical Experience in 3 Teacher candidates must meet subject matter Teaching Science 8. Applying for the Credential requirements (e.g., pass MSAT) and pass the Preliminary Credential 2. Successful Completion of Reading Instruction Competence Assessment A.Successful completion of all above course (RICA) prior to applying for their first U.S. Constitution Requirement (by test or work and requirements listed in 1-7 course work), verification of passage of credential (e.g., Preliminary or Clear B. Remediation of grades lower than Credential). CBEST, receipt of results of Certificate B in any course of Clearance, and verification of negative C. Passage of Reading Instruction Note: Internship program students without results from a TB skin test Competence Assessment (RICA) a teaching contract will complete 80 hours of verified field work during TEP 565 (first 3. Subject Matter Requirement Met by: Clear Credential semester in the program). If not hired on a Satisfactory completion of CCTC- A.Completion of all requirements for the contract by the second semester, the student approved multiple-subject liberal studies Preliminary Credential waiver program must submit a Student Teaching Application B. Completion of 30 post-baccalaureate, in order to be cleared for student teaching. — or — education-related units (may include This application must be submitted to the Passing score on the Multiple-Subject all above course work) Department of Teacher Education (Azusa) Assessment for Teachers exam (MSAT) C.EDUC 500 Computer Education for by November 1, for the spring semester, or Teachers (3 units) 4. Remediation of Grades Lower than B by April 1, for the fall semester. If fully D.EDUC 530 Introduction to Individual in Any Course cleared, the student will register for TEP Education Differences (3 units) At this point if you have not completed 575. Clearance includes requirements such E. Health Education (must include subject-matter (liberal studies or MSAT), as passage of CBEST and MSAT (or substance abuse and nutrition) you may not advance to Intern Teaching multiple-subject matter competency); U.S. F. CPR,“Community,”“Level B,” or Experience or the remaining methods Constitution; fingerprint clearance; negative “Level C” current certification courses (TEP-prefixed). PLEASE MAKE TB test results; completion of 80 field work COMPLETION OF YOUR SUBJECT C.L.A.D. Certificate hours; TEP 505, TEP 515, TEP 525, and MATTER REQUIREMENT YOUR (See page 84 for requirements.) TEP 535. Students anticipating being offered Education 81

a teaching contract for the third semester may Admission Requirements special interests, hobbies, or abilities; postpone registration for and participation in (Submit all documents to the Graduate extracurricular activities; and previous TEP 575 one semester (while still maintaining Center.) residence or travel experiences.Written enrollment in TEP 545,TEP 550, EDUC 1. Attendance at a mandatory teacher communication skills will be assessed 504, and EDUC 572). Please submit a letter education information meeting to receive along with content. requesting postponement by the first day of initial group advising 10. Résumé or Statement of Experience the appropriate semester. 2. Completed Application for Graduate including most relevant work and volun- Mild/Moderate Disabilities Admission teer experience (K-12) Specialist Credential 3. International students have a separate 11. Proof of Certificate of Clearance (Submit Program Director: David Colachico, Ed.D. application procedure. Please contact the photocopy of Emergency Permit or (626) 815-5430 Office of International Student Services, Certificate of Clearance application to [email protected] at (626) 812-3055. the Graduate Center.) Track II applicants must submit copy of current teaching The current shortage of special education 4. A $45 nonrefundable application fee contract. teachers creates a growing demand for 5. Two copies of official transcripts from 12. Proof of successful passage of the CBEST educators with this credential.APU now offers all institutions leading to and awarding a fifth-year credential in Special Education for or proof of paid registration for the next the applicant’s baccalaureate degree and CBEST (Proof of successful completion the teaching of mild/moderate disabled students all post-baccalaureate study (To be (K-12).The program is offered in two distinct must be submitted no later than the date considered official, a transcript must be of Application for Student Teaching.) tracks to accommodate educators from various mailed directly from the Office of the points of entry.The Level One credential offers Registrar of the institution attended to 13. International students who have gradu- Track I for those with no teaching contract; the Graduate Center at Azusa Pacific ated from a college or university where Track II is for the current contracted teacher. University. Students’ sealed copies will English was not the principle language Students must see an advisor for proper place- not be considered official.) must provide the minimum TOEFL ment in tracks within this credential program. score of 550. 6. Bachelor’s degree from a regionally Course content is application oriented, enabling accredited institution 14. After all above materials have been students to take what they learn in the evening received by the Office of Graduate and use it in their classroom the next day. 7. Minimum undergraduate grade-point Admissions, the Department of Teacher Classes are small (15-20 students) and average of 3.0 on a 4.0 scale (Provisional Education will review the file and notify conveniently offered at locations throughout admittance may be granted to individ- the applicant by mail to call and schedule Southern California. One course (Introduction uals who do not meet this criteria if an admissions interview. Please come to Individual Differences) is presented via competency can be shown.) dressed professionally.All applicants must picture television at the Temecula Valley/ 8. Three recommendation forms that assess be interviewed before admission will be Menifee Regional Center and may be the competence and character (Appropriate granted. In addition to the previously precursor to a larger format of distance recommendations include those who mentioned requirements, the following learning.This cutting-edge technology typifies have supervised the applicant’s leader- characteristics will also be considered: the Azusa Pacific program and the innovative ship and/or teaching experience with A.Evidence of good character and approach of its faculty children/youth in public or private personality attributes and attitudes and staff. settings, an employer who directly that are appropriate to professional Those who successfully complete the program supervised the applicant, or one faculty/ service and earn the Mild/Moderate Disabilities academic reference. References from B. Good mental and physical health Credential are granted five years within which neighbors, friends, and relatives are not Mild/Moderate Level 1, Track I: they must enroll in Level II of the specialist appropriate unless they have served as Step-by Step to Becoming a Teacher program to clear their credential.The Level II supervisors. Please use the required 1. Complete Preprofessional Course credential is renewable. In this program, forms provided in the Graduate Requirements candidates will develop an induction plan under Application, letters optional.) Human Growth and Development– the supervision of their school district and an 9. Letter to the dean addressing the early childhood through adolescence APU advisor. following topics: experiences from the (EDUC 572 or PSYC 290) Program requirements are subject to change applicant’s background that may U.S. Constitution (American according to the California Commission on enhance the teaching experience; the Government) POLI 150 or U.S. Teacher Credentialing and Graduate Education most rewarding and challenging aspects Education Constitution Test passage policies. of working with children; why the applicant wants to teach; preferred Teaching and Cultural Diversity or grade level and content areas and why; Diversity in the Classroom (EDUC 504 or EDUC 405) 82 School of Education and Behavioral Studies

2. Subject Matter Requirement Admission to student teaching is also Mild/Moderate Level 1, Track II: Satisfactory completion of a CCTC- dependent upon: Step-by Step to Becoming a Teacher approved waiver program Subject-matter competence according 1. Complete Preprofessional Course — or — to state and program guidelines by: Requirements Passing score on MSAT or A. Official verification of completion of Human Growth and Development– PRAXIS/SSAT an approved subject-matter program early childhood through adolescence signed by the credential analyst at the (EDUC 572 or PSYC 290) 3. Mild/Moderate Level One institution of higher education in Professional Requirements which courses were successfully U.S. Constitution (American A. Level One,Track I completed (If an applicant has verified Government) POLI 150 or U.S. ths Constitution Test passage TEP 410 Methods and Curriculum I, completion of at least 4/5 single- subject matter course work, he or she K-8 3 Teaching and Cultural Diversity or may be eligible for student teaching, TEP 411 Field Experience I: K-8 1 Diversity in the Classroom if all other necessary requirements TEP 550/560 First and Second Language (EDUC 504 or EDUC 405) and Literacy: K-8/7-12 3 have been met. Remaining subject 2. Subject Matter Requirement TEP 551/561 Language Acquisition Field matter courses or passage of Experience: K-8/7-12 1 appropriate PRAXIS and/or SSAT Satisfactory completion of a CCTC- EDUC 530 Introduction to Individual exams must be completed before approved waiver program Differences 3 applying for the Preliminary — or — EDUC 531 Tests,Measurements, and Credential.) Passing score on MSAT or — or — Instructional Planning 3 PRAXIS/SSAT SPED 535 Counseling, Collaboration, B. Proof of passage of MSAT (multiple 3. Professional Requirements and Consultation 3 subject) or PRAXIS and/or SSAT EDUC 530 Introduction to Individual SPED 536 Diagnosis of Mild to (single-subject) exams Differences 3 Moderate Disabilities 3 Satisfactory completion of all required EDUC 531 Tests, Measurements, and SPED 537 Theories and Interventions in preprofessional and professional course Instructional Planning 3 Behavior Disorders 3 requirements EDUC 562 Supervised Field Experience: SPED 539 Field Experience I 1 Any remediation that may be required Exceptional and Appropriate substitutes may be approved for grades lower than B in any course Nonexceptional Individuals 3 by the department with submission of a leading to student teaching SPED 535 Counseling, Collaboration, course work waiver application, course and Consultation 3 description and/or syllabus, and official Successful completion and verification SPED 536 Diagnosis of Mild to transcripts.This waiver application will be of passage of CBEST, receipt of results Moderate Disabilities 3 considered only after full admission is granted. of Certificate of Clearance, and SPED 537 Theories and Interventions in verification of negative results from Behavior Disorders 3 4. Admission to Student Teaching a TB skin test SPED 540 Methods and Curriculum of The student teaching application for Mild/Moderate in the Regular the Special Education program must be Full-time, 18-week student teaching assignment Classroom 3 submitted to the Department of Teacher SPED 563 Supervised Field Experience: Education by November 1, for the TEP 570 Student Teaching Seminar, Learning Handicapped 3 spring semester, or by April 1, for the K-8 3 TEP 550 First and Second Language fall semester. Students must attend a —or — mandatory Student Teaching Information and Literacy, K-8 3 TEP 580 Student Teaching Seminar, — or — Meeting in October or March and 7-12 3 TEP 560 First and Second Language receive the student teaching application — and — and Literacy, 7-12 3 at that time. Members of the education TEP 571/581 Student Teaching,K-12 6 faculty then evaluate the candidate’s Level II suitability for the profession in light of Those who successfully complete the all evidence available.The criteria program and earn the Level I Credential are Education includes such qualities as academic granted five years within which they must aptitude, emotional stability, inter- enroll in Level II of the specialist program to personal relations, initiative, and oral and written communication. Education 83

clear their credential.The Level II credential 4. A $45 nonrefundable application fee 12. International students who have is renewable. In this program, candidates graduated from a college or university 5. Official transcripts from all institutions will develop an induction plan under the where English was not the principal leading to and awarding the applicant’s supervision of their district and APU. Please language must provide the minimum baccalaureate degree and all post- contact the program director, David Colachico, TOEFL score of 550. baccalaureate study (To be considered Ed.D., at (626) 815-5430, for official, a transcript must come directly 13. After all above materials have been more information. from the Office of the Registrar of the received by the Office of Graduate school attended to the Graduate Center Admissions, the Department of Teacher Master of Arts in Education: at Azusa Pacific University. Students’ Education will review the file and notify Special Education sealed copies will not be considered the applicant by mail to call and schedule official.) an admissions interview. Please come Program Director: David Colachico, Ed.D. dressed professionally.All applicants must 6. Bachelor’s degree from a regionally (626) 815-5430 be interviewed before admission will be accredited institution [email protected] granted. In addition to the previously Students seeking career advancement and a 7. Minimum undergraduate grade-point mentioned requirements, the following specialization in special education may consider average of 3.0 on a 4.0 scale (Provisional characteristics will also be considered: the Master of Arts in Education with an admittance may be granted to individ- A.Evidence of good character and emphasis in Special Education.This program uals who do not meet this criteria if personality attributes and attitudes helps educators deepen their understanding of competency can be shown.) that are appropriate to professional special needs students and the challenges they service 8. Three recommendation forms submitted B. Good mental and physical health face.With a strong Christian emphasis, the from three professionals who can assess program equips candidates with a compas- personality and character such as: an Prerequisites sionate, caring approach to education which individual who has supervised the Twelve semester units of undergraduate transcends culture, disability, and age level. It is applicant’s leadership and/or paid or or graduate course work in education this invaluable quality that distinguishes APU unpaid teaching experience with children Three units of prerequisite course work students from their counter-parts in the industry, in public and/or private settings, an may be waived for each year of verified, making them highly marketable and eagerly employer who directly supervised the full-time teaching experience. recruited. applicant, or a faculty/academic reference Because the Mild/Moderate Disabilities (References from neighbors, friends, Course Requirements (K-12) Credential course work is embedded pastors, and relatives are not appropriate Core Courses 9 units within the master’s program, most students opt to unless they have served as supervisors.) EDUC 571 Curriculum Foundations 3 pursue both, which requires six units of 9. Letter to the dean addressing the EDUC 572 Advanced Educational supervised fieldwork.Those choosing to obtain following topics: experiences from the Psychology 3 the master’s degree alone may substitute six units applicant’s background that may EDUC 573 History and Philosophy of of approved electives for the fieldwork.The enhance the teaching experience; the Education 3 Special Education Program is offered at: most rewarding and challenging aspects Azusa Concentration Courses 21 units of working with children; why the EDUC 530 Introduction to Individual High Desert applicant wants to teach; preferred grade Inland Empire Differences 3 level and content areas and why; special EDUC 531 Tests,Measurements, and Orange County interests, hobbies, or abilities; extra- San Diego Instructional Planning 3 curricular activities; previous residence SPED 535 Counseling, Collaboration, Temecula Valley/Menifee or travel experiences (Written and Ventura and Consultation 3 communication skills will be assessed SPED 536 Diagnosis of Mild to Application Requirements along with content.) Moderate Disabilities 3 1. Attendance at a mandatory teacher 10. Résumé or Statement of Experience SPED 537 Theories of Intervention in education information meeting to receive Behavior Disorders 3 initial group advising 11. Valid teaching credential, emergency SPED 440 Methods and Curriculum of permit, Certificate of Clearance, or five Mild/Moderate Disabilities in 2. Completed Application for Graduate years of verified private school teaching Regular Education 3 Admission experience TEP 550/560 First and Second Language 3. International students have a separate and Literacy (K-12) 3 Education application procedure. Please contact the Electives or transfer credit 9 units Office of International Student Services, Extension courses are not viable. (626) 815-3055. Total 39 units 84 School of Education and Behavioral Studies

Additional Master’s Degree three domains of knowledge and teaching When it is time to apply for the C.L.A.D. Requirements competencies, and who meet the state foreign certificate, students may contact the Growth Assessment language requirement, are not required to C.L.A.D. certificate coordinator or the Near the conclusion of their degree programs, take the state examination for the C.L.A.D. regional center coordinator for an application students submit written growth assessments certificate.Those interested in continuing form and guidelines on applying directly to which demonstrate their learning and to pursue their Bilingual Cross-Cultural the California Commission on Teacher development and include tentative plans for Language and Academic Development Credentialing in Sacramento for the C.L.A.D. continued growth in their post-degree lives. (B.C.L.A.D.) certificate for a specific language certificate. should contact the program director for more Each course runs nine weeks and meets one Core Examination information. As part of each core class, students are night per week, from 4:45-9:15 p.m. Application Requirements required to take a written examination that All four courses of the C.L.A.D. certificate (Not necessary for APU Teaching Credential assesses knowledge and writing skills. If any (12 units) may be applied toward a Master of students choosing to continue on in this core examination is not passed, the candidate Arts in Education degree program. can retake it at the next regularly scheduled program.) retake session. Only one retake is allowed. Courses may be taken in any order. Students should check with their credential If a student is found to be deficient in or master’s program department about how Foreign Language Requirement communication skills, the professor notifies to include the C.L.A.D. certificate within Students must meet the California foreign both the student and the School of Education their chosen program.The following are the language requirement for obtaining the and Behavioral Studies regarding the application requirements for the C.L.A.D. C.L.A.D. certificate.There are multiple ways assessment. Students who have taken a Certificate Program: to do so.The three most common ways are: comparable graduate core course at another university may ask for a waiver of the 1. Completed Application for Graduate 1. Completion of six semester units at a requirement.An additional elective course Admission college/university in a foreign language must be taken for the degree. (including American Sign Language) 2. International students have a separate with an average grade of C or better Oral Evaluation Interview application procedure. Contact the Each master’s degree program requires a final Office of International Student Services 2. Completion of 90 hours of approved oral evaluation interview. Each concentration at (626) 812-3055 or iss @apu.edu. language training through a school (except physical education) requires final oral district or institute with an average 3. A $45 nonrefundable application fee evaluations in which three or four students grade of C or better meet with a faculty member.The purpose of 4. A posted bachelor’s degree from a 3. Three years of one foreign language in the experience is to evaluate students’ growth regionally accredited institution and learning. high school, with an average grade of B 5. A photocopy of a current California or better teaching credential, or proof of being in Cross-Cultural Language and A listing of the alternatives is available at the the process of earning a California Academic Development program and regional centers. teaching credential, an emergency (C.L.A.D.) Certificate permit, or Certificate of Clearance Coordinator: Persida Himmele, Ed.M. Course Requirements 12 units (626) 815-5458 EDUC 501 Language Structure,Acquisition, The Cross-Cultural Language and Academic and Development* 3 Development (C.L.A.D.) Certificate EDUC 502 Methods of Bilingual, English Program is designed to meet the needs of Language Teaching 3 second language children in California by EDUC 503 School Practicum in English equipping teachers with the tools to Language Development 3 understand the process of language and EDUC 504 Teaching and Cultural academic development, and the sensitivity Diversity* 3 and specific skills necessary to facilitate learning in a multicultural classroom.Teachers Total 12 units Education who complete the 12 units of California *Students in APU’s Teacher Credential Program may substitute TEP 550 or TEP 560 for EDUC 501, and Commission on Teacher Credentialing- EDUC 405 for EDUC 504. approved courses at APU, covering the Education 85

Introduction In Fall 2000, the following combined Combined Programs– programs will be offered at Azusa Pacific Azusa Pacific University provides quality Master of Arts University: academic programs for graduate students with Degrees and divergent professional goals and differing Master of Arts in Education: Credential Programs educational needs.The combined degree and Teaching credential programs are designed for a limited and number of individuals eager to pursue a Multiple-Subject Teaching Credential Master of Arts degree and a credential program concurrently. Master of Arts in Education: The combined degree and credential Teaching programs are restrictive and faculty and advisement is required prior to enrollment Single-Subject Teaching Credential in the program.

The combined program is not appropriate for Master of Arts in Education: Special an individual serving on an emergency Education and credential with an urgent need to complete a Mild/Moderate Disabilities (K-12) Clear Preliminary Credential in one year.An Specialist Credential, Level I, Track I combined program may require more than one academic year. Master of Arts in Education: Special Education and Mild/Moderate Disabilities (K-12) Specialist Credential, Level I, Track II

Master of Arts in Education: Pupil Personnel Services and Pupil Personnel Services Credential, School Counseling

Master of Arts in Education: Pupil Personnel Services and Pupil Personnel Services Credential, School Counseling

Master of Arts in Educational Technology and Preliminary Administrative Services Credential, (Tier I)

For academic advising and specific information on pursuing any of these options, please contact the Graduate Center at (626) 815-5470 or [email protected].

To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the Education individual program director for updated information. 86 School of Education and Behavioral Studies

Department of School Counseling and Advanced Credentials Graduate School Psychology Chair; Director of Master of Arts in Education: Pupil Personnel Education Pupil Personnel: School Counseling; Director of Services Credential: School Credential in School Psychology;Associate Professor: Barbara Counseling Departments Sorenson, Ph.D. Credential Only Program Director: Barbara Wynne Associate Professor: Dianne Saurenman, Ed.D. Faculty Sorenson, Ph.D. Dean:Alice V.Watkins, Ph.D. Assistant Professors: Randy Fall, M.A.; (626) 815-5424 Susan Lees, M.A. [email protected] Associate Dean: Roger Harrell, Ed.D. Department of Educational Administration Candidates for the School Counseling Department of Advanced Studies Chair; Professor: Lillian Wehmeyer, Ph.D. Credential fulfill all the requirements for the in Education Chair; Master of Arts in Education with an emphasis Director of Doctor of Education: Educational Director of Master of Arts in Pupil Personnel Services plus an additional Leadership;Tom Godley, Ed.D. in Education:Teaching and Master six units of fieldwork.The program is of Arts in Education: Curriculum Director of the Center on Research on Ethics and application-oriented and emphasizes and Instruction; Professor: Values; techniques that help young students make Maria Pacino, Ed.D. Professor: Beverly Hardcastle the decision to stay in school. Students in this program explore the various support Director of Master of Arts in Stanford, Ph.D. agencies available to school counselors and Language and Literacy Development;Associate Director of Master of Arts in Education: School their students. Parent programs and substance Professor: Daniel Doorn, Ph.D. Administration; abuse programs are researched to determine Director of Master of Education: Educational Professor: Daniel Elliott, Ed.D. their availability within the community and Technology;Assistant Professor: Director of Professional Administrative Services for their innovative methods for caring for Kathleen Fletcher Bacer, Ed.D. Credential; today’s youth and their families. Problem- solving skills, discipline procedures, and crisis Assistant Professors: Associate Professor: Marcia McVey, Ed.D. and routine intervention are explored in Persida Himmele, Ed.M.; Coordinator of Core Programs; depth with hands-on activities to support Jacob Rodriguez, Ph.D.; Associate Professor: Robert Vouga, Ed.D. theory.The fieldwork courses provide the Kathryn Scorgie, Ph.D. Professor: Patricia Bonner, Ph.D. opportunity to work side-by-side with a practicing school counselor, offering the Associate Professors: benefits of on-the-job-training.This credential Ronald Foland, Ph.D.;Ying Hong Jiang, Ph.D.; program requires a final comprehensive Daniel Lawson, Ph.D.; Douglas Martin, Ed.D.; exam. (See page 97 for master’s degree John Reed, Ed.D.; Patrick Rooney, Ed.D.; requirements.) The School Counseling Russell Tuck, Ph.D. Program is offered at: Azusa High Desert Inland Empire Orange County San Diego Temecula Valley/Menifee Ventura Education

To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Education 87

Application Requirements Course Requirements Pupil Personnel Services 1. Completed Application for Graduate (Prerequisites exist; please pursue academic Credential: School Admission advising with the program director before Psychology registering.) 2. International students have a separate Credential Only application procedure. Please contact the Concentration Courses 27 units Program Director: Barbara Wynne Office of International Student Services EDUC 530 Introduction to Individual Sorenson, Ph.D. at (626) 815-3055. Differences 3 (626) 815-5424; 3. A $45 nonrefundable application fee EDUC 531 Tests,Measurements, and [email protected] Instructional Planning 3 4. Official transcripts from all institutions EDUC 532 Counseling Exceptional This 60-unit credential program builds upon leading to and awarding the applicant’s Individuals and the skills gained in the School Counseling baccalaureate degree and all post- Their Parents 3 Credential Program with a broader scope baccalaureate study (To be considered EDUC 533 Basic School Counseling* 3 and more advanced subject matter.With official, a transcript must come directly EDUC 550 Advanced School Counseling* 3 this credential, one is qualified to serve as from the Office of the Registrar of the EDUC 552 Pupil Personnel Services school psychologist and make psychological school attended to the Graduate Center Management and Career assessments, identify learning disabilities, and at Azusa Pacific University. Students’ Development 3 recommend placement for students in special sealed copies will not be considered EDUC 572 Advanced Educational education programs. Because the first half of official.) Psychology 3 this program is nearly identical to the School EDUC 582 Schools and the Law 3 Counseling Program, with the addition of 5. Bachelor’s degree from a regionally EDUC 583 Intervention Through one course (EDUC 564), those pursuing accredited institution Consultation 3 the credential in school psychology may earn their school counseling credential as 6. Minimum undergraduate grade-point *Prerequisites for EDUC 550 average of 3.0 on a 4.0 scale (Provisional **Prerequisites for EDUC 583 well. Both credential programs require a final comprehensive exam.The School Psychology admittance may be granted to individ- Credential Courses 6 units uals who do not meet this criteria if Program is offered at: EDUC 562 Supervised Field Experience: competency can be shown.) Azusa Exceptional and Inland Empire 7. Three recommendation forms submitted Nonexceptional Individuals 3 Orange County by supervisors who have current knowl- EDUC 564 Supervised Field Experience: Temecula Valley/Menifee edge of applicant’s academic ability and Pupil Personnel 3 potential for service within the credential Plans for future expansion of this program Total 33 units area include the San Diego Regional Center. 15-unit residency requirement 8. Letter to the dean describing educational Application Requirements goals as well as short- and long-term A written comprehensive examination 1. Completed Application for Graduate professional goals covering the content of the concentration Admission is also required.All credential candidates must 9. Résumé or Statement of Experience 2. International students have a separate obtain passing scores on the CBEST before application procedure. Please contact the 10. Valid California teaching credential, they may apply for credentials. Office of International Student Services emergency permit, or certificate of A needs assessment is made for each at (626) 815-3055. clearance candidate. Certain courses may be waived 3. A $45 nonrefundable application fee 11. Successful completion of the CBEST based on previous course work, and fieldwork may be waived based upon previous paid 4. Official transcripts from all institutions 12. International students who have graduated experience as a school counselor and leading to and awarding the applicant’s from a college or university where English demonstrated competency. Electives may then baccalaureate degree and all post- was not the principal language must provide be taken to fulfill degree requirements.All baccalaureate study (To be considered the minimum TOEFL score of 550. requests for waivers must be submitted in official, a transcript must come directly Prerequisites writing to the director of the Pupil Personnel from the Office of the Registrar of the school attended to the Graduate Center The equivalent of EDUC 300 or EDUC Services Program. at Azusa Pacific University. Students’ 400 Foundations of Education sealed copies will not be considered

PSYC 290 Child Growth and official.) Education Development 88 School of Education and Behavioral Studies

5. Bachelor’s degree from a regionally Course Requirements Any student who does not work in a accredited institution (Prerequisites exist; please pursue academic multicultural school must obtain experience at a site where such an opportunity exists. 6. Minimum undergraduate grade-point advising before registering.) average of 3.0 on a 4.0 scale (Provisional Concentration Courses 27 units For the school psychology credential students admittance may be granted to individ- EDUC 530 Introduction to Individual must complete a minimum of 300 fieldwork uals who do not meet this criteria if Differences 3 hours for EDUC 668 and 240 hours for competency can be shown.) EDUC 531 Tests, Measurements, and EDUC 669.To additionally receive the counseling credential, 150 fieldwork hours 7. Three recommendation forms submitted Instructional Planning 3 of EDUC 564 must be completed at two by supervisors who have current knowl- EDUC 532 Counseling Exceptional school levels (e.g., high school and middle edge of applicant’s academic ability and Individuals and Their school) to be verified by the site supervisor potential for service within the credential Parents 3 and the APU field experience supervisor. area EDUC 533 Basic School Counseling* 3 EDUC 550 Advanced School Evaluation forms are added to students’ files 8. Letter to the dean describing educational Counseling* 3 upon completion of the field experience. goals as well as short- and long-term EDUC 552 Pupil Personnel Services Official transcripts verify that credit has been professional goals Management and Career earned. Development 3 9. Résumé or Statement of Experience A written comprehensive examination EDUC 572 Advanced Educational covering the content of the concentration is 10. Valid California teaching credential, Psychology 3 also required.All credential candidates must emergency permit, or certificate of EDUC 582 Schools and the Law 3 obtain passing scores on the CBEST before clearance EDUC 583 Intervention through they may apply for credentials. Consultation 3 11. Successful completion of the CBEST *Prerequisites for EDUC 583 12. International students who have graduated from a college or university Advanced Courses 27 units where English was not the principal EDUC 558 Advanced Human Growth language must provide the minimum and Development 3 TOEFL score of 550. EDUC 630 Human Learning Abilities and Disabilities 3 Prerequisites EDUC 631 Young Children Assessment The equivalent of EDUC 300 Introduction and Intervention 3 to Teaching as a Profession, K-12 or EDUC 632 Intellectual Assessment 3 EDUC 400 Foundations of Education EDUC 633 Multicultural and Bilingual: Assessment and Intervention 3 PSYC 290 Child Growth and EDUC 634 Intervention and Prevention 3 Development EDUC 635 Role and Function of the Psychologist 3 EDUC 636 Research and Evaluation in School Psychology 3 EDUC 637 Child Psychopathology: Assessment and Treatment 3 Supervised Field Experience 6 units EDUC 668 Field Experience I (300 hours) 3 EDUC 669 Supervised Field Experience: School Psychology (240 hours) 3 Total 60 units Education 30-unit residency requirement Education 89

Preliminary Administrative 4. Official transcripts from all institutions Prerequisites Services Credential (TIER I) leading to and awarding the applicant’s Candidates who already possess a master’s baccalaureate degree and all post- degree in education may complete the Credential Only baccalaureate study (To be considered concentration in school administration and Program Director: Dan Elliott, Ed.D. official, a transcript must come directly the supervised field experience without (626) 815-5369 from the Office of the Registrar of the the education core and be eligible for the [email protected] school attended to the Graduate Center Preliminary Administrative Services Credential at Azusa Pacific University. Students’ The Preliminary Administrative Services (Tier I). Candidates with a master’s degree sealed copies will not be considered Credential (PASC) Program is designed for that did not cover the educational core official.) students who already hold a master’s degree in competency areas may be required to take education.These students may complete the 5. Bachelor’s degree from a regionally EDUC 571 Curriculum Foundations. emphasis in school administration and the accredited institution Candidates without previous course work in supervised fieldwork without the education mainstreaming of special needs students are core and be eligible for the Preliminary 6. Verification of a master’s degree or required to take EDUC 530 Introduction to Administrative Services Credential (Tier I). approval of a program of study leading Individual Differences. Candidates without However, if the posted master’s degree does to completion of a Master of Arts in introductory skills in educational use of not cover the educational core competency Education with an emphasis in School computers are required to either show areas, the student may be required to take Administration at APU proficiency or competency in EDUC 500 Computer Education for Teachers, or its EDUC 571 Curriculum Foundations. 7. Minimum undergraduate grade-point equivalent prior to registering for EDUC 516 Candidates without previous course work in average of 3.0 on a 4.0 scale (Provisional Technology for the School Administrator. mainstreaming special needs students are admittance may be granted to individ- required to take EDUC 530 Introduction to uals who do not meet this criteria if Course Requirements Individual Differences. competency can be shown.) No required sequence except as noted. Leading the field,APU is the largest centrally 8. Three recommendation forms submitted Core Courses 12 units based, credential-granting institution in the by school administrators who have (not required for those who possess a master’s state. One of the primary reasons students are current knowledge of applicant’s degree in education) drawn to the program is its unique focus on academic ability and potential for EDUC 571 Curriculum Foundations 3 developing effective instructional leaders, service in school administration EDUC 572 Advanced Educational dedicated to a compassionate, competent, and Psychology 3 caring Christian approach to education.APU’s 9. Letter to the dean describing educational as EDUC 573 History and Philosophy of faculty model this commitment as practicing well as short- and long-term professional Education 3 administrators and field work mentors involved goals in the daily operation of many Southern 10. Résumé or Statement of Experience, Concentration Courses 21 units California school districts.The Tier I Program verifying with supervisor signatures at EDUC 516 Technology for the School is offered at: least three years of full-time service Administrator* 3 *Must have completed the equivalent of Azusa under a California “basic” credential Downey EDUC 500 (i.e.,Teaching,PPS, Library, School EDUC 575 Educational Research and Inland Empire Nurse, etc.) Orange County Program Evaluation 3 San Diego 11. Valid California teaching, services, or EDUC 580 Organization and Temecula Valley/Menifee designated subject credential Administration of American Ventura Education 3 12. Successful completion of the CBEST or EDUC 582 Schools and the Law 3 Application Requirements evidence of paid registration for the next EDUC 584 Supervision of Curriculum 1. Completed Application for Graduate CBEST (Proof of successful completion and Instruction* 3 Admission must be provided before completing *Must have completed the equivalent of fieldwork.) EDUC 571 2. International students have a separate EDUC 585 Seminar in School Personnel application procedure. Contact the 13. International students who have Management 3 Office of International Student Services graduated from a college or university EDUC 586 School Site Leadership 3 at (626) 815-3055 where English was not the principle language must provide the minimum 3. A $45 nonrefundable application fee TOEFL score of 550. Education 90 School of Education and Behavioral Studies

Field Experience 6 units Preliminary Administrative Application Requirements (Each course lasts the duration of a 15-week semester.) Services Internship 1. Completed Application for Graduate EDUC 565 Supervised Field Experience in Admission School Administration I 3 Credential (TIER I) EDUC 566 Supervised Field Experience in Credential Only 2. International students have a separate School Administration II 3 Program Director: Dan Elliott, Ed.D. application procedure. Contact the Office of International Student Services Total for those who (626) 815-5369 at (626) 815-3055. possess a master’s degree in [email protected] education and meet core The Preliminary Administrative Services 3. A $45 nonrefundable application fee requirements 27 units Credential Internship Program meets a 4. Official transcripts from all institutions unique need within today’s school districts Total for those who leading to and awarding the applicant’s by allowing candidates whose districts do not possess a master’s degree baccalaureate degree and all post- desire to employ them immediately as which meets core baccalaureate study (To be considered administrators to complete their credential requirements Up to 36 units official, a transcript must come directly course work while simultaneously filling the from the Office of the Registrar of the Additional Credential Requirement administrative position. Candidates do so school attended to the Graduate Center under supervision of the university and the Comprehensive Exam at Azusa Pacific University. Students’ nominating district and must enroll in the Candidates for either the Preliminary sealed copies will not be considered field experience courses during the first two Administrative Services Credential or the official.) semesters of the program. Master of Arts in Education with an emphasis 5. Bachelor’s degree from a regionally in School Administration must pass a compre- Interns participate in the administrative accredited institution hensive exam composed of open-ended, credential courses along with other problem-solving questions from all seven areas candidates, bringing with them the invaluable 6. Verification of a master’s degree or of administrative specialization courses.The experiences they encounter daily in the field. program of study leading to completion exams and orals occur late fall, early spring, The timely and relevant course work is of a Master of Arts in Education with and mid-July each year. immediately applicable and an excellent an emphasis in School Administration resource for the problem solving and decision at APU (The program of study will making required in their current positions. verify that students are only enrolled in Faculty who are practicing administrators and one course per term during the two field work mentors enrich the learning semesters of supervised internship field experience and offer a strong ethical approach experience.) to educational leadership.The Tier I Program 7. Minimum undergraduate grade-point is offered at: average of 3.0 on a 4.0 scale (Provisional Azusa admittance may be granted to individ- Downey uals who do not meet this criteria if Inland Empire competency can be shown.) Orange County San Diego 8. Three recommendation forms submitted Temecula Valley/Menifee by school administrators who have Ventura current knowledge of applicant’s academic ability and potential for service in school administration 9. Letter to the dean describing educational goals as well as short- and long-term professional goals 10. Résumé or Statement of Experience, verifying with supervisor signatures at

Education least three years of full-time service under a “basic” credential (i.e.,Teaching,PPS, Library, School Nurse, etc.) Education 91

11. Contract or letter verifying administrative Course Requirements Additional Internship Credential offer of employment and Terms and No required sequence except as noted. Requirements Agreements forms signed by the superin- Comprehensive Exam Core Courses 12 units tendent or designee Candidates for either Internship Credential (not required for those who possess a master’s Program must pass a comprehensive exam 12. Letter from the employing district degree in education) composed of open-ended, problem-solving superintendent or designee nominating EDUC 571 Curriculum Foundations 3 questions from all seven areas of administrative the student for the internship credential EDUC 572 Advanced Educational specialization courses.The exams and orals and expressing a willingness to participate Psychology 3 occur late fall, early spring, and mid-July each in the process EDUC 573 History and Philosophy of year. 13. Valid California teaching, services, or Education 3 Growth Assessment designated subject credential Concentration Courses 21 units Candidates for the Internship Credential EDUC 516 Technology for the School 14. Successful completion of the CBEST Program, upon completing the course work, Administrator* 3 must submit an Intent to Graduate form.This 15. International students who have *Must have completed the equivalent of form triggers the sending of the Growth graduated from a college or university EDUC 500 Assessment document to the candidate.The where English was not the principle EDUC 575 Educational Research and candidate completes the packet assessing language must provide the minimum Program Evaluation 3 his/her accomplished growth during the TOEFL score of 550. EDUC 580 Organization and Administration of American program. Included are the possible questions Prerequisites Education 3 from which the candidate may select two in Candidates who already possess a master’s EDUC 582 Schools and the Law 3 preparation for the exit oral presentation. degree in education may complete the concen- EDUC 584 Supervision of Curriculum Exit Oral Presentation tration in school administration and the and Instruction* 3 At the conclusion of the program, candidates supervised field experience without the *Must have completed the equivalent to complete a growth assessment and prepare for education core and be eligible for the EDUC 571 an exit oral presentation on a topic from the Preliminary Administrative Services Credential EDUC 585 Seminar in School Personnel approved oral list. (Tier I). Candidates with master’s degree that Management 3 did not cover the educational core competency EDUC 586 School Site Leadership 3 Thesis Option areas may be required to take EDUC 571 Field Experience 8 units Candidates seeking the master’s degree with Curriculum Foundations. Candidates without (Each course lasts the duration of a 15-week an emphasis in school administration may previous course work in mainstreaming of semester.) elect to complete a master’s thesis/ project special need students are required to take EDUC 560 Supervised Administrative in lieu of the comprehensive examination EDUC 530 Introduction to Individual Internship Field and oral presentation. Students meet with Differences. Candidates without introductory Experience I 4 the program director to obtain preliminary skills in educational use of computers are EDUC 561 Supervised Administrative approval and plan course work to required to either show proficiency or complete Internship Field complement their research for the thesis. EDUC 500 Computer Education for Teachers, Experience II 4 Once approved, students enroll in EDUC 591 or its equivalent prior to registering for EDUC Thesis during their final semester.The thesis 516 Technology for the Administrator. Total for those who or project enables the student to conduct possess a master’s degree in meaningful research or program development. education and The program director is available to advise meet core requirements 29 units students who may be considering the thesis or project option rather than the comprehensive Total for those who do not exam.A thesis advisor from the full-time possess a master’s degree faculty will be designated by the program which meets core director to work with the student. Students requirements 30-33 units may request specific full-time faculty to be Total for those who do not their thesis advisor.The student will register possess a master’s degree 38 units for EDUC 591 Thesis in lieu of the second semester of field experience unless one semester of field experience has been waived for some other reason. Education 92 School of Education and Behavioral Studies

Professional Administrative Application Requirements Course Requirements 24 units Services Credential (TIER II) 1. Completed Application for Graduate EDUC 600 Budgeting and Managing Admission Information Systems in K-12 Program Director: Marcia McVey, Ed.D. Education–Human and (626) 815-5490; 2. International students have a separate Fiscal Resources* 3 [email protected] application procedure. Contact the EDUC 610 Human Diversity and Social Office of International Student Services The Professional Administrative Services Context* 3 at (626) 815-3055. Credential (Tier II) Program is an advanced EDUC 615 Politics and Policy Analysis in training program designed for students who 3. A $45 nonrefundable application fee Education* 3 hold a Preliminary Administrative Services EDUC 620 Administration and Supervision 4. Official transcripts from all institutions Credential (Tier I) and are in full-time in K-12 Education* 3 leading to and awarding the applicant’s administrative positions.The program prepares EDUC 661 Professional Field baccalaureate degree and all post- candidates to assume higher-level adminis- Experience I, Induction 2 baccalaureate study (To be considered trative positions and/or become more EDUC 662 Supervised Field official, a transcript must come directly proficient site administrators. Emphasis is Experience II 4 from the Office of the Registrar of placed on the application of knowledge EDUC 663 Supervised Field the school attended to the Graduate through in-depth and diverse experiences Experience III 4 Center at Azusa Pacific University. which are based upon the standards for the EDUC 664 Professional Field Students’ sealed copies will not be credentials. Collaboration and joint planning Experience IV,Assessment 2 considered official.) between the university and the employing Total 24 units school district provide a program tailored to 5. Bachelor’s and master’s degree from a meet the specific needs and career goals of regionally accredited institution *May be applied toward the Doctor of Education in each student. Educational Leadership Program at APU. 6. Minimum undergraduate grade-point Candidates who have received the Preliminary average of 3.0 on a 4.0 scale (Provisional Credit for waiver of up to eight units of Administrative Services Credential (Tier I) admittance may be granted to individ- electives may be granted where appropriate and are employed in an administrative uals who do not meet this criteria if training is received through CSLA,ACSA position have one year in which to declare competency can be shown.) Principal’s Academy, or other approved profes- (apply for admittance into a Tier II Program) sional training programs, including specially their intention to enter a program of 7. Three recommendation forms submitted designed weekend seminars sponsored by study which will result in the Professional by school administrators who have Azusa Pacific University. Administrative Services Credential (Tier II). current knowledge of applicant’s Students enrolling in EDUC 661 Professional Once employed in an administrative position, academic ability and potential for Field Experience I, Induction and EDUC candidates have a period of five years to service in school administration 664 Professional Field Experience IV, obtain the credential; there is no need to 8. Letter to the dean describing educational Assessment should sign up for two units in reapply every two years.The Tier II Program goals as well as short- and long-term each of these university courses. is offered at: professional goals Azusa Students seeking admission to the doctoral Downey 9. Résumé or Statement of Experience program in educational leadership may apply High Desert verifying with supervisor and district 12 units (see courses marked with an asterisk Inland Empire signatures at least two years of appropriate above) of the completed Tier II courses Orange County full-time administrative experience toward the doctoral degree. San Diego requiring the Tier I Credential Temecula Valley/Menifee 10. Valid Preliminary Services Credential Ventura (Tier I) 11. International students who have graduated from a college or university where English was not the principle language must provide the minimum Education TOEFL score of 550. Education 93

Master of Arts Areas of Concentration 21 units If a student is found to be deficient in written Teaching communication skills, the professor will in Education Curriculum and Instruction notify the student and the School of Education and Behavioral Studies regarding Introduction Language and Literacy Development Special Education the assessment. If the written communication The master’s degree programs in education School Administration skills are deficient, a remediation program provide opportunities for educators to Pupil Personnel Services will be recommended. Upon successful experience personal and professional growth completion of the recommended written and development. Five concentrations are Options 6 units communication skills program a second available for candidates who wish to earn a Approved elective or transfer courses, supervised examination will be provided. Only one Master of Arts in Education.The curriculum field experience, or thesis (by special permission) retake is allowed. for each concentration has been developed in Total 36 units Students who have taken an equivalent consultation with practitioners. graduate core course at another accredited Four of the master’s concentrations are Additional Master’s Degree university within the eight-year course associated with credentials in the state of Requirements obsolescence period may request a waiver of California. Candidates who already possess Growth Assessment the requirement.An additional elective course a master’s degree may complete only the Near the conclusion of some degree may be required for the completion of the concentration and fieldwork to qualify for programs, students submit written growth degree. the advanced credential.Two credentials go assessments which demonstrate their learning Oral Evaluation Interview beyond the master’s degree: the School and development and include tentative plans Some master’s degree programs require a final Psychologist Credential and the Professional for continued growth in their post-degree oral evaluation interview. Each concentration Administrative Services Credential (Tier II). lives.The growth assessment paper is consid- (except physical education) requires final oral The Master of Arts in Education consists of ered prerequisite preparation for the final oral evaluations in which three or four students a core of 9 units of advanced work in the evaluation and should be submitted eight meet with a faculty member.The purpose of foundation areas of education, a concentration weeks prior to the scheduled oral evaluation. the experience is to evaluate students’ growth of 21 planned units of course work geared to Portfolio and learning. a specific curriculum area, and 6 units of Students are encouraged to maintain a electives, fieldwork, or transfer units for a total For the physical education concentration, portfolio chronicling their study at Azusa of 36 units for the degree. students participate in oral comprehensive Pacific University.This portfolio may include examinations with at least two faculty mem- In an attempt to provide unity, coherence, and the growth assessment, graduate reading bers, during which students are tested monitoring for the program, a number of records, class projects and papers, and other regarding the content of the courses in the special program components are required. For materials relevant to the degree program. concentration. each core class, the student is required to pass a Such a portfolio demonstrates a visible written examination on the course content. representation of growth during the program Written Comprehensive Examination Near the end of the program, the student and may be used in preparing for the final For certain degree and credential concentra- prepares a final assessment of the growth that oral presentation. tions, a written comprehensive examination has taken place during the program of study covering the content of the concentration is Core Examination and participates in an oral presentation and/or required. The core courses are a central part of each comprehensive examination which reviews master’s degree course sequence.These significant learning experiences and evaluates Thesis/Project Alternative courses provide students with the educational the work done in the program. The student must either complete a master’s foundation and a broad base understanding in thesis as prescribed in the Azusa Pacific the areas of curriculum, instruction, education University graduate catalog, propose a major- psychology, and the history and philosophy of field study project, create and implement education. a district-wide program, or submit other such comprehensive accomplishments.The Students are required to take a written student should demonstrate in the thesis core examination at the completion of each comprehensive understanding of the major core course to assess content knowledge and competencies covered in the program courses, writing skills.The student must pass the core as would otherwise be assessed by the com- examination in order to pass the course. prehensive examination. Education 94 School of Education and Behavioral Studies

Master of Arts in Education: Application Requirements: Course Requirements Curriculum and Instruction 1. Completed Application for Graduate Core Courses 12 units Admission EDUC 571 Curriculum Foundations 3 Program Director: Maria Pacino, Ed.D. EDUC 572 Advanced Educational (626) 815-5480 2. International students have a separate Psychology 3 [email protected] application procedure. Please contact the EDUC 573 History and Philosophy of Office of International Student Services. This program, designed for K-12 educators Education 3 with a Preliminary or Clear Credential, or 3. A $45 nonrefundable application fee Curriculum and Instruction experienced teachers in private schools, 4. Official transcripts from all institutions Emphasis Courses 6 units expands students’ professional knowledge, leading to and awarding the applicant’s EDUC 574 Current Issues in Education 3 teaching skills, and perspectives on current baccalaureate degree and all post- EDUC 589A Research for Educators* 2 issues and research in education.The course baccalaureate study (To be considered EDUC 589B Research for Educators 1 work helps students become master or official, a transcript must come directly mentor teachers, curriculum designers, and Elective Emphasis Courses 12 units from the Office of the Registrar of the program or faculty leaders.Those whose (choose remainder from these courses) school attended to the Graduate Center eventual goal is to teach at a college or EDUC 507 Family, Community, and at Azusa Pacific University. Students’ university find the program to be the ideal School Connections 3 sealed copies will not be considered preparation for doctoral studies in the fields of EDUC 508 Assessment and Evaluation in official.) teaching, and curriculum and instruction. Multicultural Classrooms 3 5. Bachelor’s degree from a regionally EDUC 509 Special Topics in Education 3 Flexibility is the key feature of this program. accredited institution EDUC 510 Creative and Collaborative With the advisement and approval of the Leadership 3 program director, students may adapt the 6. Minimum undergraduate grade-point EDUC 541 Emerging Literacy, K-12 3 program to their individual needs and interests average of 3.0 on a 4.0 scale (Provisional EDUC 554 Instructional Principles and by selecting up to four courses in other admittance may be granted to individ- Practices 3 programs. For instance, teachers may complete uals who do not meet this criteria if EDUC 555 Comparative Education: most of the work for a C.L.A.D. Certificate competency can be shown.) A Global Perspective 3 by taking the four required courses.They may EDUC 558 Advanced Human Growth also substitute up to four approved courses 7. Three recommendation forms submitted and Development 3 (with no more than two courses per program) by professors or employers who have EDUC 582 Schools and the Law 3 in the following graduate education programs: current knowledge of applicant’s School Administration, Pupil Personnel academic ability and potential Other education electives or Services, Special Education, Physical 8. Letter to the dean describing educational approved transfer units 6 units Education, Educational Technology, and goals as well as short- and long-term Extension courses are not viable. Language and Literacy Development. professional goals Approval is required for all substitutions.The Total 36 units 9. Résumé or Statement of Experience Curriculum and Instruction Program is *Note that EDUC 589A is a prerequisite for EDUC offered at: 10. International students who have 589 B and must be taken last in the program. Azusa graduated from a college or university Inland Empire where English was not the principle Orange County language must provide the minimum Temecula Valley/Menifee TOEFL score of 550. Ventura Prerequisites Plans for future expansion of this program Twelve semester units of undergraduate include the San Diego Center. or graduate course work in education

For each year of verified, full-time teaching experience, three units of prerequisites may be waived. Education Education 95

Master of Arts in Education: Application Requirements Course Requirements Teaching 1. Completed Application for Graduate Emphasis Elective Courses 21 units Admission (21 units from the list below, according to Program Director: Maria Pacino, Ed.D. credential requirements) (626) 815-5480; 2. International students have a separate TEP 410 Methods and Curriculum I, [email protected] application procedure. Please contact the K-8* 3 Office of International Student Services. This degree is designed for APU credentialed TEP 420 Secondary Teaching students who have received a Preliminary 3. The $45 application fee is not required. Strategies** 3 Credential through APU within the last five TEP 430 Methods and Curriculum II, 4. Official transcripts on file in the years.These candidates have already completed K-8* 3 Graduate Center 12-18 of the units required for the Master of TEP 440 Secondary Curriculum and Arts in Education:Teaching Program which 5. Minimum undergraduate grade-point Procedures** 3 capitalizes on the strengths of the APU teacher average of 3.0 on a 4.0 scale (Provisional TEP 550 First and Second Language preparation programs. admittance may be granted to individ- and Literacy, K-8* 3 uals who do not meet this criteria if TEP 560 First and Second Language Novice teachers find the program to be an competency can be shown.) and Literacy, 7-12** 3 ideal forum for testing new ideas and sharing EDUC 400 Foundations of Education, experiences with other novices.Veteran 6. One recommendation form submitted K-12*** 3 educators engage in a stimulating learning by a current supervisor who has EDUC 500 Computer Education for environment characterized by discovery, inquiry, knowledge of applicant’s academic Teachers*** 3 and the ethic of caring.All students become ability and potential EDUC 502 Methods of Bilingual, English anchored in their pedagogy and participate Language Teaching*** 3 in action research.With an emphasis on 7. Letter to the dean EDUC 503 School Practicum in English immediately applicable course work, candidates 8. Résumé or Statement of Experience Language Development*** 3 in this program are able to make significant EDUC 504 Teaching and Cultural contributions to their districts through such Prerequisites Diversity*** 3 activities as serving on committees, enhancing This program is for APU credentialed EDUC 530 Introduction to Individual their schools’ curricula, and promoting strong students only. Differences*** 3 child advocacy programs. An APU Department of Teacher Education *Required Multiple-Subject Credential course All information stated is subject to changes Clearance for Student Teaching or copy of **Required Single-Subject Credential course made by the California Commission on Teacher Student Teaching Evaluation ***Electives for both Multiple- and Single-Subject Credentialing and Graduate Education policy. Credential students For specific information on completing The Master of Arts in Education:Teaching and clearing the credential, please refer Substitutions may be made upon approval from Program is offered at: to the program director. the program director. Azusa Inland Empire Core Courses 9 units Orange County EDUC 571 Curriculum Foundations 3 Temecula Valley/Menifee EDUC 572 Advanced Educational Ventura Psychology 3 EDUC 573 History and Philosophy of Plans for future expansion of this program Education 3 include the San Diego Regional Center. Required Emphasis Courses 6 units (to be taken when approved) EDUC 574 Current Issues in Education 3 EDUC 589A Research for Educators, Beginning Process 2 EDUC 589B Research for Educators Final Reporting 1 Total 36 post-baccalaureate units

