2011-2012 PO Academic Catalog and Student Handbook [Archived Catalog]
Course Descriptions
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Education |
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ED 300 - Introduction to the Teacher Education Program
1 credit
This seminar provides an overview of the Teacher Education program and the requirements for earning a Preliminary Multiple Subject English Learner Credential (MSEL/2042) and Education Specialist, Mild/Moderate Level I Credential. Students will learn about the guiding principles and constructivist framework of the program. Students will be introduced to the Teaching Performance Expectations (TPE’s) as an accountability tool. In addition, they will become familiarized with the assessment process in the program, which includes the Teaching Performance Assessment (TPA’s) and the Portfolio Assessment System.
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ED 310 - Introduction to Public Schooling
2 credits
This course focuses on broad educational issues including structures, policies, and waht it means to be a teacher in a public school. The course will address federal, state, and local structures; governance, and demographics; education finance; standardized testing; teacher associations; California laws; school reform trends; and professional development. Students visit a public elementary school, and write a mini-ethnography.
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ED 320 - TEP Practicum A: Focus on the Classroom
1 credit
In this class, multiple subject and special education candidates focus collaboratively on the classroom as a unit of observation, reflection, and practice. Students select an approved fieldwork site from the list provided by the department, and obtain permission from the site supervisor prior to starting their fieldwork. Students complete at least 25 hours of fieldwork at the site, observing and participating in teaching and learning activities. Students keep a journal for reference during in-class interactions. Students also use this fieldwork setting as a place to practice what they are learning in other courses. Topics in this class include the structure and dynamics of the classroom environment; the organization of routines, procedures, and transitions; the classroom management plan; what works for which children and whether some children are regularly marginalized; the schedules for days and weeks; and paraprofessional and parent participation. This course is the first of a 3-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the Human Development BA.
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ED 321 - TEP Practicum B: Focus on Learners
1 credit
In this class, multiple subject and special education candidates focus collaboratively on the learners as a unit of observation, reflection, and practice. Students select an approved fieldwork site from the list provided by the department, and obtain permission from the site supervisor prior to starting their fieldwork. Students complete at least 25 hours of fieldwork at the site, observing and participating in teaching and learning activities. Students keep a journal for reference during in-class interactions. Students also use this fieldwork setting as a place to practice what they are learning in other courses. Topics in this class include observation methods for teachers; teachers’ own biases and perspectives; children’s varied learning needs and how they are met; how children’s strengths are recognized and built upon; ways of grouping learners and whether tracking occurs; the support of English learners or children with special needs; the close observation and description of one child and his or her learning in this setting; and the observation and descriptions of the learners as a group, and their interactions among themselves and with their teacher. This course is the second of a 3-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the Human Development B.A.
Prerequisite(s): ED 320
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ED 322 - TEP Practicum C: Focus on Curriculum
1 credit
In this class, multiple subject and special education candidates focus collaboratively on the curriculum as a unit of observation, reflection, and practice. Students select an approved fieldwork site from the list provided by the department, and obtain permission from the site supervisor prior to starting their fieldwork. Students complete at least 25 hours of fieldwork at the site, observing and participating in teaching and learning activities. Students keep a journal for reference during in-class interactions. Students also use this fieldwork setting as a place to practice what they are learning in other courses. Topics in this class include state-adopted and teacher-created curricula; implementation of standards; lesson and unit planning; adapting curriculum for English learners or children with special needs; hands-on learning; and types of formal and informal assessments. This course is the third of a 3-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the Human Development B.A. or M.A.
Prerequisite(s): ED 320 and ED 321
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ED 330 - Language and Literacy in a Diverse Classroom
3 credits
This is the first course in a 2 course sequence. It focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to elementary students in a diverse classroom. Emphasis is on incorporating state frameworks and standards into a program that also draws on children’s real-life experiences and knowledge about language. In a language environment that parallels that of a dynamic elementary school classroom, students will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include the reading process, phonemic awareness and phonics, elements of a balanced reading program including guided reading and the writing process, lesson planning, inclusion, student assessments, children’s literature, enrichment versus deficit models of schooling, and analysis of classroom discourse.
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ED 331 - English Learner Methodologies for a Diverse Classroom
3 credits
y students in a diverse classroom. Emphasis is on incorporating state frameworks and ELD standards into a program that also draws on children’s real-life experiences and knowledge about language and literacy. In an environment that parallels that of a dynamic elementary school classroom, students will explore language, literacy, and content acquisition for English learners through readings, discussions, activities, reflection, and classroom observations. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include primary and second language acquisition, the role of language in learning, SDAIE strategies, lesson planning, inclusion, student assessment, differentiation of instruction, enrichment versus deficit models of schooling, and analysis of classroom discourse.
Prerequisite(s): ED 330 MSEL/2042 students complete TPA contemporaneously
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ED 340 - Cognitive Development and Mathematics in a Diverse Classroom A
3 credits
This course is the first of a two course series that focuses on the theoretical and practical aspects of teaching mathematics to elementary students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, and Gardner, emphasis will be placed on the implications of constructivist theory in terms of the role of the teacher, the classroom environment, and student learning. Students reflect on their own experiences as math learners, conduct observations in classrooms during math instruction, and complete a case study of a focus student over the course of the semester. The unique needs of English language learners and children with special needs will be addressed throughout the course. The course uses the NCTM standards for the teaching and learning of mathematics as a framework for creating developmentally appropriate, learner centered curriculum.
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ED 341 - Cognitive Development and Mathematics in a Diverse Classroom B
3 credits
This course is the second of a two course series that focuses on the theoretical and practical aspects of teaching mathematics to elementary students in a diverse classroom. In this course, students continue to actively apply cognitive theoretical content to mathematics instruction as they develop and implement a math mini-unit that includes a series of lesson plans, assessment, and reflective analysis. In addition, students conduct research on an area of interest as they continue to develop their philosophical stance as a teacher of mathematics. The unique needs of English language learners and children with special needs will be addressed throughout the course. The course uses the NCTM standards for the teaching and learning of mathematics as a framework for creating developmentally appropriate, learner centered curriculum.
