2018-2019 Academic Catalog and Student Handbook with Spring Addendum [Archived Catalog]
Course Descriptions
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Special Education |
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SPED 592 - Directed Teaching Placement II 3 Unit(s)
In this second Student Teaching course, Education Specialist candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates develop and implement behavior support plans and accommodations that promote successful inclusion for students with disabilities within the general education setting, as well as plans that are specific for age appropriateness and severity of the disability; the ability to coordinate, direct and communicate effectively with other special education service providers, general education teachers, paraprofessionals/ instructional assistants, and volunteers for useful instructional activities; and demonstrate the ability to use a variety of effective strategies, including methods for promoting positive behavioral and social skills for building constructive relationships between all students. Prerequisite(s): SPED 591
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SPED 642 - Advanced Studies of Assistive Technology & Transition 3 Unit(s)
This course addresses a variety of subtopics, including current legislation, funding, assessment, resources and curriculum related to assistive technology (AT) and transition to adulthood. Candidates will learn about advancements in technologies and services that can support a person with a disability to reach individual academic, employment and daily living goals. Candidates will develop skills in administering assistive technology and vocational assessments, and will develop appropriate goals and lessons for student success in school-related or post-secondary tasks. Emphasis will be on working with students who have learning, cognitive, communication and sensory disabilities that cause difficulties in academics, memory, organization, communication, self-help, movement, hearing and vision.
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Organizational Leadership |
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OLC 500 - Leadership and Organizational Behavior 3 Unit(s)
This course focuses on three areas: leadership from the inside-out, the power of habits, and using questions to affect or even change an organization’s behavior. To know one’s self is to be authentic. Moreover, to be a successful leader, one must be authentic. However, it is not enough to understand oneself as an individual or a leader, but to also understand one’s behaviors and habits, thus enabling an individual to understand the organization’s behaviors and habits. This course will take the learner on an inward journey to bring about outward success as a leader making organizational behavior changes.
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OLC 508 - Essentials of Human Resources 3 Unit(s)
As organizations strive to keep abreast of the changing business environment, it has become increasingly more apparent how Human Resources Management and the Human Resources Partner, must play a vital role in the organization’s operational planning and development. In this course you will learn about the exciting world of Human Resources Management through this broad view of human resource principles and essential practices used today and well into the future.
The topics for this course include understanding challenges faced by organizations and their HR Practitioner in the 21st century; laws that impact HR practices; recruitment and retention; compensation and benefits and other rewards; employee and labor relations; and training and development. The course materials are designed to give the HR generalist or someone new to HR, crucial skills needed to confidently face complex HR situations.
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OLC 514 - Strategic Planning and Decision Making 3 Unit(s)
Through an understanding of systems theory and learning organizations, this course will focus on strategic thinking, innovation and creativity. Critical for organizations to ensure viable and robust futures, leaders of today and tomorrow must maximize the skills, talents, and knowledge of its people, while wisely managing it resources.
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OLC 521 - Business Principles for Leaders 3 Unit(s)
This course provides a practical overview of accounting, finance and economics within which organizations operate. It provides an introductory level of understanding to relevant terminology, concepts and applicable principles for leaders’ oversight and responsibilities for leading today’s organizations.
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OLC 528 - Human Diversity and Ethics 3 Unit(s)
This course focuses on the influences, challenges and values related to diversity and ethics in the global workplace and the multiple influences on strategic planning, decision making and problem solving. Today’s leaders must skillfully navigate relationships with multiple stakeholders, internal and external, while leading with a moral compass based on social equity, justice, fairness and respect while ensuring the sustainability of the organization. Conflict management strategies will be identified and applied through relevant case studies.
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OLC 535 - Project and Operational Management 3 Unit(s)
Critical to the successful execution of an organization’s strategic plan and goals is an understanding of the operational models by which an organization is based. Project planning models will be identified for leaders to enhance their skills and direction to promote efficient and effective goal achievement.
