JFK University Catalog 2006-2007

Transcription

J o h n F. K e n n e d y U n i v e r s i t y
G E N E R A L C ATA L O G
THE MISSION OF JOHN F. KENNEDY UNIVERSITY
is to provide access to high-quality, innovative
educational opportunities that integrate theory
and life experience. We inspire personal, professional,
and academic growth and advance the well-being
of our diverse local and global communities.
This mission is built upon our core values:
ACCESSIBILITY
• We are a vibrant and humane learning community that
embraces all forms of diversity.
• Our locations, schedules, curricula, and technology afford
students maximum flexibility.
• Our culture is welcoming, respectful, and ethical.
QUALITY AND INNOVATION
• Our courses of study are delivered by outstanding scholarpractitioners in a creative and challenging environment.
• We promote holistic, interdisciplinary, experiential learning
that balances breadth and depth.
• We are responsive to the changing needs of our students
and society.
TRANSFORMATIVE GROWTH
• We are dedicated to students who want to continue their
formal education; chart new, professional directions; and
derive greater meaning from their lives.
• Our rigorous academics and whole-person orientation
stimulate intellectual inquiry and inspire students to realize
their potential and achieve their dreams.
DIVERSITY
• We are committed to a culture that respects and values all
forms of diversity and sparks creativity, collaboration, and
leadership.
GLOBAL WORLD VIEW
• We respect individual and cultural differences while forging
bonds of common understanding essential to our global
interdependence.
• Our programs encourage active and sustained contributions
to our society and environment.
By accomplishing our mission, living out our core values,
and implementing our strategic plan, we will achieve
the JFKU vision—to be the learning environment of choice
for those seeking a transformative and life-enhancing
educational experience.
TRANSFORMING LIVES , CHANGING THE WORLD
G E N E R A L C ATA L O G 2 0 0 6 – 0 7
CATALOG CHANGES
This catalog is neither a contract nor an offer to contract
between the university and any person or party; thus, the
university reserves the right to make additions, deletions,
and modifications to curricula, course descriptions, degree
requirements, academic policies, schedules and academic
calendars, and tuition and fees without notice. Although
every effort is made to ensure the accuracy of the information
published in the John F. Kennedy University catalog, it
is normal to expect changes in course listings and other
information. The university reserves the right to effect changes
without notice or obligation including the right to discontinue a
course or group of courses or a degree program. The university
expects each student to have knowledge of the information in
the catalog.
FINANCIAL SUPPORT
The university draws its financial support from tuition, fees,
endowments, gifts, and grants; it is entirely independent of any
government body, religious order, or fraternal organization.
NON-DISCRIMINATION
John F. Kennedy University does not discriminate on the basis
of race, color, height, weight, national origin, religion, age,
marital status, gender, sexual orientation, veteran status, or
disability. In a continuing effort to enrich its acacdemic environment and provide equal educational and employment opportunities, the university actively encourages applications from
members of all groups that are underrepresented in higher
education.
GREEN PRACTICES
In keeping with the mission of the university, JFKU is proud
to be recognized as a green business. Green businesses are
certified for their green practices—conserving water, energy,
and other materials and recycling and preventing pollution.
More information is available about California green businesses
by visiting www.greenbiz.ca.gov.
CREDITS
Project Manager: Adam J. Stone
Edited by K. Sue Duncan, Margaret A. Gardner, Diana Paque,
Cathrine Santini, Adam J. Stone
Photographs by Elizabeth Fall, Charlie Hutchins
Designed by Nancy Siller Wilson
Printed by Fong Brothers Printing, Brisbane, California
This catalog is typeset in ITC Garamond Light, printed with
soy ink, on 70 lb. Endeavour text and 80 lb. Endeavour cover
stock, 50% recycled, 25% post-consumer waste.
© 2006 John F. Kennedy University
John F. Kennedy University
100 Ellinwood Way
Pleasant Hill CA 94523-4817
(800) 696-JFKU (5358)
(925) 969-3300
www.jfku.edu
CONTENTS
President’s Welcome.............................................................. v
Foreword.................................................................................vi
General Information..................................................... 1
Academic Programs and Degrees...................................... 2
Student Services.................................................................... 3
Admissions.................................................................... 3
Financial Aid.................................................................. 7
Veterans’ Benefits........................................................ 11
Registration................................................................... 11
Other Student Services................................................ 16
Academic Policies and Procedures................................... 18
Grading System........................................................... 18
Scholastic Performance.............................................. 20
Probation, Dismissal and Reinstatement................. 21
Plagiarism...................................................................... 22
Leave of Absence........................................................ 22
Graduation Requirements.......................................... 22
Other Information....................................................... 25
School of Education and Liberal Arts.............. 29
Liberal Arts............................................................................ 31
Education............................................................................... 47
Museum Studies.................................................................... 54
Courses of Instruction......................................................... 58
School of Management...................................
Undergraduate Division......................................................
Graduate Division................................................................
Courses of Instruction ........................................................
79
82
91
97
School of Holistic Studies....................................
Arts and Consciousness..........................................................
Counseling Psychology...........................................................
Integral Studies.........................................................................
Courses of Instruction............................................................
107
110
119
128
139
Graduate School of Professional Psychology... 163
Counseling Psychology............................................................ 167
Organizational Psychology...................................................... 175
Sport Psychology....................................................................... 180
Doctor of Psychology (PsyD)................................................. 187
Courses of Instruction............................................................. 192
School of Law....................................................... 207
Appendices..........................................................
Board of Regents......................................................................
Administration..........................................................................
Faculty........................................................................................
Course Numbers and Abbreviations.....................................
Maps...........................................................................................
Academic Calendar...................................................................
211
213
214
217
233
234
238
Index..................................................................... 241
TRANSFORMING LIVES , CHANGING THE WORLD
O FFICE
OF THE
P RESIDENT
Dear Student:
Transforming Lives, Changing the World. These goals have been attained by thousands
of students since the founding of John F. Kennedy University over four decades ago. Named
in honor of perhaps the most socially conscious president in United States history, John F. Kennedy
University provides a unique opportunity to perpetuate the vision of our 34th president by offering
numerous degrees and certificates within the five schools: Education and Liberal Arts, Management,
Holistic Studies, Professional Psychology, and Law.
Renowned American anthropologist Margaret Mead commented a number of years ago
that we should not “doubt that a small group of thoughtful, committed individuals can change
the world; indeed it’s the only thing that ever has.” Programs such as Philosophy and Religion,
Organizational Leadership, Consciousness and Transformative Studies, and Psychology, among
many others, enable you to sharpen your mind so that you can apply logic and reason to address
seminal and complex issues that may ultimately impact millions of human lives.
John F. Kennedy University offers an interactive, student-focused classroom atmosphere
in each of its five schools. All of us look forward to welcoming you to our community, both during
the course of your studies and throughout your entire professional career. Our commitment to your
success remains paramount.
Sincerely,
Dr. Steven A. Stargardter
President
FOREWORD
John F. Kennedy University (JFKU) was founded in 1964 as
one of the first universities in the United States dedicated
solely to adult education. More than 25,000 adults have
attended classes at the university, and over 10,000 women
and men hold JFK University degrees. During the university’s
early years, typical students were working adults who had
completed two years of college, experienced an interruption
in their formal education (often to raise a family), and wanted
to return to school to complete their degree. By offering
graduate and upper-level undergraduate programs, the
university helped create educational opportunities for adult
students.
ACCREDITATION AND RECOGNITION
Students come to John F. Kennedy University from unusually
rich and diverse backgrounds with a wide array of academic,
professional, cultural, and artistic experiences. Since 1964,
the university has grown steadily, expanding programs
and services to meet the full range of adult and traditional
student needs. JFKU programs enable graduates to master
theoretical knowledge, gain a sense of personal power, and
acquire skills to perform effectively in their chosen field.
Through a broad range of career-oriented programs, the
university encourages intellectual inquiry, breadth of vision
and spirit, and active contribution to the community. As
scholar-practitioners, the faculty collaborates with students in
an environment that values individual and cultural differences
while striving to forge bonds of common understanding for
an independent world.
Interested parties may contact WASC at:
Western Association of Schools and Colleges
Accrediting Commission for Senior Colleges and Universities
985 Atlantic Avenue Suite 100
Alameda CA 94501
Phone: (510) 748-9001
Fax: (510) 748-9797
e-mail: [email protected]
Internet: www.wascweb.org
Today, the university’s five schools enroll over 1,800 students
in degree and certificate programs in the fields of education,
liberal arts, management, psychology, holistic studies, and
law. Eighty percent of students are enrolled in graduate
programs.
John F. Kennedy University is accredited by the Western Association of Schools and Colleges (WASC). Accreditation entitles
the university to participate in federal student financial aid
programs. The university is approved for veterans’ training.
Students and graduates of the university are accepted by
other colleges and universities upon transfer. In addition,
many businesses, government agencies, industries, and other
employers recognize the value of advanced study at the
university and approve reimbursement to their employees for
all or a portion of their tuition costs.
The School of Law is accredited by the Committee of Bar
Examiners of the State Bar of California.
The School of Management is accredited by the International
Assembly for Collegiate Business Education (IACBE).
The Doctor of Psychology (PsyD) Program is accredited by
the American Psychological Association (APA).
CAMPUSES AND CENTERS
John F. Kennedy University has three campuses, four
counseling centers, a center for career development, and an
art studio/gallery in the San Francisco Bay Area that provide
optimum opportunities for integrating university programs
and community resources.
The Pleasant Hill Campus houses the university’s
administrative offices, two libraries, and classrooms for its five
schools: the School of Holistic Studies, the Graduate School
of Professional Psychology, the School of Law, the School of
Education and Liberal Arts, and the School of Management.
At the university’s campus in Campbell, a suburb of San
Jose, programs are offered from three JFK University
schools: the School of Holistic Studies, the Graduate School
of Professional Psychology, and the School of Education
and Liberal Arts. The campus houses its own program
administrative offices, classrooms, and library.
The Berkeley Campus offers courses from the Arts and Consciousness programs (through the School of Holistic Studies)
and from the Museum Studies program (through the School
of Education and Liberal Arts). The campus provides studio
space for students and houses an art gallery along with its
own library. The Berkeley Campus Gallery shows the work
of students as well as that of distinguished local artists whose
work explores issues related to human consciousness and
spirituality.
John F. Kennedy Community Counseling Centers, operated
by the Graduate School of Professional Psychology, are
located in Pleasant Hill, Pittsburg, and Sunnyvale. The Center
for Holistic Counseling, operated by the School of Holistic
Studies, is located in Oakland.
The Career Development Center, housed at the main campus
in Pleasant Hill, is an integral part of the Career Development
program and a resource for university students, staff, alumni,
and the public.
GENERAL INFORMATION
ACADEMIC PROGRAMS AND DEGREES
Program
PreBachelor
Certificate
Bachelor’s
Degree
PostBachelor
Certificate
Master’s
Degree
Post-Master
Certificate
Doctoral
Degree
First
Professional
Degree
Teaching
Certificate
CIP Code
School of Education and Liberal Arts
Administrative Services
GC
13.0401
Cross-Cultural Language
and Academic Dvelopment
GC
13.0202
Essentials Coaching
UG
42.9999
Museum Studies
GC
MA
30.1401
Philosophy and Religion
BA
38.9999
Psychology
BA
42.0101
Science, Health,
and Living Systems
BA
30.0601
Social Ecology
BA
45.0101
Teacher Education—
Multiple Subjects
MAT
K–5
13.1202
Teacher Education—
Single Subject
MAT
6–12
13.1205
School of Management
Business Administration
BS
MBA
Career Development
MA
Legal Studies
52.0201
GC
52.1099
BA
22.0302
Paralegal
UG
22.0302
Strategic Management
UG
52.0201
School of Holistic Studies
Consciousness and
Transformative Studies
Counseling Psychology—
Holistic Studies
Somatic Psychology
Transpersonal Psychology
Dream Studies
MA
30.9999
MA
MA
MA
42.0601
42.0601
42.0601
GC
38.0101
Holistic Health Education
MA
51.9999
Integral Psychology
MA
30.9999
Integral Theory
Studio Arts
GC
BFA
Transformative Arts
30.9999
MFA
50.0702
MA
50.0701
Graduate School of Professional Psychology
Clinical Training
Coaching
GC
Counseling Psychology
Marriage and Family
52.1003
MA
Exercise and Sport Performance
GC
Organizational Psychology
GC
Sport Psychology
42.0601
31.0599
MA
Psychology
Sport Management
42.0201
GC
42.0901
PsyD
42.0201
GC
31.0599
MA
31.0599
School of Law
Law
JD
Key to Degree Abbreviations
BA ............. Bachelor of Arts
BFA ........... Bachelor of Fine Arts
BS ............. Bachelor of Science
GC ............. Graduate Certificate
JD .............. Juris Doctor
2
GENERAL INFORMATION
K–5 ........... Teacher Certification Grades K–5
MA ............ Master of Arts
MAT .......... Master of Arts in Teaching
MBA .......... Master of Business Administration
MFA .......... Master of Fine Arts
22.0101
PsyD .......... Doctor of Psychology
6–12 ......... Teacher Certification Grades 6–12
UG ............ Undergraduate Certificate
JOHN F. KENNEDY UNIVERSITY
STUDENT SERVICES
ADMISSIONS
Degree and Certificate Students
The admissions process examines both the academic and personal qualifications of all applicants. JFKU aims to ensure that
students accepted into its programs have the ability to benefit
from and contribute to the integrated educational experience
at the university. Admissions decisions are also based on the
congruence of the applicant’s educational interests with the
philosophy and purpose of the program to which he or she
is applying. JFKU values a diverse academic community and
is committed by purpose and obligated by law to serve all
people on an equal and non-discriminatory basis. Admissions
decisions are made independent of need for financial aid.
Individuals wishing to enroll in a degree or certificate
program must apply and be admitted to JFKU. All admission
materials must be submitted directly to the Admissions
Office by the application priority deadline (if applicable).
An application to JFKU includes, but is not limited to, the
following:
The Admissions Office welcomes applications for:
• An undergraduate student in a program leading to a
bachelor’s degree;
• A graduate student in a program leading to a master’s, Juris
Doctor, or a doctoral degree;
• A certificate student at undergraduate, graduate, and postmaster’s levels; and
• A non-degree student taking courses for personal
enrichment.
In addition to the university application and admissions
requirements, many degree and certificate programs have
additional specific requirements described in the school and
program sections of this catalog. (For information about
law admissions, please review the law catalog.) Failure
to follow the required procedures, provide all requested
documentation, or declare all prior enrollments in postsecondary institutions may result in a delay in the application
process, denial of admission, or dismissal from the university.
The university reserves the right to verify the authenticity of a
document through contact with the issuing source.
Application Information
All applications must be submitted with a non-refundable
application fee by the appropriate priority application
deadline. Applications will be accepted after the stated
deadline on a space-available basis. For programs that do
not have specific application deadlines, it is recommended
that prospective students submit their application and all
required documentation at least two months prior to the
quarter of intended enrollment. (International applicants [F-1
classification] should refer to information on the following
pages for deadlines.)
The applicant is responsible for requesting and submitting all
documentation necessary to complete the application process.
All documentation submitted in support of an application for
admission becomes the property of the university and will not
be returned. Photocopies of documents submitted to support
an application will not be given to applicants, students, or
outside parties. Documentation submitted in advance of
the application will be retained for one year. Incomplete
applications and files for applicants who were admitted but
did not enroll will be discarded one year after the date of the
application.
• Completed application form and non-refundable
application fee.
• Official transcripts from all previously attended post-secondary institutions.
• As may be required by some programs, letters of
recommendation, an academic writing sample, resume,
personal/goal statement, art portfolio, or an interview. See
the admissions requirements for specific programs in this
catalog for more detailed information.
Provisional Admission
Provisional admission is primarily granted in cases where an
applicant is admitted without a complete academic record
(e.g., the Admissions Office has not received transcripts
from every previously attended university or college) or in
cases where an applicant is completing the requisite degree
at the time he or she is applying to JFKU. In such cases,
full admission will be granted upon receipt of outstanding
transcripts or the posting of degree conferral.
Provisional admission may also be given to an applicant
whose previous college grade-point average is below the
minimum required by the program. In such cases, completion
of one quarter of full-time coursework at the university with
grades of B or better will remove the provisional status.
Financial aid is not available for students with provisional
admittance. Students may hold provisional status for only one
quarter.
Enrollment Deposit
Upon notification of acceptance into certain degree programs,
students are required to submit a non-refundable enrollment
deposit by the date on the acceptance letter in order to
secure their place in the program. Students who are admitted
to a program but who do not pay the deposit are not
guaranteed a place in the program. The deposit is credited to
the student’s account and is applied toward tuition. Students
who submit an enrollment deposit and do not enroll in the
intended term or fail to request a deferment will forfeit their
enrollment deposit. Students who cannot submit a deposit but
who intend to enroll must submit in writing to the Director
of Admissions an explanation which states why he or she
is unable to put forward the deposit and that he or she is
indeed planning to enroll.
GENERAL INFORMATION
3
Deferment
Pending departmental approval and provided an enrollment
deposit is paid (if required), applicants may defer enrollment
up to one year from the time of initial acceptance. Applicants
who fail to enroll within one year after deferring will forfeit
their place in the program and enrollment deposit and will
be required to submit another application if they choose to
reapply. Requests for deferment must be made in writing to
the Admissions Office.
Readmission
Students who leave the university must reapply before
resuming their studies. Upon return, students must provide
transcripts from all schools attended during their absence
from JFKU, complete a readmission application, and pay any
reapplication fees. The university has established a leave of
absence policy to accommodate students who must leave
their studies for a period of time; see the Leave of Absence
policy in this catalog for details.
Program Transfer
Some students decide after matriculation that they are better
suited for another program at the university. In such cases,
students may apply to transfer provided they have the new
program complete a Program Transfer Application, which
reflects the application requirements the transferring student
must meet in order to be admitted into the new program.
Please visit the Admissions Office for more information.
Denial
Departments may deny any applicant whose academic record
indicates a lack of adequate preparation for university study
or whose academic objectives are not congruent with those of
the program to which the applicant applied. The department’s
decision is final, and appeals of the decision will not be
considered. Due to the complexity of the admission and
evaluation process, it is not possible to inform unsuccessful
applicants of the reasons for the decision of the department.
NON-DEGREE STUDENTS
Individuals interested in taking courses for academic credit
but not in pursuing a degree should register as a non-degree
student. While non-degree students are not required to
undergo a formal admissions process, two programs in the
Graduate School of Professional Psychology—the Doctor of
Psychology and Counseling Psychology programs—require
individuals interested in taking their courses to obtain
departmental approval prior to registering.
Non-degree students who later decide to apply for admission
to a degree program must submit an application, pay the
appropriate non-refundable fee, and complete all admission
requirements for the desired program. Admission as a nondegree student does not guarantee admission to a degree or
certificate program.
Non-degree students are not eligible for financial aid.
AUDITORS
Individuals who want to take a course for no academic credit
must register as an auditor and pay the appropriate tuition
and fees. Auditors do not pay student association fees, are
not members of the student association, and do not receive
a student ID card. Audited courses do not appear on official
transcripts.
4
GENERAL INFORMATION
INTERNATIONAL STUDENTS
name on the passport. If admitted, proof of health insurance
is required prior to enrollment.
The university requires prospective international students to
have an academic background equivalent to the appropriate
educational preparation in the United States, to fulfill
the specific admissions requirements of the degree or
certificate program, and to speak and write English fluently.
International students are required to have sufficient financial
resources to meet the expenses of studying and living in
the United States as there are strict limitations on work
authorizations and no scholarships are available for nonimmigrant students.
Questions concerning international student application or
admission, including questions about other non-immigrant
classifications and evaluation of prior academic work, should
be directed to the International Student Advisor in the
Admissions Office.
(NON-IMMIGRANTS)
The Test of English as a Foreign Language (TOEFL) is
required of all international students whose native language
is not English. Only applicants scoring 550 and above on the
paper-based test, 213 on the computer test, or 79–80 on the
Internet-based test (600 paper-based/250 computer-based/100
Internet-based for the Museum Studies program) are
considered for admission. The TOEFL exam must have been
taken within two years prior to submitting an application.
In addition to the TOEFL, applicants and students may be
required to take university-administered writing competency
examinations.
UNDERGRADUATE APPLICANTS
Applicants to bachelor’s degree programs must submit official
transcripts from all colleges and universities previously
attended. Because John F. Kennedy University offers primarily
upper-division programs, applicants are expected to have
completed a minimum of 45 quarter units (30 semester
units) of the lower-division requirements prior to applying.
Individuals who have high potential of completing this unit
requirement through CLEP, DSST, or Credit by Assessment are
also encouraged to apply, though formal acceptance will not
be offered until the lower-division unit requirement has been
met.
Undergraduate Transfer Credit
• Official transcripts of all post-secondary work,
A maximum of 105 quarter units (70 semester units) may
be allowed for a combination of work completed through
a community or junior college or other two-year institution,
the College Level Examination Program (CLEP), Advanced
Placement, DANTES Subject Standardized Tests (DSST) lower
division, military service, American Council on Education
credit recommendations for lower-division credit, and training
as a registered nurse. Subject credit may be granted beyond
this maximum, but not unit credit. DSST upper-division credit
is not included in the 105 quarter-unit maximum.
• Certified translations of all school transcripts if not in
English including any post-secondary work and any
degrees or certificates awarded, and
A maximum of 9 quarter units may be accepted in transfer for
physical education courses and a maximum of 6 quarter units
for cooperative work experience.
• Transcript evaluation by an approved credential evaluation
service showing course-by-course and lower-/upperdivision detail
Lower- and upper-division courses that are completed with
a grade of D or higher and meet the other standards of the
university will be accepted for transfer credit. Only applicable
upper-division courses completed with a grade of C or higher
will be considered for transfer credit in the major, emphasis,
specialization, track, or core requirements.
To apply for admission to the university as an international
student, all applicants must submit to the university:
• A completed application form,
• The appropriate non-refundable application fee in U.S.
dollars,
• TOEFL score report if English is not the native language,
• Certification of finances in U.S. dollars,
Applicants must also meet any additional requirement(s)
established by the specific program within the university.
(Please see the admission requirements in the respective
school and program sections of this catalog.) Applicants to a
master’s program must possess an educational background
equivalent to that of a United States bachelor’s degree from
an institution whose accreditation is recognized by the
Council for Higher Education Accreditation (CHEA), except
for applicants to the Education or Doctor of Psychology
programs, whose education must be equivalent to that of a
United States bachelor’s degree from a regionally accredited
institution.
Credit is not allowed for continuing education courses, noncredit workshops, remedial or vocational courses, or for
work completed at an institution whose accreditation is not
recognized by the Council for Higher Education Accreditation
(CHEA).
The deadline for submission of the application and all
supporting documentation is three months prior to the
quarter of anticipated enrollment unless the desired program
has an earlier deadline.
Effective fall 2006, transfer credit recorded has the computational effect of CR on the student’s record (although courses
may not be itemized and the actual symbol used may be
different). The units attempted and completed are computed
and shown, but the grade points and base hours are zero.
Transferred courses do not compute into the cumulative gpa,
nor do new students entering fall 2006 and beyond have a
JFKU gpa until after their first graded course in residence.
The United States Citizenship and Immigration Services
(USCIS) Certificate of Eligibility form will be issued only
after an applicant has been admitted to the university. USCIS
requires that the name of the applicant match exactly with the
Transfer credit awarded prior to fall 2006 includes grade
points and base hours in addition to units attempted and
completed. Transfer work prior to fall 2006 contributes to the
student’s cumulative gpa.
GENERAL INFORMATION
5
Extension and Correspondence Courses
DANTES Subject Standardized Tests (DSST)
A maximum of 36 quarter units of extension or
correspondence work may be used to satisfy degree
requirements. No more than 18 of the 36 units will be
allowed toward completion of upper-division requirements.
Credit will not be allowed for Continuing Education Units
(CEUs).
Credit may be allowed for DSST exams with consideration
given to ACE recommendations. The amount of credit
awarded depends on a number of variables including the
number of units and distribution of units previously accepted
in transfer, prior courses completed, where prior transfer units
were completed, and current status relative to the university’s
residency policy.
Advanced Placement (AP)
Lower-division credit will be applied to the generaleducation breadth areas if appropriate or to the elective
area for students receiving a score of 3 or higher on AP
examinations. The number of units awarded is based on the
recommendations of the American Council on Education
(ACE). The university does not allow AP credit if it duplicates
credit earned for a college course.
College Level Examination Program (CLEP)
CLEP, a national testing program, assesses knowledge an
individual already possesses. Undergraduate students may use
CLEP tests to increase the number of lower-division transfer
units and to fulfill lower-division breadth requirements.
Graduate students can fulfill undergraduate prerequisite
courses through CLEP.
General examinations in English composition, mathematics,
humanities, natural science, social sciences, and history may
be accepted to fulfill some lower-division general-education
breadth requirements. A maximum of 9 quarter units may be
allowed for each general examination for which a student
receives a passing score. Subject examinations are also
available for college-level courses and credit is allowed as
recommended by the American Council on Education.
The amount of credit awarded for a CLEP examination
depends upon a number of variables including the number
of units and distribution of units previously accepted in
transfer, prior courses completed, where prior transfer units
were completed, and current status relative to the university’s
residency policy.
The university does not allow credit for a CLEP examination
if (1) the exam content would duplicate transfer credit
previously awarded for a college course or (2) the exam
content is at an academic level below one at which the
student has previously demonstrated competence (academic
regression). Units awarded for CLEP examination do not
fulfill residency requirements. The Registrar’s Office should
be contacted regarding the transferability and applicability of
CLEP tests.
Corporate or Government Agency Courses
The university does not allow credit for a DSST examination
if (1) the exam content would duplicate transfer credit
previously awarded for a college course or (2) the exam
content is at an academic level below one at which the
student has previously demonstrated competence (academic
regression). Units awarded for DSST exam do not fulfill
residency requirements. The Registrar’s Office should be
contacted regarding the transferability and applicability of
DSST tests.
Military Service
Credit for military service may be allowed with consideration
given to ACE recommendations. A DD214, DD295, or
official military transcript form is required to consider credit
for military service. A maximum of 6 quarter units will be
allowed for military basic training. John F. Kennedy University
is a member of Service Members Opportunity Colleges (SOC).
Registered Nurse’s Training
A maximum of 90 quarter units may be allowed upon
evaluation of hospital nursing school transcripts and
presentation of a current California nurse’s registry card.
Nursing coursework taken at a community college will be
considered for transfer credit up to the 105 quarter-unit
maximum with presentation of a current California nurse’s
registry card.
