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2021-2022 Academic Catalog and Student Handbook

Pacific Oaks College

Apr 16, 2024

2021-2022 Academic Catalog and Student Handbook [Archived Catalog]

Course Descriptions

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Early Childhood Education
	ECE 437 - STEAM Integration of Engineering and Simple Robotics 3 Credit(s) This course is an exploration of recent learning of Science, Technology and simple robotics. Students will examine developmentally appropriate practices with robotics and the construction of simple robotics with robotic manipulatives, Legos, TECHNIC I, Unit blocks, Lincoln Logs and simple pulleys to provide learning in an engaging and interdisciplinary exploration and personal connections as a powerful learning tool for young children. Candidates will engage in in-depth design instruction in Early Childhood settings in biology, ecology, nature study and environmental science with a focus on Developmentally Appropriate learning environments centered on the use of robotics as manipulatives.
	ECE 438 - STEAM Integration of Teaching and Learning STEAM 3 Credit(s) Candidates will complete 4 hours of field-based experiences at an approved setting. Candidates will identify developmentally appropriate Science, math, Engineering and Art for pre-K-3 curriculum. Candidates will develop lesson plans using state standards and Common Core Standards with developmentally appropriate practices, effective assessment, record keeping strategies to inform families on children’s progress.
	ECE 500 - Advanced Seminar in Early Childhood Education 3 Credit(s) This course critically examines current and emerging theories and research in Early Childhood Education (e.g., brain development in young children; gender identity/expression in Early Childhood) that impact instruction and programming in Early Childhood Education. The course also focuses on differentiating learning environments and curriculum design for infants and toddlers, preschoolers, and school-age (early elementary) to promote developmentally responsive leadership in the delivery of services to both children and the adults who care for them.
	ECE 510 - Understanding Assessment and Research in Early Childhood Education 3 Credit(s) This course provides a framework for understanding the practical use of research and assessment data in designing, implementing, and evaluating early childhood educational programs. The course provides a review of research terminology and focuses on how educational data are captured and reported. Traditional and alternative data collection methods and their utility in comprehensive reporting for school transition data will be examined. Issues of accessibility and bias will also be explored regarding the application of assessment and research to culturally diverse children and families.
	ECE 520 - Balancing Ethical and Moral Considerations in Leadership in Early Childhood Education 3 Credit(s) Effective early childhood leadership that is rooted in a commitment to social justice requires the examination of one’s own beliefs, values, morals and assumptions as these inevitably impact one’s practice with children, families and professionals. Accessing these parts of one’s self and evaluating them in light of a leadership role in early childhood education allows opportunities to recognize one’s moral and ethical strengths and assumptions and the ways in which these intersect with those of others in our care. Cultural differences will be considered, and strategies for bridging these differences in service to all children and families will be explored.
	ECE 530 - Public Policy and its Impact on Children and Families 3 Credit(s) This course explores the role and impact of public policy as it relates to early childhood education. Through an examination of current and historical public educational policy, the course examines the multiple factors that influence the education of young children including emerging scientific research, diverse pedagogical perspectives, historical influences and data, community activism and support systems addressing family well-being. The course also focuses on policies related to the academic qualifications of teachers and administrators in early childhood education and the allocation of resources to ensure quality delivery systems. Students will also critically examine existing policies with regard to the delivery of culturally competent care for children and families and articulate strategies for advocating for public policy change where indicated.
	ECE 540 - Creating Responsive Communities for All Families 3 Credit(s) Maximizing the potential of every young child requires effective leadership committed to building culturally responsive and inclusive early childhood educational communities for all families. This course emphasizes the importance of understanding what creates community and how it is best nurtured to be responsive to common community needs (e.g., parent education that enhances child growth and development) as well as those unique to particular communities. This course addresses the importance of developing effective communication skills and culturally responsive programs and policies that welcome and celebrate all members of the early childhood educational community. Existing programs and communication strategies will be examined, particularly with regard to the diverse needs of families.
	ECE 600 - The Impact of Privilege and Oppression in Early Childhood Educational Settings 3 Credit(s) Exploring the cultural contexts of communities from a lens of privilege and oppression opens doors to understanding and considerations for inclusion, equity, advocacy and support in Early Childhood Educational settings. This course explores Early Childhood Educational experiences relevant to such variables as race, ethnicity, gender, socioeconomic status, religion, sexual orientation, gender identity or expression, (dis)ability, and body size. Through self-reflection and critical review of related research and other scholarship, students will examine the historical and current role of privilege and oppression in the delivery of Early Childhood Educational services. Strategies and resources for designing and implementing programs that are intentionally inclusive and welcoming to all will also be addressed.
	ECE 643 - Special Topics in Leadership in Early Childhood Education 2 Credit(s) Special Topics courses are two-credit elective seminars that deeply address complex issues related to leadership in Early Childhood Education (see Sample list below). Seminars will incorporate lecture, self- reflection, panel discussions relaying personal experiences, and concrete resource development. Students will complete reflective writing assignments and develop a comprehensive resource file which will include research articles regarding the topic, related government policies, list of community-based resource agencies, and agenda for staff development. Sample Special Topics: The impact of immigration policies on families Incarceration Substance abuse Family and community violence Effect of media on young children ESL and family integration Impact of deployment on families and children LGBT families in EC Settings Gender expansive children Foster care and adoption
	ECE 644 - Special Topics in Leadership in Early Childhood Education 2 Credit(s) Special Topics courses are two-credit elective seminars that deeply address complex issues related to leadership in Early Childhood Education (see Sample list below). Seminars will incorporate lecture, self- reflection, panel discussions relaying personal experiences, and concrete resource development. Students will complete reflective writing assignments and develop a comprehensive resource file which will include research articles regarding the topic, related government policies, list of community-based resource agencies, and agenda for staff development. Sample Special Topics: The impact of immigration policies on families Incarceration Substance abuse Family and community violence Effect of media on young children ESL and family integration Impact of deployment on families and children LGBT families in EC Settings Gender expansive children Foster care and adoption
	ECE 645 - Special Topics in Leadership in Early Childhood Education 2 Credit(s) Special Topics courses are two-credit elective seminars that deeply address complex issues related to leadership in Early Childhood Education (see Sample list below). Seminars will incorporate lecture, self- reflection, panel discussions relaying personal experiences, and concrete resource development. Students will complete reflective writing assignments and develop a comprehensive resource file which will include research articles regarding the topic, related government policies, list of community-based resource agencies, and agenda for staff development. Sample Special Topics: The impact of immigration policies on families Incarceration Substance abuse Family and community violence Effect of media on young children ESL and family integration Impact of deployment on families and children LGBT families in EC Settings Gender expansive children Foster care and adoption