Master of Arts in Education:Teaching degree can only be posted after the student has filed for a Preliminary Credential. Education 96 School of Education and Behavioral Studies

Master of Arts in Education: Application Requirements 11. Successful completion of the CBEST or Pupil Personnel Services 1. Completed Application for Graduate evidence of paid registration for the Admission CBEST (Proof of successful completion Program Director: Barbara Wynne must be provided before completing Sorenson, Ph.D. 2. International students have a separate fieldwork.) (626) 815-5424 application procedure. Please contact the [email protected] Office of International Student Services 12. International students who have at (626) 815-3055. graduated from a college or university Today’s classroom environment encompasses where English was not the principal a wide array of cultural backgrounds, social 3. A $45 nonrefundable application fee language must provide the minimum levels, and learning abilities.This, coupled 4. Official transcripts from all institutions TOEFL score of 550. with the countless pressures, options, and leading to and awarding the applicant’s information barraging young students, often Prerequisite(s) baccalaureate degree and all post- clouds the importance and value of school. The equivalent of EDUC 300 Introduction baccalaureate study (To be considered The Master of Arts in Education with an to Teaching as a Profession, K-12 or official, a transcript must come directly emphasis in Pupil Personnel Services equips EDUC 400 Foundations of Education and from the Office of the Registrar of the educators with an advanced understanding of PSYC 290 Child Growth and Development school attended to the Graduate Center these issues and a deeper insight into the at Azusa Pacific University. Students’ Course Requirements myriad of forces that impact young students. sealed copies will not be considered Teachers with this degree are better able to (Prerequisites exist; please obtain academic official.) communicate with their students and facilitate advising before registering.) the education process. 5. Bachelor’s degree from a regionally Core Courses 9 units accredited institution While the master’s degree without the EDUC 571 Curriculum Foundations 3 EDUC 572 Advanced Educational corresponding credential does not qualify 6. Minimum undergraduate grade-point Psychology 3 one to serve as a school counselor or school average of 3.0 on a 4.0 scale (Provisional EDUC 573 History and Philosophy of psychologist, it does offer career advancement admittance may be granted to individ- Education 3 opportunities and a highly marketable uals who do not meet this criteria if specialty.Those desiring to obtain a credential competency can be shown.) Concentration Courses 21 units as well (90 percent choose this option) must EDUC 530 Introduction to Individual 7. Three recommendation forms submitted complete six units of fieldwork in addition Differences 3 by supervisors who have current knowl- to the requirements for the master’s degree. EDUC 531 Tests, Measurements, and edge of applicant’s academic ability and Upon completing the master’s program, Instructional Planning 3 potential for service within the credential candidates must present a final growth EDUC 532 Counseling Exceptional area assessment.The content summarizes a topic Individuals and Their Parents 3 which the student has chosen to study in 8. Letter to the dean describing educational EDUC 533 Basic School Counseling* 3 depth, describes the student’s personal and goals as well as short- and long-term EDUC 550 Advanced School professional growth, projects the student’s plan professional goals Counseling** 3 to apply knowledge toward future growth, EDUC 582 School and the Law 3 9. Résumé or Statement of Experience and provides program evaluation feedback. EDUC 583 Intervention Through The Pupil Personnel Program is offered at: 10. Valid California teaching credential, Consultation 3 Azusa emergency permit, or certificate of *Prerequisites for EDUC 550 High Desert clearance **Prerequisites for EDUC 583 Inland Empire Orange County Electives or transfer credit 6 units San Diego Extension courses are not viable. Temecula Valley/Menifee Ventura Total 36 units Education Education 97

Additional Master’s Degree Oral Evaluation Interview Master of Arts in Education: Requirements Each master’s degree program requires a final School Administration Growth Assessment oral evaluation interview. Each concentration Program Director: Dan Elliott, Ed.D. Near the conclusion of their degree programs, (except physical education) requires final oral (626) 815-5369 students submit written growth assessments evaluations in which three or four students [email protected] which demonstrate their learning and meet with a faculty member.The purpose of development and include tentative plans for the experience is to evaluate students’ growth Azusa Pacific University’s Master of Arts in continued growth in their post-degree lives. and learning. Education with an emphasis in School Administration Program prepares students Portfolio For certain degree and credential concen- to serve as effective, innovative educational Students are encouraged to maintain a portfolio trations, a written comprehensive examination administrators. Graduates emerge well- chronicling their study at Azusa Pacific covering the content of the concentration is equipped to fulfill leadership roles such as University.This portfolio may include the required. faculty mentor, curriculum planner, facilitator, growth assessment, graduate reading records, Thesis/Project Alternative or department chair.All course work class projects and papers, and other materials The student must either complete a master’s throughout the program reflects four relevant to the degree program. Such a thesis as prescribed in the Azusa Pacific integrative themes: collaborative leadership portfolio demonstrates a visible representation University Graduate Catalog, propose a and decision making for effective culturally of growth during the program and may be used major-field study project, create and diverse schools; instructional system design/ in preparing for the final oral presentation. implement a district-wide program, or submit management; care and enhancement of Core Examination other such comprehensive accomplishments. individuals; and moral/ethical development As part of each core class, students are required The student should demonstrate in the thesis of students and staff. Given this foundation, to take a written examination that assesses comprehensive understanding of the major APU graduates are heavily recruited knowledge and writing skills. If any core competencies covered in the program courses, throughout California school districts. examination is not passed, the candidate can as would otherwise be assessed by the Most students combine this degree with retake it at the next regularly scheduled retake comprehensive examination. the Preliminary Administrative Services session. Only one retake is allowed. If a student Credential (Tier I) which is also offered is found to be deficient in communication at APU.Those desiring only the master’s skills, the professor notifies both the student and degree may substitute six units of approved the School of Education and Behavioral Studies electives for the fieldwork required in regarding the assessment. Students who have the credential program.The School taken a comparable graduate core course at Administration Program is offered at: another university may ask for a waiver of the Azusa requirement.An additional elective course must Downey be taken for the degree. Inland Empire Orange County San Diego Temecula Valley/Menifee Ventura Application Requirements 1. Completed Application for Graduate Admission 2. International students have a separate application procedure. Contact the Office of International Student Services at (626)815-3055. 3. A $45 nonrefundable application fee Education 98 School of Education and Behavioral Studies

4. Official transcripts from all institutions Course Requirements Exit Oral Presentation leading to and awarding the applicant’s No required sequence except as noted. At the conclusion of the program, candidates baccalaureate degree and all post- complete a growth assessment and prepare for baccalaureate study (To be considered Core Courses 9 units an exit oral presentation on a topic from the official, a transcript must come directly EDUC 571 Curriculum Foundations 3 approved oral list. from the Office of the Registrar of the EDUC 572 Advanced Educational Growth Assessment school attended to the Graduate Center Psychology 3 Candidates for the Master of Arts in at Azusa Pacific University. Students’ EDUC 573 History and Philosophy of Education with an emphasis in School sealed copies will not be considered Education 3 Administration and Preliminary official.) Concentration Courses 21 units Administrative Services Credential (Tier I), 5. Bachelor’s degree from a regionally EDUC 516 Technology for the School upon completing the course work, must accredited institution Administrator* 3 submit an Intent to Graduate form.This *Must have completed the equivalent of form triggers the sending of the Growth 6. Minimum undergraduate grade-point EDUC 500 Assessment document to the candidate.The average of 3.0 on a 4.0 scale (Provisional EDUC 575 Educational Research and candidate completes the packet assessing admittance may be granted to individ- Program Evaluation 3 his/her accomplished growth during the uals who do not meet this criteria if EDUC 580 Organization and program. Included are the possible questions competency can be shown.) Administration of American from which the candidate may select two in Education 3 preparation for the exit oral presentation. 7. Three recommendation forms submitted EDUC 582 Schools and the Law 3 by school administrators who have EDUC 584 Supervision of Curriculum Thesis Option current knowledge of applicant’s and Instruction* 3 Candidates seeking the master’s degree with academic ability and potential for *Must have completed the equivalent of an emphasis in school administration may elect service in school administration EDUC 571 to complete a master’s thesis/ project in lieu EDUC 585 Seminar in School Personnel 8. Letter to the dean describing educational of the comprehensive examination and oral Management 3 goals as well as short- and long-term presentation. Students meet with the program EDUC 586 School Site Leadership 3 professional goals director to obtain preliminary approval and Electives or transfer credit 6 units plan course work to complement their 9. Résumé or Statement of Experience, Extension courses are not viable. research for the thesis. Once approved, verifying with supervisor signatures at students enroll in EDUC 591 Thesis during least three years of full-time service Total 36 units their final semester.The thesis or project under a California “basic” credential enables the student to conduct meaningful (i.e.,Teaching,PPS, Library, School Additional Master’s Degree research or program development.The Nurse, etc.) Requirements program director is available to advise students 10. Valid California teaching, services, or Comprehensive Exam who may be considering the thesis or project designated subject credential Candidates for either the Preliminary option rather than the comprehensive exam. Administrative Services Credential or the A thesis advisor from the full-time faculty 11. Successful completion of the CBEST or Master of Arts in Education with an emphasis will be designated by the program director evidence of paid registration for the next in School Administration must pass a compre- to work with the student. Students may CBEST (Proof of successful completion hensive exam composed of open-ended, request specific full-time faculty to be their must be provided before completing problem-solving questions from all seven areas thesis advisor.The student will register for fieldwork.) of administrative specialization courses.The EDUC 591 Thesis in lieu of the second 12. International students who have exams and orals occur late fall, early spring, semester of field experience unless one graduated from a college or university and mid-July each year. semester of field experience has been waived where English was not the principle for some other reason. language must provide the minimum TOEFL score of 550. Prerequisites

Education Twelve semester units of undergraduate or graduate course work in education

For each year of verified, full-time teaching experience, three units of prerequisites may be waived. Education 99

Master of Arts in Education: Application Requirements 12. Contract or letter verifying administrative School Administration and 1. Completed Application for Graduate offer of employment, and Terms and Admission Agreements form signed by the superin- Preliminary Administrative tendent or designee Services Credential (TIER I)* 2. International students have a separate 13. International students who have graduated Program Director: Dan Elliott, Ed.D. application procedure. Please contact the from a college or university where English (626) 815-5369 Office of International Student Services was not the principle language must [email protected] at (626) 815-3055. provide the minimum TOEFL score of 550. Educators desiring to serve in administrative 3. A $45 nonrefundable application fee Prerequisites roles find APU’s combined Master of Arts 4. Official transcripts from all institutions Twelve semester units of undergraduate in Education in School Administration with the leading to and awarding the applicant’s or graduate course work in education Preliminary Administrative Services Credential baccalaureate degree and all post- (Tier I) Program an ideal path toward their baccalaureate study (To be considered For each year of verified, full-time goal.The master’s program coupled with the official, a transcript must come directly teaching experience, three units of Tier I Credential qualifies graduates to serve as from the Office of the Registrar of the prerequisites may be waived. effective instructional leaders in administrative school attended to the Graduate Center Candidates without introductory skills roles.The program emphasizes a strong at Azusa Pacific University. Students’ in educational use of computers are Christian approach and incorporates four sealed copies will not be considered required to either show proficiency or integrative themes into all course work: collab- official.) orative leadership and decision making for complete EDUC 500 Computer effective culturally diverse schools; instructional 5. Bachelor’s degree from a regionally Education for Teachers or its equivalent system design/ management; care and accredited institution prior to registering for EDUC 516 Technology for the School Administrator. enhancement of individuals; and moral/ethical 6. Minimum undergraduate grade-point development of students and staff. average of 3.0 on a 4.0 scale (Provisional Course Requirements This solid foundation is largely responsible for admittance may be granted to individ- No required sequence except as noted. uals who do not meet this criteria if the program’s growth and success since 1985. Core Courses 9 units competency can be shown.) Today,APU is the largest centrally based, (not required for those who possess a master’s credential-granting institution in the state. 7. Three recommendation forms submitted degree in education) The success is also a result of the rigorous by school administrators who have EDUC 571 Curriculum Foundations 3 standards of the program’s faculty.As practicing current knowledge of applicant’s EDUC 572 Advanced Educational administrators and fieldwork mentors involved academic ability and potential for Psychology 3 in the daily operation of many Southern service in school administration EDUC 573 History and Philosophy of California school districts, these professors stand Education 3 poised to offer relevant, insightful instruction 8. Letter to the dean describing educational and firsthand experience. Consequently,APU goals as well as short- and long-term Concentration Courses 21 units graduates are heavily recruited to serve in professional goals EDUC 516 Technology for the School Administrator* 3 districts through-out the state.This program is 9. Résumé or Statement of Experience, offered at: *Must have completed the equivalent of verifying with supervisor signatures at EDUC 500 Azusa least three years of full-time service EDUC 575 Educational Research and Downey under a “basic” credential (i.e.,Teaching, Program Evaluation 3 Inland Empire PPS, Library, School Nurse, etc.) EDUC 580 Organization and Orange County Administration of American San Diego 10. Valid California teaching, services, or Education 3 Temecula Valley/Menifee designated subject credential EDUC 582 Schools and the Law 3 Ventura 11. Successful completion of the CBEST or EDUC 584 Supervision of Curriculum *Students must apply and be admitted to both the M.A. evidence of paid registration for the and Instruction* 3 and the Tier I programs. CBEST (Proof of successful completion *Must have completed the equivalent of must be provided before completing EDUC 571 fieldwork.) EDUC 585 Seminar in School Personnel Management 3 EDUC 586 School Site Leadership 3 Education 100 School of Education and Behavioral Studies

Field Experience 6 units Exit Oral Presentation Master of Arts in Education: (Each course lasts the duration of a 15-week At the conclusion of the program, candidates Language and Literacy semester.) complete a growth assessment and prepare for EDUC 565 Supervised Field Experience in an exit oral presentation on a topic from the Development School Administration I 3 approved oral list. Program Director: Dan Doorn, Ph.D. EDUC 566 Supervised Field Experience in (626) 815-5371; (626) 815-5480 Thesis Option School Administration II 3 [email protected] Candidates seeking the master’s degree with Total for those who an emphasis in school administration may The 21st century classroom promises to possess a elect to complete a master’s thesis/ project in be a complex, multicultural environment. master’s degree in lieu of the comprehensive examination and Students need more from their teachers than education and meet core oral presentation. Students meet with the language processing strategies, they need requirements 27 units program director to obtain preliminary educators with sensitivity, knowledge, and approval and plan course work to practical skills that will facilitate learning in Total for those who complement their research for the thesis. the multicultural classroom and the expertise do not possess Once approved, students enroll in EDUC 591 that can help them thrive in an ever-changing a master’s degree in Thesis during their final semester.The thesis society.APU graduate students in the education 36 units or project enables the student to conduct Language and Literacy Development Program meaningful research or program development. gain the perspective and hands-on experience Additional Master’s Degree The program director is available to advise that will enrich language development and Requirements students who may be considering the thesis or increase the literacy levels of all students, Comprehensive Exam project option rather than the comprehensive especially bilingual and limited-English Candidates for either the Preliminary exam.A thesis advisor from the full-time proficient Administrative Services Credential or the faculty will be designated by the program K-12 students. Master of Arts in Education with an emphasis director to work with the student. Students The Master of Arts in Education with an in School Administration must pass a compre- may request specific full-time faculty to be emphasis in Language and Literacy hensive exam composed of open-ended, their thesis advisor.The student will register Development provides teachers varied problem-solving questions from all seven areas for 591 Thesis in lieu of the second semester opportunities to acquire new knowledge and of administrative specialization courses.The of field experience unless one semester of strategies to better serve the reading, writing, exams and orals occur late fall, early spring, field experience has been waived for some and oral language development needs of all and mid-July each year. other reason. K-12 students interacting within culturally, Growth Assessment linguistically, and academically diverse Candidates for the Master of Arts in Education classrooms.The program is designed for with an emphasis in School Administration teachers working in classes for multiple- or and Preliminary Administrative Services single-subjects, content-area “sheltered Credential (Tier I), upon completing the English,” English as a Second Language, or course work, must submit an Intent to bilingual education.Across the program Graduate form.This form triggers the sending teachers gain competencies in applying of the Growth Assessment document to the sound socio-psycholinguistic and cognitive candidate.The candidate completes the packet learning principles to classroom practices assessing his/her accomplished growth during and integrating reading, writing, and oral the program. Included are the possible language experiences in authentic contexts questions from which the candidate may of meaningful communication. Course work select two in preparation for the exit oral will support teachers in pursuing project- presentation. based inquires, valuing reflective teaching, and personally developing their own literate voices.A special option is included for teachers who do not yet have, but need to Education Education 101

earn the C.L.A.D. Certificate through Prerequisites Master of Education: approved course studies.This master’s Twelve semester units of undergraduate Educational Technology program is offered at: or graduate course work in education Azusa Program Director: Kathleen Fletcher Inland Empire For each year of verified, full-time Bacer, Ed.D. Orange County teaching experience, three units of (626) 815-5480, (626) 815-5355; Temecula Valley/Menifee prerequisites may be waived. [email protected] Ventura Course Requirements Computers are no longer luxuries in the Plans for future expansion of this program Core Courses 9 units classroom–they are necessities.Technology has include the San Diego Regional Center. EDUC 571 Curriculum Foundations 3 become as basic a requirement as books, EDUC 572 Advanced Educational paper, and pencils. Students are poised and Application Requirements Psychology 3 ready for this new frontier, but how prepared 1. Completed Application for Graduate EDUC 573 History and Philosophy of are their teachers? The demand is high for Admission Education 3 educators and administrators with expertise in technology. Designed for emerging teachers 2. International students have a separate eager to meet the challenge of the 21st application procedure. Contact the Concentration Courses 21 units century,Azusa Pacific University’s Master Office of International Student Services EDUC 505 Advanced Literacy of Education with an emphasis in Educational at (626) 815-3055. Development 3 EDUC 507 Family, Community, and Technology prepares a new breed of teacher. 3. A $45 nonrefundable application fee School Connections 3 Students in the program gain firsthand EDUC 508 Assessment and Evaluation experience about the integration of 4. Official transcripts from all institutions in Multicultural Classrooms 3 technology and the classroom through hands- leading to and awarding the applicant’s EDUC 509 Special Topics in Education 3 on activities.The focus moves beyond merely baccalaureate degree and all post- EDUC 541 Emerging Literacy, K-12 3 accessing the Internet, offering practical baccalaureate study (To be considered EDUC 554 Instructional Principles and techniques to develop cross-cultural literacy official, a transcript must come directly Practices 3 and communicate with the world at large. from the Office of the Registrar of the EDUC 589A Research for Educators school attended to the Graduate Center The program includes a functional analysis of Beginning Process* 2 at Azusa Pacific University. Students’ computers, evaluation of educational software EDUC 589B Research for Educators sealed copies will not be considered and computer hardware, curriculum and lab Final Reporting 1 official.) design, networking, telecommunications, Elective Courses 6 units instructional application of integrated 5. Bachelor’s degree from a regionally C.L.A.D. Certificate Courses (see Special software, desktop publishing, instructional accredited institution Option), other electives in education, or approved design and development, current trends in 6. Minimum undergraduate grade-point transfer credits educational technology, and much more. average of 3.0 on a 4.0 scale (Provisional Administrators, veteran educators, and novice Special Option 12 units admittance may be granted to individ- teachers can all benefit from this cutting edge EDUC 501 Language Structure, uals who do not meet this criteria if degree.With a team of faculty members who Acquisition, and competency can be shown.) are leaders in the field of technology, course Development 3 work is always relevant and immediately 7. Three recommendation forms submitted EDUC 502 Methods of Bilingual, English applicable.Those seeking to serve as site or by professors or employers who have Language Teaching 3 district-level mentors, coordinators of current knowledge of applicant’s EDUC 503 School Practicum in English technology, or leaders in innovative teaching academic ability and potential Language Development 3 methods are invited to enroll in this exciting EDUC 504 Teaching and Cultural 8. Letter to the dean describing educational program. Diversity 3 goals as well as short- and long-term professional goals Total 36 units 9. Résumé or Statement of Experience *Note that EDUC 589A is a prerequisite to EDUC 589B and must be taken at the end of the program. 10. International students who have graduated from a college or university where English was not the principle language must provide the minimum Education TOEFL score of 550. 102 School of Education and Behavioral Studies

Application Requirements Laptop Requirements Course Requirements 1. Completed Application for Graduate In order to maintain a consistent and current Core Courses 9 units Admission level of instruction, each student is required to EDUC 571 Curriculum Foundations 3 purchase or show proof of ownership of a EDUC 572 Advanced Educational 2. International students have a separate designated laptop and software.APU’s laptop Psychology 3 application procedure. Please contact the labs allow students to plug into docking EDUC 573 History and Philosophy of Office of International Student Services. stations and access the latest technology at all Education 3 3. A $45 nonrefundable application fee times. Often, the required purchase of the Concentration Courses 21 units laptop and software can be budgeted into Choose 21 units from the following: 4. Official transcripts from all institutions student loans. For further information, please EDUC 500 Computer Education for leading to and awarding the applicant’s contact the Office of Graduate Student Teachers 3 baccalaureate degree and all post- Financial Services, (626) 815-5440. baccalaureate study (To be considered EDUC 512 Instructional Applications of official, a transcript must be sent directly Required Laptop Specifications Integrated Software 3 from the Office of the Registrar of the Minimum requirements: EDUC 513 Operating Systems/ institution attended to the Graduate 300mhz, 64 ram (more recommended), Networking 3 Center at Azusa Pacific University. 4 GB hard drive, floppy drive, 2 expansion EDUC 514 Educational Video and Students’ sealed copies will not be slots, 10x CD (20x recommended), 56k Multimedia 3 considered official.) modem, ethernet, multimedia capability; EDUC 515 Emerging Trends in Zip drive highly recommended Educational Technology 3 5. Bachelor’s degree from a regionally EDUC 516 Technology for the School You may purchase a PC or Macintosh as accredited institution Administrator 3 long as it meets the minimum requirements. EDUC 517 Telecommunications 3 6. Minimum undergraduate grade-point Call the bookstore for current price EDUC 518 Global Learning/ average of 3.0 on a 4.0 scale (Provisional information.Azusa Pacific University Cross-Cultural Classroom 3 admittance may be granted to individ- Bookstore Monday-Thursday 8:30 a.m.-8 EDUC 519 Educational Desktop uals who do not meet this criteria if p.m., or Friday-Saturday 8:30 a.m.-4:30 p.m. competency can be shown.) Publishing 3 Required Software EDUC 523 Educational Applications 7. Three recommendation forms submitted Software is required for each course. Upon of Hypermedia 3 by professors or employers who have acceptance into the program, a student EDUC 524 Instructional Design and current knowledge of applicant’s receives a list of software required per course. Development 3 academic ability and potential The APU Bookstore has all software available EDUC 526 Practicum in Educational 8. Letter to the dean describing educational for purchase. Applications of Technology* 3 goals as well as short- and long-term EDUC 527 Special Topics in Educational For more complete information and advising, Technology 3 professional goals contact program director, Kathleen Fletcher 9. Résumé or Statement of Experience Bacer, Ed.D., at (626) 815-5355 or Approved electives or transfer [email protected]. credit available 6 units 10. Intent to purchase or proof of ownership of a designated laptop computer and Extension courses are not viable. required software Total 36 units

11. International students who have *EDUC 526 must be taken at the end of the course graduated from a college or university work and includes a research-based multimedia where English was not the principle portfolio which must be completed to meet the language must provide the minimum requirements of the degree. TOEFL score of 550. Students may take up to two classes per Prerequisites nine-week term. Twelve semester units of graduate course work in education Education For each year of verified, full-time teaching experience, three units of prerequisites may be waived. Education 103

Master of Education: Physical today’s youth and young adults.This program Prerequisites Education is offered at: Twelve semester units of undergraduate Azusa or graduate course work in education, Program Director: Frank Lansford Downey or a baccalaureate degree or concentra- (626) 815-5457 Inland Empire tion in Physical Education (Any of [email protected] Orange County APU’s education courses are viable for Azusa Pacific’s Master of Education in Physical San Diego this credit.) Education provides the skills, knowledge, Temecula Valley/Menifee For each year of verified, full-time and insight necessary for those seeking to Ventura teaching or coaching experience, three serve at the high school or community college Application Requirements units of prerequisites may be waived. levels.Throughout the program, students 1. Completed Application for Graduate develop a deeper understanding of the human Admission Course Requirements body, analyzing movement, muscle structure, Core Courses 9 units kinesiology, and proper nutrition, and exploring 2. International students have a separate EDUC 571 Curriculum Foundations 3 effective techniques for incorporating this application procedure. Contact the EDUC 572 Advanced Educational knowledge into everyday practice. Complementing Office of International Student Services Psychology 3 these skills, the student learns invaluable methods at (626) 815-3055. EDUC 573 History and Philosophy of for reducing the risk of liability, gaining hands- 3. A $45 nonrefundable application fee Education 3 on experience in athletic training and sports medicine. Preparation for and prevention, 4. Official transcripts from all institutions Concentration Courses 21 units identification, and treatment of injuries is leading to and awarding the applicant’s Choose 21 units from the following: emphasized and integrated into each student’s baccalaureate degree and all post- PE 550 Sociology of Sport 3 required development of an emergency medical baccalaureate study (To be considered PE 551 Theory and Analysis of plan. official, a transcript must come directly Physical Education and from the Office of the Registrar of the Athletic Programs 3 The philosophy of coaching and leading in the school attended to the Graduate Center PE 560 Sports Medicine 3 field of physical education is covered signifi- at Azusa Pacific University. Students’ PE 561 Counseling and Guidance in cantly. Providing students with a strong balance sealed copies will not be considered Physical Education,Athletics, between theory and practice, the program official.) and Recreation 3 focuses on the importance of self-knowledge PE 565 Physical Education,Athletics, for those in leadership roles, requiring each 5. Bachelor’s degree from a regionally and the Law 3 student to submit a personal philosophy paper accredited institution PE 575 Advanced Principles of detailing personal ambitions, motivations, Physical Conditioning 3 6. Minimum undergraduate grade-point beliefs, approaches, and perspectives and how PE 576 Current Professional average of 3.0 on a 4.0 scale (Provisional they apply to coaching or teaching physical Problems 3 admittance may be granted to individ- education. From this background and know- PE 577 Administration of Physical uals who do not meet this criteria if ledge, students are better able to evaluate Education and Athletic competency can be shown.) players’ actions and learning styles, parents’ Programs 3 concerns, and individual personality types. 7. Three recommendation forms submitted PE 578 Psychology of Coaching 3 by professors or employers who have The program further prepares candidates by current knowledge of applicant’s Approved electives or transfer emphasizing the research of the sociology of academic ability and potential credit available 6 units sport, determining how society has affected Extension courses are not viable. athletics and visa versa. Solution-oriented 8. Letter to the dean round-table discussions tackle current issues Total 36 units such as violence in sports (including the violent 9. Résumé or Statement of Experience spectator phenomena), drugs in sports and the 10. International students who have anabolic steroid controversy, racism, and gender graduated from a college or university equity.These and other volatile topics provide where English was not the principle students the opportunity to develop sound language must provide the minimum research and critical thinking skills in TOEFL score of 550. preparation for roles of leadership among Education 104 School of Education and Behavioral Studies

Additional Master’s Degree Oral Evaluation Interview Requirements Each master’s degree program requires Growth Assessment a final oral evaluation interview. Each concen- Near the conclusion of their degree programs, tration (except physical education) requires students submit written growth assessments final oral evaluations in which three or four which demonstrate their learning and students meet with a faculty member.The development and include tentative plans for purpose of the experience is to evaluate continued growth in their post-degree lives. students’ growth and learning. For the physical education concentration, students participate Portfolio in oral comprehensive examinations with at Students are encouraged to maintain a least two faculty members, during which portfolio chronicling their study at Azusa students are tested regarding the content of Pacific University.This portfolio may include the courses in the concentration. the growth assessment, graduate reading records, class projects and papers, and other Written Comprehensive Examination materials relevant to the degree program. For certain degree and credential concen- Such a portfolio represents growth during trations, a written comprehensive examination the program and may be used in preparing covering the content of the concentration is for the final oral presentation. required. Others use a content-focused essay. Core Examination Thesis/Project Alternative As part of each core class, students are The student must either complete a master’s required to take a written examination that thesis as prescribed in the Azusa Pacific assesses knowledge and writing skills. If any University Graduate Catalog, propose a core examination is not passed, the candidate major-field study project, create and can retake it at the next regularly scheduled implement a district-wide program, or retake session. Only one retake is allowed. If a submit other such comprehensive student is found to be deficient in communi- accomplishments.The student should cation skills, the professor notifies both the demonstrate in the thesis comprehensive student and the School of Education and understanding of the major competencies Behavioral Studies regarding the assessment. covered in the program courses, as would Students who have taken a comparable otherwise be assessed by the comprehensive graduate core course at another university examination. may ask for a waiver of the requirement.An additional elective course must be taken for the degree. Education Education 105

Advanced Doctor of Education in Application Requirements Educational Leadership The following materials are required of Educational applicants to the Ed.D. Each application is The aim of the programs in advanced evaluated as a whole. Leadership educational leadership is to develop individuals who will be distinguished for their visionary 1. Completed Application for Graduate leadership, scholarly practice, and exemplary Admission character.The faculty has expanded on the 2. A $45 nonrefundable application fee qualities set forth in the program’s purpose (not required of students previously statement as follows. admitted to a graduate program at Visionary Leadership Azusa Pacific) The faculty envisions its graduates as 3. Official transcripts from all institutions innovative, visionary leaders.These leaders leading to and awarding the applicant’s are competent in and committed to creating baccalaureate degree and all post- educational environments that are simulta- baccalaureate study (This is not required neously challenging and supportive for of students for whom Azusa Pacific already students, employees, and communities.They has such records.To be considered use their skills, insights, and convictions to official, a transcript must come directly examine the educational organization in their from the Office of the Registrar of the care; analyze, reflect upon, and evaluate that school attended to the Graduate Center organization; and imagine and shape its future. at Azusa Pacific University.A student’s Such leaders are bold, yet reflective; creative, sealed copies will not be considered yet practical; perceptive and patient; just and official.) compassionate. 4. A master’s degree in education or a Scholarly Practice closely related field from a regionally The faculty envisions its graduates as scholar- accredited institution practitioners who integrate theoretical knowledge with practical decision making. 5. Minimum graduate GPA of 3.5 on a These graduates identify theory and research 4-point scale (Provisional admission may findings from relevant disciplines and apply be granted to individuals who do not that knowledge to problems and needs in a meet this criterion, if competency can range of educational settings. Such scholar- be shown.) practitioners are grounded in relevant technologies and substantive professional 6. Evidence of satisfactory completion of content, trained in skills of inquiry, capable graduate coursework in the corequisite of independent and critical thought, and areas listed for each emphasis dedicated to improving their own professional (Corequisites not completed prior to practice, as well as that of other educators. admission must be taken during the first year of doctoral study.) Exemplary Character The faculty envisions its graduates as 7. Three recommendations on doctoral individuals of high moral and ethical character forms, one completed by the applicant’s who probe the deeper questions regarding supervisor and all from persons who can the meaning of human existence.They attest to the applicant’s potential for dedicate themselves to a perpetual quest for doctoral study and leadership truth as they face the contradictions inherent 8. Form(s) signed by the employer to in the world.Therefore, the program will lead document five years of relevant students to explore Christian beliefs, values, professional experience (Ed.D. students and practices as they apply to educational who lack appropriate experience but leadership in a diverse society. meet the other admissions criteria may be admitted provisionally and, subse- quently, complete experiences to broaden

their base of practical experience.) Education 106 School of Education and Behavioral Studies

9. A current professional résumé Admission Decisions moral standards in keeping with Christian principles.The programs in advanced 10. Letter to the dean, double-spaced, The university reserves the right to offer educational leadership include course work describing the student’s educational goals, provisional admission to students who fail specifically designed to encourage and short- and long-term professional goals, to meet all the specified admission criteria. challenge students, regardless of their professional activities, and areas of interest In such cases, the program Admissions individual beliefs, to think deeply about for a total of five to seven pages Committee specifies the additional requirements necessary for full admission critical professional issues and consider these 11. A writing sample that demonstrates the and the time limit for completing them. issues within the context of a Christian student’s ability to write cogently and Failure to meet these requirements may worldview. use research and professional literature result in dismissal from the program. Center for Research on effectively in developing ideas and Ethics and Values arguments (examples: a master’s thesis, The university reserves the right to refuse The Center for Research on Ethics and Values a scholarly article published in a journal, admission to any applicant at the discretion was founded concurrently with the opening a comprehensive course paper, or a of the deans or the Admissions Committee of the doctorate in education.The center is major district report) and to disqualify, discontinue, or exclude any student at the discretion of the deans, committed to the promotion of research and 12. Results of the Miller Analogies Test faculty, administration, or Ethical Standards scholarship that can enhance the moral, (MAT) or the Graduate Record Committee. ethical, and spiritual development of children, Examination (GRE) taken within the youth, and young adults. Faculty research is last 10 years and sent directly from the Resources that Support the Program facilitated; the center also hosts conferences testing agency to the Graduate Center Among the resources that support the for faculty and students in keeping with its programs in advanced educational leadership mission. 13. For international students who have are the Graduate Center, described elsewhere graduated from a college or university in this catalog. Other resources are the faculty, Research Fellowships and Financial Aid where English was not the principal the university’s Christian perspective, the Federal Stafford loans and personal bank loans language, a minimum TOEFL score of Center for Research on Ethics and Values, are available to all graduate students through 600 is required. Results of the Test of research fellowships, library and online the Office of Graduate Student Financial Spoken English and the Test of Written services, the Career Center, the faculty, and Services. Since some papers can be submitted English are recommended. If the latter the students themselves. prior to admission, students are advised to results are not submitted prior to contact that office early in the admissions admission, students may be required to Faculty process. follow procedures described under Faculty members hold doctorates from In addition, the university offers a limited Admission Policies in this catalog. nationally recognized universities and number of fellowships to doctoral students International students have a separate have extensive experience as practicing leaders able to act as research associates to doctoral application procedure, available through in education.While maintaining high faculty.These fellowships are available to the Office of International Student academic standards,Azusa Pacific University students who enroll in at least 9 units per Services. is committed to meeting the special needs of individual students.To this end, faculty semester and devote 18 hours per week to 14. Other evidence of potential for leadership and program directors are readily available to their assignment.The fellowship involves a as the candidate desires confer with students. Students are assigned a modest stipend and 50 percent reduction in tuition. Interview and Computer Requirements faculty advisor upon admission. Upon invitation, doctoral applicants complete Christian Perspective Library and Online Services an interview with at least one member of the The university’s Statement of Mission and The Hugh and Hazel Darling Library, nearly doctoral faculty.The purpose of the interview Purpose declares that the goal of the 49,000 square feet in size, was opened in is to meet the candidate, discuss career goals, university is to seek to advance the work 1998.The library provides rich printed, evaluate match of the program to the student, of God in the world through academic audio-visual, and online resources for graduate and ascertain, at least initially, the applicant’s excellence in liberal arts and in professional students in education. Its collection of books, potential for success in educational leadership. programs of higher education that encourage journals, microfiche documents, audiovisual students to develop a Christian perspective materials, and databases continues to expand. Finally, though not an admission requirement Housed in the library are 180 computer per se, students must own or have ready access of truth and life.Although the university Education does not require its graduate students to carrels and 220 workstations. Online access is to a computer during their tenure in the provided to approximately 100 licensed program.The university bookstore makes espouse a Christian worldview or sign a statement of faith or conduct, all faculty and electronic databases, as well as the Internet arrangements to enable students to purchase and the Statistical Package for the Social computers and software at economical rates staff hold a Christian commitment and seek on convenient terms. to impart to students professional, ethical, and Education 107

Sciences (SPSS). Most of these resources are out of the 704/705 class.All students are advanced leadership roles, primarily in also accessible from students’ homes via expected to attend at least two conferences elementary and secondary education, modem. and two symposia during their time at the including administrative positions at the university. Finally, all students are invited to district, county, state, and federal levels.The The Darling Library also offers a workroom attend the sessions at which graduates present emphasis in teaching and learning supports for production of audiovisual and computer their dissertation research to their invited teachers who aspire to provide leadership presentations. In addition, students have access guests–family and colleagues– and the Azusa from the classroom, as a mentor, or through to the William V.Marshburn Memorial Pacific community. involvement with faculty teams and Library, which houses materials in business committees.This emphasis is also appropriate management, and the Academic Computer Course of Study for an individual planning to work as a leader Center.The university has equipped a number in professional development or curriculum of classrooms with computers, video/data Overview administration, or as a teacher educator.The projectors, and online access to university The conceptual framework for the program emphasis in higher education equips graduates resources and the Internet. in advanced educational administration desirous of leadership roles in colleges and consists of the Seven Learner Goals adopted universities. Interlibrary loan is available for materials not in by the Departments of Education. In the Azusa Pacific collections. In addition, addition, the Tier II program conforms to If none of these emphases meets a student’s doctoral students may receive reimbursement California requirements for the Professional goals, he or she may also opt for a person- for a library card obtained at an appropriate Administrative Services Credential, and the alized course of study designed to meet his research library. Ed.D. program is guided by the standards of or her individual educational interests and Career Center the Interstate School Leadership Licensure professional needs. Students may also petition The university maintains a Career Center to Consortium (ISLLC).The program for program changes or adaptations, assist students in identifying and applying for emphasizes knowledge and skills of leadership explaining how the modification will better appropriate positions. For a reasonable fee, and inquiry necessary for advanced positions enable them to attain the goals of the students may establish a placement file that is in educational leadership. program while also facilitating their handsomely assembled and sent to prospective Combined Ed.D. and Tier II Program development as leaders and servants. employers on request. The Ed.D. alone requires a total of 60 units. Instruction The Department of Educational Administration The Ed.D. combined with the Tier II The nature of doctoral study is such that sponsors an Administrative Placement credential requires a total of 64 units. Both students are guided in critically analyzing the Workshop each spring. Faculty are also available courses of study include first-year and theoretical and research literature pertinent to to review application papers with students and comprehensive examinations and successful the degree’s base of knowledge as well as their provide individual career guidance. completion of particular areas of interest. Emphasis is placed the dissertation. Both programs include up on in-depth analysis and synthesis of ideas, Community of Students to 12 units at the master’s level, subject to identification of those ideas worthy of Students themselves bring diverse backgrounds transfer limitations described below. Please application to practice, and exploration of and perspectives that provide a rich resource for seek academic advising for opportunity to processes and competencies critical to such classroom discussions and projects. Professional pursue a combined credential option. implementation. Candidates are encouraged collegiality is also supported by an annual to make the transition from the role of a pupil Of the 60 units for the Ed.D., 48 are normally reception for doctoral students and in the to that of a scholar. In this process they are taken in residence at Azusa Pacific. Students required Proseminar course, which expected to give thoughtful consideration to who earned the Tier II elsewhere should sets the foundation for the program. Each application of principles of academic integrity, enter the Ed.D. Program and petition to Proseminar class elects a representative to set forth earlier in this catalog, as they apply to transfer in up to 12 units of academic work the Student Input Group, which meets period- academic inquiry and professional practice. ically with the program director. Email serves to from their Tier II Program, subject to transfer facilitate exchange of information and ideas limits below.Acceptance of the transfer units Program goals are accomplished through among students and between students and automatically reduces the residency a seminar approach that focuses on class faculty. requirement at Azusa Pacific to 36 units. participation and discussion, as well as Emphases individual and group presentations.Within Other opportunities to develop community this format, the instructor, rather than acting Within the Doctor of Education in Educational among students include the annual conference as the imparter of knowledge, serves as a Leadership, whether pursued alone or in in connection with the EDUC 704/705 class seminar facilitator and colleague– assisting combination with the Tier II, students may (Christian Perspectives and Moral/Ethical Issues students in focusing discussion and ensuring pursue an emphasis in educational adminis- in Educational Leadership), when students that the necessary in-depth analysis, synthesis,

tration, teaching and learning, or higher Education interact with a leader in this field.Another and application occur.Where appropriate, education.The emphasis in educational sharing opportunity comes when students meet transfer of learning to practice is facilitated in a symposium to present the papers that grow administration prepares graduates for 108 School of Education and Behavioral Studies

through case studies, ethical dilemmas, All transfer units must have been earned limits as for transfer units, they may apply the in-basket exercises, role play, simulation, and with a grade of B or better and ordinarily core units of academic course work from that real-world applications.A three-unit course within the preceding 10 years. In some cases, program (EDUC 600, EDUC 610, EDUC 615, calls for 37.5 class hours per semester, experienced administrators may petition and EDUC 620 or equivalent) toward the 60 exclusive of breaks, and at least 9 hours of for an extension of the 10-year limit, with required for the Ed.D. preparation per week. justification on a course-by-course basis. Total 24 units Corequisites Master’s-level courses (for the credential) All doctoral applicants must present at 12 units maximum admission or complete within the first Students who bring in less than 12 transfer Total 12 units maximum year of study successful graduate work in units at the master’s level may, within that (600-level courses) specified courses.Azusa Pacific equivalent maximum, include relevant master’s courses courses are indicated for each corequisite. in their course of study. Most often, these The following courses are required courses. Courses taken elsewhere must be similar are courses taken to satisfy corequisite EDUC 794 and EDUC 795 do not count to the courses named. requirements. Corequisites may also be met toward the unit requirement in either by examination; of the 12 applicable master’s- program. EDUC 794 is a student’s first Students in both the educational adminis- level units, six may be earned in this way. semester of work with his or her dissertation tration and the teaching and learning committee. EDUC 795 is repeated until the emphases must complete corequisites in Tier II courses 12 units maximum dissertation has been successfully defended. history and philosophy of education for Ed.D. only (electives) Registration in these courses provides access (comparable to EDUC 573), curriculum In the Ed.D. Program, courses EDUC 600, to faculty, the library, and related services. foundations (EDUC 571), educational EDUC 610, EDUC 615, and EDUC 620 are Required Courses 15 units psychology (EDUC 572), and educational available as electives. Courses EDUC 661 and research and statistics (EDUC 575). EDUC 664 do not count toward the total of EDUC 700 Proseminar in Doctoral 60 units for the Ed.D. degree. Study in Education 3 Higher education students also complete EDUC 704 Christian Perspectives and corequisite courses in history and philosophy Following are Tier II courses (except for Moral/Ethical Issues in of education (comparable to CSA 581 at EDUC661 and EDUC 664) available as Educational Leadership 2 +1 APU) and educational research and statistics electives in the Ed.D. Program. EDUC 740 Intermediate Statistics and (CSA 575).The third and fourth corequisites Tier II Courses Data Analysis 3 in higher education may be selected from the EDUC 741 Research Design 3 EDUC 600 Budgeting and Managing following: psychology (EDUC 572), student EDUC 790 Doctoral Seminar in Information Systems in K-12 development (CSA 552), law (CSA 543), Research Studies 2 or 3 Education–Human and Fiscal sociology of education (CSA 562), teaching/ EDUC 794/5 Dissertation Research 3,3 learning (CSA 571), counseling (CSA 563 or Resources 3 CSA 583), administration (CSA 553, CSA EDUC 610 Human Diversity and Social Research Options 0-9 units 591, MHOD 521, or MHOD 561), or Context 3 One or more of the following courses may finance (EDUC 600 or BUSI 506). EDUC 615 Politics and Policy be required, as determined by the student in Analysis in Education 3 consultation with his or her faculty advisor. Master’s-level and Tier II EDUC 620 Administration and Supervision These courses typically precede course Transfer Units in K-12 Education 3 EDUC 790. Up to 12 units at the master’s level may be EDUC 661 Professional Field transferred toward the 60 units required for Experience I, Induction 2 EDUC 742 Qualitative Research 3 the Ed.D. degree. Such courses must be EDUC664 Professional Field EDUC 743 Program Evaluation in relevant to the student’s doctoral studies. Experience IV,Assessment 2 Education 3 Graduate transfer units (except those for the EDUC 746 Advanced Data Analysis 3 Students who earned the Tier II credential prior Tier II) must have been acceptable toward a to admission for doctoral study should apply for graduate degree at a regionally accredited the Ed.D.-only program. Subject to the same institution. Academic Tier II courses, equivalent to Azusa

Education Pacific courses EDUC 600, EDUC 610, EDUC 615, and EDUC 620 must have been part of a state-approved credential program at a regionally accredited university. Fieldwork units are not accepted toward the Ed.D. Education 109

Emphasis Courses 12 or more units EDUC 706 Student Development in Comprehensive examinations are to be Candidates must complete at least 12 units in Higher Education* 3 completed shortly before students begin the chosen emphasis area. Students who opt for EDUC 719 Financing Higher Education* 3 working on the dissertation in course EDUC a personalized course of study, rather than an EDUC 723 Higher Education and 790.These examinations involve multiple emphasis, plan in conjunction with the faculty the Law 3 means of assessment to determine students’ advisor a program based on the student’s EDUC 727 The Social Context of knowledge, writing abilities, and readiness educational and career objectives. Higher Education* 3 for dissertation research. Upon successful EDUC 737 Teaching and Learning in completion of the comprehensive exam- Educational Administration Emphasis Higher Education* 3 inations, the student may begin the formal (at least 12 units from the following) *Under development dissertation sequence. EDUC 714 Theories of Organization in Educational Settings 3 Both the first-year review and the compre- Elective Courses EDUC 716 Leadership Theories and hensive examinations are designed to ensure As needed to equal at least 60 units Strategies 3 that students are ready for the next level of for the Ed.D. only EDUC 718 Forecasting and Strategic work by identifying strengths and offering Planning 3 As needed to equal at least 64 units suggestions regarding areas of growth. EDUC 720 Innovation and Reform for the combined program However, these are also points at which an in Educational assessment is made of each student’s progress Organizations 3 All emphasis courses,Tier II core courses, and potential for completing the doctoral EDUC 722 Legal Aspects of Education 3 and research options are available as electives degree.As in the case of a cumulative grade- EDUC 726 Schooling and Social Theory 3 to all doctoral students. Students may also point-average below 3.0, as discussed below, EDUC 736 Seminar: Instruction in petition for approval to take courses in deficiencies in performance at the first-year K-12 Environments 3 another 600-level (within the 12-unit review or comprehensive examinations may maximum) or doctoral program at Azusa lead to a student’s being placed on probation Teaching and Learning Emphasis Pacific.All exceptions must be justified in or dismissed from the program. (at least 12 units from the following) terms of the student’s educational and career Advancement to Candidacy EDUC 726 Schooling and Social Theory 3 objectives. EDUC 730 Theories and Models of Following successful completion of all course Other elective options are listed below. Learning 3 work and the comprehensive examinations, EDUC 798 Special Topics in EDUC 731 Achievement Motivation 3 including approval of the dissertation Educational Leadership 1-3 EDUC 733 Advanced Curriculum proposal, and upon recommendation by EDUC 799 Readings in Educational Development 3 appropriate advisors, students are advanced to Leadership and EDUC 736 Seminar: Instruction in candidacy status. Administration 1-3 K-12 Environments 3 Dissertation EDUC 739 Professional Development Ed.D. graduates and students who have The final step in the doctoral program is to and Adult Learning 3 completed the 60 or 64 units required for design, implement, and write a report of a EDUC 760 Adult Development 3 graduation may elect additional 700-level research study. Standards and procedures for courses within the program (except the dissertation are defined by the doctoral Higher Education Emphasis EDUC 794 or EDUC 795) at half tuition. faculty and are provided to students in the (at least 12 units from the following) form of the Dissertation Handbook. Note:This emphasis meets on a non-traditional First-Year Review and schedule involving three weeks on campus Comprehensive Examinations The student defends the dissertation in a each July and two weeks each January for three To evaluate success in meeting programs goals meeting with the faculty committee and a years.At each session students conclude the and to uphold the mission and objectives of reader who is not a faculty member in the courses begun six months earlier and start two the university and the School of Education Tier II or doctoral program at Azusa Pacific. new courses. Seat time is the same as in the and Behavioral Studies, the program design This reader is appointed by and reports traditional schedule. includes an extensive array of procedures for independently to the dean of the School quality control and assessment.These include of Education and Behavioral Studies. a first-year review when students have Subsequently, the student participates in a completed 12 units in the program, among public presentation of the research. which are at least 6 units at the 700 level.The first-year review calls for a portfolio and a Residence and Study Load written qualifying exercise. Continuation in Students may not enroll in 700-level courses the program is contingent upon a successful until after they have been admitted to the Education first-year review. Ed.D. Program. Doctoral students are expected to complete 12 units per year. 110 School of Education and Behavioral Studies

Three units per semester constitute part-time Leaves of Absence Course Descriptions enrollment; six units are equivalent to full- Students in good standing and making time. Except by petition, full-time students satisfactory progress toward their degrees who Education may not enroll in more than 12 units per must interrupt their studies for a compelling EDUC 300 Introduction to semester, nor may students who are employed reason (e.g., illness, study abroad, family Teaching as a Profession, K-12 (4) full-time carry more than 7 units per semester conditions, or crises) may petition for a leave This course provides an overview of and orientation exclusive of Tier II fieldwork. of absence for a stated period of time not to to the role of the professional educator for those interested in teaching as a career.The emphasis is on Advisement exceed two years. Requests for a leave must be in writing and state both the reasons for development of professional self-awareness, including For advisement with respect to the overall the leave and the semester in which the the historical, philosophical, psychological, socio- program, each doctoral student is assigned a logical, and cultural perspectives through which the student will re-enroll. Leaves of absence must faculty advisor at the time of admission.The teaching profession can be viewed. Included are a be approved by the director of the Ed.D. student and advisor jointly develop a program variety of guest speakers who introduce different Program and the dean of the School of plan specifying the sequence of courses to be careers in education.With an earned grade of B Education and Behavioral Studies in advance completed.This plan is to be filed with the or higher, students may use this course to replace of the semester for which the leave is director of the Ed.D. Program by the time the EDUC 400 as a preprofessional course requirement requested. prior to taking the Professional Education Program student completes the first 9 units of doctoral courses. Includes 15-20 hours of service learning study. Students meet at least annually with the Students who fail to return to enrolled status field experience in the Teacher Assistant Program in faculty advisor.When the dissertation chair is at the end of an approved period of leave will school settings. selected, he or she typically assumes the role be considered no longer in pursuit of an EDUC 400 Foundations of Education, K-12 (3) of faculty advisor as well. advanced degree and must reapply for This course focuses on the art and profession of admission to the university if they choose to Grading and Grade-Point Average teaching. Students study the historical, philosophical, continue their education at a later time. Throughout higher education, and partic- political, and legal foundations of education in America in order to gain a greater knowledge and ularly at the doctoral level, it is hoped that Typically, leaves of absence do not extend the appreciation of the field. Review of relevant concepts commitment to learning outweighs the total time available to students for completing and theories in psychology and human development pursuit of grades. Nonetheless, grading and the Ed.D. degree; however, extensions of the and the application of them to the lives of students the grade-point average continue to play a time limit may be granted at the discretion of as they grow from elementary to high school and crucial role in students’ careers. For doctoral the director of the Ed.D. Program and the the teaching/ learning conditions and dynamics students the grade of B is considered average; dean of the School of Education and in classrooms are included. Students reflect on being a C grade is minimally acceptable. Courses Behavioral Studies. a teacher, extending and evaluating personal graded C- and below may not be applied philosophy of education, and exploring their position Time to Degree Completion toward doctoral degree requirements. on major issues, concerns, and challenges in schools By California law,Tier II candidates must today and for the future. Prerequisite: PSYC 290 A doctoral student whose cumulative grade- complete the credential within five years of EDUC 405 Diversity in the Classroom (3) point average falls below 3.0 will be placed on beginning their first administrative position. This course focuses on the examination of the academic probation. Students who are on Doctoral students are permitted eight years interaction of the student’s cultural background probation for more than a total of two terms from the date of initial enrollment to with ethical, racial, religious, and gender issues, the throughout their doctoral study may be complete all requirements for the Ed.D. educational setting, and wider social forces that affect dismissed from the Ed.D. Program. degree. Extensions beyond the eight-year traditional success and failure for students who are limit may be granted at the discretion of the linguistically and culturally different.The course A doctoral student whose cumulative grade- director of the Ed.D. Program and the dean evaluates the role that administrators and teachers point average falls between 3.0 and 3.2 will of the School of Education and Behavioral play in nurturing a spirit of multiculturalism to be required to meet with his or her advisor to schools. Meets general studies upper-division intensive Studies. Students needing an extension due identify academic skills that may need to be writing requirement. Includes service learning hours in to unusual circumstances must make their strengthened and to plan appropriate action. educational settings.This is a C.L.A.D.-approved course. request in writing, stating the reasons for the Policies regarding incompletes and extension and the expected date of degree EDUC 496 Education and Professional Ethics (3) withdrawals are those set forth in the completion.The maximum time extension This senior seminar course prepares students to Academic Policies section of this catalog. that may be granted is two additional years. understand and express a Christian perspective on issues critical to the education profession. Biblical and