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ED 360 - Integrated Thematic Instruction: Science, Social Studies and the Arts
3 credits
Students, as teachers/learners, will explore the concept of using science, social studies, and the visual and performing arts as a frame for the rest of the curriculum. Topics in social studies and science will be approached through hands-on learning, critical thinking, and using the community as a real-world text. Students will be introduced to state frameworks and standards and will create a thematic unit that demonstrates their ability to think creatively, plan instruction, utilize school and community resources, and integrate all curricular areas. Additionally, participants will have opportunities to examine standard texts, curricula and materials used in public schools, and to analyze the impact of biases and misconceptions on children’s learning. Emphasis will be placed on the inclusion of English language learners and children with special needs.
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ED 370 - Healthy Children and Class Communication
2 credits
This course is built around the belief that building a classroom community promotes social and academic growth, and personal and community health. Through study, collaborative learning, and reflection, students will explore how safe, caring and respectful environments, student rights and responsibilities, cooperation, collaboration, choice, selfassessment and home-school communication impact the classroom community. Students will also examine legal and practical issues pertaining to children and family health, including alcohol and substance abuse, communicable diseases, physical fitness and P.E., nutrition, and the connection between student health and learning.
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ED 390 - MSEL Directed Teaching Placement and Seminar
6 credits
Student teachers work in a public elementary school classroom for a placement of approximately 15 weeks. Beginning by teaching in two content areas per day, the student teacher gradually advances to a two-week complete takeover in which he/she is in charge of curricular planning and implementation, as well as classroom management. The placement is accompanied by a weekly seminar which all student teachers attend. Topics include cooperative learning, curriculum development, classroom management, differentiating instruction, lesson planning and assessment, parent-teacher interaction, and standardized testing. Students complete various assignments for the seminar, including, journals, observations, lesson plans in all content areas and a video.
Prerequisite(s): Prerequisite: Successful completion of all coursework, California
Basic Educational Skills Test (CBEST) , California Subject Examinations for Teachers (CSET)
and Certificate of Clearance. MSEL/2042 students complete TPA tasks 3 & 4
contemporaneously.
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ED 492 - Independent Study
1 - 4 credits
This course allows students to individualize competency and/or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the academic calendar for registration deadlines.
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ED 500 - Introduction to the Teacher Education Program
1 credit
This seminar provides an overview of the Teacher Education program and therequirements for earning a Preliminary Multiple Subject English Learner Credential (MSEL/2042) and Education Specialist, Mild/Moderate Level I Credential. Students will learn about the guiding principles and constructivist framework of the program. Students will be introduced to the Teaching Performance Expectations (TPE’s) as an accountability tool. In addition, they will become familiarized with the assessment process in the program, which includes the Teaching Performance Assessment (TPA’s) and the Portfolio Assessment System (PAS).
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ED 510 - Introduction to Public Schooling
2 credits
This course focuses on broad educational issues including structures, policies, and what it means to be a teacher in a public school. The course will address federal, state, and local structures; governance, and demographics; education finance; standardized testing; teacher associations; California laws; school reform trends; and professional development. Students visit a public elementary school, and write a mini-ethnography.
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ED 520 - TEP Practicum A: Focus on the Classroom
1 credit
In this class, multiple subject and special education candidates focus collaboratively on the classroom as a unit of observation, reflection, and practice. Students select an approved fieldwork site from the list provided by the department, and obtain permission from the site supervisor prior to starting their fieldwork. Students complete at least 25 hours of fieldwork at the site, observing and participating in teaching and learning activities. Students keep a journal for reference during in-class interactions. Students also use this fieldwork setting as a place to practice what they are learning in other courses. Topics in this class include the structure and dynamics of the classroom environment; the organization of routines, procedures, and transitions; the classroom management plan; what works for which children and whether some children are regularly marginalized; the schedules for days and weeks; and paraprofessional and parent participation. This course is the first of a 3-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the Human Development B.A. or M.A.
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ED 521 - TEP Practicum B: Focus on Learners
1 credit
In this class, multiple subject and special education candidates focus collaboratively on the learners as a unit of observation, reflection, and practice. Students select an approved fieldwork site from the list provided by the department, and obtain permission from the site supervisor prior to starting their fieldwork. Students complete at least 25 hours of fieldwork at the site, observing and participating in teaching and learning activities. Students keep a journal for reference during in-class interactions. Students also use this fieldwork setting as a place to practice what they are learning in other courses. Topics in this class include observation methods for teachers; teachers’ own biases and perspectives; children’s varied learning needs and how they are met; how children’s strengths are recognized and built upon; ways of grouping learners and whether tracking occurs; the support of English learners or children with special needs; the close observation and description of one child and his or her learning in this setting; and the observation and descriptions of the learners as a group, and their interactions among themselves and with their teacher. This course is the second of a 3-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the Human Development B.A.
Prerequisite(s): ED 520
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ED 522 - TEP Practicum C: Focus on Curriculum
1 credit
In this class, multiple subject and special education candidates focus collaboratively on the curriculum as a unit of observation, reflection, and practice. Students select an approved fieldwork site from the list provided by the department, and obtain permission from the site supervisor prior to starting their fieldwork. Students complete at least 25 hours of fieldwork at the site, observing and participating in teaching and learning activities. Students keep a journal for reference during in-class interactions. Students also use this fieldwork setting as a place to practice what they are learning in other courses. Topics in this class include state-adopted and teacher-created curricula; implementation of standards; lesson and unit planning; adapting curriculum for English learners or children with special needs; hands-on learning; and types of formal and informal assessments. This course is the third of a 3-part fieldwork series, which must be completed in sequence. The whole series meets the fieldwork requirement for the Human Development B.A. or M.A..