	ECE 650 - Management of Childcare Programs 3 Credit(s) This course focuses on issues related to business and fiscal management and theories, models, and methods of human resource management in early childhood educational settings. Students will be introduced to processes such as developing reporting procedures, managing budgets, cultivating boards, and setting priorities based on a set of shared values and objectives. The course addresses how to initiate and operate systems that both balance the budget and communicate strategic priorities. Such concepts as cost effectiveness, benefits analysis, and budget forecasting will also be covered. This course introduces students to. The course also emphasizes the importance of developing responsive and clearly articulated policies and procedures, recruiting and developing effective personnel, and maximizing staff retention. Various policies, practices, and systems in human resource management will be examined, particularly in terms of cultural sensitivity and accessibility to individuals with disabilities.
	ECE 651 - Family Violence and Child Abuse 3 Credit(s) In this course, students will learn to identify the signs and symptoms of trauma and child abuse. They will examine methods used in the identification of physical, emotional, and sexual abuse and neglect in young children. The course will place emphasis on identification of child abuse. Students will develop skills for working with children and families. The course includes topics such as child maltreatment, neglect and child abuse. Students will learn about both federal and state laws regarding children’s rights and child abuse. They will examine the risk factors contributing to child abuse and understand their mandated reporting duties.
	ECE 652 - Separation, Deployment Trauma and Early Development 3 Credit(s) This course will examine the different ways trauma can affect young children. Students will also understand the impact of deployment on children and will learn to understand the effects of the separation of the child from the parent both in the short or long term. Topics in this course will include causes of stress for children and childhood of trauma. Students will learn ways of enhancing resilience in young children. In this course, students will learn to find referral services for young children who have been exposed to trauma. They will learn about the cycle and stages of deployment, the difficulties faced by the deployed parent and the child, ways to speak to children about deployment and ways to recognize warning signs of trauma in young children.
	ECE 653 - Death, Divorce, and Difficult Times 3 Credit(s) This course will explore impact of death and divorce in the life of a young child. It will include an understanding of the grieving process. Students will learn about early childhood attachment theories of John Bowlby, Mary Ainsworth and Harry Harlow. Students will examine the emotional, cognitive, behavioral, and physical reactions that children can have. They will look at the ways that inter-parental conflict can affect young children. They will also look at current research into this topic. Students will also examine the interventions that are available that benefit children of divorce or separation.
	ECE 654 - Trauma, Culture, and Immigration 3 Credit(s) This course will explore trauma experienced by immigrant children and families. Topics will include: the acculturation process, cultural identity and the strengths and challenges faced by immigrant families. Students will learn about both federal and state laws regarding immigration and learn about the problems immigrant families face. Students will also closely examine and understand the role of bias and racial discrimination in immigration experiences and its effect on families and young children.
	ECE 655 - Parent Incarceration and Its Impact 3 Credit(s) This course will prepare students to understand and implement developmentally appropriate teaching techniques to help children whose parent(s) may be incarcerated. Students will learn about the effects of the arrest and incarceration of a parent on a child. The student will understand the effects of the separation of the child from the parent both in the short or long term. Topics in this course will include the effects of incarceration on infants and young children (0-5). Students will examine the impact that custodial care has on young children. They will also examine the role that gender plays in a parent’s incarceration, and understand the different impact that it has on young girls and boys.
	ECE 656 - Trauma and Early Development 3 Credit(s) This course will examine the different ways trauma can impact young children. It includes an understanding of the different facets of early childhood trauma and childhood symptoms and related to trauma. Students will examine what causes stress in young children and will learn to identify red flags in related behaviors in young children. Students will learn to identify services for young children who have been exposed to trauma. They will learn to understand the role that resilience has in the life of a child with exposure to trauma and understand ways of enhancing resiliency in them. They will study the latest research on this topic.
	ECE 660 - Action Research Project 3 Credit(s) Students completing the Action Research Project will research and study to improve their own classroom practice. They will design and write their independent action research project proposals and implement the proposal in the duration of the class.
Education
	ED 305 - Social, Political, and Economic Foundations of Education 3 Credit(s) This course is designed to provide the teacher candidate with the theory, philosophy, and examples of the social, political, and economic foundations of education. Emphasis in this course will be on historical, legal and ethical, philosophical and political issues that occur in both general education and special education settings. In addition, this course provides both an overview of the teacher certification process in California and focuses on broad educational issues of structures, policies, equity, and what it means to be a teacher in a public school. Specifically, candidates will investigate the following general and special education topics: federal, state, and local structures; governance and demographics; education finance; standardized testing; teacher associations; California laws; school reform trends; and professional development.
	ED 312 - The Art of Teaching Science 3 Credit(s) The “Art of Teaching Science” course provides an introduction to teaching science to young students at varying developmental levels. Course topics include teaching strategies and methodology, lesson design, instructional planning, and the selection of science materials and resources. A focus of this course will be on equipping the teacher with the skills necessary to foster curiosity, analytic thinking, and scientific inquiry in early elementary students.
	ED 330 - Language and Literacy in A Diverse Classroom 3 Credit(s) This course focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to K to 12th grade students in a diverse classroom that consists of a full range of learners. Emphasis is on incorporating state Frameworks and Standards into both general and special education programs 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, candidates will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English Language Learners and students with special needs will be addressed through learning how to organize and manage differentiated reading instruction. 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. Candidates will become skillful at implementing curriculum, instruction, assessment, and management strategies that relate to integrating reading and language arts across the content areas.
	ED 331 - English Learner Methodologies in a Diverse Classroom 3 Credit(s) This course focuses on the unique needs of English language learners and children with special needs. Candidates explore language, literacy, and content acquisitions for English learners through readings, discussions, activities, reflection and classroom observations. Instruction focuses on the historical, theoretical, and practical aspects of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) to elementary 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, integrating language development into lesson planning, language learning, assessment, differentiation of instruction, analysis of classroom discourse, and how first language literacy connects to second language development. TPA 1 is introduced here in ED 531 . Prerequisite(s): ED 330
	ED 348 - Cognitive Development and Mathematics 3 Credit(s) This course focuses on the theoretical and practical aspects of teaching mathematics to students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, brain research, and Gardner, emphasis will be placed on the implications of a constructivist theory in terms of the role of the teacher, the classroom environment and student learning. Candidates learn how to actively apply cognitive theoretical content to the development of mathematics skills such as number and number relations, fractions, algebra, statistics and probability. The unique needs of English learners and children with special needs are addressed throughout the course. This course uses the CTC standards for the teaching and learning of mathematics (Math A to F) as a framework for creating developmentally appropriate, mathematics curriculum.