Education theological themes relating to education provide a base, while historical biographies and examples supply a context in which students generate a distinctively Christian response to a contemporary problem facing education. Prerequisites: senior standing, completion of the majority of the units required for God’s Word and the Christian Response; and completion of the majority of course work in the major Education 111

EDUC 499 Readings in Education (1-3) process-sensitive approaches to readers’ and writers’ EDUC 512 Instructional Applications of workshops, booksharing circles, writing across the Integrated Software (3) EDUC 500 Computer Education for curriculum, content-area reading, and other The educational uses of integrated software packages Teachers (3) structured formats which engage maturing are studied.The student receives hands-on experience The areas covered in the course are basic knowledge of readers/writers more fully in using written language with one or more integrated software packages such hardware and software, the issues that surround to construct meaning in their lives. Included in the as Appleworks, Microsoft Works, or Lotus Symphony. computer usage in American society (both today and in course are investigations into multiple literacies, Projects utilizing spreadsheets, word processing, and the future), and how to use the computer in various reflective self-assessment, cross-age literacy programs, databases in education are required. Prerequisite: ways that are suitable to the grade level and/or subject and other social, collaborative contexts for literacy EDUC 500 or instructor’s consent area of the student. Both instructional and classroom use growth. EDUC 513 Operating Systems/Networking (3) of computers are explored, using a wide variety of EDUC 507 Family, Community, and software.This course is approved by the California Students study the principles, theories, and applications School Connections (3) Commission on Teacher Credentialing to meet the of computer networking.Topics include hardware, This course explores strategies for building stronger computer requirement for the Clear Teaching software, standards, transmission vehicles, local area school ties with family members and people in the Credential. networks, protocols, network interfacing and wider community. Students examine the needs and performance, types of networks, case studies, and EDUC 501 Language Structure, designs of exemplary family-community-school design of a local area network. Prerequisite: EDUC Acquisition, and Development (3) interaction programs which enhance language, 500 or instructor’s consent This course explores the structures of English used in literacy, and academic learning for bilingual children EDUC 514 Educational Video and communicating meaning, theoretically sound models of and their families. Participation in a community-based Multimedia (3) second-language learning and teaching, and the project or a service agency program is required. distinctive factors which affect first- and second- This course covers the use of video and interactive EDUC 508 Assessment and Evaluation in language acquisition. Requirements include gathering multimedia for instruction.Topics addressed include Multicultural Classrooms (3) oral and written language examples and a mini-case the use of video cameras, video editing equipment, This course reviews the uses, demands, and limitations study of a second-language learner. titling software, various methods of video and of formal, standardized testing practices and builds on graphic digitizing, laserdisc players, barcode readers, EDUC 502 Methods of Bilingual, theoretical principles of teachers assessing more fully and interactive computer-assisted instruction (CAI). English Language Teaching (3) their own students’ growth in academic knowledge Projects include producing a video, using hypermedia This course examines models and methods of bilingual and communication abilities. Students explore authoring software to create interactive multimedia education and explores theories and methods of informal observational assessment, student self- software, and writing a hardware acquisition grant. teaching in and through English as a second language assessment, parental involvement, portfolios, criterion- Prerequisite: EDUC 500 or instructor’s consent for limited-English-proficient students in grades K-12. and performance-based assessment, and other EDUC 515 Emerging Trends in The course presents basic approaches to assessing authentic approaches to assessing the development of Educational Technology (3) language and content area development of bilingual language, literacy, and academic concepts. Students students. also explore ways to assess and improve their own This class looks at the historical development of instructional programs and teaching. educational technology and the social issues EDUC 503 School Practicum in influencing its growth and implementation.Attention English Language Development (3) EDUC 509 Special Topics in Education (3) is also given to a synthesis of research related to the This course offers collaborative opportunities to pursue Students study specific current topics, trends, field, professional organizations serving the discipline classroom-based action plans for testing adaptations in technologies, or innovative programs in the field of and emerging innovative uses of educational learning conditions and teaching strategies for English bilingual/English language development.The course technology. Prerequisite: EDUC 500 or instructor’s language development students. Students explore covers theoretical and practical aspects of issues consent approaches in Specially Designed Academic Instruction related to new problems or new possibilities for EDUC 516 Technology for the School in English (SDAIE) across the curriculum with second- improving and enhancing language, literacy, or Administrator (3) language learners. academic learning opportunities for bilingual students. This course offers an overview of the use of EDUC 504 Teaching and Cultural Diversity (3) technology in the administrative and instructional This course examines the interaction between students’ EDUC 510 Creative and Collaborative processes for the school administrator. Software to racial, cultural, linguistic, gender, class, religious, and Leadership (3) handle various administrative tasks routinely and ability backgrounds and the wider educational and This course enables students to integrate the concepts provide better information for school management social community settings. Participants explore of personality, leadership, and creativity; investigate are featured. Needs assessment, hardware and software culturally responsive teaching strategies that support collaborative leadership; identify and apply creativity selection, classroom applications of various and enhance educational success for students of and preferred leadership styles; and explore the effects technologies, and other vital areas of technology diversity. leadership styles can have on given organizational implementation are also covered.This course EDUC 505 Advanced Literacy Development (3) communities. facilitates a discussion of the role school adminis- This course explores exemplary models of literacy trators can play in leading others to a better development for elementary and secondary level understanding of the potential of educational students who are advancing in their reading and writing technology and reducing the “computer phobia” that processes and learning to value narrative, informational, some classroom teachers may experience. Prerequisites: and poetic language uses across a widening range of EDUC 500 and the ability to use word processing, Education literacy functions. Students examine and experience database, and spreadsheet programs 112 School of Education and Behavioral Studies

EDUC 517 Telecommunications (3) EDUC 527 Special Topics in Educational EDUC 541 Emerging Literacy, K-12 (3) Students study the principles, theory, and Technology (3) This course focuses on the emerging literacy needs application of telecommunications. Prerequisite: The current technologies, trends, or topics in of K-12 students who are at beginning or minimal EDUC 500 or instructor’s consent educational computing are explored.The course levels of processing reading and writing effectively covers practical and theoretical aspects, effectiveness, for meaning, including English language learners EDUC 518 Global Learning/ and problems related to the implementation of the with distinctive literacy development needs. Students Cross-Cultural Classroom (3) topic into the classroom or computer laboratory. examine sound sociopsycholinguistic insights into This course focuses on the use of technology Different topics may be taken and repeated for the nature and development of reading and writing to develop global, cultural, geographical, environ- credit. Prerequisite: EDUC 500 or instructor’s consent processes and explore the critical conditions which mental and sociopolitical understanding. Students help learners become more strategic, self-aware engage their own classrooms in global learning EDUC 530 Introduction to Individual readers and writers. Included in the course are projects as a vehicle to promote cross-cultural Differences (3) investigations into structuring balanced literacy literacy, a necessary skill for the global workforce and Students are introduced to individuals with experiences, guided reading and writing, literacy- the 21st century. exceptional needs, cultural differences, socio- enriched environments, quality reading materials, economic disadvantages, and sexual biases, in EDUC 519 Educational Desktop Publishing (3) meaningful records of growth, and other practices order to achieve awareness of and sensitivity to the Students learn the educational uses of desktop which increase students’ pleasure, value, and success needs and feelings of persons with differing publishing software. Projects such as handouts, in their literate lives. experiences.There is an introduction to the legal newsletters, and student desktop publishing activities requirements of educating learners in the least EDUC 542 Bilingual Methods for Primary are required.Techniques,uses, curriculum restrictive environments.This course is approved by Language Instruction (3) integration, and vocabulary of desktop publishing the California Commission on Teacher Credentialing This course covers bilingual instructional strategies are the primary focus. Prerequisite: EDUC 512 or to meet the computer requirements for a Clear for teaching in students’ primary language and instructor’s consent Teaching Credential. English. Students review procedures for selecting, EDUC 523 Educational adapting, and using primary language materials; and EDUC 531 Tests, Measurements, and Applications of Hypermedia (3) they evaluate the effectiveness and relevancy of such Instructional Planning (3) The basics of Hypermedia are studied. Students are materials for students. Students study the validity and reliability of current introduced to an authoring program.Topics include tests, interpretation of test results, and their EDUC 543 The Chicano/Hispanic and the mechanics of the programs and their use for the application to the instructional planning analysis of Education (3) development of class presentations, computer-assisted norm- and criterion-referenced measurement and Students study the cultural origins and characteristics instruction (CAI), and multi-media projects. development of objective-based programs. of Chicano/Hispanic people in California and the Integration of Hypermedia with school curriculum U.S., gaining insights into their major historical is emphasized. Prerequisite: EDUC 500 or instructor’s EDUC 532 Counseling Exceptional periods and events, migration and immigration, and consent Individuals and Their Parents (3) demography and contributions. Issues of intra- and Varied counseling theories and techniques are EDUC 524 Instructional intercultural relationships are examined. examined. Students analyze the psychological Design and Development (3) processes and emotional stages of parenting children EDUC 546 Resource Specialist Development of computer-assisted instruction (CAI) with disabilities and the effects of disabilities on Communication Skills (3) is covered.An authoring program is used to develop exceptional individuals.The course emphasizes the Skills are developed for successful communication CAI lessons. Instructional systems design, story- role of the teacher, the school counselor, and other and teamwork with administrators, teachers, para- boarding, flowcharting, screen design, CAI school personnel in therapeutic relationships with professionals, and parents in the provision of services evaluation, tutorials, drill and practice, simulations, exceptional individuals and their parents. to individuals with exceptional needs. instructional games, and feedback use are an integral part of the course. Prerequisite(s): EDUC 500 and EDUC 533 Basic School Counseling (3) EDUC 548 Staff Development and Parent EDUC 523, or instructor’s consent Provides an examination of the varied counseling Education Techniques (3) theories and techniques needed by school counselors Techniques are discussed for planning and providing EDUC 526 Practicum in Educational for a variety of counseling roles and functions.The staff development and in-service education for Applications of Technology (3) focus is on basic skills for the school counselor and administrators, teachers, and paraprofessionals in the The primary focus of this practicum is a research- other school personnel in therapeutic relationships implementation of special-education legislation and designed multimedia portfolio that showcases with exceptional and nonexceptional individuals, provision of services.The course includes methods skills the student has acquired in the Educational parents, teachers, and administration.A prerequisite of development and implementation of parent- Technology Program.This practicum covers research, for EDUC 550 and EDUC 583. education workshops. use of applied software and educational technologies, a growth assessment, comprehensive portfolio, and an EDUC 550 Advanced School Counseling (3) oral defense to conclude the requirements for the This course focuses on four areas: school consul- master’s degree.This course must be taken at the end tation, theory, and practice; multicultural counseling of the course work. Prerequisite: all course work within a school setting; peacemaking within Education completed classrooms and schools (e.g., peer mediation, classroom techniques); and crisis/trauma prevention, intervention, and postvention. Both experiential and didactic instructional methods are used. Prerequisite: EDUC 533 Education 113

EDUC 552 Pupil Personnel Services supervised experience in administrative positions. EDUC 566 Supervised Field Experience in Management and Career Development (3) Interns are expected to exhibit competence in the School Administration II (3) Orientation to the concepts and procedures of pupil area of educational leadership, improvement of an These applied courses provide experience in the personnel ethics and management systems is offered. educational program, and management of school setting so that competencies may be Emphasis is placed on acquiring information and educational personnel, school/ community relations, developed under actual, rather than simulated, understanding occupational and career education legal and financial aspects of public education, conditions. Candidates are expected to exhibit trends and theories which transcend cultural and educational governance and politics, and school competence in the areas of educational leadership, gender stereotypes. management. Competency is monitored by the APU improvement of an educational program, and faculty through the intern’s daily journal and management of educational personnel, EDUC 553 Personalized Learning (3) monthly intern workshops. school/community, legal and financial aspects of This course assists the teacher with creating “learning public education, educational governance and centers” in the classroom. Included are ways to EDUC 561 Supervised Administrative politics, and school management. organize one’s self, materials, and rooms; how to Internship Field Experience II (3) schedule centers; current learning regarding center These courses are reserved for candidates who have EDUC 567 Supervised Field Experience: theories and types; suggestions for the construction of been nominated by their employing districts as Resource Specialist (3) centers; center terminology; and center commitment administrative interns.These applied courses provide Students receive supervised resource specialist and tracking techniques. supervised experience in administrative positions. experiences at selected sites. Emphasis is on Interns are expected to exhibit competence in the interaction with various staffs, working with parents, EDUC 554 Instructional Principles and area of educational leadership, improvement of an and implementation of the 94-142 Public Law and Practices (3) educational program, and management of A.B. 3075 mandates. This courses examines ways teachers can more educational personnel, school/community relations, EDUC 570 Sociology of Education (3) effectively organize time, space, resources, students, and legal and financial aspects of public education, activities that embody standards of sound practices educational governance and politics, and school Education is viewed from a sociological perspective, while creating a strong sense of community collabo- management. Competency is monitored by the APU and professional educators study and discuss the ration among learners and genuinely student-centered faculty through the intern’s daily journal and educational implications of cultural concepts, social classrooms. Course investigations focus on integrative monthly intern workshops. stratification, roles, and the place of the school and units, grouping strategies, multiple modes of learning the teacher in the social structure. representation, workshop formats, reflective assessment, EDUC 562 Supervised Field EDUC 571 Curriculum Foundations (3) and other promising approaches which nurture Experience: Exceptional and Nonexceptional Professional educators employ knowledge gained motivation and inquiry and provide authentic learning Individuals (3) from psychology, sociology, and subject-matter experiences for culturally, academically, and linguis- Students are provided with on-site experiences disciplines in assessing educational needs and tically diverse students. Students also explore models of including exposure to individual differences, planning and implementing a balanced educational peer coaching, teacher study groups, and other involvement with testing and case studies, partici- program in elementary or secondary schools. processes that enhance reflective teaching. pation in parent conferences and IEP/E&P meetings, and providing counseling and/or consultation as EDUC 572 Advanced Educational EDUC 555 Comparative Education: appropriate to students, staff, and parents. Psychology (3) A Global Perspective (3) Professional educators apply the latest research This course examines philosophical, theoretical, and EDUC 564 Supervised Field Experience: findings of contemporary psychologists to the practical basis of educational systems across the world: Pupil Personnel (3) challenges of classroom motivation, discipline, organization, administration, policy, and practice.The This course provides each student with firsthand, individual differences, learning styles, and roles of education practitioners, students, parents, and supervised pupil personnel experience. Each student evaluation modes. community members are discussed. Students also is involved in on-site experiences that include examine the role of nation-states in developing application of theory to counseling and consultation EDUC 573 History and Philosophy of educational systems and the mission of education in practice with individuals, groups, families, children, Education (3) global societies. adolescents, and exceptional and nonexceptional A survey of the historical and philosophical ideas pupils. EDUC 558 Advanced Human Growth and that guide educational theory and practice today is Development (3) EDUC 565 Supervised Field Experience in offered. Emphasis is on concept clarification and practical application of ideas in current educational An overview of the human development theories School Administration I (3) settings. (with an emphasis on the psychosocial model of Erik These applied courses provide experience in Erikson) is provided. Special consideration is given to the school setting so that competencies may be EDUC 574 Current Issues in Education (3) the conditions and influences that shape children’s lives, developed under actual, rather than simulated, Students investigate, analyze, discuss, and propose the helps and hazards to their growth, their sources of conditions. Candidates are expected to exhibit solutions for the most significant problems, concerns, identity,and the significance of family, school, and competence in the areas of educational leadership, and challenges in education today.They study culture in their development. improvement of an educational program, and current trends in curriculum, teaching practice, and management of educational personnel, school/ EDUC 560 Supervised Administrative school organization, and evaluate them in terms of community, legal and financial aspects of public Internship Field Experience I (3) the effectiveness of teaching and learning and the education, educational governance and politics, and quality of life in the school community. These courses are reserved for candidates who have school management. been nominated by their employing districts as

administrative interns.These applied courses provide Education 114 School of Education and Behavioral Studies

EDUC 575 Educational Research and dynamics and motivation are applied to problem EDUC 615 Politics and Policy Program Evaluation (3) situations. Special attention is given to handling Analysis in Education (3) Students apply statistical techniques, including conflict situations, dealing with controversial issues, This course includes an analysis of administrative descriptive and inferential statistics, to the problems working with ethnic groups, dealing with the power interaction with federal, state, and local forces, of education. Underlying logical principles and structure, and building trust. particularly school boards and interest groups, concepts are emphasized. EDUC 586 School Site Leadership (3) and the implications of public relations and adminis- trative action. EDUC 580 Organization and Students study school-site leadership including inter- Administration of American Education (3) and intraorganizational planning and long- and EDUC 620 Administration and The organization of public schools in the U.S. short-term decision making. School climate, conflict Supervision in K-12 Education (3) is studied. Special attention is given to patterns of resolution, stress management, needs assessment, and Students study the role and responsibilities of public school governance and methods of bringing site-level funding and budgeting are also covered. leadership personnel in administration and about improvement within the school setting. EDUC 589A Research for Educators, supervision of elementary and secondary schools Included is a study of organizational theory as a basis Beginning Process (2) and evaluation of curricular, instructional, and for educational administration. This advanced course enables teachers to become staff effectiveness; management of staff development as part of the change process; and knowledge of EDUC 581 Curriculum Leadership (3) more informed users and designers of educational communication and planning models in the school Curriculum improvement is investigated through research.Teachers begin the process of planning and setting. advanced study of underlying design, principles, and implementing their own classroom or school-based practice in its development. Survey, inquiry, collabo- inquiry.Through activities integrated in their own EDUC 630 Human Learning ration, application, and critical analysis build research process, teachers learn more about how to Abilities and Disabilities (3) leadership skills that contribute to curriculum quality locate, value, and synthesize other relevant research; Theoretical models of learning are explored, focusing for classroom teachers, mentors, administrators, and select and employ appropriate types of qualitative or on assessment of learning abilities and disabilities and in-service. Emphasis is on research, implementation, quantitative methods of data gathering and analyze a implementation strategies for enhancing learning. and evaluation in planning and decision making. variety of descriptive data.Teachers complete the The focus is on the assessment of academic learning, process in EDUC 589B. diagnosing learning problems, and developing, EDUC 582 Schools and the Law (3) implementing, and evaluating remedial interventions. The student acquires knowledge of federal, state, and EDUC 589B Research for Educators, local laws; court cases; and legal opinions, and their Finish Reporting (I) EDUC 631 Young Children Assessment and applicability to the schools. Included are legal This course is a sequel to EDUC 589A, enabling Intervention (3) principles relating to youth conduct, contracts, teachers to complete their own research inquiry This course equips psychologists to assess the needs liability, tort, employer-employee relations, equality of process and submit a final research report.Teachers of and make intervention recommendations for educational opportunity, and control of education. work independently and conference with a faculty infants, toddlers, preschoolers, and young school-age member and peers in order to review fully their data children.Attention is given to drawing together EDUC 583 Intervention through gathering, analyses, and results; and to revise and edit information from multiple sources to arrive at a Consultation (3) effectively their completed research reports. comprehensive picture of the child and his or her This course examines (1) the strengths and weak- Prerequisite: EDUC 589A environment. nesses of several prominent models of consultation as they relate both to setting requirements and to the EDUC 590 Seminar in Research Methods (3) EDUC 632 Intellectual Assessment (3) individual consultant’s style of functioning; (2) the The organization, development, research, and writing This course develops competence in understanding roles of consultant, consultee, and client systems; and of a thesis, including analysis and criticism of other and assessing school-age children’s and adults’ (3) the consultative role and techniques contrasted theses, are emphasized. intellectual abilities. Emphasis is on the multifaceted with those involving supervision, assessment, teaching nature of human intelligence, research, and theories and counseling/therapy.A collaborative model of EDUC 591 Thesis (4) regarding the development and measurement of consultation is emphasized. Further areas of emphasis human intellectual ability, and on the construction, EDUC 599 Readings in Education (1-3) include, but are not limited to, the following: types of uses, and limitations of assessment tools and methods. consultative intervention, evaluation of consultation, EDUC 600 Budgeting and Managing EDUC 633 Multicultural and Bilingual: relevant research, legal, and ethical issues, consultation Information Systems in K-12 Assessment and Intervention (3) with minority groups, resistance to consultation, and Education–Human and Fiscal Resources (3) This course focuses on the assessment of multicultural specific communication skills and staff development. School revenues, apportionments, budgetary and bilingual students, including assessment models Prerequisites: EDUC 533 and EDUC 550 procedures, costs, and business management are and practices, test bias, and social and psychological EDUC 584 Supervision of Curriculum and studied.The focus is on finance, budgeting, resource aspects associated with the differences and similarities Instruction (3) allocation, and personnel in the context of the of ethnic and cultural groups. Students develop skills in all aspects of planning state/local systems and their linkages to the quality EDUC 634 Intervention and Prevention (3) including practice, task analysis, setting objectives, of the instructional and broader school programs. Learning, behavior, and social problems are viewed and the development of plans related to objectives.

Education EDUC 610 Human Diversity and from behavioral cognitive, ecosystemic, and family Systematic and unstructured decision-making Social Context (3) systems perspectives.The student learns to select, procedures are also studied. The theoretical and practical basis of educational design, implement, and evaluate prevention, EDUC 585 Seminar in School Personnel administration in multicultural situations; the organi- intervention, and postvention programs and Management (3) zation and administration of multicultural education, techniques within a multicultural context. The role of the leader is studied. Skills are developed including multi-ethnic and multilingual programs; in dealing with subordinates. Principles of human and translation of policy into practice are the focus of study. Education 115

EDUC 635 Role and Function of the Education/Doctoral EDUC 718 Forecasting and Strategic Psychologist (3) Planning (3) EDUC 700 Proseminar in Major theories and models of educational evaluation are Students examine procedures for tracking, analyzing, Doctoral Study in Education (3) surveyed. Consultation theories are considered to help and projecting demographic data internal and students acquire the knowledge and skills necessary for The proseminar presents an introduction to Azusa external to an educational institution or system.They a productive consultation relationship with school staff, Pacific University, its mission, facilities, faculty, conduct an environmental scan (situation audit) of parents, and community agency representatives. and programs. It proceeds to an overview of educational research and practice, technology, doctoral study: program requirements, instructional governance, economics, politics, belief systems, and EDUC 636 Research and Evaluation in approaches, and professional and personal other relevant factors within a school or school School Psychology (3) implications. Students begin to examine Christian systems, its surrounding community, and the world as Students gain advanced skills in understanding and perspectives, ethical considerations, and the interplay these factors may affect the lives of students and the applying statistical techniques to the analysis of of theory, research, and practice through reflection- process and content of education.Additional topics educational research data related to school psychology. in-action.They have intensive experience in locating include examination and evaluation of alternative Strategies for conducting effective evaluations are and evaluating the literature of the field; they explore futures and the theory and application of futurist considered as students plan an evaluation using scholarly writing and possible dissertation topics. methodologies in strategic planning, medium- and appropriate statistical analysis as related to educational EDUC 704A-B Christian Perspectives and short-range plans, contingency plans, and control and psychological research. Students gain additional Moral/Ethical Issues in Educational feedback systems. experience in the use of computers for statistical Leadership (2,1) analysis. EDUC 720 Innovation and Reform in Students critically analyze values, morals, and ethics Educational Organizations (3) EDUC 637 Child Psychopathology: in educational leadership and administration, This course focuses on the substance and process of Assessment and Treatment (3) especially in the public sector.The nature of value change in educational programs at three levels of This course provides a systematic approach to the claims, value judgments, value propositions, and magnitude: changes that modify programs within description and assessment of and planning for children beliefs are explored, as well as techniques and tools current educational systems (innovation), design and with emotional and behavioral problems.The emphasis to analyze, clarify, and evaluate them within development of future generations of programs is on the psychological disorders of children in school educational contexts. Students participate in two within current educational systems (innovation), settings most commonly encountered in the delivery of annual conferences hosted by the Center for and creation and design of systemic change in psychological services. Research on Ethics and Values, investigating the education, including instructional systems, adminis- EDUC 661 Professional Field Experience I, published materials of the scheduled speaker each trative systems, and governance systems (reform). Induction (2) year.Third-year students develop presentations of Students analyze educational innovations and reform Students are required to enroll in EDUC 661 moral and ethical applications for educational leaders. movements of the past and present, examine theories Professional Field Experiences I, Induction upon Prerequisite: EDUC 573 or equivalent of change and the forces that encourage and admission to the Tier II Program. EDUC 714 Theories of Organization in discourage, and apply their knowledge to practical Educational Settings (3) settings. EDUC 662 Supervised Field Experience II (1-4) Theoretical approaches to understanding complex EDUC 722 Legal Aspects of Education (3) organizations are examined and applied to EDUC 663 Supervised Field Experience III (1-4) General areas of law that impact school adminis- educational organizations.The primary knowledge trators are addressed.These include, but are not EDUC 664 Professional Field Experience IV, base for this course is drawn from the fields of limited to, sources of law and the courts, the law and Assessment (2) organization theory, development, and behavior. students, educational personnel and the law, desegre- Students are required to apply this knowledge base gation and its effects, school finance issues and the EDUC 668 Field Experience I (3) as they identify, diagnose, and develop effective administrator, and school district liability.Analysis of Students are provided with on-site experience leading solutions for interpersonal, structural, and organiza- court decisions and procedures for research in law to the acquisition of skills and knowledge of school tional problems experienced in a variety of libraries are integral parts of the course. counselors and psychologists involving special and contemporary educational institutions. EDUC 723 Higher Education and the Law (3) regular education students. Such experience includes EDUC 716 Leadership Theories and This course examines legal problems and issues as working with IDEA regulations and procedures, Strategies (3) they affect students, faculty members, and adminis- assessing and counseling exceptional students, This course explores the topic of leadership, both trators in American colleges and universities. consulting with teachers and parents, and supervising generically and as practiced in contemporary public Distinctions in the legal environments of public, of counseling services. and private education environments.Various private, and church-related institutions are made. EDUC 669 Supervised Field Experience: theoretical and practical perspectives relative to the Emphasis is placed on constitutional issues, contract School Psychology (3) nature of leadership are incorporated. In particular, law, federal and state regulation, liability, faculty and Through on-site supervision, students experience students examine strategies pertaining to the process staff employment, and community relationships. directly the role and function of school psychologists. of selecting leaders and the development of EDUC 726 Schooling and Social Theory (3) This includes student assessment, report writing, leadership among administrators and faculty.The This course examines the sociological dynamics of consultation with staff and parents, designing concepts of stewardship and servant leadership are educational institutions.Theories of sociology are prevention, intervention and postvention strategies, incorporated throughout the course. Recommended applied to deepen understanding of the roles played working with exceptional students, progress evaluation prerequisite: EDUC 620 or equivalent by individual and groups within and outside school and interacting with community agencies. settings to perpetuate or to change patterns of Education human interaction.This course raises issues related to 116 School of Education and Behavioral Studies

justice, excellence, diversity, socialization of new EDUC 739 Adult Learning and EDUC 746 Advanced Data Analysis (3) teachers, and other topics that call for contemplation. Staff Development (3) The student explores advanced techniques of data Such understanding should heighten students’ ability This course examines theories related to the analysis, including application of computer software. to intervene as needed. purposes, aims, and distinct characteristics of adult Although emphasis is placed on multivariate quanti- EDUC 730 Theories and learning and motivation for learning. Included are tative techniques, strategies for analyzing qualitative Models of Learning (3) Knowles’s androgyny and self-directed learning, data are also included. Multivariate statistical tools A critical appraisal is made of theories of learning Mazlow’s theory of perspective transformation, include factor analysis, multiple regression, path applied to a range of educational settings.The early McClusky’s theory of margin, and Cross’s character- analysis, and discriminant analysis. Prerequisites: connectionist theories of Thorndike, Gutherie, Hull, istics of adult learners and chain-of-response models. EDUC 700, EDUC 740, and EDUC 741; and Skinner and cognitive theories including Gestalt Theories are applied to the ongoing professional EDUC 743 (recommended) development of teachers through staff development and those of Tolman and Bandura are explored. EDUC 760 Adult Development (3) and organized learning activities. Current approaches Other topics include metacognition, cognitive styles, In this course students examine theories, research, and to K-12 staff development are considered. Prerequisite: constructivism, brain-based learning, and the nature issues in the field of adult development. Emphasis is EDUC 572 Advanced Educational Psychology of intelligence. Models of learning focus on instruc- placed on exploring the cultural, interpersonal, tional conditions and variables that impact school EDUC 740 Intermediate and spiritual domains of adulthood. Students apply learning, such as Vygotsky’s zone of proximal design. Statistics and Data Analysis (3) the insights gained to their personal, social, and Prerequisite: EDUC 572 or equivalent The intermediate course in statistics and data professional lives, integrating selected and focused EDUC 731 Achievement Motivation (3) analysis addresses statistical methodologies and their reflections on their own development across the This course provides an overview of the topic of applications in analyzing data from empirical lifespan. research. Computer applications with SPSS statistical motivation in elementary and secondary school EDUC 790 Doctoral Seminar in software are emphasized. Qualitative research classrooms. It focuses on theories of achievement Research Studies (2-3) methodologies are introduced. Prerequisites: EDUC motivation and how the classroom environment During this two-semester course students identify a 575 or equivalent, EDUC 700, and a passing score on shapes and influences students’ motivation.The research topic and develop a dissertation proposal. the review examination course examines different theories of achievement Steps include identifying a researchable issue, motivation, including attribution, perceived control, EDUC 741 Research Design (3) conducting a literature search, writing a literature self-efficacy, intrinsic and extrinsic motivation, and This course provides an introduction to research review, selecting a research methodology, and goal theory, as well as how different student charac- design and its application to educational programs. evaluating qualitative and statistical tools. Students teristics (e.g., age, gender, ethnicity) and classroom Emphasis is given to developing knowledge and skill discuss selection of the dissertation chair and characteristics (e.g., teacher expectations, teacher in research design, and in assessing the technical committee and develop an action plan for behavior, classroom organization) may be related adequacy of research. Prerequisites: EDUC 575 or completing the dissertation. Except by approval of to students’ motivation. Prerequisite: EDUC 572 equivalent and EDUC 700 the program director, students may not enroll in Advanced Educational Psychology EDUC 790/791 until they are within 20 units of EDUC 742 Qualitative Research in completing, or in their last two semesters of course EDUC 733 Advanced Curriculum Education (3) work other than the dissertation. Prerequisites: Development (3) In this doctoral level course, students are introduced EDUC 700, EDUC 740, and EDUC 741; EDUC Theoretical approaches to development and to the perspectives, purposes, designs, analysis, 743 (recommended); passing score on comprehensive implementation of curricula in elementary, interpretation, and reporting of qualitative research examinations for strands 2, 3, 4 secondary, and higher education settings are in the field of education. Ethnography, case study, studied.The course emphasizes critical analysis, grounded theory, action research and observation, EDUC 791 Doctoral Seminar in curriculum inquiry, and theorizing, based on interviewing, and document analysis, and the skills Research Studies II (2-3) current literature in the field. Prerequisite: of data management, analysis, and interpretation are During this two semester course students identify a EDUC 571 or equivalent studied and practiced. research topic and develop a dissertation proposal. EDUC 736 Seminar: Instruction in K-12 EDUC 743 Program Evaluation in Steps include identifying a researchable issue, Environments (3) Education (3) conducting a literature search, writing a literature Students examine philosophical positions and review, selecting a research methodology, and This course introduces the skills and knowledge of personal religious beliefs in relationship to learning evaluating qualitative and statistical tools. Students the field of program evaluation and their application theories, instructional methods, curriculum design, discuss selection of the dissertation chair and to educational programs. Students come to under- architectural and environmental factors, and the use committee and develop an action plan for completing stand the issues and problems that threaten validity of time, space, and personnel.They synthesize a the dissertation. Except by approval of the program and reliability in program evaluations. Students learn personal philosophy with regard to each area, then director, students may not enroll in EDUC 790/791 to be thoughtful consumers of evaluations as well as incorporate the elements into a set of coherent and until they are within 20 units of completing, or in producers of their own evaluation design.While internally consistent models for leadership to develop their last two semesters of course work, other than theory guides the discussion of issues, emphasis is learning and instructional program in K-12 schools. the dissertation. Prerequisites: EDUC 700, EDUC placed on application to good practice. Students 740, and EDUC 741; EDUC 743 (recommended)

Education It is recommended that this course be taken toward produce a brief literature review and design a the end of the doctoral course sequence. and a passing score on comprehensive examinations for program evaluation. Prerequisites: EDUC 700, EDUC strands 2, 3, and 4 740, and EDUC 741 Education 117

EDUC 794 Dissertation Research (3-6) PE 561 Counseling and Guidance in Physical TEP 411 Field Experience I, K-8 (1) Students work with their dissertation committee Education, Athletics, and Recreation (3) Practical field experience related to the content to conduct a doctoral level research project in Students are introduced to the field of guidance for of the corequisite course is provided. Corequisite: educational leadership. Students enroll for at least physical education teachers, coaches, and recreation TEP 410 three units of dissertation credit and must re-enroll leaders.The psychological principles of counseling TEP 420 Secondary Teaching Strategies (3) each semester from the time their proposal is approved and techniques to help youth with their problems are Various strategies of instruction commonly used in until the dissertation is completed. Prerequisites: EDUC studied. secondary schools are explored. Students have 743 and EDUC 790/791 PE 565 Physical Education, Athletics, opportunities to plan instructional experiences and EDUC 795 Dissertation Research (3-6) and the Law (3) evaluate their use. Prerequisite: admission to Teacher Students work with their dissertation committee This course focuses on the legal responsibilities of Education Program; corequisite:TEP 421 in conducting a doctoral level research project coaches and physical educators.The material is also TEP 421 Field Experience I, 7-12 (1) in educational leadership. Students enroll for at least applicable to those who teach sport skills in other The course offers practical field experience related three units of dissertation credit and must re-enroll recreational settings. It is designed to teach legal to the content of the corequisite course. Corequisite: each semester from the time their proposal is approved responsibilities concerning risk, nuisance, negligence, TEP 420 until the dissertation is completed. Until that time, liability, current legislation, insurance, and other course EDUC 794 is graded “in progress.” Prerequisites: relevant legal implications. TEP 430 Methods and Curriculum II, K-8 (3) EDUC 743 and EDUC 790/791 The content and methods of language arts, social PE 575 Advanced Principles of Physical studies, music, and art in the schools are examined. EDUC 798 Special Topics in Conditioning (3) Prerequisite: admission to Teacher Education Program; Educational Leadership (1-3) Theoretical and scientific concepts underlying corequisite:TEP 431 In this course, a subject of current interest is examined physical conditioning of strength and endurance in-depth. Students analyze and evaluate controversial development are studied. Students analyze research, TEP 431 Field Experience II, K-8 (1) issues to reach and express a reflective position. techniques, and application to conditioning programs This course offers practical field experience related Students may repeat the course for credit up to a in specific athletic events.Various weight training to the content of the corequisite course. Corequisite: maximum of six units applied toward the Ed.D.; each programs, diet, and nutrition are also examined. TEP 430 course must address a different topic. PE 576 Current Professional Problems (3) TEP 440 Secondary Methods and EDUC 799 Readings in Education Leadership Students identify and analyze problems unique to the Curriculum, 7-12 (3) and Administration (1-3) physical education and athletic professions. Emphasis The content and methods of secondary education Students enroll in this course to pursue independent is placed on a general overview of issues germane to are examined. Prerequisite: admission to Teacher study investigating subjects and interests that lie beyond professional tensions arising within an educational Education Program; corequisite:TEP 441 regular course offerings.The student explores topics in setting.A pragmatic approach to problem solving is TEP 441 Field Experience II, 7-12 (1) greater depth than in other courses and/or initiates an employed. This course offers practical field experience related individual project. Readings are pursued in accordance PE 577 Administration of Physical Education to the content of the corequisite course. Corequisite: with a study plan, which is developed in consultation and Athletic Programs (3) TEP 440 with a sponsoring faculty member and approved by the Management theories and techniques that apply to Ed.D. program director. TEP 500 Special Topics in Education (3) the administration of physical education and athletic Note: Please consult teacher education faculty for a programs are examined. Organizational behavior Physical Education list of courses required for the Intern Credential concepts are explored.Technical,human, and Program PE 550 Sociology of Sport (3) conceptual skills related to the organization are The evolution of sports and its role in American discussed. Philosophy, program development, TEP 505 Clinical Experience in Classroom culture are studied.The ideals and problems operations, budgeting, personnel, and staff Management (3) represented in the interacting social forces of development are addressed. This course addresses the basic technique necessary to run a well-managed classroom. Included are educational institutions, proprietary enterprises, and PE 578 Psychology of Coaching (3) self-identification of athletics are thoroughly general methods for effective teaching, how to Coaching is approached through an in-depth study investigated. maintain appropriate student success, how to identify of player and coach personality traits, motivation, and work with special-needs children, and how to PE 551 Theory and Analysis communication, discipline, team building, testing and assess, grade, and otherwise evaluate students. of Physical Education and Athletic Programs (3) problems unique to today’s athletes. Additionally, visits are made to grade-level Students study the historical basis for physical PE 599 Readings in Physical Education (1-3) appropriate classrooms to critique the overall education and athletics. Emphasis is placed on This course is an independent study, arranged with a effectiveness of a variety of learning environments. the theory of movement and its effect on creative faculty member on the physical education staff. physical education.Team and individual sports TEP 515 Clinical Experiences in Teaching Reading and Writing (3) are investigated. Teacher Education This course affords beginning teachers opportunities PE 560 Sports Medicine (3) TEP 410 Methods and Curriculum I, K-8 (3) to both examine and experience the conditions Students study sports injuries and accidents and the This course offers an introductory study of the necessary for language development and to explore physiological and kinesiological problems which cause content and methods of three elementary school how these relate to literacy learning. Observation of them. Rehabilitation techniques, as well as preventive subject areas: mathematics, science, and physical

and interaction with children are introduced as Education theory, are discussed. education. Prerequisites: MATH 110 or equivalent; and powerful tools for examining and understanding the admission to the Teacher Education Program; corequisite: importance and structure of a balanced literacy TEP 411 program, as well as the reciprocal relationship between reading and writing. 118 School of Education and Behavioral Studies

TEP 525 Clinical Experience in TEP 560 First and Second Special Education Teaching Math (3) Language and Literacy, 7-12 (3) SPED 540 Methods and Curriculum of This course emphasizes the teaching of mathematics This course affords prospective teachers opportunities Mild/ Moderate Disabilities in Regular in the elementary school, including instructional to examine and experience general and specific Education (3) design, analysis of math curriculum, material selection teaching strategies and materials for developing that is developmentally appropriate, and student students’ receptive and expressive language skills, as This course helps the prospective teacher candidates assessment. Emphasis is on effective teaching that well as critical-thinking skills, in all curriculum areas. to organize their classroom to make education utilizes a variety of resources, strategies, and problem An introduction to second-language acquisition is equitable for all students. Special practices that enable solving. accompanied by practice in using SDAIE and ELD all students to achieve to the best of their are abilities strategies form a substantial portion of class content. delineated. TEP 535 Clinical Experience in Students gain practical experience through Teaching Science (3) SPED 535 Counseling, Collaboration, and enrollment in a corequisite course,TEP 561.This is a Consultation (3) This course covers the principles and methodology C.L.A.D.-approved course. Corequisite:TEP 561 of teaching science in the elementary school This course assists students in developing skills involving instructional design, material selection for TEP 561 Language Acquisition necessary for successful communication and collabo- hands-on experimentation, and student assessment. Field Experience, 7-12 (1) ration and teamwork with administrators, teachers, Emphasis is on effective teaching that utilizes a This course offers practical field experience related paraprofessionals, and parents in providing services to variety of resources, strategies, reading and writing to the content of the corequisite course. Corequisite: individuals with exceptional needs. connections, problem solving, and science TEP 560 SPED 536 Diagnosis of Mild to applications. TEP 565 Intern Teaching I (2) Moderate Disabilities (3) TEP 545 Clinical Experience with Credit is given for a first semester of full-time Students study learning disabilities and educational Integrating the Humanities (3) supervised teaching in public schools as an intern retardation theories concentrating on assessment, Students are introduced to creating as a center piece teacher.The intern fulfills all responsibilities for diagnosis, and remediation of deficits in behavioral for moral and civic education, ways to connect the which a beginning teacher is accountable with dual skills and underlying abilities. social sciences and the arts through thematic mentorship provided by both the SPED 537 Theories and Interventions in teaching, and a wide use of quality children’s university and the school site. Behavior Disorders (3) literature. Emphasis is on a meaning-centered, TEP 570 Student-Teaching Seminar, K-8 (3) Students examine interdisciplinary theories thinking, diverse humanities curriculum. The purpose of the seminar is to discuss problems and intervention strategies as they relate to the TEP 550 First and Second common to student teachers and address individual education of children with behavior disorders. Language and Literacy, K-8 (3) concerns. Extensive use is made of outside resource SPED 538 Basic Skills Assessment (3) This course affords prospective teachers opportunities people. Corequisite:TEP 571 Students develop assessment and remediation skills to examine and experience general and specific TEP 571 Student-Teaching, K-8 (9) regarding the reading, mathematics, and language teaching strategies and materials for developing Students complete a semester of full-time, supervised difficulties of learning-disabled children, including students’ receptive and expressive language skills, as student teaching in public schools, with all the preparation and implementation of individual well as critical-thinking skills, in all curriculum areas. responsibilities normally included in a teaching education programs according to the requirements An introduction to second-language acquisition assignment. Corequisite:TEP 570 of 94-142 Public Law. accompanied by practice in using SDAIE and ELD strategies form a substantial portion of class content. TEP 575 Intern Teaching II (2) SPED 539 Field Experience (1) Students gain practical experience through Credit is given for a second semester of full-time This course offers practical field experience related enrollment in a corequisite course,TEP 551.This supervised teaching in public schools as an intern to the content of the corequisite course. Corequisite: course also helps students prepare to take the RICA teacher.The intern fulfills all responsibilities for SPED 536 Exam.This is a C.L.A.D.-approved course. which a beginning teacher is accountable with dual SPED 547 Implementation of Corequisite:TEP 551 mentorship provided by both the university and the Special Education Legislation (3) school site. TEP 551 Language Acquisition An overview of special-education legal mandates Field Experience, K-8 (1) TEP 580 Student Teaching Seminar, 7-12 (3) is provided to students as articulated in 94-142 This course offers practical field experience related The purpose of the seminar is to discuss problems Public Law and A.B. 3075. Students also study to the content of the corequisite course. Corequisite: common to student teachers and address individual techniques of conducting pupil identification, TEP 550 concerns. Extensive use is made of outside resource planning IEP meetings, coordinating individualized people. Corequisite:TEP 581 education programs, monitoring timelines, and observing parents’ rights and due process procedures. TEP 581 Student Teaching, Secondary, 7-12 (9) Students complete a semester of full-time, supervised SPED 563 Supervised Field Experience: student teaching in public schools, with all the Learning Handicapped (3) responsibilities normally included in a teaching Students are provided with on-site experience Education assignment. Corequisite:TEP 580 including diagnoses of learning deficiencies, assessment of learning-disabled pupils’ basic skills, identification of learning disorders, and development of remediation and intervention plans including individual education programs. College Student Affairs and Leadership Studies 119

Department of Master of Education Program Options in College Student The graduate program in College Student Affairs is delivered in two distinct formats. College Student Affairs The residential graduate program is designed as a two-year program for students attending Affairs and Introduction graduate school full time. Classes are held on For more than 25 years,Azusa Pacific a weekly basis utilizing the university’s nine- Leadership University has been a leader in providing week term schedule. Students pursuing this graduate education for those preparing for option who are employed three-quarters time Studies service in the field of college student affairs. or more are encouraged to complete their Not only is the M.Ed. in College Student program over three years instead of two. Affairs Program one of only three in the Faculty state of California which meets the The summer track for working professionals standards established by the Council for the is a nontraditional delivery format designed Chair; Professor: for students who are already employed in Dennis Sheridan, Ph.D. Advancement of Standards of the American College Personnel Association and the college student affairs. Students pursuing this Professor: David McIntire, Ed.D. National Association of Student Personnel option attend intensive class sessions during a two-week period in the summer. Course Associate Professor: Grace Barnes, Ph.D. Administrators, it is unique among Christian colleges and universities. assignments and projects are then completed independently during the subsequent academic The College Student Affairs Program is year. Students in the summer track require designed primarily for persons interested in three years to complete their degree. working with students in a college or university environment. Individuals in this Career Opportunities program balance academic and experiential Opportunities available to graduates include learning in the fields of student affairs, higher professional careers in the field of student education, and the social sciences. Candidates affairs, such as residence life, career develop- are involved in field experiences at Azusa ment and placement, campus ministries, Pacific and other university campuses in admissions, special services, counseling and Southern California. testing, academic support services, student The purpose of this program is to provide financial services, and records. degree candidates with the competencies and skills necessary to succeed in the field of Prerequisites college student affairs through the building of In order to be admitted into the program, a theoretical basis, a comprehensive overview students should provide evidence of the of academic and student affairs programs, and following: supervised experience in the profession. 1. A baccalaureate degree from an accredited Upon completion of the program, graduates institution are prepared to appraise the nature, character- 2. An undergraduate grade-point average of istics, and needs of college students; analyze at least 3.0 on a 4-point scale and implement student affairs programs in relation to those needs and the institution’s 3. Evidence of at least 12 semester units of objectives; and evaluate the effectiveness of undergraduate course work in the social student affairs practice. sciences or education 4. Three personal and professional references

To uphold the excellence of APU’s academic offerings, Studies programs undergo periodic review. Please contact the individual program director for updated information. College student Affairs and Leadership 120 School of Education and Behavioral Studies

Requirements Foundational Studies 12 units Fieldwork The College Student Affairs Program consists CSA 551 History and Philosophy of All students are required to complete a of a total of 39 semester units of course College Student Affairs 3 minimum of 600 hours of supervised work. Of this total, at least 33 must be taken CSA 575 Quantitative Analysis in fieldwork in student affairs practice in a in residence. Up to six semester units of College Student Affairs 3 college or university.This fieldwork must appropriate work may be transferred into the CSA 581 Foundations of be completed in at least two distinct areas program.The course work is divided into Higher Education 3 with at least 150 hours of supervised three major components: foundational studies, LDRS 501 Foundations of Personal fieldwork in each. professional studies, and integration. Leadership Development 3 Graduate Assistantships Professional Studies 21 units Foundational studies are those which explore Azusa Pacific University provides a number CSA 543 Legal and Ethical Issues in the historical, philosophical, and theoretical of graduate assistantships for students enrolled College Student Affairs 3 bases of higher education and student affairs in the College Student Affairs Program.A CSA 552 The Process of Adult as well as assisting students in the assessment student who receives a graduate assistantship Development 3 of their personal leadership skills. Professional is required to enroll in six units of graduate CSA 553 Administration in College studies are those which assist students in devel- course work in the program each semester. Student Affairs 3 oping competencies in program design and Graduate assistants are expected to work 20 CSA 562 Today’s College Students 3 evaluation, administration, counseling, and hours per week, for which they receive a CSA 563 Counseling I:The research.The integration of the theoretical and stipend and a 50-percent tuition scholarship. practical is provided through supervised field Helping Relationship 3 work, the comprehensive examination, and CSA 583 Counseling II: Counseling Capstone Project the Capstone Project. Issues and Practice 3 CSA 592 Program Evaluation and During the final semester, students are Research Methods 3 required to complete a professional portfolio which contains evidence of competence in Integration and various aspects of student affairs practice. Supervised Practice 3 units The presentation of the portfolio should be CSA 595 Capstone Project in before a committee of three student affairs College Student Affairs 3 professionals who will evaluate and reflect 600 hours of supervised field placement in two with the student regarding the effectiveness practice areas of the project. Electives 3 units (select one) CSA 571 Designing Learning Experiences and Environments 3 CSA 591 Organizational Behavior and Development in Higher Education 3 CSA 599 Readings in College Student Affairs 3 GMIN 516 Dynamics of Christian Formation 4 LDRS 574 Servant Leadership 3 LDRS 597 Current Issues in Leadership 3 MHOD 520 Career Development Systems 3

College student Affairs and Leadership and Affairs student College MHOD 521 Organizational Development and Change 3 MHOD 561 Group Dynamics and Conflict Management 3