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OLC 542 - Managing External Relationships 3 Unit(s)
This course provides perspectives and skill building for leaders to identify and assess the needs of external stakeholders, necessary to promote the mission and sustainability of the organization. An understanding of the similarities and differences of for-profit and non-profit organizations enhances a leader’s ability to build authentic relationships. Collaborative relationship building will be understood through communication strategies spanning interpersonal and intrapersonal perspectives. In addition, the influence of social media and its multiple platforms will be examined.
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OLC 650 - Applied Research Project I 3 Unit(s)
This course requires students to create an Overview for the Applied Research Project, focusing specifically on the project description and setting. Within this first course, students must identify an Organizational Mentor, an Action Research Project Description, and a specific organizational setting. The Overview and Description include the problem statement, rationale for and importance of the project, history of the problem, and proposed methodology. Prerequisite(s): OLC 500 , OLC 508 , OLC 514 , OLC 521 , OLC 528 , OLC 535 , and OLC 542
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OLC 651 - Applied Research Project II 3 Unit(s)
This course deepens the student’s understanding of the proposed Applied Research Project in a specific setting through an examination of current research, resulting in the creation of a Review of the Literature. Prerequisite(s): OLC 650
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OLC 652 - Applied Research Project III 3 Unit(s)
This course requires students to implement the planned Applied Research Project, as explored and examined through ARP Courses I and II, and culminates in a Reflective Paper that describes the results of the Applied Research Project, draws conclusions based on the results, discusses implications for leaders and reflects on what has been learned through the process. Prerequisite(s): OLC 651
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Advocacy and Social Justice |
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ASJ 300 - A History of Social Justice Reform 3.0 Unit(s)
This course provides a foundational framework to explore the origins of social justice theory, the research surrounding social justice movements and the historic distribution of social resources that result in injustice and disparity. Course content immerses students in the defining tenants of social justice and its movements, the dimension and scope of the movements, the criterion required for action, the salience of group and individual motivation towards justice, the capacity to form justice judgements, the cognitive and behavioral reactions to injustice and the cross-cultural generalizability of justice considerations.
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ASJ 390 - Social Media, Technology and Social Change 3.0 Unit(s)
This course demonstrates the roles that media, modern technology and Social Network Site (SNS) engagement have had on catalyzing movements and maintaining oppression and subjugation. Students explore how communication tools used to fight injustice and maintain oppressive systems have evolved. Furthermore, this course will directly address the value of critical thinking processes to positively impact information technology literacy and technological disparities like the Digital Divide.
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ASJ 590 - Harnessing the Power of Social Media and Technology for Social Impact and Change 3.0 Unit(s)
This course analyzes the methods and techniques employed by media, modern technology and Social Network Site (SNS) engagement to impact social change movements. Students evaluate communication tools used to fight injustice and maintain oppressive systems to generate multi-media protocol for social impact and change. Students will examine the characteristics and utilization of varied media modalities including, but not limited to Social Network Sites, Streaming Media, Music and Television to assess their collective impact on organizing, mobilizing and effecting change or maintaining an existing system
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ASJ 667 - Advocacy in Action: Fieldwork/Internship 3.0 Unit(s)
This course serves as the fieldwork course for the MA in Advocacy and Social Justice degree program. Evaluation and analysis of empowerment and advocacy theory serves as a tool as students develop and implement their advocacy work. The course operates from the Advocate-Researcher-Practitioner lens as students implement and assess their own advocacy work in a domain to impact equity, fairness, justice, inclusion and multi-culturalism. This course lays the foundation for the students Social Impact and Participatory Action Research Masters Project. Content provides strategies for the implementation of tools to recognize the understandable and predictable responses to oppression, subjugation and economic injustice within a variety of sociocultural contexts. Students will observe, investigate and critically evaluate policies, practices and emergent issues from their fieldwork/internship. Seminar discussions focus on discoveries from evaluations, the investigation of theory for application, problem solving and grappling with cultural and ethical dilemmas. Each student is required to engage in 45 hours of service at an approved fieldwork/internship site during the semester they are enrolled in ASJ 450.