Prerequisite(s): ED 520 and ED 521
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ED 530 - Language and Literacy in a Diverse Classroom
3 credits
This is the first course in a 2 course sequence. It focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to elementary students in a diverse classroom. Emphasis is on incorporating state frameworks and standards into a program that also draws on children’s real-life experiences and knowledge about language. In a language environment that parallels that of a dynamic elementary school classroom, students will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include the reading process, phonemic awareness and phonics, elements of a balanced reading program including guided reading and the writing process, lesson planning, inclusion, student assessments, children’s literature, enrichment versus deficit models of schooling, and analysis of classroom discourse.
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ED 531 - English Learner Methodologies for a Diverse Classroom
3 credits
y students in a diverse classroom. Emphasis is on incorporating state frameworks and ELD standards into a program that also draws on children’s real-life experiences and knowledge about language and literacy. In an environment that parallels that of a dynamic elementary school classroom, students will explore language, literacy, and content acquisition for English learners through readings, discussions, activities, reflection, and classroom observations. The unique needs of English language learners and children with special needs will be addressed throughout the course. Key topics include primary and second language acquisition, the role of language in learning, SDAIE strategies, lesson planning, inclusion, student assessment, differentiation of instruction, enrichment versus deficit models of schooling, and analysis of classroom discourse.
Prerequisite(s): ED 530 . MSEL/2042 students complete TPA contemporaneously
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ED 540 - Cognitive Development and Mathematics in a Diverse Classroom A
3 credits
This course is the first of a two course series that focuses on the theoretical and practical aspects of teaching mathematics to elementary students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, and Gardner, emphasis will be placed on the implications of constructivist theory in terms of the role of the teacher, the classroom environment, and student learning. Students reflect on their own experiences as math learners, conduct observations in classrooms during math instruction, and complete a case study of a focus student over the course of the semester. The unique needs of English language learners and children with special needs will be addressed throughout the course. The course uses the NCTM standards for the teaching and learning of mathematics as a framework for creating developmentally appropriate, learner centered curriculum.
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ED 541 - Cognitive Development and Mathematics in a Diverse Classroom
3 credits
This course is the second of a two course series that focuses on the theoretical and practical aspects of teaching mathematics to elementary students in a diverse classroom. In this course, students continue to actively apply cognitive theoretical content to mathematics instruction as they develop and implement a math mini-unit that includes a series of lesson plans, assessment, and reflective analysis. In addition, students conduct research on an area of interest as they continue to develop their philosophical stance as a teacher of mathematics. The unique needs of English language learners and children with special needs will be addressed throughout the course. The course uses the NCTM standards for the teaching and learning of mathematics as a framework for creating developmentally appropriate, learner centered curriculum.
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ED 550 - An Anti-bias Approach to the Inclusive Classroom
3 units
In this course participants explore the culture of schools from a perspective of diversity and inclusion. The socio-political context of today’s public schools provides the basis for examining issues of institutional oppression of students who have differences in gender, race, culture, abilities and class, and the impact that these practices have on our students’ success and failure in the classroom. Participants will learn how to develop and implement anti-bias curriculum and instructional strategies that include all students in the school community. Accommodations for at-risk students and students with special needs will be explored by examining classroom environment, learning styles, and school district policy.
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ED 560 - Integrated Thematic Instruction: Science, Social Studies and the Arts
3 credits
Students, as teachers/learners, will explore the concept of using science, social studies, and the visual and performing arts as a frame for the rest of the curriculum. Topics in social studies and science will be approached through hands-on learning, critical thinking, and using the community as a real-world text. Students will be introduced to state frameworks and standards and will create a thematic unit that demonstrates their ability to think creatively, plan instruction, utilize school and community resources, and integrate all curricular areas. Additionally, participants will have opportunities to examine standard texts, curricula and materials used in public schools, and to analyze the impact of biases and misconceptions on children’s learning. Emphasis will be placed on the inclusion of English language learners and children with special needs.
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ED 570 - Healthy Children and Classroom Communities
2 credits
This course is built around the belief that building a classroom community promotes social and academic growth, and personal and community health. Through study, collaborative learning, and reflection, students will explore how safe, caring and respectful environments, student rights and responsibilities, cooperation, collaboration, choice, self-assessment and home-school communication impact the classroom community. Students will also examine legal and practical issues pertaining to children and family health, including alcohol and substance abuse, communicable diseases, physical fitness and P.E., nutrition, and the connection between student health and learning.
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ED 590 - MSEL Directed Teaching and Placement Seminar
6 credits
Student teachers work in a public elementary school classroom for a placement of approximately 15 weeks. Beginning by teaching in two content areas per day, the student teacher gradually advances to a two-week complete takeover in which he/she is in charge of curricular planning and implementation, as well as classroom management. The placement is accompanied by a weekly seminar which all student teachers attend. Topics include cooperative learning, curriculum development, classroom management, differentiating instruction, lesson planning and assessment, parent-teacher interaction, and standardized testing. Students complete various assignments for the seminar, including, journals, observations, lesson plans in all content areas and a video.
Prerequisite(s): Prerequisite: Successful completion of all course work, CBEST, CSET and Certificate of Clearance. MSEL/2042 students complete TPA tasks 3 & 4.
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ED 692 - Independent Study
1 - 4 credits
This course allows students to individualize competency and/or program requirements. An independent study contract signed by the faculty supervisor is required at the time of registration. Classes offered at Pacific Oaks may not be taken for independent study. Please consult the academic calendar for registration deadlines.