Second Baccalaureate Degree
Normally, a student who has a bachelor’s degree is
discouraged from working toward a second degree at the
baccalaureate level. However, changes in academic objectives
and other circumstances may make a second bachelor’s
degree desirable. Students are never permitted to enroll in
a degree program that is the same as or closely related to a
previously earned degree at the same level.
To obtain a second undergraduate degree, an applicant must
complete at least 45 units of new work beyond the first
degree, fulfill all university requirements for a bachelor’s
degree (including the 36-unit residency requirement), and any
requirements in the major for the second degree that were
not previously completed.
The American Council on Education (ACE) reviews selected
courses offered by corporations or government agencies. The
university considers ACE credit recommendations for courses
applicable to a student’s degree program.
6
GENERAL INFORMATION
GRADUATE APPLICANTS
FINANCIAL AID
Applicants to graduate programs must submit official
transcripts from all colleges and universities previously
attended. Applicants must possess a bachelor’s degree from
an institution whose accreditation is recognized by the
Council for Higher Education Accreditation (CHEA), except
for applicants to the Education or Doctor of Psychology
programs, which require a bachelor’s degree from a
regionally accredited institution.
Financial aid regulations change frequently. Students
should check with the Financial Aid Office for the latest
information. Financial aid is available to any students who
are permanent residents of the U.S. or certain Pacific Islands
and any other eligible non-citizens (individuals who can
provide documentation from the United States Citizenship
and Immigration Services (USCIS) that they are in the
United States for other than a temporary purpose with the
intention of becoming a citizen or permanent resident).
Students should contact the Financial Aid Office for specific
requirements regarding citizenship.
Graduate Transfer Credit
Transfer credit may be awarded for applicable graduate
courses completed at other institutions whose accreditation is
(CHEA) with verification of transferability by the Registrar’s
Office and approval by the school dean. The Doctor of
Psychology and master’s degree program in Education
require graduate transfer work to have been completed at
a regionally accredited institution. At least 70 percent of the
work required for a graduate degree must be completed in
residence at the university; some programs may require a
residency greater than 70 percent.
Graduate-level courses will be considered for transfer credit if
relevant to the degree program and completed with a grade
of B (or equivalent) or higher. Graduate transfer credit is
not allowed for undergraduate coursework or for continuing
education units and non-credit workshops. Graduate
coursework applied toward completion of another degree
will not be considered for transfer except for the Doctor of
Psychology program which may consider transfer credit from
a relevant master’s degree.
A maximum of 9 quarter units from graduate-level extension
courses may be allowed toward a master’s degree. Graduate
transfer credit is not allowed into linked-degree programs or
into certificate programs.
The Financial Aid Office provides financial assistance in
the form of loans, grants, and scholarships. Aid is intended
to help students who, because of limited resources, would
otherwise be unable to attend school, or who, with the
aid, are able to take additional courses and graduate at an
earlier date. The philosophy underlying administration of
federally funded financial aid places primary responsibility for
meeting educational costs on students and their families. As a
result, most financial aid is available only to help fill the gap
between a student’s or family’s expected contribution and a
student’s educational expenses.
Students considering applying for financial aid are urged to
contact the Financial Aid Office as eligibility for financial aid
programs is very individualized. Several booklets containing
detailed information about eligibility, procedures, and the
financial aid programs available at the university are available
from the Financial Aid Office. Basic eligibility requirements
include half-time enrollment and enrollment must be in an
eligible program. In addition, no prior student loans may be
in default status.
GENERAL INFORMATION
7
Grants and Scholarships
Loans
Grants and scholarships are gifts of money that do not have
to be repaid. These funds are extremely limited.
Loans are funds that must be repaid with interest. Students
should check with the Financial Aid Office for current
information on loan limits, interest rates, and terms.
Federal Pell Grants are federally funded entitlements for lowincome undergraduates. Grant amounts range from $400 to
$4,050 per year and are prorated for half-, three-quarter-, and
full-time enrollment. Eligibility is based on financial need.
Federal Supplemental Educational Opportunity Grants
(FSEOG), federally funded grants for undergraduates, range
from $200 to $2,000 per year. Eligibility is based on extreme
financial need and priority is given to students with extremely
limited resources.
Cal Grants A and B provide scholarship funds to
undergraduates to cover tuition and most fees. Cal Grant
eligibility is determined by the California Student Aid
Commission and is based on grade-point average and
student’s or parent’s financial need.
Assumption Program of Loans for Education (APLE) is a program that assumes partial federal student loan repayment. It
is for students enrolled in the teaching credential program at
John F. Kennedy University.
John F. Kennedy University Scholarships are institutionally
funded awards for graduate and undergraduate students.
Scholarships range from $250 to $2,000 per year; they are
designed to reduce students’ reliance on loans and enable
additional students to attend the university. Eligibility is based
on extreme financial need.
Other grants and scholarships are periodically available from
the university and outside sources (e.g., private foundations).
Notices regarding the application process for these awards
are posted on the financial aid bulletin board and at all John
F. Kennedy University centers. A binder with all current
scholarships is available in the Financial Aid Office. A list of
scholarship search websites is also available in the Financial
Aid Office. Scholarships currently available at the university
include:
• Joy Feinberg Scholarship (for museum studies students)
• Olga Kendall Scholarship
• Jacqueline Kennedy Scholarship
• Management Scholarship
• Marin Educational Foundation Scholarship
• Soroptomist Training Award
• Alice Walker Scholarship (for students of color)
Further information regarding private sources of financial
assistance is available in the Fisher Library.
John F. Kennedy University welcomes contributions to the university scholarship fund. All contributions are tax deductible
and may be sent to John F. Kennedy University, Office of
University Advancement, 100 Ellinwood Way, Pleasant Hill
CA 94523-4817.
8
GENERAL INFORMATION
Federal Perkins Loans (formerly NDSL) are 5 percent interest
loans for graduate and undergraduate students. They are
awarded by the Financial Aid Office from funds consisting of
a federal contribution, university contribution, and repayment
from previous borrowers. Most Federal Perkins Loans range
from $3,000 to $6,000 annually. Repayment begins nine
months after graduation, withdrawal, or cessation of half-time
enrollment. Repayment may take up to ten years. Eligibility
is based on unmet financial need. These funds are extremely
limited.
Federal Stafford Loans (subsidized and unsubsidized) are
long-term, low-interest loans that are available from a bank,
credit union, or other financial institution. Both undergraduate
and graduate students are eligible for Federal Stafford Loans.
Graduate students may borrow up to $18,500 per academic
year; lower-division undergraduates, up to $6,625 for the first
academic year and $7,500 for the second academic year; and
upper-division undergraduates, up to $10,500 per academic
year.
Subsidized Stafford Loan repayment begins and interest
starts to accrue six months after graduation, withdrawal, or
cessation of half-time enrollment, and can take up to ten
years. There are additional repayment plans which may
extend the repayment time. Interest charged on new loans is
fixed at 6.8 percent. Eligibility is based on financial need.
The Unsubsidized Federal Stafford Loan was created for
middle- and higher-income borrowers. With the exception
of demonstrating financial need, the Unsubsidized Federal
Stafford Loan has the same eligibility criteria as the regular
Federal Stafford Loan. Family income or poor credit will not
affect loan eligibility or disqualify a student from obtaining an
Unsubsidized Federal Stafford Loan. Loan limits and interest
rates are the same as those for the regular Federal Stafford
Loan. Interest on new loans is fixed at 6.8 percent. Unlike
Subsidized Stafford Loans, interest does begin accruing after
the loan is disbursed.
U.S. Department of Education regulations (Code of Federal
Regulations §34CFR682.604g) requires all recipients of Federal
Stafford Student Loans (subsidized and unsubsidized) and
Federal Perkins Loans to attend or complete an entrance
interview prior to loan certification and an exit interview prior
to graduation or withdrawal from school. The exit interview
includes information on the average indebtedness of students,
the average anticipated monthly repayments on the loan,
and the options available to students for repayment and
deferment of payment. Failure to complete an exit interview
could result in a hold being placed on the student’s diploma
and academic transcripts.
Qualitative Progress
Ensuring students’ academic grades are consistent with
requirements for receipt of a degree or certificate. Students
must maintain a cumulative grade-point average (GPA) of:
• 2.0 (C) if an undergraduate student;
• 3.0 (B) if a graduate student;
• 2.0 (C) in all undergraduate courses and 3.0 (B) in all
graduate courses during the period of linking if student is
linking a BA or BS to an MA program;
• A score of 70.0 if a law student.
Quantitative Progress
Application Forms and Deadlines
The Free Application for Federal Student Aid (FAFSA) is used
to calculate eligibility for the Federal Perkins Loan, Federal
Pell Grant, Federal Supplemental Educational Opportunity
Grant (FSEOG), the John F. Kennedy University Scholarship,
Stafford Loans, and Cal Grants. The priority filing deadline
for Perkins Loan, FSEOG, JFKU scholarship, or Cal Grant
is March 2 for the following academic year. Cal Grant
application requires a separate GPA verification as well as
filing of the FAFSA. Separate application forms are required
for the Federal Subsidized Stafford Loan and the Federal
Unsubsidized Stafford Loan. Private aid requires separate
forms. Students should contact the Financial Aid Office with
questions regarding any applications for financial aid.
Students must apply each academic year to receive financial
aid. Any student who knowingly submits incorrect,
misleading, or incomplete information in applying for or
receiving financial aid will be subject to discontinuation of
funds and may be subject to dismissal from the university.
Satisfactory Academic Progress
All students who apply for federal, state, and most
institutional financial aid at John F. Kennedy University must
maintain satisfactory academic progress while receiving
financial aid. Satisfactory academic progress is defined as
reasonable and timely advancement by students toward
completion of their educational goal.
The Financial Aid office at John F. Kennedy University
monitors academic progress at least each term, monitoring all
units attempted and completed including:
• Units that were transferred from another institution and
accepted by JFK University, and
• Units from JFK University that were attempted for which
the student did not receive any aid.
Because students at John F. Kennedy University pursue
a variety of educational objectives, the number of units
required for completion will vary from program to program.
A standard academic year at John F. Kennedy University
is defined as three terms, (either three quarters or three
semesters). In order to be considered making quantitative
satisfactory academic progress, however, all financial aid
applicants and recipients must adhere to the following
guidelines:
Unit Completion Ratio. Students must complete (receive
credit for or earn units in) at least 80 percent of all cumulative
units attempted. The following grades are not considered
units successfully completed:
•
•
•
•
•
•
•
•
I
W
UW
AU
NC
F
NR
FW
Incomplete
Withdrawal
Unauthorized Withdrawal
Auditor
No Credit
Unacceptable performance
No Report
Unauthorized withdrawal (School of Law)
Maximum Time Frame. Students will be ineligible for further
financial aid when they exceed 150 percent of their program
length. Because of the time limit on eligibility, students
are cautioned that excessive instances of withdrawals,
incompletes, or repeated or failed courses may result in future
ineligibility for financial aid. Students are also cautioned to be
aware of limits on each student aid fund and to not exhaust
eligibility through slow progress.
Repeating Courses
Undergraduate students may repeat a course in which they
earned a C- and below. Graduate students may repeat a
course in which they earned a B- and below. Students on
probation must have the dean’s approval to repeat a course.
Both the original and repeat enrollments will be noted on
the student’s transcript; however, only the units and grade
points earned for the higher passing grade are computed
in the grade point average. When both grades are equal or
there is no basis to determine which is higher (as in the case,
for example, of a NC and an F or a CR and an A), the last
occurrence will apply to the grade-point calculation.
The university complies with federal regulations to monitor
student aid recipients’ academic progress toward a degree or
certificate by monitoring qualitative and quantitative progress.
Both are described below.
GENERAL INFORMATION
9
Financial Aid Probation/Disqualification
Any student who fails to meet the satisfactory progress
standards for either GPA or units completed percentage will
be notified and placed on financial aid probation for one
academic year (three terms). Students are still eligible to
receive federal aid while on financial aid probation.
By the end of this probationary period, the student’s
cumulative GPA and units completed percentage must
meet the minimum: 2.0 GPA for undergraduate or for
undergraduate courses completed during linking, 3.0 GPA for
a graduate student or for graduate courses completed during
linking, or a score of 70.0 for law students. The student must
also have completed at least 80 percent of cumulative units
attempted. That being the case, the student would have
met the conditions of the probation and financial aid would
continue.
When grades have been posted for the final term of the
probationary period, any student still failing to meet either the
qualitative or quantitative standards for satisfactory academic
progress will be disqualified from receiving further financial
aid. In addition, students are granted only one probationary
period. Once a student has used the probationary period
and subsequently established eligibility, the student will
automatically be disqualified if the student ever falls below
the required minimums again.
Students who are dismissed by the university become
ineligible for financial aid and all aid will be immediately
discontinued.
Appeal Process
Students who feel that unusual or mitigating circumstances
contributed to their being placed on financial aid probation
may file an appeal, along with appropriate documentation
of the mitigating circumstances, to the Director of Financial
Aid. Mitigating circumstances may include illnesses, accidents
or deaths in the family, or other factors that are outside of
students’ control. The Financial Aid Appeals Form is available
in the JFK University Financial Aid Office in Pleasant Hill.
The Director of Financial Aid will review each appeal on a
case-by-case basis within 30 days upon receipt of the appeal.
If the director approves the appeal, additional term(s) of
probation may be offered. If the director denies an appeal,
a student may submit an additional appeal in writing to
the Financial Aid Appeals Committee. The committee will
respond to the student, in writing, within 30 days upon
receipt of the additional appeal.
Reinstatement
If, after having been disqualified from receiving federal aid,
students feel that they have improved their academic standing
to comply within the financial aid academic standards set
above, they may petition the Director of Financial Aid to have
their financial aid eligibility re-established from that point
forward. Students may re-establish only one time.
These policies are subject to federal, state, and institutional
change without prior notice. The Financial Aid Office will
make every attempt to advise students of impending change,
but cannot guarantee such notice. All students are subject
10
GENERAL INFORMATION
to current standards, not the standards which were in effect
at the time of enrollment. This is necessary to comply with
any change in federal or state statute, regulation, or policy
regarding student aid eligibility.
Return of Title IV Funds
Students receiving federal financial aid who withdraw, drop
out, or are dismissed on or before the 60 percent point in
time of the period of enrollment (calculated using calendar
days) a portion of the Title IV Federal funds awarded the
student (Pell Grant, FSEOG, Perkins Loan, Federal Stafford
Loans—subsidized and unsubsidized, and Federal PLUS
Loans) must be returned, according to the Federal Formula
for Return of Title IV funds as specified in §484B of the
provisions of the Higher Education Amendments of 1998.
Recalculation is based on the percent of earned aid using the
following formula:
% earned = Number of days completed up to the withdrawal date
Total number of calendar days in term
Federal aid is returned to the federal government based on
the percent of “unearned aid” using the following formula:
(100% – % earned) x (amount of aid disbursed toward institutional charges)
The responsibility of returning unearned aid is allocated
between John F. Kennedy University and the student
according to the portion of disbursed aid that could have
been disbursed to cover the university charges and the
portion that could have been disbursed directly to the student
once the JFK University charges were covered. JFK University
will distribute the “unearned aid” back to the Title IV
programs as specified by law. The student will be billed for
the amount owed to the Title IV programs and any amount
due the university resulting from the return of Title IV funds
used to cover university charges.
Withdrawal/Leave of Absence
All undergraduate and graduate students who wish to
withdraw from JFK University during a quarter/semester must
do so according to the schedule and instructions published
by the Registrar’s Office.
Reauthorization of the Higher Education Amendments,
signed into law on October 7, 1998, resulted in a change
in the federal regulations governing the refund or return
of federal (Title IV) funds. When a student withdraws from
the university, the withdrawal date used in determining the
federal refund policy is the date:
• the student files an Add/Drop Form with the Registrar’s
Office;
• the student officially notifies in writing or by phone to the
Registrar the student’s intent to withdraw; or
• the university determines most accurately reflects the last
day of an academically related activity of the student.
If the student leaves without beginning the official withdrawal
process or otherwise providing official notification of intent
to withdraw, the withdrawal date will be the 50 percent point
in the term. In this instance, JFK University could determine
an earlier withdrawal date if circumstances beyond the
student’s control (e.g., illness) have prevented the student
from beginning the official withdrawal process. The university
could also determine the last date of an academically related
activity of the student.
The date used to determine the return of federal funds may
be different than the date used by the university to determine
institutional refunds.
The Financial Aid Office at JFK University does not recognize
leaves of absence for financial aid purposes.
REGISTRATION
VETERANS’ BENEFITS
John F. Kennedy University degree programs are approved
by the California Department of Education Bureau for Private
Postsecondary and Vocational Education (BPPVE). Certificate
programs are not approved for VA benefits. Veterans who
expect to receive VA educational benefits must complete
a notice to the VA Coordinator at the time of registration.
Contact the veterans’ coordinator in the Registrar’s Office for
current information.
Monthly benefits are based on the number of units taken
each quarter, the scheduled meeting dates of each course
taken, and the number of the veterans’ dependents. The
minimum number of units for each classification is listed in
the following table:
Status
The student is required to submit corroborative evidence to
substantiate the student’s claim of mitigating circumstances.
This is necessary to ensure compliance with statutory
restrictions on benefit payments. If, at the end of one year
from the date the Incomplete was assigned, the student’s
records still reflect a non-punitive grade for the course, the
Department of Veterans’ Affairs will inform the student that
the benefit payments for the course must be retroactively
terminated.
Undergraduate
Graduate
Law
Full-Time
12
9.0
6
Three-QuarterTime
9
6.0
4
Half-Time
6
4.5
3
Information on monthly benefits for the above attendance
rates, for course attendance while on active duty, or for
less than half-time attendance may be obtained by calling
(800) 827-1000. Disabled veterans are advised to contact the
Vocational Rehabilitation and Counseling Division located
at 1301 Clay Street, Oakland CA 94612-5209. Children of
veterans qualify for benefits only if the veteran has a 100
percent service-related disability.
Students may register to take courses for credit after
complying with admission requirements. Students receive
credit only for courses in which they are officially registered
and are not allowed to attend courses for which they are not
registered. Official registration consists of enrolling in classes
over the Internet (at express.jfku.edu), calling the Registrar’s
Office, or completing the appropriate registration forms in
person. Registration is not complete until all tuition and fees
are paid; students with unpaid balances may be removed
from classes or placed on hold at the university’s discretion.
Prior to each registration cycle, the Registrar’s Office will
send an e-mail notice to all students advising them of their
appointed registration date and time. This information will
also be on the university’s website at www.jfku.edu/schedule
along with general registration information and class schedule
information. Printed class schedule information is also
available throughout the university in various program offices
and in the Registrar’s Office. Schedule information on the
Internet is updated daily.
Schedule of Classes
The university maintains two scheduling web pages
containing course offerings, registration appointments
and instructions, forms, and other useful information for
registration and scheduling. Visit www.jfku.edu/schedule and
www.jfku.edu/?c=registration&cid=9. In addition, real-time
scheduling information is available at express.jfku.edu.
All applicants and recipients of veterans’ benefits must
maintain a cumulative grade-point average (GPA) of 2.0 (C)
if an undergraduate or 3.0 (B) if a graduate student. Linked
students must maintain a cumulative GPA of 2.0 (C) in all
undergraduate courses and a cumulative GPA of 3.0 (B) in all
graduate courses during the period of articulation.
Students who fail to meet the minimum satisfactory GPA
requirements will be placed on academic probation and
notified. If a student remains on academic probation beyond
two quarters or semesters, the university will report a
termination of benefits to the Department of Veterans’ Affairs.
The university may not continue to certify the enrollment of a
veteran or eligible person whose academic progress remains
below graduation requirements.
The university must report the assignment of non-punitive
grades (e.g., Incompletes) to the Department of Veterans’
Affairs within 30 days from the date the grades are assigned.
GENERAL INFORMATION
11
Tuition and Fees
The tuition and fees listed in the following schedules are
charged as indicated and are subject to change without prior
notice. The Board of Regents reviews rates of tuition and fees
charged to students at least annually. As a matter of policy,
absent countervailing factors, tuition and fees are increased
periodically at the discretion of the regents.
Fees
Application
Bachelor’s/Master’s Degree programs
Doctoral/JD Programs
Non-Degree/Certificate
Application Supplement
Checks should be made payable to John F. Kennedy
University. A $25 fee is assessed for checks returned because
of insufficient funds. MasterCard and Visa are accepted for
payment of tuition and fees.
Change in Registration—
Tuition and fees listed on following pages are effective fall
2006.
Deferred Payment
Tuition is due and payable in full at the time of registering
for a course. All tuition charges are per unit unless otherwise
indicated.
Tuition
Amount
Undergraduate
Campbell
$350
BFA Berkeley
360
Bachelor’s Completion Degrees,
Pleasant Hill
330
Graduate
Arts & Consciousness courses
Per unit, per quarter
$500
Campbell
500
Education, Campbell
315
Field Placement, Pleasant Hill
540
MBA
470
Museum Studies
500
Post Master’s
500
Master’s Degrees, Pleasant Hill
455
Teaching Credential MAT
430
Doctorate
585
PsyD Internship Fee
155
Law School
Law courses
Law, Audit
Per unit, per semester
$660
80
Other Tuition Charges
All Other, Audit
All Other, Alumni Audit
GENERAL INFORMATION
Add/Drop process, per transaction
Competency Exams, per exam
$ 55
75
30
30
20
15
Set-up, per term
Late Payment Charge, per missed payment
40
25
Late Registration—
Initial registration after date specified
in registration schedule (per term)
Adding a course after the third meeting
(per course)
Adding a course after term has ended
(per course)
Law Exam Fee, annual
95
70
185
50
Law Exam Re-scheduling Fee, per exam
110
Petitions to Graduate
Certificate/Credential Program Completion
Degree, Bachelor’s
Degree, Master’s/Doctoral/JD
35
110
135
PsyD Comprehensive Exam
90
PsyD Dissertation Fee
65
Returned Check Charge
25
Student Activities Fee
Per quarter
Per semester
10
13
Technology Fee
Per quarter
Per semester
42
55
Transcript, per copy
Regular
Rush
Replacement Diploma
5
10
40
Library Use Fees (public use)
Fisher Library (per quarter)
Law Library (per semester)
55
55
220
Law, Alumni Audit
Credit by Assessment
12
Amount
$225
145
55
Changes in Registration
Deferred Payment of Tuition
Students who want to make a change in registration may use
the web portal (express.jfku.edu) or contact the Registrar’s
Office. Students are required to pay any additional tuition
charges, and schedule changes are subject to a processing
fee. Schedule changes resulting in a reduction of units will be
refunded according to the refund schedule in the following
sections.
Students who need help meeting the costs of tuition and
fees because of financial hardship may be permitted, with
approval, to defer payment. Due dates for deferred payment
are established by the Accounting Office. Students are only
conditionally registered until the request for deferment is
approved. Approval is not automatic; students are notified if
the deferment is not approved.
Refunds of Tuition
The number of scheduled course meetings that have already
been held at the time of the change in registration is the
determining factor in granting refunds for dropped courses
and in assessing processing fees. Non-attendance at course
meetings has no bearing on eligibility for a refund.
Dropping Courses
A 100 percent refund is granted for courses dropped up to
and including the first class meeting. An 80 percent refund
will be granted for courses dropped after the second class
meeting but before the third meeting. A $20 processing fee
will be charged in either case. No refund will be given, and a
W (withdrawal) will be posted on the transcript for a course
dropped after the third class meeting. The $20 processing fee
will be waived in no-refund situations.
Adding Courses
Students are expected to register for classes—including field
placements, independent studies, and internships—during
the designated registration period before the first day of the
quarter. A designated registration schedule is published by
the Registrar.
A late registration fee of $95 will be imposed according to the
registration schedule published by the Registrar prior to each
quarter.
Withdrawing from Courses
Students may officially withdraw from a course up to the last
day of instruction of the course. Withdrawing from a course
does not relieve the deferred payment obligation. Students
who withdraw are still responsible for the full amount of
tuition for the course. A W (withdrawal) is posted on the
transcript for courses dropped after the third class meeting.
Students who fail to complete a course or to officially drop
or withdraw will receive a UW (Unauthorized Withdrawal).
The UW grade has the academic weight of F in a lettergraded course and a NC in a Credit/No Credit course. Law
students who fail to complete a course or to officially drop
or withdraw will receive a failing grade or a FW (Failure to
Withdraw). The FW grade has the academic weight of a 50.
A $40 deferred payment fee is charged for this service and
a late penalty of $25 per payment is charged for payments
made beyond the deferred payment deadlines. A Deferred
Tuition Agreement and Promissory Note must be filed with
the Accounting Office. Withdrawal from a class does not
relieve the student from the obligation for full payment of
deferred tuition. All accounts must be paid in full prior to
registration for the following quarter/semester.
Non-Registered Students
Persons who are sitting in class and whose names do not
appear on the class list or roster are not registered for the
course. Fundamentally, a person who is not registered has
no relationship with the university and is not entitled to any
services including instruction, testing, evaluation, disability
services, or submission of a grade.
Persons sitting in a course who have not arranged for
payment of tuition and fees or are deviating from the
curriculum without approval will be administratively
deregistered. The school dean and the instructor will be
notified of the deregistration.
Persons who are sitting in class and are not on the class list
or roster will be asked to leave the course until they are
registered. Return to the class is only allowed when a copy of
the Student Data Sheet showing enrollment in the course with
stamped proof of payment is provided to the instructor.
Graduate Work by Undergraduates
Undergraduates who are adequately prepared to undertake
advanced work may enroll in master’s-level courses.
Written permission must be obtained from the student’s
undergraduate advisor and the dean or program chair of the
graduate school prior to registration. In some circumstances,
written approval must also be obtained from a graduate
advisor. If approval is granted, the graduate units apply
only to the bachelor’s degree, unless the student has been
admitted to a linked-degree program.
Maximum Unit Load
Both undergraduate and graduate students who wish to
register for more than 12 units per quarter must obtain written
approval from the school dean.
Students on financial aid and withdrawing from all courses
should contact the Financial Aid Office. Refunds are
calculated following federal regulations and supersede
university policy.
GENERAL INFORMATION
13
Independent Study
Continuing and Extended Education
Independent study offers students an opportunity for
individual or tutorial instruction in areas not covered by
regularly offered courses. Such study is student initiated and
student planned, but it must be directed by a JFK University
faculty member.
John F. Kennedy University’s Continuing and Extended Education (CEE) department provides non-academic programs of
superior quality that connect the university with the diverse
needs of alumni and surrounding communities.
A student who wishes to undertake independent study
must obtain the permission of the school dean or program
chair. The student is expected to demonstrate to the dean’s
satisfaction that: (1) the planned course of study cannot
be completed through a regularly offered course; (2) the
proposed study is demonstrably upper-division or graduatelevel academic work; (3) the student workload standard of
30 hours per unit of credit will be met; and (4) the content,
objectives, and timetable of the study have been carefully
planned.