	ED 355 - Utilizing and Infusing Technology Into Teaching 3 Credit(s) This course provides candidates with the knowledge necessary to select, evaluate, and integrate a variety of technologies into their instructional and assessment strategies. The focus of the instruction will be on building competencies in, and the legal and ethical safe use of technology to support student learning and communication strategies geared to the use of technology, including assistive technology for students with disabilities, that cover the following areas: parent and student communication, record keeping, lesson and unit plans, online searches and research, presentations, and creating assessments and evaluations. While this course will prepare candidates to use the technologies related to these strategies, it is expected that candidates will use these skills to also create the required portfolio for this program.
	ED 362 - Teaching Thematically: Social Science and Visual/Performing Arts 3 Credit(s) In this course, candidates will learn teaching methods used to design thematic lessons in Social Science and Visual and Performing Arts for young children. Candidates will learn how to integrate principles and practices for teaching history/social science and visual/performing arts and how to use a variety of resources to create a culturally inclusive and dynamic learning environment. Lessons developed in this course will reflect the California State Framework for History- Social Science and the Framework for Visual and Performing Arts and the History/Social Science Content Standards for California, demonstrate respect and appreciation for cultural and linguistic diversity, incorporate current technologies, and include multiple historical perspectives and geographic content.
	ED 372 - Healthy Children and Classroom Communities 3 Credit(s) This course examines how a classroom community promotes the social and academic growth of pupils. Through study, collaborative learning, and reflection, candidates will explore how to create a safe, caring and respectful environment that enhances students’ rights and responsibilities. Also through cooperation, collaboration, choice, self-assessment activities; home-school communication will be discussed and its impact on the classroom community. Students will use the state content standards for teaching Physical Education and Health to develop lesson plans. Students will also examine issues and responsibilities involving class rules and procedures, safety, and bullying, as well as legal and practical issues pertaining to child abuse. The completion of this course satisfies the CA state requirement in health education for the multiple subject and educational specialist credential applicants. Infant, Child and Adult CPR Certification will also be completed at this time.
	ED 378 - Teacher as Leader 2 Credit(s) ED 378 will examine the role of the teacher as leader in the classroom and the school. Since this course will be generally scheduled during the first session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to students and their learning in order to show evidence that they know the subjects they teach and how to teach those subjects to students. Candidates will also demonstrate that they are members of learning communities that can successfully teach children across the range of different settings in the K12 classroom. addition, ED 378 is a 2 unit course totaling 30 total hours: if taught on ground, this breaks down to 21 hours of face-to-face instructional time and 9 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there will be an expectation of 2 hours of out of class requirements allocated for readings, journals, assignments, etc. This course must be taken concurrent with ED 393 OR SPED 391.
	ED 379 - Assessment and Management 2 Credit(s) This course focuses on the role of assessment in the classroom. The course will focus on the role of assessments in planning instruction, and cover specific areas of assessment relating to: formative, summative, informal and formal student assessment tools. The course will also review effective practices that analyzing student evidence to inform instruction. Additionally, this prepares candidates for TPA Cycle 1 & 2 . This is a 3 unit course totaling 45 total hours: 30 hours of instructional time (online or on-ground) and 15 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc. Prerequisite(s): ED 378 This course must be taken concurrent with ED 394 OR SPED 392.
	ED 393 - Directed Teaching Placement Seminar I 3 Credit(s) Teacher Candidates work in grades Kindergarten, Primary (1-3), or Upper (4-6) at a public [or nonpublic, when approved] elementary school in a placement for the span of 16 weeks on a full-time basis. This placement is only to be secured by the Fieldwork Coordinator upon completion of the Student Teaching Orientation. As indicated in the Student Teaching Handbook, the candidate will gradually advance to a four-week complete take-over in which he/she oversees curricular planning, implementation, assessment, and classroom management. This seminar course supports the directed teaching experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA Cycle I “Learning About Students and Planning Instruction” as a performance-based measure of the knowledge and skills taught in this course. This is a 3 unit course totaling 45 total hours: if taught on ground, this breaks down to 30 hours of face-to-face instructional time and 15 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc. Interns working on their Multiple Subjects Teaching Credential will be placed in this course to receive support with the CalTPA.
	ED 394 - Directed Teaching Placement Seminar II 3 Credit(s) In the second half of the directed teaching seminar, Credential Candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates also develop and implement behavior support plans and design accommodations that promote successful education and social experiences. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. Finally, they illustrate 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 using methods that promote positive behavior and social skills for building constructive relationships between all students. It is through this course that each candidate completes the CalTPA Cycle II “Assessment-Driven Instruction” as a performance-based measure of the knowledge and skills taught in this course. Finally, candidates complete an Individual Development Plan that assists them in transitioning into their Clear Credential Program. Seminar discussion topics will include, but are not limited to, developmental theories, diversity: an anti-bias approach, reflection, soliciting for feedback, collaborating with colleagues, professional development, and professional responsibility, integrity, and ethical conduct. This is a 3-unit course totaling 45 total hours: if taught on ground, this breaks down to 30 hours of face-to-face instructional time and 15 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc. Interns working on their Multiple Subjects Teaching Credential will be placed in this course to receive support with the CalTPA. Prerequisite(s): ED 393
	ED 505 - Advanced Social, Political, and Economic Foundations of Education 3 Credit(s) This course is designed to provide the teacher candidate with the theory, philosophy, and examples of the social, political, and economic foundations of education. Emphasis in this course will be on historical, legal and ethical, philosophical and political issues that occur in both general education and special education settings. In addition, this course provides both an overview of the teacher certification process in California and focuses on broad educational issues of structures, policies, equity, and what it means to be a teacher in a public school. Specifically, candidates will investigate the following general and special education topics: federal, state, and local structures; governance and demographics; education finance; standardized testing; teacher associations; California laws; school reform trends; and professional development.
	ED 509 - Learning Theories and the Social, Political, and Economic Factors that have Influenced Education 3 Credit(s) This course is designed to provide all teacher candidates with an understanding of various learning theories and the intersection of social, political, and economic factors which have influenced education in the United States. Candidates will explore their own epistemology and the various cultural, economic, political, and social influences that have shaped their view of the teaching and learning process. Emphasis will be placed on the history of ethical and legal decisions which have impacted current educational systems, assessments, and curricular decisions that impact learning environments. Candidates will learn about constructivism as it relates to the distinct Pacific Oaks mission and core values and how to integrate these values into teaching students at various developmental levels. In addition, this course will provide candidates with an overview of the teacher certification process in California, federal and state laws that govern education, and current reform trends.