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ED 697 - Introduction to Ethnographic Research in Education
2 credits
This course is the first in a series of 3 courses and serves as an introduction to the ethnography Thesis Project. The course introduces candidates to qualitative research and the use of ethnography to learn about students, families, schools, and community. This course uses the ethnographic method to help students identify a question, gather data in order to “tell the story,” and analyze the data to inform their teaching practice. In this course students complete Section I of the ethnography by reflecting on their personal story and how it has led them to the teaching profession. Candidates complete Section II of the ethnography by identifying 3 students they will follow throughout the study, by interviewing the students and their parents and by gathering data so they can better tell the students’ personal and academic stories. Early in the course, students must have their Human Subject Review forms approved by the instructor. Advancement to candidacy takes place upon successful completion of this course.
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ED 698 - Working with Diverse Schools and Communities
2 credits
In this second course of the ethnography thesis project, students learn about the schools and communities in which they work, and in which their three student subjects go to school. Through interviews and visits candidates place the lives of their three ethnography subjects within a larger social context. Candidates interview school personnel to learn about programs and other resources within the school that may assist in improving the quality of their students’ education. Candidates also visit community institutions and establishments, interviewing members of diverse organizations in order to better understand the inherent social and cultural capital within the community. Candidates continue to collect data and work with their three identified students while completing Section III of the ethnography project.
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ED 699 - Pedagogical, Social, and Cultural Implications
2 credits
This third course is designed as both a scholarly and reflective opportunity where candidates ground their ethnography within a theoretical framework. The course helps students access the larger social and political context of schooling by analyzing issues such as society’s perception of schools; the racial, economic, and linguistic pressures placed on parents and their children; and the policies and trends that impact learning. The candidates synthesize their experiences within schools and write about how they will work to create equitable learning environments in the future. Section IV of the ethnography project helps candidates synthesize previous readings by analyzing, supporting and discussing their data.
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Human Development (Bachelor Level) |
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HD 301 - Advanced Studies in Human Development
3 credits
This class explores in depth how themes which begin in early childhood recur later in the life cycle. Building on knowledge of Erik Erikson’s theory and other psychosocial and cognitive theories, the participants will add and integrate theoretical and personal knowledge of growth during the life cycle and the interaction between the contexts of development and psychological development. We will examine our own developmental paths and look at choices made and options taken or rejected. A research project focusing on a developmental issue is required. The class will emphasize development in adulthood.
Prerequisite(s): HD 300
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HD 303 - The Earliest Years
3 credits
This course will focus on the significance of earliest childhood, from birth to age three, in the human life cycle, with emphasis on trust and autonomy, sensory- motor explorations, and the beginning of language and play. Students will examine the range of typical and atypical development in diverse cultural contexts in the preschool years. Observation of child behavior from the perspective of its meanings for the child will be included. Students will develop skill in designing culturally relevant and inclusive home and group care environments for optimum development of caring relationships and learning.
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HD 306 - Play in Childhood
3 credits
This course is an exploration of play as a human adaptive function with a distinct developmental course, beginning in infancy and varying in content and mode from
culture to culture. Emphasis will be placed on the ability to observe children’s play and to make use of these observations in planning for a child; the importance of the physical environment; and the setting up of environments for play that will engage children in using the skills that are pre-requisites for academic learning. Cultural and gender issues and ways to support cultural expression and non sexist play opportunities will be examined Although our focus will be on early years, we will address the integrative and transformative function of play as it contributes to the lives of individuals throughout the life span.
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HD 315 - The Art of Observation
3 credits
Observation is a basic teaching and assessment tool in early childhood education and a necessary skill in the field of counseling. When you observe a child: What do you see? What do you look for and why? How do you interpret what you are seeing? How do you translate what you have observed into goals for intervention? Participants will observe children and adults, share and evaluate frameworks for observation, and get feedback on observational skills.
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HD 320 - Contemporary Urban Adolescents
3 credits
This class will focus on several issues that affect the quality of life of adolescents in urban areas. Subjects for study will include: unemployment and underemployment; gangs and other peer pressures; early sexuality; teen pregnancy; AIDS and other sexually transmitted diseases; and drugs. We will examine these topics from a developmental perspective and visit programs that are addressing them.
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HD 330 - Adult Development: Mission and Vision
3 units
We construct mission and vision in our lives through the developmental tasks we encounter. In turn, mission and vision inform our life choices in deep and meaningful ways. Together, we will examine the emergence and development of meaning in the adult years through our own as well as others’ stories.
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HD 335 - Human Development: The Elder Years
3 credits
Shifting demographics, increased life expectancy, advances in medical technology, economic and financial realities: all these add to the challenges of navigating the later years with grace and dignity. This class provides theory as well as experiential learning. For those who are working with aging populations, interacting with and caring for aging parents or contemplating the aging process, here is an opportunity to explore relevant issues at both the macro and micro level, including deconstructing stereotypes.
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HD 341 - Communication For Empowerment
3 credits
This class will empower students to make connections with other people. Four areas of communication will be addressed: active listening for meaning; fluent concise and organized writing; active, appropriate, and engaging group facilitation and leadership; and articulate, organized verbal communication and presentation of self. In addition, students will develop and strengthen their ability to think critically, integrating the subjective and objective, in all the areas of communication. They will examine the impact of their values and biases on communication across cultural, racial, class and gender lines.
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HD 350 - Communication and the Life Cycle
3 credits
This class is about life cycles and communication concepts. It is a goal of this class to enhance understanding of the interconnected and interdependent components of communication and tasks of various life cycle changes. Whether it’s an infant learning about trust, an older adult learning to adjust to physical and mental changes, or any of the many stages in between, we all have a vital need to communicate with one another. Focusing on specific life cycle stages and how attention to communication can facilitate engagement with the task of that stage will provide valuable information for personal and professional relationships. Communication and life cycle issues will be addressed in a holistic way, looking at the needs of both parties as well as the special context of attentiveness.