When independent study is approved, the dean or program
chair assists the student in selecting a faculty member to
supervise the project. The student and faculty supervisor
prepare a Contract for Independent Study detailing the
objectives of the course, the materials and projects to be
completed, arrangements for meetings between student and
supervisor, units of credit to be given, number of studentapplied hours required, number and dates of examinations
and written assignments, and criteria for evaluation. The
contract also establishes a date by which the student must
complete all specified work.
When the Contract for Independent Study has been
completed and signed by both the dean or program chair
and faculty supervisor, the student submits it to the Registrar’s
Office and pays the tuition and the appropriate nonrefundable fees. The deadline for registration is Friday of the
sixth week of the quarter.
No work should begin on an independent study project
until all approval and registration procedures have been
completed. Forms and instructions may be obtained from the
Registrar’s Office.
The dean has immediate responsibility and the Provost the
ultimate responsibility for the quality of independent study.
Independent studies are reviewed periodically by the Provost
to ensure that completed work meets university standards of
academic excellence.
14
GENERAL INFORMATION
CEE provides courses for mental health professionals and
registered nurses who must keep pace with the rapidly
changing demands within the fields of psychology and health
care. Whether the student is fulfilling licensing or continuing
education requirements, building new skill sets in an area of
expertise, or looking to take on a new career opportunity,
CEE courses present a rare blend of practice and theory. CEE
also offers focused certificate programs which are designed to
increase the student’s knowledge level in a particular subject
matter.
In addition, CEE sponsors a unique variety of professionaldevelopment and personal-interest activities that emphasize
and reflect the distinctiveness of JFK University. CEE’s
extended education programs are designed to meet the needs
of educators, lawyers, business professionals, and community
members. These programs are innovative in scope and
provide adult education opportunities that transcend the
classroom. All CEE courses and programs are taught by
university-level instructors who are leading-edge practitioners
and scholars in their respective areas.
The CEE department is accredited by the American
Psychological Association, the California Board of Behavioral
Sciences, the California Board of Registered Nursing, the
National Board of Certified Counselors, the California
Association of Alcoholism and Drug Abuse Counselors, and
the State Bar of California.
Continuing education (CE) or extension (X) courses cannot
be applied toward an academic degree or academic certificate
program.
For more information, contact the Continuing and Extended
Education office at:
JFKU Continuing and Extended Education
100 Ellinwood Way, Suite S205
Pleasant Hill CA 94523
(925) 969-3150
(800) 557-1384
fax: (925) 969-3155
Master’s Thesis
Master’s degree students may use the Credit by Assessment
(CBA) procedure to fulfill only undergraduate prerequisite
requirements. A Bachelor of Science student who has
completed at least 6 units at John F. Kennedy University or
a Bachelor of Arts student who has completed 9 units at
the university with a cumulative JFK University grade-point
average of 2.7 or higher may petition for credit for prior
learning through Credit by Assessment (CBA). The prior
learning must directly relate to the student’s overall academic
program and be demonstrably of a level appropriate to that
program. Learning experiences that may be assessed for
credit include formal but non-accredited classroom study
such as corporate training, professional workshops, seminars
and conferences; licensure or certification; independent
scholarship; and appropriately supervised volunteer training.
Learning should include both a theoretical and a practical
understanding of the subject and must be measurable. A
minimum of two assessment techniques must be used to
measure the learning.
When a thesis, research report, or comparable project is
required to fulfill degree requirements, the student must
arrange an initial conference with the thesis coordinator
of the degree program at least one year before expected
graduation.
CBA cannot be used to obtain credit for coursework already
completed, nor can it be used to fulfill lower-division
general-education breadth requirements. Deans may specify
degree requirements that may not be satisfied through CBA.
Examples of such courses include
The thesis coordinator, in consultation with the student,
appoints at least one other member of the university faculty
to serve with the coordinator as the thesis committee. One
member of the committee serves as faculty advisor. The
student prepares a thesis proposal that must be approved
by the thesis coordinator and the faculty advisor at least two
quarters before expected graduation. Approval must also be
obtained from the faculty committee established to protect
individual and university rights against legal and ethical
infringements.
• Senior Project; Service Learning B; and Education, Self, and
Community II in the School of Education and Liberal Arts;
and
• Case Studies in Organization and Management and
Practicum in the School of Management.
A maximum of 30 quarter units may be earned through Credit
by Assessment, but a student may not register for more than
15 CBA units in any given quarter. Furthermore, if a student
registers for 12 or more CBA units in a given quarter, the
student may register for not more than 9 units of coursework.
The registration deadline for CBA is Friday of the sixth
week of the quarter. Payment of the assessment fee does
not guarantee the outcome of the assessment or ensure that
academic credit will be awarded. Units awarded through
CBA will be graded on a Credit/No Credit basis. All units
earned through CBA will be designated as such on the
transcript. Units earned through CBA do not fulfill residency
requirements.
Each school may have additional CBA requirements and
procedures. Students should consult a school advisor.
In consultation with the thesis coordinator, the student
prepares a formal application and receives thesis instructions
specific to the school or degree program. The form granting
permission to enroll in thesis research must be obtained from
and approved by the thesis coordinator prior to registration.
Before beginning a project, the student’s writing abilities
and preparation for writing a research paper are assessed.
A basic composition course may be required prior to the
research course and thesis work if, in the judgment of the
thesis coordinator, the student needs to strengthen basic
writing skills. Specific programs with theses or final project
components may require enrollment in a course that instructs
the student in writing and research methods.
The student meets regularly with the faculty advisor for oral
and written critiques of work in progress. The student will be
asked to work with a writing instructor if the thesis draft is
seriously deficient. Students needing writing assistance may
want to contact the JFK University Academic Support Center.
When the rough draft has been approved by all members
of the thesis committee, the student prepares the final draft.
Instructions on format should be obtained from the thesis
coordinator. The thesis coordinator retains copies of all drafts
of the proposal as well as copies of critiques written by
members of the thesis committee.
The thesis coordinator has immediate responsibility and
the Provost ultimate responsibility for guaranteeing that the
instruction and student work meet the university’s academic
quality standards.
Students who plan to do thesis work in any of the schools
must enroll for at least 3, and in some cases, 6 units of thesis
or project research. Students who need further help after
completing these courses must enroll for additional units
as required by the individual program. Additional units,
however, do not count toward fulfillment of unit requirements
for the degree.
GENERAL INFORMATION
15
Concurrent Enrollment at Other Institutions
Academic Support Center
Students may receive transfer credit for coursework being
taken at another institution concurrent with enrollment at
JFK University. Prior to registration at the other institution,
students should contact the Registrar’s Office to verify
transferability of the course, to ensure that coursework will
be applicable to degree requirements, and that university
residency requirements will be met. Students receiving
financial aid should also contact the Financial Aid Office.
International students must have the written approval of the
International Student Advisor.
The John F. Kennedy Academic Support Center’s mission is
to foster academic achievement by providing the necessary
support to ensure undergraduate- and graduate-level students’
success both at the university and in their subsequent
professional careers. Through one-on-one instruction and
quarterly workshops, the center offers students free assistance
with study skills such as reading strategies, time-management
tools, critical inquiry, and research methods as well as with
every stage of the writing process: brainstorming, planning,
drafting, revising, and documenting research. Appointments
tailored to students’ specific needs are available Monday
through Saturday—on-site, via e-mail, by fax, or by phone
(note: specific hours vary quarterly). The center also offers
a semiannual academic skills review (in fall and spring
quarters) and an intensive one-day interactive workshop
designed specifically for incoming students. Unlike many
other higher-education writing centers that are staffed by
students, the center is staffed by trained writing instructors
who have extensive classroom teaching experience and
advanced degrees.
Cross-Registration
Some courses not offered at JFK University may be taken
through cross-registration at the University of California,
Berkeley; California State University, East Bay; Laney
Community College; and Contra Costa College. Instructions
and forms are available in the Registrar’s Office. Students
enrolled in a course through cross-registration pay JFK
University tuition and fees. Approval is granted only to
students needing these courses for their JFKU residency.
Alumni Association
OTHER STUDENT SERVICES
Academic Counseling
Students admitted to a degree or certificate program
are entitled to formal academic counseling. Counseling
appointments may be scheduled with a faculty advisor by
contacting the appropriate school. The Registrar’s Office will
assist faculty advisors and is available to answer questions
about transfer credit, residency requirements, and degree
audits.
The Alumni Association is comprised of all John F. Kennedy
University graduates. The association provides a lifelong
link between alumni and the university. The association’s
mission is to have as many alumni as possible serve as
volunteers to foster the advancement of the university. The
association’s work is overseen by a council made up of
alumni representing each of the schools.
Students with Disabilities
The Office of Disability Services for Students (ODS)
supports students with disabilities through equal access,
empowerment, advocacy, resources, collaboration,
and outreach. In addition to providing services and
accommodations that allow students with disabilities to
fully participate in all of the programs offered on campus
as mandated by state and federal laws, ODS works closely
with faculty and staff to provide disability representation,
information, diversity, and awareness throughout the
university community.
Students with disabilities who may require accommodations
or auxiliary aids should contact ODS early on to schedule an
intake appointment. All accommodations, services, and use of
auxiliary aids are determined on an individual basis and must
be supported by sufficient documentation. Some examples
of accommodations include note-taking assistance, testing
accommodations (e.g., extended time, reduced distraction
environment), assistive technology such as voice-recognition
software, accessible media (e.g., books on tape or electronic
text), and sign language interpreters.
16
GENERAL INFORMATION
Career Center
The JFK University Career Center is a resource for university
students, staff, alumni, and the public offering low-cost
individual counseling, workshops, and other services for
career planning and management. The center’s resource
library contains information on careers, labor market trends,
potential employers, job-search strategies, and career-specific
Internet job resource lists. Job listings, for both part-time
and full-time positions, are received daily. Use of the career
resource center, access to job listings, and use of computers
for conducting a job search on the Internet are free. The
center also offers workshops and written materials geared
toward meeting the career-related needs of JFK University
students and alumni.
The Career Center is an integral part of the Master of Arts in
Career Development program. Career Counseling sessions
are offered by graduate students in the Career Development
program. Career counseling appointments are free for
students and alumni. Career assessments are offered, for a
fee, in conjunction with career counseling. Call the center for
additional information and their current hours.
The collections of the university’s libraries number more than
100,000 volumes, 1,000 print and 10,000 electronic journal
subscriptions, and 50 online databases. The libraries collect
materials in print, audio, video, and electronic formats. Media
viewing and listening stations are available at each campus.
John F. Kennedy University students with valid student
identification cards issued by the Registrar’s Office may
borrow materials from all circulating libraries. Currently
registered students also have Internet access to the library
databases. University alumni have borrowing privileges and
may search electronic databases on site. Members of the
public are welcome to access library resources on site on a
fee basis. Please see the web site for up-to-date information
about hours of operation, contacts, locations, and circulation
policies.
Reference assistance and research instruction are available
by appointment or on a drop-in basis. In addition to formal
library research course offerings, course-related workshops
are provided by faculty request. Guides to library research
methods and resources are available in print and on the
library web site; check library.jfku.edu for more information.
Libraries
Peer Advising
The JFKU library system consists of the central Robert
M. Fisher Library in Pleasant Hill and its branches on the
Berkeley and Campbell campuses. The law and career center
libraries are also located on the Pleasant Hill campus. All
library holdings may be searched via the library web site
(library.jfku.edu).
Peer Advising, sponsored by the Student Association, is a
student information and support service run by students for
students. Peer Advising offices are located on the Pleasant
Hill and Campbell campuses. All students are invited to come
by and meet the Peer Advising staff.
Student Association
The purpose of the Student Association is to enhance the
quality of student life by making every student’s experience at
JFK University pleasant and positive. The nominal fee charged
each quarter/semester enables the Student Association to
publish the student newsletter and fund the Peer Advising
program and school-based graduation celebrations as well as
other university projects.
The students’ points of view are presented to the
administration, faculty, and Board of Regents through the
Student Association. Members of the Student Association sit
on the Board of Regents and serve on various university-wide
committees.
Student Photo Identification Cards
Student ID cards are distributed by the Registrar’s Office
at the time of registration. The cards serve as student
identification for a variety of on-campus services, including
the library and computer labs, and must be updated each
year for a student to have library borrowing privileges.
Textbooks and Course Materials
A list of required textbooks, course readers and materials for
each course is posted quarterly in the Registrar’s Office.
GENERAL INFORMATION
17
ACADEMIC POLICIES AND PROCEDURES
GRADING SYSTEM
Law follow the grading system as it appears in the School of
Law catalog.
The grading system that appears below governs grading
symbols and computations for all undergraduate and graduate
students of the university. Students enrolled in the School of
Grade Symbol
Undergraduate
Master’s Level
Doctoral Level
Quality Points
In GPA
A+
Exceptional
Exceptional
Exceptional
4.0
Yes
A
Exceptional
Exceptional
Exceptional
4.0
Yes
A-
Exceptional
Exceptional
Exceptional
3.7
Yes
B+
Above average
Above average
Above average
3.3
Yes
B
Above average
Average
Average
3.0
Yes
B-
Above average
Below average,
but passing 1
Below average,
but passing 2
2.7
Yes
C+
Average
Poor, but passing
Unacceptable
2.3
Yes
C
Average
Poor, but passing
Unacceptable
2.0
Yes
C-
Below average,
but passing 3
Unacceptable
Unacceptable
1.7
Yes
D
Below average,
but passing 3
Unacceptable
Unacceptable
1.0
Yes
F
Failure
Failure
Failure
0.0
Yes
CR
Credit
Credit
Credit
0.0
No
NC
No Credit
0.0
No
4
5
No Credit
1
5
No Credit
Grades of B-, C+, and C are acceptable in a master’s degree program. A master’s-level student must achieve a cumulative GPA of 3.0 to earn a
degree. A cumulative GPA below 3.0 will place a student on academic probation.
2
A grade of B- is acceptable in a doctoral program. A doctoral student must achieve a GPA of 3.0 to earn a degree. A cumulative GPA below 3.0 will
place a student on academic probation.
3
Grades of C- and D are not acceptable in an undergraduate major, but can be applied toward a baccalaureate. An undergraduate student must
achieve a cumulative grade-point average (GPA) of 2.0 to earn a degree. A cumulative GPA below 2.0 will place a student on academic probation.
4
A Credit (CR) is the equivalent of a C or above for undergraduate students.
5
CR is the equivalent of a B or above for master’s- and doctoral-level students.
1
The following marks may be assigned to undergraduate, master’s-level, and doctoral-level courses and have the same meaning
regardless of the level:
Grade Symbol
1
Description
Quality Points
In GPA
W
Withdrawal
0.0
No
I
Incomplete
0.0
No
AU
Auditor
0.0
No
UW
Unauthorized withdrawal; student failed to complete
course requirements, but did not withdraw
0.0
No 1
IP
In progress; no grade or units granted until entire course
sequence has been completed
0.0
No
NR
Not reported. NR is replaced by the assigned grade when course
is complete and grade is posted by the Registrar’s Office
0.0
No
In CR/NC courses, the UW is equivalent to NC. In letter-graded courses, the UW is equivalent to F. Refer to the following section for
additional information.
18
GENERAL INFORMATION
Grade-Point Average
Incomplete
The grade-point average (GPA) is determined by dividing
the total number of grade points earned by the total number
of units completed in letter-graded (quality) courses. See
the section on Repeating Courses in the following pages for
information about how repeated courses alter the gradepoint average calculation. In letter-graded or numerically
graded courses, units with grades of W, I, NR, and IP are not
computed in the GPA.
Students are expected to complete all coursework as outlined
in the class syllabus—usually by the last meeting date of the
course. The mark of I (incomplete) may be granted when
the student has maintained satisfactory attendance and work
throughout most of the course (including independent study),
but not completed all of the coursework as planned and
when there is, in the judgment of the instructor, a reasonable
probability that the student can complete the course
successfully without attending further regular class sessions.
In CR/NC-graded courses, the UW is equivalent to NC; it will
appear on the transcript, but will not compute in the GPA.
In letter-graded courses, the UW is equivalent to an F; it will
compute in the GPA as a failed course (0 points).
In numerically graded courses, FW (Failure to Withdraw) has
a numerical weight of 50.
Credit/No Credit Grading
Courses designated for Credit/No Credit (CR/NC) grading are
indicated as CA or CN in the Grading Criteria (GR) column of
published course listings.
A grade of Credit (CR) is equivalent to acceptable
undergraduate or graduate performance (the equivalent
of a C or higher for undergraduate students, a B or higher
for graduate-level students, and a 70.0 or higher for law
students). A No-Credit (NC) grade indicates that the course
was not mastered. CR and NC grades are not included in
computing the grade-point average. CR grades are, however,
recorded as units completed and included as units satisfying
degree requirements.
Graduate students may request CR/NC grading as an
alternative to letter grading only in courses designated as
fulfilling competency requirements or in undergraduate
courses prerequisite to a graduate degree or certificate
program. Undergraduate students may request CR/NC grading
only in elective courses outside the undergraduate major. A
student on academic probation may enroll in CR/NC graded
courses only with the approval of the school dean.
Requests for CR/NC grading must be submitted to the Registrar’s Office before more than one-third of the scheduled
course hours have met. Students should be aware that many
employers require letter grades in all courses for tuition
reimbursement.
Letter Grading in CR/NC-Graded Courses
Some courses, including courses in the major, are designated
for CR/NC grading by the school dean. In such courses
a letter grade normally is not an option. A letter grade is
granted in a CR/NC graded course only if the student has
written approval of the instructor and the dean of the school
offering the course and has submitted the approval form to
the Registrar before more than one-third of the scheduled
course hours have met.
To receive an Incomplete, the student must formally request it
of the instructor. The instructor is not required to approve the
request. If a request is not submitted, or if the instructor has
denied the request, the instructor must assign a final grade
based upon the student’s work previously submitted.
The student must have good reason for requesting an
incomplete and must submit a request to the instructor
before the date grades for the course are due to be recorded.
Ordinarily, good reason will involve matters not wholly
within the control of the student such as illness. The mark
may not be used to allow a student to improve a grade by
performing additional work or by repetition of work already
submitted to the instructor.
The mark of I is not appropriate when, in the instructor’s
judgment, it will be necessary for the student to regularly
attend subsequent sessions of the class. Should regular
attendance become necessary, the student must register for
the class for the term in which attendance is planned. In the
event of a second registration for the course, the mark of I
for the original election will convert to F or NC (which will
later be computed as repeated coursework) and the student
will be assessed tuition and applicable fees for the second
registration.
Instructors may set an appropriate due date at their own
discretion, no more than two quarters after the term of the
original course election (one session for law courses). The
responsibility for completing all coursework rests entirely
with the student. The mark of I will be changed to a grade
when the student completes the coursework as arranged with
the instructor or, if the instructor has left the university, with
the chairperson of the department.
If the Incomplete is not made up in accordance with the
above policy, the instructor will assign the final grade or the
Incomplete grade will be converted to a failing grade: F in a
letter-graded course, 50 in a numerically graded course, or No
Credit (NC) in a Credit/No Credit course. Failing grades may
affect a student’s grade-point average.
A student will not be allowed to graduate with an Incomplete
on the transcript.
Grade Reports
Final grades are available through the university’s web portal
(express.jfku.edu) one week after the quarter ends. Printed
grade reports are mailed as soon as possible thereafter.
Students who want to know a specific course grade prior
to receiving the official grade report should leave a selfaddressed postcard with the instructor. No grades will be
given by telephone, e-mail, or fax.
GENERAL INFORMATION
19
Grade Changes
Repeating Courses
Grades, once entered upon a student’s transcript, are final.
No grade other than an Incomplete may be changed to reflect
submission of additional work by a student. No grade may
be changed as a result of an instructor’s re-evaluation of a
student’s work.
Undergraduate students may repeat a course in which they
earned a C- and below. Graduate students may repeat a
course in which they earned a B- and below. Students on
probation must have the dean’s approval to repeat a course.
If a clerical error has been made that can be documented, a
petition for grade change with full supporting documentation
(including computations) and the dean’s and Provost’s
signatures must be submitted to the Registrar’s Office.
SCHOLASTIC PERFORMANCE
A petition for grade change may only be originated by the
student and must received by the Registrar’s Office (with
full supporting documentation) no later than the end of the
quarter/session following the term in which the grade was
assigned.
Prerequisite Courses for Master’s Programs
To ensure that students have sufficient background for
graduate work, most master’s degree programs require
undergraduate prerequisite courses. Students who have not
completed the courses prior to admission are required to
do so during the first year of graduate study. The School
of Holistic Studies recommends that its students complete
prerequisite courses in the quarter prior to beginning the
graduate program; however, students may integrate any
required undergraduate courses into the first year of graduate
work.
Prerequisite courses may be taken for Credit/No Credit
grading as an alternative to letter grading. If a prerequisite
course is taken for a letter grade, a grade of C or higher must
be earned. Letter grades for prerequisite courses completed
at John F. Kennedy University are included in the cumulative
grade-point average for the graduate program. Students
should be aware that many employers require letter grades in
all courses for tuition reimbursement.
Undergraduate prerequisite courses may be satisfied through
acceptable coursework at an institution whose accreditation is
(CHEA), through CLEP or DSST exam, or through Credit by
Assessment. Additional information is available from the Registrar’s Office.
Good Scholastic Standing
Students must maintain a satisfactory minimum cumulative
grade-point average to be considered in good standing.
The minimum for an undergraduate student is 2.0 (C), for a
graduate student, 3.0 (B). The minimum cumulative GPA for a
law student is 70.0.
Linked students must maintain a minimum 3.0 GPA in
graduate courses and a 2.0 in undergraduate courses to be in
good standing.
Honors List
An undergraduate student who meets the following criteria
during any one quarter will be placed on the Dean’s List of
Honor Students: achievement of a minimum 3.2 GPA and
completion of 6 or more units of letter-graded coursework,
with no grade lower than C and no I, UW, or NC grades.
Placement on the Dean’s List will be noted on the student’s
transcript.
Dean’s List for School of Law
The Dean’s List honors the top 10 percent of law students
in each of the four classes (first-year, second-year, thirdyear, and fourth-year) based on students’ GPAs for that year
(not on students’ cumulative GPAs). First- through third-year
students must have earned at least 12 numerically graded
units in residence during the academic year to be eligible for
the Dean’s List. Fourth-year students are eligible with at least
7 numerically graded units completed in residence.
Students earning Dean’s List honors will have their names
posted at the School of Law, will have their honors listed
on their transcripts and will receive letters acknowledging
the honors with spring semester grade reports showing the
transcript notations.
Prerequisite Courses for Doctoral Programs
To ensure that students have sufficient background for
doctoral-level work, the program requires undergraduate
prerequisite courses. These courses must be successfully
completed prior to enrollment in the doctoral program.
Prerequisite courses may be taken for Credit/No Credit
grading as an alternative to letter grading. If a letter-graded
prerequisite course is completed after the bachelor’s degree
has been awarded, a grade of B- or higher must be earned.
20
GENERAL INFORMATION
Class Ranks for the School of Law
At the end of each academic year, class ranks will be posted
for each of the four classes (first-year, second-year, third-year,
and fourth-year) based on cumulative GPA. The class rank list
will be published in the School of Law.
Unsatisfactory Academic Performance
School Academic Standards Committees
When an instructor notifies the Registrar at midterm of a
potential unsatisfactory grade, the Registrar will send a
courtesy notice to the student and the school dean. Students
so notified should schedule an academic counseling meeting
with the dean or instructor.
The dean of each school shall appoint an Academic Standards
Committee during each academic year. Each committee shall
consist of at least three members, at least two of whom are
members of the school’s faculty. The dean shall not be a
member of the committee.
A student showing a non-completion pattern of W, UW,
I, or NC grades in two or more consecutive quarters will
be referred to the dean, who may refer the student to the
Academic Standards Committee for review and advisement.
Academic Standards Committee Review
PROBATION, DISMISSAL,
AND REINSTATEMENT
The following academic policies and procedures apply to
all students except those in the School of Law, for whom a
separate set of academic policies and procedures apply.
Academic Probation
A student is automatically placed on academic probation
upon failure to achieve and maintain a satisfactory gradepoint average. The student will be so notified by the
Registrar. Satisfactory grade-point average is defined as a 3.0
(B) average for a graduate student and as a 2.0 (C) average
for an undergraduate student. A linked student is placed
on probation for failure to achieve and maintain a 3.0 GPA
in all graduate courses and a 2.0 GPA in all undergraduate
courses completed during the period of linking. A student on
academic probation must have the dean’s written approval for
a course of study each quarter the student is on probation.
No student on academic probation may enroll in any course
on a CR/NC basis without written approval of the dean of
the school. Probationary status is removed when a probationary student achieves a satisfactory cumulative grade-point
average.
Dismissal
A student shall be subject to dismissal from the university if
any of the following conditions exist:
1. A student has been on academic probation for three
consecutive academic quarters in which the student has
been enrolled,
2. A graduate student has received a grade of D or F in any
graduate course,
3. An undergraduate student has received a grade-point
average of 1.0 (D) or below in any single academic
quarter,
4. A student has committed plagiarism (see the section on
plagiarism for more information), or
5. A student has engaged in conduct incompatible with the
normal operation of the university.
The case of each student subject to dismissal, as set forth
above, shall be reviewed by the school’s Academic Standards
Committee of the school in which the student is enrolled.
The committee may approve probation or continued
probation subject to conditions and for a length of time that
the committee specifies, or the committee may schedule a
hearing at which the student’s dismissal from the university
will be considered. A student who is subject to a decision
reached by the committee without a hearing may request a
hearing if the student does not agree with the decision of the
committee. It is the responsibility of each student to ensure
that the university and the student’s school are informed of a
current mailing address for receipt of official notices.
Dismissal Hearing Process
A hearing will be conducted in those instances when the
Academic Standards Committee recommends dismissal.
This hearing shall be conducted before a body composed
of the Academic Standards Committee and the Registrar, all
of whom shall have full voting rights. The student has the
right to be accompanied to the hearing by an advocate of
his or her choice. The dean may replace a member of the
committee if there is potential for conflict of interest. Each
student scheduled for a hearing shall have the right to be
notified of the hearing, to personally appear before the
committee, to make a statement, and to present facts relevant
to the determination to be made by the committee. At the
conclusion of the hearing or within five days thereafter the
committee shall notify the student of its decision which will
be determined by majority vote.