	ED 530 - Advanced Language and Literacy in a Diverse Classroom 3 Credit(s) This course focuses on the historical, theoretical, and practical aspects of teaching reading, writing, speaking, and listening to K to 12th grade students in a diverse classroom that consists on a full range of learners. Emphasis is on incorporating state Frameworks and Standards into both general and special education programs 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, candidates will explore reading and language arts through readings, discussions, activities, observations, and reflection. The unique needs of English language learners and students with special needs will be addressed through learning how to organize and manage differentiated reading instruction. 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. Candidates will become skillful at implementing curriculum, instruction, assessment, and management strategies that relate to integrating reading and language arts across the content areas. 45 hours total: 30 hours of seat time and 15 hours online instruction through Canvas.
	ED 531 - Teaching and Learning Methodologies for English Language Development 3 Credit(s) This course focuses on the unique needs of English language learners and children with special needs. Candidates explore language, literacy, and content acquisitions for English learners through readings, discussions, activities, reflection and classroom observations. Instruction focuses on the historical, theoretical, and practical aspects of English Language Development (ELD) and Specially Designed Academic Instruction in English (SDAIE) to elementary 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, integrating language development into lesson planning, language learning, assessment, differentiation of instruction, analysis of classroom discourse and how first language literacy connects to second language development. TPA 1 is introduced here in ED 531 . Prerequisite(s): ED 530
	ED 549 - Contemporary Methodologies in Teaching Mathematics 3 Credit(s) This course focuses on the advanced theoretical and practical aspects of teaching mathematics to students in a diverse classroom. In keeping with the cognitive theories of Piaget, Vygotsky, brain research, and Gardner, emphasis will be placed on the implications of a constructivist theory in terms of the role of the teacher, the classroom environment and student learning. This methodology course addresses the planning of content-specific instruction and delivery of content consistent with state adopted (K-8) mathematics standards and the language needs of all learners. The interrelated components of a balanced program of mathematics and the fostering of positive attitudes toward mathematics are stressed. This course includes instruction in how to model concepts and teach learners to solve problems using multiple strategies and to anticipate, recognize and clarify mathematical misunderstandings that are common among (K-8) learners. Modifications for diverse learners and learners with exceptionalities are researched and applied through 15 hours of fieldwork experience. Technology for teaching and learning is integrated in the course. It is through this course that each student completes the CalTPA task “Designing Instruction” as a performance- based measure of the knowledge and skills taught in this course.
	ED 552 - The Art of Teaching Science: Inspiring Curiosity, Analytic Thinking, and Scientific Inquiry 3 Credit(s) This course provides an introduction to teaching the art of science methodology to students at varying developmental levels in grades K-8. Course topics include teaching strategies, lesson design, instructional planning, and the selection of science materials and resources. A focus of this course will be equipping the teacher with the skills necessary to foster curiosity, analytic thinking, and scientific inquiry among K-8 students in self-contained classroom environments. Online: 45 hours of online instruction through CANVAS On Ground: 45 hours: 30 hours of instructional seat time and 15 hours of online instructional time through CANVAS
	ED 555 - Advanced Utilizing and Infusing Technology into Teaching 3 Credit(s) This course provides candidates with the knowledge necessary to select, evaluate, and integrate a variety of technologies into their instructional and assessment strategies. The focus of the instruction will be on building competencies in, and the legal and ethical safe use of technology to support student learning and communication strategies geared to the use of technology that cover the following areas: parent and student communication, record keeping, lesson and unit plans, online searches and research, presentations, and creating assessments and evaluations. While this course will prepare candidates to use the technologies related to these strategies, it is expected that candidates will use these skills to also create the required portfolio for this program.
	ED 556 - Utilizing Technology for Learning in the 21st Century Classroom 3 Credit(s) This course focuses on the epistemologies, pedagogies, and learning theories that impact the development of an integrated Science, Social Studies, and Visual and Performing Arts curriculum unit. Topics in these content areas will be approached through hands-on learning, critical thinking, and using the community as a real-world text to design and implement effective learning experiences for diverse classroom environments. Students will also develop an understanding of the relationship between theory and practice by creating a thematic unit that demonstrates their ability to think creatively, plan instruction based on statewide standards, and utilize school and community resources. This course includes intentional practice of classroom management, active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, lesson planning, and formative assessment to differentiate instruction for all learners. Modifications for diverse learners and learners with exceptionalities are researched.
	ED 560 - Integrated Thematic Instruction: Methods of Teaching Social Science and Visual/Perf. Arts 3 Credit(s) In this course, candidates will learn teaching methods used to design thematic lessons in Social Science and Visual/Performing Arts. Candidates will learn how to integrate principles and practices for teaching history/social science and visual/performing arts and how to use a variety of resources to create a culturally inclusive and dynamic learning environment. Lessons developed in this course will reflect the California State Framework for History - Social Science and the Framework for Visual and Performing Arts and the History/Social Science Content Standards for California, demonstrate respect and appreciate for cultural and linguistic diversity, incorporate current technologies, and include multiple historical perspectives and geographic content.
	ED 573 - Healthy Children and Classroom Communities: Cultivating a Safe and Productive Learning Environment 3 Credit(s) In ED 573, candidates will examine how a classroom community will promote the social/emotional, academic, and the physical health of k-8 pupils. Through collaborative learning and reflection, candidates will explore how to create a safe, caring and respectful environment that enhances students’ rights and responsibilities. Candidates will use the state content standards for teaching Physical Education and Health to develop lesson plans. Candidates will also examine issues and responsibilities involving class rules and procedures, safety and bullying, gender diversity, as well as legal and practical issues pertaining to child abuse. Candidates explore the delivery of instruction in the content areas in which they seek their credential with extensive research, practice, and reflection. Topics will include: a) lesson planning and formative assessment, b) classroom management, c) active and equitable participation for culturally, ethnically, linguistically and academically diverse learners, d) formative assessment to differentiate instruction for all learners, and e) Modifications for diverse learners and learners with exceptionalities are researched. The completion of this course will satisfy the CA state requirement in health education for the Multiple Subject and Education Specialist Instruction Credential applicants. Infant, Child and Adult CPR Certification will also be completed at this time.
	ED 578 - Advanced Teacher as Leader 2 Credit(s) ED 578 will examine the role of the teacher as leader in the classroom and the school. Since this course will be generally scheduled during the first session of direct teaching, candidates will receive guidance to prepare their portfolio to demonstrate their commitment to students and their learning in order to show evidence that they know the subjects they teach and how to teach those subjects to students. Candidates will also demonstrate that they are members of learning communities that can successfully teach children across the range of different settings in the K12 classroom. addition, ED 578 is a 2 unit course totaling 30 total hours: if taught on ground, this breaks down to 21 hours of face-to-face instructional time and 9 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there will be an expectation of 2 hours of out of class requirements allocated for readings, journals, assignments, etc. This course must be taken concurrent with ED 593 OR SPED 591 .