Studies Total 39 units College Student Affairs and Leadership Studies 121

Advisory Committee meetings, faculty advising, and a final Master of Arts in celebration help provide cohesiveness to The graduate program in College Student Social Science with the student’s experience.A final Capstone Affairs is enriched by an advisory committee of Project in leadership studies (3 units) allows student affairs practitioners who meet annually an emphasis in the student to design and complete field to review the program curriculum, evaluate Leadership Studies research studies.The project provides creative program effectiveness, and recommend changes application of learning to the individual’s in the program.The following individuals Introduction organization. voluntarily serve on the College Student Affairs The Master of Arts in Social Science with an Graduate Program Advisory Committee: emphasis in Leadership Studies is designed for Core Courses 24 units BUSI 516 Organizational Behavior Dr. Edward “Chip”Anderson experienced professionals who hold positions and the Future 3 Professor of Higher Education of leadership.The program is appropriate for BUSI 529 Ethics in a Changing Azusa Pacific University and University of those interested in understanding how the Organizational Environment 3 California, Los Angeles process of human growth and development influences and enhances organizational life CSA 552 The Process of Adult Dr. Kay Goddard and productivity and how to manage personal Development 3 Professor and organizational change processes.The CSA 571 Designing Learning Student Development in Higher Education nature of the degree is interdisciplinary, inter- Experiences and Environments 3 Graduate Program cultural, international, and organizational.The CSA 592 Program Evaluation and California State University, Long Beach degree program provides an action-research Research Methods 3 Dr. David Guthrie emphasis for informed decision making and EDUC 510 Creative and Collaborative Director of the Graduate Program in organizational development. Leadership 3 Higher Education LDRS 501 Foundations of Personal , Beaver Falls, Pennsylvania Requirements Leadership Development 3 LDRS 574 Servant Leadership 3 Ms. Susan Hunter Hancock Students pursuing the Master of Arts degree Dean of Students with an emphasis in Leadership Studies must Integration Course 3 units , Pasadena, California complete 39 semester units of course work. LDRS 595 Capstone Project in Mr. Randy Harrell Up to six units may be transferred into the Leadership 3-6 program by petition.The interdisciplinary Dean of Students Electives 12 units International School of Theology, nature of the program provides the student LDRS 597 Current Issues in San Bernardino, California with a general background of eight core courses (24 units) in leadership and leadership- Leadership 3 Mr. Dave Leonard related topics along with the opportunity to LDRS 599 Independent Study: Dean of Students select a personal emphasis of study consisting Readings in Leadership of four courses (12 units) chosen by the Studies 3 Ms. Carol Lundberg student. Growth contracting, orientation Total 39 units Azusa Pacific University Dr. Sharyn Slavin Miller Associate Vice President for Student Affairs California Institute of Technology, Pasadena, California Dr. Fran Newman Adjunct Professor Azusa Pacific University Mr. Ray Rood President Human Technologies International, Inc. Los Angeles, California Dr.Terry Franson

Vice President for Student Life Studies Azusa Pacific University College student Affairs and Leadership 122 School of Education and Behavioral Studies

Admission Procedure 7. Three recommendation forms submitted by professors or employers who have Course Descriptions All materials should be submitted to the current knowledge of applicant’s Graduate Center.A minimum grade-point CSA 543 Legal and Ethical Issues in College academic ability and potential average of 3.0 in cumulative graduate course Student Affairs (3) work is required. Students with a grade-point 8. Letter to the dean describing educational This course provides an examination of the major legal and ethical issues confronting contemporary average of 2.5-2.99 may be considered for goals as well as short- and long-term student affairs professionals. Emphasis is placed on professional goals and addressing such provisional admittance pending.A grade-point federal regulations and mandates, constitutional average of 3.0 for the first 12 units of study topics as future career objectives, issues, tort liability, contractual relationships, must be maintained. educational and professional goals, distinctions between public and private sector current interests, and reason for applying institutions of higher education, and ethical standards 1. Completed Application for Graduate to the program of the student affairs profession. Admission 9. Résumé or Statement of Experience CSA 551 History and Philosophy of College 2. A $45 nonrefundable application fee Student Affairs (3) An introduction to and overview of the field of 3. International students have a separate college student affairs is offered with emphasis application procedure. Contact the Operation Impact upon its historical and philosophical foundation, its Office of International Student Services Program basic documents, and its primary objectives within (626) 812-3055. International students American colleges and universities. Students survey Azusa Pacific University’s Operation Impact who have graduated from a college or and analyze the typical programs and services which Program provides continued educational university where English was not the the college student affairs field delivers within principle language must provide the support internationally to leaders of mission American colleges and universities. organizations, businesses, and nonprofit minimum TOEFL score of 550. CSA 552 The Process of Adult Development enterprises by delivering the Master of Arts in (3) 4. Official transcripts from all institutions Social Science with an emphasis in Leadership Students study and critique selected human leading to and awarding the applicant’s Studies Program to sites throughout the development theories relevant to the process of baccalaureate degree and all post- world. being and becoming an adult.An overview of baccalaureate study (To be considered The program consists of two-week intensive models for translating theory to practice and official, a transcript must come directly assessment techniques to be applied to individuals, sessions usually held between June and from the Office of the Registrar of the groups, and the environment is provided. school attended to the Graduate Center August during which the student enrolls in up to four courses.The intensive sessions CSA 553 Administration in at Azusa Pacific University. Students’ College Student Affairs (3) sealed copies will not be considered are followed by year-long study projects contracted for each course.These projects, Strategies, techniques, and issues related to the official.) organization and administration of college like the classes themselves, relate directly to student affairs’ functions and divisions are stressed. 5. Bachelor’s degree from a regionally each student’s occupational responsibilities. Organizational structure, staff selection, training, accredited institution Students may earn up to 12 units of credit supervision, budgeting, planning, policy develop- each year. 6. Minimum undergraduate grade-point ment, and leadership as well as program implemen- tation and evaluation are addressed. average of 3.0 on a 4.0 scale (Provisional Contact the department for the list of courses admittance may be granted to individ- offered in each country, (626) 815-5485. CSA 562 Today’s College Students (3) uals who do not meet this criteria if Students are provided with a review and analysis of competency can be shown.) the ecology of college students in contemporary American higher education. Student characteristics, subcultures, values, beliefs, lifestyles, and other critical variables are examined in relation to assessment methods and policy/program implications. CSA 563 Counseling I: College student Affairs and Leadership and Affairs student College The Helping Relationship (3) This course includes an introduction to and overview of various theoretical approaches to the helping relationship and an examination of helping techniques (with culturally diverse populations) as Studies applied through advising, crisis intervention, and consultation roles. Behavior development and change as an interpersonal process is addressed. Practice in role-playing situations involving various helping and human relations skills is included. College Student Affairs and Leadership Studies 123

CSA 571 Designing Learning CSA 592 Program Evaluation and LDRS 574 Servant Leadership (3) Experiences and Environments (3) Research Methods (3) This course explores biblical, historical, and Students are exposed to a dual study of theory and This course provides an introduction to basic contemporary theories, models, and perspectives of research pertaining to human learning and the design concepts, principles, and methods of evaluation and leadership and how they relate to issues of power, of effective learning experiences and environments. research in the social sciences. Problem identification, authority, manipulation, influence, persuasion, and Needs analysis, specification of objectives, program research/program design, instrument development, motivation; leadership effectiveness skills in the design, implementation and evaluation, theory to data collection techniques, fundamental statistical areas of understanding organizational culture, group practice dysfunctions, and exploration of contextual tests, cost/benefit analyses, and interpretation of process, communication, and conflict resolution; variables in practice are addressed. findings are addressed. Critical analysis of relevant leadership efficiency focusing on visioning, goal literature is emphasized. setting, self-management, understanding of leadership CSA 575 Quantitative Analysis in styles, preferences, and the learning process; and College Student Affairs (3) CSA 595 Capstone Project in leadership empowerment and the stewardship of Students explore the basic elements of descriptive College Student Affairs (3-6) human resources.The objective of the course is to and inferential statistics, and use a statistical software During the final semester, students design, conduct, encourage the discovery and utilization of one’s package to develop computer skills necessary for evaluate, and present a substantive program or leadership knowledge, skills, and attitudes as one quantitative analysis.The application of data analysis research project in some area of student affairs influences others wherever one lives, works, and to student affairs practice is emphasized. It is strongly practice which synthesizes the theoretical and serves, with an emphasis on servant-leadership recommended that students complete this course prior to practical dimensions of the program.An oral values. Offered concurrently as an undergraduate enrolling in CSA 592 Program Evaluation and Research presentation of the project is made before a and graduate course. Methods. committee of at least three student affairs profes- sionals who evaluate and reflect upon the LDRS 595 Capstone Project in Leadership (3) CSA 581 Foundations of Higher Education (3) effectiveness of the project. Field research enables learners to identify, develop, Students explore and analyze the various purposes and study an area of interest.The study involves served by American colleges and universities and the CSA 599 Readings in College problem analysis and a literature review; the principal policy questions currently confronting Student Affairs (3) development, testing, and evaluation of a new these institutions. Classic works and events that have This course is an independent study vehicle through idea, program, concept, etc.; and the submission influenced professional thought, public opinion, and which students and their sponsoring faculty members of a summary of the process for publication or policy related to higher education are addressed. may pursue approved investigations beyond those presentation.The project provides an opportunity provided within regular course offerings. CSA 583 Counseling II: to utilize the learning and skills acquired in the Counseling Issues and Practice (3) LDRS 501 Foundations of graduate program. Conflict, crisis, and dysfunctional behavior on the Personal Leadership Development (3) LDRS 597 Current Issues in Leadership (3) college campus are examined. Specific attention is This course encourages students to become aware Current topics are chosen for discussion, research, given to the key issues relevant to culturally diverse of, understand, and accept themselves and others and decision making relevant to the College of student populations, including prejudice, substance as whole persons with potential. It provides an Student Affairs and Leadership Studies Programs. abuse, promiscuity, suicide, cults, and eating disorders. opportunity to develop one’s personal philosophy An opportunity for the development of skills applicable of wellness related to the body, mind, and spirit; LDRS 599 Independent Study: Readings in to college student affairs roles is provided through recognize the concepts and diversity of wellness; and Leadership Studies (3) laboratory experience/practice. incorporate one’s philosophy and knowledge as a The independent study vehicle allows students and wellness agent within organizational and leadership their sponsoring faculty members to pursue approved CSA 591 Organizational Behavior and roles to facilitate wholeness in others. investigations beyond regular course offerings. Development in Higher Education (3) Students undertake an investigation of the effective LDRS 534 Leader as an Agent of Change (3) functioning of individuals and groups within higher The leadership role is one of the most important education organizations. Emphasis is on applying roles in the group structure.The course begins with conceptual knowledge to major organizational an examination of some of the defining problems problems and issues such as productivity, conflict, regarding leadership and continues with a study of decision making, job stress and satisfaction, task different leadership styles and the contexts in which accomplishment and accountability, and leadership each style is most effective. and organizational adaptation and change. Studies College student Affairs and Leadership Graduate Psychology 124

Master of Arts in 2. Satisfy two undergraduate prerequisites for Department of full admission into the master’s degree Clinical Psychology: program.These courses are 1) Abnormal Graduate Marital and Family Psychology, and 2) Human Growth and Development, both of which must have Psychology Therapy been taken within the previous eight years Introduction and completed with a grade of B or better. Faculty The School of Education and Behavioral 3. International applicants whose first Studies offers several graduate programs language is not English must submit a Chair; Director of the Psy.D. Program; Professor: through the Department of Graduate TOEFL score of 600 minimum and are Mark Stanton, Ph.D. Psychology. also encouraged to submit results of the Director, M.A. Program; Professor: Test of Written English (TWE) and the The Master of Arts in Clinical Psychology with David Brokaw, Ph.D. Test of Spoken English (TSE). Since an emphasis in Marital and Family Therapy is written and verbal English language skills Director of Clinical Training; intended for individuals who wish to develop are crucial to the education, training, and Associate Professor: Sheryn Scott, Ph.D. a sound foundation in the theoretical and practice of psychology, further testing applied practice of professional counseling for spoken and written English will be Professor of Marital and Family Therapy: with individuals, couples, and families. required for all international students George Larsen, Ed.D. Also included in the program are interdisci- upon entrance to the program or as Professor: Marv Erisman, Ph.D. plinary studies in theology, ethics, and deemed necessary at any point in the psychotherapy. For those wishing to practice program. Students must meet standards Associate Professors at the master’s level, this program meets the appropriate to graduate-level study or Michael Donahue, Ph.D.; current requirements for California licensure they will be required to participate in Beth Houskamp, Ph.D. as a marital and family therapist. For others concurrent speaking and/or writing classes Assistant Professors: who want to pursue a doctoral degree, this in the School of Intensive English until Carolyn Lopez, Ph.D.; program meets most prerequisite requirements they achieve the required language skills. Doris Mok, Ph.D.; for Psy.D. programs in clinical psychology. Students who do not meet that limit are Christy Sherman, Ph.D. subject to dismissal from the program. Prerequisites 4. In addition, departmental application In order to be admitted into the program, procedures must be completed. All students must do the following: materials should be submitted to: 1. Hold a bachelor’s degree from a regionally Graduate Center accredited university or college (or an Azusa Pacific University equivalent degree from a college or 901 E.Alosta Ave. university in another country) with a 3.0 PO Box 7000,Azusa, CA 91702-7000 grade-point average on a 4-point scale. (626) 815-5470 (At the discretion of the university, a higher (800) 815-5278 professional degree such as an MD or DC Fax (626) 815-5445 may be accepted as a substitute for the [email protected] bachelor’s degree.) A limited number of www.apu.edu applicants with a grade-point average between 2.70 and 2.99 may be admitted Send international applications to: provisionally, at the department’s discretion, Office of International Student Services by providing adequate supportive Azusa Pacific University documentation including a statement of 901 E.Alosta Ave. explanation and/or 12 units of upper- PO Box 7000

Graduate Psychology Graduate division, post-bachelor’s course work with Azusa, CA 91702-7000 USA grades of B or better (extension courses (626) 812-3055 excluded). Fax (626) 969-7180 [email protected] To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Graduate Psychology 125

Course Work Faculty Students are required to obtain 250 hours of direct client experience.To meet graduation The degree must be completed in a minimum Recommendation and licensure requirements, the student must of two years and a maximum of four. Under At the conclusion of each of the first two receive one hour of individual or two hours special circumstances, a student may be granted semesters of study, the progress and suitability of group supervision for every five hours of a fifth year to complete the degree.A three- of each student is reviewed by members of direct client experience.These hours count year course of study is recommended for most the faculty in the Department of Graduate toward the 3,000 hours required for MFT working students.The M.A. Program is Psychology. Continuation of course work licensure in California. comprised of 55 units of course work.A beyond each of the first two semesters is based maximum of 11 units of selected course work, on faculty recommendation. Comprehensive Examination which meet the following criteria, may be transferred: Academic Probation Each student must successfully complete a comprehensive examination. Students who ❷ Taken within the past eight years and Continuous satisfactory progress toward the plan to graduate in the spring or summer completed with a grade of B or better. M.A. degree is required of all students in the must take the test in January, and those program. Students are placed on academic ❷ scheduled to graduate in the winter take the Obtained at a regionally accredited probation if a cumulative 3.0 grade-point institution. exam in September.The selection of courses average is not maintained, or if they obtain a included in the examination depends on the ❷ Received from a graduate program in grade of C+ or lower in their course work. date of graduation.Any failed sections are Clinical Psychology, Counseling Students may be disqualified from further retested six weeks after the initial exam.A Psychology, or Marital and Family Therapy. graduate work if a cumulative 3.0 grade-point second failure will require an oral defense of average is not maintained or if they obtain a ❷ the failed sections before a faculty committee. Acceptable for California MFT licensing total of two grades of C+ or lower in their requirements. course work. Course grades below a C- do Program Locations not count toward degree requirements, and The California MFT licensing board requires The Department of Graduate Psychology such courses will need to be repeated. that each applicant for licensure complete offers its master’s degree program on APU’s training in child abuse (7 hours) and Clinical Placement West Campus as well as in the Orange alcoholism/chemical dependency (1 unit) as County Regional Center. Information may part of a master’s degree program.This training Students develop therapeutic skills through be obtained by contacting the program is offered once annually in a workshop format. required hours of direct clinical experience. director or the local site administrator. Students in the two-year program normally Personal and Group do so in a 12-18 month clinical placement; Campus Program Psychotherapy* and students in the three-year program, in a Azusa Pacific University 24-30 month placement. 901 E.Alosta Ave., PO Box 7000 Students are required to complete 68 hours Azusa, CA 91702-7000 of group psychotherapy.This requirement must While students are responsible for securing a be met during the first year of the program. placement site, assistance is provided by site Orange County Regional Center Additionally, during the first or second year of directors and clinical placement coordinators, 1915 Orangewood Ave., Ste. 100 the program, students must complete 32 hours and in the Introduction to Clinical Practice Orange, CA 92668 of individual psychotherapy.While students may courses. In addition, students receive support (714) 935-0260 make individual arrangements for personal and opportunities to discuss clinical issues and psychotherapy, they are expected to take part problems with supervisors and faculty in in the group sessions led by psychotherapists clinical placement and supervision courses. secured by the department. For students seeking licensure, the clinical *The California Board of Behavioral Sciences will accept placement sequence meets MFT requirements up to 100 of these hours taken by graduate students or in California.To ensure the highest quality in interns and triple-count them toward the 3,000 hours of professional experience required for MFT licensure. clinical placements, the director of clinical training, the site directors, and/or the clinical placement coordinators maintain contact with the off-site supervisors and evaluate the student’s experience.Any violations of professional ethics codes may be grounds for dismissal from the psychology program. Graduate Psychology 126 School of Education and Behavioral Studies

Course Requirements PPSY 534 Interdisciplinary Course Descriptions Seminar in Theology (3) Foundational Course Work 12 units PPSY 509 Philosophical Foundations Moral maturity in Christian theology is the focus PPSY 551 Theories of Personality of Psychotherapy (3) of this course. Students apply integrative clinical and Psychotherapy 3 This course introduces students to the philosophical strategies from biblical, theological, philosophical, PPSY 558 Advanced Developmental analysis of the anthropologies embedded within sociological, and psychological perspectives to the Psychology 3 psychotherapeutic systems. Key issues in both the clinical setting. Prerequisites: PPSY 509 and PPSY 531 formation of moral selfhood and the development PPSY 563 Psychopathology 3 PPSY 551 Theories of Personality and of a biblical anthropology are identified. Students PPSY 572 Research Methodology 3 Psychotherapy (3) are encouraged to develop a view of human nature This course surveys the basic theoretical orientations that demonstrates theological consistency and clinical Professional Course Work 34 units used by current practitioners, focusing on theories applicability. Prerequisite: PPSY 531 PPSY 510 Psychotherapy and Cultural used in treatment of individuals within a system. Diversity 3 PPSY 510 Psychotherapy and Cultural Established schools of thought and their immediate PPSY 512 Legal, Ethical, and Moral Diversity (3) descendants and alternative theoretical approaches Issues in Therapy 3 An awareness of divergent cultural values, assumptions, are presented through lectures, videotapes, readings, and family dynamics is essential to the practice of PPSY 552 Human Sexuality and reflection, and experiential learning. psychotherapy in a pluralistic society.Through Sex Therapy 3 PPSY 552 Human Sexuality and experiential exercises and assignments, this course Sex Therapy (3) PPSY 557 Marital Therapy 3 examines the conceptual and theoretical foundations This course reviews human sexuality as a basis PPSY 561 Child and Adolescent of cross-cultural psychotherapy and encourages for sex therapy. Students examine and evaluate Therapy 3 students to evaluate their readiness to do so.An the biological, psychological, social, and moral PPSY 571 Family Therapy 3 introduction to the distinctives of several cultural perspectives of the theories of sexual development PPSY 577 Psychological Assessment 3 groups is provided. and functioning. In addition, students survey PPSY 580 Introduction to Clinical PPSY 512 Legal, Ethical, and literature on sexual dysfunction, develop diagnostic Practice: Basic Skills 3 Moral Issues in Therapy (3) skills for assessing the nature and extent of sexual PPSY 581 Introduction to Clinical This course introduces students to the moral dysfunction, and learn treatment strategies utilized in Practice:Advanced Skills 3 foundations, ethical responsibilities, and California the various systems of marital and sex therapy. laws essential to the practice of clinical psychology PPSY 595 Special Topics 1 PPSY 557 Marital Therapy (3) PPSY 597 Clinical Placement I 3 and marital and family therapy. Ethical codes and A study of the psychotherapeutic theories utilized in the resolution of moral dilemmas are studied from PPSY 598 Clinical Placement II 3 the clinical assessment and treatment of marital the perspective of the Judeo-Christian ethical dysfunction is covered in this course. Models of a Interdisciplinary tradition.The study of family law includes the legal healthy marriage are also studied. Reading specific rights and obligations of spouses, children, and Course Work 9 units books and journal articles, as well as conducting a grandparents; divorce settlements and mediation; PPSY 509 Philosophical Foundations psychological assessment of couples, is required. and custody and visitation rights.The study of law of Psychotherapy 3 related to clinical psychology and practice of marital PPSY 558 Advanced Developmental PPSY 531 Ethical Foundations and family therapy comprises confidentiality, Psychology (3) of Psychotherapy 3 privilege, limitations, and all reporting requirements This course utilizes a lifespan perspective to consider PPSY 534 Interdisciplinary Seminar imposed on the therapist by statute and case law. individual development as it occurs within the family in Theology 3 Consideration is also given to the moral, ethical, and family development as composed of individuals. and legal responsibilities of trainees, interns, and Biological, psychological, social, and moral Specialized Training supervisors. development are studied. Psychoanalytic, cognitive, Child Abuse Workshop 7 hours PPSY 531 Ethical Foundations of and ecological systems models of development are Psychotherapy (3) presented. Special attention is given to the transition Total 54 units points at which the greatest individual and family This course presents philosophical and ethical tension occurs, examining the process of change and perspectives integral to the understanding of the adaptation. Clinical application of the material is contemporary psychologies. Students learn how stressed. Prerequisite: Human Development or equivalent to analyze the ethical bias of psychotherapeutic psychologies, identify their underlying philosophical PPSY 561 Child and Adolescent Therapy (3) assumptions, and develop an appreciation for the This course provides an understanding of the broad moral components in individual, marital, and family range of childhood and adolescent problems and Graduate Psychology Graduate identity formation. disorders.A variety of psychotherapeutic modalities is presented, offering the student an opportunity to develop a knowledge of basic child and adolescent therapy skills, assessments, and treatment strategies. The impact of developmental aspects, family dynamics, and the social environment is addressed. In addition, legal and ethical issues and the role of hospitalization are considered. Graduate Psychology 127

PPSY 563 Psychopathology (3) PPSY 595 Special Topics (1-6) This course provides a survey of the major theories, Special topics courses offer graduate level content Doctor of Psychology categories, and treatment of psychopathology.Through that is typically scheduled in an intensive format. in Clinical Psychology the use of case studies, students develop their diagnostic These courses include a range of specialized topics skills and a mastery of the concepts in the Diagnostic that are of interest to mental health professionals. with an emphasis in and Statistical Manual of Mental Disorders (DSM-IV). Among these topics are the Substance Abuse course, Family Psychology Prerequisite:Abnormal Psychology or equivalent offered twice annually, and topics having to do with contemporary approaches to integration and PPSY 571 Family Therapy (3) Introduction counseling.The unit values of these courses range This course consists of an overview of current theories from one to six unit credits, depending upon the The Doctor of Psychology (Psy.D.) in Clinical and methods of family intervention.The systems specific contact hours and workload involved in Psychology with an emphasis in Family approach is emphasized, though psychodynamic and the course. Psychology is a professional doctorate.The communication concepts in the interpersonal field are Psy.D. is becoming the recognized degree in also included.The major theorists in each system are PPSY 597/598 Clinical Placement I, II (3,3) psychology for practitioners.The Psy.D. retains identified and their techniques demonstrated. During the final year of study, students participate weekly in a practice class, clinical field placement, a commitment to provision of a compre- PPSY 572 Research Methodology (3) and supervision session. In the classroom, students hensive education in psychological science This course surveys the major social science research discuss and practice the clinical application of as the foundation for any training in methods, preparing students to design and implement psychological theories to clients seen in their field psychology, yet emphasizes the service a testable research proposal and to review and utilize placement. Students receive feedback from orientation of a clinical degree in which professional literature. instructors and other students in response to role training and supervision comprise a substantial PPSY 577 Psychological Assessment (3) playing and audio/videotaped client sessions. In the part of the curriculum.The Psy.D. at Azusa This course provides students with a broad under- clinical placement, students develop their skills Pacific University is identified as a practi- standing of the clinical use of psychological tests, through direct treatment of individuals, couples, tioner-scholar program.The intent is that including objective personality tests, intelligence tests, families, and children. In the individual/group APU graduates actively apply the science of and projective testing devices. Emphasis is placed supervision session, students discuss their clinical on developing skills in interviewing, understanding placement case load with their on-site supervisor. psychology to the practice of psychology. and interpreting test data and reports, and gaining These courses represent the classroom portion of The Psy.D. curriculum provides the courses knowledge of referral questions, as well as writing students’ clinical experience.The clinical placement and training necessary to meet the integrated reports and providing feedback to begins after a student has completed 12 semester educational requirements in the state of examinees. units, but no later than the first week of the final year of study.All application and approval forms California for licensure as a psychologist. PPSY 580 Introduction to Clinical Practice: for a clinical placement must be filed with the Basic Skills (3) Department of Graduate Psychology no later than Program Goals This course introduces the student to basic skills 30 days prior to the first week of the student’s in attending behavior, clinical interviewing, treatment The Doctor of Psychology Program at Azusa involvement in a clinical field placement. Students planning, progress notes, clinical intervention, and Pacific University: must obtain an approved clinical placement as a medical/psychiatric consultation and referral.Activities prerequisite to registering for Clinical Placement I, Seeks to educate and train students to include reading, observation, role playing, and student II. Student violations of professional ethics codes are audio/videotaped clinical practice.A grade of B- or be “practitioner-scholars” so they are sufficient grounds for dismissal from the program. higher must be achieved. equipped to provide quality psycho- Prerequisites: PPSY 512, PPSY 580, PPSY 581 (Master logical services to their communities PPSY 581 Introduction to Clinical Practice: of Science in Nursing students should consult the School based upon the findings of research and Advanced Skills (3) of Nursing for separate prerequisites.) the science of psychology. This course is designed to further develop the psycho- therapeutic skills of students prior to their entry into Approaches the knowledge of psychology a clinical placement. Students focus on developing from a Christian perspective and trains proficiency in the core interviewing qualities, deriving students to exemplify the servanthood of goals for a clinical session, and in making contracts Christ in their practice of psychology. with clients for change.Additionally, students are encouraged to begin developing a theoretical and Provides an integrative sequence of conceptual understanding of cases, and trained to courses so students may understand work with diverse populations. Students are also the interrelationship between ethics, encouraged to address issues regarding the integration psychology, and theology. of their faith with the practice of psychotherapy. These goals are addressed through experiential Emphasizes Family Psychology, the learning, lecture, readings, discussion, and reflection. distinctive focus on the interaction Prerequisite: PPSY 580 between individual, interpersonal, and environmental aspects of human behavior. Graduate Psychology 128 School of Education and Behavioral Studies

Recognizes the diversity of human In an era when it is increasingly difficult The Psy.D. Program experience and enables students to for people to navigate their way through the The curriculum for the Psy.D. Program is respond to the variety of human needs. complex world in which they live, a doctorate competency based. Such a curriculum in Clinical Psychology with an emphasis in Encourages individual growth and recognizes that it is essential to identify core Family Psychology will best prepare students development as part of the educational competency areas in psychology as the to provide psychological services. experience so students develop primary organizing principle for a professional congruence and authenticity as they Interdisciplinary Studies degree. Successful degree completion requires balance the demands of professional the achievement of the competencies and personal life. APU has a strong Christian heritage and necessary to function well in the field of commitment to integrating evangelical psychology.The APU Psy.D. curriculum Christian principles into the educational The Discipline of Family reflects concern for the development of six programs.The Psy.D. in Clinical Psychology core competencies in psychology: research Psychology with an emphasis in Family Psychology and evaluation, relationship, assessment, Based on systems theory, the discipline has a sequence of three courses in inter- intervention, consultation, and management of family psychology recognizes the disciplinary studies which integrate ethics, and supervision.The six professional dynamic interaction between persons theology, philosophy, and psychology. competency areas may be defined briefly: and environments without detracting from The interdisciplinary courses in the master’s 1. Research and evaluation comprise a an awareness of individual, intrapsychic degree have become an important part issues (see diagram below). systematic mode of inquiry involving of that degree. Psy.D. applicants who problem identification and the acquisition, A doctoral program in Clinical Psychology have not completed the M.A. courses in organization, and interpretation of with an emphasis in Family Psychology Interdisciplinary Studies must complete information pertaining to psychological incorporates numerous elements from several a summary course in Interdisciplinary phenomena. Psychologists have learned disciplines within psychology (e.g., clinical Foundations, which is offered annually in a to think critically and engage in rigorous, psychology, developmental psychology, concentrated format, prior to their second careful, and disciplined scientific inquiry. personality theory, environmental psychology, year in the Psy.D. Education and training in the epistemo- neuropsychology, psychobiology, and social The Psy.D. curriculum comprises nine logical foundations of research, the psychology).All the disciplines are related by additional units of interdisciplinary course design and use of qualitative and the theoretical understanding of the dynamic, work. Students may also choose elective quantitative methods, the analysis of reciprocal relationship between these factors courses in interdisciplinary studies.While data, the application of research as they impact human behavior. Psy.D. students are not required to sign any conclusions, and sensitivity to philosophical and ethical concerns is This theoretical foundation undergirds the form of doctrinal statement as part of their needed in order for psychologists to program courses at APU. In courses that have participation in the program, the provision develop in this area. traditionally had an individual focus, systemic of these courses will prepare students to aspects relevant to the content area are provide therapy to persons who want 2. Relationship is the capacity to develop incorporated. By the end of the program, Christian values guiding their decision- and maintain a constructive working students will think systematically and apply making process. alliance with clients.This competency is systemic analysis to clinical situations. informed by psychological knowledge of self and others. In the development of the relationship competency, special attention should be given to the diversity Family Psychology Schematic of persons encountered in clinical practice. Curriculum design should Individual Factors Psychobiological and Neuropsychological include education and training in Individual Development-in-Context attitudes essential for the development

Psychodynamic Concepts (personality) of the relationship competency, such as Cognitive Development intellectual curiosity and flexibility, Graduate Psychology Graduate open-mindedness, belief in the capacity Environmental Factors Interpersonal Dynamics Cultural Differences Family Development and Family Life Cycle to change, appreciation of individual

Socioeconomic Status Parent-Child Relations and cultural diversity, personal integrity Physical Environment Marital Relations and honesty,and a value of self-awareness. Employment Conditions Family Process Experiential learning with self-reflection Community Organizations Social Network Relations and direct observation and feedback by peers and experts is essential in the development of this competency. Graduate Psychology 129

3. Assessment is an ongoing, interactive, and 6. Management consists of those activities that Psy.D. studies. If an applicant’s master’s inclusive process that serves to describe, direct, organize, or control the services of degree did not contain all the prerequisite conceptualize, and predict relevant aspects psychologists and others as offered or courses, a limited number of courses may of a client.Assessment is a fundamental rendered to the public. Supervision is a be completed while in the admission process that is interwoven with all other form of management blended with process or concurrently with Psy.D. studies, aspects of professional practice.As currently teaching in the context of relationship by agreement with the director of the defined, assessment involves a comprehensive directed toward the enhancement of Psy.D. Program. approach addressing a wide range of client competence in the supervisee.This 2. Students applying to the Psy.D. directly functions.Assessment takes into account competency is informed by the knowledge from a bachelor’s degree program and sociocultural context and focuses not only of professional ethics and standards, theories students with a master’s degree that is not on limitations and dysfunctions but also on of individual and systemic functioning and in psychology or a closely related discipline competencies, strengths, and effectiveness. change, dysfunctional behavior and will be admitted to the Psy.D. Program in Assessment increasingly addresses the psychopathology, cultural bases behavior, the spring, followed by a one-year Pre- relationship between the individual and his theoretical models of supervision, and Psy.D. track in which the following or her systemic context.The assessment awareness of diversity. Self-management sequence of prerequisite courses and a curriculum is not limited to courses but processes and structures should be provided clinical practicum are completed in order involves a pattern of experiences covering for students. Demonstrated competence to commence the Psy.D. Program.A general principles as well as specific in supervision should include the limited number of graduate courses techniques. Supervised skill training is an development of receptivity to supervision deemed equivalent to the prerequisite essential component of the assessment and the acquisition of skills in providing courses may be transferred to satisfy these curriculum. supervision.* requirements. Upon completion of the 4. Intervention involves activities that promote, *Adapted from Bent, R. (1992).The professional one-year track, the student will automat- restore, sustain, or enhance positive core competency areas. In R.L. Peterson, et al. (Eds.) ically become a member of the Psy.D. The core curriculum in professional psychology. (pages functioning and a sense of well-being in 77-81).Washington, DC:American Psychological Program the following September.These clients through preventive, developmental, Association.The Psy.D. requires the completion of students may apply for a master’s degree or remedial services.The intervention 70 units of curriculum beyond the M.A./Pre-Psy.D., en route to the Psy.D. after the completion competency is based on the knowledge of clinical training (three years of practicum and one year of the first year of the Psy.D. (on the four- full-time internship), and a clinical dissertation. theories of individual and systemic change, year track).This admission process parallels theories of intervention, methods of programs in clinical psychology that only evaluation, quality assurance, professional Prerequisites admit students to a continuous-from-the- ethical principles, and standards of practice. Students may enter the Psy.D. in one of two bachelor’s doctoral program. Effective training for intervention should categories: 1)with an existing master's degree Prerequisite Courses to the Psy.D.: include knowledge of a broad diversity of in Clinical Psychology or while enrolled in a (All must be master’s level courses) clients and teaching materials, practicum master’s program in Clinical Psychology, OR Applied Statistics client populations, teachers, and supervisors. 2)directly from completion of a bachelor’s Child Abuse Service systems should reflect diversity.The degree or with a master’s degree that is not in (Seven hours; suitable for licensure) issues of power and authority are particularly Clinical Psychology. relevant to this competency. Developmental Psychology 1. Students with an existing M.A. in Clinical Family Therapy (Introductory/Overview) 5. Consultation is a planned, collaborative Psychology or a closely related discipline Human Sexuality/Sex Therapy interaction that is an explicit intervention (e.g., Counseling Psychology, Marital and Interdisciplinary Foundations process based on principles and procedures Family Therapy, or Social Work) and Introduction to Clinical Practice found within psychology and related students who are in the final year of a Introduction to Psychological Testing disciplines in which the professional master’s program in Clinical Psychology Psychopathology psychologist does not have direct control or a closely related discipline will be Psychotherapy and Cultural Diversity of the actual change process. Education is admitted to the Psy.D. in the spring to Theories of Psychotherapy the directed facilitation by the professional begin the program in September of that psychologist for the growth of knowledge, year.These applicants must have completed skills, and attitudes in the learner. Students the prerequisite courses listed to the right, tasks in consultation and education as part or their equivalent, prior to commencing of their course work or internship. Graduate Psychology 130 School of Education and Behavioral Studies

Admission with an Existing Master’s of the application. No mandatory score Admission directly from a Bachelor Degree in Clinical Psychology or has been established.Verbal ability is of Arts Program or with a Master’s while enrolled in a Master’s important to success in the Psy. D. Degree not in Psychology Program in Clinical Psychology. Program. Information on the adminis- Applicants must: tration of these tests is available from the 1. Submit a completed Psy.D. application.The 1. Submit a completed Psy.D. application. Department of Graduate Psychology. preferred application deadline is February The application deadline is February 15. 15. Students who apply prior to this date 8. Provide MMPI-2 and 16PF profiles taken Students who apply prior to this date will will be given consideration for our initial within the past six months [these must be be given consideration for our initial admission.The extended application taken at APU (available for a reasonable admission.The extended application deadline is June 15. Students who apply fee); they may not be self-administered]. deadline is June 15. Students who apply during this period will be considered on a 9. Students must demonstrate basic during this period will be considered on a case-by-case basis for admission if positions competency in applied statistics. If the case-by-case basis for admission if positions are available. applicant has taken a statistics course in are available. 2. Provide one copy of official transcripts of the last four years, they may demonstrate 2. Possess a bachelor’s degree from a all previous collegiate course work. (To be competency by passing an elementary regionally accredited college or university considered official, transcripts must be sent statistics examination. If the applicant has with a minimum overall GPA of 3.0 on directly to APU from the registrar’s office not taken a recent course in statistics, they a 4.0 scale and 3.5 for the last two years of of each institution attended.) must take PSY545 Applied Statistics and the degree.Applicants in the final year of 3. Possess an M.A. in Clinical Psychology (or pass the final examination in that course. their bachelor’s degree must be currently at a closely related discipline) from a 10. Submit GRE Writing Assessment Scores. the GPA specified and their final transcript regionally accredited college or university This test is separate from other GRE with degree posted must demonstrate with a minimum GPA of 3.5 on a 4.0 examinations and is widely available at maintenance of the GPA specified or scale, or applicants must be in the final year computerized testing locations. admission may be revoked.A second of a master’s degree in psychology or a option is that applicants possess a master’s 11. International applicants whose first closely related discipline from a regionally degree in a field other than psychology language is not English must submit a accredited college or university with a from a regionally accredited college or TOEFL score of 600 minimum and are minimum current GPA of 3.5 on a 4.0 university with a minimum GPA of 3.5 on encouraged to submit the results of the Test scale (these applicants must commit to a 4.0 scale.Applicants in the final year of of Written English (TWE) and the Test of completing the master’s degree in Clinical their master’s degree must be currently at Spoken English (TSE). Since written and Psychology prior to July 15 of the current the GPA specified and their final transcript verbal English language skills are crucial to year and must maintain a minimum 3.5 with degree posted must demonstrate the education, training, and practice of GPA in the M.A. program, as evidenced on maintenance of the GPA specified or psychology, further testing for spoken and their final transcript for the M.A.).All admission may be revoked. written English will be required for all master’s degrees must include the courses international students upon entrance to the 3. Submit three academic references. specified as prerequisite to Psy.D. admission program or as deemed necessary at any or the applicant must complete those 4. Submit a five-page autobiography point in the program.The study or courses during the application year (a describing personal and professional history. he/she will be required to participate in limited number of master’s courses may be 5. Commit to completing the APU Pre- concurrent speaking and/or writing classes remediated while enrolled in the Psy.D. Psy.D. track during the following academic in the School of Intensive English, until the Program). Students who do not satisfy year and to beginning the Psy.D. required language skills are achieved. these requirements may have their Psy.D. curriculum the subsequent September. Students who do not meet this standard are admission revoked. Students who do not satisfy these subject to dismissal from the program. 4. Submit two academic references and one requirements may have their admission to 12. International students have a separate clinical reference (e.g., from a clinical the Psy.D. revoked. Provide a specification application procedure. Please contact the supervisor). of intent to pursue the four- or five-year Office of International Student Services at Psy.D. Program sequence. 5. Submit a five-page autobiography (626) 812-3055. Graduate Psychology Graduate describing personal and professional history. 6. Submit Miller Analogies Test (MAT) scores Applicants who are finalists will be invited or Graduate Record Exam (GRE) scores. 6. Provide a specification of intent to pursue to a meeting that will provide an opportunity The applicant may choose the test of the four- or five-year program sequence. for them to present their qualifications for his/her preference. Scores on the MAT 7. Submit Miller Analogies Test (MAT) scores admission, and for faculty evaluation of or GRE will be used as one consideration or Graduate Record Exam (GRE) scores. student skills. International applicants who are of the application. No mandatory score The applicant may choose the test of finalists will be interviewed by telephone by has been established.Verbal ability is his/her preference. Scores on the MAT or one or more members of the admissions GRE will be used as one consideration committee. Graduate Psychology 131

important to success in the Psy.D. Program. International applicants who are finalists will Doctor of Psychology Information on the administration of these be interviewed by telephone by one or more Admission Standards tests is available from the Department of members of the admissions committee. Graduate Psychology. Applicants to the Psy.D. in Clinical Fall Psychology with an emphasis in Family 7. Provide MMPI-2 and 16PF profiles taken PPSY 551 Theories of Personality and Psychology Program must meet both the within the past six months [these must be Psychotherapy departmental and the university criteria taken at APU (available for a reasonable fee); PPSY 558 Advanced Developmental for admission.Admission to the university they may not be self-administered]. Students Psychology is the first step in the process, but it does must demonstrate basic competency in PPSY 580 Introduction to Clinical not guarantee admission to the program. applied statistics. If the applicant has taken a Practice: Basic Skills See pages 27-45 of the graduate application statistics course in the last four years, they PPSY 563 Psychopathology for requirements and procedures. may demonstrate competency by passing an PPSY 595 Special Topics: One cohort of students is admitted annually, elementary statistics examination. If the Interdisciplinary Foundations I with course work beginning in September. applicant has not taken a recent course in (Intensive Weekend Format) Students are not permitted to begin mid-year. statistics, they must take PSY545 Applied PPSY 999 Group Therapy* Statistics and pass the final examination in January Provisional Admission that course. CERT Child Abuse Seminar The university reserves the right to offer 8. Submit GRE Writing Assessment Scores. provisional admission to students who fail Spring This test is separate from other GRE to meet all the specified admission criteria. PPSY 510 Psychotherapy and examinations and is widely available at In such cases, the Admissions Committee Cultural Diversity computerized testing locations. specifies the additional requirements necessary PPSY 540 Assessment I for full admittance and the time limit for 9. Submit a TOEFL score (minimum 600) PPSY 552 Human Sexuality and completing them. Failure to meet these if English is not the primary language. Sex Therapy requirements may result in dismissal from the International applicants are also encouraged PPSY 594 Clinical Practicum doctoral program. to submit Test of Written English (TWE) and PPSY 595 Special Topics: Test of Spoken English (TSE) scores. Since Interdisciplinary Foundations II Acceptance of Admission and written and verbal English skills are crucial to (Intensive Weekend Format) Registration the education, training, and practice of PPSY 999 Group Therapy* Upon notification of acceptance into the psychology, further testing for spoken and Summer Psy.D. Program, students will have 30 days to written English will be required for all PPSY 571 Family Therapy make a commitment to the program. In international students upon entrance to the PPSY 545 Applied Statistics addition, students must complete preliminary program or as deemed necessary at any point PPSY 595 Special Topics: paperwork and registration procedures by the in the program.The student must meet Interdisciplinary Foundations III assigned dates. Failure to do so may result in standards appropriate to doctoral-level study (Intensive Weekend Format) revocation of acceptance. Since graduate or he/she will be required to participate in education in psychology is competitive, this concurrent speaking and/or writing classes in *Group therapy (68 hours required) will be taken continuously from the fall through spring semesters. procedure enables the university to ensure the School of Intensive English until the Students must register for group therapy as they would full enrollment in the program. required language skills are acquired. Students for a course.An annual fee is charged to cover the cost who do not meet this standard are subject to of group therapy; this is added to tuition and computed Transfer Credit dismissal from the program. as part of financial aid packages. The Psy.D. Program will require 70 semester units beyond the M.A. degree, as well as Applicants who are finalists will be invited completion of clinical training and a clinical to a meeting that will provide an opportunity dissertation. Of these, 64 must be earned at for them to present their qualifications for APU, while 6 equivalent doctoral units may admission, and for faculty evaluation of student be transferred from other institutions. Many skills. applicants to the Psy.D. Program will have an existing master's degree in psychology or a closely related discipline.These degrees will be evaluated according to the list of required prerequisites. Some remediation or additional course work may be required for students from other institutions to satisfy these requirements. Graduate Psychology 132 School of Education and Behavioral Studies

Residency Requirements Required Courses 70 units These courses have been arranged in two Students in the Psy.D. Program must meet a PSY 701 Clinical Practicum I: Ethics and tracks (four- and five-year studies) to university residency requirement.This will be Professional Practice 1 allow students flexibility in choosing the accomplished by enrolling in 64 units during PSY 702 Clinical Practicum II: Legal academic load most appropriate for their the program. and Ethical Competency 1 lifestyle. PSY 711 Psychology and Computer Access Required Systems Theory 3 Four- and Five-Year Students are required to own or have ready PSY 713 Assessment II 3 Academic Plans access to a computer during their tenure in PSY 714 Assessment III 3 Four-Year Program the Psy.D. Program.The university offers a PSY 715 Adult Psychology 3 Participation in the full-time, four-year plan computer purchase program which enables PSY 716 Family Psychology 3 students to obtain computers and software requires attending classes during the evening PSY 717/ 734/735 two days per week plus Saturday courses at reduced rates. Current hardware standards Child Psychology, or that allow access to the university online (usually six Saturdays in a semester).An Gerontology, or Adolescent additional 12-15 hours per week minimum system are available from the Department of Psychology 2 Graduate Psychology. Online access is crucial for practicum is required throughout the PSY 718 History and Systems program. for students, since an email account and the of Psychology 3 ability to access PsycINFO, the APA database, PSY 719 Social Psychology 2 Five-Year Program are required for all Psy.D. students. PSY 721 Addictive Behaviors 3 Participation in the reduced-load per semester, PSY 722 Research Design I 3 five-year plan requires attending classes during Psy.D. Curriculum PSY 723 Research Design II 3 the evening one to two days plus Saturday The Psy.D. curriculum has been designed PSY 724 Couples Theory and Therapy 2 courses (usually six Saturdays in a semester). to meet the requirements of the APA for PSY 725 Moral Psychology 3 An additional 12-15 hours per week professional education in psychology. Courses PSY 726 Biblical Ethics and minimum for practicum is required in the stress the importance of critical thinking Psychotherapy 3 first three years of the program. in the discipline of psychology, and the PSY 727 Clinical Practicum III: Students take electives during the program and curriculum provides a breadth of knowledge Diversity Competency 1 their choice of Child Psychology,Adolescent regarding scientific psychology. Cultural and PSY 728 Clinical Practicum IV: Psychology, or Gerontology. (Electives may be individual diversity perspectives are woven Diagnostic Skills Competency 1 taken in semesters other than where indicated. into courses across the curriculum. Since this PSY 729 Empirically Validated Students are encouraged to consider how best is a professional degree, clinical education Treatments and Treatment to balance each semester.) and application of scientific knowledge to Planning 3 clinical domains are stressed throughout the PSY 730 Cognition 3 curriculum, as well as in the clinical PSY 731 Dissertation Development 1 Psy.D. Clinical Training practicum experience. PSY 736 Social Ethics and Clinical training is central to the practitioner Psychotherapy 3 (Psy.D.) model for educating clinical psychol- The APU Psy.D. embodies an emphasis in PSY 737 Clinical Practicum V: ogists.Azusa Pacific University’s program is Family Psychology.All the courses in the Empirically Validated committed to assisting students in developing curriculum incorporate a systemic perspective Treatment Competency 1 the essential knowledge base, attitudes, and on psychology which includes an awareness PSY 738 Clinical Practicum VI: therapeutic skills necessary to function as a of the dynamic interaction between Interdisciplinary Competency 1 clinical psychologist. individuals, interpersonal relationships, and PSY 739 Psychobiology and the environment. Quality clinical training provides practitioners Psychopharmacology 3 with experiences that ensure depth and breadth PSY 740/744 Consultation in Clinical In addition to the interdisciplinary courses of clinical interventions, diversity of clients, Psychology or Supervision in that integrate ethics, theology, and psychology, the opportunity to develop therapeutic Clinical Psychology 2 issues relevant to Christian faith are addressed competencies that integrate their theoretical PSY 745 Dissertation I 1 in the curriculum where appropriate. course work with direct client experience and

Graduate Psychology Graduate PSY 746 Dissertation II 1 the development of the six core competencies PSY 747 Dissertation III 1 in professional psychology. PSY 748 Dissertation IV 1 PSY 798 Electives (three/2-unit courses) 6 Graduate Psychology 133

Clinical training at the doctoral level involves During the clinical training component of Competencies by CP course are: three (3) years of practicum and a full-time, the Psy.D. Program, the student completes a CP I: Ethics in Professional Practice year-long internship (a limited number of two- minimum of 1,600 hours of clinical training, CP II: Legal and Ethical Competency year, half-time internships are available in some including supervision, direct client contact, CP III: Diversity Competency settings). Students entering the Psy.D. Program and an assessment practicum completed over CP IV: Diagnostic Competency with existing clinical training or licensure must the course of the Psy.D.These hours of CP V: Empirically Validated Treatment still complete the program’s clinical training clinical training occur in addition to any Competency sequence. master’s level training hours. CP VI: Interdisciplinary Competency In their clinical placements, students gain Prerequisites for The Clinical Practicum I-VI sequence is experience in a variety of clinical settings coordinated with the science, theoretical, and including inpatient/residential, child, out- Clinical Training at the clinical course work in the APU Psy.D.The patient, brief/managed care, and settings Doctoral Level opportunity to apply the course material is utilizing psychological assessment. Supervision Students entering the Psy.D. Program with considered essential to the development of is provided by the field placement sites as an accredited master’s degree in psychology the core competencies in psychology. well as psychologists on the APU faculty. or a closely related field are likely to have In the first year, students take courses that earned hours of supervised clinical placement, Concurrent with their supervised practicum, provide a theoretical foundation in psycho- including hours of direct client contact, students participate in an on-campus course logy and the orientation of the program supervision, and other supervised activities. that provides a forum for the review of the (Systems Theory, History and Systems, Social Such training provides a foundation for clinical practicum experience. Psychology), as well as clinical courses in clinical training at the doctoral level, but does assessment (Assessment I and II), and specific For those students who are licensed or not substitute for the Psy.D. training sequence. clinical populations (Child Psychology). registered in mental health professions other Students entering the Psy.D. Program directly These courses coordinate with CP I-II, the than psychology, the Department of Graduate from a bachelor’s degree must complete the introductory practicum courses that develop Psychology requires that all practicum training Pre-Psy.D. track before entering the clinical basic competency in professional ethics in the Psy.D. be entirely separate from any training courses provided at the doctoral level. and legal issues, and include rehearsal, role practice under such existing license or Included in the Pre-Psy.D. are Introduction to play, and interviewing opportunities for registration. For purposes of predoctoral Clinical Practice and the Pre-Psy.D. Practicum students prior to the external practicum site training in psychology, all students are to be in Advanced Skills and Psychological Ethics in placements in CP III-VI. identified exclusively as psychology trainees, preparation for the Psy.D. clinical training psychology students, or psychology interns. During the second year of the program, sequence. Practicum students are not allowed to make students take clinical courses in Empirically known in any manner any other status they Students entering the Psy.D. Program with an Validated Treatment and Treatment Planning, may hold in other mental health professions. M.A. in Psychology, but without a clinical and specific clinical populations (Adult Practicum hours from training in psychology practicum, are encouraged to take the clinical Psychology, Family Psychology,Addictive may not under any circumstances be “double training practicum in the Pre-Psy.D. track Behaviors, Couples Theory and Therapy), counted” toward training required for other before entering the clinical training courses as well as the research sequence of courses mental health professions. If a student conducts provided at the doctoral level. to develop their dissertation and two inter- a clinical practice or performs mental health disciplinary courses (Biblical Ethics and services under an existing nonpsychology Clinical Training Moral Psychology).These courses provide mental health license while he or she is a Course Work material relevant to the experiences in student in the Psy.D. Program, the Department external practicum sites during CP III-VI. Practicum of Graduate Psychology officially recommends In the third year of the program, students that these students consider the impact of their The clinical training sequence begins in the take additional science and interdisciplinary education and training in psychology on such first year of the APU Psy.D. and continues courses (Cognition and Social Ethics), practice and that they seek supervision for any through the third year of the program, in population-specific clinical courses services that may be deemed to be part of the preparation for the predoctoral internship. (Adolescent Psychology, Gerontology), profession of psychology. Each semester the student participates in a Clinical Practicum course that emphasizes emerging clinical competency courses the development of a particular clinical (Consultation, Supervision), and a course competency. Students are required to in Psychobiology and Psychopharmacology demonstrate their accomplishment of the that is intended to prepare students for competency by passing a mini-competency internship. exam at the end of each semester. Graduate Psychology 134 School of Education and Behavioral Studies