With regard to the academic deficiencies set forth in items
1–3 above, after the hearing, the committee may refer the
matter back to the dean, it may place or continue the student
on probation subject to conditions and for a length of time
that it shall specify, or it may order the student’s dismissal
from the university. In reaching this determination, the
committee shall consider academic performance, potential
for academic success, and the extent to which extenuating
circumstances interfered with academic performance. With
regard to the conduct set forth in items 4–5 above, after the
hearing, the committee shall decide first whether there is
clear and convincing evidence that the student did engage
in the alleged conduct. If the committee so finds, it may
place the student on probation under conditions and for a
length of time it shall specify, it may order suspension from
the university under terms and conditions it shall specify, or
it may order dismissal from the university. In reaching this
determination, the committee shall consider the seriousness
of the conduct, potential for improved behavior, and the
extent to which extenuating circumstances contributed to the
conduct.
GENERAL INFORMATION
21
Appeal
A decision of the committee may be appealed by filing a
written petition with the dean of the school within ten days
after the student is notified of the decision. In the petition,
the student should state in full the facts and arguments in
favor of the appeal. The dean will issue a written decision
in the matter. The standard of review on appeal is whether,
based on the facts presented to the committee at the time
of the hearing, the decision was reasonable. In cases arising
under items 1–3 above, the student may appeal the decision
of the dean by filing a notice with the Provost within ten
days after the student is notified of the dean’s decision.
The Provost will review the school’s Academic Standards
Committee’s decision, the petition to the dean, and the dean’s
decision. Great deference will be given to the dean, and the
decision will be modified only if it is found to be an abuse
of discretion. The decision of the Provost is final. In cases
arising under items 4–5 above, the decision of the dean may
be appealed by filing a notice with the Provost within ten
days after the student is notified of the dean’s decision. The
Provost will review the school’s Academic Standards Committee’s decision and make a recommendation to the President
of the university. The President will issue a written decision
in the matter which will be considered a final decision by
the university. Great deference will be given to the deans,
and the decision will be modified only if it is found to be an
abuse of discretion.
Reinstatement
A student dismissed for reasons set forth in items 1–3
above may petition for reinstatement to the same degree
program after one year. If dismissed, the student may apply
for admission at any time to another degree program.
The petition shall state in full the circumstances of the
dismissal and the actions taken by the student to correct the
condition(s) that led to dismissal from the university.
credential program must request a leave of absence. The
duration of the leave is not to exceed one year from the
conclusion of the last quarter of enrollment.
An exit interview with the school dean or faculty advisor
is required. If the leave is approved, the school dean or
faculty advisor will notify the Registrar’s Office, indicating the
duration of the leave. A student with an approved leave of
absence will not be subject to degree, certificate, or credential
requirement changes that occur during the approved leave.
Prior to returning, the student must contact the Registrar’s
Office and again meet with the school dean or faculty
advisor.
The student is responsible for obtaining the Leave of Absence
Form from the Registrar’s Office and submitting it to the
dean.
If courses applicable to the degree program have been
completed at another institution during this interim, the
student must have official transcripts sent to the Registrar’s
Office.
Students absent for longer than the allowable absence who
do not have an approved leave of absence, and students
whose leave of absence has expired, will need to apply
for readmission and fulfill any new admission and program
requirements in effect at the time of readmission. (See the
section on Readmission for more information.)
Students receiving financial aid should be aware they are
considered withdrawn unless actually enrolled for courses.
An approved leave of absence has no effect on financial aid
status. (See the section Withdrawal/Leave of Absence under
the Financial Aid heading for more information.)
GRADUATION REQUIREMENTS
Bachelor’s Degrees
PLAGIARISM
Plagiarism is the presentation of words, ideas, or views
of someone else as if they were one’s own. Plagiarism is
intellectual dishonesty and, as such, is a serious academic
offense. The potential penalties range from an unsatisfactory
grade in the course (an F or NC), a letter of sanction placed
in the student’s permanent academic file, or even dismissal
from the university.
LEAVE OF ABSENCE
An undergraduate, master’s degree, certificate, or credential
student may be absent from the degree or certificate program
for two consecutive quarters without an approved leave of
absence. A law student may be absent only summer term
without an approved leave. A doctoral student must have an
approved leave for any absence from the program. Auditing a
course does not fulfill the requirement of being in attendance
in a degree or certificate program.
When unavoidable circumstances preclude attendance
for more than the duration indicated above, a student
who intends to return to complete a degree, certificate, or
22
GENERAL INFORMATION
All candidates for a Bachelor of Arts or Bachelor of Science
degree from John F. Kennedy University must complete the
following requirements.
Units
A minimum of 180 acceptable quarter units must be
completed, of which at least 54 must be in upper-division
courses.
Residency
The university’s undergraduate residency requirement
stipulates that 36 of the last 45 units for an undergraduate
degree must be completed in residence (i.e., once 135
units have been accumulated, only 9 additional units may
be transferred into a degree program). Units transferred
from another institution or earned through CLEP, Advanced
Placement, DSST, or Credit by Assessment do not fulfill
residency requirements.
Scholarship
An overall grade-point average of at least 2.0 must be
achieved in all coursework including transfer work prior to
fall 2006.
Major, Core, or Track
All the requirements of an undergraduate major, core, or
track must be satisfactorily completed. A minimum grade
of C is required in all letter-graded courses applied to the
major, core, or track. The CR/NC grading option may not be
exercised for letter-graded courses applied to the major, core,
or track; however, courses offered only on a CR/NC grading
basis may be included.
Competency Areas
Humanities. Twelve units chosen from courses in at least two
of the following areas: the arts (theory, history, or literature
pertaining to the arts), literature, philosophy, religion,
humanities (interdisciplinary courses combining the previous
four areas), and foreign languages.
Social Science. Twelve units chosen from courses in at least
two of the following areas: cultural anthropology, cultural
geography, economics, history, political science, psychology,
social science, and sociology.
All requirements for demonstration of competence in
specified areas must be satisfactorily completed. Requirements
are indicated in the Bachelor of Arts and the Bachelor of
Science program descriptions in the School of Education and
Liberal Arts and the School of Management sections of this
catalog.
Petition for Degree
General-Education Breadth
All financial obligations to the university must be paid in full.
All requirements for lower- and upper-division generaleducation breadth must be satisfactorily completed. Upperdivision requirements are indicated in the Bachelor of Arts
and the Bachelor of Science program descriptions in the
School of Education and Liberal Arts and the School of
Management sections of this catalog.
Courses taken to fulfill the general-education breadth requirements cannot be used to satisfy a requirement of the major,
core, or track. Consult the Registrar’s Office for appropriate
use of any courses in lower- and upper-division generaleducation breadth areas.
Students must complete 45 units in lower-division generaleducation breadth. Some upper-division courses offered by
the School of Education and Liberal Arts may be applied to
the lower-division general-education breadth requirements.
The list of approved courses is available from the School of
Education and Liberal Arts and the Registrar’s Office.
Applicants to JFKU BA and BS degree programs will be
considered to have fulfilled all lower-division general
education breadth requirements provided either of the
following is true:
• Applicant has a BA or BS degree from a regionally
accredited college or university (or the equivalent) or
A candidate for a bachelor’s degree is required to file a
Petition for Degree and pay the required fee. Petitions must
be filed by the date specified in the following pages.
Financial Obligations
Master’s Degrees
The following requirements apply to all candidates for
a master’s degree. Each program has specific additional
requirements that are described in the catalog sections for
each degree program.
Residency
The final course and the thesis, project, or master’s
examination must be completed in residence. At least 70
percent of the work required for a master’s degree must be
completed in residence at the university. Some programs
may require a residency greater than 70 percent. Refer to the
program-specific sections of this catalog for the number of
units required in residence at the university. Transfer credit
is not permitted into the Linked MA Sport Psychology/PsyD
programs.
Scholarship
A minimum grade of C is required for each course applied to
a master’s degree. An overall grade-point average of at least
3.0 must be achieved in all work for the declared master’s
degree.
• Applicant has a California AA or AS degree.
Petition for Degree
Applicants who have other degree titles—or who are
applying to other degree titles—will not receive a blanket
waiver for lower-division general education breadth. These
students are eligible to apply to JFKU baccalaureate programs,
but their credits will be transferred on a course-by-course
basis. After transfer credit is awarded, these applicants must
satisfy all remaining general education breadth requirements.
A candidate for a master’s degree is required to file a Petition
for Degree and pay the required fee. Petitions must be filed
by the date specified in the following pages.
Lower-division requirements are outlined below:
Doctor of Psychology (PsyD) Degrees
Composition. Nine units of composition. Up to three of those
nine units may be satisfied with a critical thinking course.
Mathematics. Three units, one college-level mathematics
course.
Natural Science. Nine units chosen from courses in the
physical and life sciences.
All candidates for the Doctor of Psychology degree must complete the following requirements in addition to the specific
requirements indicated in the PsyD section of the catalog.
Units
A minimum of 180 acceptable quarter units must be
completed.
GENERAL INFORMATION
23
Residency
Residency
Once admitted to a doctoral program, all requirements
must be completed in residence. Refer to the programspecific sections of this catalog for the number of prior units
which might be considered for transfer. Transfer credit is
not permitted into the Linked MA Sport Psychology/PsyD
programs.
Students enrolled in a certificate program must complete all
courses in residence.
Scholarship
A minimum grade of B- is required for each course applied to
the doctoral degree. An overall grade-point average of at least
3.0 must be achieved in all work for the declared doctoral
degree.
Petition for Degree
A candidate for a doctoral degree is required to file a Petition
for Degree and pay the required fee. Petitions must be filed
Juris Doctor (JD) Degrees
All candidates for the Juris Doctor degree must fulfill the following requirements:
Units
Successful completion of 84 units of study in accordance
with the prescribed curriculum and in compliance with the
residency requirement of the Committee of Bar Examiners of
the State Bar of California including a minimum of 68 units of
numerically graded coursework. Successful completion of all
required courses.
Residency
Completion of the final two semesters of law study in
residence at John F. Kennedy University School of Law.
Scholarship
Achievement of a cumulative grade-point average of 70.0 or
higher in all numerically graded courses and fulfillment of all
conditions imposed by the Academic Standards Committee.
Petition for Degree
A candidate for a Juris Doctor degree is required to file a
Petition for Degree and pay the required fee. Petitions must
be filed by the date specified in the following pages.
Certificates
All candidates for a certificate must fulfill the following
requirements in addition to the specific requirements
indicated in the catalog sections for each certificate.
24
GENERAL INFORMATION
Scholarship
An overall grade-point average of at least 2.0 must be
achieved in all work completed for an undergraduate
certificate. A minimum grade of C is required for each
course applied to a graduate certificate. An overall gradepoint average of at least 3.0 must be achieved in all work
completed for a graduate-level certificate.
Petition for Certificate
A candidate for a certificate is required to file a Petition for
Certificate and pay the required fee. Petitions must be filed
Credential Programs
Refer to Credential Requirements in the School of Education
and Liberal Arts.
Individualized Programs
In addition to the academic majors outlined in the sections
on specific degree programs, a student may be permitted
to design an individual program of study. Such individually
designed programs are intended for mature students with
well-defined, unique educational goals. The program may be
an individually planned specialization within a school of the
university or a cross-disciplinary concentration integrating
courses from more than one school.
Any student who wishes to undertake an individualized
program should prepare a written proposal that includes the
following information:
• A rationale for the proposed program,
• An outline of the proposed program, with a list of courses
to be undertaken, and a statement indicating how these
courses form an organic program of study,
• A statement of how comprehensive knowledge of the
subject area will be demonstrated (e.g., thesis, research
project, master’s examination),
• The proposed degree title, and
• A list of two or more faculty who will be directly
responsible for supervising the entire program.
The student must obtain approval of the proposal from the
supervising faculty, the dean of the school(s) that will award
the degree, the Registrar, and the Provost.
The number of units for the individual program is negotiable,
but should be similar to other programs within the school(s).
The student undertaking an individualized program must
satisfy all of the university requirements for a bachelor’s or a
master’s degree.
OTHER INFORMATION
Graduation and Commencement
A student is graduated at the end of the quarter/semester in
which all requirements for the degree or certificate program
have been completed. A commencement ceremony is held
each June to honor students who have completed degree,
certificate, or credential program requirements during the
academic year or who will be completing requirements
during the summer.
At the end of the quarter of anticipated completion as stated
on the petition, the credential analyst will review the student’s
records. If all requirements as stated in this catalog have been
completed, with the approval of faculty and the department
chair, the student is recommended to the California
Commission on Teacher Credentialing for the credential.
The credential analyst will also notify the Registrar’s Office
that credential program completion should be noted on the
student’s transcript.
Recognition of Academic Honors
Petition for Degree or Certificate
Undergraduate Students
A student must apply for a degree or certificate by submitting
a Petition for Degree or Petition for Certificate form to the
Registrar’s Office accompanied by the appropriate nonrefundable fee. Petitions must be on file before a degree or
certificate will be awarded. Petition deadlines for all programs
except Doctor of Psychology are January 15 for June and
September graduation; July 15 for December graduation;
October 15 for March graduation. The petition deadline
for the PsyD program is February 15 of the year prior to
beginning the internships.
Students who demonstrate exceptionally high academic
scores are eligible for graduation honors. Academic honors
are posted to the diploma and final transcript when the
student’s degree is conferred. Graduation honors are based
upon all course applied toward the bachelor’s degree and are
determined according to the following table:
Review of Student Records
Upon receipt of the petition, the Registrar’s Office will review
the student’s records and notify the student of any remaining
requirements to be completed for the degree or certificate.
Awarding of the Degree or Certificate
At the end of the quarter/semester of anticipated completion,
as stated on the petition, the student’s records will be
reviewed to verify completion of all requirements. If all
requirements have been completed, the awarding of the
degree or certificate will be posted on the transcript and the
student notified. Degrees or certificates will be dated as of the
Monday after the last day of the quarter/semester in which all
requirements have been met. Students who have not fulfilled
all requirements will be notified.
Diplomas or Certificates
Diplomas or certificates are printed after all requirements
have been completed and the degree or certificate has been
posted on the transcript. They are mailed to the address
of record approximately three months after the degree or
certificate has been awarded. Diplomas and certificates are
printed using the student’s legal name on record. Students
wishing a different name on their diploma or certificate must
file an official name change with the Registrar’s Office prior
to the issuance of the diploma or certificate.
Petition for Credential Programs
A student must apply for credential program completion
certification by submitting a Petition for Credential Program
Completion Certification form to the Registrar’s Office and
paying the appropriate fee. Petition deadlines are January
15 for June or September completion, July 15 for December
completion, and October 15 for March completion. Upon
receipt of the petition, the Registrar’s Office will forward it
to the credential analyst in the university’s Department of
Education.
Honor
Minimum GPA
Summa Cum Laude
3.85+
Magna Cum Laude
3.75–3.849
Cum Laude
3.50–3.749
Students not eligible for graduation honors but who have
achieved a grade-point average of 3.60 in all major courses
are eligible for honors in the major.
Graduate Students
Graduate students do not receive honors based on gradepoint average; however, each school selects an outstanding
student to honor at Commencement (see below).
Graduation with Honors for the School
of Law
Students who have completed their degree requirements,
have completed at least 39 of the 56 required numerically
graded units in residence at the School of Law, and who
have taken no more than 17 terms (including summers) to
complete their degree requirements are eligible for graduation
with honors as follows:
Honor
Minimum GPA
Summa Cum Laude
88+
Magna Cum Laude
85–87.99
Cum Laude
83–84.99
Academic Honors will be posted on the students’ transcripts
and diplomas.
GENERAL INFORMATION
25
Commencement Ceremony
The ceremonial recognition of graduation is a very special
occasion at the university. Graduating students and
prospective graduates who meet the requirements listed in
the policies below are encouraged to participate in this June
event.
Students who meet the following criteria are eligible to participate in the June commencement ceremony if all financial
obligations to the university have been paid in full:
• Prior fall and winter graduates;
• Students who are completing all requirements as of spring
quarter or semester;
• Students who have 6 or fewer quarter or 4 semester units
to complete in summer.
Students must also fulfill the master’s/doctoral examination
or thesis/master’s/doctoral dissertation project requirements
if relevant to their degree programs. Students in programs
requiring a master’s examination must either have passed
the exam or be scheduled to take it during summer quarter.
Thesis/doctoral dissertation students must have the rough
draft of the thesis/doctoral dissertation project approved by
May 15.
Awards at the Commencement Ceremony
Outstanding Student Award
At the request of the President of the university, each school
selects a student to honor at commencement who best
exemplifies academic excellence, service to their school or
the university, and service to the community. Due to the
high regard in which they are held, these awards are the
only awards presented to students at the commencement
ceremony.
The Founding President Harry L. Morrison
Distinguished Teaching Award
A citation and monetary gift is given to honor the memory of
Dr. Morrison, founding president of the university. The award
recognizes special dedication to the university and its students
and is made to the faculty member who best exemplifies
excellence in teaching and creativity in the classroom as well
as in program and curriculum development and contribution
to the enhanceme
Transcripts
Students may obtain John F. Kennedy University official
transcripts by providing a written request that gives name,
student ID number or social security number, current address,
major, dates of enrollment, degrees/certificates awarded,
name on transcript (if different from current name), address
to which the transcripts are to be sent, and any special
instructions (e.g., holding for current grades or degree
posting). Transcript Request Forms are available in the
Registrar’s Office and online. All transcript requests must be
signed and accompanied by a $5 fee for each transcript. Rush
transcripts will be sent within one working day following
receipt of request for a fee of $10. Rush processing cannot be
guaranteed during registration periods.
26
GENERAL INFORMATION
A transcript is issued only if all financial obligations to the university have been paid in full. Unofficial transcripts will not
be issued to students. Transcripts are never faxed.
Transferability of JFK University Courses
Because each institution has its own policy regarding
acceptance of transfer credit, students are advised to contact
the receiving institution to determine transferability of
coursework reflected on the JFK University transcript.
Unit Credit
Units described throughout this catalog, excluding law,
are quarter units. The university subscribes to the national
standard for student workload, which is a minimum of 500
seat minutes per quarter unit of credit.
The School of Law is on the semester system. One and onehalf (1.5) quarter units equal 1 semester unit.
Academic Term
The university’s academic year, other than the School of
Law, is divided into four 11-week quarters, which include
10 weeks of instruction and one week of final examinations.
For financial aid purposes, an academic year is defined as a
minimum of three quarters of enrollment.
Fall and spring semesters for the School of Law are 18 weeks
in duration, which includes 15 weeks of instruction, a oneweek reading period, and two weeks for final examinations.
Summer Session is 11 weeks in duration, which includes a
three-day reading period and four days for final examinations.
Full-Time Unit Load
Full-time load is defined as 12 units per quarter for
undergraduates and PsyD students, 9 units per quarter for
students in master’s degree or graduate certificate programs,
and 6 units per semester for law students.
Attendance
Students are expected to attend all class meetings of courses
in which they are enrolled and comply with attendance
requirements specified in the course syllabus. Excessive
unexcused absences may affect the course grade.
Non-Degree Students
Most courses are open to non-degree students. However, the
approval of the instructor or school dean may be necessary
to register for some courses including courses that are part of
a certificate program. Refer to the Admission section in the
front of this catalog for information regarding application as a
non-degree student.
Auditors
Housing
Many courses offered by the university may be taken without
academic credit. Auditors may participate in class discussion
and activities, but do not complete written assignments or
take the final examination. Audited courses are not recorded
on transcripts, and no permanent records are maintained
for audited coursework. Audited units are not counted in
financial aid awarding. Class schedule information (available
on the university’s website) indicates courses that may be
audited by including an A in the grading criteria code. If the
grading criteria does not include an A, written permission
from the dean or department chair is required.
The university has no dormitory facilities.
Auditors do not pay student association fees and are not
considered members of the Student Association nor are they
viewed as students for employment purposes. Auditing a
course does not fulfill the requirement of being in attendance
in a degree or certificate program.
Changes of Name or Address
Students are responsible for filing a Change of Name/Address
Form in the Registrar’s Office if name, residence, phone
number, or e-mail address has changed since last registration.
Name change requests must be accompanied by a copy
of one of the following: court order, marriage certificate,
dissolution decree, social security card, or driver’s license.
Discrimination and Harassment
John F. Kennedy University does not discriminate on the
basis of race, color, national origin, religion, age, marital
status, gender, sexual orientation, veteran status or disability.
The university is committed to providing an environment
that is free of all discrimination and harassment. In keeping
with this commitment, the university maintains a strict policy
prohibiting discriminatory behavior and sexual, verbal,
physical, and visual harassment.
A student who believes he or she has been harassed or
experienced discrimination should promptly report the facts
to the dean of the school, who will investigate such claims
and take appropriate action.
Conduct
Enrolled students assume the obligation of conducting themselves in a manner compatible with the university’s function
as an educational institution. Conduct incompatible with the
normal operation of the university or detrimental to the best
interests of other students in attendance will be sufficient
cause for dismissal.
Conflict Resolution
It is the policy of the university to encourage students to
resolve misunderstandings or disagreements directly with
the faculty or staff members involved. If such discussions do
not produce a satisfactory outcome for the student, a review
process is available. Procedures for conflict resolution are
available in the Registrar’s Office.
Family Educational Rights and Privacy Act
The Family Educational Rights and Privacy Act of 1974
(FERPA) affords students certain rights with respect to their
educational records. These rights include:
• The right to inspect and review the student’s education
records within 45 days of the day the university receives
a request for access. (A list of the records that may not be
reviewed by a student is available in the John F. Kennedy
University Policy and the Family Educational Rights and
Privacy Act of 1974, expanded version, a copy of which
may be obtained in the Registrar’s Office, Pleasant Hill; the
School of Law, Pleasant Hill; and at the Student Services
Office, Campbell.)
Students shall submit to the Registrar, dean, head of the academic department, or other appropriate official, a written
request that identifies the record(s) they wish to inspect.
If the records are not maintained by the university official
to whom the request is made, that official shall advise the
student of the correct official to whom the request should
be addressed.
The university official responsible for the records will make
arrangements for access and notify the student of the time
and place where the records may be inspected.
• The right to request the amendment of the student’s
education records that the student believes is inaccurate.
Students may ask the university to amend a record that
they believe is inaccurate. They should write the university
official responsible for the record, clearly identify the part
of the record they want changed, and specify why it is
inaccurate.
If the university decides not to amend the record, the
university will notify the student of the decision in writing
and advise the student of his or her right to a hearing.
After the hearing, if the university still decides not to
amend the record, the student has the right to place a
statement with the records setting forth his or her view
about the contested information.
• The right to file a complaint with the U.S. Department of
Education concerning alleged failures by John F. Kennedy
University to comply with the requirements of FERPA. The
name and address of the office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue SW
Washington DC 20202-5920
The university may disclose, without consent, directory
information. At JFK University, directory information includes
the following:
• Name, address, e-mail address, and telephone number(s)
• Major field of study
• Period of enrollment
• Awards and degrees received from JFK University
• Current enrollment status—full-time/ half-time.
GENERAL INFORMATION
27
Generally, the university must have written permission from
the student in order to release any information, other than
directory information, from a student’s education record.
However, FERPA allows schools to disclose student records
without consent to the following parties or under the
following conditions:
• To personnel within the university who maintain
educational records and those with a legitimate educational
interest including faculty or staff who deal with the student
and carry out education duties and employees designated
by them to assist in these tasks. John F. Kennedy University
defines “legitimate educational interest” as “needs the
record(s) to carry out employment responsibilities.”
Therefore, any university employee (or person acting
on behalf of the university) may have access to student
records without the student’s written consent if that person
needs the access to carry out his or her employment
responsibilities.
• Other schools to which a student is transferring;
• Specified university officials or contracted agents for audit
or evaluation purposes;
• Appropriate parties in connection with financial aid to a
student;
• Organizations conducting certain studies for or on behalf of
the university;
Campus Crime
The university will provide upon request all campus crime
statistics as reported to the U.S. Department of Education,
www.ope.ed.gov/security. To request this information,
contact the office of Institutional Research at (925) 969-3403
or visit the web site at www.jfku.edu/crimestats.
Drug and Alcohol Policy
John F. Kennedy University has a vital interest in ensuring
a safe and healthy environment for its students and
employees. The university is aware that one of the greatest
problems facing society is the abuse of drugs and alcohol.
The university’s drug-free awareness program has been
established to promote the well-being of the university
community.
Controlled Substances
The unlawful manufacture, distribution, dispensing,
possession, or use of a controlled substance on university
premises, in university vehicles, or while engaged in
university activities is prohibited.
Participation in University Activities
All students are advised that full compliance is a condition to
participate in university offerings and activities.
• Accrediting organizations;
• Appropriate parties in compliance with a judicial order or
lawfully issued subpoena; and
• Appropriate officials in cases of a health and safety
emergency.
It is JFK University’s policy to release official transcripts only
upon the written and signed consent of the student and
upon payment of the fee for each. To protect each student,
a record is kept for one year of transcripts issued and of any
persons or institutions (other than JFK University officials)
which have, upon student consent, been granted access to
the student’s records.
Sanctions for Violation
Any student who violates this policy is subject to immediate
disciplinary action up to and including dismissal from the
university. University action will be taken independent of
action by outside agencies.
A copy of the legal sanctions under federal and state law for
unlawful possession or distribution of illicit drugs and alcohol
is available in the Registrar’s Office.
Drug-Free Awareness Program
To comply with federal regulations, John F. Kennedy
University has adopted a referral program for students, staff,
and faculty. The program is designed to facilitate treatment
of drug and alcohol dependencies. While the university does
not have a treatment program, it does have extensive referral
lists. For a confidential referral, contact the Human Resources
Department, located on the Pleasant Hill Campus.
Smoking
It is university policy to respond to the concerns of nonsmokers who want to be protected against passive smoke as
a health hazard. Smoking is not permitted at any time inside
university facilities or within 20 feet of any entrance.
Fire Prevention
In the interest of fire safety, the university prohibits any open
flames, lit matches or lighters, or the burning of candles
inside any university facility.
28
GENERAL INFORMATION
SCHOOL OF EDUCATION
AND LIBERAL ARTS
The School of Education and Liberal Arts provides a rich
learning environment where motivated, creative students and
faculty collaborate in a spirit of inquiry, dialogue, and service.
The faculty believes that education at its best encourages
imagination and innovation while grounding students in the
diverse cultural traditions that have formed contemporary life.
The school is governed by the premise that a liberal arts
education is defined not by subject matter but by ways
of teaching and learning. Educator Mortimer Adler once
commented that carpentry and chemistry would be liberal
arts subjects if they were taught in ways that encouraged
discovery by students, and that English and philosophy
would not be liberal arts subjects if they were taught as facts
to be memorized.
Educational theorist Paulo Freire called education “the
practice of freedom.” In Pedagogy of the Oppressed, he
wrote: “Education must begin with the solution of the
teacher-student contradiction, by reconciling the poles of the
contradiction so that both are simultaneously teachers and
students.”
In problem-solving education, students and teachers develop
their power to perceive critically the way they exist in the
world in which they find themselves; they come to see the
world not as a static reality, but as a reality in process and
transformation.