	ED 579 - Advanced Assessment and Management 2 Credit(s) This course focuses on the role of assessment and classroom management in the classroom. Candidates will receive guidance to prepare their portfolio to demonstrate their commitment to instruction and systematically being responsible for managing and monitoring student learning. They use instructional materials to reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent manner relative to students’ current level of achievement. Upon completion of the course, candidates will have prepared the portfolio entries for the California Common Standards 1-9. Assignments for this course are a Case Study, Action Research Project, Signature Assignment, Self-Assessments, and discussions discourse in class as well as on Canvas. This is a 2 unit course totaling 30 hours: if taken on ground, the break down is 21 hours of face-to- face instructional time and 9 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc. Prerequisite(s): ED 578 This course must be taken concurrent with ED 594 OR SPED 592 .
	ED 593 - Directed Teaching Placement I 3 Credit(s) Teacher Candidates work in grades Kindergarten, Primary (1-3), or Upper (4-6) at a public [or nonpublic, when approved] elementary school in a placement for the span of 16 weeks on a full-time basis. This placement is only to be secured by the Fieldwork Coordinator upon completion of the Student Teaching Orientation. As indicated in the Student Teaching Handbook, the candidate will gradually advance to a four-week complete take-over in which he/she oversees curricular planning, implementation, assessment, and classroom management. This seminar course supports the directed teaching experience through additional classroom inquiry and reflection on appropriate instructional strategies for learners with disabilities, the principles of effective classroom management, teaching methods, differentiation of instruction, lesson planning and delivery, and parent communication. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates continue to explore school and community demographics and consider methods for teaching diverse populations. It is through this course that each candidate completes the CalTPA Cycle I “Learning About Students and Planning Instruction” as a performance-based measure of the knowledge and skills taught in this course. This is a 3 unit course totaling 45 total hours: if taught on ground, this breaks down to 30 hours of face-to-face instructional time and 15 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc. Interns working on their Multiple Subjects Teaching Credential will be placed in this course to receive support with the CalTPA.
	ED 594 - Directed Teaching Placement II 3 Credit(s) In the second half of the directed teaching seminar, Credential Candidates learn how to set student expectations based on their knowledge of typical and atypical development. Candidates also develop and implement behavior support plans and design accommodations that promote successful education and social experiences. Emphasis is placed on the modification of lessons and instructional support of English learners, diverse learners, and learners with exceptionalities. Candidates explore school and community demographics and consider methods for teaching diverse populations. Finally, they illustrate 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 using methods that promote positive behavior and social skills for building constructive relationships between all students. It is through this course that each candidate completes the CalTPA Cycle II “Assessment-Driven Instruction” as a performance-based measure of the knowledge and skills taught in this course. Finally, candidates complete an Individual Development Plan that assists them in transitioning into their Clear Credential Program. Seminar discussion topics will include, but are not limited to, developmental theories, diversity: an anti-bias approach, reflection, soliciting for feedback, collaborating with colleagues, professional development, and professional responsibility, integrity, and ethical conduct. This is a 3-unit course totaling 45 total hours: if taught on ground, this breaks down to 30 hours of face-to-face instructional time and 15 hours online instruction through Canvas. Please note that for every 1 hour of instructional time there is an expected 2 hours of out of class requirements allocated for readings, journals, assignments, etc. Interns working on their Multiple Subjects Teaching Credential will be placed in this course to receive support with the CalTPA. Prerequisite(s): ED 593
	ED 693 - Research in the Art of Teaching 3 Credit(s) This is an introductory course in the fundamental concepts, principles, and methods of educational research. It is a survey course that serves as a foundation for practitioners who have little or no experience in educational research. The four general goals of the course are to enable students to: become literate in the basic concepts, principles, and techniques of educational research; acquire basic skills in the analysis and interpretation of research data; appreciate the underlying cognitive processes involved in conducting educational research as a form of thinking and problem-solving; acquire the skills associated with the critical reading and evaluation of the educational research literature and engage in collaborative action research.
	ED 694 - Action Research in Accomplished Teaching 3 Credit(s) This course guides candidates through a four-step process will help them to plan a small action research project to explore questions about integrating culture into the study of foreign languages, implement action plans for designing cultural explorations, and collect information to assess their instructional innovations. As a result of these tasks, candidates interrogate their commitment to students and their learning, their knowledge of the subjects they teach and how to teach those subjects to students, their ability to manage and monitor student learning, how to think systematically about their practice and learn from experience, and working as members of learning communities.
	ED 700 - Intern Seminar I 3 Credit(s) The Intern Seminar course provides Education Specialist and Multiple Subject candidates with the opportunity to instruct students in a self-contained classroom. The Intern may serve in team teaching settings using core academic curriculum at grade levels and in the service delivery model of the legal assignment. Through the experience, candidates come to understand how to deliver a comprehensive program of systematic instruction with accommodations and modifications in the academic subjects of the assignment based on student needs. Candidates are expected to use progress monitoring based on each student’s needs, giving key points during instruction to determine whether students are progressing adequately toward achieving the state academic content standards. Intern candidates will pace instruction and re-teach content, based upon evidence gathered using formal and informal assessment. Topics which may vary according to Intern candidate needs and interests will include the following: Classroom Management Cooperative Learning Lesson and Unit Planning Formal and Informal Assessment Planning for the First Days of School Parent/ Teacher Partnership Differentiated Instruction Communication and Collaboration Case Management Supporting English Language Learners and students with special needs Teacher Responsibilities (i.e., Back to School Night, Family Conferences)
	ED 701 - Intern Seminar II 3 Credit(s) The Intern Seminar course provides Education Specialist and Multiple Subject candidates with the opportunity to instruct students in a self-contained classroom. Emphasis on instructing ELL and students with special needs in a general education classroom will be stressed. Through the experience, candidates come to understand how to deliver a comprehensive program of systematic instruction with accommodations and modifications in the academic subjects of the assignment based on student needs. Candidates are expected to use progress monitoring based on each student’s needs, giving key points during instruction to determine whether students are progressing adequately toward achieving the state academic content standards. Intern candidates will pace instruction and re-teach content, based upon evidence gathered using formal and informal assessment. The Intern may serve in team teaching settings using core academic curriculum at grade levels and in the service delivery model of the legal assignment. Topics which may vary according to Intern candidate needs and interests will include the following: Teacher Responsibilities (i.e., Back to School Night, Family Conferences) Parent/ Teacher Partnership Planning for the First Days of School Cooperative Learning Communication and Collaboration Case Management Supporting English Language Learners and students with special needs Differentiated Instruction Classroom Management Lesson and Unit Planning Formal and Informal Assessment Prerequisite(s): ED 700 Intern Seminar I
	ED 703A - Intern Seminar 0 Credit(s) The Intern Seminar course is a Pass/Fail 0-credit course designed to provide intern candidates on-going support and enrollment in Pacific Oaks College while working as a teacher of record under the Intern Credential. Education Specialist and Multiple Subject candidates who have not completed the credential requirements in their respective credential preparation programs are required to enroll in the 0-unit course until all credential requirements have been completed or until the intern credential has expired, whichever occurs first. If an intern candidate has not completed all credential requirements at the conclusion of the Directed Teaching Intern Courses (ED 701 and ED 702), then candidates are required to enroll in the 0-unit Intern Seminar course each session until the credential requirements have been successfully completed. The Intern Seminar course is for candidates who are full-time teachers in a self-contained classroom and have been issued the Intern Credential for the 2-year approved period. The Intern Credential is a 2-year temporary credential and is nonrenewable. Candidates who do not complete their respective credential requirements within the 2-year time period will not be eligible to continue in the Intern Seminar course. This course will be offered online only. Candidates are expected to participate in any and all discussion boards and any course assignments during each session while enrolled.