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HD 351 - Conflict Resolution and Mediation
3 credits
This class is designed for human service professionals, including teachers, educational administrators, and marriage and family counselors, who work with children, adolescents, and families. Participants will examine the nature of human conflict and effective strategies for conflict resolutions, and will explore methods for developing programs which promote the peaceful resolution of conflict. The class will focus on the techniques and models for conflict resolution, mediation, and creative problem-solving in various conflict areas, including the family, the school, and the workplace. Techniques for effective communication, brainstorming and cooperative group decision-making will be explored. Communicating across cultures, and bias awareness issues will be explored within all content areas. Class format will include discussion, lecture, reading, writing, demonstration and role playing.
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HD 352 - Communication Skills and Individual Dynamics
3 units
In spite of the fact that we spend a great deal of our time with others, rarely do we have an opportunity to see ourselves clearly as we interact with others. The capacity to see ourselves clearly in social interactions is the nucleus of our empathy and the basis of the helping process. Hence, knowledge of ourselves is, indeed, very valuable, in that it leads into the worlds of other people. The focus of the present class is largely experiential, with a central objective being the improvement of our communications skills and the use of ourselves in positive ways in interactions. Students will have the opportunity to learn about themselves by sharing their thoughts, ideas and feelings with group members. A variety of techniques will be used to assist us in our learning and growing. Among these will be active listening, re-framing, role-playing and socio-drama. Context-building for mutual understanding will be an ongoing component of the class.
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HD 361 - Social and Political Contexts of Human Development
3 credits
The diverse social and political contexts of our society affect the socialization of the individual and his/her understanding of human development. This class examines attitudes toward gender, class, race/ethnicity, disability and sexual orientation, along with the historical contexts within which specific theories of human development were created. Students are challenged to examine these influences on their own growth and perceptions of human behavior, to define their personal ethics within the context of contemporary society, and to search for creative professional responses to inequality and bias. A variety of methods, including experiential activities, small group discussion, weekly writing, reading, and mini-lectures are utilized.
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HD 363 - Education for Critical Consciousness
3 credits
Paolo Freire taught adults in Brazil; Sylvia Ashton Warner taught children in New Zealand. Both taught oppressed populations and believed that people learn through what they are passionate about. Their work will be read and discussed along with that of other theorists who have similar beliefs about such issues as moral development, relationships and literacy/curriculum.
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HD 364 - Community as a Context for Development
3 credits
Children develop as unique individuals in the context of complex communities. Growth and identity are influenced by the social dynamics and interactions of the diverse families and cultural institutions in which children live. This class focuses on theoretical and practical aspects of building, reflecting, and including “community” in early childhood and primary classrooms. Students will be expected to create strategies which use the child’s community to enhance learning and build a sense of belonging. This class will explore community-building as an avenue to examine and promote cultural competence and advocacy for children.
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HD 370 - Development of Bicultural Children
3 credits
This class will specifically focus on a framework of bicultural development as it compares with monocultural developmental theories. The pertinent issues and major social-ecological influences that play an important role in shaping the development of bicultural children will be explored. Culture and cognition, bilingualism, the biculturation process, and cultural psychological dynamics as they relate to personality and development and identity formation will be examined. An overview of the current literature in the field will also be discussed.
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HD 371 - Working with Bicultural Children
3 credits
This course focuses on the methodological issues as they relate to effectively working with bicultural children. Learning theory and motivational concepts based upon
research with bicognitive children will be examined. Bicultural curriculum and bilingual program components will be discussed. Students will be required to participate in several on-site classroom observations in bicultural and bilingual settings. Particular emphasis will be placed on integrating the principles of bicultural development into the practical application of an effective educational approach.
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HD 372A - Seminars in Bicultural Development and Education: Biculturalism
1 credit
The seminar is designed to focus on bicultural development and its implication for educators and human services professionals working in bilingual and/or bicultural communities. Students will examine what it means to be bicultural, developing an understanding of models of bicultural development related to self and others. This course is a required accompaniment to HD 361 - Social and Political Contexts of Human Development
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HD 372B - Seminar in Bicultural Development and Education: Observation
1 credit
The seminar is designed to focus on bicultural development and its implication for educators and human services professionals working in bilingual and/or bicultural communities. Students will develop an understanding of how biculturalism is implemented. The exploration of this topic includes observations of bicultural classrooms or other bicultural social/educational services settings.
Prerequisite(s): HD 372A
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HD 372C - Seminar in Bilcultural Development and Education: Transformation
1 credit
The seminar is designed to focus on bicultural development and its implication for educators and human services professionals working in bilingual and/or bicultural communities. Students will develop an understanding of what constitutes transformational action in bicultural settings. The exploration of this topic includes planning for change through internal and/or external action.
Prerequisite(s): HD 372B
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HD 373 - The Development of Children of African Descent: Early Childhood Years (0-5)
3 credits
This course will examine the social, emotional, spiritual, cultural and cognitive development of African immigrant, African-American, and African Caribbean children in the United States between the ages of zero to 5. Original research will be presented which covers the role of culture and language on their socialization styles, the importance of relationships, and how these relationships impact development. We will explore the implications of multicultural development of the child within the context of home, school, and community. Emphasis will be placed on how early childhood development takes place within an Afrocentric model. Strategies will be examined that support children’s growth and empowerment in community and institutional structures. The readings for this class focus on Afrocentric theories of development, family relationships, and coping with racism in the educational system.
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HD 374 - Development of Children of African Descent: School Age Years (6-12)
3 credits
This course will examine the social, emotional, spiritual, cultural and cognitive development of African immigrant, African-American, and African Caribbean children in the United States between the ages of 6 to 12. Original research will be presented which covers the role of culture and language on their socialization styles, the importance of relationships, and how these relationships impact development. We will explore the implications of multicultural development of the child within the context of home, school, and community. Emphasis will be placed on how early childhood development takes place within an Afrocentric model. Strategies will be examined that support children’s growth and empowerment in community and institutional structures. The readings for this class focus on Afrocentric theories of development, family relationships, and coping with racism in the educational system.