The liberal arts do not exist in an ivory tower. Students
and faculty live in the world and engage the problems of
the world. The school’s curricula explore the fundamental
questions of our time: How can we learn to live with
individual integrity—and live respectfully together as families
and communities? How do we share opportunities and
challenges among races, genders, sexual orientations, and
socioeconomic groups? How do we find a balance between
the human community and the natural environment? How do
we run our institutions, schools, and museums to serve their
communities? How do we create our future?
The three departments in the School of Education and Liberal
Arts—liberal arts, education, and museum studies—are
each concerned with a distinct area of inquiry. They are
also united in a common educational philosophy: they
are interdisciplinary—acknowledging and building upon
the interconnections among traditional fields of study.
The mission of our programs is to prepare students to
become lifelong learners, inspiring leaders, and thoughtful
collaborators in their chosen field of work and valuable
contributors to their communities. We aim particularly to
cultivate in our students the capacity to think critically and
creatively, communicate effectively, engage in meaningful
self-reflection, appreciate multiple perspectives, embrace
diversity, and act with purpose and vision in the world at
large.
DEPARTMENT OF LIBERAL ARTS
The BA faculty has agreed on the following goals for teaching
and learning:
ADMISSION REQUIREMENTS
KNOWLEDGE
Applicants must meet all university requirements for
admission in addition to those requirements listed here.
Students gain understanding of—
• Their own learning process and styles
• Basic tenets, assumptions, and methods of their discipline
• Interpersonal and intrapersonal intelligence
• Knowledge from a variety of cultural perspectives
• Computer literacy
• Critical media literacy
SKILLS
Students demonstrate the ability to—
• Apply theory to practice
• Engage in self-reflection
• Think and write critically—discerning and examining
claims, evidence, and assumptions
• Express ideas and concepts with clarity and creativity
• Communicate effectively with diverse populations
HABITS OF MIND
Students learn to—
• Demonstrate empathy and thoughtful collaboration with
others
• Act ethically
• Explore concepts of holism and interconnection
• Respect multicultural perspectives
• Appreciate complexity, ambiguity, and uncertainty
Applicants for the BA completion programs in the
Department of Liberal Arts are expected to have completed
a minimum of 45 quarter units (30 semester units) prior to
applying to JFKU. Individuals with fewer than the minimum
required units are encouraged to enroll at a local junior
college; take CLEP, AP, or DANTES examinations; or enroll
at JFKU as non-degree student in order to achieve the 45
quarter-unit minimum.
It is strongly recommended that prospective BA completion
students submit all required application materials in one
envelope to the Admissions Office by the priority application
date. Applicants must meet all university requirements for
admission in addition to those requirements listed below.
• Official transcripts from every previously attended college
and university attended. (Transcripts should be sent
directly to the applicant who must then send them to the
Admissions Office without opening the envelope in which
they are received.)
• Personal statement: three double-spaced, typewritten pages
outlining the reasons for pursuing a bachelor’s degree at
JFKU.
• Pre-admission interview.
SCHOOL OF EDUCATION AND LIBERAL ARTS
31
ACADEMIC POLICIES
Directed Study
Graduate Courses
Directed study offers students under exceptional
circumstances the opportunity to do the work of a regularly
offered course in a quarter when the course is not scheduled.
Undergraduates must be admitted to a linked-degree program
or secure the program chair’s written approval before
enrolling in graduate courses to fulfill undergraduate degree
requirements. Approval by the dean or program chair of the
graduate school is also required.
Independent Study
Independent study offers students an opportunity for
individual or tutorial instruction in areas not covered by
regularly offered courses. Normally, this is further exploration
of an area where the student has established a solid
foundation. The student works under the supervision of
a core faculty member in choosing independent readings,
assignments, and activities. These studies are subject to the
dean’s or department chair’s approval.
32
Transfer Work after Admission
Students wishing to take CLEP or DSST exams or to
complete coursework at other institutions after enrolling at
the university should first contact the Registrar’s Office to
determine if the exam or coursework will be transferable.
Upon completion of approved work, students must arrange to
have updated official transcripts sent to the Registrar’s Office
showing the course(s) completed and the unit(s) and grade(s)
awarded.
BA IN PHILOSOPHY AND RELIGION
The so-called “big questions” of life—questions about
the nature of reality and the self—are not diversions or
entertainments. It is through such questions that we define
ourselves and our aspirations; it is through them that we
define our possibilities—as individuals, as a culture, as a
species. Using a history of ideas approach, the BA degreecompletion program in Philosophy and Religion addresses
these questions, drawing from disciplines throughout
the humanities including literature, anthropology, music,
philosophy, art, religion, psychology, and consciousness
studies. Courses are designed to promote critical reflection on
both traditions and transitions, on the degree to which our
past inevitably defines us, and on the attempts throughout
history to rethink and redefine the human project.
Courses
Learning Outcomes
• To provide students with first-hand acquaintance with the
ideas and values that have shaped their view of the world
and themselves;
• To empower students to vigorously participate in the
cultural dialogue through which the future is being brought
into existence by fostering a critical acquaintance with the
history and breadth of that dialogue; and
• To prepare students to meet the complexities of the 21stcentury challenges entailed in rethinking philosophy,
religion, social, and political aspirations.
Units
Prerequisite(s)
Co-Requisite(s)
Lower-Division General-Education Breadth 1
Composition
Humanities
Natural science
Mathematics
Social science
9
12
9
3
12
Upper-Division General-Education Breadth
Select ONE PYC course
Select ONE SCI course
Select ONE SEC course
SEC 3330 Cultural Crossroads
3
3
3
3
Liberal Arts Core 2
COR
COR
COR
COR
COR
COR
COR
3001
3000
3100
3145
3146
3300
4998
Introduction to the BA Program
Education, Self, and Community I
Critical Thinking and Writing
Research Writing
Information Resources
Ways of Knowing
Education, Self, and Community II
0
3
3
3
1
2
1
PHR 3003 Philosophy and Religion Foundation Course
PHR 3405 World Religions
PHR 4800 Service Learning A
PHR 4805 Service Learning B
PHR 4998 Senior Project A
PHR 4999 Senior Project B
Select ANY 15 UNITS of PHR courses
Select ANY 12 UNITS of undergraduate courses 3
3
3
2
2
3
3
15
12
67
Major
Free electives 4
Total units required
1
2
3
4
180
Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivision courses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.
These courses should be taken in order; the first five should be taken as early as possible. A minimum grade of C is required in all lettergraded courses.
Students may use 12 of their major units to complete on of the optional tracks on the following pages. Students are encouraged to
take courses in a broad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Arts
curriculum.
Students may apply transfer coursework as electives. Units earned through CLEP and DANTES Subject Standardized Tests (DSST) examinations and Credit by Assessment (CBA) may also be used as electives.
33
BA IN PSYCHOLOGY (PLEASANT HILL)
The BA degree-completion program in Psychology on
the Pleasant Hill Campus encompasses a wide variety
of approaches to the study of psychology and spiritual
growth and development. Students explore traditional
and contemporary theories and methods that provide
a solid foundation in the field of psychology and study
innovative trends and applications as well. In courses that
include lecture, dialogue, and practica, students investigate
psychodynamic, behavioral, cognitive, humanistic, and
transpersonal modalities. The curriculum fosters both
intellectual development and personal growth while serving
as a pathway to a professional career or graduate work.
Learning Outcomes
• To become knowledgeable about the major theories and
concepts in the field of psychology;
• To learn about the history of psychology and the
development of traditional and current approaches;
• To develop the ability to think critically and creatively
about the strengths and limitations of psychological
theories and methods;
• To develop interpersonal awareness and skills such as
cultural awareness, the ability to communicate effectively,
and the ability to empathize with others; and
• To cultivate self-awareness and develop the ability to
apply theoretical concepts to issues and questions that are
personally meaningful and relevant to daily life.
34
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Communication
Humanities
Natural science
Mathematics
Social science
9
12
9
3
12
Select ONE PHR course
3
3
3
3
Liberal Arts Core 2
COR 3000 Education, Self, and Community I
COR 3001 Introduction to the BA Program
3
0
COR
COR
COR
COR
COR
3
3
1
2
1
3100
3145
3146
3300
4998
Research Writing
Ways of Knowing
Major
PYC 3000 Many Faces of Psychology
PYC 3303 Statistics and Human Experience
PYC 4800 Service Learning A
PYC 4805 Service Learning B
PYC 4998 Senior Project A
PYC 4999 Senior Project B
Select ANY 15 UNITS of PYC courses
Free electives 4
3
2
2
2
3
3
15
12
68
180
2
3
curriculum.
4
1
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BA IN SCIENCE, HEALTH,
AND LIVING SYSTEMS
The BA degree-completion program in Science, Health, and
Living Systems applies the contents of scientific inquiry within
an ethical, cultural, historical, and philosophical framework.
Students examine the philosophical foundations, principles,
methods, and assumptions of scientific disciplines such as
physics, biology, cosmology, and chaos theory. The nature
of individuals and their interactions within the environment
is explored. The BA in Science, Health, and Living Systems
fosters the development of “integrative models,” which
might be defined as the ability to appreciate the interaction
of interdependent holons (something that is simultaneously
a whole and a part) in the study of preventative health and
wellness, genetics, health ecology, and sustainability. Within
this curriculum, a holistic approach is applied in the study
of the factors, conditions, interrelationships, and interactions
which stimulate, sustain, or impede human potential. This
engaging curriculum fosters both intellectual and personal
development and provides the foundation for graduate study
or professional career.
36
Learning Outcomes
• To appreciate the integrative nature of science, health, and
the ecology of living systems;
• To understand systems thinking as it applies to science,
health, and the sustainability of living systems;
• To obtain a breadth of knowledge across scientific disciplines—to understand the scientific method, and what it
takes to accept or reject a hypothesis;
• To articulate key ideas within the major disciplines of
science, health, and living systems;
• To explore the diversity that exists in living systems—to
identify and understand the interactions within living
systems;
• To appreciate the meaning and significance of holistic transformation; and
• To cultivate the habits of a lifelong learner, expanding on
knowledge gained through this discourse.
• To describe the major paradigms in health and wellness
and in the emerging field of integrative health;
Courses
Units
Lower-Division General-Education Breadth
Prerequisite(s)
Co-Requisite(s)
1
Communication
Humanities
Natural science
Mathematics
Social science
9
12
9
3
12
3
3
3
3
Liberal Arts Core 2
COR
COR
COR
COR
COR
COR
COR
3000
3001
3100
3145
3146
3300
4998
Research Writing
Ways of Knowing
3
0
3
3
1
2
1
Major
PYC 3303 Statistics and Human Experience
SCI 3050 Method, Myth, and Metaphor
SCI 4800 Service Learning A
SCI 4805 Service Learning B
SCI 4998 Senior Project A
SCI 4999 Senior Project B
Select ANY 15 UNITS of SCI courses
Free electives 4
2
3
2
2
3
3
15
12
68
180
2
3
curriculum.
4
1
37
BA IN SOCIAL ECOLOGY
Learning Outcomes
The BA degree-completion program in Social Ecology is an
innovative, transdisciplinary program designed to meet the
demands of a rapidly changing world. It examines the fluid,
evolving relationships between individuals and our social environments, seeking to expand our understanding of the world
and our role in it. The concept of “social ecology” recognizes
the complex dynamics of a whole person (mind, body,
psyche, spirit) integrated in a vast web of living systems. The
program cultivates deeper understanding of both oneself and
the larger multicultural society and understands the self as
an organic part of that larger ecosystem. It values personal,
intellectual, and spiritual growth as equally important
dimensions of becoming an informed, empowered agent committed to making the world a better place for all of us. In the
words of Krishnamurti, “The society is ourselves, the world
is ourselves, the world is not different from us.” Students
study cultural and spiritual practices as well as social and
political institutions and processes. They become competent
interpreters of surrounding social forces and effective
communicators and participants in diverse communities. The
curriculum is designed to prepare students with knowledge
and skills necessary for meeting the ongoing challenges
of living in a multicultural global society undergoing
unprecedented rapid change. It provides theoretical tools
for understanding the interrelationships between individuals
and society as well as practical tools for making meaningful
contributions to the communities we inhabit.
• To acquire knowledge, skills, and sensitivity for becoming
an effective communicator and change agent in diverse
communities;
38
• To gain cross-cultural and historical understanding of the
evolving relationship between the self and larger social
institutions and processes;
• To develop tools for analyzing cultural practices including
media, rituals, and symbols;
• To understand how changing roles and values impact
individuals’ and families’ lives;
• To study models for building and sustaining healthy
communities in a global age; and
• To explore the co-evolution between natural and social
environments.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
1
Communication
Humanities
Natural science
Mathematics
Social science
9
12
9
3
12
3
3
3
3
Liberal Arts Core 2
COR
COR
COR
COR
COR
COR
COR
3000
3001
3100
3145
3146
3300
4998
Research Writing
Ways of Knowing
3
0
3
3
1
2
1
Major
SEC 3000 Self in the Web of Society
SEC 4800 Service Learning A
SEC 4805 Service Learning B
SEC 4998 Senior Project A
SEC 4999 Senior Project B
Select ANY 15 UNITS of PYC courses
Free electives 4
3
2
2
3
3
15
12
65
180
2
3
curriculum.
4
1
39
BA IN PSYCHOLOGY (CAMPBELL)
The Bachelor of Arts degree-completion program in
Psychology is designed to take students from a completed
community college education to a Master of Arts in
Counseling Psychology with an emphasis in marriage,
family, and child counseling, or an emphasis in holistic
studies. Courses are held at the South Bay campus in
Campbell. The program is built upon a humanistic, philosophical perspective, which prepares students to appreciate
the capacities, the potential, and the basic dignity of every
individual.
Three components make up the Bachelor of Arts in
Psychology: the major, general education coursework, and
electives. The major combines theoretical and applied studies.
General-education coursework provides broad perspectives
found in the liberal arts. Within general education,
communication courses help to refine writing, research, and
critical and creative thinking skills. Electives, taken as the last
units in the BA in psychology, allow students the potential
to begin graduate study in the linked bachelor’s/master’s
programs in counseling psychology offered by the School
of Holistic Studies and the Graduate School of Professional
Psychology. This synthesis of communication skills,
interdisciplinary perspectives, and coursework in theoretical
and applied psychology results in a strong baccalaureate
education.
40
Courses
Units
Prerequisite(s)
Co-Requisite(s)
1
Composition
Humanities
Natural science
Mathematics
Social science
9
12
9
3
12
Interdisciplinary Courses
CUJ 3300 American Culture in Transition
Select ONE of the following courses
SCJ 3110 Anatomy and Physiology (4)
SCJ 4300 Nutrition and Behavior (3)
HUJ 3405 World Religions (3)
HUJ 4205 Literature and Psychology (3)
PYJ 4220 Cross-Cultural Psychology
3
3–4
3
3
Communications Skills
EDJ 3105 The Essay
EDJ 3116 Library Research in the Electronic Age
EDJ 3120 Critical Thinking
PYJ 3300 Statistics for the Social Science
PYJ 3301 Research Methods
3
2
3
2
2
Major—Theory Courses
PYJ
PYJ
PYJ
PYJ
PYJ
PYJ
PYJ
3000
3100
3105
3115
3200
3210
4005
Many Faces of Psychology
Childhood and Adolescence
Adulthood
Death, Dying, and Bereavement
Personality and Psychotherapy
Social Psychology
Learning and Cognition
3
3
3
3
4
3
3
Major—Application Courses
PYJ 3305 Introduction to Counseling
PYJ 3310 Group Dynamics
PYJ 4000 Community Psychology
EDJ 4005 The Learning Process
EDJ 4996A Senior Project I
EDJ 4996B Senior Project II
PYJ 4010 Psychology Assessment and Outcomes
PYJ 4996 Field Project in Psychology
PYJ 4997 Field Project in Psychology
Free electives 2
3
3
3
2
1.5
1.5
3
1.5
1.5
69
180–81
2
Students may apply transfer coursework as electives. Units earned through CLEP and DANTES Subject Standardized Tests (DSST) examinations and through Credit by Assessment (CBA) may also be used as electives.
1
41
TRACKS FOR BA PROGRAMS
East/West Spirituality
Liberal Arts students pursuing BA programs on the Pleasant
Hill campus have the option to elect one of five specialty
tracks. Each track consists of 12 units; students wishing to
complete a track should replace 12 of their major units with
the corresponding track requirements. Students planning to
follow a track should consult with an advisor and also notify
the Registrar’s Office to ensure that the track is notated on
the student’s official transcript.
The track in East/West Spirituality is designed for those
interested in the dramatic transitions in values and outlook
that are unfolding in the 21st century. Courses will critically
assess the various spiritual traditions with their potentials and
liabilities of Asia and the West. Students can design a focus on
individual spiritual concerns, on ecological perspectives, or
on the potential of spirituality in the emerging global culture.
Courses
Select TWO of the following
PHR 3310 Ancient Greek Myth and Religion (3)
PHR 4000 Myth and Archetype (3)
PHR 4460 Christianity: A Critical History (3)
Select SIX UNITS of the following
SCI 4130 The Self-aware Universe (1)
SCI 4235 Science and Spirituality (1)
SEC 4125 Sacred-Spiritual Aspects of Silence (3)
Any CUL, HUM, PYC, SCI, or SEC course with advisor approval
Units
Prerequisite(s)
Co-Requisite(s)
6
6
12
Transpersonal Studies
The Transpersonal Studies curriculum addresses the spiritual
dimension of human identity and experience, what Abraham
Maslow called “the farther reaches of human nature.” Focus
is on the development and integration of the whole person
including the mental, physical, emotional, and spiritual
aspects of the human being. In addition, the individual is
seen as part of a greater whole and our connectedness with
all of life is explored.
Courses
PYC 4120 Emotions, Intelligence, and Awareness (3)
PYC 4205 Transpersonal Psychology (3)
PYC 4215 Transpersonal Psychology of Children (3)
PYC 4217 Creativity and Intuition (3)
Select SIX UNITS of the following
PHR 4412 Introduction to Eastern Meditative Practices (2)
PHR 4413 Introduction to Western Meditative Practices (2)
SCI 3100 Introduction to Living Systems (3)
SCI 4118 Subtle Energies, Intentionality and Consciousness (1)
SCI 4235 Science and Spirituality (1)
SEC 4205 Culture, Language, and Consciousness (3)
42
Courses investigate models of transpersonal development; the
varieties, causes, and effects of spiritual experiences; a study
of pioneers in the field of transpersonal studies; the spiritual
dimensions of relationship; and our connections to society
and the natural world. Students will become knowledgeable
about basic concepts and theories and historical and current
trends. They will also have opportunities to further their
psycho-spiritual development through self-exploration and
the application of transpersonal principles and practices to
their own lives.
Units
Prerequisite(s)
Co-Requisite(s)
6
6
12
Integrative Health
Integrative health acknowledges the whole ecology of human
health. Here we focus on the integrative nature of wellness.
Inte-grative health links the social and cultural values and
experiences of humans and the connection of the mind and
body in achieving wellness. It takes into account the influence
of health beliefs and health behaviors and considers risk
Courses
SCI 4305 Nutrition and Behavior (3)
SCI 4320 Chinese Medicine and Culture (3)
SCI 4335 Alternatives in Health Care (3)
SCI 4337 Stress and Health (3)
PYC 3318 Essentials of Addiction and Recovery (3)
SEC 3210 Metaphors of Dis-ease and Healing (3)
SEC 4150 Cancer, Health and Politics (3)
SEC 4312 Women and Integral Health (3)
Multicultural Studies
The Multicultural Studies track is designed to equip students
with multicultural competency necessary for functioning
effectively in a multicultural age. The curriculum provides an
understanding of multicultural dynamics as well as tools for
communicating and participating in diverse contexts, whether
it be a professional, interpersonal, or activist context. Overall,
courses examine contrasting perspectives and experiences
of different cultural groups, dominant historical legacies
that figure prominently in contemporary cross-cultural
dynamics, the relations between social ideologies and the
Courses
SEC 3115 Cross-Cultural Communication (3)
SEC 3320 Intercultural Relations (3)
SEC 4505 Making Race, Making Peace (3)
SEC 4510 Living in a Global Village (3)
PHR 3405 World Religions (3)
PYC 4220 Cross-Cultural Psychology (3)
SCI 3500 Sustainability: Meaning and Practice (3)
SCI 4320 Chinese Culture and Medicine (3)
perceptions and social net-works as they impact health and
well-being. This course of study provides a comprehensive
view of the body as a living system, and as such looks at
various complementary approaches to sustaining health and
obtaining health care and evaluates the utility of alternate
approaches to health maintenance.
Units
Prerequisite(s)
Co-Requisite(s)
6
6
12
inner landscape of individual consciousness, and the many
alternative paths individuals forge to build cross-cultural
alliances and create nurturing community relations. Students
will investigate the ways social categories such as race,
ethnicity, nationality, class, gender, sexuality, and disability
shape social relations at home and in global contexts. They
will also have an opportunity to explore some of the creative
paths individuals are choosing to pursue their dreams for
social justice, such as turning to spiritual practices and the
arts as sources of inspiration for social transformation.
Units
Prerequisite(s)
Co-Requisite(s)
6
6
12
43
Women’s Studies
The Women’s Studies track is designed to educate students
about issues and ideas central to understanding women’s
lives. The curriculum exposes students to theories and
practices that give voice to a wide range of women’s life
experiences often overlooked within conventional studies
and mainstream culture. Utilizing multicultural perspectives,
courses address both commonalities and significant
Courses
Select SIX UNITS of the following:
SEC 3116 Gender Talk (3)
SEC 4000 Women’s Lives and Social Transformation (1–3)
SEC 4010 Feminist Mosaics (3)
Select SIX UNITS of the following:
PHR 4440 The Goddess Religion (2)
PYC 4225 Psychology of Women (3)
SCI 4310 Gender and Technology (1)
SCI 4312 Women and Integral Health (3)
44
differences between women. Students have an opportunity to
explore issues vital to women’s well-being and empowerment
including the newest developments in feminist theory
and practice that offer frameworks for understanding and
transforming the conditions of women’s lives. Course topics
range from gender, sexuality, psychology, and health to
language, culture, spirit, and social change.
Units
Prerequisite(s)
Co-Requisite(s)
6
6
PHR 3405 or the equivalent
12
LINKED-DEGREE PROGRAMS
John F. Kennedy University offers linked bachelor’s and
master’s degree programs in fields where graduate study is
compatible with an undergraduate degree program. Linkeddegree programs allow qualified students to apply graduatelevel units toward both the bachelor’s and master’s degrees.
Students may not link a bachelor’s degree to a master’s
degree and then link the master’s degree to a doctoral degree.
Students interested in seeking linked degrees should work
closely with a faculty advisor in the School of Education and
Liberal Arts and with the Registrar’s Office to ensure proper
academic and procedural planning.
Linked-degree programs are available in the areas listed
below. Programs link a Bachelor of Arts with a Master of Arts.
The maximum allowable linked units are indicated. In many
programs, specific courses are approved for linking, while
others are ineligible. See a Liberal Arts advisor for further
information.
• Career Development (up to 18 units)
• Consciousness and Transformative Studies (up to 18 units)
• Counseling Psychology (up to 24 units)
Eligibility and admission requirements must be completed
before the start of the first quarter in which the student begins
taking graduate units. Students linking into some programs
may have additional eligibility and admission requirements.
Contact the Registrar’s Office for further information.
Graduate units completed at the university before admission
to a linked-degree program, or beyond the specified
maximum amount of linked units, may be applied to only
one degree. Graduate transfer credit is not allowed in a
linked-degree program.
Linked-degree students must maintain a minimum 3.0 GPA in
graduate courses and a 2.0 GPA in undergraduate courses to
be in good standing.
Linked-degree students in the organizational psychology,
counseling psychology, sport psychology, and career
development programs must complete all bachelor’s degree
requirements prior to beginning the field placement/
internship portion of the graduate program. Linked
Transformative Arts and Master of Fine Arts students must
complete the bachelor’s degree before enrolling in studio or
mentorship courses. Linked MAT students must complete the
bachelor’s degree before enrolling in Supervised Teaching C.
• Holistic Health Education (up to 18 units)
• Integral Psychology (up to 18 units)
Linked-Degree Procedures
• Organizational Psychology (up to 18 units)
To be eligible to apply, the student must have completed the
following:
• Sport Psychology (up to 24 units)
• Studio Arts (MFA) (up to 24 units)
• Teaching (MAT) (up to 18 units)
• Transformative Arts (up to 18 units)
Admissions Process
To be admitted to a linked-degree program, the student must:
• Meet with an undergraduate advisor to ensure that upperdivision transfer units have been correctly applied and that
approved course substitutions/waivers are documented for
the eligibility review.
• Submit a Request for Linked Eligibility Review form and a
Petition for Degree with the required fee.
• Submit an Application Supplement form with the
appropriate fee.
• At least 156 or 162 undergraduate units, depending upon
the desired advanced degree;
• All lower-division general-education breadth requirements;
• Achieved a GPA of at least 3.0 (B) in the area of emphasis
or major; and
• The requirements from one of the following three lists.
BA in Psychology (Campbell Campus)
• All upper-division Interdisciplinary Studies courses,
• All communication skills courses,
• All courses in the major, and
• Six units in the 24 approved upper-division component
(except for students linking to MA in Counseling
Psychology, Sport Psychology, or MFA programs).
• Submit any additional admission documentation required
for admission to the graduate program.
All other BA programs
• Have eligibility for linking formally verified by the
• All core courses, and
• Be formally approved for admission to the graduate
program.
• All upper-division breadth courses,
• All required courses in the major and all other courses in
the study plan except for 9 anticipated linked units.
45
ESSENTIALS COACHING CERTIFICATE
Admission Requirements
The Essentials Coaching undergraduate certificate program
provides comprehensive training in the essentials method
of life coaching and is offered in partnership with the
Ford Institute for Integrative Coaching. It is designed for
individuals seeking to become certified integrative coach
professionals (CIC) or to complement students’ education in
other undergraduate or graduate degree programs by offering
applied methods and skills for pursuing academic, personal,
and professional goals.
Students seeking entry to this program must complete the
following:
Students can take the certificate as a stand-alone program or
fully integrate it into a BA degree. Anyone who completes
the program is then eligible to apply for certification with the
International Association of Integrative Coaches, but many
may choose to take the program to enhance their personal
and professional development without seeking external
certification.
• A completed Ford Institute for Integrative Coaching application packet which includes an application, a supplemental
questionnaire, and a disclaimer,
• An interview with the Ford Institute faculty to be conducted
after the application packet has been received, and
• The continuing education workshop, Shadow Process, prior
to registering for the first course in the certificate program.
(For more information, visit www.jfku.edu/FordInstitute.)