	ED 703B - Student Teaching Seminar 0 Credit(s) The Student Teaching Seminar course is a Pass/Fail 0-unit course designed to provide candidates on-going support and enrollment in Pacific Oaks College while in the process of completing credential requirements after their student teaching semester has been completed. Preliminary Education Specialist and Multiple Subject candidates who have not completed the credential requirements in their respective credential preparation programs are required to enroll in the 0-unit course until all credential requirements have been completed or until they leave the program. Candidates who do not complete all credential requirements at the conclusion of the Directed Teaching courses, whether BA or MA levels, will be required to enroll in the 0-unit Student Teaching Seminar course each session until the credential requirements have been successfully completed. This course will be offered online only. Candidates are expected to participate in bi-weekly check-ins and any course assignments during each session while enrolled.
	ED 730 - Foundations in Bilingual Education 3 Credit(s) Candidates will examine the historical, legal, and theoretical foundations of bilingual education, in California and throughout the United States. Candidates will analyze how these historic and current trends and social issues have impacted the development and implementation of different bilingual education programs and affected the education of bilingual learners. Through the analysis of research on second language acquisition and the cognitive effects of bilingualism and biliteracy, candidates will explore a variety of theories, issues, procedures, methods and approaches for use in a bilingual setting. The course presents an overview of types of bilingual education programs along with research and best practice instructional strategies for teaching and learning in two languages. Twenty-five (25) hours of practicum fieldwork experiences in a bilingual/dual language immersion classroom is required.
	ED 740 - Cultural and Linguistic Influences on Latino/a Students 3 Credit(s) In order to prepare the candidates to understand the culture of emphasis as experienced in the country or countries of origin and in the U.S., candidates will learn about the various roles and communication patterns by examining cross-cultural and linguistic equity. Through a culturally informed lens, candidates will learn to communicate effectively with their students and their students’ families. Candidates will acknowledge cultural and linguistic differences of students and their families as assets and not deficits (e.g., “funds of knowledge”). This course presents a cultural analysis of the diversity within Latino/a students as represented in educational settings through a social justice and anti-bias lens. While this class is conducted in English with the option for students to engage in group activities in Spanish, fluency and literacy in Spanish is required. Twenty-five (25) hours of practicum fieldwork experiences in a bilingual/dual language immersion classroom is also required.
	ED 741 - Cultural and Linguistic Influences on Chinese Americans 3 Credit(s) In order to prepare the candidates to understand the culture of emphasis as experienced in the country or countries of origin and in the U.S., candidates will learn about the various roles and communication patterns by examining cross-cultural and linguistic equity. Through a culturally informed lens, candidates will learn to communicate effectively with their students and their students’ families. Candidates will acknowledge cultural and linguistic differences of students and their families as assets and not deficits (e.g., “funds of knowledge”). This course presents a cultural analysis of the diversity within Chinese/Chinese American students as represented in educational settings through a social justice and anti-bias lens. While this class is conducted in English with the option for students to engage in group activities in Mandarin, fluency and literacy in Mandarin is required. Twenty-five (25) hours of practicum fieldwork experiences in a bilingual/dual language immersion classroom is also required.
	ED 780 - Methodology for Spanish Language Instruction in Dual Language Immersion 3 Credit(s) This course will focus on the theory and practical applications of strategies in primary language and second language instruction, particularly for a bilingual (dual language immersion) setting. Candidates will learn about language forms and functions as well as the interrelatedness among the four domains of language (listening, speaking, reading, and writing). Literacy development and content area instruction will be emphasized with lesson plan design tied to language and content standards, and measured with various assessments. Students will learn how to access and evaluate primary language literature and other resources, and will gain competency in the integration and use of resources in Spanish for the bilingual classroom. While this class is conducted in English with the option for students to engage in group activities in Spanish, fluency and literacy in Spanish is required. Twenty-five (25) hours of practicum fieldwork experiences in a bilingual/dual language immersion classroom is also required.
	ED 781 - Methodology for Mandarin Language Instruction in Dual Language Immersion 3 Credit(s) This course will focus on the theory and practical applications of strategies in primary language and second language instruction, particularly for a bilingual (dual language immersion) setting. Candidates will learn about language forms and functions as well as the interrelatedness among the four domains of language (listening, speaking, reading, and writing). Literacy development and content area instruction will be emphasized with lesson plan design tied to language and content standards, and measured with various assessments. Students will learn how to access and evaluate primary language literature and other resources, and will gain competency in the integration and use of resources in Mandarin for the bilingual classroom. While this class is conducted in English with the option for students to engage in group activities in Mandarin, fluency and literacy in Mandarin is required. Twenty-five (25) hours of practicum fieldwork experiences in a bilingual/dual language immersion classroom is also required.
	SPED 542 - Behavior Assessments, Interventions, and Positive Support Methods 3 Credit(s) SPED 542 will explore the relationship between teacher behavior, academic tasks, and classroom environment in encouraging student self-esteem, behavior, and achievement. Various models of behavior management will be discussed from a social systems perspective, including psycho-dynamic, behavioral, environmental, and constructivist. Classroom behaviors will be analyzed in relation to antecedents and consequences of target behaviors as highlighted by a case study approach. Candidates will develop skills in designing whole class management systems, as well as individualized behavior programs (positive behavior support plans), collecting data on target behaviors, identifying of replacement behaviors with specific behavioral goals and objectives, and implementing appropriate reinforcement strategies for Neurological-Based Behavior (NBB).
	SPED 552 - Communication and Collaboration: Developing Student, Family, and School Community Partnerships 3 Credit(s) The SPED 552 course will explore the spectrum of interpersonal and interactive collaboration and communication skills, including problem solving, empathetic listening, mediation, conflict resolution, assistive technology, and alternative and augmentative procedures. Specifically, candidates will learn how to communicate, collaborate, and consult effectively with students with or without disabilities, their parents or primary caregivers, general and special education teachers, and transdisciplinary Individualized Education Program (IEP) team members. The most current research and legal regulations that relate to the use of computers and assistive technology to facilitate the teaching and learning process for all students is explored and skills as a Case Manager will be practiced in this course. Also included will be effective communication strategies with IEP team members, counseling strategies, co- teaching techniques, and cross-cultural issues, which are integrated throughout the course. Strategies will be analyzed and evaluated to create a plan which will be reviewed for application to use with students in need of a Least Restrictive Environment (LRE).