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HD 380 - Children’s Autobiographical Narratives as Social Justice Curriculum
3 credits
This course will explore the use of children’s narratives as a means of developing anti-bias/culturally inclusive curriculum which supports children’s development as advocates for social change. This course will involve observations in the field as well as participants collecting and documenting children’s narratives. These narratives will be used to develop and implement anti-bias/culturally inclusive curriculum and build participatory classroom communities which empower children in their development as social change agents.
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HD 381 - Human Development and Social Change
3 credits
This course will examine the importance of promoting positive social change in times of national stress. Exploring the connection between ones own personal growth and the act of evoking actual change, students will learn useful techniques based in storytelling, art, performance, and action research. Readings will be assigned from feminist theory, cultural studies, critical race theory, participatory democracy, and other frameworks for social change. To put their new thinking into action, each student will design a project proposing actual change at an organization, school, community or government agency. If a student already has an ongoing project addressing social change, this course can be used to improve that project.
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HD 382 - Participatory Action Research
3 credits
This is a methods course designed to give students the skills to initiate a project directed at actual social change. One of the assumptions in such a course is that actual change in an organization or agency or school can become a model that can be replicated in other organizations and even serve as a model for larger change at the level of society itself. Students will be taught pre/post assessment techniques, collaborative decision-making skills, how to build community through intercultural storytelling, how to make budgets, and how to design and implement long term strategies. By the end of the course, each student will have designed an implementation plan with timelines.
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HD 383 - Dewey, Dubois, Vygotsky, Freire, and Hooks as Social Justice Pedagogy
3 credits
The roots of education for social justice lie in the works of John Dewey, Lev Vygotsky, and Paolo Freire. Their work resonates in the educational and social philosophies of W.E.B. Dubois and bell hooks. Yet today, much of what passes for progressive critical education has been diluted in order to meet the needs of the status quo, and education for social justice has been lost. This course will examine the theoretical works of John Dewey, Lev Vygotsky, Paolo Freire, W.E.B. Dubois, and bell hooks, and ways of constructing progressive critical pedagogy, which is grounded in participatory democracy and social justice.
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HD 384 - The Power of Our Stories: Exploring Issues of Race and Identity
3 credits
This class will explore issues of race and its complex role within identity development. It will take an in-depth look at critical race and racialization theories and the application of these theories to individual and group racial identity development within a global society. Through personal stories and narrative literature, students will deconstruct how race impacts their identity. Students will also explore the effect that deconstructing race has upon their perception of themselves and the world around them. Through the sharing of stories, students will begin developing personal transformative strategies to more effectively support their work with children and families.
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HD 390 - Developing Anti-Bias Curriculum: Teaching our Values to our Children
3 credits
This class will introduce foundational concepts, models and rationale for developing anti-bias curriculum, with a particular focus on early childhood education and developmentally appropriate practice. Attitudes and behaviors towards others in the areas of gender, race, culture, abilities and class will be addressed. Other content will include: developmental issues, curriculum models, analysis of resources/materials and beginning advocacy tools. The importance of self-introspection and critical thinking will be stressed.
Prerequisite(s): HD 400
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HD 391 - Implementing Anti-Bias Curriculum
3 credits
Designed for educators with some experience in anti-bias curriculum, this class will synthesize national standards, state frameworks and district courses of study with a developmental, anti-bias philosophy. Developing interdisciplinary curriculum, critically analyzing current instructional practices and infusion of an anti-bias curriculum into all content areas are the main objectives for this class. This is the “how to” class for putting anti-bias curriculum into action in the classroom. I - Early Childhood Education II - Elementary Education
Prerequisite(s): HD 361 and HD 400
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HD 400 - Working with Children in a Diverse World
3 credits
This class examines the developmental needs of children and the different assumptions which underlie developmental and constructivist approaches to working with children. It includes an exploration of the uses of interpersonal power in settings where adults and children encounter each other, opportunities to observe children in a variety of contexts, and the examination and development of effective facilitative strategies for teaching, counseling, parenting, and social and educational change. Emphasis will be on valuing diversity and respecting the individual; active experiential learning; interaction between theory and practice; and the impact of social contexts on oneself and others.
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HD 402 - Working with Families in a Diverse World
3 credits
This class will examine the psychosocial developmental stages/tasks of families, the critical importance of culture/ethnic traditions, values and beliefs and how these all affect our work as advocates. Within this context, students will develop strategies to be more successful individual, interpersonal and institutional change agents. The emphasis will be on active, experiential learning, interaction between theory and practice, and the impact of social, ethnic, gender and class contexts on ourselves, and our work with children and families.
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HD 405 - Developmental Education
3 credits
This class examines traditions that underlie a developmental, experiential, open-structured approach to education; ones own values and the values reflected in school programs and practices; the role of education as a tool of oppression and liberation for different groups in society; and personal and political strategies for educational change. Issues and trends in early childhood education are considered from a developmental, cross-cultural perspective. Implications for older children and adult learners will also be explored.
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HD 406 - Emergent Curriculum: Reflecting Learner Lives
3 credits
In this class, students will explore sources of emergent curriculum, focusing upon the community that teachers and learners implement together, utilizing the emergent curriculum process—observation, analysis, collaboration, research and documentation. Implication for learners of all ages will be analyzed, with a focus on the early childhood and school age classroom.
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HD 411 - Working with Adults
3 credits
Students are introduced to a rationale and methodology for working with adults in educational, professional and other settings. Topics covered will include adult development, supervising adults, staff evaluation, leadership style, effective communication, and problem solving. Emphasis is on valuing diversity and respecting individuals; active, experiential learning; the interaction between theory and practice; and the impact of social contexts on oneself and others. Students will use observation to enhance their understanding of the challenges inherent in working with adults. They will develop strategies to facilitate adult empowerment and learn to advocate responsibly in diverse settings.