Internship psychology.Additionally, the clinical training Informal Evaluation The Psy.D. Program requires a predoctoral required by the Psy.D. at APU is consistent Informal evaluation consists of feedback internship in a one-year, full-time or two-year, with the APA ethical and professional given to students by their field placement half-time (1,500 hours minimum) setting. standards and training guidelines. supervisor, on-campus clinical supervisor, The clinical dissertation must be completed Director of Clinical Training and supervision groups.Although primarily prior to the internship, which allows the verbal and situational, this evaluative form is The director of clinical training organizes, student to focus on the internship as the of great importance due to its immediacy to plans, and coordinates all aspects of clinical capstone of the clinical training sequence. clinical interventions and the issues arising training for the Psy.D. Program at APU.The The director of clinical training (DCT) meets during the students’ clinical placements. DCT is a licensed psychologist in the state of with prospective interns each June to discuss California with a background demonstrating Formal Evaluation the internship application process.A special mastery in the core areas of clinical training vita and application workshop is held. During Formal evaluation occurs at the end of each and reflective of the diverse training setting the summer before they apply to internship, semester of clinical placement. Students required by the program (inpatient/residential, students are encouraged to study the are evaluated by their field site supervisor as child, brief/managed care, and psychological APPIC Directory for options that fit their well as by all faculty members.The site assessment). training needs. During Clinical Placement V: supervisor evaluation is discussed with Empirically Validated Treatment Competency, All clinical placements must be approved students prior to its being sent to the DCT additional information about Uniform by the DCT and must meet the requirements and becoming part of the students’ clinical Notification Day,APPIC requirements and for quality of training experience, depth files. Students receiving inadequate evaluations forms, interviewing skills, reference and cover and quantity of supervision, and level of are placed on probation, counseled by their letters, and other issues specific to internship appropriateness for doctoral level training. faculty supervisor, and should their clinical application is provided. The DCT coordinates and has oversight performance fail to meet expected standards, responsibility for all clinical placements and dismissed from the program.The CTC may All students are strongly encouraged to apply develops appropriate training experiences for require students to complete remediation for APA-accredited or APPIC-recognized students in the on-campus counseling centers assignments in order to meet competency internship sites, though the department as well as establishing contractual relationships standards.As noted above, students are understands that some students may be unable with off-campus sites. evaluated at the end of each semester for the to relocate due to family and occupational achievement of competency in key clinical responsibilities.As well, the department Clinical Training Committee areas.These mini-competency exams prepare believes that limiting students to specific The Clinical Training Committee (CTC) is a the student for the Clinical Competency internship criteria unfairly restricts their subset of APU faculty comprised of licensed Exam, a cumulative evaluation of readiness options for this final phase of clinical training. psychologists, and has direct oversight of or for the predoctoral internship. All internship sites must meet APPIC provides direct supervision to students in the Students also evaluate their site experience standards. program.The CTC is chaired by the DCT and site supervisor at the end of each and meets regularly to review and establish Upon receiving approval from the DCT, semester.These evaluations are submitted policies related to clinical training, grant students may begin the application process to the DCT and are used to ensure the approval to students to begin the clinical of obtaining a predoctoral internship. quality of placement sites and on-campus practicum sequence, and sit on students’ supervision groups. Quality Assurance in Clinical Clinical Competency Examination panels. Placements Clinical Competency Examination Evaluation Procedures As a final evaluative measure, each student must The director of clinical training and the The clinical training goals and objectives pass a Clinical Competency Examination.A Clinical Training Committee have an ongoing are integrated into the clinical practicum student submits an example of his/her clinical responsibility to ensure that the Psy.D. sequence and coordinated with the clinical work (case presentation, assessment, treatment Program’s clinical training standards meet all courses in the Psy.D. Program. Outcomes in plan, and a videotape of student-client inter- state licensing and APA requirements.All the clinical sequence are measured throughout action including a verbatim transcript) along clinical training is intended to be consistent the program and include regular presentations with his/her Clinical Portfolio (including with the requirements stated in the Laws

Graduate Psychology Graduate of videotaped work of students, classroom two assessments, a videotape with transcript, and Regulations Governing the Practice demonstrations and role plays, assessment a complete written summary of case from of Psychology in the State of California. reports presented in class, mini-competency intake to termination, supervisor evaluation, Modifications in state law shall be reflected exams, supervisor evaluations, integration verification of practicum hours, list of in program changes to ensure training paper, Clinical Competency Exam, intern assessments performed, curriculum vita, and consistent with the current practice of acceptance and level, and licensure conference presentations or published works) acquisition. to a three-member faculty committee Graduate Psychology 135

(including at least one member of the CTC). Quantitative Research: relevant literature Relationship of Research The student presents a client case in which review, hypotheses, analysis, and Curriculum to Dissertation he/she has performed the initial assessment, interpretation of data (new or archival) case history, and mental status exam; an analysis relevant to the practice of clinical Students gain expertise in research and of the client’s psychological testing; and a case psychology, results, and discussion assistance in formulating their Clinical summary, including legal and ethical issues in Dissertation in the research sequence of courses Qualitative Research: relevant literature the case, treatment planning based upon in the Psy.D. curriculum.The sequence of review, qualitative research methodology, empirically supported interventions, case courses is interwoven with the development results, and discussion of the findings in management, diversity issues, and the trans- of the dissertation; each course contains an area of clinical psychology ference and countertransference involved in specific requirements that demonstrate the case.The presentation must include a Theoretical Development: literature progression in completion of the dissertation. 50-minute videotape of student interaction review and significant modification, In the APU Psy.D., students complete the with the client. In addition, the student must reformulation, or advance in a conceptual dissertation during their residency on campus respond to a case vignette, including the same or theoretical area relevant to the prior to clearance for application to the elements noted above. Students must include practice of psychology predoctoral internship. a family psychology perspective in their Clinical Application: relevant literature Research Design I, offered in the first semester interaction with the cases and demonstrate of the program, teaches the variety of designs an ability to discuss the interdisciplinary review, development of a product or program, including support documenta- which may be utilized in scientific inquiry (psychology, ethics, theology, and philosophy) and assists the student in the initial choice of a dimensions of the case.The purpose of this tion, and implementation or evaluation of at least a portion of the application research topic. Faculty research interests and exam is to ensure that the student has areas of expertise are provided to students in a developed the requisite skills to successfully The nature and scope of the Psy.D. Clinical Clinical Dissertation Proseminar conducted enter an internship. Successful completion Dissertation is distinct from the type of during this semester to aid in the selection of of the exam is required in order to proceed dissertation required in a Ph.D. program. their dissertation chair and committee. During to internship. The Clinical Dissertation is intended to the Proseminar, individual faculty members demonstrate satisfaction of the Research and interact with students about their research Clinical Dissertation Evaluation competency in professional interests and current opportunities for partici- Definition of the Dissertation psychology. However, a clinical dissertation pation in their research groups. Students are Candidates for the Psy.D. must complete may not require extensive original expected to select their dissertation chair and defend a Clinical Dissertation as a major empirical research.The Psy.D. research during this semester. part of their degree requirements.The term curriculum and clinical dissertation teaches Research Design II, in the spring semester of “Clinical Dissertation” is intended to convey students to follow “a systematic mode of the first year, provides the foundational skills the nature of the treatise: it involves critical inquiry involving problem identification necessary for understanding and analyzing thinking, creative integration, and scholarly and the acquisition, organization, and data utilizing a statistical analysis program as communication relevant to professional issues interpretation of information pertaining well as for evaluating qualitative data. Students and practice in psychology.The Clinical to psychological phenomena.” Successful without a prerequisite course in applied Dissertation reflects disciplined consideration completion of the courses and clinical statistics must take the course offered by the of the issues and methods associated with the dissertation will demonstrate the competency department at the master’s level or pass a practice of clinical psychology.A Psy.D. “to engage in rigorous, careful, and disciplined qualifying exam to demonstrate that they have dissertation must demonstrate the implications scientific inquiry.” the foundation necessary for the doctoral of the science of psychology for the practice The clinical dissertation model is evolving course. During this semester, students choose of psychology.The clinical dissertation may in the field of professional psychology.The the category of dissertation (e.g., quantitative, fall within one of several broad categories: clinical dissertation stands parallel, as a qualitative, program consultation, etc.) they Critical Literature Analysis: scholarly significant final project in the program, with intend to complete, select their committee review and critique of the research the Clinical Competency Exam, the clinical members, begin attending research team literature in an area of clinical psychology skill outcome measure built into the clinical meetings with their chair, and develop the with notation of implications for further component of the program.The combination initial literature review.The Dissertation research and clinical application of these two measures provides a more Development course, in the summer semester appropriate outcome measurement for a of the first year, assists the student by provision Program Consultation: psychological Psy.D. program. of specialized education to support the consultation to a program, including specific model of dissertation they have relevant literature review, needs elected (e.g., advanced statistics for quanti- assessment, results, and recommendations Graduate Psychology 136 School of Education and Behavioral Studies

tative dissertations, training in the use of a completion of the Research Design II course. Dissertation Process and computerized qualitative analysis program for Students must complete a form indicating the Oral Defense qualitative dissertations, etc.). During this members of their committee. semester, students develop their methodology After the approval of the dissertation proposal, All Dissertation Committee members must section and a prospectus for their dissertation. students proceed with the development of hold an earned doctorate from an accredited their dissertation. Dissertation Committee Each subsequent semester, students enroll in institution.The chair must be a full-time chair and members are available to students to dissertation units having specific milestone faculty member in the Department of guide the work. Institutional Review Board requirements that move them along in the Graduate Psychology.The remaining member(s) approval must be secured before any research process toward completion of the dissertation may be full-time faculty members from the activity with participants commences.The by the summer of the second year or the fall Department of Graduate Psychology or Dissertation I-IV courses and interaction with of the third year (e.g., Proposal Defense and another department at APU, an adjunct the committee facilitates completion of the IRB approval in the fall of the second year; faculty in the department, or a person from dissertation, since students must fulfill certain Data Colloquium in the spring of the second outside the APU community. If the student milestone requirements in order to proceed to year). Interaction with the dissertation chair chooses a person from outside the APU the next semester. and committee is continuous throughout the community, it is necessary to secure the research sequence of courses and especially approval of the committee chair. Students All students are responsible for the timely heavy during the spring and summer prior to should choose committee members whose completion of their dissertation.The disser- the fall semester of the third year.The disser- research interests and content expertise are tation and the oral defense must be completed tation must be completed by October 15 of closely related to the area of their dissertation. during the summer or early fall of the the fall semester prior to application for the student’s third year (for four-year students) or predoctoral internship. Dissertation Proposal Review fourth year (for five-year students.) The final deadline for completion of the oral defense is During the Research Methods II and The research courses and dissertation October 15. It is required that the dissertation Dissertation Development courses, students sequence are intended to enable students be completed before the students are allowed conduct their initial literature review, develop to demonstrate the following characteristics to apply for predoctoral internship. Failure to their methodology section, and begin work as part of their completion of the dissertation: complete the dissertation by the deadline on their proposal. Subsequently, students a) research and evaluation competency; results in a minimum of a one-year delay in continue to develop their dissertation proposal dissertation work must demonstrate the ability applying for an internship. Students should with consultation from the dissertation chair, to think critically and engage in rigorous, note that there is an additional dissertation fee committee member(s), and the research careful, and disciplined scientific inquiry; for each semester beyond the deadline in course sequence faculty while they enroll in b) independent functioning students are which the dissertation is not complete.This Dissertation I-IV (one course each semester). expected to demonstrate the ability to work fee allows students to access university The proposal must be approved by the chair at their own initiative within the structure resources, including faculty advisement.The and committee member(s) at the Proposal provided by the doctoral program; and maximum length of time for completion of Defense as a final requirement for completion c) skill in written communication the disser- the dissertation is eight years from the date of of the Dissertation I course. It is the student’s tation provides an opportunity for students matriculation. to develop essential writing skills; it must responsibility to schedule the Proposal demonstrate clear organization of ideas, correct Defense with the dissertation chair and The written dissertation must follow current grammar, and writing style appropriate to committee prior to the completion of the APA style and university guidelines in the psychologists. semester.The draft proposal must be provided dissertation manual, including appendices. to the committee at least two weeks prior to Once the written dissertation is complete and Dissertation Committee the meeting. Students review the proposal meets the requirements of the Dissertation with the committee, indicate how the disser- Committee chair and members, students will The Dissertation Committee consists of no tation study will enhance development of the be informed that their written dissertation is less than three members who guide students core competencies in psychology, present an acceptable as a scholarly contribution with through the dissertation process.Additional understanding of the relevant literature, minor revisions (students do not proceed to external readers with expertise in the area provide a rationale for the proposed disser- the defense until the committee has indicated of study are encouraged as agreed upon by tation, describe the scope of work and choice that the written dissertation is acceptable). Graduate Psychology Graduate the committee chair. It is expected that the of methods, and answer questions regarding Students must then successfully defend the students make initial contact with the person the proposal. Formal approval of the disser- dissertation in front of the entire committee. they would like to chair their committee tation proposal by the entire committee is At the Oral Dissertation Defense, students during the semester in which they take necessary to proceed with the dissertation formally present the dissertation to the Research Design I. Selection and approval of study. committee, demonstrating that the dissertation the entire committee is a requirement for is their work and that they are able to explain and defend it. If the defense is deemed Graduate Psychology 137

acceptable by the committee, the committee Degree Posting Once admitted, students must adhere to the signifies its approval using appropriate forms. selected track unless special permission is The doctoral degree is posted after the The committee must have unanimous granted by the director of the Psy.D. Program. student has met all degree requirements, agreement to approve the dissertation defense. The Psy.D. faculty believes that participation including documentation of completion of It is likely that changes and additional work in a cohort of peers throughout the program the Predoctoral internship. Degree posting will be required to complete the dissertation is an important factor in academic and dates conform to those published in the following an acceptable defense. If their disser- professional development. Graduate Catalog. tation defense is rejected, the students must demonstrate substantive improvement in their Progress Review and Doctoral Assistantships ability to defend their dissertation, consistent Annual Evaluation with the response of the committee, prior to Funds are allocated to provide up to two The progress of all students in the Psy.D. a second oral defense. assistantships in each entering class of the Psy.D. Program. For the first three years of Program is reviewed each semester in order Following approval of the defense, students their program, assistants receive 50 percent to encourage professional development and make necessary corrections in their written tuition remission plus a $5,000 annual stipend completion of the program. dissertation as requested by the committee. in return for 15 hours of service per week in Since personal characteristics are important These corrections must be approved by the the Department of Graduate Psychology.The to competency in professional psychology, dissertation chair and any other member(s) of director of the Psy.D. Program determines the students will be evaluated regularly by faculty the committee who wishes to review them. roles and responsibilities of the assistants. In on categories determined in the literature The final corrected copy is then submitted to some cases the director of the Psy.D. Program to be important to the development of a technical reader who reviews the dissertation will divide one position into two (each psychologists.The evaluation form, noting to determine compliance with APA style receiving one-half of the benefits) in order the dimensions for evaluation, is provided to (American Psychological Association, 1994) and to assist more students. students upon entrance to the program (or university guidelines.These corrections are earlier by request). Students who evidence returned to students and must be completed Preference is given to applicants who behavior rated unsuitable for a Psy.D. student within a month. evidence financial need, possess cultural knowledge and language skills that facilitate by faculty will be required to meet with their Following approval of these corrections, students the provision of psychological services in a advisor to determine a personal development submit copies duplicated according to specifi- minority community, and express commit- plan. Students who fail to improve according cations to the Department of Graduate ment to providing psychological services in a to their development plan are subject to Psychology for binding and distribution to minority community following graduation. If dismissal from the program. University Microfilms for inclusion in a student elects the five-year sequence in the An annual student progress evaluation is Dissertation Abstracts.A final approval, Psy.D., the assistantship and tuition remission conducted in July, following the summer signifying completion of all the required filings, will apply only to courses actually taken in term.All aspects of student progress in the must be filed with the department to satisfy the the first three years of the program. Minimum program are reviewed and a letter is sent degree dissertation requirement. Failure to GPA and performance standards must be to students informing them of the results of complete all of the above within six months of maintained to continue in the assistantship. the review, noting strengths or completion the oral defense may result in a requirement of particular requirements and areas for that the student repeat the oral defense. Applications for the assistantships and criteria for evaluation of applications are available improvement or remediation in order to Public Presentation from the director of the Psy.D. Program. remain current in the program. After the approval of the dissertation, students Adherence to Four- or Academic Probation and are required to make a public presentation Disqualification of their work.The Department of Graduate Five-Year Track Psychology coordinates a public forum for Students are admitted to the Psy.D. based on Psy.D. students must maintain a minimum the presentation.The presentation should their stated intent to adhere to one of the cumulative GPA of 3.0 throughout the period demonstrate the primary design and results two course sequence tracks created for the of their enrollment. Students will be placed of the dissertation. Faculty in the Department program.The four-year track requires greater on academic probation if a cumulative 3.0 of Graduate Psychology, students in the Psy.D. weekly time commitment and more units per grade-point average is not maintained, or Program, friends and relatives of the student, semester.The five-year track is somewhat less when they obtain a grade below a B- in the Azusa Pacific academic community, and intense in weekly time demands and semester their course work. Psy.D. students may be members of the public are invited to attend. unit load. This presentation must be completed before commencement. Graduate Psychology 138 School of Education and Behavioral Studies

disqualified from further graduate work if a The APU Psy.D. Program fulfills the graduate PPSY 552 Human Sexuality and cumulative 3.0 GPA is not maintained or if education requirements in the state of Sex Therapy (3) they obtain a total of two grades below a B- California for licensure as a psychologist. This course reviews human sexuality as a basis in their course work. Students seeking licensure in California may for sex therapy. Students examine and evaluate obtain information regarding requirements the biological, psychological, social, and moral Student Grievance by contacting: perspectives of the theories of sexual development and functioning. In addition, students survey Procedure Board of Psychology literature on sexual dysfunction, develop diagnostic The procedure for initiation of student 1422 Howe Ave., Ste. 22 skills for assessing the nature and extent of sexual grievance is detailed in the Graduate Student Sacramento, CA 95825-3200 dysfunction, and learn treatment strategies utilized Handbook and material provided to all (916) 263-2699 in the various systems of marital and sex therapy. Psy.D students at orientation. www.dca.ca.gov/pscyh PPSY 558 Advanced Developmental Psychology (3) Identification of Students with the Students seeking licensure in another state This course utilizes a lifespan perspective to consider Profession of Psychology should contact the appropriate examining individual development as it occurs within the In order to facilitate the identification of board in that state. family and family development as composed of students with the profession of psychology, all individuals. Biological, psychological, social, and students are required to join the American moral development are studied. Psychoanalytic, Psychological Association as student members cognitive, and ecological systems models of upon acceptance into the Psy.D. Program. Course Descriptions development are presented. Special attention is given to the transition points at which the greatest Membership in APA provides many benefits, Pre-Psy.D. individual and family tension occurs, examining the including subscriptions to the Monitor and PPSY 510 Psychotherapy and Cultural process of change and adaptation. Clinical application Diversity (3) American Psychologist. of the material is stressed. Prerequisite: Human An awareness of divergent cultural values, Development or equivalent Personal Psychotherapy assumptions, and family dynamics is essential to the practice of psychotherapy in a pluralistic PPSY 563 Psychopathology (3) Required society.Through experiential exercises and assign- This course provides a survey of the major theories, Students entering the program through ments, this course examines the conceptual and categories, and treatment of psychopathology. the Pre-Psy.D. are required to complete the theoretical foundations of cross-cultural psycho- Through the use of case studies, students develop 68-hour, group therapy process coordinated therapy and encourages students to evaluate their their diagnostic skills and a mastery of the concepts by the Department of Graduate Psychology. readiness to do so.An introduction to the distinctives in the Diagnostic and Statistical Manual of Mental of several cultural groups is provided. Disorders (DSM-IV). Prerequisite:Abnormal Psychology or equivalent All Psy.D. students must complete 30 hours of PPSY 540 Assessment I (3) psychotherapy with a licensed psychologist This course provides a broad understanding of the PPSY 571 Family Therapy (3) of their choice.Additional individual psycho- psychometric principles related to psychological This course consists of an overview of current therapy may be recommended or required by assessment. It is the first in a sequence of courses that theories and methods of family intervention.The the program as part of the degree require- will continue in the Psy.D. Program, and it provides systems approach is emphasized, though psycho- ments if deemed necessary by the faculty of the foundation of knowledge that is necessary for dynamic and communication concepts in the the Department of Graduate Psychology. development of the assessment competency in interpersonal field are also included.The major psychology. Special emphasis is placed on the science theorists in each system are identified and their Academic Advising of psychological assessment, including an introduction techniques demonstrated. to descriptive statistics, reliability, validity, and item Each student selects a Dissertation Committee PPSY 580 Introduction to Clinical Practice: analysis.The structure of an assessment battery, Basic Skills (3) chair during their first semester in the conducting clinical interviews, and the use of This course introduces the student to basic program.That faculty member also serves the psychological tests with diverse populations is skills in attending behavior, clinical interviewing, student as his/her academic advisor. In addressed. treatment planning, progress notes, clinical addition, the director of the Psy.D. Program PPSY 545 Applied Statistics (3) intervention, and medical/psychiatric consultation and the director of clinical training may This course focuses on basic statistical principles of and referral.Activities include reading, observation, provide information regarding program both quantitative and qualitative empirical research. role playing, and student audio/ videotaped clinical planning and special concerns. Lectures emphasize statistical concepts and their practice.A grade of B- or higher must be achieved.

Graduate Psychology Graduate application to clinical research. Graduate Psychology 139

PPSY 594 Clinical Practicum (3) PSY 711 Psychology and Systems Theory (3) PSY 717 Child Psychology (2) This course provides an introduction to the clinical This course provides an introduction to the discipline This course provides an overview of the field of world of the psychologist. Students are introduced to of Family Psychology and the theoretical orientation child psychology, including child psychopathology. the American Psychological Association’s Ethical of the Psy.D. curriculum.An in-depth analysis of the Emotional, behavioral, and learning problems are Standards and other content that distinguish psychol- tenets of systems theory and their application to thoroughly examined and understood within a ogists from other mental health professionals.A review psychotherapy is provided. Philosophical, theological, systemic developmental context. Particular attention of basic clinical skills are provided with an emphasis on and psychological ramifications of systems theory is paid to assessment, diagnosis, and treatment of developing and refining the skills related to the are considered. Students are challenged to adopt an children within the familial and cultural context. relationship between clinician and client (respect, ecological systems epistemology and think critically PSY 718 History and Systems of warmth, genuineness, empathy, concreteness, potency, regarding the integration of psychological theories Psychology (3) self-disclosure, confrontation and immediacy).Work in within a systemic framework. This course provides an overview of the history of small groups allows an opportunity for students to role- PSY 713 Assessment II (3) the discipline of psychology.Topics covered include play and receive feedback concerning their skills. This course provides a review of the fundamentals of the theoretical and research underpinnings of the PPSY 595 Interdisciplinary psychological assessment; the administration, scoring, discipline; the various schools of thought associated Foundations I, II, III (1,1,1) and interpretation of objective instruments for the with the discipline since its inception; and the These courses examine the philosophical, religious, and clinical assessment of personality; and professional influence and impact of each of these schools upon ethical foundations of counseling and psychotherapy. report writing. Instruments to be studied include the the practice of psychology. Students explore the Students assess their own theological and ethical beliefs, Minnesota Multiphasic Inventory II and the Millon subject matter through lecture, readings, discussion, as well as learn to recognize the effects of psychothera- Clinical Multiaxial Inventory III. Cultural issues in and videos. peutic systems on moral and spiritual development. the interpretation of psychological tests are addressed. PSY 719 Social Psychology (2) PPSY 999 Group Therapy PSY 714 Assessment III (3) The course provides an overview of the theoretical This course covers the assessment of intelligence in and applied knowledge of social psychology, which Psy.D. children, adolescents, and adults and the assessment of consists of how individuals affect their environment, children for developmental, learning, and emotional and how the environment affects individual behavior PSY 701 Clinical Practicum I: Ethics and disorders.The course emphasizes the Wechsler and social interactions.The focus is on theory and Professional Practice (1) intelligence scales. Critical analysis of cultural consid- empirical research which supports theory. In This course provides an introduction to the clinical erations in test interpretation are considered.The addition, classic-action oriented social psychology is practice of psychology. Students review the American development and composition of comprehensive examined in the application of social psychological Psychological Association’s Ethical Principles of assessment batteries are addressed. theory to real-life situations. Psychologists and Code of Conduct.The course focuses on understanding and application of ethical PSY 715 Adult Psychology (3) PSY 721 Addictive Behaviors (3) principles in a variety of professional psychology This course surveys adult development, adult psycho- This course addresses the etiology, course of settings. Students practice basic skills in assessment, pathology, and individual adult psychotherapy. progression, assessment methodologies, and treat- interviewing, conduct of a mental status exam, crisis Systemic and social interaction is emphasized in ment of addictive behaviors.A range of addictive management, sensitivity to diversity of clients, and use developmental process, etiology and manifestation of behaviors are studied, including substance use and of empirically validated treatments in a brief clinical psychopathology, and therapeutic interventions. eating disorders, gambling, sexual addictions, and experience.The role of the psychologist is distin- Culturally diverse populations are considered. relationship addictions. Cultural and religious factors in addictions are studied. Special attention is given to guished from other mental health professionals. PSY 716 Family Psychology (3) social and environmental factors in the progression This course examines family development, the PSY 702 Clinical Practicum II: and treatment of addictive behaviors. Legal and Ethical Competency (1) assessment of family functioning, the intersection of This course provides an introduction to the practice psychopathology and family dynamics, and family PSY 722 Research Design I (3) of clinical psychology. Students review the American psychotherapy. Students learn to administer and This course provides an introduction to research Psychological Association’s Ethical Principles of interpret family assessment measures.The role of design and its application to psychology. Emphasis is Psychologists and Code of Conduct and other laws culture, ethnicity, and religious influences in families given to developing knowledge and skills in research relevant to the practice of psychology.The course is discussed. Students develop systemic treatment design, and in assessing the technical adequacy of focuses on understanding and application of ethical plans which recognize the value of the appropriate research conducted by others.Various types of clinical principles and legal rulings in a variety of professional inclusion of individual, dyadic, and family therapy dissertations are presented and discussed to assist psychology settings. Students must pass a competency sessions. students in developing their clinical dissertation examination on legal and ethical issues to complete this proposal. course. Students practice basic skills in a brief clinical experience and participate in a forum for the review of their clinical practicum experience. Graduate Psychology 140 School of Education and Behavioral Studies

PSY 723 Research Design II (3) The Clinical Practicum courses that follow are PSY 731 Dissertation Development (1) This course focuses on statistical methodologies and intended to provide additional clinical training for This course provides advanced instruction in the their applications in the analysis of both empirical students while they are in clinical practice; in development of the Psy.D. dissertation. Students and qualitative data. Lectures emphasize statistical addition to the course work, a student must gain participate in the section of the course that addresses concepts and their application to clinical research. hours of clinical experience in the sites specified the category they have chosen for their dissertation Computer applications of statistical software packages each year during the time the Clinical Practicum (e.g., Qualitative Research, Quantitative Research, are emphasized in an experiential, laboratory sequence is taken. Program Consultation, Critical Literature Analysis, component.This course provides the foundational PSY 727 Clinical Practicum III: Diversity Theoretical Development, or Clinical Application). skills necessary for students to finalize their clinical Competency (1) PSY 734 Gerontology (2) dissertation proposal and to conduct the research to This course provides an on-campus forum for the This course focuses on the specific developmental complete their clinical dissertation. review of clinical experience at a practicum site issues, psychopathology, and therapeutic interventions PSY 724 Couples Theory and Therapy (2) chosen subsequent to the development of an relevant to the aging. Special attention is given to This course reviews the current literature on dyadic individual training plan.This course focuses on ecosystemic factors, such as extended family relationships and psychotherapeutic approaches to competency in the delivery of psychological services dynamics and community services, as they relate to couples.A minimum of three contemporary to diverse populations. Students must pass a treatment. Differences across cultures are considered. theoretical orientations and their clinical applications competency examination on diversity to complete PSY 735 Adolescent Psychology (2) are studied in-depth. Demonstration, simulation, case this course. Students are evaluated on the This course covers current perspectives on adolescent presentations, and clinical experience are used to development of increased skill in the practice of development, psychopathology, and psychotherapy. reinforce the models presented. Students receive psychology. Traditional and recent models of adolescent training in the administration and interpretation of PSY 728 Clinical Practicum IV: development are reviewed. DSM-IV criteria for assessment devices for the clinical evaluation of Diagnostic Skills Competency (1) disorders which relate especially to adolescents are couples.Variations across cultures and interaction This course provides an on-campus forum for the reviewed and therapeutic interventions studied. with wider systems are considered. review of clinical experience at a practicum site.This Special attention is given to models which recognize PSY 725 Moral Psychology (3) course focuses on competency in clinical diagnosis. systemic factors in the etiology and treatment of This course explores psychological perspectives on Students must pass a competency examination on adolescent issues. Students learn to administer and moral development and moral meaning. Students diagnosis to complete this course. Students are interpret at least one assessment device for gain an understanding of the moral development of evaluated on the development of increased skill in adolescents (e.g., MMPI-A, MACI). individual and family life using the conceptual the practice of psychology. PSY 736 Social Ethics and Psychotherapy (3) frameworks and moral categories of phenomeno- PSY 729 Empirically Validated This course presents ethical perspectives on the logical, gestalt, existential, cognitive, and object Treatments and Treatment Planning (3) formation of social identity and community. Students relations theories. This course provides instruction in the selection examine the communal nature of the maturing self, PSY 726 Biblical Ethics and Psychotherapy (3) of empirically validated treatments and the process the critical influence of urban life and urban In this course, students examine the primary ethical and structure of clinical treatment plans. Current problems on the family, and broader social goals of perspectives of Scripture in order to understand their research on the effectiveness of treatments is psychotherapy. role in the development of person and family values reviewed. Instruction is provided in the development PSY 737 Clinical Practicum V: Empirically and their importance as a source of ethical guidance of treatments plans, including the definition and Validated Treatment Competency (1) for individuals and families. Special attention is given diagnosis of problems, inclusion of psychological This course provides an on-campus forum for to cultural and ethical relativism, biblical ethics assessment and measurement in case conceptual- review of clinical experience at a practicum site.This and community life, and the clinical use of biblical ization, and the formulation and implementation course focuses on the appropriate use of empirically ethics in ethical confrontation. of empirically validated intervention strategies. Diversity issues in intervention evaluation and validated treatments in clinical practice. Students treatment planning are considered. Ethical principles must pass a competency examination on empirically and legal issues related to the standards of care in validated treatments to complete this course. Students treatment are emphasized.Application is made to the are evaluated on the development of increased skill variety of settings in which clinical psychology in the practice of psychology. Students review the is practiced. process and skills related to application for internship. PSY 730 Cognition (3) PSY 738 Clinical Practicum VI: Interdisciplinary Competency (1) This course studies current information on cognition and cognitive processes.The relationship of contem- This course provides an on-campus forum for the porary understandings of cognition to the practice of review of clinical experience at a practicum site.This course focuses on the appropriate use of an interdis-

Graduate Psychology Graduate psychotherapy are considered. ciplinary approach to clinical services that notes the interaction of philosophical, ethical, theological, and psychological dimensions. Students must pass a competency examination on the interdisciplinary approach to complete this course. Students are evaluated on the development of increased skill in the practice of psychology. Graduate Psychology 141

PSY 739 Psychobiology and PSY 748 Dissertation IV (1) PSY 798 Psychological Assessment: Psychopharmacology (3) Students enroll for dissertation credit while they Projectives (2) This course introduces the biological and neurological work with their committees on their Clinical This course covers the administration, scoring, and bases of human behavior and use of psychotropic Dissertation. Specific goals, objectives, and tasks must interpretation of the major projective tests for both medications as an adjunctive therapy to psychotherapy. be completed to demonstrate satisfactory progress children and adults. Emphasis is on the Rorschach Current information on the use of medications in the toward completion of the dissertation. Documents and the Thematic Apperception Test (TAT), with treatment of psychological disorders is provided. demonstrating completion of the assignments must additional focus on projective techniques, such as the Consideration is given to the special needs of certain be submitted to the Department of Graduate House-Tree-Person, Kinetic Family Drawings, and populations (e.g., the elderly, substance abuse patients) Psychology in order to receive credit for the Incomplete Sentences. when psychotropic medications are prescribed. course.The following are possible examples of PSY 798 Brief Therapy and the Managed Students develop skills in case management when electives which may be offered. Care Environment (2) referral to medical doctors or neuropsychologists is PSY 798* Special Topics (Electives) (2) This course provides an introduction to the theories part of therapeutic practice. Elective courses are offered each semester according and techniques of brief therapy and information on PSY 740 Consultation in Clinical Psychology (2) to the interests of students and faculty. Students the practice of psychotherapy within the managed This course provides instruction and training in the are required to take elective courses during their care environment. provision of professional clinical consultation. Students program; some may choose to take additional courses PSY 798 Family and Community Violence (2) are introduced to the theoretical and practical aspects of interest beyond the unit requirement of the This course focuses on the perpetration of violence of providing consultation. program. such as child abuse and neglect, rape, incest, PSY 744 Supervision in Clinical Psychology (2) PSY 798 Psychotherapy and battering, and gang and other violence in the This course provides instruction and training in the Personality Disorders (2) community.The course addresses treatment issues for provision of professional clinical supervision. Students This course considers the developmental etiology victims of violence, including crisis intervention in are introduced to the theoretical and practical aspects of personality disorders, surveys various models of schools and the community.This course partially of providing supervision. In addition to lectures and the disorders of personality (e.g., Millon, factor meets the requirements for state authorized readings focused on the process of supervision, students models), addresses the place of personality disorders reimbursement to therapists treating victims of are supervised as they provide supervision to master’s in a systemic model of psychology, and introduces violence. level trainees. therapeutic treatment models for personality PSY 798 Neuropsychology (2) disordered individuals. SY 745 Dissertation I (1) This course considers the neurological basis of Students enroll for dissertation credit while they work PSY 798 Psychology of Women (2) behavior.The emphasis is on understanding the with their committees on their Clinical Dissertation. This course explores developmental, cultural, and relationship of neurological disorders and Specific goals, objectives, and tasks must be completed clinical models of understanding and working with psychopathology and an introduction to neuro- to demonstrate satisfactory progress toward completion women’s experience in the process of psychotherapy. psychological assessment. Screening, referral, and of the dissertation. Documents demonstrating Attention is focused upon particular issues presented treatment issues are covered.The role of family/ completion of the assignments must be submitted to by women clients and treatment approaches for social network issues in treatment are also the Department of Graduate Psychology in order to dealing with these issues. emphasized. receive credit for the course. PSY 798 Interpersonal Approaches to PSY 746 Dissertation II (1) Psychotherapy (2) Students enroll for dissertation credit while they work This course considers the theory and practice of with their committees on their Clinical Dissertation. interpersonal psychotherapy, beginning with the Specific goals, objectives, and tasks must be completed foundational work of Harry Stack Sullivan, the to demonstrate satisfactory progress toward completion founder of interpersonal psychiatry. In addition to of the dissertation. Documents demonstrating the theory and work of Horney and Benjamin, completion of the assignments must be submitted Klerman’s interpersonal psychotherapy of depression to the Department of Graduate Psychology in order is examined. to receive credit for the course. PSY 798 Value Formation PSY 747 Dissertation III (1) within the Family (2) Students enroll for dissertation credit while they This course explores the development of values with work with their committees on their Clinical the family system. Special attention is paid to Dissertation. Specific goals, objectives, and tasks must intergenerational perspectives, the role of family be completed to demonstrate satisfactory progress members in value formation, and the moral identity toward completion of the dissertation. Documents of the family. demonstrating completion of the assignments must be submitted to the Department of Graduate Psychology in order to receive credit for the course. Graduate Psychology

Graduate Catalog

Master of Music in Performance . . . . . 144 School of Music Master of Music Education ...... 144

143 144 School of Music

School of Master of Music in Admission Requirements Performance and 1. Application for Graduate Admission Music Master of Music 2. A $45 nonrefundable application fee Education 3. Official transcripts from all institutions Faculty leading to and awarding the applicant’s baccalaureate degree and all post- Dean; Professor: Introduction baccalaureate study (To be considered Duane Funderburk, DMA The Master of Music in Performance and official, a transcript must come directly Professor: Robert Sage, DMA Master of Music Education degrees are from the Office of the Registrar of the designed to prepare professionals in the field school attended to the Graduate Center Associate Professors: of music for career advancement and at Azusa Pacific University. Students’ Donovan Gray, DMA; advanced study by strengthening their sealed copies will not be considered Don Neufeld, M.A.; academic and performance skills.The Master official.) Dennis Royse, Ph.D.; of Music in Performance allows specialization Philip Shackleton, M.A. in several areas including conducting, instru- 4. Bachelor’s degree from a regionally accredited institution Assistant Professors:Al Clifft, M.A.; mental performance, piano performance, and Ruth Meints, M.M.; vocal performance.The Master of Music 5. Minimum undergraduate grade-point Brenda Reinebach, M.A. Education degree is designed for the current average of 3.0 on a 4.0 scale teaching professional and those who intend to (Candidates with a grade-point average be a school music specialist. between 2.5-2.99 may be considered for provisional admission.) 6. A letter to the dean including 7. Résumé or Statement of Experience 8. A personal audition or recent video or cassette tape recording is required of applicants to the Master of Music in Performance Program.Tapes will not be returned unless return postage is supplied. Personal auditions must be scheduled through the School of Music. 9. International students who have graduated from a college or university where English was not the principle language must provide the minimum TOEFL score of 550, and must submit a score for the test of written English and the test of spoken English. 10. International students have a separate application procedure. Please contact the Office of International Student Services at (626) 812-3055.

Students must complete at least 30 semester units in residence at Azusa Pacific University. No more than six units of equivalent course work may be transferred into the program. Music Courses are scheduled so that the program To uphold the excellence of APU’s academic offerings, can be completed in two years.A maximum programs undergo periodic review. Please contact the of eight years is allowed for the completion of individual program director for updated information. the degree. Music 145

Degree Requirements Instrumental 15 units GMUS 520/521/522/523 Course Descriptions Core Courses 15 units Applied Instrument 8 GMUS 500 Introduction to Graduate Music GMUS 500 Introduction to Graduate GMUS 525 Chamber Ensemble 2 Program (3) Music Program 3 GMUS 588 Ensemble 1 Students survey and examine various research GMUS 501 Seminar in Music History I 3 GMUS 589 Ensemble 1 methods and fields of research in music. Students are GMUS 502 Seminar in Music History II 3 Electives** 3 introduced to the sources available for music research and writing found in local libraries and on the GMUS 503 Advanced Analysis of Comprehensive Examinations N/C internet.An emphasis is placed on practical areas of Form and Style 3 Graduate Recital N/C GMUS 509 Conducting III 3 musical knowledge as related to specific topics **Private lessons taken for elective units require an outlined by the professor. additional fee. Additional Courses Required for the GMUS 501 Seminar in Music History I (3) Master of Music in Performance Additional Courses Required for the This course offers a survey of performance styles and literature, both choral and instrumental. Conducting 21 units Master of Music Education 21 units GMUS 502 Seminar in Music History II (3) GMUS 504 Advanced Orchestration 3 GMUS 504 Advanced Orchestration 3 GMUS 505 Advanced Arranging 3 — and — This course offers a continuing survey of musical styles and literature, both choral and instrumental. GMUS 510 Conducting IV 3 GMUS 515 Instrumental Pedagogy 2 Special emphasis is placed on techniques of authentic GMUS 511 Conducting V* 3 — or — performance. GMUS 512 Conducting VI* 3 GMUS 505 Advanced Arranging 3 GMUS 542 Vocal Techniques 2 — and — GMUS 503 Advanced Analysis of Form and Style (3) Electives** 4 GMUS 517 Seminar in Choral The forms and structures of music, both choral and *A $100 nonrefundable recital fee is required. Pedagogy 2 instrumental, from Bach to the present are studied. Piano 15 units GMUS 510 Conducting IV 3 Particular attention is given to the effect of form on GMUS 513 Philosophical and interpretation. Prerequisite: MUS 427 or GMUS 520/521/522/523 Psychological Foundations equivalent Applied Instrument 8 of Music Education 2 GMUS 524 Keyboard Literature 2 GMUS 504 Advanced Orchestration (3) GMUS 514 Issues in Music GMUS 525 Chamber Ensemble 2 Discussion, study, and analysis of orchestrational Classroom Pedagogy 2 techniques, as well as scoring for varied instrumental Electives** 3 GMUS 516 Social and Historical groupings, are offered.The course concentrates on Comprehensive Examinations N/C Foundations of Music using scoring knowledge as a conductor and on Graduate Recital N/C Education 2 practical writing techniques. Prerequisite: MUS 423 or equivalent **Private lessons taken for elective units require an GMUS 590 Directed Research* 1-4 additional fee. GMUS 591 Thesis 2 GMUS 505 Advanced Arranging (3) This course empowers students to develop and Electives 4 Vocal 17 units enhance their skills in arranging music for GMUS 525 Chamber Ensemble 2 *One unit may be taken each semester until performance. Both choral and instrumental areas are GMUS 530/531/532/533 completion of degree; independent student fee(s) and covered. Prerequisite: MUS 421 or equivalent form are required. Applied Voice 8 GMUS 509 Conducting III (3) GMUS 534 Vocal Literature 2 Total 36 units This course focuses on the preparation of choral and GMUS 542 Vocal Techniques 2 instrumental works. Emphasis is placed on musical Electives** 3 interpretation, rehearsal procedure, and choral and Comprehensive Examinations N/C instrumental conducting technique. Students begin to develop a repertoire of instrumental and choral Graduate Recital N/C literature appropriate for church and school. Music 146 School of Music

GMUS 510 Conducting IV (3) GMUS 520 Applied Instrument (2) GMUS 534 Vocal Literature (2) This course is a continuation of GMUS 509. Individual instruction in an instrument is given in Students survey the musical literature from all this course. Prerequisite: Admission to the historical periods. Solo and small ensemble literature GMUS 511 Conducting V (3) graduate program in instrumental performance is emphasized. This course is a continuation of GMUS 509 and or instructor’s permission GMUS 510. GMUS 542 Vocal Techniques (2) GMUS 521 Applied Instrument (2) Students study the techniques of good vocal GMUS 512 Conducting VI (3) Individual instruction in an instrument is given in production, especially as they apply to the role of the This course is a continuation of GMUS 509, this course. Prerequisite: GMUS 520 choral conductor and teacher. GMUS 510, and GMUS 511. Emphasis is placed on individual instruction. A $100 nonrefundable GMUS 522 Applied Instrument (2) GMUS 543 Seminar in Music Education (3) recital fee is required. Individual instruction in an instrument is given in In this advanced course, students consider the this course. Prerequisite: GMUS 521 historical foundations of music education and the GMUS 513 Philosophical and Psychological major trends in its development.The overall Foundations of Music Education (2) GMUS 523 Applied Instrument (2) objectives of music education are studied and Philosophical understanding of the foundations of Individual instruction in an instrument is given in attention is given to improvement of teaching at all music education coupled with practical application this course. Prerequisite: GMUS 522 levels. Students’ problems receive special attention. of the principals of the psychology of music in the GMUS 524 Keyboard Literature (2) This course is offered as needed. classroom are studied. Students survey the musical literature from GMUS 588 Ensemble (1) GMUS 514 Issues in Music all historical periods. Solo and small ensemble This course provides opportunity for students to Classroom Pedagogy (2) literature is emphasized. enhance performance skills in a larger ensemble.The Students discuss contemporary issues that apply to GMUS 525 Chamber Ensemble (2) specific ensemble in which the student participates is music classroom teachers.The course is taught in a This course provides opportunity to rehearse and determined by their emphasis. seminar format. perform with other musicians in both homogeneous GMUS 589 Ensemble (1) GMUS 515 Instrumental Pedagogy (2) and diverse musical groupings. Literature appropriate This course is a continuation of GMUS 588. Students survey method books and repertories to the various groupings is explored. appropriate for elementary, junior high, and high GMUS 590 Directed Research (1-4) GMUS 530 Applied Voice (2) school settings, and study beginning and Individualized assistance in researching materials for Individual instruction in voice is given in this course. intermediate instrumental development in schools, the thesis is given in this course. Prerequisite: admission to the graduate program communities, and churches. in vocal performance or instructor’s permission GMUS 591 Thesis (2) GMUS 516 Social and Historical GMUS 531 Applied Voice (2) Foundations of Music Education (2) Individual instruction in voice is given in this course. This course focuses on musical traditions in America, Prerequisite: GMUS 530 the development of music teaching, and gaining an understanding of the changing context of American GMUS 532 Applied Voice (2) society. Individual instruction in voice is given in this course. Prerequisite: GMUS 531 GMUS 517 Seminar in Choral Pedagogy (2) The repertoire and techniques appropriate for GMUS 533 Applied Voice (2) elementary, secondary, community, and church Individual instruction in voice is given in this course. choruses are examined. Prerequisite: GMUS 532 Music

Graduate Catalog

Accelerated ADN to MSN ...... 151 School of Nursing Articulated RN to MSN ...... 152 Master of Science in Nursing ...... 152 Post-Master’s Nursing Programs . . . . . 156

149 150 School of Nursing

School of Nursing The School of Nursing reserves the right School of to change the curriculum and degree Graduate Programs requirements as deemed necessary to maintain Nursing The School of Nursing offers three pathways a high-quality program. In the School of to the Master of Science in Nursing degree Nursing, graduate full-time status is considered to be 6 units per semester or 12 Faculty and Post-Master’s Credential programs in several areas: units per 12-month academic year.A student Dean; Professor: has a maximum of eight years to complete Rose Liegler, RN, PhD 1. Accelerated ADN to Master of Science in the master’s degree, beginning from the date Nursing Program–for graduates of A.A. or of initial enrollment to the degree program. Chair;Associate Professor, Graduate Program: Leslie diploma programs who want to earn both Van Dover, RN, PhD BSN and MSN degrees Total units for a Clinical Nurse Program Purpose Chair;Assistant Professor, Undergraduate Program: Specialist track is 104. Graduate education in nursing is an Shila Wiebe, RN, MSN opportunity to develop advanced and Total units for Parish Nursing track Professors: Barbara Artinian, RN, PhD; Felicitas specialized skills in a selected area of nursing is 108. dela Cruz, RN, DNSc; clinical practice.Accordingly, this program Marsha Fowler, RN, PhD, MDiv,FAAN; Elaine Total units for Family Nurse focuses on the acquisition of advanced Goehner, RN, PhD (part time); Practitioner track is 112. knowledge in nursing theory, cultural Aja Tulleners Lesh, RN, PhD competency, research, spiritual care, bioethics 2. Articulated RN to Master of Science in Nursing and health policy, health assessment, Associate Professor: Program–for those with an A.A. degree or pathophysiology, pharmacology, and clinical Connie Brehm, RN, PhD, FNP diploma in nursing who have a baccalaureate practice.The aim is to prepare nurses who are degree in a field other than nursing Lecturers (part time): well equipped to accept leadership in Total units for a Clinical Nurse Divina Bautista, RN, MSN, FNP; functional roles upon completion of the Specialist track is 65. Carol Brainerd, RN, MN; program. Charlie Evanilla, RN, MSN, NP; Total units for Parish Nursing track is 69. Shirley Gettings, RN, MS, NP; Program Objectives Laura Guerrero, RNC, MSN, FNP;Virginia Hart- Total units for Family Nurse Kepler, RN, MS, FNP-C; Practitioner track is 73. Synthesizes knowledge from theory and research to evaluate its applicability to Catherine Manz, RN, MN, PNP; 3. BSN to Master of Science in Nursing Program– professional nursing practice and health Zarmine Naccashian, RN, MN, GNP; for those who have completed policy. Kellie Simpson, RN, MSN; a bachelor’s degree in nursing Elizabeth Styffe, RN, MSN ; Total units for Clinical Nurse Evaluates delivery of health care to Tracy Van Horn, RN, MN, FNP Specialist track is 42. individuals, families, and communities based on a theoretical frame of reference. Professor Emeritus: Total units for Parish Nursing track is 46. Phyllis Esslinger, RN, MS Demonstrates competence in an advanced Total units for Family Nurse nursing role incorporating consultation, Practitioner track is 50. leadership, management, and teaching in a 4. Post-Master’s Nursing Credential programs–in specialized area of nursing practice. Adult, Parent-Child, High Risk Home Utilizes the research process to improve Health, Parish Nursing, and Family Nurse health care and contribute to the body of Practitioner are for Nurses who have nursing knowledge. already completed a master’s degree. Applies bioethical and spiritual concepts in nursing practice and health policy.

Consistently seeks opportunities for personal and professional growth and

Nursing development.