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Community Psychology |
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CP 301 - Introduction to Community Psychology 3 Unit(s)
The purpose of this course is to provide the student with an introduction in to the field of community psychology. The history of the community psychology, research methodologies, theories and key concepts will be discussed. The ways in which individuals, social systems and communities are interconnected will also be discussed. Prerequisite(s): PSY 101 , PSY 103 , and PSY 105
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CP 310 - Mapping Communities 3 Unit(s)
This course aims to begin unpacking some of these relationships around the concept of “community” by conducting a community-based mapping project. Maps can be powerful tools to tell stories and know about communities we live. By creating a framework to understand and represent our communities better, we can collect, analyze, and represent valuable knowledge about the communities around us. By developing a community-based mapping projects with these new technologies, students will reveal new insights about communities that were not so visible before mapping.
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CP 312 - Critical Gender and Sexuality Studies 3 Unit(s)
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CP 315 - Drugs: Use and Abuse in Contemporary Society 3 Unit(s)
The course is designed to introduce the student to the social reality of drug use and abuse in the US. It will explore the different categories of illegal and legal drugs, and review their basic psychopharmacology. We will study the historical significance and social construction of drug use and addiction. This course will look at issues surrounding drug policy, drug legislation, drug enforcement and its relationship to crime, medicalization in our society, and various movements aimed at drugs. Students will emerge with a multifaceted understanding of drugs and their place within American society, including basic statistics, consequences and ramifications of regulation, and theories of addiction and alcoholism.
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CP 316 - Geopolitical of Migrations and Mobility- Its Impact on Community 3 Unit(s)
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CP 317 - Institutions and Social Change 3 Unit(s)
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CP 320 - Psychology of Culture, Power, and Inequality 3 Unit(s)
It examines the role played by culture in explaining persistent inequality in the distribution of resources and power. The course will examine the unique inequity processes across different social groups, such as race, class and gender as well as the intersection of these statuses. The course will introduce key social psychological concepts and apply theories to understand how and why inequality persists in the US. In this class we will cover some of the most important concepts (e.g. stigma) for understanding inequality, and examine several key axes (e.g. gender) along which inequality is created. Prerequisite(s): PSY 101
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CP 410 - Community Mental Health 3 Unit(s)
The purpose of this course is to provide the student with an introduction in to the field of community mental health. This course will provide an overview of emerging issues in community mental health counseling, and will learn ways in which to address systemic issues within a person’s community and surroundings that affect their mental health. Prerequisite(s): PSY 101 , PSY 103 , PSY 105 , and PSY 201
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CP 411 - Risk and Resilience 3 Unit(s)
This course provides an introduction to intervention and prevention efforts designed to improve educational, learning, mental health, and behavioral outcomes in children, adolescents, and young adults. The overall goal of the course is to better understand the focal contributions of the social environment that foster the well-being of children and youth such as schools, organizations, communities, and public policy.
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CP 412 - Eco-Psychology 3 Unit(s)
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CP 430 - Principles of Field/Action Research 3 Unit(s)
This course will focus on developing an understanding and knowledge of interdisciplinary methods and approaches to community action research. Additionally, the course will provide an over-view of approaches to research with a focus of Community-based Participatory Research Design. The content of the course will center on issues related to this topic including an expectation that the student will develop an awareness and understanding of self as a researcher and their personal biases. It is expected that the student will develop an ability to identify and access legitimate sources of psychological research. Important features of the course will be learning about community research practice within multicultural settings, knowledge about the inclusion of diverse perspectives in research practice, develop the ability to address issues of social justice in community research and knowledge about ethical research practices. Prerequisite(s): STATS 225 , RESM 235 , and CP 301
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CP 470 - Fieldwork in Community Psychology 3 Unit(s)
The course is the first of two fieldwork courses for the School of Cultural & Family Psychology BA Community Psychology degree. This course is designed to provide an opportunity to integrate classroom knowledge with real world experiences. This course focuses on applications of basic psychological knowledge and methods to community problems. Students develop consultation and group skills, work collaboratively with community partners, and learn about the field of community psychology. Prerequisite(s): CP 301 and CP 430
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CP 480 - Community Psychology Capstone and Fieldwork 3 Unit(s)
This course is designed to be a “culminating” experience in the undergraduate Community Psychology degree. Students will create a final assessment portfolio which will include artifacts documenting academic/professional growth and personal reflections. Students will also assess the impact of their educational experiences on their ethical perspectives and critical thinking skills. Students will reflect on and evaluate their personal and professional growth, the benefits of lifelong learning, and the impact of these elements on their future. This is also the second (of two) Fieldwork courses. Students will continue at their previous fieldwork site and will incorporate their Signature Assignment from Fieldwork 1 course into their final Capstone project. Prerequisite(s): CP 301 and CP 470
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GEN 400 - The Global Community: International Study Abroad 3 Unit(s)
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General Education |
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COM 150 - Effective Communication 3 Unit(s)
This survey course explores communication principles and theories. The course examines elements of listening, verbal, and nonverbal communication. The course also explores how these communication elements operate between individuals and groups. Communication concepts and basic communication skills are explored through a variety of methods and activities including effective oral communication.