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HD 416 - Leadership in Education
3 credits
This class is a seminar for professionals in leadership situations who work in early childhood education and other human service professions. Theoretical emphasis is on educational issues in contemporary society. Topics include: working effectively with diverse colleagues and families; program development and administration; strategies for facilitating empowerment, responsibility and advocacy; adult supervision; and professional growth and survival. Students will be expected to reflect upon their own practice and values, to observe other adults working with children and their families or with other adults, and to explore the integration of values into practice.
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HD 422 - Authentic Infant-Competent Child
3 credits
This class will analyze diverse approaches to infant rearing with special emphasis on the Pikler methods. Topics will include: sensory-motor development, human relationships and problem solving; infants’, parents’ and carers’ needs; infant learning processes; and effects of environments ranging from neglectful to over-stimulating. Students will observe, evaluate and discuss environments where infants are reared.
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HD 424 - Introduction to Therapeutic Companions/Behvior Interventions
3 credits
This class provides an overview of the working definition of the therapeutic companion, the types of childhood difficulties that may benefit from therapeutic support and professional competencies required. Students will explore the history and purposes of the field. Additionally, students will begin to develop an understanding of
- The environments and employment settings in which Therapeutic Companions could work (preschools, schools, clinics, agencies, etc.)
- Functional behavioral principles and analysis
- How to translate behavioral approach and language into child relationship base and implement recommendations of analysis
- How to facilitate social interactions for the child/client and peers
- Issues around advocacy for children in an IEP
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HD 425 - Intervention Models in Early Childhood Education
3 credits
This class will focus on the key theories, philosophies, regulations and programs that have been developed to respond to the needs of (a) children who are developing atypically; and (b) children deemed at risk from family dysfunction, abuse and neglect, prenatal drug exposure and community violence. Early childhood special education, therapeutic and social services will be observed and discussed as resources that offer support for early childhood programs and families.
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HD 426 - Working with Children who Challenge Teachers’ Skills
3 credits
This class will help teachers develop their skills, gain a better understanding of children who challenge them, and also identify those children whose behavior extends beyond their expertise and may require different or specialized help. Students will use observational and assessment strategies to develop an intervention plan for the support of an individual child. Atypical development, family instability, difference in cultural expectations, and the limitations of the student’s own experiences will all be considered as possible influences on the teacher’s difficulties with a particular child.
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HD 430 - Play, Language and Literacy Development
3 credits
Students will analyze the development of symbolic behaviors and the role of adults in supporting children’s play, language and literacy. Students will examine culturally relevant and developmentally appropriate curriculum and assessment design for diverse literacy learners. Students will explore the concept of play as the basis of learning, language, and literacy development in childhood. Topics include language development, dramatic play, using tools and materials to represent their experiences, and reading readiness. Observation of children required.
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HD 432 - Children’s Literature
3 credits
Students will examine multiple genres of children’s literature from multicultural and international contexts. Texts discussed include picture books, traditional folk and fairy tales, novels, poetry, and informational books. This course will address anti-bias issues in children’s literature. Students will explore when and how to use reading materials and language to meet specific needs, and how to create an environment that encourages positive relationships between children and literacy.
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HD 440 - Models and Methods of Family/School Collaboration
3 credits
This class will examine many avenues for family collaboration with preschool and elementary programs, both direct class room participation and program support activities. Cultural and socioeconomic factors, the realities of working and single parent families, and variations among program types are considered. This class meets the 3-unit Home, School and Community requirement for state licensing for Early Childhood Education/School Director.
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HD 441 - Team Building for Early Childhood Educators and Parents
3 credits
Designed for administrators, teachers, staff, and parents to create an effective team which values working together with mutual respect. Among the issues addressed will be: 1) including parents as members of the team working for the growth and support of the children; 2) developing clear communication, written and oral, formal and informal and 3) exploring experiences of power and powerlessness among people with diverse roles, perceptions, and histories. This is an equivalent class for HD 440 - Models and Methods of Family/School Collaboration , with permission of advisor.
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HD 445 - Writing Our Stories: Reflections on Literacy Development
3 credits
Students in this class will develop the capacity to become reflective practitioners through writing and sharing their own stories about their experiences. Students will learn to effectively facilitate young children’s beginning writing by modeling literacy behaviors, writing where children can see, scribing children’s words, and representing children’s play in writing. Students will gain an understanding of the different ways that people express their own culture through writing.
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HD 446 - Women in Administration
3 credits
This class is designed to help women pursue a career in administration, and to explore the political and social forces that affect decision making, understand the importance of style and image, develop networking techniques, learn effective communication skills and examine sexual harassment. Students will develop class projects, conduct interviews, examine and compare research findings, and participate in mini-seminars, as well as analyze the contributions of various class guest speakers. By arrangement, this class may give credit for Administration/Supervision of Child Care Programs.
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HD 450 - Reflective Teaching
1 - 4 credits
This class requires that students have a job or internship/apprenticeship which involves them in ongoing work with children. Credit is based on 45 hours per unit of fieldwork, reflective journal keeping and online seminar participation.
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HD 457 - College Teaching/Teaching Adults: Fieldwork/Observation
1 - 5 credits
Fieldwork requires that students be either employed as the teacher of a college class, or be involved in another suitable adult teaching arrangement which enables them to take a responsible role co-teaching or working with other adults in that teaching arrangement. Credit is based on 45 hours per unit of fieldwork, journal keeping and seminar participation.
Observation occurs in one or a variety of college classes, with special attention to instructional process and strategies. Credit is based on 45 hours per unit of observation, reading, and seminar participation. Available to B.A. student upon discretion of advisor.