To uphold the excellence of APU’s academic offerings, programs undergo periodic review. Please contact the individual program director for updated information. Nursing 151

All materials should be submitted to: Support Courses for the Accelerated ADN- Graduate Center Nursing Major 37 units Master of Science in Azusa Pacific University BIOL 220 General Microbiology 4 Nursing Program 901 E.Alosta Ave. BIOL 250 Human Anatomy 4 PO Box 7000 BIOL 251 Human Physiology 4 The Accelerated ADN-MSN Program is Azusa, CA 91702-7000 USA CHEM 111 Chemistry for Health Sciences 3 designed for nurses who have graduated (626) 815-5470 CHEM 112 Biochemistry for the from an accredited A.A. or diploma program Fax (626) 815-5445 Health Sciences 1 and wish to attain competency in advanced [email protected] COMM 111 Public Communication 3 nursing practice while receiving both the ENGL 101 College Composition 3 Send international applications to: BSN and MSN degrees in one program.This MATH 110 College Algebra 3 Office of International Student Services program facilitates educational mobility and PSYCH 290 Human Growth and Azusa Pacific University strengthens leadership abilities of nurses who Development 3 901 E.Alosta Ave. already have a foundation in the profession. PSYCH 350 Applied Statistics 3 PO Box 7000 The course sequence acknowledges existing PSYCH 360 Abnormal Psychology 3 Azusa, CA 91702-7000 USA expertise and enhances academic and profes- SOC 358 Human Diversity 3 sional preparation.The bachelor’s requirements (626) 812-3055 Fax (626) 812-3081 Note: Upper-division writing intensive and senior include both theoretical and clinical course seminar requirements are met in nursing courses. work that provide the foundation for [email protected] advanced graduate study and address the Undergraduate Nursing Course objectives of the generic bachelor’s program. Bachelor’s Requirements for the Requirements: Accelerated Coinciding with the master’s degree in Accelerated ADN-MSN ADN-MSN Program 27 units Registered nurses must meet all of the nursing, the bachelor’s degree will be awarded UNRS 220 Health Assessment 3 requirements of the University’s General only at completion of the entire program of UNRS 325 Nursing Research** 2 Education Program* and nursing support study. UNRS 400 Advanced Practice Studies and courses.A minimum of 126 semester units are Communication Skills**** 3 required for the BSN degree. Each applicant Admission Requirements for UNRS 367 Pathophysiology** 3 is individually evaluated and appropriate the Accelerated ADN-MSN UNRS 446 Theory and Practice in credit is given for previously completed Community Care Settings*** 6 1. An A.A. degree or diploma from an course work. Up to 96 units of transfer and UNRS 447 Nursing Leadership in accredited nursing program challenge credit are allowed (64 semester Acute Care Settings*** 6 2. A 3.0 grade-point average (Candidates units maximum transfer credit from a junior UNRS 496 Senior Seminar: Ethics and with a grade-point average of 2.7-2.99 college). Challenge examinations are available Issues in Health Care 4 may be considered for provisional in general education and nursing courses. admission.) A testing mechanism is used for challenging *See the current Undergraduate Catalog. **Prerequisite for UNRS 446/447 3. Current licensure as a registered nurse in nursing courses: UNRS 210 Nursing Care ***Prerequisites: one year of clinical practice as the U.S. of Maternal, Newborn, and Women’s Health; an RN and completion of all nursing challenge 4. Current CPR certification UNRS 212 Nursing Care of Adults; UNRS examinations 5. Current malpractice insurance 310 Mental Health Nursing; UNRS 313 ****Upper-division writing requirement 6. A health examination within six months Restorative Nursing; and UNRS 314 Nursing Note:All undergraduate requirements must be of the first clinical course Care of Children and Young Adults. Successful completed before enrolling in graduate courses. See 7. Recent work experience as a registered completion of testing for nursing courses current Undergraduate Catalog for specific support course prerequisites. nurse within the past five years provides 30 units of transfer credit.Testing for 8. A completed application for admission nursing courses is optional for A.A. graduates For the Accelerated ADN-Master of and three letters of reference (two but required for diploma graduates. In Science in Nursing Program, the professional, one personal) addition, challenge examinations are available Master’s-Level Courses Required of 9. A written statement of educational and for nursing courses: UNRS 220 Health All Students Are: professional goals Assessment; UNRS 367 Pathophysiology; and Academic Core 10. A completed California Critical Thinking UNRS 325 Nursing Research for applicants Advanced Practice Core Test (given in the School of Nursing) who wish to receive credit for knowledge Clinical Specialty Option 11. A TOEFL score of 550 or higher for all gained through prior education.A total of 30 Concluding Courses international students semester units of challenge credit may be 12. International students have a separate utilized for the BSN Program. Please see the Master of Science in Nursing application procedure. Please contact the Program (which follows) for course Nursing Office of International Student Services requirement details. at (626) 812-3055. 152 School of Nursing

Transfer of Credits 8. Recent (within past five years) experience For the Articulated ADN-Master of Up to 12 units of approved graduate work as a registered nurse Science in Nursing Program, the taken elsewhere may be applied toward the 9. A completed application for admission Master’s-level Courses Required of MSN degree. Six additional units of approved and three letters of reference (two All Students Are: graduate work may be applied toward the professional, one personal) Academic Core MSN degree through course challenge. 10. A written statement of educational and Advanced Practice Core professional goals Clinical Specialty Option 11. A TOEFL score of 550 or higher for all Concluding Courses Articulated RN- international students 12. Completion of the California Critical Please see the Master of Science in Master of Science in Thinking Test (given in the School of Nursing Program (which follows) for Nursing Program Nursing) course requirement details. Transfer of Credits The Articulated RN-Master of Science in All materials should be submitted to: Nursing Program offers registered nurses who Graduate Center Up to 12 units of approved graduate work have a bachelor’s degree in a health-related Azusa Pacific University taken elsewhere may be applied toward the academic discipline other than nursing the 901 E.Alosta Ave. MSN degree. Six additional units of approved opportunity to pursue both bachelor’s and PO Box 7000 graduate work may be applied toward the master’s degrees in nursing.A sequence of Azusa, CA 91702-7000 USA MSN degree through course challenge. courses has been designed which recognizes (626) 815-5470 the expertise of the registered nurse and Fax (626) 815-5445 enhances the academic and professional [email protected] Master of Science in preparation required at both the bachelor’s Send international applications to: Nursing Program and master’s levels in nursing.The program Office of International Student Services Nationally accredited, the Master of Science facilitates educational mobility and strengthens Azusa Pacific University in Nursing Program prepares students in the leadership abilities of registered nurses. 901 E.Alosta Ave. advanced theory and practice in a specialized The bachelor’s requirements include both PO Box 7000 clinical area of nursing. Graduate students theoretical and clinical course work that Azusa, CA 91702-7000 USA are prepared to assume functional roles as provide the foundation for advanced graduate (626) 812-3055 clinical nurse specialists, parish nurses or study and address the objectives of a generic Fax (626) 812-3081 family nurse practitioners and may elect an bachelor’s program. Coinciding with the [email protected] master’s degree in nursing, the bachelor’s additional emphasis in administration, or degree will be awarded only at completion of Bachelor’s Requirements for the education.The combination of theory, the articulated program. Course work must be Articulated RN-MSN 23 units research, and professional development also completed in seven years. UNRS 220 Health Assessment* 3 prepares graduates for doctoral study in UNRS 325 Nursing Research* 2 nursing. Admission Requirements UNRS 367 Pathophysiology* 3 The curriculum assists students in developing 1. An A.A. degree or diploma in nursing GNRS 546 Theory and Practice in Health a conceptual frame of reference for analyzing from an accredited program Care Systems in the nursing problems, studying advanced patho- 2. A bachelor’s degree from an accredited Community** 6 physiology and pharmacology, utilizing college or university where general GNRS 547 Nursing Leadership in theories related to nursing practice, and education requirements are similar to Acute-Care Settings** 6 integrating principles of spiritual care and those offered in the APU undergraduate PSYC 402 Applied Statistics* 3 bioethics in their professional roles. Students program Total 23 units have the opportunity to practice as clinical 3. A 3.0 grade-point average (Candidates nurse specialists, parish nurses or family nurse with a grade-point average of 2.7-2.99 Please see the current Undergraduate Catalog practitioners in a variety of health care may be considered for provisional for descriptions of undergraduate courses listed settings. admission.) above. 4. Current licensure as a registered nurse 5. Current CPR certificate All bachelor’s requirements must be completed Nursing 6. Current malpractice insurance before enrolling in graduate courses. 7. A health examination within six months *At least one of these four courses must be taken or of the first clinical course challenged at Azusa Pacific University. **These courses must be taken at Azusa Pacific University. Nursing 153

Students electing the administration emphasis 11. Computer literacy (This includes how Program Requirements are prepared to manage nursing services in to start a computer, enter and exit For the Master of Science in Nursing degree, a variety of health care settings. Emphasis programs, format disks, save and delete the following are required of all CNS and is given to analyzing health care needs of files, and use basic functions in word FNP students: groups of patients, utilizing resources, and processing and/or data programs.) organizing and implementing the delivery of 12. Completion of courses in health assess- Academic Core 15 units nursing services to meet those needs. ment, pathophysiology, nursing research, GNRS 501 Theoretical Thinking in statistics, nursing leadership, and Students electing the nursing education Nursing 2 community health nursing equivalent to emphasis learn to develop and evaluate GNRS 503 Cultural Competency in those offered in the APU undergraduate curricula for various types of programs in Health Care 2 nursing program nursing education, develop and implement GNRS 504 Bioethics and Health Policy 3 13. A TOEFL score of 550 or higher for all various teaching strategies, and assess and GNRS 506 Spiritual Care 3 international students meet the learning needs of a diverse group GNRS 508 Research for Advanced 14. International students have a separate of adult learners across multiple educational Practice Nursing 3 application procedure. Please contact the environments. GNRS 510 Family Theory in Health Care 2 Office of International Student Services at (626) 812-3055. Advanced Practice Core 14 units Admission Requirements GNRS 512 Advanced Health 1. A bachelor’s degree in nursing from an All materials should be submitted to: Assessment and Health Graduate Center NLN or CCNE accredited program Promotion 6 Azusa Pacific University (Nurses with bachelor’s degrees in fields GNRS 513 Advanced Nursing 901 E.Alosta Ave. other than nursing will be considered for Practice Role 3 PO Box 7000 admission to the Articulated RN-MSN GNRS 515 Advanced Pathophysiology 2 Azusa, CA 91702-7000 USA Program.) GNRS 594 Pharmacology in Advanced (626) 815-5470 2. A 3.0. grade-point average (Candidates Practice Nursing 3 with a grade-point average of 2.7-2.99 Fax (626) 815-5445 may be considered for provisional [email protected] Clinical Specialty admission.) Send international applications to: Options 8-16 units 3. Current licensure as a registered nurse Office of International Student Services In addition to the academic and advanced 4. Current CPR certificate Azusa Pacific University practice core courses, students select their 5. Current malpractice insurance 901 E.Alosta Ave. clinical focus in one of the four advanced 6. A health examination within six months PO Box 7000 practice clinical specialties–Adult, Parent- of the first clinical course Azusa, CA 91702-7000 USA Child, High Risk Home Health, or the 7. Recent (within past five years) experience (626) 812-3055 Family Nurse Practitioner. Students work as a registered nurse Fax (626) 812-3081 closely with faculty and clinical preceptors to 8. A completed application for admission [email protected] learn theory and practical skills essential for and three letters of reference (two their advanced practice roles. professional, one personal) Transfer of Credits Adult, Parent-Child, High Risk 9. A written statement of educational and Up to 12 units of approved graduate work Home Health 8 units professional goals taken elsewhere may be applied toward Parish Nursing 17 units 10. Completion of the California Critical the MSN degree. Six additional units of Family Nurse Practitioner 16 units Thinking Test (given in the School of approved graduate work may be applied Nursing) toward the MSN degree through course challenge. Nursing 154 School of Nursing

Concluding Courses 5 units Clinical Specialty Courses 8 units For details of Academic Core and Advanced GNRS 540 Case Management 2 GNRS 520 Theory and Practice Practice Core courses, please see “Program GNRS 541 Clinical Practicum in in Adult Nursing 4 Requirements” on the previous page. Case Management 2 — or — Academic Core 15 units GNRS 597/598 GNRS 530 Theory and Practice in Thesis/Comprehensive Parent-Child Nursing 4 Advanced Practice Core 14 units Examination Directed Study 1 — or — Clinical Specialty Courses 16 units GNRS 580 Theory and Practice in Students must choose either the thesis or High Risk Home Health GNRS 590 Primary Health Care of comprehensive exam option for one unit of Nursing 4 the Young Family 6 credit to complete the program. — and — GNRS 591 Primary Health Care of GNRS 521 Clinical Specialization in the Childbearing Family 4 Total Clinical Specialty Program Nursing Care of Adults 4 GNRS 592 Primary Health Care of the 42 units for CNS — or — Mature and Aging Family 6 46 units for PN GNRS 531 Clinical Specialization in Concluding Courses 5 units 50 units for FNP Parent-Child Nursing 4 GNRS 540 Case Management 2 — or — GNRS 541 Clinical Practicum in Elective Courses GNRS 581 Clinical Specialization in Case Management 2 Students may select additional elective courses to High Risk Home Health GNRS 597/598 support their programs of study as directed by Nursing 4 faculty. In addition, if desired, students may elect a Thesis/Comprehensive second emphasis in administration or education. Concluding Courses 5 units Examination Directed Study 1 GNRS 540 Case Management 2 Total Required for Clinical Nursing Specialties GNRS 541 Clinical Practicum in Case FNP Specialty 50 units Management 2 (CNS) GNRS 597/598 **Depending on enrollment, some courses for the FNP may be available on APU’s San Bernardino campus via Thesis/Comprehensive Adult, Parent-Child, or High Risk distance learning using two-way interactive TV. Home Health Clinical Nursing Examination Directed Study 1 Specialty (CNS) Total Required for Clinical Nurse The Master of Science with a clinical Specialist (CNS) 42 units specialty in Adult, Parent-Child, or High Risk Home Health Nursing allows students to concentrate on one of these three clinical Family Nurse Practitioner areas of content and practice. Post-master’s (FNP) Specialty credentials are also available in these fields. This specialty program prepares students to be nurse practitioners across the human lifespan. For details on Academic Core and Advanced The program is designed so graduates can be Practice Core courses, please see “Program licensed by the state of California and can also Requirements” on the previous page. take National Certification examinations for Academic Core 15 units the FNP.This advanced clinical practice specialty includes direct patient assessment, Advanced Practice Core 14 units diagnosis, management, and treatment; client advocacy; client/family education; consul- tation; program planning, implementation, evaluation, and research.** A post-master’s credential is also available. Nursing Nursing 155

Parish Nursing (PN) and Academic Core 15 units Required Nursing Education Emphasis Courses 9 units Health Ministries Advanced Practice Core* 17 units Specialization GNRS 552 Education Concepts and GNRS 512 Advanced Health Assessment Clinical Instruction in Parish nursing is an interdisciplinary program and Health Promotion 6 Nursing 5 that prepares nurses to serve within churches GNRS 513 Advanced Nursing GNRS 554 Curriculum Foundations or other religiously-based settings as nurse Practice Role 3 and Instructional Strategies 4 specialists in spiritual aspects of patient care. GTHE 504 God, Creation, and The parish nurse serves as a church staff Humanity* 4 Total Requirements for associate to the minister (clergy) for health GTHE 514 Jesus Christ, the Holy Spirit CNS with Nursing Education ministry and spiritual care.This program and Salvation 4 Emphasis 51 units integrates formal theological knowledge and *Parish nursing students must take the constructive Total Requirements for methodology, professional ministry skills, and theology course series as offered by our School of advanced nursing practice to address the Theology, however, that series may be constituted. See FNP with Nursing Education bioethical, health, and spiritual concerns of a course descriptions in the Haggard Graduate School of Emphasis 59 units faith-based community, its members, and its Theology section of this catalog. “neighbors.”That is, both a ministry of health Nursing Administration and faith integration, health maintenance, and Clinical Specialty Courses 9 units health promotion for the prayer community GNRS 570 Parish Nursing and Health Emphasis itself, and mission outreach for health advocacy Ministries 2 Along with a clinical specialty track, students and social ethics are encompassed within this GMIN 568 Field Education in Ministry I 2 may elect nursing administration as an specialization.The uniqueness of this program GMIN 569 Field Education in Ministry I 1 additional emphasis. Course work focuses on resides in the depth of theological knowledge GMIN 618 Philosophy of Ministry 4 combining the resources of nursing, organiza- and ministry skill that is required to be inte- tional development, and business Concluding Courses 5 units grated into advanced nursing practice.A post- management.This program prepares nurses for master’s nursing credential is also available. GNRS 540 Case Management 2 administration of nursing service in a variety GNRS 541 Clinical Practicum in of health care settings. This specialty is also open to ministry majors, Case Management 2 who are ordained clergy or who are seeking GNRS 597/598 Academic Core 15 units ordination to professional ministry, and who Thesis/Comprehensive Advanced Practice Core 14 units wish an interdisciplinary emphasis on the Examination Directed Study 1 integration of health and spirituality, health Clinical Specialty Courses Total Required for maintenance, and health promotion within Adult, Parent Child, High Risk 8 units PN Specialty 46 units congregations and faith traditions/denomi- Home Health, nations. For ministry students, a health ministries — or — focus is individually designed to meet the Nursing Education Emphasis Family Nurse Practitioner 16 units specific ministry needs of the student (e.g., family health ministries, older adult-enablement Along with a clinical specialty track, students Concluding Courses 5 units health ministries, youth and child health may elect nursing education as an additional Required Nursing Administration ministries, women’s health ministries). emphasis.This course of study prepares students at the master’s level for teaching roles Emphasis Courses 9 units in various clinical or academic settings. GNRS 560 Theory and Practice in Nursing Administration 5 Academic Core 15 units GNRS 568 Issues in Health Care Advanced Practice Core 14 units Finance 4 Total Requirements for Clinical Specialty Courses CNS with Nursing Administration Adult, Parent Child, High Risk Emphasis 51 units Home Health 8 units — or — Total Requirements Family Nurse Practitioner 16 units for FNP with Nursing Concluding Courses 5 units Administration Emphasis 59 units Nursing 156 School of Nursing

Post-Master’s High Risk Home Family Nurse Practitioner Credential Programs Health Nursing Students must be admitted into the university Required Courses 17 units before registering for this program.The Family Post-master’s credential programs are available GNRS 504 Bioethics and Health Policy 3 Nurse Practitioner Credential Program is in:Adult, Parent-Child, High Risk Home designed as a nondegree course credit option Health, Parish Nursing, Family Nurse GNRS 510 Family Theory in Health Care 2 GNRS 580 Theory and Practice in High for nurses with a master’s degree in nursing. Practitioner, Nursing Administration, and This program promotes primary health care Nursing Education. Please contact the Risk Home Health Nursing 4 GNRS 581 Clinical Specialization in High skills through didactic education and clinical graduate program for specific requirements supervision, which prepares the nurse for at (626) 815-5391 or fax (626) 815-5414. Risk Home Health Nursing 4 GNRS 540 Case Management 2 licensure by the State of California and for National Certification as a family nurse Adult Nursing GNRS 541 Clinical Practicum in Case Management 2 practitioner. Required Courses 15 units Prerequisites GNRS 504 Bioethics and Health Policy 3 Note:The following courses will be required for 1. Master’s degree in nursing GNRS 520 Theory and Practice in all high risk home health nursing post-master’s Adult Nursing 4 students who have not completed such a course 2. Completion of a basic health assessment GNRS 521 Clinical Specialization in previously: course Nursing Care of Adults 4 GNRS 512 Advanced Health Assessment GNRS 540 Case Management 2 and Health Promotion 6 Required Courses* 34 units GNRS 541 Clinical Practicum in GNRS 515 Advanced Pathophysiology 2 GNRS 512 Advanced Health Assessment Case Management 2 GNRS 594 Pharmacology for Advanced and Health Promotion 6 Practice Nursing 3 GNRS 513 Advanced Nursing Note: The following courses will be required for Practice Role** 3 all adult nursing post-master’s students who have Parish Nursing GNRS 515 Advanced Pathophysiology 2 not completed such a course previously: GNRS 590 Primary Health Care of Required Courses 23 units GNRS 512 Advanced Health Assessment the Young Family 6 and Health Promotion 6 GNRS 504 Bioethics and Health Policy 3 GNRS 591 Primary Health Care of GNRS 515 Advanced Pathophysiology 2 GNRS 506 Spiritual Care 3 the Childbearing Family 4 GNRS 594 Pharmacology for Advanced GTHE 504 God, Creation, and GNRS 592 Primary Health Care of the Practice Nursing 3 Humanity* 4 Mature and Aging Family 6 GTHE 514 Jesus Christ, the Holy Spirit, GNRS 594 Pharmacology in Advanced Parent-Child Nursing and Salvation 4 Practice Nursing 3 GNRS 570 Parish Nursing/Health Required Courses 17 units GNRS 540 Case Management 2 Ministries 2 GNRS 541 Clinical Practicum in GNRS 504 Bioethics and Health Policy 3 GMIN 568 Field Education in Ministry I 2 Case Management 2 GNRS 510 Family Theory in Health Care 2 GMIN 569 Field Education in Ministry II 1 GNRS 530 Theory and Practice in GMIN 618 Philosophy of Ministry 4 Total Requirements for FNP Post- Parent-Child Nursing 4 Master’s Credential 34 units GNRS 531 Clinical Specialization in Note:The Parish Nursing Credential is an *Students who hold current California state Parent-Child Nursing 4 interdisciplinary nondegree program. Students may take the theology courses at a denomina- certification as a nurse practitioner or nurse midwife, GNRS 540 Case Management 2 and students who hold a master’s degree in nursing GNRS 541 Clinical Practicum in tional seminary. Course work in theology from and/or national certification as clinical nurse specialist Case Management 2 this program may be applied toward a degree in may challenge or request waiver of the course work theology at APU. required for the Family Nurse Practitioner Program, as Note:The following courses will be required for appropriate to the student’s current specialty. Petitions *Parish nursing students must take the constructive all parent-child nursing post-master’s students for challenge or waiver of courses must be initiated theology course series as offered by the school of on admission and approved through the Graduate who have not completed such a course theology however that series may be constituted. Coordinating Council. Students must show proof of previously: current nurse practitioner, nurse midwife, or clinical GNRS 512 Advanced Health Assessment nurse specialist certification. and Health Promotion 6 **This requirement is waived for APU master’s graduates between the years of 1992-93 to 1995-96,

Nursing GNRS 515 Advanced Pathophysiology 2 since the content was integrated in the clinical courses. GNRS 594 Pharmacology for Advanced Practice Nursing 3 Nursing 157

Nursing Administration GNRS 508 Research for Course Descriptions Advanced Practice Nursing (3) Students must be admitted into the university GNRS 501 Theoretical Thinking in Nursing (2) The focus of this course is development of an under- before registering for this program.The This course examines questions about the nature standing of the principles of the research process, Nursing Administration Post-Master’s and construction of theory and how theoretical ideas especially quantitative methods, with an overview Credential Program prepares students for are developed and used in nursing practice and of qualitative methods.The course prepares the administration of nursing service in a variety research. Philosophical ideas underlying theory are advanced practice nurse to systematically review and of health care settings. Course work focuses examined and selected theoretical models and critique research literature, participate in evaluation on combining the resources of nursing, theories are explored. Prerequisite: completion of of health services, and effectively utilize research in organizational development, and business undergraduate research course or instructor’s consent clinical practice.A computer lab experience in data management.This program builds on skills entry and analysis is included. Prerequisites: computer GNRS 502 Advanced Clinical literacy, undergraduate research course, a statistics course, and and knowledge obtained in a master’s of Decision Making (2) Elective GNRS 501 science in nursing program. The theory and practice of clinical decision making GNRS 509 Qualitative Research: in nursing provides the major course focus. Factors Prerequisite Grounded Theory (3) Elective which influence the clinical decision-making process Master’s degree in nursing are examined, and practical applications within the A variety of qualitative research approaches and issues, including grounded theory, phenomenology, Required Courses 9 units clinical area identified.The relationship between clinical decision making and policy formulation is and ethnography are introduced and explored. GNRS 560 Theory and Practice in analyzed.The role of nursing diagnoses in clinical Students collect and analyze qualitative data using the Nursing Administration 5 decision making is critiqued. constant comparative methodology of grounded GNRS 568 Issues in Health Care theory. Prerequisites: GNRS 508 and instructor’s consent GNRS 503 Cultural Competency in Finance 4 Health Care (2) GNRS 510 Family Theory in Health Care (2) The major theoretical perspectives for understanding Total Requirements for This course focuses on understanding general and specific culture concepts relevant to health and the family as a core unit of analysis are studied. Nursing Administration This course fosters the student’s recognition of the Post-Master’s Credential 9 units health-seeking behaviors of diverse ethnic/cultural groups in the United States.These concepts serve family’s responsibility for health. Factors such as as the basis for formulating culturally competent family patterns and care-giving tasks of families Nursing Education health care interventions for individuals, families, experiencing catastrophic or chronic alteration in and communities. In addition, the course addresses health care are examined. Prerequisite: GNRS 501 The Nursing Education Post-Master’s Credential the concept of acculturation as a major source of or instructor’s consent Program prepares nurses for teaching roles in inter- and intra-ethnic-cultural diversity. GNRS 512 Advanced Health various clinical and/or academic settings.This GNRS 504 Bioethics and Health Policy (3) Assessment and Health Promotion (6) program builds on skills and knowledge This course focuses on bioethical analysis, decision- The course develops the graduate nurse’s assessment obtained in a master’s of science in nursing making and moral policy analysis, and formulation. skills and focus on the promotion of health in program. Health-related cases, issues, and policy are addressed individuals across the age range and within a family, community, and cultural context.The emphasis is on Prerequisite as related to the professions represented by the students enrolled in the course. Health is broadly adapting and expanding the medically focused Master’s degree in nursing understood as encompassing a wide range of history and physical assessment to incorporate the assessment of traditional and nontraditional therapies Required Courses 9 units professional and social issues (such as world hunger, poverty, euthanasia and assisted suicide, organ and to identify culturally relevant and age appropriate GNRS 552 Education Concepts and transplantation, state and national health policy, and health promotion strategies for common episodic Clinical Instruction in so on). Prerequisites: graduate standing and instructor’s complaints and chronic health conditions. Outcomes Nursing 5 consent are examined in light of theoretical concepts. GNRS 554 Curriculum Foundations Strategies for health promotion include a focus on GNRS 506 Spiritual Care (3) and Instructional lifestyle, mental health, nutrition, counseling to Selected concepts in the spiritual care of persons Strategies 4 modify risk factors, and screening tests/prophylaxis from the traditional Judeo-Christian perspective for the early detection and prevention of disease. Total Requirements for provide a central focus to the course.The goal Prerequisites: undergraduate health assessment, pathophys- Nursing Education is to apply spiritual concepts to the care of persons iology,Academic Core, and all other Advanced Practice Post-Master’s Credential 9 units with complex health or illness care needs. Students Core courses are introduced to and engage in the process of scholarly research.The course is conducted as a tutorial/seminar experience. Prerequisites: graduate standing and instructor’s consent; recommended: one theory- based graduate course Nursing 158 School of Nursing

GNRS 513 Advanced Nursing Practice Role (3) GNRS 530 Theory and Practice in maintenance, illness prevention, and client education The focus is on the concepts of role development Parent-Child Nursing (4) services to individuals and families at home are and performance competence of the advanced Theory and practice in care of fathers, mothers, and essential course components.A review of legal practice nurse. Emphasis is placed on the clinician, infants in all phases of the reproductive processes are mandates for practice and discussion of ethical educator, consultant, and researcher roles of the the primary focus. High-risk families and problems dilemmas and issues related to high quality nursing advanced practice nurse. Leadership aspects of the related to normal pregnancy are included. Nursing care are included. Specific content varies based on the advanced practice nursing role are explored in processes and conceptual models for practice are students’ prior education and experience. Clinical relation to clinical decision making, health care incorporated into both the didactic and clinical placements are arranged to meet the individual delivery, proposal writing, and regulation of practice. components of the course. Prerequisites:Academic student’s needs. Prerequisites: undergraduate research, Prerequisite: completion of Academic Core courses Core and Advanced Practice Core courses pathophysiology, and health assessment GNRS 514 Research Proposal Writing (2) GNRS 531 Clinical Specialization in GNRS 547 Nursing Leadership in Elective Parent-Child Nursing (4) Acute Care Settings (6) This course focuses on the application of the A study of the clinical specialist role with young This is one of two clinical courses provided for the concepts in GNRS 508.The goal is the completion family populations is included.Application of theory RN who seeks both a bachelor’s and master’s degree of a research proposal that details the problem, the and continued refinement of professional knowledge in nursing.The course synthesizes selected infor- research purpose, questions or hypotheses to be and skills in maternal-child health are emphasized. mation from the generic bachelor’s and master’s tested, a critique of the literature, the design and Seminar and practicum are planned according to the programs for presentation in a condensed format, methods of the study including protection of human students’ clinical interests. Prerequisites:Academic Core, addressing the development and nature of today’s subjects, the plans for analysis, use of the study, and Advanced Practice Core courses, and GNRS 530 health care systems and associated issues in the the budget and personnel. Prerequisite: GNRS 508 United States. Further, content familiarizes the GNRS 540 Case Management (2) student with several roles and responsibilities of the GNRS 515 Advanced Pathophysiology (2) This course focuses on principles and models of contemporary nurse, such as leader, consultant, This course builds on basic anatomy and physiology case management and its implementation in a teacher, manager, and client advocate.The course and undergraduate study of pathophysiology. It multidisciplinary practice environment that focuses on client needs in acute health care settings focuses on development of an advanced under- emphasizes health care delivery through system and emphasizes the relationship between the standing of the pathophysiologic mechanisms of integration.The student is introduced to decision health care system and the advocate. Prerequisites: human health disorders. Diagnostic reasoning that making related to allocation of resources and services, undergraduate research, pathophysiology, and health facilitates the clustering of signs and symptoms the development of clinical pathways, and evaluation assessment leading to diagnosis is a key process undergirding the of case management approaches. Integral to case course.This course requires the integration of signs management is the promotion of consumer GNRS 552 Education Concepts and Clinical and symptoms, clinical testing (such as laboratory and education, involvement and advocacy. Prerequisite: Instruction in Nursing (5) radiologic studies), and pathophysiologic mechanisms completion of one clinical graduate specialty course The roles of the nurse educator in nursing education with diagnoses. Prerequisites: undergraduate pathophys- and service programs are investigated.This course GNRS 541 Clinical Practicum in iology and graduate Academic Core courses builds on both clinical and teaching/ learning Case Management (2) theories, concepts in curriculum design, and instruc- GNRS 520 Theory and Practice in This clinical course promotes the development of tional strategies.Teaching/learning theories are Adult Nursing (4) case management skills in collaborative practice implemented in clinical and lecture situations with Critical concepts in the care of selected adult- with members of the health care team. It allows a group of nursing students or nursing service client populations utilizing the nursing process are a the student opportunities to apply principles of case personnel.Additional attention is directed to issues primary focus.Advanced assessment and intervention management and utilize case management tools of men’s and women’s intellectual development and strategies of selected clients who exhibit health and methods to improve patient care and patient the needs of adult and ethnic minority learners. problems and have entered the health care delivery outcomes. Evaluation of case management activities Prerequisites:Academic Core,Advanced Practice Core, system are emphasized. Client populations may be is an integral component of the course. Prerequisite: Specialty courses, and GNRS 554 selected from the areas of critical care, adult medical- completion of one graduate clinical specialty course surgical, or gerontology with the instructor’s consent. GNRS 554 Curriculum Foundations and GNRS 546 Theory and Practice in Prerequisites:Academic Core and Advanced Practice Instructional Strategies (4) Health Care Systems in the Community (6) Core courses Curriculum issues in education and teaching/ This specialized course prepares RNs without learning theories are emphasized. Development and GNRS 521 Clinical Specialization in a bachelor’s degree for graduate study in nursing.A evaluation of nursing curricula for a variety of Nursing Care of Adults (4) multiple theoretical focus that includes concepts from nursing programs are discussed. Specific teaching A study of the clinical specialist role in nursing is systems, stress, adaptation, developmental, and role strategies derived from presented theories are included. Continued refinement and extension of theory is emphasized.A beginning practice in the identified for implementation in a variety of nursing professional knowledge and skills in a selected clinical utilization of the nursing process with an emphasis settings: community or bedside client instruction, area are emphasized. Practicum and seminars are on nursing diagnosis and the nurse’s role in assessing, in-service presentations, and classroom instruction planned according to the students’ clinical interests. planning, implementing, and evaluating care of clients within schools of nursing. Prerequisites: GNRS 501, Prerequisite:Academic Core,Advanced Practice Core in a variety of community settings is provided.

Nursing GNRS 503, GNRS 504, and GNRS 510 courses, and GNRS 520 Collaboration with community-based organizations and services that provide health restoration, Nursing 159

GNRS 560 Theory and Practice in GNRS 590 Primary Health Care of the GNRS 595 Special Topics in Nursing (1-4) Nursing Administration (5) Young Family (6) In this course, a topic of current interest to students The advanced study of management theories and their This combined theory and clinical course focuses is examined in depth. Students analyze and evaluate relationship to nursing and health care facilities are on management of health care of children (from topics/issues to reach and express a position, enhance addressed. Emphasis is on organizational and communi- birth through adolescence) and their families. personal development and/or to develop a particular cation theories, nursing care delivery systems, and Theory and clinical experiences emphasize project. If students elect this course more than once quality of care. Prerequisites: GNRS 501, GNRS 504, assessment, prevention, and management of physio- during their program, each such course must address GNRS 510, and GNRS 568 logical, social, emotional, intellectual, spiritual, and a different topic. Prerequisite: graduate standing educational needs of the child as an individual GNRS 568 Issues in Health Care Finance (4) GNRS 596 Nursing Informatics in and as a family member.The effects of culture on An introduction to control mechanisms for use in Advanced Nursing Practice (3) Elective development, parenting, and health care practices are nursing administration is provided. Content in strategic This course focuses on the management of infor- emphasized.The course provides theory and clinical planning, forecasting, goal setting, and financial mation and application of computer and information experiences in the management of normal and planning in health care is emphasized. Development science and technology to support and enhance common pathological conditions to prepare students of skills in planning and measuring the cost- advanced nursing practice, especially in the delivery for advanced nursing practice in the role of nurse effectiveness of nursing care delivery, plus program of quality health care, decision making, and strategic practitioner. Prerequisite:Academic Core and Advanced planning and budgeting for nursing services, is planning. Students are assisted in becoming proficient Practice Core courses included. users of computers and information technology in GNRS 591 Primary Health Care of the their professional and academic roles. GNRS 570 Parish Nursing/Health Ministries (2) Childbearing Family (4) This course provides an introduction to and overview GNRS 597 Comprehensive Examination This course focuses on the assessment and manage- of health ministry and parish nursing theory Directed Study (1) ment of the primary health care needs of the family and practice.The philosophy of the course is that This course guides the student through the process with a childbearing woman. Emphasis is placed (a) the parish nursing role is that of a specialist in of demonstrating an integration of theoretical, on health promotion and maintenance, disease spiritual aspects of patient care in the congregational clinical and research knowledge. Critical thinking prevention, curative, and restorative care. Cross- context, requiring the integration of graduate level is enhanced through careful consideration of cultural aspects related to women bearing children theology/ ministry and nursing theory and praxis, and information presented during discussion.The are addressed. Prerequisites:Academic Core and Advanced that (b) health ministry is an emerging role and trend examinations are taken as part of this seminar. Practice Core courses in pastoral ministry that seeks to bring professional Prerequisites: completion of all Academic Core,Advanced ministry skill to bear upon the integration of health, GNRS 592 Primary Health Care of the Practice Core, and Specialty Courses; and GNRS 540; faith, and spirituality in the parish setting. Mature and Aging Family (6) GNRS 541 may be taken concurrently This combined theory and clinical course focuses GNRS 580 Advanced Theory and Practice in GNRS 598 Thesis (1) on the role of the family nurse practitioner (FNP) High Risk Home Health Nursing (4) A student initially enrolls in this option toward the in caring for mature adults and aging family A combined theory and clinical course that focuses latter part of the program for one (1) unit of credit. members, from young adulthood to elderly on the clinical role of the specialist in high risk home The student registers for one unit of thesis credit adulthood. Emphasis is placed on the management health care. Special emphasis is placed on the use of each semester (2 of 3 semesters per year) until the of common primary health problems of these age the nursing process with a conceptual framework for thesis is completed. Prerequisites: GPA of 3.5 or above, groups.The delivery of culturally competent primary nursing practice. Clusters of common home care chair’s consent for thesis option, and completion of all health care interventions of young, middle-aged, nursing diagnoses are discussed to develop effective Academic Core and Advanced Practice Core courses and elderly adults are addressed. Prerequisites:Academic care plans for the high risk home care client/family. Core and Advanced Practice Core courses GNRS 599 Readings/Independent Emphasis is placed on minimizing the effect of illness Study in Nursing (1-4) and disability to enhance optimal function and GNRS 594 Pharmacology in A student may elect to pursue special interests for development, preventing institutionalization, and/or Advanced Practice Nursing (3) credit at any time during the program under the promoting a peaceful and dignified death. Prerequisites: This course builds upon basic knowledge in supervision of a faculty member. University policy Academic Core and Advanced Practice Core courses pharmacology and provides content essential for states that the student must earn a grade in an the advanced practice nurse to render appropriate GNRS 581 Clinical Specialization in independent study course in order to receive credit pharmacological treatment in practice. Mechanisms High Risk Home Health Nursing (4) toward graduation. Prerequisite: graduate standing of action, interactions, side effects, and prescribing This combined theory and clinical course focuses guidelines for drugs commonly utilized across the life on the indirect caregiver role of the clinical nurse cycle are addressed.Variations in pharmacological specialist in high risk home care. Based on identified reactions attributed to cultural factors are emphasized. competencies of the clinical specialist, the course Strategies for fostering individual/family adherence focuses on the roles of educator, program manager, to pharmacological regimens are examined.This researcher, and consultant. Utilizing a conceptual course meets the requirements of the California framework, the student designs a program for a specific Board of Registered Nursing in the application of a high risk home health client population including “furnishing number” by the advanced practice nurse budgetary considerations, staffing patterns, and in California. Prerequisites:Academic Core courses evaluation methods to achieve expected outcomes. Concepts of advocacy, communication, power, and Nursing leadership are emphasized. Prerequisites:Academic Core, Advanced Practice Core courses, and GNRS 580

Graduate Catalog

Master of Divinity ...... 164 Haggard Master of Arts in Pastoral Studies . . . . 166 Master of Arts in Christian Education . 167 M.A.C.E. in Youth Ministries ...... 168 Graduate School of Master of Arts in Nonprofit Leadership and Theology ...... 169 Master of Arts in Religion ...... 170 Theology Doctor of Ministry ...... 171

161 162 Haggard Graduate School of Theology

Introduction Spiritual Life Haggard The Haggard Graduate School of Theology The faculty of the Haggard Graduate School at Azusa Pacific University is an expansion of Theology believes that the growth of the Graduate School of an institution that began in 1899 with student’s spiritual life is foundational to effec- the formation of the Training School for tive ministry.Accordingly, the development of Theology Christian Workers. Devoted Christian of the spiritual life is integral to every course. educators from the Evangelical Friends In addition, there are opportunities for the Faculty (Quaker) and Methodist churches provided graduate school community to pray together education for ministry at the training school and share experiences in Jesus Christ. Chapel Interim Dean; Professor: Lane Scott, Ph.D. throughout the early part of the present services are conducted during each semester. Associate Dean; Professor: century.Today, the Haggard Graduate School Students and faculty are encouraged to attend Earl Grant, Ph.D. of Theology exists to carry on and expand the university chapels as well as special servic- this fundamental purpose of training men and es and lectures. Chairs; Professors: women for effective ministry in the Church John Hartley, Ph.D., of Jesus Christ.The theological stance of the Experiential Learning Department of Biblical Studies; Haggard Graduate School of Theology is The Haggard Graduate School of Theology Lane A. Scott, Ph.D., Wesleyan. utilizes an experiential learning model.The Department of Theology and Ethics; Master of Divinity, Master of Arts in Christian Sarah Sumner, Ph.D., Degree Programs Education, Master of Arts in Nonprofit Department of Ministry Degree programs in the Haggard Graduate Leadership and Theology, Master of Arts in Director of the D.Min. Program; Catherine Gregg, School of Theology prepare men and women Pastoral Studies, and the Doctor of Ministry D.Min. for ministry in the church, whether as lay programs are designed with the intentional persons or as ordained professionals. Six integration of biblical, theological, and minis- Professors: degrees are offered including the Master of terial studies with ministerial practice. Field Les Blank, Ph.D.; Don Thorsen, Ph.D.; Richard Arts in Religion, a 36-unit program for per- education, the central component in the Foster, D.Th.P.; sons preparing to teach Bible or theology M.A.C.E., M.A.N.L.T., M.A.P.S., and M.Div. Marsha Fowler, Ph.D.; courses; the Master of Arts in Pastoral Studies, degree programs, facilitates the integration Roger White, Ed.D. a 60-unit program which trains students for of academic learning and experience in Associate Professors: service in special ministries; the Master of Arts ministry. Students are required to devote at Lynn Allan Losie, Ph.D.; in Christian Education, a 60-unit program least 12 hours per week for the duration of Sarah Sumner, Ph.D.; directed toward the person with a specific call their master’s degree program to some form to educational ministries (may be desirable for of supervised ministry. Assistant Professors: lay ministers not seeking ordination); the Gordon Coulter, M.A.; Ronald Freeman, Ed.D.; Master of Arts in Nonprofit Leadership and Biblical Languages Sung Min Park, Ph.D.; Theology, a 60-unit program for the person Master of Divinity students are required to Enrique Zone, Ed.D. with a specific call or leading to one of the obtain competence in at least one biblical Scholar in Residence: more specialized fields of professional language for use as an exegetical tool in the Ralph P.Martin, Ph.D. ministry; the Master of Divinity,a 97-unit study of the Bible.This requirement may be program which equips students for pastoral met by the course GBBL 500 Elements of Lecturers (part time): and other forms of ministry (many denomi- Greek Exegesis or by transcript evidence of Chuck Allers, D.Min.; nations require the Master of Divinity for one year of biblical Greek or Hebrew Charles Crosby, M.Div; Doug Heal, M.A.; ordination); and the Doctor of Ministry, a 36- at the undergraduate level or by GBBL 504, Jim LaShanna, Ph.D.; Larry Lloyd, M.A.; unit professional doctorate in spiritual 505 New Testament Greek I, II or GBBL Jack Loo, M.A.; Luis Madrigal, M.Div.; formation. 524, 534 Hebrew I, II. It is strongly John McKenna, Ph.D.; recommended, however, that students Hyo Shick Pai, Ph.D.; Laurie Polich, M.A.; who anticipate further graduate study in Terry Samples, Ph.D.; John Sarver, D.Min.; theology complete a full-year course in Claude M. Stonier, Ph.D.; biblical Greek and/or Hebrew.To obtain full Ron Williams, M.Min.

Theology benefit from courses in biblical studies, students should enroll in the biblical language course, as well as in GBBL 511 Seminar in Biblical Interpretation, as early as possible in To uphold the excellence of APU’s academic offerings, their academic program. programs undergo periodic review. Please contact the individual program director for updated information. Theology 163

Los Angeles Urban Council for Christian Women The theological librarian serves on the the Ministries/Studies Center in Leadership faculties of both the library and the Haggard Graduate School of Theology and oversees Because Azusa Pacific University has a special The Council for Christian Women in collection development for resources at the concern for the great cities of the world, Leadership is a body of professional women main campus libraries and at the San Diego with their diverse ethnic populations and and men whose purpose is to advance Regional Center, and Wilshire and Urban multitudes of poor people, it makes available Christian women as ministers and ambassadors sites.Training in the use of library resources to its students various opportunities for field of Christ.The council provides support and for religious studies, database use, and use education in the vast Los Angeles metropolis. guidance to women in the community and at of the internet is available to classes and Professors with special experience in urban Azusa Pacific University who are considering, individuals by appointment. ministry lead seminars and direct the field entering, or currently serving in ministry. In education courses. In addition, a special addition, the council sponsors a variety of The library resources of the Haggard Graduate concentration in urban ministerial studies events to help establish our vision of seeing School of Theology are expanded through is offered at the Los Angeles Urban Ministries/ women and men serve the Lord together several consortial and contractual agreements. Studies Center. Located in Los Angeles at with freedom to use our spiritual gifts.The Through a contractual arrangement with the 2003 East Imperial Highway, Los Angeles, the council is led by Sarah Sumner, Ph.D., Claremont School of Theology, the Haggard center affords students in the Master of Arts assistant professor of theology and ministry. Graduate School of Theology students and in Pastoral Studies and Master of Divinity faculty have the use of its theological library programs the opportunity to earn up to 20 Library and Information (140,000 volumes).A consortial arrangement units toward their degree. Resources with the Southern California Area Theological Library Association (SCATLA) provides access Asian Center The university libraries of Azusa Pacific to the 18-member campus libraries between University currently have more than 750,000 Santa Barbara and San Diego. The Asian Center, located in the Koreatown holdings.These include more than 144,000 district of Los Angeles at the Wilshire Campus cataloged monographs, 1,300 printed serial The Hugh and Hazel Darling Library is of Azusa Pacific University (3200 Wilshire titles, 7,700 media volumes, and 600,000 located on APU’s West Campus. It offers users Boulevard, Suite 315), offers bilingual courses microforms. Collections in the areas of a sizable collection of printed books, reference in English and Korean for the various degree theology, biblical studies, and philosophy materials, serials, and microfilm. In addition, programs in the Haggard Graduate School of include nearly 50,000 volumes within the students can use 180 computer carrels and Theology.The programs of the Asian Center library holdings.The university maintains 220 workstations with access to more than are supervised by Sung Min Park, director of special collections for denominations with 100 licensed electronic databases and Web Asian ministry studies. historic ties to the institution including resources. Friends, Church of God–Anderson, Free Friends Center Methodist, Holiness, and Salvation Army. Dual Degree Requirements The Friends Center is the seminary education The library has placed a high priority on Students may be either simultaneously or and ministry training program of Friends obtaining the latest in electronic technology sequentially enrolled in the Master of Arts in Church Southwest at the Haggard Graduate including many full-text databases.Additionally, Religion and the Master of Arts in Pastoral School of Theology.The Friends Center’s a CD-ROM network includes theology, Studies or Master of Divinity programs at mission is to make an eternal impact for philosophy, and biblical studies research the Haggard Graduate School of Theology Christ by equipping men and women to products.Access through the Internet is and earn two degrees by completing a serve internationally as ministers, missionaries, available to the APU community and includes minimum of 78 units for the Master of and leaders.The program highlights the the library’s electronic catalog,APOLIS, as Arts in Religion/Master of Arts in Pastoral Evangelical Friends’ theological tradition well as more than 100 proprietary databases. Studies and 115 units for the Master of Arts with its emphasis on the primacy of Scripture The OCLC First Search system provides in Religion/Master of Divinity combinations. as the revelation of God’s Word.The center access to the holdings of more than 20,000 All degree requirements for both programs provides an excellent academic environment libraries throughout the world. must be met.A minimum of three years of for students seeking a scholarly foundation full-time study is required for the Master of for ministry.There is significant emphasis Arts in Religion/Master of Arts in Pastoral placed on instruction related to ministerial Studies combination; a minimum of four skills and practical application. Jeff Davis is years of full-time study is required for the director of the Friends Center. Master of Arts in Religion/Master of Divinity combination. Theology 164 Haggard Graduate School of Theology

Advanced Standing Transfer units from unaccredited schools Master of Divinity M.Div. students may petition for up to must be evaluated on a course-by-course 15 units of advanced standing from basis. Introduction undergraduate work in religion. Units transferred must have been earned The Master of Divinity Program prepares M.A.C.E., M.A.N.L.T., and M.A.P.S. within eight years from the date of men and women for professional ministry in students may petition for up to admission for the M.Div., M.A.C.E., the church.The core curriculum provides 10 units of advanced standing from M.A.N.L.T., M.A.P.S., and M.A.R. students with solid training in biblical, undergraduate work in religion. degrees. theological, and ministerial studies.A unique

feature of the program is its intentional Courses in which a grade of B or better M.A.R. students may not petition for integration of academic and experiential was earned may be used in a limited advanced standing. components. Students must engage in some number as transfer credit toward the form of supervised ministry during their Prior to formal admission, the request M.A.C.E., M.A.N.L.T., M.A.P.S., and degree programs.The Haggard Graduate for advanced standing petition form the M.Div. degrees. should be completed. School of Theology’s faculty brings to the Prior to formal admission, the Request program a unique combination of the highest Students must pass examinations for for Transfer Credit petition form should academic credentials and extensive ministerial advanced standing within 12 months of be completed. experience. their admission date.The cost for the exam is $30 per unit. If the student Visiting Student Status Program Goals passes the exam(s), then he/she will not The Haggard Graduate School of Theology The program helps the student develop a be required to pay full tuition for those has visiting student agreements with Fuller pastoral theology for ministry in a local units. Theological Seminary and Claremont School church or parachurch organization.The of Theology. Students may contact the emphasis involves biblical and theological A student may repeat advanced standing Haggard Graduate School of Theology for reflection on a broad spectrum of ministerial examinations one time without further additional information, (626) 812-3049. charge. tasks and needs. Specifically, the goals of the Advancement to Candidacy Master of Divinity Program are to prepare Courses in which a grade of C or lower In order to progress beyond the initial courses graduates who: was earned may not be used for of the degree program and be admitted to full advanced standing. Understand basic principles for inter- graduate standing, the student must be pretation of Scripture and use an inductive Students admitted under the exceptional granted candidacy. Candidacy is granted by method of Bible study. category may not petition for advanced faculty approval upon the completion of the standing units. stated candidacy requirements for the Understand and discuss the central themes respective degrees, and after the faculty of the Bible and expound the Scriptures. Transfer Units (through a careful review) is satisfied with the Utilize resources from church history and A student may petition for up to 48 units student’s progress in his/her field education systematic theology to shape contemporary for the M.Div., less any advanced studies, spiritual formation, and personal ministry. standing units (e.g., 33 units transfer and growth. Specific requirements for attaining 15 units advanced standing or any other candidacy are listed under the respective Understand the contributions of the combination totaling 48 units for the degree program descriptions. Wesleyan movement and apply these to M.Div.), and 30 units for the M.A.C.E., their particular tradition. M.A.N.L.T., M.A.P.S., less any advanced standing units, and 6 units for the Explicate a theory of ministry relevant to M.A.R. from other accredited graduate their intended ministerial vocation. degree programs. Units transferred are Communicate effectively through limited to one-third of an earned master’s preaching, teaching, and writing. degree.A minimum of 49 units for the M.Div.; 30 units for the M.A.C.E., Perform ministry with an appropriate M.A.N.L.T., and M.A.P.S.; and 30 units professional style.

for the M.A.R. must be completed at the

Theology Teach,train others to teach, and direct Haggard Graduate School of Theology. the teaching program of the local church. Theology 165

Experience personal and spiritual growth. Admission Procedures Program of Studies Plan and lead worship effectively. Applicants to the master’s program shall sub- The Master of Divinity Program requires 97 mit the following items: units of course work comprising 24 units of Counsel people and make referrals to biblical studies, 24 units of theology and appropriate mental health professionals. 1. Application for graduate admissions and ethics, 24 units of ministry studies, 13 units adherence to all departmental application Provide leadership in the administration in the professional block, and 12 units of procedures of the local church. electives. Students who have not completed a course in a biblical language must register for 2. Three references Provide leadership in addressing the church’s GBBL 500 Elements of Greek Exegesis.An social and cultural mandate. 3. Official transcripts from all institutions emphasis in parish nursing is available through leading to and awarding the applicant’s Have global awareness of the church and a joint program with the School of Nursing. baccalaureate degree and all post- its ministry. baccalaureate study (To be considered Requirements for the Master of Integrate personal and professional official, a transcript must come directly Divinity Program 97 units from the Office of the Registrar of the development through disciplined reflection Biblical Language school attended to the Graduate Center on ministerial, personal, and academic Requirement* 4 units at Azusa Pacific University. Students’ experiences. GBBL 500 Elements of Greek Exegesis** 4 sealed copies will not be considered GBBL 504, 505 official.) Admission Requirements New Testament I, II 4,4 1. A bachelor’s degree from an accredited 4. A nonrefundable $45 application fee GBBL 524, 534 college or university is required; Hebrew I, II 4,4 however, a limited number of students 5. International students have a separate Biblical Studies Core 24 units who do not have bachelor’s degrees, application procedure. Please contact the GBBL 511 Seminar in Biblical but have extensive ministerial experience, Office of International Student Services Interpretation 4 may be considered for admission. For a at (626) 812-3055. GBBL 512 The Gospels’Witness to Christ 4 description of the standards governing These items should be sent to: GBBL 521 People of God 4 these exceptions, please write to the Graduate Center GBBL 531 Kingdom of God 4 dean of the Haggard Graduate School Azusa Pacific University GBBL 532 Paul the Apostle of Theology. 901 E.Alosta Ave. and Theologian 4 2. Students must have a 3.0 grade-point PO Box 7000 GBBL 622 The Church of the average.Applicants with a grade-point Azusa, CA 91702-7000 USA First Century 4 average between 2.5-2.99 may be (626) 815-5470 Theology and Ethics 24 units admitted with provisional standing. Fax (626) 815-5445 [email protected] GTHE 504 God, Creation, and Humanity 4 Send international applications to: GTHE 513 History of the Modern Church 4 Office of International Student Services GTHE 514 Jesus Christ, the Holy Spirit, Azusa Pacific University and Salvation 4 901 E.Alosta Ave. GTHE 615 Church and Society 4 PO Box 7000 Azusa, CA 91702-7000 USA Additional choice of two: (626) 812-3055 GTHE 503 History of Early and Fax (626) 812-3081 Medieval Church 4 [email protected] GTHE 505 Christian Ethics 4 GTHE 534 Interdisciplinary Seminar After the information has been reviewed in Theology 4 by the Admissions Committee, the candidate GTHE 544 The Theology of is notified of the committee’s decision.An John Wesley 4 academic counseling appointment with the *Students who have completed one year of Haggard Graduate School of Theology faculty undergraduate Hebrew or Greek may waive this is required prior to registration for classes. requirement. **If a student takes GBBL 500 Elements of Greek Exegesis, only eight elective units are required. If a

student takes GBBL 504, 505 New Testament Greek I, Theology II or GBBL 524, 534 Hebrew I, II the elective units will also be reduced accordingly. 166 Haggard Graduate School of Theology