Learning Outcomes
Upon completion of the program, students will
• Demonstrate an enhanced capacity for deep listening,
Through direct observation, academic study, and applied
practice, students become proficient in the essentials
coaching concepts and skills. The program emphasizes
personal responsibility, integrity, accountability, and access
to inner wisdom as the foundation for personal development
necessary for becoming a coach as well as theories and
techniques of the coaching model. Each course in the
program supports students in developing self-awareness of
one’s skills, strengths, and limitations (including ongoing selfand peer-assessment) alongside the cognitive and applied
learning necessary for effective coaching practices.
• Develop the ability to access and trust inner wisdom,
The Essentials Coaching program is taught by instructors
who are master coaches and certified by the International
Association of Integrative Coaches. The curriculum is
designed to accommodate local, national, and international
student participation with all weekly classes taking place
via telephone bridge line and all homework submitted and
evaluated in a web platform. In addition to these distancelearning modalities, students also convene in 3- or 4-day
residential intensives at two points during the certificate
program.
• Acquire tools for achieving one’s goals,
• Understand and apply ECT concepts with clients and in
one’s own life,
• Take responsibility for self-development,
• Develop leadership skills,
• Enhance personal empowerment and self-esteem,
• Demonstrate the ability to be self-generating,
• Demonstrate a capacity to lead others in a transformational
change process,
• Develop an enhanced sense of inner peace,
• Be inspired by one’s own life, and
• Demonstrate capacity and ability to be an agent for positive
change in the world.
Courses
Units
ECT 3001 Essentials One: Preparing the Self
ECT 3002 Essentials One: Practicum
ECT 3003 Essentials Coaching Program:
The Experience of Being Coached
ECT 3004 Essentials Coaching Training: The Practice of Being Coached
ECT 3005 Essentials Coaching Training: Practicum
1
1
Prerequisite(s)
4
3
Co-Requisite(s)
ECT 3001
ECT 3002
4
4
5
ECT 3003
ECT 3004
20
Completion of the Shadow Process workshop is required as a condition of admittance to the Essentials Coaching certificate program.
46
DEPARTMENT OF EDUCATION
The Department of Education was established in 1989 for
talented, mature adults from diverse academic and cultural
backgrounds. Its mission is to train outstanding teachers who
will bring humanistic methods and challenging, relevant
content to teaching. Many courses are taught by master
teachers—professionals who have significant experience in
the classrooms of San Francisco, Alameda, and Contra Costa
counties. The department is dedicated to:
admission in addition to those requirements listed here.
• Official transcripts of all college and university work
showing a broad distribution of challenging courses with
an overall GPA of 3.0.
• One of the following two degrees:
• Interdisciplinary teaching—relating the study of
mathematics and science to the humanities and social
sciences and emphasizing communication skills in all
subjects.
• a bachelor’s degree from a regionally accredited
institution in a multiple-subject academic program
approved by the California Commission on Teacher
Credentialing or
• Multicultural teaching—examining bias, equity issues
and strategies to bring multicultural perspectives and
appreciation for all cultures into the classroom.
• a bachelor’s degree from a regionally accredited
institution in a single-subject academic program
approved by the California Commission on Teacher
Credentialing.
• Community-based teaching—creating a community of
learners and teachers that includes graduate students and
faculty, local teachers, parents, community members, young
people, district administrators, and school boards.
• Visionary teaching—giving youngsters a vision of a more
peaceful world in which their lives have meaning and
humankind respects the natural world.
The Department of Education works closely with
community-involvement programs in the training of teachers.
Credential candidates benefit from current research on
parent/community involvement in education and receive
guidance on how to build partnerships with families and the
community.
In addition to the Multiple- and Single-Subject Credential,
the Master of Arts in Teaching, and the Administrative
Services Credential, the department offers courses for
the Cross-Cultural Language and Academic Development
(CLAD) certificate as well as other professional development
workshops for teachers already working in the field. Details
are available through the Department of Education.
LEARNING OUTCOMES
At the end of the program, students will be able to:
• Make subject content comprehensive and accessible to all
learners;
• Assess learning and use assessment to inform their
teaching;
• Engage and support learners in the learning process;
• Plan instruction and design learning opportunities for all
learners;
• Statement of purpose: three to four double-spaced, typewritten pages demonstrating creativity, maturity, dedication to
education and competence in writing.
• Two letters of recommendation from academic or professional associates attesting to potential as a teacher.
• Interview with the department chair. The Department of
Education will contact applicants to schedule an interview
after all the above documents are on file.
Application deadline for summer is March 1; for winter,
October 1. Late applications will be considered on a case-bycase basis if space is available. Additional requirements to be
submitted to the Department of Education credential analyst
upon admission:
• Application for Certificate of Clearance (to verify absence of
a criminal record) including two fingerprint cards and the
processing fee.
• Copy of a tuberculosis test showing a negative result dated
within one year of entering the program.
• Passing score on the California Basic Education Skills Test
(CBEST)
• Passing score on the California Subject Examination for
Teachers (CSET)
• Verification of 40 hours of experience with youth of diverse
backgrounds in a group setting (e.g., camp counselor or
teacher’s aide). It is recommended that this be completed
either prior to or within the first two quarters of enrollment.
Note that both CBEST and CSET exams must be passed prior
to advancing to EDN 5320 Supervised Teaching B.
• Create and maintain effective environments for learning;
and
• Reflect, assess, and plan for their own professional development.
47
TEACHING CREDENTIAL
(TRADITIONAL AND INTERN)
The one-year credential program provides preparation for
teaching in elementary and secondary classrooms. Students
typically begin the program in the summer, complete it the
following spring, and begin their teaching careers in the fall.
To further accommodate working adults, a winter start-up
allows students to complete their credential program in a year
and a half. Alternate schedules may be discussed with the
department chair.
Foundation courses provide students with broad knowledge
of learning and teaching theories with an emphasis on
methods to enhance young people’s self-esteem and
receptivity to learning. Coursework addresses classroom
dynamics, language and communication, and teachers
working with each other and with parents, school districts,
and state and other agencies to improve education.
Curriculum-development courses provide students with the
theoretical knowledge and practical skills necessary to create
successful, cogent, interdisciplinary curricula.
The Preliminary Credential is recognized as the credential
for employment purposes and is valid for five years. The
Professional Clear Credential, which is recommended by the
employing district, must be obtained within five years after
the date of the Preliminary Credential.
Advising
Teaching is a sophisticated and demanding profession, and
graduate students working to become teachers need careful
advising to develop academic, personal, and professional
knowledge and skills. The program is organized to give
students feedback each quarter and in every course and
experience. The department chair works with students to
solve problems and assess progress throughout the program.
The John F. Kennedy University Department of Education
seeks to build a community of teachers and learners that
supports and challenges students and gives them a vision of a
learning community they can carry throughout their careers.
Credential Requirements
The fieldwork component is designed to develop competence
and confidence in the classroom. Beginning with a short
course in observation, students are given increasingly
responsible teaching opportunities. Supervising teachers
observe progress in the classroom and hold regular meetings
for problem solving, feedback, and support. Field placements
provide students with teaching experience with different age
groups in both public and private schools, and in both urban
and suburban settings, working with diverse populations.
To receive the university’s recommendation for the California
Multiple- or Single-Subject Preliminary Credential, students
must complete the following:
Program Content and Sequence
• File an online application for Credential Authorizing
Public School Service (Form 41–4) with the university’s
Department of Education credential analyst.
The curriculum develops over four or six quarters from
theoretical to applied work. The first several quarters are
weighted toward academic work focusing on fundamental
concepts of teaching. As students progress, the curriculum
moves from theoretical academic assignments to the
application of theory and the practice of teaching. During
the last two quarters, students spend four full days per
week at their field placement, culminating in two to three
weeks of solo teaching. Throughout the program, students
meet regularly with their supervising teachers and university
supervisors to reflect upon and critique their progress.
• An overall grade-point average of at least 3.0 (B) must be
maintained in all work completed for the program.
• Prerequisite areas of knowledge, if not previously
completed (0–6 units).
• Multiple- or Single-Subject Preliminary Credential program
(42 units) or equivalent.
• Submit the Petition for Credential Program Completion
Certification with appropriate fee to the Registrar’s Office.
• All financial obligations to the university must be paid in
full.
To receive the university’s recommendation for the California
Multiple- or Single-Subject Professional Clear Credential, the
student must complete the above six requirements plus the
four one-unit courses listed in the table below.
The Credentialing Process
Prerequisite Areas of Knowledge
Students complete a curriculum designed to prepare them
to meet all standards of performance required by the
California Commission on Teacher Credentialing (CCTC) for
the awarding of the credential. All credential candidates are
required to pass tasks contained in the California Teaching
Performance Assessment (CA TPA) System as part of their
eligibility for the Preliminary Teaching Credential.
• Human Development and Health
It is recommended that students complete coursework to
satisfy the following areas of knowledge before beginning
graduate education courses:
• U.S. Government and Constitution (or pass exam offered
by the Education department)
In both the Multiple- and Single-Subject Credential programs,
students complete a 42-unit Preliminary Credential. Upon
completion of the Multiple- or Single-Subject Credential
program and with approval of representative faculty and the
department chair, the university recommends the candidate to
the CCTC for the credential.
48
Multiple-Subject Credential
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Foundation Courses
EDN
EDN
EDN
EDN
EDN
5000
5005
5006
5020
5400
The Whole Child
Intro to Computer-Based Technology in Education
Technology, Learning, and Social Issues
A Passion for Reading
Theories of Language Acquisition
3
1
1
3
3
Curriculum and Instruction
EDN
EDN
EDN
EDN
5200
5212
5222
5232
Theory of Curriculum Development
C&I: English-Language Arts
C&I: Mathematics
C&I: History/Social Science
1
3
3
3
Teaching Performance Assessment
EDN
EDN
EDN
EDN
9001
9002
9003
9004
Teaching
Teaching
Teaching
Teaching
Performance
Performance
Performance
Performance
Assessment—Task
Assessment—Task
Assessment—Task
Assessment—Task
1
2
3
4
0
0
0
1
Fieldwork
EDN
EDN
EDN
EDN
5310
5320
5330
5345
Supervised
Supervised
Supervised
Supervised
Teaching
Teaching
Teaching
Teaching
A
B1
C
D
2
6
6
6
1
42
To advance to EDN 5320 Supervised Teaching B, Multiple-Subject students must submit an official passing score on the California Basic
Educational Skills Test (CBEST) and a passing score on the California Subject Examinations for Teachers (CEST:MSAT).
Single-Subject Credential
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Foundation Courses
EDN
EDN
EDN
EDN
EDN
5000
5005
5006
5021
5400
The Whole Child
Reading in Secondary Schools
3
1
1
3
3
EDN
EDN
EDN
EDN
5200
5215
5225
5235
C&I for Secondary Schools I
C&I for Secondary Schools II
C&I for Secondary Schools III
1
3
3
3
EDN
EDN
EDN
EDN
9001
9002
9003
9004
Teaching
Teaching
Teaching
Teaching
Performance
Performance
Performance
Performance
Assessment—Task
Assessment—Task
Assessment—Task
Assessment—Task
1
2
3
4
0
0
0
1
Fieldwork
EDN
EDN
EDN
EDN
5310
5320
5330
5345
Supervised
Supervised
Supervised
Supervised
1
Teaching
Teaching
Teaching
Teaching
A
B1
C
D
2
6
6
6
42
To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test
(CBEST) score and have verification of the completion of an approved academic program that waives the subject matter exams or a passing
score on the California Subject Examinations for Teachers (CSET).
49
MASTER OF ARTS IN TEACHING
The Master of Arts in Teaching is a 60-unit program
comprising the Preliminary Credential sequence and an
additional 18 units of graduate coursework. The program is
designed to provide schoolteachers with both theoretical and
experiential knowledge of learning, teaching, and curricula
issues and a comprehensive understanding of the problems
and potentials of education.
Students fulfill the first 42 units of the program when they
complete the Preliminary Credential program, generally
finishing in spring term. Students then continue with the
final 18-unit sequence over the next year—while working as
teachers in classrooms—to complete the master’s degree.
Throughout the program, students examine the social,
cultural, economic, and political issues facing the United
States and explore how teachers can address these issues in
the classroom. Elective courses may be selected from those
offered by the Department of Education or from approved
courses offered by other schools in the university.
The Research Writing and Methodology Proposal, Thesis
Research Project, and Thesis requirements reinforce the relevance of classroom theory and discussion and encourage
realistic and committed action. Students design, complete,
and evaluate a research and action project that addresses an
issue of social justice in the education community. Research
Writing and Methodology introduces students to inquirybased action research methodology and thesis proposal
writing. In Proposal, students continue to refine the research
project started in Research Writing and Methodology,
complete a survey of the literature, and outline a community
research project. In Thesis Research Project, students’ projects
promote social justice in the education community through
work with children, parents, teachers, community agencies, or
some combination of these. In Thesis, students describe and
analyze the project and make recommendations for further
work in the field. This sequence offers a vigorous approach
to studying education and innovative preparation for the
community classroom.
MAT/Multiple-Subject
At least 55 units must be completed in residence; no more than 9 units may be transferred into this program.
Courses
Units
Prerequisite areas of knowledge
0–6
Prerequisite(s)
Co-Requisite(s)
Foundation Courses
EDN
EDN
EDN
EDN
EDN
5000
5005
5006
5020
5400
The Whole Child
A Passion for Reading
3
1
1
3
3
EDN
EDN
EDN
EDN
5200
5212
5222
5232
C&I: English-Language Arts
C&I: Mathematics
C&I: History/Social Science
1
3
3
3
EDN
EDN
EDN
EDN
9001
9002
9003
9004
Teaching
Teaching
Teaching
Teaching
Performance
Performance
Performance
Performance
Assessment—Task
Assessment—Task
Assessment—Task
Assessment—Task
1
2
3
4
0
0
0
1
Fieldwork
EDN
EDN
EDN
EDN
5310
5320
5330
5345
Supervised
Supervised
Supervised
Supervised
Teaching
Teaching
Teaching
Teaching
A
B1
C
D
5990
5991
5992
5993
Research Writing and Methodology
Thesis Proposal
Thesis Research Project
Thesis
2
6
6
6
Thesis
EDN
EDN
EDN
EDN
Electives 2
3
2
2
2
9
60–66
2
Elective courses must be thematic and provide the foundation for the MAT proposal, thesis and project. Students may take approved graduate-level courses from other schools in the university as MAT electives. One suggested area of emphasis would be to choose the Crosscultural Language and Academic Development (CLAD) coursework (description and requirements appear in the following pages).
1
50
MAT/Single-Subject
At least 55 units must be completed in residence; no more than 9 units may be transferred into this program.
Courses
Units
Prerequisite areas of knowledge
0–6
Prerequisite(s)
Co-Requisite(s)
Foundation Courses
EDN
EDN
EDN
EDN
EDN
5000
5005
5006
5021
5400
The Whole Child
Reading in Secondary Schools
3
1
1
3
3
EDN
EDN
EDN
EDN
5200
5215
5225
5235
C&I for Secondary Schools I
C&I for Secondary Schools II
C&I for Secondary Schools III
1
3
3
3
EDN
EDN
EDN
EDN
9001
9002
9003
9004
Teaching
Teaching
Teaching
Teaching
Performance
Performance
Performance
Performance
Assessment—Task
Assessment—Task
Assessment—Task
Assessment—Task
1
2
3
4
0
0
0
1
Fieldwork
EDN
EDN
EDN
EDN
5310
5320
5330
5345
Supervised
Supervised
Supervised
Supervised
Teaching
Teaching
Teaching
Teaching
A
B1
C
D
5990
5991
5992
5993
Research Writing and Methodology
Thesis Proposal
Thesis Research Project
Thesis
2
6
6
6
Thesis
EDN
EDN
EDN
EDN
Electives 2
3
2
2
2
9
60–66
2
Elective courses must be thematic and provide the foundation for the MAT proposal, thesis and project. Students may take approved graduate-level courses from other schools in the university as MAT electives. One suggested area of emphasis would be to choose the Crosscultural Language and Academic Development (CLAD) coursework (description and requirements appear in the following pages).
1
51
CROSS-CULTURAL LANGUAGE AND
ACADEMIC DEVELOPMENT (CLAD)
PROGRAM
The Department of Education offers a sequence of courses
that have been approved by the Commission on Teacher
Credentialing to be applied toward the CLAD Certificate.
The graduate courses are designed for currently credentialed
Courses
EDN
EDN
EDN
EDN
EDN
EDN
5000
5400
5410
5420
5430
5501
Units
The Whole Child
Methods for Teaching the English Learner
Methods for Teaching In-depth Content
Assessment of Linguistic Minority Students
Cross-Cultural Communicatio
52
teachers or those who are enrolled in a teacher preparation
program. The CLAD courses provide a theoretical background
for understanding language development. Students learn
effective methods for teaching every child while fostering a
sense of community. Contact the university’s Department of
Education for information about additional state requirements
to obtain the CLAD Certificate.
Prerequisite(s)
Co-Requisite(s)
3
3
3
3
3
3
18
ADMINISTRATIVE SERVICES CREDENTIAL
• Personal statement of purpose;
The Administrative Services Credential program is offered on
the Campbell campus. This program is a one-year, 36-unit,
four-quarter program. The Tier I program is designed for
people interested in becoming teachers in the development
of racial equity, social justice, and democracy in educational
settings. Organized along a cohort model, students work and
study with a group of peers and receive a strong foundation
in educational theory, multicultural education, and leadership
development.
• Official transcripts;
Learning Outcomes
Upon completion of the program, candidates will
demonstrate:
• Quality teaching and learning for excellent student
outcomes,
• Copy of valid State of California Teaching Credential, Pupil
Personnel Services Credential, or other service credential;
• Three letters of recommendation including one from a
current supervisor; and
• Evidence of three years’ teaching experience.
Program Requirements
• Possess a valid State Credential in Teaching or Service,
• Complete the Administrative Services Credential and be
recommended by the program sponsor,
• Pass the California Basic Educational Skills Test (CBEST), and
• Complete a minimum of three years of successful, full-time
experience in public schools.
• Democratic practices for collaborative leadership,
• Ethical and reflective practices,
Internship Credential
• Systems literacy for transformative action, and
Eligibility requirements include the following
• Leading with care and spirit.
• Prerequisite credential,
• Passing score on the California Basic Educational Skills Test
(CBEST), and
Candidates are required to participate in an admissions
interview and provide the following:
• Three years of appropriate experience and enrollment in an
approved program.
Courses
ENJ 5000 Forging a Shared Vision of Leadership
and Learning for All Students
ENJ 5010 Leadership for Racial Equity, Social Justice, and Democracy
ENJ 5020 Learner-Centered Instructional Leadership
ENJ 5030 Organizational Management I: Technology
ENJ 5040 Organizational Management II: Law
ENJ 5050 Organizational Management III: Finance
ENJ 5100 The Whole Community: A Context for
Educational Leadership
ENJ 5110 The Whole Family: A Resource for Educational Leadership
ENJ 5120 The Whole Child: A Focus for Educational Leadership
ENJ 5130 The Whole School: A Locus for Educational Leadership
ENJ 5300 Fieldwork: Community-Based Inquiry and Action Research
ENJ 5310 Fieldwork: Deepening the Relationship between
Home and School
ENJ 5320 Fieldwork: Nurturing the Genius in Every Child
ENJ 5330 Fieldwork: Effecting Lasting Change at the School Site
Units
Prerequisite(s)
Co-Requisite(s)
3
3
3
1
1
1
3
3
3
3
3
3
3
3
36
53
DEPARTMENT OF MUSEUM STUDIES
The Department of Museum Studies is committed to
preparing museum professionals to meet the demands
of an increasingly complex profession. Today’s museum
professionals must have the knowledge and skills to serve
new audiences, create collaborative partnerships with
communities, design innovative exhibitions and programs,
and develop a sustainable financial base of support.
The curriculum covers a wide range of museum issues and
provides fundamental skills while challenging students to critically analyze and creatively reform the museum for a diverse
society. The training is applicable to all types of museums,
historical sites, natural parks, and cultural centers.
All Museum Studies faculty members are practicing professionals. Their ranks include conservators, registrars/collections
managers, educators, exhibit designers, and museum
administrators. Students have close contact with other experts
in the field through museum visits, guest speakers, and
internships.
The Master of Arts is the preferred credential and
recommended for students who intend to pursue a full-time
career in the museum field. The department’s certificate
option is designed for professionals who have extensive
experience in the field and do not require a master’s degree.
Prior advising with the department chair may assist applicants
in their selection of the master’s or certificate program.
Individuals interested in taking only one or two courses
may do so as non-degree students if space is available. Nondegree students must hold a bachelor’s degree and have
an interview with the department chair before enrolling in
courses.
54
admission in addition to the requirements listed here.
• Interview with the department chair. The department of
Museum Studies will contact applicants to arrange for an
interview after the application file is complete. Telephone
interviews will be arranged for applicants who live outside
the Bay Area.
• Bachelor’s degree from an institution whose accreditation
is recognized by the Council for Higher Education
Accreditation (CHEA).
• Personal statement: a double-spaced, three-page (typed)
essay, carefully edited for content, grammar, and style that
answers the following questions:
• What is the role of the museum in today’s world?
• Given your response to question one, describe your
specific career goals.
• How has your education and experience prepared you
for graduate study in museum studies?
• Three letters of recommendation.
• Official transcripts from all colleges and universities
attended.
• International applicants must have a minimum TOEFL score
of 600 on the paper-based test, 250 on the computer-based
test, or 100 on the Internet-based test with a minimum
score of 4.5 in the writing section.
Application Deadline is March 15. Late applications will
be considered on a case-by-case basis if space is available.
Applicants for the master’s degree are admitted only for the
fall quarter.
MA IN MUSEUM STUDIES
The department offers a Master of Arts in Museum Studies
with three specializations: administration, collections
management, and education and interpretation. The
administration specialization covers financial management,
fundraising, marketing, and administration. Collections
management trains individuals to manage and care for
collections. Education and Interpretation trains students to
interpret collections, develop an understanding of diverse
audiences and their needs, plan and develop exhibitions, and
design education programs in museums.
All students complete the core curriculum, specialization
courses, and internships offering independent, individualized
study in a museum or museum-related institution. The
master’s program concludes with a master’s project, which
allows students to explore in depth a specific area of interest
in a museum or related organization.
55
Degree Requirements
In addition to the university’s general requirements (outlined
in the General Information section of this catalog), students
must also complete the following:
• Upon admission, all students must demonstrate writing competency as determined by department evaluation of writing
ability. Some students may be required to take courses
in writing in addition to the 58-unit requirement for the
degree.
• Prerequisite courses as identified at the time of the
student’s admission. Some students may be required to
take courses in addition to the 58-unit requirement for the
degree.
• No more than six graduate units will be accepted in
transfer, and no more than six undergraduate units may
be applied to this program. See the program advisor for
specific limitations for undergraduate and transfer credit.
• This degree program must be completed within five years
of the initial date of enrollment.
Courses
Units
MUS 5003 Issues in Museums I: History and Theory
MUS 5004 Issues in Museums II: Finance and Administration
MUS 5005 Issues in Museums III: Planning and Development
MUS 5321 Museums and Communities
MUS 5405 Exhibition Development 1
MUS 5420 Museums, Interactive Technologies and
Electronic Access
MUS 5996 Master’s Project: Topic Development 2
MUS 5997 Master’s Project: Research Methodology
MUS 5998 Master’s Project: Writing and Production
Specialization (choose one of the three specializations, below)
4.5
1
4.5
4.5
21
58
Prerequisite(s)
Co-Requisite(s)
4.5
4.5
4.5
4.5
4.5
MUS 5996 with a grade of B or better
MUS 5997 with a grade of B or better
Students without a business or management background are required to complete two of the listed undergraduate courses before beginning
graduate studies.
2
Under the supervision of a project coordinator, each student develops a project that reflects his or her expertise in a special subject area
and dem
of research methods and writing skills. All students must demonstrate proficiency in writing and research prior to beginning the master’s
project. These courses must be completed with a grade of B or better. The master’s project, including the oral presentation, must be
completed in residence at John F. Kennedy University.
1
Administration Specialization
Courses
Units
Undergraduate prerequisite courses 1
BUS 2000 Financial Accounting A (3)
BUS 2001 Financial Accounting B (3)
MUS 5975 Internship 2
Select FOUR of the following courses
BUS 3160 Diversity in Organizations (3)
BUS 3260 Nonprofit Finance and Accounting (3) 1
BUS 5020 Financial Management (3) 1
BUS 5025 Human Resources Management (3) 1
BUS 5030 Personal Power and Leadership (3) 1
BUS 5035 Visionary Leadership (3) 1
BUS 5040 Marketing Management (3) 1
BUS 5385 Cultures and Comparative Management Styles (3) 1
BUS 5455 Theory and Practice of Organizational Transformation (3) 1
BUS 5460 Organizational Cultures, Myths and Values (3) 1
BUS 5475 Strategies for Communication and Team Building (3) 1
0–6
Prerequisite(s)
Co-Requisite(s)
BUS 2000
9
12
BUS 2001
BUS 5096
21–27
Business and management courses are offered by the university’s School of Management. Other business or management electives may be
taken with the approval of the department chair.
2
All museum studies students are required to complete one or more museum internship(s) in the area of specialization. Internships allow
students to assume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum field
under the guidance of professionals. Students in the program have interned in local, national and international museums and museumrelated institutions.
1
56
Collections Management Specialization
Courses
1
Units
MUS 5501 Documentation of Collections
MUS 5502 Preventive Conservation
4.5
4.5
12
21
Prerequisite(s)
Co-Requisite(s)
Prerequisite(s)
Co-Requisite(s)
Includes practicum.
Education and Interpretation Specialization
Courses
1
Units
MUS 5610 The Visitor Experience: Learning Theories and
Understanding Audiences
MUS 5612 The Visitor Experience: Interpretive Methods and
Applications
4.5
12
21
4.5
CERTIFICATE IN MUSEUM STUDIES
The Certificate in Museum Studies is designed for individuals
who want to enhance their understanding of museum work
but do not need a master’s degree. The one-year program
is open to students who have a Bachelor of Arts and
substantial experience as a museum employee or volunteer.
Applicants without substantial museum experience may be
admitted to the program but will be required to complete
an additional internship. The certificate is offered with a
specialization in either collections management or education
and interpretation. Certificate students are required to take
the first-year core courses applicable to the specialization
and complete an internship in a museum. Students must also
demonstrate proficiency in writing. For information about the
internship see above.