	SPED 563 - Teaching Students with Mild/Moderate Disabilities Creating Inclusive Learning Environments 3 Credit(s) In the SPED 563 course, Special Education and Multiple Subject credential candidates will explore the impact of various disabilities on development and learning, and how different cultural settings can impact both exceptional groups of learners and students with disabilities. In addition, candidates will learn about the various laws that govern special education and students with disabilities, including the development and implementation of an Individualized Education Program (IEP) and the role of a Case Manager. Emphasis is placed on how to create an inclusive educational environment that benefits all learners in a diverse classroom and school community. Candidates will learn how to collaborate effectively between the General Education and Special Education teachers using Universal Design for Instruction (UDI) principles to plan differentiated instructional strategies, integrate assistive technology when appropriate, and ensure meaningful access to curricula through accommodations and modifications.
General Education
	ART 100 - Introduction to Art 3 Credit(s) This course intends to introduce both art making skills and artistic concepts. In this course students will explore a variety of art media through the process of creative expression. This course will explore theories of aesthetics, art history, and creativity. This course will also include an overview of the elements of art and principles of design.
	ART 150 - Public Art 2 Credit(s) This course will look at how artists have communicated ideas and related to communities through public art. Examination of monuments to street art will provide an analysis of public artworks. This course will primarily focus on art history, specifically artists using art as a means of social change. There will also be discussions on aesthetics questions about art and a project where students plan a theoretical public artwork.
	BIO 100L - Introduction to Biology Lab 1 Credit(s) An examination of the cell, inheritance, ecology, human biology, the diversity of life and evolutionary theory. Emphasis is given to understanding central concepts and to the process of science. It provides foundational understandings for general education and liberal studies.
	BIO 200 - Human Biology with Lab 4 Credit(s) This course is an introduction to the basic principles of biology by focusing on humans as biological creatures. Topics include basic chemistry; cell and tissue structure; human body structure and functioning; human reproduction and development; human genetics; and human ecology.
	CIV 101 - Civic Engagement 1 Credit(s) Service learning course with focus on diverse communities. Analysis of general shared history of the student’s communities. Engagement in meaningful work, off campus to reflect on assets, injustices, and inequities that have shaped experiences of native or immigrant communities. Analysis of the students’ community in which residents coexist and interact while managing tensions and social justice issues inherent in minority/majority city.
	COM 150 - Effective Communication 3 Credit(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.
	CRIM 300 - Introduction to Criminology 3 Credit(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.
	CT 300 - Ethics: A Global Civic Perspective 3 Credit(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.
	ENG 101 - English Composition I 3 Credit(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.
	ENG 110 - Creative Writing 1 Credit(s) This course will introduce students using multiple genres of creative such as poetry, prose, memoir, essay, and screen writing as a way to have students experiment and experience different perspectives. This course will examine new/different avenues for students to express themselves in a creative and academic setting enabling them to practice their communication skills as well as overall writing skills.
	ENG 201 - English Composition II 3 Credit(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.
	ENV 100 - Introduction to Environmental Science with Lab 4 Credit(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.
	FILM 100 - Introduction to Film 2 Credit(s) An introduction to both cinema studies and film/video production, this course will provide an overview of historical, analytical, and theoretical approaches to cinema and introduce a broad range of basic production skills including the fundamentals of nonlinear editing. Through hands-on work and the study of a diverse selection of films rooted in different cultures, times, and ideologies, students will begin to develop the critical means for engaging with cinema and culture in discussion, writing, and creative work.
	GEN 100 - Success at Pacific Oaks 3 Credit(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.
	GEN 200 - Becoming a Global Citizen 3 Credit(s) This course will explore the factors that have shaped our global community and provide students with an understanding of their roles in relationship to other peoples and systems on a global level. The course will explore primarily through a global perspective and a comparative and/or analytical framework is used. It’s content addresses at least two interconnected systems (such as cultural, ecological, economic, political, social and technological systems).
	GEN 284A - Reflective Study: Developmental Theory 1-3 Credit(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.
	GEN 284B - Reflective Study: Developmental Theory Analysis 1-3 Credit(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.
	GEN 285A - Reflective Study: Diversity Theory 1-3 Credit(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.
	GEN 285B - Reflective Study: Diversity Analysis 1-3 Credit(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.
	GEN 286A - Reflective Study: Fieldwork 1-3 Credit(s) This course requires student to addresses the knowledge and practical skills gained through your work and volunteer experience: including hands on and firsthand 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.
	GEN 286B - Implementation 1-3 Credit(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.
	GEN 287A - Reflective Study: Research 1-3 Credit(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.
	GEN 287B - Reflective Study: Leadership 1-3 Credit(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.
	GEN 289 - Writing and Communications for Empowerment 3 Credit(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.
	GEN 299 - Portfolio Development and Assessment 0 Credit(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 4^th 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
	GEO 200 - Cultural Geography 3 Credit(s) This course will explore the spatial distribution of language, religion, population, migration and settlement patterns, political organization, technology and health throughout our landscape.
	HIS 100 - U.S. History 3 Credit(s) Introduces United States History from 1860 to present. Focus will be on political, economic, intellectual, social and cultural development.
	HIST 200 - History of Social Justice 3 Credit(s) This course will introduce students to major streams of social justice thought, including historical social justice movements, theoretical problems having to do with social equality, personal freedom, access to social resources, marginalization, and stigmatization, and the ways in which communities respond to these issues.
	LIT 150 - Urban Literature 3 Credit(s) This course takes students through a literary journey exploring voices located in urban literature as pertinent to the United States. Through novels, short stories, short plays, students will engage the chronological development of writings developed as a process of urbanization following the course of the 19th century. Special attention will be given to the writing process demonstrating but not limited to Race, Class, Gender, and Environment and evident intersectionality’s, politics, ideological movements, and artistic representations.
	LIT 300 - Introduction to Literature 3 Credit(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.
	MATH 160 - Quantitative Reasoning 3 Credit(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.
	MUS 100 - Global Music and Culture 3 Credit(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.
	NUTR 100 - Human Nutrition 3 Credit(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.
	PHIL 150 - Critical Thinking 3 Credit(s) This course will use general logic emphasizing its applications to practical situations. This course will offer concepts basic to critical thinking such as clear communication, persuasion, argument, fact and opinion. This course will use real-world, problem-solving context geared toward working adults. The course covers both inductive and deductive techniques.
	POL 100 - American Government and Political Issues 3 Credit(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.
	PSY 101 - Introduction to Psychology 3 Credit(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.
	PSY 103 - Developmental Psychology 3 Credit(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.
	PSY 105 - Abnormal Psychology 3 Credit(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.
	PSY 201 - Introduction to Behavioral Neuroscience 3 Credit(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.
	RESM 235 - Research Methods for the Social Sciences 3 Credit(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.
	SOC 100 - Introduction to Sociology 3 Credit(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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Course Descriptions