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HD 460 - Foundations of Teaching Art: Releasing the Imagination
3 credits
If you have always considered yourself to be “art phobic” but have the desire to use art techniques in your classroom, this course is designed to empower you—and your students. Students will explore art theory as well as hands-on art making. Beginning with an examination of the nature of creativity, the class will evolve into practical, hands-on techniques and concepts that can be put into immediate use. Areas of study will include printmaking, sculpture, cartooning, approachable and achievable drawing techniques, working with charcoal, pastels, watercolors, use of unorthodox materials, etc.
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HD 462 - Women in Art
3 credits
This class offers a series of art experiences by, for and about women. Students will discover and practice their own forms and become acquainted with the forms created by women artists from every continent. Students will explore the relationships between the traditional art forms and contemporary art forms. They will apply these findings to the art education of children. Some fieldwork is required.
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HD 463 - Leadership - Fieldwork and Observation
0 credit
Fieldwork requires that students a) have a job or internship/apprenticeship which enables them to take responsibility in administration and/or supervision; b) be either employed as the teacher of a college class, or be involved in another suitable adult teaching arrangement which enables them to take a responsible role co-teaching or working with other adults in that teaching arrangement; or c) have a job or internship/apprenticeship which enables them to take responsibility for work with parents or other adults in an approved community, family or social service setting. Credit is based on 45 hours per unit of fieldwork, journal keeping and seminar participation.
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HD 470 - Teaching as Performing Art
3 credits
Students explore creative drama as a process-centered form of expression in which they are guided by a leader to imagine, enact, and reflect upon human experiences. The purpose is to provide an alternative approach to teaching social studies and integrated arts which opens children’s minds, stimulates their imaginations and language abilities, and sparks their enthusiasm for continued personal development and discovery. This class may also serve as a practical guide for classroom teachers, recreational leaders, and others who want to initiate creative drama activities in a variety of subject areas and need help in getting started.
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HD 475 - Arts and Social Change
3 credits
Students will examine treatment of societal issues in art as well as art education. Topics will include art as an anti-bias tool, the inclusive potential of art, and art as a political statement.
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HD 477 - The Community as Classroom: Forging Connections Through the Arts
3 credits
Incorporating scholarship and methodologies from visual and performing arts, folklore, oral history and intergenerational programs, students will explore ways to integrate the rich resources of local communities into classrooms and institutions to encourage exploration and discovery. Curriculum will include visits to studios of local artists, who will help students explore technical application in the arts through a variety of media.
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HD 484A - Prior Experiential Learning 1
3 credits
Reflective Study: Developmental Theory 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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HD 484B - Prior Experiential Learning 2
3 credits
Reflective Study: Developmental Theory Analysis This course requires recollection, 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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HD 485A - Prior Experiential Learning 3
3 credits
Reflective Study: Diversity Theory 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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HD 485B - Prior Experiential Learning 4
3 credits
Reflective Study: Diversity Analysis 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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HD 486A - Prior Experiential Learning 5
3 credits
Reflective Study: Fieldwork Fieldwork 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 class and through assignments.
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HD 486B - Prior Experiential Learning 6
3 credits
Implementation 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. 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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HD 487A - Prior Experiential Learning 7
3 credits
Reflective Study: Research 1 This course requires students to connect research to human development 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. These skills are applied to designing a study which addresses a human development issue related to the student’s personal life.
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HD 487B - Prior Experiential Learning 8
3 credits
Reflective Study: Research II Implications and complexity of research: As part of this course, students gather data based on a study of their own design and write a research report that demonstrates the ability to collect verifiable and reliable data, present their findings, and link their research to construction of theory. Students are asked to critically analyze their theory. Students offer a behavioral analysis of the data gathered explaining what they learned about themselves and others.
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HD 488A - Prior Experiential Learning 9
3 credits
Reflective Study: Portfolio Portfolio course requires students to synthesize and analyze learning from the assignments produced for the Reflection on Life Experience class. Students note their growth by naming how the class has increased personal insights about self and others from a developmental and contextual perspective. Portfolios are reviewed for selections of artifacts, writing mechanics, level of reflection, presentation and effectiveness of communicating learning. Two versions of the portfolio required: electronic and hard copy.
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HD 488B - Prior Experiential Learning 10
3 credits
Reflective Study: Presentation Students are required to present a portfolio to the class. The presentation will be reviewed for content as well as delivery. Students are required to effectively and creatively deliver portfolio material in order to communicate their personal life knowledge gained in the Reflection on Life Experience class. Students are also required to engage in a feedback process, both receiving and giving, through the portfolio presentation process.
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HD 489 - Reflection on Life Experience
3 credits
This class is open to any student admitted to the BA program. To earn credit for HD-489 the student must produce four 2-part reflection papers and two presentations, communicating in writing and orally to the members of the seminar, including the instructor. Each presentation is based on a selected segment of the student’s life experience, at least half a year in length, and follows the guidelines detailed in the course description. Pacific Oaks students bring a breadth of diverse life experiences to the college. This class provides an opportunity for reflecting, conceptualizing, and clearly communicating, in papers, portfolio and one presentation, what they have learned about human development from selected life experiences. Papers must demonstrate deep engagement with the topics as evidenced by the ability to articulate the developmental nuances, subtleties, themes, and patterns present in the student’s life. Writing is shared, mutually edited, and rewritten in a skill-building process. Class members are expected to participate actively in creating a learning community, practicing the skill of giving and receiving feedback. If desired, this class can serve as the basis for receiving credit for life experience (CLE) and as part of requirements for the waiver of the BA degree for admission to the MA program. For further information see catalog under Credit for Life Experience.
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HD 491 - Pacific Oaks Online Orientation
0 credits
Required of all new online students. Must be completed before your class begins.
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