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CRIM 300 - Introduction to Criminology 3 Unit(s)
This course provides an overview regarding crime and criminal justice. Socio-cultural, personality, and environmental factors underlying criminal behavior are examined, including gang involvement, violent crime, drug-related crimes, and sexual violence.
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CT 300 - Ethics: A Global Civic Perspective 3 Unit(s)
The practice of ethics involves the exploration and evaluation of different values and assumptions that support alternative courses of action. This course approaches these differences from a global civic perspective that is grounded in our common humanity and recognizes our many social differences. We will practice “thinking like a global citizen” in an evaluation of the
merits of a capabilities approach to human development.
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ENG 101 - English Composition I 3 Unit(s)
This course develops written communication skills with an emphasis on understanding the writing process, analyzing readings, and practicing writing for personal and professional applications.
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ENG 201 - English Composition II 3 Unit(s)
English Composition II is a course designed to give students guided practice drafting, revising and editing a research project. In addition to reviewing the writing process, students learn research techniques, citation techniques, documentation formats, and critical analysis of written topics.
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ENV 100 - Introduction to Environmental Science with Lab 4 Unit(s)
This environmental science course is designed to introduce the major areas relating to contemporary ecological and environmental issues. This course will cover the scientific principles necessary to understand the interrelationships of the natural world and adverse human impacts, to define and analyze environmental problems, and to examine alternative solutions to resolve or prevent them. The one credit laboratory component is intended to supplement introductory environmental science learnings.
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GEN 284A - Reflective Study: Developmental Theory 1-3 Unit(s)
This course focuses on the life span and human development processes. Students use their own life experience to describe detailed and factual way events from early and later years’ development engaging with themes such as self-esteem, resiliency, and identity. Students are required to relate stories of their experiences, identify dynamics, significance, related questions, and challenges and explain the theory they constructed to give meaning to these events.
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GEN 284B - Reflective Study: Developmental Theory Analysis 1-3 Unit(s)
This course requires collection, reflection, and critical analysis of life span theory, and developmental themes, such as self-esteem, resiliency, and identity. Students demonstrate the ability to articulate, and communicate learning about how their personal life as well as others’ lives are different because of life span knowledge.
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GEN 285A - Reflective Study: Diversity Theory 1-3 Unit(s)
This course examines students’ and societal attitudes toward gender, class, race/ethnicity, disability and sexual orientation. Students describe detailed and factual events from their life, their importance to identity, related questions, and challenges. Students construct theories which give meaning to their life’s stories.
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GEN 285B - Reflective Study: Diversity Analysis 1-3 Unit(s)
This course requires student to recollect, reflect, and critically analyze their life span theory connected to issues of gender, class, race/ethnicity, disability and sexual orientation. Students reflect experience, meaning, consequences and outcomes. Students demonstrate the ability to articulate and communicate how their life and the lives of other are different because of their knowledge.
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GEN 286A - Reflective Study: Fieldwork 1-3 Unit(s)
This course requires student to addresses the knowledge and practical skills gained through your work and volunteer experience: including hands on and first hand observations in the field about communication, leadership, problem solving, diversity and cultural issues. Students tell stories about work and volunteer experience and are asked to identify dynamics and challenges. Theories which are constructed to give meaning to these experiences and skills which are learned are examined. The significance of fieldwork events and related questions and challenges are explored in the student portfolio.