Ministry Studies Core 24 units Additional Degree Requirements Master of Arts in GMIN 507 Preaching and Worship 4 Candidacy GMIN 516 Dynamics of Christian In order to advance toward the Master of Pastoral Studies Formation 4 Divinity degree, the student must attain GMIN 518 Pastoral Church Leadership 4 candidacy by completing 60 units of course Introduction GMIN 528 Transitions in Ministry 4 work with a grade-point average of 2.7 or The Master of Arts in Pastoral Studies Program Additional choice of two: better, including GBBL 500 Elements of is for persons seeking preparation in the GMIN 508 Church Leadership and Greek Exegesis or a year of Greek or Hebrew, specialized field of urban and intercultural Administration 4 GBBL 511 Seminar in Biblical Interpretation, ministries.This program may be desirable for GMIN 538 Evangelism and Discipleship 4 and 3 units of field education. In addition, professional lay ministers not seeking GMIN 598 Principles of Church Growth 4 students must comply with the following ordination. requirements: Field Education* 9 units Admission requirements and procedures are GMIN 568 Field Education in Ministry I 2 1. A satisfactory evaluation by the professor the same as for the Master of Divinity GMIN 569 Field Education in Ministry I 1 of field education and field ministry Program. GMIN 568 Field Education in Ministry II 2 supervisors Program Goals GMIN 569 Field Education in Ministry II 1 2.A satisfactory evaluation of the student’s GMIN 568 Field Education in Ministry III 2 spiritual and personal growth and skills The Master of Arts in Pastoral Studies GMIN 569 Field Education in Ministry III 1 for ministry development by the faculty Program helps the student, who has had a specific call to urban and intercultural min- Philosophy of Ministry 3.Approval for candidacy by the Haggard istries to develop a practical theology. Requirement 4 units Graduate School of Theology faculty Specifically, the goals of the Master of Arts in GMIN 618 Philosophy of Ministry** 4 (The faculty may act to grant candidacy Pastoral Studies Program are to prepare Electives+ 8-12 units and permission to continue studies, or graduates who: deny candidacy and recommend that the Total 97 units student be dropped from the program.) Understand basic principles for inter- pretation of Scriptures and are able to *GMIN 568 and GMIN 569 are two parts of the same All students in the Master of Divinity Program course, taken in fall and spring respectively.The content use an inductive method of Bible study. must devote at least 12 hours per week, for differs for each two-part segment. Nine units are Use inductive skills to develop a biblical required for M.Div. students. the duration of the degree program, to the theology. **An oral exam is taken in GMIN 618 Philosophy of practice of some form of supervised ministry Ministry. in an approved church or parachurch field Develop the ability to reflect theologically +If a student takes GBBL 500 Elements of Greek ministry center. and historically about the purpose, nature, Exegesis, only eight elective units are required. and methods urban and intercultural In order to graduate, a student must maintain ministries. a 2.7 grade-point average and pass an oral exam during the final semester of study in Are knowledgeable about the basic conjunction with the Philosophy of Ministry concepts, theories, and methodologies of requirement. the various disciplines related to the chosen field of urban and intercultural Time Limit ministries. The Master of Divinity must be completed within 10 years from the date of admission. Critique and evaluate basic concepts, Course work completed more than 10 years theories, and methodologies of urban and prior to completion of degree requirements intercultural ministries from a disciplined is not acceptable toward the degree. theological perspective. Develop professional proficiency and leadership ability. Show evidence of growth in spiritual life. Have a global awareness of the church

Theology and its ministry. Integrate personal and professional development through disciplined reflection on ministerial, personal, and academic experiences. Theology 167

Program of Studies Additional Degree Requirements Master of Arts in The Master of Arts in Pastoral Studies requires Candidacy 60 units of course work: 24 units of core In order to advance toward the Master of Christian Education courses, 20 units of course work in urban Arts in Pastoral Studies degree, the student The Master of Arts in Christian Education and intercultural ministry, 14 units in the must attain candidacy by completing 20 Program is for persons seeking preparation in professional block, and 2 units of elective. units of course work, including 3 units of the specialized field of educational ministries. field education, with a grade-point average This program may be desirable for profes- Requirements for the Master of of at least 2.7 or better. In addition, the sional lay ministers not seeking ordination. Arts in Pastoral Studies 60 units student must comply with the first three Core Courses 24 units candidacy requirements listed under the Program Goals GTHE 504 God, Creation, and Master of Divinity Program (see page 164). The Masters of Arts in Christian Education Humanity 4 All students in the Master of Arts in Pastoral Program is basically directed toward the GTHE 505 Christian Ethics 4 Studies Program must devote at least 12 hours person with a specific call to educational GBBL 511 Seminar in Biblical per week, for the duration of the program, ministries. Specifically, the goals of the Master Interpretation 4 to the practice of some form of supervised of Arts in Christian Education Program are GBBL 513 History of the Modern Church 4 ministry in an approved church or parachurch to prepare graduates who: Two of the following: field center. Understand basic principles for inter- GBBL 512 The Gospels’ In order to graduate, a student must maintain pretation of Scriptures and are able to Witness to Christ 4 a 2.7 grade-point average and pass an oral use an inductive method of Bible study. GBBL 521 People of God 4 exam during the final semester of study in GBBL 531 Kingdom of God 4 Use inductive skills to develop a biblical conjunction with the Philosophy of Ministry GBBL 532 Paul the Apostle theology. requirement. and Theologian 4 Develop the ability to reflect theologically GBBL 622 The Church of the Time Limit and historically about the purpose, nature, First Century 4 The Master of Arts in Pastoral Studies must and methods of Christian education. be completed within eight years from the Concentration 20 units date of admission. Course work completed Are knowledgeable about the basic Select five courses in urban and more than eight years prior to completion of concepts, theories, and methodologies intercultural ministries. degree requirements is not acceptable toward of the various disciplines related to the Professional Block 14 units the degree. chosen field of Christian education. GMIN 528 Transitions in Ministry 4 Critique and evaluate basic concepts, GMIN 568 Field Education in theories, and methodologies of Christian Ministry I** 2 education from a disciplined theological GMIN 569 Field Education in perspective. Ministry I** 1 GMIN 568 Field Education in Develop professional proficiency and Ministry II** 2 leadership ability within Christian education. GMIN 569 Field Education in Show evidence of growth in spiritual life. Ministry II** 1 GMIN 618 Philosophy of Ministry* 4 Have a global awareness of the church and its ministry and the role of Christian Electives 2 units education within that ministry. Total 60 units Integrate personal and professional *An oral exam is taken in GMIN 618 Philosophy development through disciplined of Ministry. reflection on ministerial, personal, and **GMIN 568 and GMIN 569 are two parts of the same course, taken in fall and spring respectively.The content academic experiences. differs for each two-part segment. Six units are required for M.A.P.S. students. Theology 168 Haggard Graduate School of Theology

Program of Studies Professional Block 14 units GMIN 528 Transitions in Ministry 4 Master of Arts in The Master of Arts in Christian Education GMIN 568 Field Education in Christian Education; Program requires 60 units of course work: Ministry I** 2 24 units of core courses, 22 units of course Youth Ministries GMIN 569 Field Education in work in Christian education, and 14 units in Ministry I** 1 Emphasis the professional block. GMIN 568 Field Education in Today’s youth ministers meet teenagers from Requirements for the Ministry II** 2 more diverse backgrounds than ever before. Master of Arts in Christian GMIN 569 Field Education in Consequently, a new breed of youth ministers Education 60 units Ministry II** 1 is emerging.The 21st century youth minister GMIN 618 Philosophy of Ministry* 4 must be rooted in scriptural principles and Core Courses 24 units able to meet the complexity of challenges GTHE 504 God, Creation and Total 60 units facing youth in today’s culture (suicide, teen Humanity 4 *An oral exam is taken in GMIN 618 Philosophy pregnancy, crime, drugs, etc.).Youth workers GTHE 505 Christian Ethics 4 of Ministry. today must become active liaisons between GBBL 511 Seminar in Biblical **GMIN 568 and GMIN 569 are two parts of the schools, nonprofit government agencies, law Interpretation 4 same course, taken in fall and spring respectively.The content differs for each two-part segment. Six units are enforcement agencies, and the community. GTHE 513 History of the Modern required for M.A.C.E. students. Today’s youth ministers must understand Church 4 the crucial function of role modeling and Additional Degree Requirements Two of the following: effectively establish mentoring programs in a GBBL 512 The Gospels’Witness to Candidacy wide array of settings and circumstances. Christ 4 In order to advance toward the Master GBBL 521 People of God 4 of Arts in Christian Education degree the The Degree Program student must attain candidacy by completing GBBL 531 Kingdom of God 4 The M.A.C.E. Program offers those with 20 units of course work, including 3 units GBBL 532 Paul the Apostle and a passion for the spiritual growth of today’s of field education, with a grade-point average Theologian 4 youth the opportunity to earn a master’s of at least 2.7. In addition, the student must GBBL 622 The Church of the First degree in only three years. Classes meet one comply with the first three candidacy Century 4 night per week with summers off. requirements listed under the Master of Concentration 22 units Divinity Program (see page164). The cohort model of teaching brings together GMIN 506 Foundations of Educational 20 adult learners for the duration of the All students in the Master of Arts in Christian Ministries 4 program who study, learn, and experience the Education Program must devote at least 12 GMIN 516 Dynamics of Christian dynamic interplay of spiritual formation and hours per week for the duration of the Formation 4 educational preparation. Such an experience program to the practice of some form of GMIN 526 Curriculum and Instruction 4 also fosters deep and supportive friendships supervised ministry in an approved church or Elective 2 that span cultural, age, and gender differences parachurch field center. Two of the following: and last far beyond graduation. GMIN 546 Seminar in Educational In order to graduate, a student must maintain Ministries: Innovation a 2.7 grade-point average and pass an oral Program Goals and Entrepreneurship 4 exam during the final semester of study in Integration of truth with culture. GMIN 596 Educational Ministry conjunction with the Philosophy of Ministry Administration 4 requirement. Development of a philosophy of lifelong service to Christ. GMIN 606 Current Issues in Time Limit Educational Ministries 4 The Master of Arts in Christian Education Promotion of an understanding of youth must be completed within eight years culture. from the date of admission. Course work Provision of hands-on experience and completed more than eight years prior to reality-based learning. completion of degree requirements is not acceptable toward the degree. Theology Theology 169

Program Requirements Master of Arts in Admission Requirements This 60-unit program is comprises Nonprofit Leadership Admission requirements and procedures 24 units of core courses, 20 units within are the same as for the Master of Divinity the Christian Education concentration, and Theology Program. 10 units in the professional block, and The Master of Arts in Nonprofit Leadership 6 units of electives. and Theology Program equips nonprofit Program of Studies At least 12 hours per week are devoted leaders and those in ministry with the The Master of Arts in Nonprofit Leadership to the practice of some form of supervised management tools needed to achieve organi- and Theology requires 60 units of course ministry in an approved church or zational excellence with a results-focused work: 24 units of core courses, 24 units of parachurch field center for the duration Christian worldview: course work in the nonprofit concentration, and 12 units in the professional block. of the program. Graduates from the Christian Ministries Maintenance of a 2.7 grade-point average bachelor’s program Requirements for the Master or higher, and passing of an oral exam Graduates from the business bachelor’s of Arts in Nonprofit in conjunction with the Philosophy of program Leadership and Theology 60 units Ministry requirement is required. Mid-level managers and executives at not-for-profit and church organizations Core Courses 24 units GTHE 504 God, Creation, and Program of Studies Program Goals Humanity 4 Core Courses 24 units GTHE 505 Christian Ethics 4 Specifically the goals of the Master of Arts GBBL 511 Seminar in Biblical GBBL 511 Seminar in Biblical in Nonprofit Leadership and Theology are Interpretation 4 Interpretation 4 to prepare graduates who: GBBL 512 The Gospels’Witness to Christ 4 GTHE 513 History of the Modern GBBL 532 Paul the Apostle and Understand basic principles for inter- Church 4 Theologian 4 pretation of Scripture and are able to Two of the following: GTHE 504 God, Creation, and Humanity 4 use an inductive method of Bible study. GBBL 512 The Gospels’Witness to GTHE 505 Christian Ethics 4 Use inductive skills to develop a biblical Christ 4 GTHE 513 History of the Modern theology. GBBL 521 People of God 4 Church 4 Develop the ability to reflect theologically GBBL 531 Kingdom of God 4 Ministry Studies Core 20 units and historically about the purpose, GBBL 532 Paul the Apostle and Theologian 4 GMIN 506 Foundations of Educational nature, and methods of nonprofit GBBL 622 The Church of the First Ministries:Youth 4 leadership. Century 4 GMIN 516 Dynamics of Christian Are knowledgeable about the basic concepts, theories, and methodologies Formation 4 Concentration 24 units of the various disciplines related to GMIN 528 Transitions in Ministry 4 BUSI 519 Research Design and Program nonprofit leadership. GMIN 546 Seminar in Educational Evaluation for Nonprofits 3 Critique and evaluate basic concepts, Ministries:Youth 4 BUSI 532 Ethical Issues in Nonprofit theories, and methodologies of nonprofit GMIN 628 Seminar in Ministry:Youth 4 Management 3 leadership from a disciplined theological BUSI 555 Integrated Decision Professional Block** 6 units perspective. Making in Nonprofits 3 GMIN 568 Field Education in Ministry I 2 Develop professional proficiency and BUSI 561 Fund Development: GMIN 569 Field Education in Ministry I 1 leadership ability within nonprofit Planning, Implementing, GMIN 568 Field Education in Ministry II 2 organizations. and Evaluation 3 GMIN 569 Field Education in Ministry II 1 Show evidence of growth in spiritual life. BUSI 562 Effective Nonprofit Leadership Have a global awareness of the church Philosophy of and Management 3 and its ministry and the role of nonprofit Ministry Requirement 4 units BUSI 563 Public Accounting: Legal and leadership within that ministry. GMIN 618 Philosophy of Ministry* 4 Financial Issues in Nonprofit Are equipped to facilitate the Drucker Management 3 Electives 6 Units Foundation’s self-assessment tool for BUSI 564 Strategic Marketing for nonprofit organizations–a strategic Total 60 units Nonprofits 3 planning process based on the principles BUSI 569 Nonprofits in America: *An oral exam is taken in GMIN 618 Philosophy of of Peter F.Drucker. History, Philosophy, and Ministry. **GMIN 568 and GMIN 569 are two parts of the same Tradition 3 Theology course, taken in fall and spring respectively.The content differs for each two-part segment. Six units are required for M.A.C.E. with a Youth Ministries emphasis students. 170 Haggard Graduate School of Theology

Professional Block 12 units Admission Requirements GMIN 528 Transitions in Ministry 4 Master of Arts in 1. Students seeking admission must hold a — or — Religion bachelor’s degree with a 3.0 grade-point BUSI 581 The Christian Business and average from an accredited college or Professional Leader 3 Introduction university. Provisional admission may be The Master of Arts in Religion Program BUSI 599 Readings in Business granted to applicants with a grade-point is designed for students with an under- Independent Study with average between 2.5-2.99. BUSI 581 1 graduate major or minor in religion who (The independent study is not desire advanced academic training in biblical 2. Students must have completed at least necessary if taking GMIN 528) studies or theology and ethics in preparation 18 semester units of upper-division GMIN 568 Field Education in for teaching in Christian schools or colleges. undergraduate course work in religion. The Master of Arts in Religion may also Ministry I* 2 3.At least six semester units of biblical GMIN 569 Field Education in serve as the foundation for doctoral studies in Bible or theology and ethics. Greek or Hebrew for students Ministry I* 1 concentrating in biblical studies are GMIN 618 Philosophy of Ministry Program Goals required. Proficiency in the biblical (includes an oral exam) 4 language must be demonstrated by The Master of Arts in Religion Program Total 60 units examination. provides a general foundation in the biblical *GMIN 568 and GMIN 569 are two parts of the same and theological disciplines as well as an Additional admission procedures are course, taken in fall and spring respectively.The content opportunity for specialized training in either outlined under the Master of Divinity differs for each two-part segment.Three units are biblical studies or theology and ethics. Program (see page 164). required for M.A.N.L.T. students. Specifically, the goals of the Master of Arts in Program of Studies Additional Degree Requirements Religion Program are to prepare graduates Candidacy who: The Master of Arts in Religion requires In order to advance toward the Master of Understand the principles and methods 36 units of course work comprising 12 units Arts in Nonprofit Leadership and Theology of biblical interpretation, with particular of core courses, 20 units of concentration degree the student must attain candidacy by focus on the inductive method of Bible in either biblical studies or theology and completing 20 units of course work, including study. ethics, and 4 units of elective or a thesis. Each 3 units of field education, with a grade-point student is assigned a faculty advisor who will average of at least 2.7. In addition, the student Understand the principles and methods give guidance in the selection of courses, must comply with the first three candidacy of the formation of Christian doctrine preparation for the written core examination, requirements listed under the Master of and/or ethics. and composition of the research paper or thesis. Divinity Program (see page 164). Graduates with a concentration in biblical studies: All students in the Master of Arts in Nonprofit Requirements for the Use the critical methods of biblical Leadership and Theology Program must Master of Arts in Religion 36 units devote at least 12 hours per week for the interpretation. Core Courses 12 units duration of the program to the practice of Understand the relationship of historical Select three from the following: some form of supervised ministry in an and cultural context to the interpretation GBBL 511 Seminar in Biblical approved church or parachurch field center. of the Bible. Interpretation 4 In order to graduate, a student must maintain Understand the methodology and central GBBL 512 The Gospels’Witness a 2.7 grade-point average and pass an oral themes of biblical theology. to Christ 4 exam during the final semester of study in GTHE 505 Christian Ethics 4 Graduates with a concentration in theology conjunction with the Philosophy of Ministry GTHE 534 Interdisciplinary Seminar and ethics: requirement. in Theology 4 Use theological methodology in Time Limit addressing theological and ethical issues. Concentration 20 units The Master of Arts in Nonprofit Leadership The student chooses a concentration in either Understand the historical development of and Theology must be completed within theology and ethics or biblical studies and selects

Theology Christian doctrine and ethics. eight years from the date of admission. Course 20 units of courses from the area of concentration. work completed more than eight years prior Understand the central doctrines of Elective/Thesis Option 4 units to completion of degree requirements is not Christian theology and the foundations The student selects one elective or writes a thesis. acceptable toward the degree. of Christian ethics. Total 36 units Theology 171

Additional Degree Requirements Doctor of Ministry Admission Requirements Candidacy Admission to the D.Min. Program is on Before students are allowed to enroll in courses Introduction the basis of competence in theology and beyond a total of 24 units, they must be The Doctor of Ministry is the highest ministry, giving evidence of the motivation advanced to candidacy in the Master of Arts professional degree offered by schools of and ability to pursue further study at the in Religion Program. Candidacy is granted by theology. It builds on and develops the doctoral level.This is demonstrated not only the faculty of the Haggard Graduate School professional competence in ministry achieved by the applicant’s previous academic work of Theology after a review of the student’s in the completion of the Master of Divinity but also by the endorsement of the church progress in the program and the successful degree.The doctorate offered by the Haggard or parachurch organization to which the completion of the core courses and the written Graduate School of Theology focuses on applicant is accountable.Admission therefore core examination (taken after the three core spiritual formation. In the program attention is granted by the D.Min. Committee with courses are completed). is also given to the development of ministerial reference to the following requirements: skills which will make the pastor more Research Paper or Thesis 1. Possess an ATS-accredited M.Div. degree effective as a spiritual leader. To receive the Master of Arts in Religion or its educational equivalent, achieved degree, students must demonstrate the ability to Program Goals with a grade-point average of at least write and conduct scholarly research in their 3.0 and verified by the submission of area of concentration. Under the supervision of The goals of the Doctor of Ministry program an official transcript. (The educational the faculty advisor, the student prepares a major are to: equivalent of the M.Div. degree is under- research paper or a thesis which is defended in Develop a theology of spirituality by stood to be a minimum of 97 semester an oral session before the faculty advisor and drawing on and integrating insights units of graduate work in theology, two other faculty members selected by the from Scripture, theology, and related distributed among biblical, theological, faculty of the Haggard Graduate School of disciplines in the humanities and and ministerial studies.Transcripts of any Theology.The major research paper or thesis behavioral sciences. other graduate study beyond the may be an expansion of work presented to baccalaureate level must also be Understand the spiritual dynamics in the meet course requirements in the concentration. submitted.) The oral defense may be scheduled after the transformation of the human personality. student has achieved candidacy and is within six 2. Provide evidence of the active practice Understand how persons form habits units of the completion of course work, and of ministry for at least three years that facilitate spiritual growth. must be accomplished before the degree is subsequent to the M.Div. degree as well awarded. In order to graduate, a student must Understand how renewal movements as current involvement in ministry. have at least a 3.0 grade point average. enhance or inhibit the formation of (This evidence must include the written Christian character. endorsement of the church or para- Time Limit church organization to which the The Master of Arts in Religion must be Understand how the pastor’s style of applicant is accountable.) completed within eight years from the date leadership contributes to spiritual of admission. Course work completed more formation in the congregation, with 3. Submit a 1,500-word written statement than eight years prior to completion of degree reflection on the concerns of men and of the applicant’s ministerial goals, requirements is not acceptable toward the women in ministry. including reference to personal history, ministerial experience, and recent degree. Understand the relationship between theological reading. personal piety and the promotion of social justice. 4. Obtain three letters of reference attesting to the applicant’s personal character, Understand the dynamics of spiritual life academic ability, and ministerial skills. in the context of urban life and ministry. 5. Schedule a personal interview, if deemed Apply the theory of spiritual formation appropriate, with the director of the to personal spiritual growth and the D.Min. Program and/or the D.Min. tasks of ministry through experience- Committee. oriented learning strategies. Theology 172 Haggard Graduate School of Theology

6. Applicants for whom English is a second Transfer Credit As a preliminary step to the review by the language must demonstrate proficiency D.Min. Committee, the student’s experience Because of the specialized nature of the to work at the doctoral level by a score in ministry and progress in the program will program, transfer credit must be evaluated of 550 on the Test of English as a be evaluated.A report and recommendation by the director of the D.Min. Program.A Foreign Language (TOEFL) and test of from the D.Min. faculty members based on maximum of six semester units of doctoral- written English. Students who have this interview will be presented to the D.Min. level work will be allowed as transfer credit. completed at least 48 units in an Committee for consideration in its review of accredited English speaking program Full-Time Status the student’s qualifications for candidacy. just prior to attending APU may be Full-time status in the D.Min. Program is admitted without the TOEFL. 8 units per term. Students who enroll in at Structure of the Program 7. Possession of or access to a computer is least 4 units are considered to be 1/2 time. Formation of the highly recommended for all students. Spiritual Life 12 units Time Limit for Degree Completion (The university offers a computer GDMN 710 Spiritual Formation 4 purchase program that enables members A maximum of 16 units of course work GDMN 720 Theology for Spiritual of the university community to purchase may be completed during one calendar Formation 4 computers and software at economical year, requiring a minimum of two years for GDMN 730 Church Renewal 4 rates.) completion of the course work.The written D.Min. project may be completed in the Ministry for 8. International students have a separate third year.The maximum time allowed for Spiritual Formation 16 units application procedure. Please contact the completing the program is eight years from Choose one: Office of International Student Services the time of enrollment. Extensions beyond GDMN 740 Spiritual Leadership 4 at (626) 812-3055. this deadline may be granted at the discretion GDMN 750 Civic Spirituality 4 of the D.Min. Committee in response to Choose four: All materials should be submitted to: requests received before the conclusion of the GDMN 760 Christian Spirituality and Graduate Center eighth year, citing appropriate extenuating Modern Technology 3 Azusa Pacific University circumstances and specifying the expected GDMN 762 Prayer and the Spiritual 901 E.Alosta Ave. date of completion. Disciplines 3 PO Box 7000 GDMN 764 History and Theology Azusa, CA 91702-7000 USA Leave of Absence of Worship 3 (626) 815-5470 Students in good standing who must interrupt GDMN 766 Empowering the Laity 3 Fax (626) 815-5445 their studies for compelling reasons may GDMN 768 Urban Immersion 3 [email protected] petition the D.Min. Committee for a leave of absence of not more than two years. GDMN 770 Church Growth and Send international applications to: Church Planting 3 Office of International Student Services Written D.Min. Project Azusa Pacific University Specific competence in a specialized area of Specific Focus in 901 E.Alosta Ave. ministry, related to the candidate’s personal Spiritual Formation 8 units PO Box 7000 experience and interest and involving research GDMN 700 Orientation I 1 Azusa, CA 91702-7000 USA and writing at both the theoretical and practical GDMN 701 Orientation II 1 (626) 812-3055 level, will be demonstrated by a written GDMN 702 Orientation III 1 Fax (626) 812-3081 D.Min. project. GDMN 703 Orientation IV 1 [email protected] GDMN 790 D.Min. Project 4 Advancement to Candidacy Following the successful completion of two core courses, the first two orientation courses and the presentation of the topic for the written D.Min. project, the student is advanced to candidacy status after review by the D.Min. Committee.The minimum standard will be a grade-point average of 3.0 Theology in course work and an approved topic for the written D.Min. project. Theology 173

Instructional Format GBBL 532 Paul the Apostle and Theologian (4) Course Descriptions This course studies the Apostle Paul’s pastoral work Each course is structured to include three in the establishment and care of churches and his components which incorporate the theoretical, Biblical Studies formative contribution to the theology of the church practical, and collegial aspects of the learning GBBL 500 Elements of Greek Exegesis (4) through examination of his letters. experience: Students who are readers of the English Bible GBBL 534 Hebrew II (4) are introduced to the syntax of New Testament This course serves as a continuation of the intro- 1. Preliminary reading. Reading is assigned Greek for a better understanding of the translation duction to the basic vocabulary, morphology, and that must be completed prior to the class- process, the principles of exegesis, and the exegetical syntax of biblical Hebrew begun in Hebrew I. room experience, fulfilling a requirement reference tools available for interpreting the New of 1,800-2,000 pages of reading for a Testament. GBBL 541 Exegetical Study of the Greek or Hebrew Text (4) three-unit course and 2,400-2,500 pages GBBL 504 New Testament Greek I (4) Students are introduced to the basic principles and for a four-unit course.The reading will This class is an introduction to the basic vocabulary, practice of Greek or Hebrew exegesis, through a provide the theoretical basis for the morphology, and syntax of New Testament Greek for detailed study of selected passages in the Greek text analysis of practical situations in ministry. the purpose of learning to read and interpret the of the New Testament or the Hebrew Scriptures. New Testament as a foundation for theological study Attention is given to methodological and biblio- 2. Classroom experience. Classroom experience is and pastoral practice. in concentrated sessions during a two-week graphical resources. GBBL 505 New Testament Greek II (4) period that involves interaction with the GBBL 542 Biblical Foundations for This class continues the study of the basic vocabulary, faculty instructor and with the student’s peers Spirituality (4) morphology, and syntax of New Testament Greek in a seminar format (a three-unit course will This course investigates the biblical foundations of begun in New Testament Greek I. comprise 30 hours of classroom contact and the spiritual life. Students study selected biblical texts an 8-hour field assignment; and a four-unit GBBL 511 Seminar in Biblical to develop a theology of worship, prayer, spiritual course, 40 hours of classroom contact and Interpretation (4) disciplines, and the Holy Spirit’s work in the believer. an 8-hour field assignment).The faculty This course looks at the history of interpretation and The application and integration of this material to introduces the student to literary, form, and redaction instructor serves as a facilitator of discussion the student’s life is stressed. criticism.The basic method presented is the GBBL 551 Geographical and in a collegial atmosphere, using his or her inductive approach. academic and practical expertise to keep the Historical Setting of the Bible (4) seminar in focus and ensure that in-depth GBBL 512 The Gospels’ Witness to Christ (4) This comprehensive course of study emphasizes analysis, application, and integration occur. This course is an examination of the life and the geography, history, and archaeology of Israel in teaching of Jesus portrayed in the Gospels, exploring The concentration of classroom time in an biblical times, as well as introducing the post-biblical the historical, literary, and theological features of their history of the land, the Holocaust, and the complex intensive period of residence on campus witness through the inductive method of Bible study, social issues facing the modern nation of Israel. facilitates the development of a community enhanced by the methods of contemporary Gospel The course includes a 10-day travel tour of the of colleagues for enrichment and support. criticism. lands of the Bible. Field assignments on the weekend at the GBBL 521 People of God (4) midpoint of the class sessions allow for GBBL 570 Directed Research (1-4) This course addresses the theology of Creation, experiential learning outside of the formal including history and covenant. Genesis, Exodus, and GBBL 571 Readings in the Hebrew classroom periods. Discussion among Deuteronomy are used as primary source material. Text of the Pentateuch (1-4) colleagues can continue after the formal GBBL 524 Hebrew I (4) Selections from the Pentateuch are chosen according class sessions through the establishment of This course is an introduction to the basic to the students’ needs and interest.Attention is email groups through the internet. vocabulary, morphology, and syntax of biblical devoted to improving the ability to read the Hebrew 3. Course project.An extensive post-classroom Hebrew for the purpose of learning to read basic text and knowledge of advanced Hebrew grammar. The course focuses on the documentary hypothesis project provides an opportunity to Hebrew narrative and gaining the tools for and traditional-historical criticism. synthesize the reading and the classroom interpreting the Old Testament as a foundation for biblical study. It provides pastors and teachers with discussions and apply them to a ministerial GBBL 572 Readings in the Greek tools for greater insight into the biblical message of Text of the Gospels (1-4) situation.The results of this reflection the Old Testament. will be submitted in the form of a paper Selected passages from the Greek text of the Gospels are examined, and special attention is given to the with a minimum length of 5,000 words GBBL 531 Kingdom of God (4) tools of source, form, redaction, and narrative (20 pages). The interrelationship between the Israelite kingdom and the Kingdom of God are examined.These criticism. Courses are scheduled two times during the themes are traced through the historical books, the year–January and July. Psalms, and the prophets. Theology 174 Haggard Graduate School of Theology

GBBL 581 Readings in the Hebrew GMIN 509 Urban Anthropology and GMIN 548 Pastoral Counseling (4) Text of the Prophets (1-4) Christian Ministry (4) This course addresses the pastor’s counseling role Selections from the Hebrew Bible are chosen Theories of urban anthropology are evaluated with and is structured from the perspectives of Christian according to the students’ needs and interests. special emphasis on cross-cultural perspectives, ethnic theology and the behavioral sciences. Consideration Attention is devoted to improving the ability to differences, the distinction between urban and folk is given to such problems as parent-child conflicts, read the Hebrew composed in poetry.The role of societies, and the encounter of the church with the marital tensions, terminal illness, and grief.The the prophets in the life of Israel is investigated in urban environment. course provides insights for effective pastoral terms of their preparation of the people for the counseling and shows the student how to refer cases GMIN 516 Dynamics of Christian coming of God’s Kingdom in Christ. to counseling professionals. Formation (4) GBBL 582 Readings in the This course offers a study of foundational principles GMIN 558 Women and Men in Ministry (4) Greek Text of the Epistles (1-4) and models of Christian formation and discipleship, Male and female ministry roles are studied from Selected passages from the Greek text of the Epistles with special emphasis on edification and evangelism, the perspective of a biblical view of ministry as the are examined and special attention is given to and human growth and development. Consideration partnership of men and women who are called rhetorical criticism. is given to the varying needs of each student. of God. Special attention is given to male/female differences relative to ministry style and to cross GBBL 590 Thesis (4) GMIN 518 Pastoral Servant Leadership (4) gender communication skills. This introductory course explores the varied and GBBL 599 Readings in Biblical Studies (1-4) many roles and aspects of pastoral ministry. Emphasis GMIN 559 Urban Cross-Cultural Ministry (4) GBBL 611 Old Testament Seminar (4) is given to the strategies necessary in handling the Students learn about particular ethnic groups, with Topics with current and/or continuing significance for responsibilities of family, church, and community. a focus on ministry to each group, the church in changing neighborhoods, and the development of Old Testament studies, critical methods, and advanced GMIN 519 Christian Ministry and multicongregational churches. research techniques are emphasized. Urban Social Problems (4) GBBL 612 New Testament Seminar (4) The task of ministry is viewed from the perspective GMIN 568 Field Education in Ministry I (2) of urban sociology.Attention is devoted to the Topics that have current and/or continuing signif- GMIN 569 Field Education in Ministry II (1) icance for the study of the New Testament are pressing social problems of the city and the cults explored with emphasis on the methods of advanced that exist in the modern urban center. GMIN 570 Directed Research (1-4) research. GMIN 526 Curriculum and Instruction (4) GMIN 590 Thesis (4) Students gain knowledge of recent trends in GBBL 622 The Church of the First Century (4) GMIN 596 Educational Ministry curricular materials, principles, and methods; Students undertake an investigation of the Administration (4) emergence of the Christian Church in the first the use of the Bible; activities; and objectives of century A.D. through an examination of the Acts of programming in Christian education. GMIN 598 Principles of Church Growth (4) The basic principles of church growth, with special the Apostles, using the tools of literary, historical, GMIN 527 Expository Preaching (4) application to evangelism, mission, education, and sociological, and theological analysis. The principles and techniques of expositional administrative leadership, are covered. preaching are covered. Students are supervised in the Ministry practice of preaching from a biblical text. GMIN 599 Readings in Ministry (1-4) GMIN 506 Foundations of Educational Ministries (4) GMIN 528 Transitions in Ministry (4) GMIN 606 Current Issues in Educational Ministries (4) Students explore the history of Christian education The church and its ministry are studied.The course and its influence as a church movement, the emphasizes contemporary changes in Each term, a selected topic in educational ministry philosophy of ministry with emphasis on learning the church, directions in which the church is chosen, building upon and integrating ideas theory, and contemporary trends and their effect on and ministry are moving, staff relationships, contem- from theology, the social sciences, education, and Christian education, formation, and discipleship. porary methods of service, extra-church ministries, leadership. and the implications of modern culture on the GMIN 618 Philosophy of Ministry (4) GMIN 507 Preaching and Worship (4) development of the church’s ministry strategy. The preparation of the preacher, sermon Students develop a philosophy of ministry, giving GMIN 529 The City in Theological construction, and delivery are studied. Students are particular attention to the specialized type of Perspective (4) supervised in the development of effective communi- ministry for which they are preparing, and defend cation skills, with attention given to the different Students examine theological perceptions of the city, this philosophy in an oral examination before a elements of Christian worship, leadership in worship, with an emphasis on ministry in and to the polis. faculty panel of examiners. and planning the worship service. GMIN 538 Evangelism and Discipleship (4) GMIN 628 Seminar in Ministry (1-4) GMIN 508 Church Leadership and Students undertake an analysis of the principles and The course covers topics that are of pressing concern Administration (4) methods of establishing interpersonal relationships, in ministry, including spirituality, church renewal, and The nature and function of church administration fellowship, and resources necessary to communicate church planting.

Theology are studied in light of a process through which the and live out the Gospel message. church moves to fulfill its central purpose.The role GMIN 546 Seminar in Educational Ministry (4) of leadership in giving direction is examined. An important area in the field of educational ministry and spiritual formation is selected and studied each semester.Areas of study may include family ministry, age-group studies, leadership, spirituality, and ministry. Theology 175

Theology and Ethics GTHE 554 Friends Theology, Spiritual formation of individuals and communities GTHE 503 History of the Early and Worship, and Leadership (4) into the way of Christ, the imitatio Christi, is the Medieval Church (4) Students learn about the distinctive theology, worship, focus of the integration process; practical application is made to congregational life. The history of Christianity is surveyed from the first and leadership practices of Friends, as compared and century to the Reformation. Consideration is given to contrasted with other Christian groups.The course GDMN 730 Church Renewal (4) major theologians and their works and significant meets the needs of those in the “recording” process. Students consider the dynamics of spiritual renewal developments in the history of the church. GTHE 570 Directed Research (1-4) through an investigation of renewal movements among the people of God from the pre-exilic GTHE 504 God, Creation, and Humanity (4) GTHE 590 Thesis (4) prophets in ancient Israel to contemporary This course introduces students to basic beliefs about GTHE 599 Readings in Church History, movements in the Christian church in the 20th God and the methods of Christian theology.The Theology, and Ethics (1-4) century.The analysis draws on the perspectives of doctrines of revelation, Scripture, creation, humanity, theology, psychology, and sociology, with a focus on and sin are studied from the perspective of historical GTHE 615 Church and Society (4) the ways in which these movements enhance or and systematic theology, based on a biblical foundation. This course deals with the nature and mission inhibit character formation.Attention is given to GTHE 505 Christian Ethics (4) of the church and the problems which the church the application of the dynamics of renewal to The biblical and theological foundations of historical must face in its relationship with society. contemporary situations. and contemporary interpretations of Christian ethics GTHE 625 Seminar in Christian Ethics (4) GDMN 740 Spiritual Leadership (4) are covered, with an analysis of the nature of Christian A selected area in the field of Christian ethics is Students uncover the dynamics of leadership in the responsibility in the major areas of social concern. studied in a given semester.Areas of study include context of Christian community, using models GTHE 513 History of the Modern Church (4) the following: political ethics, social justice, war developed from the humanities and behavioral Major theological movements within the Christian and peace, economic ethics, the ethics of sex, and sciences as well as the theological disciplines to church, from the Reformation to the present, are medical ethics. determine the ethnic and cultural variables in studied. Consideration is given to major theologians leadership practice. Special emphasis is given to the and their works and significant developments in the Doctor of Ministry effect of different leadership styles on growth toward history of the modern church. GDMN 700 Orientation I (1) Christ-likeness, and application is made to practical GTHE 514 Jesus Christ, the Each orientation course integrates theology and pastoral settings. spirituality and gives attention to the practical Holy Spirit, and the Church (4) GDMN 750 Civic Spirituality (4) application of the course work to the needs and This course helps students develop their basic Christian Students uncover the dynamics of spiritual formation ministerial context of the individual student. beliefs about Jesus Christ and the Holy Spirit.The within the context of urban life and ministry, The first course focuses on the tools for study and doctrines of atonement, salvation, church, and integrating issues of social justice and personal piety. research in spiritual formation. eschatology are studied from the perspective of Particular attention is given to the African-American, historical and systematic theology, based upon a biblical GDMN 701 Orientation II (1) Asian-American,Asian, Hispanic-American, and foundation. This course provides an orientation to the Doctor Hispanic experience, and practical application is GTHE 523 Seminar in Church History (4) of Ministry Program. Special attention is given to the made to the ministerial context of the individual necessary tools for study and research in spiritual student. Students explore selected epochs, movements, or issues formation. in the history of the Church.Topics included are GDMN 760 Christian Spirituality and the Reformation, the Wesleyan revival, the Great GDMN 702 Orientation III (1) Modern Technology (3) Awakening, and the Church in the urban context. The process of developing a design proposal for the Students study the theory and practice of modern GTHE 529 The City in Theological written D.Min. project is covered. technology in the context of Christian ministry, including practical experience with the various Perspective (4) GDMN 703 Orientation IV (1) aspects of the information superhighway (e.g., Students examine theological perceptions of the city, The process of research and writing in preparation of computers and peripherals, software, network with an emphasis on ministry in and to the polis. the written D.Min. project is considered. services, and email).Attention is given to ways in GTHE 534 Interdisciplinary GDMN 710 Spiritual Formation (4) which the technological society enhances or inhibits Seminar in Theology (4) The spiritual dynamics involved in the transformation spiritual formation in individuals and communities. A selected topic in Christian theology, from the of the human personality are studied in the course. GDMN 762 Prayer and the perspectives of the Bible, theology, philosophy, Topics covered include biblical, theological, historical, Spiritual Disciplines (3) sociology, psychology, and communication theory, is psychological, and sociological understanding of the This course covers the biblical, theological, and studied in a given semester. human condition and how holy habits are formed. historical foundation for the classical disciplines of Special attention is given to how spiritual formation GTHE 544 The Theology of John Wesley (4) the spiritual life as a means of grace through which applies to situations of ministry. Highlights of Wesley’s life are studied with reference to the human person exercises relative independent will the development of his theology. Special attention is GDMN 720 Theology for to bring body, mind, and spirit into a cooperative given to the unique emphases of Wesleyan doctrine. Spiritual Formation (4) relationship with God. Special attention is given to Students explore the ways in which the disciplines of prayer as the foundational discipline of engagement, theology, the humanities, and the behavioral sciences the via positiva, and its practice in the prayer life of

can be integrated and applied to the task of ministry. the individual and in the life of the congregation. Theology 176 Haggard Graduate School of Theology

GDMN 764 History and Council of Christian Women Sarah Sumner, Ph.D. Theology of Worship (3) in Leadership Director, Council for Christian Women This course documents the history and theology in Leadership of worship with particular attention given to worship The Council for Christian Women provides Chair, Department of Ministry as a means for the cure of souls.The rationale and support, guidance, and resources for women Associate Professor of Ministry and Theology, practice of both liturgical and free church worship is preparing for ministry at Azusa Pacific Azusa Pacific University considered along with attention to various musical University. Azusa, California forms.Attention is also given to the application of the insights of this study to the ministerial context of Pat Clary the individual student. Founder and President,Women’s Lane Scott, Ph.D. Interim Dean of Haggard School of Theology, GDMN 766 Empowering the Laity (3) Ministry Institute Azusa Pacific University This course focuses on the universal ministry of all Pasadena, California Azusa, California Christians, the priesthood of all believers.Attention is Prudence Dancy given to everyday life as the place for effective Pastor of Care, Faith Community Church spiritual formation, the exercise of discernment in Council of Church Leaders West Covina, California the common life of the Christian community, and The following church leaders advise the dean the role of the enabling pastor in mobilizing Marilyn Faber and faculty of the Haggard Graduate School Christians for ministry. Regional Pastor and Staff, New Song Church of Theology on program development to GDMN 768 Urban Immersion (3) Covina, California ensure the practicality and relevance of Students analyze the impact of urban changes upon program content. the work of church planting and congregational life Sheila Grahm through an exposure to urban culture using the Founder,Women in Touch Rev. Stephen P. Fitch university’s network of relationships to churches, Ph.D. student, Claremont Superintendent, Southern California Free institutions, and agencies throughout the greater Los Methodist Church Conference Angeles area. Carmen Hosea Assistant to the President, NAE Azusa, California GDMN 770 Church Growth and Church Planter Church Planting (3) Mrs. Wilberta L. Chinn Chino, California This course stresses the dynamics of church growth Pastoral Staff in the context of planting churches both mono- and Ruth Privett First Chinese Baptist Church cross-culturally. Particular focus is given to spiritual Friend of Azusa Pacific University Whittier, California formation in the process of planting, growing, and Daughter of C. P.Haggard, Dr. James Garlow developing community life within the local church. Haggard School of Theology Sr. Pastor, Skyline Wesleyan Church GDMN 772 Ignatian Spirituality (3) Azusa, California La Mesa, California This course explores the history and theology of Ignatian spirituality, and the unique contribution that Knofel Staton Mrs. Betty Alvarez Ham it makes to spiritual formation. Course material Professor of New Testament, Executive Director examines the world in which Ignatius of Loyola lived Hope International University City Impact when he created the “Spiritual Exercises” as well as Fullerton, California Oxnard, California the practice and use of the exercises throughout the history of the church, and their significance for Don Thorsen Dr. Thomas Goble believers today. Professor of Theology, Superintendent, Church of the Nazarene Orange Azusa Pacific University GDMN 790 Ministry Project (4) County Conference Azusa, California Students work with their D. Min. project committee Orange, California in developing a doctoral level report based on critical Deb Walkemeyer Rev. Jerry Johnson reflection concerning a specific problem or issue in Associate Pastor, Light and Pastor, Seasons of Life the practice of ministry. Life Christian Fellowship Church GDMN 792 Project Continuation (0) Lang Beach, California Pasadena, California Students who do not complete their D.Min. project during the semester they are enrolled in GDMN 790 Gail Wallace Dr. Justo Gonzales Ministry Project, must enroll for subsequent Adjunct Faculty, President,AHETH semesters in this course. Azusa Pacific University Decatur, Georgia

Theology Azusa, California Rev. Jack Loo Senior Pastor Presbyterian Church of the Master Mission Viejo, California Theology 177

Dr. Kevin Mannoia Bishop North American General Conference Western Area Free Methodist Church Azusa, California

Ms. Priscilla Perkins Principal Harambee Preparatory School Pasadena, California

Dr. Keith Phillips President World Impact Los Angeles, California

Mr. Robert B. Phillips Strategy Consultant Arcadia, California

Dr. Timothy J. Purga Senior Vice President Fresh Start Bakeries Brea, California

Dr. Mike MacIntosh Senior Pastor, Horizon Christian Fellowship San Diego, California

Dr. David McKenna Chair of the Board of Trustees, Spring Arbor College Spring Arbor, Michigan

Rev. Kent Walkemeyer Pastor, East Whittier Friends Whittier, California

Dr. Ted Engstrom Chair Emeritus of the Board of Trustees Azusa Pacific University Azusa, California Theology

Graduate Catalog

Administration and Faculty ...... 180 Administration and Academic Calendar ...... 186 Faculty Index ...... 189

179 180 Administration and Faculty

Administration PAUL C. REISSER, MD, Family Physician, ARELLANO,MANUEL,Assistant Professor of Education; Conejo Oaks Medical Group B.S., B.A., M.A., Stanford University JON R.WALLACE, DBA,Acting President/ Chief Executive Officer MR.RAY ROOD, President, Human Technologies, ARTINIAN,BARBARA, Professor of Nursing; B.A., International Wheaton College; M.N., Case-Western Reserve PATRICIA S. ANDERSON, Ph.D., Provost University; M.S., , Los Angeles; EARL SCHAMEHORN, D.D.,Associate Pastor DAVID E. BIXBY, Ed.D.,Vice President for Administration, Riverside Free Ph.D., University of Southern California for University Advancement Methodist Church ARVIDSON,MARK,Associate Professor of Curriculum HANK C. BODE, JD,Vice President and Instruction; B.S.,Wheaton College; M.A.,Azusa MR.STEVEN SITTKO, Servant Leadership for Legal and Special Projects Foundation, Greenwood Village, CO Pacific University; Ph.D., Claremont Graduate School TERRY A. FRANSON, Ph.D.,Vice President ASHUR,NINA,Associate Professor; Director of the PAUL SZETO, D.Miss., President, for Student Life/Dean of Students Evangelize China Fellowship, Inc. Learning Enrichment Center; B.A., California CLIFFORD A. HAMLOW, Ph.D.,Vice President Polytechnic University, Pomona; M.A., California State MRS.DOLLY WARREN,Vice President, for University Projects University, Los Angeles; Ed.D., Warren Companies JACK H. RANKIN, Ed.D.,Assistant to the AUSTIN,CONNIE,Associate Professor of Nursing; BSN, JON R.WALLACE, DBA,Acting President/Chief President Point Loma Nazarene College; M.A., MSN, California Executive Officer,Azusa Pacific University State University, Los Angeles JOAN K. SINGLETON, CPA, CFP, Vice President for Finance and Administration/ Support Services AUSTIN,GLENN,Assistant Professor of Music; B.A., M.A., Chief Financial Officer Azusa Pacific University THOMAS WALTERS, Ph.D., Registrar MICHAEL M.WHYTE, Ph.D.,Associate Provost BABULAK,EDUARD,Associate Professor of Computer NINA ASHUR, Ed.D., Director of the Learning Science; B.Sc., Kosice Technical University, Slovakia; Enrichment Center Board of Trustees M.Sc., University of East , United Kingdom REBECCA KNIPPELMEYER, M.A., Director of MRS.FAYE BERT,Vice Chair, Lifeline Ministries BACER,KATHLEEN FLETCHER ,Assistant Professor of Academic Advising Services MR.GARY DAICHENDT, Executive Vice Education; B.A.,Azusa Pacific University; M.A., President, Cisco Systems California Polytechnic University, Pomona Academic Cabinet MR.MORGAN DAVIS, Consultant, BACER,WAYNE,Assistant Professor of Education; B.A., PATRICIA S. ANDERSON, Ph.D., Provost White Mountains Insurance Group San Jose State University; M.A., Claremont Graduate MICHAEL M.WHYTE, Ph.D.,Associate Provost School; Ed.D., GREGORY DIXON, D.Min., Senior Pastor, First Church of God, Inglewood LESTER C. EDDINGTON, C.Phil.,Assistant Provost BALOIAN,BRUCE, Professor of Religion; B.A.,; M.Div., Fuller Theological Seminary; Ph.D., TED ENGSTROM, LHD, President Emeritus, DUANE FUNDERBURK, DMA, Dean of the School Claremont Graduate School World Vision of Music BARBONE,ROBERT “TONY”,Associate Professor of MR.ED HEINRICH, Owner/President, PAUL GRAY, Ed.D., Dean of Computing Services Physical Education;A.A., Mt. San Antonio College; B.A., Deccofelt, Inc. and University Librarian M.A.,Azusa Pacific University MR.E.PEB JACKSON, Senior Vice President, ROSE LIEGLER, Ph.D., Dean of the School of Nursing BARNES,GRACE PREEDY,Associate Professor of College Young Life, Inc. LANE SCOTT, Ph.D., Interim Dean of the Haggard Student Affairs; B.A.,Wheaton College; M.A.,Azusa Graduate School of Theology MR.HOWARD KAZANJIAN, Film Producer, Pacific University, Ph.D., Fuller Theological Seminary Magic Lantern Productions ILENE SMITH-BEZJIAN, DBA, Dean of the School of BATTLE-WALTERS,KIMBERLY,Assistant Professor of Business and Management GORDON KIRK,Th.D., Senior Pastor, Social Work; B.A., Southern California College; MSW, Lake Avenue Church ALICE V. W ATKINS, Ph.D., Dean of the School of Temple University; Ph.D., University of Florida MR.TOM KOBAYASHI, CEO, EDNet Education and Behavioral Studies BAZNER-CHANDLER,JAN, Instructor of Nursing; B.S., MR.MICHAEL LIZARRAGA, President/Chief DAVID L.WEEKS, Ph.D., Dean of the College of Madonna College; M.S., California State University, Executive Officer,TELACU Industries Liberal Arts and Sciences Los Angeles