All students must demonstrate writing competency as determined by the department evaluation of writing ability. Some
students may be required to take additional courses in writing
beyond the 30–36 units required for the certificate.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Core Curriculum
MUS 5003 Issues in Museums I: History and Theory
MUS 5004 Issues in Museums II: Finance and Administration
MUS 5321 Museums and Communities
Select ONE of the following concentrations
Collections Management Concentration—select BOTH courses
MUS 5501 Documentation and Collections (4.5)
MUS 5502 Preventive Conservation (4.5)
Education and Interpretation Concentration—select BOTH courses
MUS 5610 The Visitor Experience:
Learning Theories and Understanding Audiences (4.5)
MUS 5612 The Visitor Experience:
Interpretive Methods and Applications (4.5)
1
4.5
4.5
4.5
7.5
9
30
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CREDIT BY ASSESSMENT [CBA] COURSES
CBA 100 CREDIT BY ASSESSMENT
1–5
Units earned through assessment of prior learning experience
such as corporate training; professional workshops, seminars,
6–10
11–15
CORE CURRICULUM [COR] COURSES
COR 2100 THE DEVELOPING WRITER
3
Emphasis on the mechanics and process of writing. Students
hone their writing skills through essay and journal exercises,
editing, discussion, and revision. Common writing difficulties
are addressed. May be applied toward the lower-division
general education communication breadth requirement.
COR 3000 EDUCATION, SELF AND COMMUNITY I
3
Explores various dimensions of the learning process including
the influence of prior learning experiences; the social
construction of knowledge; the impact of culture, class, race,
age, and gender on our educational experiences; and the
possibilities for developing stimulating and fulfilling learning
practices. At the same time, the course provides new students
with a survey of the BA Program—its vision, objectives and
requirements—and offers them guidance in choosing a major
and formulating a Study Plan.
May be applied toward lower-division general education
communication breadth requirement.
COR 3145 RESEARCH WRITING
3
Focuses on the writing of an academic research paper.
Involves a full quarter of classroom work and an additional
one-unit library course, COR 3146 Information Resources,
which is taken concurrently. Coursework is directed toward
formulating and revising a topic, researching information,
writing, and reviewing a quality academic paper. Emphasizes
the importance of critical thinking and rhetorical analysis. The
course will focus on a different interdisciplinary them each
quarter.
COR 3146 INFORMATION RESOURCES
1
Introduction and orientation to the Bachelor of Arts program.
This course is designed to be taken concurrently with the
base three-unit course, COR 3145 Research Writing. Students
receive a brief refresher on basic library and electronic
research. Students then focus on the research issues involving
their topics in the base course with hands-on work in the
computer lab and guidance from the instructor.
COR 3100 CRITICAL THINKING AND WRITING
COR 3300 WAYS OF KNOWING
COR 3001 INTRODUCTION TO THE
BACHELOR OF ARTS PROGRAM
0
3
Focuses on academic essay writing, rhetorical analysis, and
critical thinking; designed particularly to help upper-division
students craft better academic essays. Students work on the
organization, mechanics, and coherence of their writing and
build greater confidence in themselves as writers. Students
also discuss and practice the fundamental tools of critical
thinking, analyze rhetorical devices and targeted audiences
of different texts, and attempt to apply their understanding
to their own expression. The course helps students examine
thesis, types of evidence, and counter-arguments as well as
movements between concrete and abstract, personal and
universal. Each quarter, the course will be organized around a
different interdisciplinary theme. Required.
COR 3140 MY VOICE, MY SELF
Emphasis on students “finding voice” to express their ideas
and experiences, to enable them to value their views and
speak confidently in small, large, informal, and formal
groups. Accent is on developing authenticity in thought and
expression. Coursework includes breathing and movement
exercises, applying actors’ and role-playing techniques,
and learning how to value speaking, listening, and silence.
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3
2
Students will learn about some of the basic concepts
of research and how it might be relevant in their lives.
Knowledge claims behind the two distinctly different
approaches of quantitative and qualitative research will be
explored. The course will then concentrate on qualitative
research as a method of inquiry that best fits with many
questions asked in the social sciences. Student will be
exposed to the most common qualitative research approaches
through seeking out and reading research with a specific
methodology in their field of interest.
COR 4106 AUTOBIOGRAPHY
3
Focuses on identifying major themes, exploring inner
meanings, and writing the first phase of an autobiography.
As a supplement to this substantial writing project, instructors
may design this course to involve an emphasis on some
or all of the following: reading published autobiographies,
dramatically performing elements of one’s autobiography,
painting or drawing a self-portrait, and researching the socialhistorical context of one’s autobiography.
COR 4900 TOPICS IN CORE STUDIES
3
Topics vary according to instructor and student interest. May
be repeated for credit with a change in topic.
COR 4995 INDEPENDENT STUDY IN INTERDISCIPLINARY CORE
1–3
Studies and projects to be arranged with the instructor and
the department chair. May be repeated for credit with a
change of topic.
COR 4998 EDUCATION, SELF, AND COMMUNITY II
1
Calls upon students to articulate some of the ways in which
their academic work, their service learning, their personal
life experiences, their career choices, and the greater society
may be integrated. Provides an opportunity for students to
consider to what extent and how they have changed through
the program, to reflect on the JFK University Liberal Arts
community, to share, and to celebrate. Required.
BA COMPLETION PROGRAM [CUJ] COURSE
This course is offered on the Campbell campus.
CUJ 3300 AMERICAN CULTURAL IN TRANSITION
3
An examination of some of the major influences on U.S. life
including politics, education, gender roles, multiculturalism,
religion, and work. Emphasis is on the changes in values and
practices in recent decades. May be repeated for credit with a
change in topic.
ESSENTIALS COACHING [ECT] COURSES
ECT 3001 ESSENTIALS ONE: PREPARING THE SELF
4
As the first step in the Essentials Coaching program, Essentials
One provides a framework to develop self-awareness as a
necessary foundation both for understanding the ability to
guide others in a coaching relationship and for achieving
desired levels of success in life. Students will learn key
concepts for bringing awareness to prominent beliefs guiding
decision making and meaning making in their lives and
they will learn tools to enhance inter- and intrapersonal
communication skills.
ECT 3002 ESSENTIALS ONE: PRACTICUM
3
This four-week practicum features a three-day, in-person
intensive emphasizing practical and experiential learning to
deepen understanding of the core concepts introduced in
ECT 3001. Students will engage in guided internal exercises
along with dynamic group processes to allow them to
reclaim their power and integrate the full range of personal
expression available to them. Co-requisite: ECT 3001.
ECT 3003 ESSENTIALS COACHING PROGRAM:
THE EXPERIENCE OF BEING COACHED
In this course, students begin training as an Essentials Coach
by observing and experiencing this coaching model during
weekly telecourse coaching sessions. In a group setting with
fellow coaches in training, faculty and guest master coaches
guide students through the Essentials coaching process. In
this way, students learn the coaching model and its key
concepts first-hand as they are coached by expert Essentials
coaches and witness others being coached in this model.
Prerequisite: ECT 3002.
ECT 3004 ESSENTIALS COACHING TRAINING:
DEVELOPING THE PRACTICE OF COACHING
ECT 3005 ESSENTIALS COACHING TRAINING: PRACTICUM
4
4
This course builds on the first three and is specially designed
to learn advanced distinctions, skills, and techniques
necessary for effective, empathetic communication in
coaching relationships. Further emphasis is placed on
understanding and using clarifying questions, establishing
healthy boundaries, distinguishing between coaching and
counseling, fostering a strong code of ethics, managing
conflict resolution, and holding self and others accountable.
This course is a demarcation point where students begin
applying the skills of being an Essentials Coach through
practice coaching relationships with both peers in training
and outside practice clients. Prerequisite: ECT 3003.
5
This capstone course in the training program focuses
on application and mastery of all Essentials Coaching
distinctions and skills. Through scheduled session reviews,
instructors observe and critique students’ practice and
skills. Emphasizing the conduct and standards of Certified
Integrative Coach Professionals (CIC), students learn the
crucial steps of building a coaching practice based on
integrity. This course culminates in a four-day residential
intensive in order to demonstrate the required proficiencies
of a CIC. Assessment and skills demonstration from this
course will determine whether students will be authorized to
proceed with CIC certification. Prerequisite: ECT 3004.
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BA COMPLETION PROGRAM [EDJ] COURSES
EDJ 4005 THE LEARNING PROCESS
These courses are offered on the Campbell campus.
EDJ 3105 THE ESSAY
3
Writing short papers on personal, general and academic
subjects, progressing from the simplest, most personal
approach through increasing stages of complexity.
Emphasizes discovering and developing each student’s
voice while building specific writing skills including unity,
organization, development, and clarity of thought. Fulfills
upper-division general education writing requirement. May
be applied toward the lower-division general education
communication breadth requirement if the upper-division
writing competency exam was passed.
EDJ 3116 LIBRARY RESEARCH IN THE ELECTRONIC AGE
EDJ 4996A–B SENIOR PROJECT I–II
2–3
An introduction to accessing, critically evaluating, and using a
variety of library research sources including reference books,
indexes, CD-ROM, automated library catalogs, and remote
access tools such as the Internet. Fulfills upper-division
general education library research requirements.
EDJ 3120 CRITICAL THINKING
2
An exploration of theoretical and personal ways of learning
and knowing. Students explore the effects that gender,
ethnicity, race, learning and cognitive style, intelligence,
personality, and history have on their learning process.
Students will also explore the idea of critical and creative
thinking as it is applied to learning.
1.5/1.5
A focused, in-depth, 20–25 page capstone essay on a
topic of student’s choosing relating to their specializations.
Including a major research component, the two-quarter
project provides students the opportunity to deepen their
understanding of a topic that has engaged them during their
undergraduate program. It provides an opportunity to achieve
and demonstrate mastery of a research and writing project
of significant scope, under the guidance of both a faculty
advisor and a course instructor. Prerequisites: Completion of
all communication skills requirements.
3
An introduction to logic, a tool that enables investigation of
any subject by reasoning. Develops skills for enhanced critical
awareness of social and cultural conditioning and provides
a working knowledge of the tools of critical assessment
and intuitive approaches to problem solving. Fulfills upperdivision general education critical thinking requirement.
EDUCATION [EDN] COURSES
These are graduate-level Education courses.
EDN 5000 THE WHOLE CHILD
EDN 5008 HEALTH AND SAFETY EDUCATION FOR TEACHERS
3
Explores ways to work effectively with children, adolescents,
and parents with an emphasis on approaches that foster
empathy and respect for cultural, religious, sexual,
socioeconomic, physical, and learning style differences.
EDN 5005 INTRODUCTION TO COMPUTER-BASED
TECHNOLOGY IN EDUCATION
1
Students will learn about and begin to use entry-level
computer knowledge and skills for communication, research,
analysis, and presentation as they relate to education.
EDN 5006 TECHNOLOGY, LEARNING, AND SOCIAL ISSUES
1
Students will acquire knowledge and skills for integrating
technology into teaching of subject-area curriculum and
issues related to child safety, copyright, and privacy.
EDN 5007 LEVEL 2—INDUCTION: TECHNOLOGY INTEGRATION
1
Students will be required to demonstrate their knowledge
and skills for integrating computer-based technology in their
teaching of subject-area curriculum. Participants will use
technology to create documents, communicate electronically,
search and evaluate appropriate software to support
standards-based learning, adjust teaching for special student
populations, and assessment.
60
1
Candidates will apply knowledge, skills, and abilities
developed during their professional preparation to provide
comprehensive support for their students’ total well-being
and health to promote optimal learning.
EDN 5009 TEACHING SPECIAL POPULATIONS
1
Candidates will extend their knowledge, skills, and abilities
acquired during their professional preparation to ensure
equitable access to learning and outcomes for students with
disabilities, gifted and talented students, and students at risk.
EDN 5010 THE HEALTHY CHILD
2
Introduces students to the physiological and sociological
effects of drugs, alcohol, and tobacco use and abuse.
Identifies young people’s behaviors associated with these
problems. Explores sexually transmitted diseases and
nutritional needs of children.
EDN 5011 TEACHING ENGLISH LEARNERS
1
Candidates will extend their knowledge, skills, and abilities
acquired during their professional preparation to ensure the
delivery of comprehensive, specialized instruction for English
learners.
EDN 5020 A PASSION FOR READING
3
Stresses the development of skills necessary to make lifelong
readers of all youths. Includes effective ways to introduce
literature, choosing the best readers and materials, and
reading for pleasure, information, and educational success.
EDN 5021 READING IN SECONDARY SCHOOLS
3
Introduces principles, methods, and processes that are fundamental to developing literacy across the curriculum in middle
and high schools.
EDN 5030 THE PSYCHOLOGY OF TEACHING
3
Focuses on communicating with students individually, in
groups, and in presentations; fostering fair and friendly
communication in the classroom; and helping each young
person communicate appropriately and effectively. Explores
personal issues that affect development as a teacher.
interdisciplinary and more complex lessons and units, and
assessing student achievement.
EDN 5222 C&I: MATHEMATICS (MS)
3
Focuses on the California Framework and Academic Content
Standards and subject-specific pedagogy for teaching
mathematics in K–8 classrooms.
EDN 5225 C&I FOR SECONDARY SCHOOLS II
3
Focuses on application of principles of instructional design
and curriculum development for teaching specific subject
areas in secondary schools. Candidates will develop lesson
and unit plans with emphasis on providing their students with
equitable access to learning.
EDN 5230 CURRICULUM III: SOCIAL SCIENCE
3
Explores effective ways to work with colleagues, school and
district administrations, and state and social service agencies.
Emphasizes methods to empower classroom teachers.
Emphasizes understanding the adolescent learner and such
teaching strategies as cooperative learning and other forms of
group work along with continued development of skills from
Curriculum I; development of more complex lessons and
units and development of an integrated thematic unit of six
to eight weeks’ duration.
EDN 5200 THEORY OF CURRICULUM DEVELOPMENT
EDN 5231 CURRICULUM III: SECONDARY
EDN 5040 POLITICS AND POWER
3
1
EDN 5210 CURRICULUM I: HUMANITIES
EDN 5232 C&I HISTORY/SOCIAL SCIENCE
3
Focuses on the needs of kindergarten through third-grade
children with emphasis on the humanities. Students work in
groups to develop interdisciplinary curricula that incorporate
study in mathematics, science, and social science with study
in the humanities.
EDN 5211 CURRICULUM I: SECONDARY
3
Provides a foundation in curriculum development (for the
single-subject credential program). Focuses on various
formats for developing lesson plans and on subjectarea competency. Students develop familiarity with state
frameworks (relevant to student area of specialization) and
begin to explore instructional materials.
EDN 5212 C&I: ENGLISH-LANGUAGE ARTS (MS)
3
3
Introduces principles, methods, and processes that are fundamental for teaching subject specific content in secondary
school settings.
EDN 5220 CURRICULUM II: MATH AND NATURAL SCIENCE
3
Emphasis is on teaching mathematics and science for fourththrough sixth-grade children. Working in groups, students
create lesson plans centering on mathematics and science and
addressing social science and the humanities.
EDN 5221 CURRICULUM II: SECONDARY
Continued development of skills from Curriculum I.
Emphasis on applying skills to different ages, developing
3
Focuses on developing curriculum and instructional lessons
and units for teaching history and social science content in
K–8 using California Framework and Standards. Emphasis
given to multiple perspectives and approaches.
EDN 5235 C&I FOR SECONDARY SCHOOLS III
3
Focuses on constructs of curriculum and instructional design
for developing subject-specific lessons and units for teaching
in secondary schools.
EDN 5240 COMPUTERS IN EDUCATION
Provides a foundation in curriculum and instructional
planning. Candidates work in groups to develop
interdisciplinary lessons and units for teaching EnglishLanguage Arts in self-contained settings. Focuses on needs of
kindergarten through third-grade children.
EDN 5215 C&I FOR SECONDARY SCHOOLS I
3
Addresses how to assess student achievement, manage the
classroom, develop a community of learners, and integrate
curricula. Participants will develop an integrated thematic unit
of six to eight weeks’ duration.
Discusses the importance and effectiveness of
interdisciplinary approaches. Using integrated themes,
students examine the curriculum from kindergarten through
12th grade and work through yearlong progressions of skill
and knowledge development.
3
3
Explores the impact of computer technology on education.
Students experiment with and evaluate educational
software designed for tutorial and group instruction as well
as classroom management. Strategies for incorporating
technology into the existing curriculum are discussed.
EDN 5310 SUPERVISED TEACHING A
2
Students observe several diverse elementary classrooms or
recreational settings. May include visits to the university’s
expressive arts and sport camps, a preschool, or a setting
for developmentally disabled children. Weekly classes at the
university for training in cooperative teaching strategies are
required.
EDN 5320 SUPERVISED TEACHING B
6
Guided by a master teacher, students observe and assist the
master teacher, prepare lesson plans, and teach lessons four
to five mornings per week. Weekly meetings at the university
for problem solving, feedback, and support are required.
EDN 5321 TEACHING SEMINAR B
1.5
Emphasizes strategies for creating a collaborative and
cooperative learning environment to maximize learning,
building school-home partnerships, and developing complex
61
interdisciplinary units. Introduces students to the portfolio
assessment process.
EDN 5330 SUPERVISED TEACHING C
6
A full-time, four-day-per-week classroom experience for
multiple-subject students and a five-day-per-week classroom
experience for single-subject students—with responsibility—
under the guidance of a master teacher. Weekly meetings at
the university required as in EDU 5320.
EDN 5331 TEACHING SEMINAR C
EDN 5500 AMERICAN CULTURE IN TRANSITION
1.5
Introduces student to methodology for addressing emerging
literacy and teaching of ESL, cooperative conflict resolution,
and community involvement. Teaches students selection and
reflection phases of the portfolio assessment process.
EDN 5340 SUPERVISED TEACHING D
9
This full-time, four-day-per-week classroom experience
for multiple-subject students and a five-day-per-week
experience for single-subject students includes observation
and assistance and lesson preparation and teaching—with
increasing responsibility—culminating in two weeks of fulltime teaching. Weekly meetings at the university are required
as in EDU 5320.
EDN 5341 TEACHING SEMINAR D
1.5
Focuses on guiding students in their final preparation and
presentation of their portfolios, provides students with
employment search and preparation skills, and assists
students with complete credential application process.
EDN 5345 SUPERVISED TEACHING D
6
3
3
3
Examines the teaching of content through Specially Designed
Academic Instruction in English (SDAIE). Explores the transition in approach from the elementary through middle school
to high school. May be used to fulfill the requirements for
the Cross-Cultural Language Academic Development (CLAD)
Certificate.
EDN 5430 ASSESSMENT OF LINGUISTIC MINORITY
STUDENTS
3
Focuses on the assessment of oral language proficiency level,
literacy, and general background knowledge of the English
learner. Special attention is given to understanding the
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3
The general theory of ethnicity and language is examined
across cultures with an emphasis on the cultural differences
that affect communication in the media and in education.
EDN 5900 TOPICS IN EDUCATION
1–3
EDN 5990 RESEARCH WRITING AND METHODOLOGY
3
Introduces participants to inquiry-based action research
methodology and thesis proposal writing. Participants
will learn action-research strategies that help them define
questions and determine methods for their research project.
2
Students choose a research topic, complete a survey of the
literature on that topic, and outline a community research
project. An expert in the field is chosen to guide the
fieldwork.
2
Students design and complete a research project that uses
qualitative or quantitative methodology to promote social
justice in the educational community. May involve working
with children, parents, teachers, community agencies, or
some combination of these. This project leads directly to the
thesis.
EDN 5993 THESIS
Explores the basic methodologies in English Language Development (ELD) and bilingual education. Emphasis is on the
practical aspects of teaching the English learner including
classroom management and organizational strategies. May
be used to fulfill the requirements for the Cross-Cultural
Language Academic Development (CLAD) Certificate.
EDN 5420 METHODS FOR TEACHING IN-DEPTH CONTENT
EDN 5501 CROSS-CULTURAL COMMUNICATION
EDN 5992 THESIS RESEARCH PROJECT
Provides a foundation for understanding how language is
acquired by English learners. Explores current research on
psychosocial, cultural, and political factors affecting the
language development of the English learner. May be used
to fulfill the requirements for the Cross-Cultural Language
Academic Development (CLAD) Certificate.
EDN 5410 METHODS FOR TEACHING THE ENGLISH LEARNER
3
Investigates how teachers can make the classroom a
place where students learn to believe in themselves, their
communities, and their world. The course draws on the
traditions of social and political theorists, historians, and
educators including writers such as Stewart, Bellah, Terkel,
Coles, Arendt, Lapp, and Shor.
EDN 5991 THESIS PROPOSAL
Focuses on development of knowledge, skills, and abilities
required for classroom teaching through fieldwork and
supporting seminars.
EDN 5400 THEORIES OF LANGUAGE ACQUISITION
component skills in communicative and academic
competence. May be used to fulfill the requirements for the
Cross-Cultural Language Academic Development (CLAD)
certificate.
2
Based on the thesis proposal, the survey of the literature, and
community research project, the thesis includes analysis and
recommendations for further work in the field.
EDN 5995 INDEPENDENT STUDY IN EDUCATION
1–6
Studies to be arranged with the instructor and the department
chair. May be repeated for credit with a change of topic.
FIELD PLACEMENTS AND WORKSHOPS
EDN 9001 TEACHING PERFORMANCE ASSESSMENT (TPA)—
TASK 1
0
Passage of TPA—Task 1 is required of all candidates working
toward a California Preliminary Teaching Credential. This
course will provide candidates with test preparation, test
administration and scoring, and a record of outcomes for
advising.
TASK 2
0
TASK 4
course will provide test preparation to help candidates
understand the assessment system and place where the test
will be administered.
TASK 3
0
1
EDUCATION [EDU] COURSE
This is an undergraduate Education course.
EDU 4010 HUMAN DEVELOPMENT AND HEALTH
3
Introduces concepts of child and adolescent development and
integral health as they relate to learning in K–12 education.
ADMINISTRATIVE CREDENTIAL [ENJ] COURSES
ENJ 5040 ORGANIZATIONAL MANAGEMENT II: LAW
ENJ 5000 FORGING A SHARED VISION OF
LEADERSHIP AND LEARNING FOR ALL STUDENTS
This course introduces candidates to laws, legal practices,
interpretations, and practice governing federal, state, county,
and local school administration.
3
This course provides candidates with multiple opportunities
to engage in individual and collective reading, reflection, and
writing about leadership. Candidates will articulate and clarify
their individual values, attitudes, and beliefs about leadership
and learning, about the purpose of education in a democratic
society, and about the role of the school as a force for both
stability and change in the community.
ENJ 5010 LEADERSHIP FOR RACIAL EQUITY, SOCIAL JUSTICE,
AND DEMOCRACY
3
This course explores both the current realities of school
systems and the ideals of education for a multicultural,
democratic society. Candidates will examine the
contemporary context of schools and schooling and the
ways educational institutions perpetuate inequities for certain
groups of children. This course examines the impact of
institutional racism on the lives and achievement of these
students.
ENJ 5020 LEARNER-CENTERED INSTRUCTIONAL LEADERSHIP
3
This course provides knowledge about issues and elements
of effective instruction and school improvement that foster
teacher and student success. Much of the course is devoted to
issues of assessment and accountability. The course addresses
a range of issues that contribute to effective leadership in
successful schools.
ENJ 5030 ORGANIZATIONAL MANAGEMENT I: TECHNOLOGY
This course introduces candidates to the wide variety of
technological resources and how these resources can be
integrated throughout educational programs in order to
optimize learning for students and staff. Candidates will
learn to use technology as a means to improve system
practices including effective communication, analysis, and
interpretation of data to inform strategies around student
achievement and overall effective school administration.
1
1
ENJ 5050 ORGANIZATIONAL MANAGEMENT III: FINANCE
1
This course introduces administrative candidates to the
economics of education, school finance, and school business
administration. Candidates will continue to deepen their
understanding of public policy (from ENJ 5040) regarding the
equitable distribution of resources.
ENJ 5100 THE WHOLE COMMUNITY:
A CONTEXT FOR EDUCATIONAL LEADERSHIP
3
This course provides administrative candidates with opportunities to work effectively with members of the community at
large within which a given school is situated. During this
course and its fieldwork component, candidates will have
opportunities to assess and respond to diverse community
interests and needs and also to mobilize community
resources in the service of student well being, achievement,
and success. The greater school community will serve as
the primary context in which candidates will develop their
capacity for effective educational leadership in a diverse
setting.
ENJ 5110 THE WHOLE FAMILY:
A RESOURCE FOR EDUCATIONAL LEADERSHIP
3
This course provides administrative candidates with
opportunities to work effectively with students’ families and
to recognize families as essential resources on which to
draw as school leaders. In both this course and its fieldwork
component, candidates will not only assess and respond to
the interests and needs of diverse families, but also work to
deepen relationships with families in service of student well
being, achievement, and success.
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ENJ 5120 THE WHOLE CHILD:
A FOCUS FOR EDUCATIONAL LEADERSHIP
3
ENJ 5310 FIELDWORK: DEEPENING THE
RELATIONSHIP BETWEEN HOME AND SCHOOL
3
This course puts the child at the center of the leadership equation. Administrative candidates will develop a deeper understanding of child development and student learning patterns
along with ways to assess and address the unique needs
of certain groups of students who historically have been
underserved by the education system.
This is the fieldwork counterpart to ENJ 5110. Candidates will
engage in fieldwork that will provide them with opportunities
to make connections between what is learned in class and
what is experienced at the school site. Candidates will design
a plan for 30 hours of course-related fieldwork with the
assistance of the university supervisor and site mentor.
ENJ 5130 THE WHOLE SCHOOL:
A LOCUS FOR EDUCATIONAL LEADERSHIP
ENJ 5320 FIELDWORK:
NURTURING THE GENIUS IN EVERY CHILD
3
Using the school site as locus for educational leadership
development, this course provides opportunities for the
administrative candidates to examine, practice, and model a
personal code of ethics including protecting the rights and
confidentiality of students, staff, and families. This course
and its fieldwork component enable candidates to practice
professional leadership capacity including shared decision
making, problem solving, and conflict management as
well as to foster those skills in others. Candidates will have
opportunities to act effectively as spokesperson for the school
to the extended school community.
ENJ 5300 FIELDWORK: COMMUNITY-BASED
INQUIRY AND ACTION RESEARCH
3
3
ENJ 5330 FIELDWORK:
EFFECTING LASTING CHANGE AT THE SCHOOL SITE
3
HUMANITIES [HUJ] COURSES
HUJ 3003 WHO KNOWS? UNDERSTANDING THE SELF
3
An online course that introduces the rich diversity of theories
about the human self and its potentials. Sociological,
religious, philosophical, and poetic approaches to the self
from around the world will be engaged.
various aspects of human values such as love, honor,
integrity, courage, authenticity, growth, self-reflection,
understanding, and acceptance. Each protagonist will be
followed as he or she engages in a journey of self-discovery.
HUJ 4205 LITERATURE AND PSYCHOLOGY
An online course that explores the basis of human values
and the conflict of human values, through literary forms from
cultures throughout the world.
