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Course Criteria
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3.00 Credits
Participants explore creative drama as an improvisational, non-exhibitional, process-centered form of expression in which students 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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3.00 Credits
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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3.00 Credits
Every community has a wealth of people, places and organizations on which schools, human service agencies and other institutions can draw to enrich the quality of care, education and opportunities to construct meaningful experiences. Incorporating scholarship and methodologies from visual and performing arts, folklore, oral history and intergenerational programs, this course views field trips and site visits by artists and local residents as being at the heart of the human services rather than enrichment activities. The course will explore ways to integrate the rich resources of local communities into classrooms and institutions that encourages exploration and discovery. Curriculum will include visits to studios of local artists, who will explore technical application in the arts through a variety of media. As part of the course, students will participate in a field trip of their own and develop a project based on the experience.
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0.00 - 3.00 Credits
A weekend workshop designed to provide an overview of Pacific Oaks Pedagogy with special attention to (1) participation, (2) critical thinking, (3) writing, and (4) presentations. The implementation of Pacific Oaks' mission statement throughout the curriculum is also reviewed. Opportunities for exploration, discovery, reflections are utilized in order to familiarize students with skills to enhance their engagement with course concepts, dynamics and material.
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3.00 Credits
This class is designed to teach students the underlying principles, theoretical approaches and applied skills of qualitative research by focusing on formulating research questions, gathering data, categorizing, coding and analyzing collected information in preparation for documenting and presenting research. Ethnography, narrative analysis, case study and interviewing strategies and methods will be explored. Recommended for students engaging in completion of or interested in engaging in a qualitative master's thesis.
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0.00 - 3.00 Credits
Required of all new online students. Must be completed before your class begins.
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1.00 - 3.00 Credits
Independent study requires that a student design a project of one to six months duration and find a faculty supervisor. An independent study contract signed by the faculty supervisor is required prior to registration. Classes offered at Pacific Oaks may not be taken for independent study. Please refer to the Schedule of Classes for registration deadlines.
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1.00 - 3.00 Credits
Special interest classes. See current Schedule of Classes for specific description( s).
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1.00 - 3.00 Credits
The undergraduate assessment course requires students to reflect, conceptualize, and clearly communicate what they have learned about human development from their life experience. Papers and presentations are the means by which this learning is documented. Papers must demonstrate a 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. Final papers are a result of a process that requires writing multiple drafts. While much of this process is an individual one, an essential element of this class is to be an active and participating member of the learning community. Fundamental to the assessment process is the ability to give and receive feedback.
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3.00 Credits
An in-depth, critical examination of the impact of institutional oppression on human service programs for children and adults and the significance of cultural and political contexts on individual development and learning. Students will study new research and methods for working with bicultural children and adults, and develop skills for doing antibias human service work and advocacy. Format is a graduate seminar individualized to the participants' interests and issues. Students are expected to engage in developing their own theoretical and methodological framework for bicultural and anti-bias work. Prerequisites for HD 562: 1. All of the following: a. M.A. or post-baccalaureate student b. Experience working on issues regarding sexism, racism, classism, and disability c. Demonstrated commitment to social justice d. Understanding of the dynamics of institutional and individual biases and use of power, or 2. M.A. or post-baccalaureate student and previous completion of HD 361. Open to graduate students only.
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