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GEN 286B - Implementation 1-3 Unit(s)
This course requires students to recollect, reflect, and critically analyze a constructed theory about personal work and volunteer experience; communication, leadership, problem solving, diversity and cultural issues among others. Students tell stories about working on projects, events, or other experiences and reflecting on the challenges and dynamics and skills needed to complete and evaluate the project.
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GEN 287A - Reflective Study: Research 1-3 Unit(s)
This course requires students to connect research to human development, education, culture, and behavior by addressing several aspects of the research process: reviewing for challenges to objectivity, distinguishing between data, opinion, inferences and assumptions. Additionally, focusing on informal as well as formal data gathering, students delve into how to be responsible researchers. Students will produce a review of literature addressing an issue in one of these areas: human development, behavior, social, educational, or cultural issue related to the student’s personal life.
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GEN 287B - Reflective Study: Leadership 1-3 Unit(s)
This course requires students to recollect, reflect, and critically analyze on roles and experiences in leadership, management, and supervision. As students review and analyze, they integrate learning into underlying philosophical beliefs about working with others. Students describe how they put into practice their beliefs about working with others and describe how they communicate their philosophy as well as what they’ve learned from this reflective process. There is an emphasis on how knowledge effects change in the present and the future.
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GEN 289 - Writing and Communications for Empowerment 3 Unit(s)
Pacific Oaks students bring a breadth of diverse life experience to the college. This class provides an opportunity for students to gain skills and increase capacity to reflect, conceptualize, and clearly communicate what they have learned from selected life experiences. Through the processes of analysis and synthesis, students learn to apply personally constructed theory to gain a deeper understanding of self and others. Class members are expected to participate actively in creating a learning community, practicing the skill of giving and receiving feedback. In addition, students discover how learning gained from work and life experiences could potentially earn college credit.
This course is required for students seeking Credit for Learning from Experience (CLE) process which offers students the opportunity to analyze, articulate, and document prior learning for credit. Students are required to have 5 years of verifiable, significant work/life experience.
Students who wish to submit portfolios for CLE enroll in GEN 299.
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GEN 299 - Portfolio Development and Assessment 3 Unit(s)
This course serves as the “laboratory” where students collect, organize, write, document, and show evidence of learning. Up to eight portfolios, addressing the themes represented in GEN 284A GEN 284B GEN 285A GEN 285B GEN 286A GEN 286B GEN 287A GEN 287B , are to be submitted in GEN 299. A maximum of 24 units may be earned.
Students are charged a Lab Fee. GEN 299 is allowed to be taken up to 4 consecutive semesters to complete their portfolios. Portfolios will not be accepted for assessment beyond the 4th semester of GEN 299. Students may NOT be enrolled in GEN 299 in the semester prior to expected Graduation Date.
Prerequisite(s): GEN 289 ; at least half-time concurrent enrollment for duration of GEN 299
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GEN 300 - Success at Pacific Oaks 3 Unit(s)
This course helps develop the skills and strategies necessary to succeed as an adult learner at Pacific Oaks College. Through readings, discussion, and writing assignments, students assess and strengthen their skills in critical thinking, ethical decision-making, problem-solving, reflection and self-understanding. The course also provides an introduction to educational goal setting, accessing resources successfully, personal management, and communication.
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HIST 100 - U.S. History 3 Unit(s)
Introduces United States History from 1860 to present. Focus will be on political, economic, intellectual, social and cultural development.
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LIT 300 - Introduction to Literature 3 Unit(s)
This introductory level course presents the elements and examples of three genres of literature: fiction, poetry, and drama. Students will learn the origins of literature and the purposes of the study of literature. Students will associate the study of literature and thinking skills, such as critical reading. Students will utilize thinking skills to research and apply literary criticism, to analyze and critique various literary works, in the context of discussing and writing about literature.