MR.DONALD C. MARSHBURN, President/ DEANA PORTERFIELD, M.A., Dean of Admissions BELL,SALLY ALONZO, Chair; Professor of Social Work; Co-Owner, Champion Seed Company DAVID MCINTIRE, Ed.D., Faculty Moderator B.A., California State University, Los Angeles; MSW, Ph.D., University of California, Los Angeles MR.WARD R. MUNSON, President/Founder (retired) Munson Sporting Goods Faculty BENTZ,JOSEPH, Professor of English and Communication; B.A., Olivet Nazarene University; MRS.ELAINE NEWKIRK, Public Educator, ACKLEY-BEAN,HEATHER,Assistant Professor San Diego, California of Christian Ministries; B.A., Mount Union College; M.A., Ph.D., Purdue University M.A., Claremont School of Theology; Ph.D., Claremont BICKER,DAVID, Chair; Professor of Communication KENNETH OGDEN, Ed.D., Focus on the Family Administration and Faculty and Administration Graduate University (Retired) Studies; B.A., Summit Christian College; M.Div., Denver ANDERSON,EDWARD “CHIP”, Professor of Education; Seminary; M.A., Denver University; Ph.D., University of MRS.SHERYL PATTON, CEO, Pacific West B.A., M.A., Pasadena College; Ph.D. University of California, Los Angeles Communications, Inc. California, Los Angeles BIEDERMAN,ROSS,Associate Professor of Physical TIMOTHY PURGA, D.Min., Senior Vice ANDERSON,PATRICIA, Provost; B.A., University of Therapy; B.S., Loma Linda University; DPM, California President, Fresh Start Bakeries, Inc. Minnesota; M.A., Ph.D., Claremont Graduate School College of Podiatric Medicine Faculty 181

BLANK,LES, Professor of Theology; B.A., Gordon CONOVER,ROGER, Chair, Undergraduate Program; ERISMAN,MARVIN, Professor of Graduate Psychology; College; M.A.,Azusa Pacific University; Ph.D., Assistant Professor of Business and Management; B.S.C., Bethany Bible College; M.Div., Fuller Theological Claremont Graduate School B.A., Grinnell College; M.A., University of California, Seminary; M.A., Ph.D., University of Southern California San Diego BODE,SHARON,Associate Professor of Music; B.S., M.M. ESSELSTROM,DAVID,Associate Professor of English; B.A., Azusa Pacific University; M.A., California State COULTER,GORDON,Assistant Professor of Theology; University of California, Los Angeles; M.A., California University, Fullerton B.A., Pasadena College; M.A.,Azusa Pacific University State University, San Francisco

BOERNER,GERALD,Associate Professor of Education; CRAIG,ANDREA IVANOV,Assistant Professor of English; FALL,RANDY,Assistant Professor of Education; B.A., B.A., ; M.A., Claremont Graduate B.A., ; M.A., Ph.D., University of University of California, Berkeley; M.S., California State School Southern California University, Hayward

BONNER,PATRICIA, Professor of Education; B.A., CRAIK,LUANN,Associate Professor of Education; B.S., FLANNERY,CHRISTOPHER, Chair; Professor of Political Point Loma Nazarene College; M.A.,Azusa Pacific M.S., California State University Fullerton; Ph.D., Science; B.A., California State University, Northridge; University; M.A., Ph.D., Claremont Graduate School Claremont Graduate University M.A.,The London School of Economics and Political Science, University of London; M.A., Ph.D., Claremont BOOCOCK,WILLIAM, Instructor of Music; B.A., CREASMAN,PAUL,Assistant Professor of Communication California State University, Fullerton; M.A., California Studies; B.A., Pepperdine University; M.A.,Arizona State Graduate School State University, Los Angeles University FLORES,PAUL,Assistant Professor of Education; B.S., University of Southern California; M.Div., Fuller BOWDEN,VICKY,Associate Professor of Nursing; BSN, CULP,JOHN, Professor of Philosophy; B.A., Greenville ; NP,MNSc, University of Arkansas; College; M.Div.,Asbury Theological Seminary; M.A., Theological Seminary DNSc, University of San Diego Butler University; Ph.D., Claremont Graduate School FORD,PHILIP, Instructor of Physcial Education; B.S., Grand Canyon University; M.S., Boise State University BRASHEAR,NANCY, Professor of Education; B.A., M.A., DEAL,STANLEY,Assistant Professor of Accounting; B.A., California Polytechnic University, Pomona; Ph.D., Azusa Pacific University; M.S., Golden State University FOWLER,MARSHA, Professor of Nursing and Theology; Claremont Graduate School Diploma, Contra Costa College; B.S., M.S., University of DELA CRUZ, Felicitas, Professor of Nursing; BSN, California, San Francisco; M.Div., Fuller Theological BREHM,CONNIE,Associate Professor of Nursing; B.S., MN, University of the Philippines; DNSc, University of M.P.H., University of California, Los Angeles; M.S., San Diego Seminary; Ph.D., University of Southern California California State University, Long Beach; Ph.D., FRANSON,TERRY,Vice President for Student Life; Dean DIXON,DAVID,Assistant Professor of Communication University of Colorado Studies; B.A., Messiah College; M.A.,Wheaton College of Students; Professor of Physical Education; B.A., M.A., California State University, Chico; Ph.D., University of BREWSTER,STEVEN,Assistant Professor; Librarian; B.A., Graduate School; Ph.D., Indiana University ; M.Div.,American Baptist Seminary of Southern California DONAHUE,MICHAEL,Associate Professor of Graduate the West; M.S.L.S., University of Southern California Psychology; B.S., Loyola University of Chicago; M.S., FREEMAN,RONALD,Assistant Professor of Theology; B.A., Bartlesville Wesleyan College; M.A.,Azusa Pacific BROKAW,DAVID, Professor of Graduate Psychology; B.A., Ph.D., Purdue University Wheaton College; M.A., Ph.D., Fuller University; Ed.D., Pepperdine University DOORN,DANIEL,Associate Professor of Education; B.A., Theological Seminary Calvin College; M.A., University of Pittsburgh; Ph.D., FUNDERBURK,DUANE, Dean, School of Music; BMA, Seattle Pacific University; MMA, Boston University; CARLSON,RALPH, Professor of English and Teaching University of New Mexico English to Speakers of Other Languages; B.A., Seattle DMA, University of Southern California DORR,DONALD,Associate Professor of Global Studies; Pacific University; M.A., Ph.D., University of Oregon B.A.,Th.B., Marion College; M.Div.,Asbury Theological GANAS,MONICA,Assistant Professor of Communication Studies; B.A., M.A., San Francisco State University; CARTER,JACK,Associate Professor of Mathematics; B.S., Seminary; M.A., California State University, Los Angeles M.S., University of Colorado Ph.D., University of Kentucky DUKE,RUSSELL, Professor of Theology; B.A., M.A., GARLETT,FRED, Director of the Center for Accelerated CATHEY,ROD, Chair, Undergraduate Program;Assistant ; M.A.I.S., University of Texas at Professor of Music; B.A., M.A.,Azusa Pacific University Tyler; Ph.D.,The Union Institute Degree Programs; Professor; B.M.E., M.M., Emporia State University, Kansas; M.A., Ed.D.,Teachers College, CATLING,WILLIAM, Professor of Art; B.A., M.A., DURFIELD,RICHARD,Assistant Professor in the Center Columbia University California State University, San Francisco; MFA, for Accelerated Degree Programs; Director of California State University, Fullerton Assessment; B.A., L.I.F.E.Bible College; M.A., Fuller GLYER,DIANA,Associate Professor of English; B.A., Theological Seminary; M.Div.,Azusa Pacific University; B.S., Bowling Green State University; M.S.Ed., Northern CHANG ARRACHI AN H ,W , Instructor of Business and Illinois University; Ph.D., University of Illinois, Chicago Management; B.S., University of Wisconsin; MBA, Ph.D., Fuller Theological Seminary GODLEY,THOMAS,Associate Professor of Education; B.A., California State University, Fullerton ECK,BRIAN, Chair; Professor of Psychology; B.A.,Trinity College; M.A., Northwestern University, Illinois; M.A., California State University, Long Beach; M.A., California CHAU,LEWIS,Associate Professor of Computer Science; Ph.D., Rosemead School of Psychology State University, Dominguez Hills; Ed.D., University of B.S.,The Chinese University of ; M.S., Southern California University of Alabama; M.A., Fuller Theological ECKHART,RICHARD,Associate Professor of Computer Seminary; Ph.D., University of California, Los Angeles Science; B.S., Lehigh University; M.S., Ph.D., GOEHNER,ELAINE, Professor of Nursing; BSN, MSN, Pennsylvania State University California State University, Los Angeles; Ph.D., CHERNEY AVID ,D , Professor of Biology; B.A.,Anderson Claremont Graduate School College; M.A., Ph.D., Bowling Green State University EDDINGTON,LESTER,Assistant Provost; Chair;Associate Professor of Biology; B.S., M.S., North Dakota State GRANT,EARL, Professor of Practical and Intercultural CHRISTOPHERSON,RICHARD, Professor of Sociology; University; C.Phil., University of California, Los Angeles Studies; B.A., Biola University; M.A.,Wheaton Graduate B.A.,Wheaton College; M.A., California State School; M.Div.,Talbot Theological Seminary; D.Min., University, Hayward; Ph.D., University of California, EDWARDS,PATRICIA, Instructor of Music; B.M., M.M., Th.M., Ph.D., Fuller Theological Seminary Davis University of Southern California GRAY,DONAVON,Associate Professor of Music; B.A., CLIFFT LVIN ELLIOTT ANIEL ,A ,Assistant Professor of Music; B.A., Point ,D , Professor of Education; B.A.,Azusa Pa- Dordt College; M.A., University of Northern Iowa; Loma Nazarene College; M.A.,Azusa Pacific University cific University; M.A., California State University, San DMA, University of Southern California Diego; Ed.D., University of Southern California COLACHICO,DAVID,Associate Professor of Education; B.A., Johnston State College; M.Ed., University of Vermont; Ed.D.,Texas A&M University Administration and Faculty 182 Administration and Faculty

GRAY,PAUL, Dean of Computing Services and HILL,CATHERINE,Assistant Professor of Education; B.A., LAMBERT,CAROLE, Professor of English; B.A., Mount University Librarian; Professor; B.A., Faith Baptist Ed.M., State University of New York Mercy College; M.A., University of Pittsburgh; Ph.D., Bible College;Th.M., Dallas Theological Seminary; University of California, Berkeley HIMMELE,PERSIDA,Assistant Professor of Education; M.A.,Texas Women’s University; M.S.L.S., Ed.D., East B.A., Ed.M., State University of New York LAMBERT,DAVID,Assistant Professor of History and Texas State University Political Science; B.A., Georgetown University School of HOLIFIELD,DAVID,Assistant Professor, Librarian; B.A., GREGORY,GERRY,Assistant Professor of Physical Azusa Pacific University; M.L.S., San Jose State Foreign Service; M.A., University of Pittsburgh; MBA, Education; B.A., University of California, Santa Barbara; University Stanford University Graduate School of Business M.S.,Wright State University LAMKIN,BRYAN,Assistant Professor of History; B.A., HOUSKAMP,BETH,Associate Professor of Graduate GRIEGO,ORLANDO, Chair, Graduate Program;Associate Psychology; B.A., Calvin College; M.A., Fuller University of Washington; M.A., M.Div.,Trinity Professor of Business; B.A., California State University, Theological Seminary; Ph.D., Fuller Graduate School Evangelical Divinity School; Ph.D., University of San Jose; M.S., Golden State University; Ph.D., Colorado of Psychology California, Riverside State University LARSEN,GEORGE, Professor of Graduate Psychology; ISAAK,DON, Chair; Professor of Mathematics and GRIESINGER,EMILY,Associate Professor of English; B.A., Physics; B.Sc., University of Redlands; M.Sc., S.Tm., Boston University, School of Theology;A.B., M.A., Baylor University; Ph.D.,Vanderbilt University Pennsylvania State University; Ph.D., University of College of the Pacific; Ed.D.,Arizona State University GUERRERO,JUAN, Chair;Assistant Professor of California, Los Angeles. LAWRENCE,DONALD, Chair; Professor of Physical Modern Languages; B.S., Universidad Nacional Pedro Education; B.S.,The King’s College; M.Ed., East JENG,JAU-LIAN,Associate Professor of Business Henrriquez, Urena, Dominican Republic; M.A., State and Management; B.A., National Taiwan University; Stroudsburg State College; Ph.D., Brigham Young University College, New York;M.Div, Golden Gate M.A., Rutgers University; Ph.D., University of University Baptist Theological Seminary; Ph.D., Biola University California, San Diego LAWSON,DANIEL,Associate Professor of Education; B.A., HAMLOW,JUNE,Assistant Professor of Modern M.A., California State University, Los Angeles; Ph.D., JEWE,RONALD,Assistant Professor of Business Languages; B.A.,Azusa Pacific University; M.A., and Management; B.S., MBA,Arizona State University; Claremont Graduate School California State University, Fullerton M.Div.,Talbot Theological Seminary LAYMON,MICHAEL, Chair; Associate Professor of HARMEYER,DAVID,Assistant Professor; B.S., California Physical Therapy; B.A., California State University, JIANG,YING HONG,Assistant Professor of Education; Polytechnic University, Pomona; M.A.,Talbot School of B.A., International Studies University; M.S., Northridge; B.S., MPT, DPT, Loma Linda University Theology; M.L.S., University of California, Los Angeles; Fort Valley State University, Georgia; Ph.D., University of LEAHY,ELIZABETH,Assistant Professor;Associate M.A., International School of Theology Wisconsin University Librarian; Chair of William V.Marshburn HARPER,JULIA,Assistant Professor of Education; B.S., Library; B.S., Pepperdine University; M.L.S., University JOHNSON,DONALD,Associate Professor of Computer University of Hawaii; M.A., Seattle University; Ph.D., Science; B.S., University of Wisconsin; Ph.D., Michigan of Maryland; M.A.T., Fuller Theological Seminary Oregon State University State University; Ph.D., University of Minnesota LEES,SUSAN,Assistant Professor of Education; B.A., HARRELL,ROGER,Associate Dean, School of Education University of Southern California, M.A.,Azusa Pacific JONES,KEVIN,Associate Professor of Communication and Behavioral Studies; Professor of Education; B.S., Studies; B.A., Biola University; M.A., California State University M.A., Eastern New Mexico University; Ed.D., University, Fullerton; Ph.D., Louisiana State University LEHMAN,SHARON,Assistant Professor of Physical University of New Mexico Education; B.A., M.A.,Azusa Pacific University JORGENSON,DANIELLE, Instructor of Physical Education; HARTLEY,JOHN, Chair; Professor of Old Testament;B.A., B.S., Biola University; M.A.,Azusa Pacific University LEMASTER,GARY,Assistant Professor of Business and Greenville College; B.D.,Asbury Theological Seminary; Management; B.A., Pasadena College; M.Ed., North JUILLERAT,STEPHANIE,Associate Professor of Psychology; M.A., Ph.D., Brandeis University; post-graduate study, Adams State College, Massachusetts; M.S., Chapman Harvard Divinity School B.S., Kentucky Christian College; Ph.D.,Temple University University HATTAR,HANEH “MARIANNE”, Professor of Nursing; LIEGLER,ROSEMARY, Dean, School of Nursing; KAISER,GREGORY,Associate Professor of Education; BSc, University of Jordan; MN, University of California, Professor of Nursing; BSN, St.Ambrose College; MSN, Los Angeles; DNSc, University of California, San B.A., California State University, Fullerton; M.A., Ph.D., Claremont Graduate School Marquette University; Ph.D., Claremont Graduate Francisco School KINNEAR,GUY,Assistant Professor of Art; B.A.,Azusa HEBEL,SUSAN, Professor of Physical Education; B.A., Pacific University; M.A., San Francisco Art Institute LOPEZ,CAROLYN,Assistant Professor of Graduate Biola University; M.A., California State University, Long Psychology; B.A., Loretto Heights College; MSW, Beach; Ed.D., Brigham Young University KINNES,SCOTT, Professor of Biology; B.S., of Denver; Ph.D., San Diego State University College; M.F., Ph.D., Duke University HEDGES,JAMES, Chair; Professor of English; B.A., Seattle and the University of California, San Diego (joint Pacific University; M.A., University of Washington; KNECHT,GARY,Associate Professor of Physical doctoral program) Ph.D., University of California, Riverside Education; B.A., University of California, Santa Barbara; LOSIE,LYNN,Associate Professor of New Testament; M.A., Sacramento State University HEDLUND,BONNIE,Associate Professor of Institutional B.S.,Wheaton College; B.D., Ph.D., Fuller Theological Research; B.A., M.A., California State University, KNIPPELMEYER,REBECCA,Assistant Professor; Director of Seminary Fullerton; Ph.D., University of Southern California Academic Advising Services; B.A., San Diego State LOZANO,VONDA,Assistant Professor of Psychology; B.A., Administration and Faculty and Administration University; M.A.,Azusa Pacific University HEFFERNAN,CATHY,Associate Professor in the Center for Azusa Pacific University; M.Div., Fuller Theological Accelerated Degree Programs; B.A.,Virginia Polytechnic KODAT,JANIFER SNELL,Associate Chair;Assistant Seminary Institute; M.A., M.Ed.,Azusa Pacific University Professor of Physical Therapy; B.S., Middle Tennessee LULOFS,EDWARD,Associate Professor of Mathematics State University; MPT, DPT, Loma Linda University HEFNER,ANNA,Assistant Professor of Nursing; BSN, and Physics; B.S., Michigan State University; M.S., Ohio California State University, Los Angeles; MSN, California KOONS,CAROLYN, Professor of Religion; Executive State University; Ph.D., University of California, Irvine State University, Long Beach Director, Institute for Outreach Ministries; B.A.,Azusa LULOFS,ROXANE, Professor of Accelerated Degree Pacific University; M.A., Pasadena College; M.R.E., HETZEL,JUDITH,Associate Professor of Education; B.A., Programs; B.A., University of Southern California; Talbot Theological Seminary M.A., M.A., San Jose State University; Ed.D., University B.A.,Azusa Pacific University; M.S., Purdue University; of Southern California Ph.D., University of Southern California Faculty 183

MALCOLM,THOMAS, Professor of Psychology; B.A., O’QUINN,DORETHA,Assistant Professor of Global ROBINSON,IRENE,Associate Professor; Collections University of California, Riverside; M.A., University of Studies; B.A., L.I.F.E.Bible College; M.A., Ph.D. Biola and Development Librarian; B.A., Fairleigh Dickinson California, Berkeley; M.A., Fuller Theological Seminary; University University; M.L.S., Rutgers University; M.A.,Azusa Ph.D., Fuller Graduate School of Psychology Pacific University O’SULLIVAN,SHERYL,Associate Professor of Education; MCCARTY,WILLIAM,Associate Professor of Business and B.S., Ed.D., Ball State University; M.S., Southern Illinois ROBISON,RICHARD, Professor of Global Studies; Management; B.S., California State University, Fullerton; University S.B., Massachusetts Institute of Technology; M.Div., MBA, Ph.D., Claremont Graduate School Gordon-Conwell Theological Seminary; M.A., Ph.D., OTTO,KENNETH,Associate Professor;Technical Services University of California, Los Angeles MCCORMICK,RAY, Professor of Communication Studies; Librarian; B.A., M.S.,Azusa Pacific University; M.L.I.S., B.A., M.A., California State University, Long Beach; University of Texas RODGERS,JAMES, Professor of Chemistry; B.A., M.Div., Reformed Theological Seminary; Ph.D., University Westmont College; Ph.D., University of California, PACINO,MARIA, Professor of Education; B.A., M.L.S., of Southern California Ed.D., Ball State University Berkeley MCGILL,DAVE,Assistant Professor of Art; B.A., University RODRIGUEZ,JACOB,Assistant Professor of Education; PADGETT,ALAN, Professor of Theology and Philosophy of Redlands; MFA, California State University, Fullerton of Science; B.A., Southern California College; M.Div., B.A.,The University of New York-Regents College; M.A., Ph.D., Claremont Graduate University MCINTIRE,DAVID, Faculty Moderator; Professor Drew University; D.Phil., Oxford University of College Student Affairs; B.A.,West Virginia Weslyan ROSSI,JR., MÁXIMO, Professor of Modern Languages; PALM,DAN,Associate Professor of Political Science; B.A., College; M.A., Ed.D.,West Virginia University Augustana College; M.A., University of Chicago; Ph.D., B.A.,The King’s College; M.A., Syracuse University; Ph.D., City University of New York MCKISSICK,MARVIN,Associate Professor of Music; Claremont Graduate School B.A., Bob Jones University; M.M., University of Southern ROSSUM,CONSTANCE,Associate Professor of Business PALS-RYLAARSDAM,ROBIN,Assistant Professor of California Biology; B.A., Northwestern College, Iowa; Ph.D., and Management; B.A., Indiana University; M.A., Ph.D., Claremont Graduate School MCKNIGHT,CYNTHIA,Assistant Professor of Physical Northwestern University, Illinois Education; B.S., Ball State University; M.Ed., University of ROYSE,DENNIS, Chair, Graduate Program;Associate PEIRCE,CAROL “CARRIE”,Associate Professor of Global Cincinnati; Ph.D., University of Toledo Studies and Sociology; B.A., Barrington College; M.Ed., Professor of Music; B.A., Pasadena College; M.A., California State University, Los Angeles; Ph.D., Claremont MCVEY,MARCIA,Associate Professor of Education; M.A., Ph.D., Bowling Green State University B.A., Pomona College; M.A., Claremont Graduate School; Graduate School PENSON,PAMELA, Instructor of Business and Management; Ed.D., University of Southern California B.S., California Polytechnic University, Pomona; MBA., SAGE,ROBERT, Professor of Music; B.A., Loma Linda University; M.M., DMA, University of Southern MEINTS,RUTH,Assistant Professor of Music; B.A., Univer- Pepperdine University sity of Nebraska; M.M., Southern Illinois University California PETROFSKY,JERROLD, Distinguished Research Scholar in SAMBASIVAM,SAMUEL, Chair; Professor of Computer MEYER,ARDITH,Assistant Professor of Physical Therapy; Physcial Therapy; B.S.,Wright State University; B.S., B.S., MPT, University of Southern California Washington University; Ph.D., St. Louis University Science; B.S., University of Madras, India; M.S., University Medical School; Ph.D., University of Human Studies; of Mysore, India; M.Phil., Indian Institute of Technology, MEYER,JOHN,Assistant Professor of Physical Therapy; B.S., Delhi, India; M.S.,Western Michigan University; Ph.D., MPT, Loma Linda University Ph.D., University of Pennsylvania; JD,Western State Law School , Russia MIYAHARA,DAVID,Assistant Professor of Sociology; B.A., SAURENMAN,DIANE,Associate Professor of Education; PIESLAK,DIXIE,Associate Professor of Modern Languages; B.A., University of California, Irvine; M.A., M.A., Ph.D., B.A., San Francisco State University; M.Ed., Ed.D., Stanford University B.A., California State University, Long Beach; M.A., University of California, Irvine University of Southern California MOK,DORIS,Assistant Professor of Graduate Psychology; SCARBROUGH,WENDEL,Associate Professor of Computer B.A., Queen’s University, Ontario, Canada; M.A.,Wheaton POWELL,KARA,Assistant Professor of Religion and Philosophy; B.A., Stanford University; M.Div., Bethel Science; B.A., University of New Mexico; M.A., New College; Ph.D., Rosemead School of Psychology, Biola Mexico Highlands University University Theological Seminary West SCHMIDT,CHRISTOPHER, Instructor of Physical Education; QUAST,DEBRA,Assistant Professor; Librarian; Interlibrary NASH HIL ,P ,Assistant Professor of Drama; B.A., M.A., B.A.,Whittier College; M.Sc., University of Arizona Pepperdine University Loan Coordinator; B.A., University of California; M.S.L.S., California State University, Fullerton; M.A., SCORGIE,KATHRYN,Associate Professor of Education; NEUFELD ON ,D ,Associate Professor of Music; B.A., Azusa Pacific University B.S., Ohio State University; M.A.,Western Michigan Pasadena College; M.A., California State University, University; M.A.,Wheaton College; Ph.D., University of Fullerton REED,JOHN,Associate Professor of Education; B.A., Pasadena College; M.A., California State University, Alberta, Canada NEWSTAD,RAE,Associate Dean;Assistant Professor of Long Beach; Ed.D., University of Northern Colorado SCOTT,LANE, Interim Dean; Professor of Theology and History; B.A., Colorado State University; M.A., University Ethics; B.A.,Asbury College; B.D.,Asbury Theological of Colorado, Boulder; Ph.D., University of Oklahoma REEVES,KEITH, Professor of New Testament and Greek; B.A., Bartlesville Wesleyan College; M.Div.,Asbury Seminary; M.A., Ph.D., Emory University NEY,SUSAN, Chair;Associate Professor of Art; B.A., Scripps Theological Seminary; Ph.D., Union Theological SCOTT,SHERYN,Associate Professor of Graduate College; M.A., Claremont Graduate School Seminary,Virginia Psychology; B.A., University of California, Berkeley; NIKKILA,HELI,Assistant Professor of Biology; B.S., M.S., M.A., Chapman College; M.A., Ph.D., Fuller Theological REIBLING,LYLE,Associate Professor of Computer University of Kuopio, Finland; Ph.D., University of Illinois Science; B.S., Lawrence Technological University; M.S., Seminary ODA,ALAN,Assistant Professor of Psychology; B.S., Western Michigan University; Ph.D. Michigan State SHACKLETON,PHILIP,Associate Professor of Music; B.A., University of California, Davis; M.A., Ph.D., University University Anderson College; M.M., University of the Pacific of California, Riverside REINEBACH,BRENDA,Assistant Professor of Music; B.A., SHERIDAN,DENNIS, Chair; Professor of College Student ODELL,WILLIAM,Athletic Director;Assistant Professor of B.S., M.A., Bob Jones University Affairs; B.A., Louisiana Tech University; M.Ed., Louisiana Physical Education; B.A.,Westmont College; M.A., State University; M.R.E., Ed.D., Southwestern Baptist RICHMOND,KARLA, Instructor of Nursing; B.S., University of Southern California California State University, Long Beach; M.S.,Azusa Theological Seminary; Ph.D., University of California, Pacific University Los Angeles Administration and Faculty 184 Administration and Faculty

SHERMAN,CHRISTY,Assistant Professor of Graduate SUMNER,SARAH,Associate Professor of Theology; B.A., WICKMAN,LESLIE,Associate Professor; Director of the Psychology; B.A., California State University, Baylor University; M.A.,Wheaton College; Ph.D.,Trinity Center for Research in Science; B.A.,Willamette Northridge; M.A., Ph.D., California School of Evangelical Divinity School University, Oregon; M.S., Ph.D., Stanford University Professional Psychology SZETO,DORCAS,Associate Professor;Associate University WIEBE,SHILA, Chair;Assistant Professor of Nursing; SHINNICK,PETER,Assistant Professor of Physical Librarian; Chair of Darling Graduate Library; B.A., BSN, Hamline University; MSN, California State Education; B.S., University of Colorado, Boulder; M.A., Spring Arbor College; MRE,Asbury Theological University, Los Angeles Clemson University Seminary; M.Librn., University of Washington WILKENS,STEVE, Professor of Philosophy; B.A.,Tabor SHOEMAKER,MELVIN, Professor of New Testament; SZETO,THEODORE,Assistant Professor of Math; B.S., College; M.A., Ph.D., Fuller Theological Seminary Director of Honors Program;A.B., Indiana Wesleyan M.A., Ph.D., University of California, Los Angeles WILSON,GERALD, Professor of Old Testament and University: M.Div.,Asbury Theological Seminary; THOMPSON,JAMES,Associate Professor of Art; B.A., Biblical Hebrew; B.A., Baylor University; M.Div., M.Phil., Drew University; D.Min., Fuller Theological Point Loma Nazarene College; M.A., California State M.A., Fuller Theological Seminary; M.A., M.Phil., Seminary University, Long Beach; Ed.D., Illinois State University Ph.D.,Yale University SHORE,SUSAN,Assistant Professor of Physical Therapy; THORSEN,DONALD, Professor of Christian Theology; WILSON,PAMELA,Assistant Professor of Social Work; B.S., University of Wisconsin; M.S., Ph.D., University of B.A., Stanford University; M.Div.,Asbury Theological B.A., University of Washington; MSW,Ph.D., University Minnesota; Ph.D., University of Toronto Seminary;Th.M., Princeton Theological Seminary; of South Carolina SHRIER,CAHLEEN,Associate Professor of Biology and M.Phil., Ph.D., Drew University WOOD,GARY,Associate Professor of Mathematics and Chemistry; B.A., Southern California College; M.S., TUCK,RUSSELL,Associate Professor of Education; B.S., Physics; B.A.,Anderson College; M.S., Miami University Ph.D., Loma Linda University ; M.S., Ph.D., George Peabody College WOOTEN-SWANSON,PATTI,Assistant Professor of SIMMEROK,BRUCE, Professor; Director of Faculty (now Vanderbilt University) Education; B.S.,Texas Christian University; M.Ed., Development; B.A.,; M.A., Indiana TULLENERS-LESH,AJA, Professor of Nursing; BSN, MN, University of North Texas;Ph.D.,Texas Women’s State University; Ph.D., University of Southern California University of California, Los Angeles; Ph.D., Claremont University SIMMS,WILLETTA TOOLE,Assistant Professor of Biology; Graduate School YARCHIN,WILLIAM, Chair;Associate Professor of Biblical B.S., Stillman College; Ph.D., Purdue University VAN DOVER,LESLIE, Chair;Associate Professor of Studies; B.A., Southern California College; M.A., Ph.D., SKALNIK,PATRICIA,Associate Professor of Business and Nursing; BN, University of New Brunswick; MScN, Claremont Graduate School Management; B.A., MBA, National University; DBA, University of Western Ontario; Ph.D., University of YEE-SAKAMOTO,IVY,Associate Professor of Education; United States International University Michigan B.A., University of California, Berkeley; Ph.D., SLIMBACH,RICHARD, Chair; Professor of Global VERDUGO,PAUL,Assistant Professor of Economics and University of California, Los Angeles Studies and Sociology; B.A., Humboldt State University; Statistics; B.S., M.S., California Polytechnic State ZONE,ENRIQUE,Associate Professor of Theology; B.A., M.A.,William Carey International University; Ph.D., University, Pomona L.I.F.E.Bible College; M.A., M.Div.,Azusa Pacific University of California, Los Angeles VOUGA,ROBERT,Associate Professor of Education;A.B., University; M.A., Fuller Theological Seminary; Ed.D., SMITH,SUSAN,Associate Professor of Nursing; Methodist Pasadena College; M.A., California State University, Los Pepperdine University Hospital School of Nursing; B.S., Hunter College; Angeles; Ed.D., University of Southern California MN, University of California, Los Angeles WATERS,KENNETH,Assistant Professor of Religion and Regional Center Directors SMITH-BEZJIAN,ILENE, Dean, School of Business and Philosophy; B.A., Paul Quinn College; M.Th., Southern CAMPBELL,BRENDA,Temecula Valley/Menifee Regional Management;Associate Professor of Management and Methodist University; Ph.D., Fuller Theological Center; B.A., University of Redlands; M.A., California Marketing; B.S., California State University, Los Angeles; Seminary State University, Fullerton MBA,Azusa Pacific University; DBA, United States WATKINS,ALICE V., Dean, School of Education and KILDAL,LORI, San Diego Regional Center; B.S., International University Behavioral Studies; Professor of Education and Behavioral California State Polytechnic University, Pomona; M.Ed., SOLORZANO,AROLDO , Instructor of Modern Languages; Studies; B.A., Pepperdine University; M.S., California Azusa Pacific University; Ph.D., University of New B.A.,Asbury College; M.A., University of Texas at Austin State University, Fullerton; Ph.D., Claremont Graduate Mexico School SORENSON,BARBARA,Associate Professor of Education; MARTIN,DOUGLAS, Orange County Regional Center; B.A., M.A., M.A., Point Loma Nazarene College; Ph.D., WATKINS,DANIEL, Director of Human Development B.A., Concordia College; M.A., Ed.D., University of University of Southern California Program in Education; B.A.,Azusa Pacific University; Southern California M.S., University of Southern California SPALDING,BRUCE, Professor of Biology and Chemistry; MCMURTRY,RAY, Inland Empire and High Desert B.S., California Institute of Technology; Ph.D., University WEEKS,DAVID, Dean, College of Liberal Arts and Regional Centers; B.A., University of Northern of Washington Sciences; Professor of Political Science; B.A., Marion Colorado; M.A.,Adams State College; Ph.D., University College; M.A., Indiana State University,Terre Haute; STANFORD,BEVERLY HARDCASTLE, Director, Center of Wyoming Ph.D., Loyola University, Chicago of Research on Ethics and Values; Professor of Education; PARK,SUNG,Asian Center; B.A., Dong-A University; B.A., University of Iowa; Ph.D.,Arizona State University WEHMEYER,LILLIAN, Professor of Education; B.A., Th.Min., M.Div., Fuller Theological Seminary; M.A., M.L.S., Ph.D., University of California, Berkeley Administration and Faculty and Administration STANTON,MARK, Chair; Professor of Graduate Ph.D., Claremont Graduate School Psychology; B.A., Pacific Christian College; M.Div., WHITE,JAMES, Professor of Chemistry; B.A., Fresno WEATHERBY,AARON “BUD”,Ventura Regional Center; Ph.D., Fuller Theological Seminary Pacific College; M.S., Ph.D., University of the Pacific B.A., Northwest Nazarene College; M.A.,Azusa Pacific STEINBRONER,ANNE, Instructor of Physical Therapy; WHITE,ROGER,Associate Professor of Theology; B.S., University; Ph.D.,Walden University B.A., California State University, Fullerton; MPT, Loma East Tennessee State University; M.C.E., M.Ed., Linda University Reformed Theological Seminary; Ed.D, University of Tennessee STOKER,CAROL,Associate Professor of Computer Science; B.A., University of California, Riverside; M.S., WHYTE,MICHAEL,Associate Provost; B.S., United States Pepperdine University; Ph.D., University of Southern Air Force Academy; M.S., Ph.D., University of Southern California California Faculty 185

Professors Emeritus JACOBS,ANGELINE,Associate Professor Emeritus; B.S., M.S., University of Pittsburgh BALL,CHARLES, Professor Emeritus of Religion;Th.B., Marion College; B.A., Friends University; M.A.,Winona KING,VIRGINIA, Professor Emeritus of Music and Lake School of Theology; D.D.,William Penn College Library; B.S., Greenville College; M.M., M.S.L.S., University of Southern California BARBER,ROBERT, Professor Emeritus of Music; B.A., MARDOCK,MARVIN, Professor Emeritus of Global Studies and English; B.A., Cascade College; M.S., Fort BOYER,WILLIAM, Professor Emeritus of Physics; B.A., Hays State College; M.A., California State University, Greenville College; M.S., University of Michigan Fullerton; Ed.D., University of Northern Colorado BROOKINS,JEANETTE, Faculty Emeritus; B.A.,Azusa Pacific MIKELS,GERALD, Professor Emeritus of Religion; B.A., University Greenville College; B.D., Louisville Presbyterian BULLOCK,ROBERT, Professor Emeritus of Art; B.A., M.A., Seminary; M.A., University of Southern California California State University, Los Angeles MILHON,JAMES, Professor Emeritus of Physical CAMPBELL,WENDELL, Professor Emeritus of Social Work Education; B.A., University of La Verne; M.A., California and Sociology; B.A., College of Emporia; M.S., Emporia State University, Los Angeles State; MSW,University of Kansas; Ph.D., University of MORTENSON,PAUL, Professor Emeritus of Education; Southern California B.S., M.S., Ph.D., University of Wisconsin COLLIER,GWENDOLYN, Professor Emeritus of Education; PETERMAN,EDWARD, Professor Emeritus of Library B.A., Pasadena College; M.S., University of Southern Cali- and Learning Resources;Th.B.,Th.M.,Azusa Pacific fornia University; M.Div., Nazarene Theological Seminary; CRANDALL,JOHN, Professor Emeritus of Education; B.S., M.A.L.S.,Western Michigan University Friends University; M.S., Emporia State College; Ph.D., PETERS,VICTOR, Professor Emeritus of Religion; University of Southern California B.A., University of Southern California;Th.B.,Th.M., CROISSANT,ANN, Professor Emeritus of Education; B.A., Princeton Theological Seminary;Th.D.,Webster University of Northern Colorado; M.S., University of University Wisconsin; Ph.D., University of Southern California RICHEY,EVERETT, Professor Emeritus of Theology; DONNELLY,FRANK, Professor Emeritus of Psychology; Th.B.,Anderson College; M.Div.,Anderson School of B.A.,Azusa Pacific University, M.S., Pepperdine University; Theology;Th.D., Iliff School of Theology Ed.D., University of California, Los Angeles ROBERTSON,MALCOLM, Professor Emeritus of Religion ELLIS,DAVID, Professor Emeritus of Chemistry; B.S., and Philosophy; B.A., Pasadena College;Th.B.,Azusa University of Washington; M.S., Ph.D., University of Pacific University; M.A., California State University, Los Southern California Angeles; Ed.D., University of Southern California ESSLINGER,PHYLLIS, Professor Emeritus of Nursing; B.S., ROSS,THOMAS, Professor Emeritus of Education; B.A., M.S., University of California, Los Angeles M.A., California State University, Los Angeles; Ed.D., GRANT,DONALD, Professor Emeritus of Music; B.A., University of Southern California Azusa Pacific University; M.A., Claremont Graduate SHACKLETON,FREDERICK, Professor Emeritus of School; Ed.D., University of Southern California Religion and Philosophy; B.A., Macalester College; GRYDE,STANLEY, Professor Emeritus of Business and M.A., Butler University Management; B.S., University of California, Los Angeles; STRAND,RICHARD, Professor Emeritus of Education; M.S., Ed.D., University of Southern California B.A.,Whittier College; M.A., Ed.D., University of HALL,BERT, Professor Emeritus of Religion and Southern California Philosophy; B.A., D.D., ; B.D.,Th.D., TUOHEY,MATTHEW, Professor Emeritus of Social Work; Northern Baptist Theological Seminary B.A.,Azusa Pacific University; MSW,University of HUFFMAN,CLARENCE, Professor Emeritus of Religion; Nebraska B.A., M.Rel., Marion College; B.D., Northern Baptist WRIGHT,ROBERT, Professor Emeritus of Biology; B.S., Seminary; Ed.D., Indiana University Seattle Pacific University; MD, Indiana University School HUTTER,WALTER, Professor Emeritus of Business and of Medicine Management; MBA, Graduate School of Business, YODER,EUNICE, Professor Emeritus of Library; B.A., University of Chicago; Ph.D., Claremont Graduate School McPherson College; M.S.L.S., Peabody College JACKSON,SHELDON, Professor Emeritus of History and Political Science;A.B.,Th.B., Marion College; M.A., University of Kansas; Ph.D., University of Southern California Administration and Faculty 186 Administration and Faculty

15-Week Session 9-Week Session Academic Fall Schedule Fall II Schedule Tuesday,August 22 Mail-In Registration Due Friday, September 22 Last Day to Calendar Wednesday,August 23 Late Registration Fee Submit Notice of Intent to Graduate Begins ($125) for December 15 Graduation Tuesday, September 5 Fall Classes Begin Monday, October 30 Mail-In Registration Due 2000-2001 Friday, September 15 Last Day to Register Tuesday, October 31 Late Registration Friday, September 15 Last Day to Add or Fee Begins ($125) Drop Classes or Monday, November 13 Fall II Classes Begin Submit Independent Study Proposals Thurs.-Sun., November 23 26 HOLIDAY* Friday, September 22 Last Day to Submit Thanksgiving Break Notice of Intent to Graduate for (no classes, offices closed) December 15 Graduation Monday, November 27 Last Day to Register Friday, October 27 Dinner Rally Monday, November 27 Last Day to Friday, November 10 Last Day to Add or Drop Classes or Submit Withdraw from Classes Independent Study Proposals Thurs.-Sun., November 23-26 HOLIDAY* Friday, December 15 Winter Commencement Thanksgiving Break Mon.-Mon., Dec. 18-Jan. 1, 2001 Christmas Vacation (no classes, offices closed) (no classes, offices closed) Mon.-Fri., December 11-15 Final Friday, January 5, 2001 Last Day to Examinations Withdraw from Classes Friday, December 15 Winter Monday, January 15, 2001 HOLIDAY* Commencement Martin Luther King, Jr. Day Tuesday, January 2, 2001 Graduate Fall Semester (no classes, offices closed) Grades Due Saturday, January 27, 2001 Fall II Classes End Friday, February 9, 2001 Last Day to Submit Notice of Intent to 9-Week Session Graduate for May 5 Graduation Fall I Schedule Friday, February 9, 2001 Fall II Grades Due Saturday, May 5, 2001 Spring Commencement Tuesday,August 22 Mail-In Registration Due Wednesday,August 23 Late Registration Fee Begins ($125) 15-Week Session Tuesday, September 5 Fall I Classes Begin Friday, September 15 Last Day to Register Spring Schedule Friday, September 15 Last Day to Add or Monday, December 18 Mail-In Registration Due Drop Classes or Tuesday, December 19 Late Registration Submit Independent Study Proposals Fee Begins ($125) Friday, September 22 Last Day to Monday, January 8 Spring Classes Begin Submit Notice of Intent to Graduate Monday, January 15 HOLIDAY* for December 15 Graduation Martin Luther King, Jr. Day Friday, October 13 Last Day to (no classes, offices closed) Withdraw from Classes Friday, January 19 Last Day to Register Friday, October 27 Dinner Rally Friday, January 19 Last Day to Monday, November 6 Fall I Classes End Add or Drop Classes or Friday, November 17 Fall I Grades Due Submit Independent Study Proposals Friday, December 15 Winter Commencement Friday, February 9 Last Day to Submit Notice of Intent to Graduate for May 5 Graduation Friday, February 16 HOLIDAY* Presidents’ Day (no classes, offices closed) Friday, March 16 Last Day to Withdraw from Classes Sun.-Sun.,April 8-15, 2001 Easter Vacation (no classes) Friday,April 13, 2001 HOLIDAY* Good Friday (offices closed) Monday -Friday,April 30-May 4 Final Examinations Calendars Saturday, May 5 Spring Commencement Friday, May 18 Graduate Spring Semester Grades Due *Students are advised to review syllabus for classes which fall on holidays. Calendar 187

9-Week Session 12-Week Session 6-Week Intensive Spring I Schedule Summer Schedule Summer I Term Monday, January 22 Mail-In Registration Due Monday,April 23 Mail-In Registration Due Monday,April 23 Mail-In Registration Due Tuesday, January 23 Late Registration Tuesday,April 24 Late Registration Fee Tuesday,April 24 Late Registration Fee Fee Begins ($125) Begins ($125) Begins ($125) Monday, February 5 Spring I Classes Begin Friday, May 4 Last Day to Friday, May 4 Last Day to Friday, February 9 Last Day to Submit Notice of Intent to Submit Notice of Intent to Submit Notice of Intent to Graduate for July 27 Graduation Graduate for July 27 Graduation Graduate for May 5 Graduation Monday, May 7 Summer Classes Begin Monday, May 7 Summer I Classes Begin Thursday, February 15 Last Day to Register Friday, May 18 Last Day to Register Friday, May 11 Last Day to Register Thursday, February 15 Last Day to Friday, May 18 Last Day to Friday, May 11 Last Day to Add or Drop Classes or Add or Drop Classes or Add or Drop Classes or Submit Independent Study Proposals Submit Independent Study Proposals Submit Independent Study Proposals Friday, February 16 HOLIDAY* Monday, May 28 HOLIDAY* Monday, May 28 HOLIDAY* Presidents’ Day Memorial Day Memorial Day (no classes, offices closed) (no classes, offices closed) (no classes, offices closed) Friday, March 16 Last Day to Friday, June 29 Last Day to Friday, June 1 Last Day to Withdraw from Classes Withdraw from Classes Withdraw from Classes Saturday,April 7 Spring I Classes End Wednesday, July 4 HOLIDAY* Friday, June 15 Summer I Classes End Friday,April 20 Spring I Grades Due Independence Day Friday, June 29 Summer I Grades Due Saturday, May 5 Spring Commencement (no classes, offices closed) Friday, July 27 Summer Commencement Friday, July 27 Summer Classes End Friday, July 27 Summer Commencement 9-Week Session Friday,August 10 Graduate Summer 6-Week Intensive Spring II Schedule Semester Grades Due Summer II Term Friday, February 9 Last Day to Friday, May 4 Last Day to Submit Notice of Intent to Submit Notice of Intent to Graduate for May 5 Graduation Graduate for July 27 Graduation Monday,April 2 Mail-In Registration Due Monday, June 11 Mail-In Registration Due Tuesday,April 3 Late Registration Fee Tuesday, June 12 Late Registration Fee Begins ($125) Begins ($125) Friday,April 13 HOLIDAY* Monday, June 18 Summer II Classes Begin Good Friday (offices closed) Friday, June 22 Last Day to Register Monday,April 16 Spring II Classes Begin Friday, June 22 Last Day to Friday,April 27 Last Day to Register Add or Drop Classes or Friday,April 27 Last Day to Submit Independent Study Proposals Add or Drop Classes or Wednesday, July 4 HOLIDAY* Submit Independent Study Proposals Independence Day Friday, May 4 Last Day to (no classes, offices closed) Submit Notice of Intent to Friday, July 13 Last Day to Graduate for July 27, 2001 Graduation Withdraw from Classes Saturday, May 5 Spring Commencement Friday, July 27 Summer II Classes End Friday, May 25 Last Day to Friday, July 27 Summer Commencement Withdraw from Classes Friday,August 10 Summer II Grades Due Monday, May 28 HOLIDAY* Memorial Day *Students are advised to review syllabus for classes which (no classes, offices closed) fall on holidays Saturday, June 16 Spring II Classes End Friday, June 29 Spring II Grades Due Friday, July 27 Summer Commencement

*Students are advised to review syllabus for classes which fall on holidays Calendars 188 Administration and Faculty

International Programs and Marketing Sister School Affiliations

Alliance Academy Casilla 6186 Quito, ECUADOR, South America

Chiao Tai High School Taichung,Ta-Li City,TAIWAN

Christian Academy in Japan 1-2-14 Shinkawa Cho Higashi Kurume Shi 203, JAPAN

Christ’s College 51 Tzu Chiang Rd. Tanshui 25120 Taipei,Taiwan, R.O.C.

Holy Light Theological Seminary PO Box 270 Kaohsiung Taiwan, R.O.C.

Orio Women’s Educational Institute 12-10 Horikawa Yohata Nishi Kitahyushu 807, JAPAN

Tokyo Biblical Seminary 1-30-1 Megurity, Higashi Murayama Tokyo 189, JAPAN Administration and Faculty and Administration Index 189

Index Financial Aid Packaging 22 Overawards 22 Financial Aid Policies 21 Payment Terms and Conditions 20 Financial Information 19 Petition Process 33 Academic Policies 27 General Degree Information 37 Policy Regarding False Information 16 Academic Advising 29 Grading 29 Post-Master’s Credential Programs 156 Academic Calendar 2000-2001 186 Graduate Admission to the University 16 Program Objectives 150 Academic Computer Center 11 Graduate Certificate Programs 45 Program Purpose 150 Academic Integrity 31 Graduate Degree Programs 4 Refund Policy 21 Academic Probation and Disqualification 37 Graduate Education Departments 86 Regarding the Catalog 8 Academic Programs 35 Graduate Student Grievance Procedure 31 Release of Records 22 Accelerated ADN-Master of Science in Graduate Student Financial Services 20 Repeated Courses 29 Nursing Program 151 Haggard Graduate School of Theology 161 Requirements for Graduation 36 Additional Degree Requirements 37 Harassment Policy 12 Reservation of Rights 28 Additional Master’s Degree 37 History 10 Satisfactory Progress 21 Administration and Faculty 179 International Graduate Admissions 16 School of Music 144 Admission Policies 15 Independent Study 29 School of Business and Management 59 Advanced Educational Leadership 105 Information 7 School of Business and Management 60 Advanced Credentials 86 Internet Acceptable Use Policy 12 School of Education and Behavioral Studies 73 Application and Fee 16 Keeping in Touch 22 School of Music 143 Application for Graduation 36 Late Registration 28 School of Nursing 149 Articulated RN-Master of Science in Libraries 11 School of Nursing Graduate Programs 150 Nursing Program 152 Location and Campus 10 Security Interest in Student Records 36 Attendance Regulation 29 Master of Arts in Education 93 Standards of Conduct 33 Auditing 28 Master of Arts in Christian Education 167 Statement of Academic Freedom 9 Change of Degree Program 16 Master of Arts in Christian Education; Statement of Faith 9 College of Liberal Arts and Sciences 39 Youth Ministries Emphasis 168 Statement of Mission and Purpose 8 Combined Programs Master of Arts in Clinical Psychology: Statements of Compliance 12 Master of Arts Degrees and Marital and Family Therapy 124 Student Employment 21 Credential Programs 85 Master of Arts in Human and Organizational Student Records Policy 30 Commencement 37 Development 63 Study Load 28 Computers 12 Master of Arts in Nonprofit Leadership and Table of Contents 5 Conditional Admission 17 Theology 169 Teaching Credential Programs 75 Cost of Attendance 2000-2001 20 Master of Arts in Organizational Theology Aid 24 Course Numbering System 28 Management 69 Thesis 37 Credit Hours 28 Master of Arts in Pastoral Studies 166 TOEFL Requirements 17 Degree Posting Dates 36 Master of Arts in Religion 170 Transcripts 16 Degree Programs 36 Master of Arts in Social Science with an Transfer Credit 28 Department of Computer Science 40 emphasis in Leadership Studies 121 Types of Financial Aid 23 Department of Global Studies and Sociology 50 Master of Arts in TESOL and the Waiver s 29 Department of Physical Therapy 53 Certificate in TESOL 50 Withdrawal from Courses 30 Department of College Student Affairs and Master of Business Administration 60 Withdrawal from the University 30 Leadership Studies 119 Master of Divinity 164 Department of Graduate Psychology 124 Master of Education in College Department of Teacher Education 74 Student Affairs 119 Department Overview 74 Master of Music in Performance and Doctor of Ministry 171 Master of Music Education 144 Doctor of Psychology in Clinical Master of Physical Therapy 53 Psychology with an emphasis in Master of Science in Applied Computer Family Psychology 127 Science and Technology 40 Earthquake Procedures 31 Master of Science in Nursing Program 152 Equitable Treatment 22 Normal Progress Toward a Degree and Essence Statement 8 Time Limit for Degree 29 Design,Typography, and Production: APU Office of University Marketing and

Federal Aid 23 Index Nursing Aid 24 Final Examinations 29 Creative Media Operation Impact Program 122 Printer: Sinclair Printing, Los Angeles, CA Financial Agreement 21 Outside Aid Resources 22 Financial Aid Application 21 190 Index Index GRADUATE CENTER 901 E. ALOSTA AVE. PO BOX 7000 AZUSA,CA 91702-7000 (800) 825-5278 (626) 815-5470 FAX (626) 815-5445 [email protected] www.apu.edu