ECE 437 - STEAM Integration of Engineering and Simple Robotics

ECE 438 - STEAM Integration of Teaching and Learning STEAM

ECE 500 - Advanced Seminar in Early Childhood Education

ECE 510 - Understanding Assessment and Research in Early Childhood Education

ECE 520 - Balancing Ethical and Moral Considerations in Leadership in Early Childhood Education

ECE 530 - Public Policy and its Impact on Children and Families

ECE 540 - Creating Responsive Communities for All Families

ECE 600 - The Impact of Privilege and Oppression in Early Childhood Educational Settings

ECE 643 - Special Topics in Leadership in Early Childhood Education

ECE 644 - Special Topics in Leadership in Early Childhood Education

ECE 645 - Special Topics in Leadership in Early Childhood Education

ECE 650 - Management of Childcare Programs

ECE 651 - Family Violence and Child Abuse

ECE 652 - Separation, Deployment Trauma and Early Development

ECE 653 - Death, Divorce, and Difficult Times

ECE 654 - Trauma, Culture, and Immigration

ECE 655 - Parent Incarceration and Its Impact

ECE 656 - Trauma and Early Development

ECE 660 - Action Research Project

ED 305 - Social, Political, and Economic Foundations of Education

ED 312 - The Art of Teaching Science

ED 330 - Language and Literacy in A Diverse Classroom

ED 331 - English Learner Methodologies in a Diverse Classroom

ED 348 - Cognitive Development and Mathematics

ED 355 - Utilizing and Infusing Technology Into Teaching

ED 362 - Teaching Thematically: Social Science and Visual/Performing Arts

ED 372 - Healthy Children and Classroom Communities

ED 378 - Teacher as Leader

ED 379 - Assessment and Management

ED 393 - Directed Teaching Placement Seminar I

ED 394 - Directed Teaching Placement Seminar II

ED 505 - Advanced Social, Political, and Economic Foundations of Education

ED 509 - Learning Theories and the Social, Political, and Economic Factors that have Influenced Education

ED 530 - Advanced Language and Literacy in a Diverse Classroom

ED 531 - Teaching and Learning Methodologies for English Language Development

ED 549 - Contemporary Methodologies in Teaching Mathematics

ED 552 - The Art of Teaching Science: Inspiring Curiosity, Analytic Thinking, and Scientific Inquiry

ED 555 - Advanced Utilizing and Infusing Technology into Teaching

ED 556 - Utilizing Technology for Learning in the 21st Century Classroom

ED 560 - Integrated Thematic Instruction: Methods of Teaching Social Science and Visual/Perf. Arts

ED 573 - Healthy Children and Classroom Communities: Cultivating a Safe and Productive Learning Environment

ED 578 - Advanced Teacher as Leader

ED 579 - Advanced Assessment and Management

ED 593 - Directed Teaching Placement I

ED 594 - Directed Teaching Placement II

ED 693 - Research in the Art of Teaching

ED 694 - Action Research in Accomplished Teaching

ED 700 - Intern Seminar I

ED 701 - Intern Seminar II

ED 703A - Intern Seminar

ED 703B - Student Teaching Seminar

ED 730 - Foundations in Bilingual Education

ED 740 - Cultural and Linguistic Influences on Latino/a Students

ED 741 - Cultural and Linguistic Influences on Chinese Americans

ED 780 - Methodology for Spanish Language Instruction in Dual Language Immersion

ED 781 - Methodology for Mandarin Language Instruction in Dual Language Immersion

SPED 542 - Behavior Assessments, Interventions, and Positive Support Methods

SPED 552 - Communication and Collaboration: Developing Student, Family, and School Community Partnerships

SPED 563 - Teaching Students with Mild/Moderate Disabilities Creating Inclusive Learning Environments

ART 100 - Introduction to Art

ART 150 - Public Art

BIO 100L - Introduction to Biology Lab

BIO 200 - Human Biology with Lab

CIV 101 - Civic Engagement

COM 150 - Effective Communication

CRIM 300 - Introduction to Criminology

CT 300 - Ethics: A Global Civic Perspective

ENG 101 - English Composition I

ENG 110 - Creative Writing

ENG 201 - English Composition II

ENV 100 - Introduction to Environmental Science with Lab

FILM 100 - Introduction to Film

GEN 100 - Success at Pacific Oaks

GEN 200 - Becoming a Global Citizen

GEN 284A - Reflective Study: Developmental Theory

GEN 284B - Reflective Study: Developmental Theory Analysis

GEN 285A - Reflective Study: Diversity Theory

GEN 285B - Reflective Study: Diversity Analysis

GEN 286A - Reflective Study: Fieldwork