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MATH 160 - Quantitative Reasoning 3 Unit(s)
This course helps develops students’ mathematical thinking around issues of mathematical content, process, and application. Students will acquire quantitative reasoning ability, number sense, conceptual and practical understanding of and familiarity with, algebra, geometry, measurement, and basic data analysis and probability. The course focuses on supporting students’ understanding of problem solving, critical thinking, communication, connections, and representations. Contemporary applications are explored to illustrate the nature of mathematics, its role in society, and its practical and abstract aspects. A key feature of the course is active student involvement to support and demonstrate mathematic literacy and the application of mathematics in their everyday lives.
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MUS 100 - Global Music and Culture 3 Unit(s)
This course is an introduction to world music from various cultures and time-periods. The course will focus on the cultural sources of world musical practices, on characteristics of rhythm, melody and composition, and on musical instruments. Students will reflect on how the music promotes self-understanding and the role of music as ritual, aesthetic experience, mode of communication, and artistic expression.
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NUTR 100 - Human Nutrition 3 Unit(s)
This nutrition science course is designed to introduce the major scientific principles of nutrition across a human lifespan (from pregnancy to birth, through childhood, adolescence, adulthood and senior age). This course introduces current scientific thoughts and findings in the field of nutrition including dietary practices to prevent or treat certain disease conditions and the use of supplements. Students will evaluate dietary intake and understand how nutrition is related to larger issues regarding hunger, the global environment, and consumer concerns.
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POL 100 - American Government and Political Issues 3 Unit(s)
American Government is a course that explores the fundamentals of American government and politics, focusing on the historical evolution of government and policies, its major institutions, and formal processes. Course goals include understanding today’s government, policy development, and politics as well as developing critical thinking and information-literacy skills. Topics include the Constitution, federalism, civil rights and civil liberties, the structure and processes of the three branches of government, political socialization, interest groups and public opinion, political parties and the election process, as well as basic U.S. social, economic, and foreign policy.
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PSY 101 - Introduction to Psychology 3 Unit(s)
This course introduces human behavior. It includes the study of the theories and concepts of psychology including the scope of psychology, biological foundations and the brain, sensation, perception, motivation, personality, learning and memory, emotion, states of consciousness, personality theories, cognition, life-span development, and applied psychology.
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PSY 103 - Developmental Psychology 3 Unit(s)
This course addresses the major theories and perspectives related to development across the lifespan. Physical, Cognitive, Social, and Emotional aspects of development, from conception to death, are examined through multiple ecological domains.
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PSY 105 - Abnormal Psychology 3 Unit(s)
This is an overview of abnormal behaviors that affect human beings. The course will discuss the various etiologies and causes of abnormal behavior and review the leading treatment modalities for those behaviors.
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PSY 201 - Introduction to Behavioral Neuroscience 3 Unit(s)
This course will explore the structure and function of the nervous system, the development and evolution of neural and behavioral systems, and interactions among behavior, environment, physiology, and heredity. In this course, students will develop an understanding of the biological underpinnings of behavior and explore what is currently known about the biological basis of movement, emotions, mental illness, sexual behavior, memory, states of consciousness, sensory perception, thought and language, and several psychological disorders.
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RESM 235 - Research Methods for the Social Sciences 3 Unit(s)
This course will introduce methods employed by social scientists to study, measure and test research in order to examine, predict and report outcomes relevant to current societal concerns. This class is designed to generate an understanding of the research process as well as to expand knowledge base of principles in social research. These systematic approaches are organized into three distinct categories: qualitative, quantitative and mixed methods research.
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SOC 100 - Introduction to Sociology 3 Unit(s)
This course explores sociological processes that underlie everyday life. The course focuses on globalization, cultural diversity, critical thinking, new technology and the growing influence of mass media.
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STATS 225 - Integrated Statistics 3 Unit(s)
This statistics course is intended for students in a wide variety of areas of study. Topics discussed and explored include displaying and describing data, the normal curve, regression, probability, statistical inference, confidence intervals, and hypothesis tests with applications in the real world. Students also have the opportunity to analyze data sets using technology in their weekly discussions, assignments, and term project. Contemporary applications are explored. The course encourages active student involvement to support and demonstrate mathematics and statistical literacy, understand and relieve mathematics and statistical anxiety, and apply probability and statistics in everyday lives.
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