The human experience as studied and reported by great
writers and filmmakers, organized around the unfolding
stages of psychological development from innocence and
coming of age through the approach of death. Fulfills
the upper-division general education requirement for
interdisciplinary studies.
HUJ 3405 WORLD RELIGIONS
HUJ 4412 INTRODUCTION TO EASTERN MEDITATIVE PRACTICES
HUJ 3004 HUMAN VALUES AS STORY
3
3
3
2
Surveys seven religions: Hinduism, Buddhism, Confucianism,
Taoism, Judaism, Christianity, and Islam. Readings and
lectures focus on world views and teachings. The nature of
mysticism is introduced. May be applied toward the lowerdivision general education humanities breadth requirement.
The course explores philosophies and meditative practices
of the Hindu, Buddhist, and Taoist traditions. The insights
of ancient texts as well as modern commentators will be
brought to an experiential engagement of Eastern models of
meditation.
HUJ 4105 FILM AND HUMAN VALUES
HUJ 4900 TOPICS IN HUMANITIES
An exploration of various aspects of life as seen through the
lens of film and perspectives in psychology. Movie topics
include moral dilemmas, human nature, social problems,
the struggle for human dignity, the complexity of human
relationships, social roles, the conceptions of the sacred,
and the human confrontation with the unknown. Using a
psychological framework, films will be studied to explore
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3
1–3
be repeated for credit with a change of topic.
HUJ 4995 INDEPENDENT STUDY IN HUMANITIES AND ARTS
1–3
change of topic.
MUSEUM STUDIES [MUS] COURSES
MUS 5610 THE VISITOR EXPERIENCE:
LEARNING THEORIES AND UNDERSTANDING AUDIENCES
These courses are offered on the Berkeley campus.
MUS 5003 ISSUES IN MUSEUMS I: HISTORY AND THEORY
4.5
What is a museum? What is its role in society? How has
the institution evolved since its beginnings? In this course,
students analyze, debate, and evaluate current theories of
the museum as a social institution. Two in-depth writing
assignments and site visits encourage students to look closely
at the museum, its ethical responsibilities, and its public
profile.
MUS 5004 ISSUES IN MUSEUMS II:
FINANCE AND ADMINISTRATION
4.5
Review of basic nonprofit management in museums.
Discussion and assignments to cover management,
governance, fundraising, personnel, museum standards, and
finance.
MUS 5005 ISSUES IN MUSEUMS III:
PLANNING AND DEVELOPMENT
4.5
Building on the theoretical and philosophical framework for
museum work, students propose a plan for a new museum
and support it with written and oral presentations.
MUS 5321 MUSEUMS AND COMMUNITIES
4.5
The purpose of this course is to explore issues of diverse communities and their impact on museum programs, exhibitions,
collections, audience, and internal culture. Together, the
students, faculty, and guest speakers will engage in dialogue,
analysis, reading, and research with the goal of creating more
accessible, inclusive, and relevant museums.
MUS 5405 EXHIBITION DEVELOPMENT I
4.5
Conceptualization, planning, evaluation, development,
design, and interpretation of museum exhibitions. The course
emphasizes how a collaborative approach to exhibition
development can serve diverse audiences. Students work in
groups to develop an exhibition with a local museum.
MUS 5420 MUSEUMS, INTERACTIVE
TECHNOLOGIES, AND ELECTRONIC ACCESS
4.5
This hands-on course explores how new technologies are
impacting and changing museum collections management,
public programming, and administration.
MUS 5501 DOCUMENTATION OF COLLECTIONS
MUS 5502 PREVENTIVE CONSERVATION
The course examines learning theory from a historical
perspective teaching techniques appropriate for diverse
audiences and audience development. Additional
consideration given to museum philosophy and educational
methodology.
MUS 5612 THE VISITOR EXPERIENCE:
INTERPRETIVE METHODS AND APPLICATIONS
4.5
4.5
Survey and discussion of educational materials and programs
from a variety of museums. Emphasis is on program development, implementation, and evaluation for diverse museum
audiences.
MUS 5975 INTERNSHIP
1–12
Work in a museum locally, nationally, or internationally,
under professional supervision. May be taken in any
specialization: public programming, collections management,
or administration. May also be taken as a practicum. Subject
to advisor’s approval and availability.
MUS 5995 INDEPENDENT STUDY IN MUSEUM STUDIES
1–6
the department chair. May be repeated with a change of
topic.
MUS 5996 MASTER’S PROJECT: TOPIC DEVELOPMENT
1
This is the first course of a three-part master’s project
sequence. The purpose of this course is to support students
in developing a master’s project topic that is relevant to the
museum field and builds on prior literature and research in
the field.
MUS 5997 MASTER’S PROJECT: RESEARCH METHODOLOGY
4.5
This is the second of a three-part master’s project sequence.
The purpose of this course is to assist students in developing
a comprehensive master’s project methodology (design,
purpose of study, literature review, and limitations) in
support of their topic. Prerequisite: A grade of B or higher in
MUS 5996.
MUS 5998 MASTER’S PROJECT: WRITING AND PRODUCTION
A practical exploration of the major duties of a museum
registrar including developing collections policies,
accessioning and de-accessioning, inventory, insurance
and risk management, cataloging systems and information
management, collections storage and handling, and tracking,
packing, and shipping exhibitions.
4.5
4.5
This is the third course of a three-part master’s project
sequence. It assists students in producing a bound written
thesis and final product that reflects their expertise in
museum studies that demonstrates understanding and
application of museum studies literature, development of new
ideas, analytical and imaginative thinking, mastery of research
methods and writing skills, and mastery of oral presentation
skills. Prerequisite: A grade of B or higher in MUS 5997.
4.5
Collections conservation with a focus on the physical nature
of materials, the agents of deterioration that affect them,
and the options for their preventive care and maintenance.
Presents preservation guidelines to enable students to spot
deleterious conditions and assess and prioritize conservation
problems. Many sessions are held in museums and
conservation laboratories, using actual collections to illustrate
the principles discussed.
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PHILOSOPHY AND RELIGION [PHR] COURSES
Courses marked with an asterisk (*) fulfill the spiritual practice
perquisites for the School of Holistic Studies.
PHR 3003 WHO KNOWS? UNDERSTANDING THE SELF
3
An online course that introduces the rich diversity of theories
about the human self and its potentials. Sociological,
religious, philosophical, and poetic approaches to the self
from around the world will be engaged.
PHR 3004 HUMAN VALUES AS STORY
3
An online course that explores the basis of human values
and the conflict of human values through literary forms from
cultures throughout the world.
PHR 3012 THE NEW SCIENCE AND TRADITIONAL VALUES
3
The course will critically evaluate the role of the new science
including physics, neuroscience, genetics, and cosmology.
Attention will be brought not only to the challenges to
traditional values posed by the new science, but also the
ways in which it affirms traditional values.
PHR 3101 ART OF THE WORLD
3
The course presents alternatives to a Eurocentric perspective
on art. We will explore art from Asian, Islamic, and tribal
cultures as well as the European. Special focus will be
brought to similarities, differences, and interrelationships in
art from various cultures.
PHR 3103 SACRED ART AND POETRY
3
The course will engage the opera cycle The Ring of the
Nibelung by Richard Wagner. Wagner proposed his Ring
myth as a viable alternative to the dominant Judeo-Christian
religious world view. The renowned Buddhist scholar Edward
Conze has seen in Wagner’s work an example of “European
Buddhism.” The course investigates the historical context of
how Buddhist ideas came to Wagner through the philosophy
of Schopenhauer.
PHR 3115 WAGNER AND THE ROOTS
OF NATIONAL SOCIALISM
1.5
The course focuses on the emergence of a racial mysticism in
Europe in the 19th century, its influence on Wagner’s operas,
and its assimilation into National Socialism.
PHR 3300 ETHICS AND SOCIAL VALUES
An introduction to the basic concepts of ethical assessment
through direct application of ethical concepts to challenging
issues facing society today. Issues include euthanasia,
abortion, the death penalty, discrimination and affirmative
action, and topics chosen through class consensus. May
be applied toward the lower-division general education
humanities breadth requirement.
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PHR 3310 ANCIENT GREEK MYTH AND RELIGION
3
3
The course will focus on the various Greek responses to
issues critical to understanding human nature and the place
of humans within an overall view of reality. Attention will
also be brought to the ways in which ancient Greek religious
ideas influenced—and were overwhelmed by—the dominant
Judeo-Christian tradition in the West as well as the ways in
which certain Greek ideas cast a powerful influence in the
development of the Christian tradition.
PHR 3315 THE 20TH CENTURY IN PERSPECTIVE
3
The course surveys central figures in 20th-century philosophy,
literature, religion, and art. Focus will be brought to the quest
for new bases of meaning after the revolutionary critiques of
culture articulated in the 19th century.
3
The course will be a historical investigation of the uniquely
“American” mindset dating from the arrival of Europeans at
Plymouth Plantation. Central themes will include the frontier,
the belief in America as the “New Israel,” and a rejection of
the sophisticated decadence of Europe.
PHR 3405 WORLD RELIGIONS
1.5
3
The Philosophy and Religion Foundation course serves as
a general introduction to the field of the philosophy and
religion. Topics will involve study of literature, art, film,
music, philosophy, and religion.
PHR 3320 THE DEVELOPMENT OF THE AMERICAN MIND
The course surveys religious art and poetry from various
world traditions including Taoism, Zen, Christianity, Sufism,
and Shamanic movements.
PHR 3110 WAGNER’S “RING” AND EUROPEAN BUDDHISM
PHR 3303 PHILOSOPHY AND RELIGION FOUNDATION
3
Surveys seven religions: Hinduism, Buddhism, Confucianism,
Taoism, Judaism, Christianity, and Islam. Readings and
lectures focus on world views and teachings. The nature of
mysticism is introduced.
PHR 3500 SUSTAINABILITY: MEANING AND PRACTICE
3
This course will be a critical engagement of the three Es of
sustainability—Environment, Economics, and social Equity.
Attention will be brought to both the global and local
dimensions of environmental degradation, to the role of
multinational corporations in government regulation (or lack
of it), to issues of social equity in regard to the emergence of
Third World societies, and to the increasingly urgent problems
of social stratification within the industrialized world.
The course will introduce systems concepts of feedback,
autopoiesis, bifurcations, overshoot, and criticality. It will
explore the viability of technological remedies and various
political solutions.
PHR 3501 TRUTH, LIES, AND SUSTAINABILITY
3
This course is designed to build on the foundations of
sustainability: meaning and practice. It examines in depth
the key issues facing us by way of case-study analysis.
Factors like energy conservation and usage, water resources,
pollution, and new technologies will be discussed in light
of political and social contexts. Students are encouraged
to think critically within the disciplines of environmental
science, ecology, psychology, politics, and economics. Special
emphasis will be given to cross-cultural issues and the global
economy.
PHR 3700 EPICS OF THE WORLD
3
Epics present foundational myths and archetypes. The
course explores the epics that express the psyche of different
cultures—including Gilgamesh, The Ramayana, Chushingura,
Beowulf, and others.
PHR 4000 MYTH AND ARCHETYPE
The course will explore the basic principles of Taoism and
tai chi chuan in relation to the integration of body, mind,
and spirit. Introductory movements of tai chi, tai chi chuan,
and Qi Gong will be practiced. The implications of tai chi
principles and practices upon health and consciousness will
be explored.
3
PHR 4232 SCIENCE, ART AND RELIGION:
MEANINGS AND UNDERSTANDINGS
A historical survey of the ways in which human
consciousness has been understood in the West. Includes
literary, scientific, philosophical, and psychological texts.
Particular attention will be brought to issues in the history
of understanding human consciousness that are relevant to
contemporary questions and crises.
PHR 4007 AIKIDO
1
This course will explore the theory and practice of Aikido.
Students will gain direct experience of ancient movements
and techniques which, according to Chinese and Japanese
philosophy, are grounded in the dynamic design of nature
itself.
PHR 4010 PHILOSOPHY IN THE STREET
PHR 4210 TAI CHI: INTRODUCTION TO PRINCIPLES
AND PRACTICES
3
Examines the historical meanings of myth and archetype,
the way individual and societal experience of these has
changed, and the individual as participant in mythmaking.
Fulfills the upper-division general education requirement for
interdisciplinary studies.
PHR 4002 HISTORY AND PHILOSOPHY OF CONSCIOUSNESS
contemporary world. The multicultural foundations and crosscultural implications of modern and postmodern thinking are
primary considerations in the course.
3
2
3
This course offers a broad approach to experiences of
knowing in science and religion. Drawing on topics central
to physics and neuroscience, Hinduism and Buddhism,
and the Abrahamic traditions, the course examines the
processes of knowledge that are central to claims about
reality and truth and to the formations of world views. In
this way, science and religion are placed in the context of
consciousness and the living practices through which people
form understandings and shape their lives with purpose and
value. The course will also look at perspectives from Eastern
and Western religions and scientific traditions. Guest speakers
specializing in various topics will be invited.
PHR 4400 INDIAN SPIRITUAL TRADITIONS
2
The course will examine the connection between theories of
human nature and political philosophy. We will explore and
assess selected political philosophy in the West from Pericles
to postmodernism.
Explores classical Indian spiritual traditions, such as raja,
bhakti, karma yoga, and the tantric schools. Prerequisite: PHR
3405 or the equivalent.
PHR 4015 NIETZSCHE AND THE NEW PARADIGMS
This course focuses on the study of Native American values
and spirituality. In the interconnected web of cultures, the
Native American wisdom offers a Way of Right Relationship
with ourselves, others, and the ecology of the planet. This
course will focus on Cherokee history, values, and spirituality.
We’ll learn the ancient way of the Power of Relation, the
Harmony Ethic, and the Principle of Non-Interference.
3
The course will critically assess Nietzsche’s claim that “God
is dead” in its historical context. It will explore Nietzsche’s
poetic critique of religion and culture and the ways in which
this critique serves as a foundation for emerging trends in
psychology, religion, and philosophy.
PHR 4021 THE BIRTH OF MODERN CONSCIOUSNESS
3
In fields as diverse as science, religion, philosophy, and
social theory, it is evident that a new understanding of
consciousness is emerging. The values of this new outlook
are hotly disputed. But we know this much: Our view of
consciousness powerfully impacts our understanding of
culture and our hopes for future civilization. The course
will examine the roots of the various attempts to rethink
human consciousness that crowd today’s marketplace of
ideas. Topics will include proposals that question the roles
of rationality, of consumerism, of evolutionary theory, and of
society in the phenomenon of consciousness.
PHR 4105 FILM AND HUMAN VALUES
3
An exploration of changing assumptions and values in
popular cinema. Topics include social roles, conceptions of
the sacred, and the human confrontation with the unknown.
PHR 4110 HISTORY OF MODERN ART
3
A survey of modern art and the ideas that inspired it from
the mid-19th century through the 1980s. The course involves
slide lectures as well as music and poetry to explore the
profoundly transformative effect of modern art on the
PHR 4405 NATIVE AMERICAN SPIRITUALITY
2
PHR 4407 RITES AND SYMBOLS OF FEMININE SPIRITUALITY*
2
The course will critically investigate the claim that there
is a uniquely feminine mode of spirituality. The historical
expression of feminine spirituality will be explored with
special focus on the themes of initiation and transformation.
PHR 4410 TIBETAN BUDDHISM
2
The course explores the confluence of original Indian
elements of Buddhism with tantric outlooks as well as with
Persian and Chinese sources. Attention is brought to the
psychology and meditative practices of the Tibetan tradition.
Prerequisite: HUM 3405 or the equivalent.
PHR 4411 EAST/WEST MEDITATIVE PRACTICES
1
This course is cross-listed with ISD 5303. This course is an
integration of Eastern and Western meditative practices and
includes the philosophy of these spiritual systems as well as
experiential practices. This course is offered credit/no credit
only.
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PHR 4412 INTRODUCTION TO EASTERN MEDITATIVE
PRACTICES*
PHR 4460 CHRISTIANITY: A CRITICAL HISTORY
2
The course explores philosophies and meditative practices
of the Hindu, Buddhist, and Taoist traditions. The insights
of ancient texts as well as modern commentators will be
brought to an experiential engagement of Eastern models of
meditation.
PHR 4413 INTRODUCTION TO WESTERN MEDITATIVE
PRACTICES*
2
Introduces Western meditative practices from the Jewish,
Christian, Islamic, and Nature traditions. The course will
emphasize the connections between meditative practices and
basic religious theoretical foundations.
PHR 4415 TAOISM
2
The course examines the origins of Taoism in Chinese
culture and the thought of Lao Tzu and Chuang Tzu. The
development of Taoism is traced through its dialogue with
Confucianism and its decisive influences on Ch’an, or Zen,
Buddhism. The resonance of Taoist ideas with contemporary
movements in psychology and science is also covered.
Prerequisite: PHR 3405 or the equivalent.
PHR 4418 THE TAO OF THE WEST
3
The various understandings of the Tao (literally way) from
the traditions of China have found different resonances in
the West. The course will examine and assess the varieties of
expressions in the West since the 18th century.
PHR 4420 ZEN BUDDHISM*
2
The course traces the spirit of Zen from the roots of
Buddhism in India through the rise of Ch’an in China and its
migration to Japan and North America. Taoist influences in
Zen are highlighted, and psychological methodology of Zen
meditation is critically assessed.
PHR 4430 CHRISTIAN MYSTICISM*
Mysticism in a Christian context has often been fraught
with accusations of heresy. The course examines a variety
of Christian mystics from ancient times to present whose
spiritual quest has challenged orthodoxy and served as a
basis for re-evaluating the Christian vision. Prerequisite: PHR
3405 or the equivalent.
PHR 4440 THE GODDESS RELIGION
2
2
An opportunity for experiential learning, exploring career
paths, and contributing to the community. With the service
project coordinator, students select an internship appropriate
to their specialization or interests and spend an average of six
hours per week over two academic quarters applying theories
learned in the classroom to supervised training and practice.
With instructor’s approval, students may forgo the second
quarter of internship and instead engage in other service
projects such as researching and presenting a public policy
proposal or writing a grant request for a nonprofit agency.
PHR 4805 SERVICE LEARNING B
2
A continuation and conclusion of Service Learning A. (See
above.)
PHR 4900 TOPICS IN PHILOSOPHY AND RELIGION
1–3
1–3
change in topic.
PHR 4998 SENIOR PROJECT A
Goddess worship and matriarchal tradition has its roots in
prehistoric culture and has persisted, albeit often in disguise,
to the present day. The course will explore ancient goddess
religions as well as the Wicca tradition and movements
identified with Neo-Paganism. Prerequisite: PHR 3405 or the
equivalent.
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PHR 4800 SERVICE LEARNING A
PHR 4995 INDEPENDENT STUDY IN
PHILOSOPHY AND RELIGION
2
3
Christianity is undergoing a sweeping process of selfanalysis and revision—more so than any other major world
religion. This creative ferment is not new: it began with St.
Paul. We will explore various attempts, both successful and
unsuccessful, to rethink Christianity that have defined the
course of Christian history. The course will be a historical
presentation of Christianity and its role in Western culture.
Our investigation will begin with the Judaic and non-Judaic
roots of the Christian outlook, and end with an examination
and assessment of contemporary attempts to refashion the
Christian vision for the 21st century.
3
A consecutive two-quarter course which is intended to serve
as the capstone of the BA program. The course provides
students the opportunity to thoroughly explore and research
a topic of their choice within their area of emphasis and write
a lengthy essay on their findings and conclusions. The course
is divided into two quarters. The first quarter, Senior Project
A, is dedicated to selecting a topic, conducting research,
receiving feedback and assistance in writing, and drafting
sections of what will become the final product.
PHR 4999 SENIOR PROJECT B
3
A continuation and conclusion of Senior Project A. (See
above.) Students concentrate on drafting, revising, and
polishing their essay complete with appropriate bibliography
and footnotes according to APA guidelines.
BA COMPLETION IN PSYCHOLOGY [PYC] AND [PYJ] COURSES
PYC 3205 HUMANISTIC PSYCHOLOGY
Courses with a PYJ prefix are offered on the Campbell campus;
all others are offered on the Pleasant Hill campus.
PYC/PYJ 3000 MANY FACES OF PSYCHOLOGY
3
An investigation of historical and contemporary systems of
psychological process and methods including the underlying
philosophical assumptions. The course will consider what
the original questions were in psychology and explore
present-day psychological concerns including intelligence,
psychotherapy, self-help, and the study of consciousness.
PYC 3005 EXPLORING PSYCHOLOGY
3
Students will learn about motivation and learning,
neuroanatomy, sensation, perception and motor abilities,
sleep, emotionality, development, personality and clinical
theories, psychopathology, and clinical psychology. Special
attention will be paid to the generality of many of these
“Western” notions of human behavior to peoples of different
cultures.
PYC/PYJ 3100 CHILDHOOD AND ADOLESCENCE
PYC/PYJ 3105 ADULTHOOD
3
3
3
Psychophysical processes and personal growth opportunities
in aging are considered in a study of meaning and purpose
in late adulthood. Issues include dying, grief, loss, and
transcendence. May be applied toward the lower-division
general education social science breadth requirement.
PYC/PYJ 3115 DEATH, DYING, AND BEREAVEMENT
3
The problems and processes associated with death, dying,
and bereavement are explored. Theories of dying and death
from psychological and religious perspectives are also
considered.
PYC 3116 PSYCHO-SPIRITUAL APPROACHES TO DEATH
2–3
The analysis of data in behavioral science research and
practice including descriptive statistics, probability,
correlation, and hypothesis testing. Emphasis is on using
statistics to understand behavioral science subjects.
1
PYC 3303 STATISTICS AND HUMAN EXPERIENCE
The major personality theories and therapeutic applications
in clinical psychology are studied including body-oriented
and transpersonal psychotherapies. Surveyed theorists include
Freud, Jung, Ellis, Perls, and Rogers. May be applied toward
the lower-division general education social science breadth
requirement.
2
Emphasis is placed on the interpretation of data and the
understanding of recently published material and research
studies. Statistical analysis and research exercises will address
current social issues which provide students with meaningful,
real-life knowledge.
PYC/PYJ 3305 INTRODUCTION TO COUNSELING
3
An exploration of the basic concepts of the helping
professions for students who have little or no experience
in the field. Exercises to integrate practical skills with a
conceptual framework are included. May be applied toward
the lower-division general education social science breadth
requirement.
3
Presents theories and techniques for improving
communication in personal and professional situations
including interviewing and counseling methods and practical
exercises in communication and group dynamics.
PYC 3318 ESSENTIALS OF ADDICTION AND RECOVERY
4
2
This course will investigate research methodology in the
field of psychology. The basic methods of quantitative and
qualitative research will be addressed. APA writing style will
be reviewed. The history, assumptions, limits, challenges, and
ethics of research methodologies will be explored.
PYC/PYJ 3310 GROUP DYNAMICS
This course considers the relationship between living and
dying as a conscious act and process. The stages of dying,
grieving and bereavement, and psycho-spiritual approaches
to the dying process are explored.
PYC/PYJ 3200 PERSONALITY AND PSYCHOTHERAPY
3
Studies human behavior in social settings and social
phenomena such as attitude structure and change,
conformity, interpersonal perception and communication,
cultural influence and prejudice, and group dynamics and
leadership. May be applied toward the lower-division general
education social science breadth requirement.
PYJ 3301 RESEARCH METHODS
A study of the psychology of adulthood including individual
development, sexuality, marriage, family life, work and career
choices, social environment, mind and body interactions, and
peak experiences. May be applied toward the lower-division
general education social science breadth requirement.
PYC 3110 AGING AND PERSONAL GROWTH
PYC/PYJ 3210 SOCIAL PSYCHOLOGY
PYJ 3300 STATISTICS FOR SOCIAL SCIENCE
An exploration of infant, child, and adolescent behavior and
growth within the context of developmental psychology
and the human life cycle. May be applied toward the
lower-division general education social science breadth
requirement.
3
Explores the humanistic perspective and its implications for
research and clinical application. Emphasis is on the works
of major contributors and their reflections on issues such
as selfhood, society, and the nature of personal and social
transformation.
3
This course explores both substance (such as alcohol
or sugar) and process (such as relationships and work)
addiction. Students will learn about current treatment
approaches; explore the medical, sociopolitical, and process
models of addiction; and investigate the role of spirituality in
the recovery process.
PYC 3330 THE PSYCHOLOGY OF RELATIONSHIPS
1–3
This course explores the psychology of relationships,
both the dynamics of healthy relationships and patterns of
relationships under stress; it examines significant aspects
of relationships including codependence and addictive
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relationships, loving relationships, and relationships in
transition. May be repeated for credit with a change of topic.
PYC 3500 SUSTAINABILITY: MEANING AND PRACTICE
3
Third-World societies, and to the increasingly urgent problems
PYC 3501 TRUTH, LIES, AND SUSTAINABILITY
3
This course is designed to build on the foundations of PYC
3500. It examines in depth the key issues facing us by way
of case-study analysis. Factors like energy conservation and
usage, water resources, pollution, and new technologies will
be discussed in light of political and social contexts. Students
are encouraged to think critically within the disciplines of
environmental science, ecology, psychology, politics, and
economics. Special emphasis will be given to cross-cultural
issues and the global economy.
PYJ 4000 COMMUNITY PSYCHOLOGY
3
Looks at the application of psychology in relation to the community. Students will look at issues such as the nature of community, community involvement, community organizations
and how they work, conflict resolution and mediation, and
diversity and how the field of psychology relates to and can
possibly help in regard to these issues.
PYC/PYJ 4005 LEARNING AND COGNITION
3
This survey course addresses historical and current theoretical
assumptions and approaches to learning and cognition.
Special attention is given to the relationship between
learning and cognitive process. Topics addressed include
operant conditioning, social learning theory, learning
styles, perception, memory, problem solving, thinking, and
intelligence.
PYC/PYJ 4010 PSYCHOLOGICAL ASSESSMENTS
AND OUTCOMES
3
This course looks at the latitude and utilization of various
psychological assessment tools. The assumptions, limits,
and challenges to psychological assessment will also be
addressed. The focus will be on the construction and
evaluation of psychological tests and their performance in
clinical situations. Students will be engaged in self-assessment
in their learning experience.
PYC 4120 EMOTIONS, INTELLIGENCE, AND AWARENESS
Although emotions have long been considered to be
secondary, if not detrimental, to our mental efficiency in
finding success in life, mounting evidence demonstrates that
thinking is literally impossible without feeling, that it plays
an organizing role in thought itself, and that true success is
totally dependent upon a highly developed emotional life.
EQ is as important as, if not more so than, IQ. This course
will examine the evidence and search for practical ways of
developing an intelligent heart and a compassionate mind.
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3
PYC 4200 JUNGIAN PSYCHOLOGY
3
An examination of Jung’s life and works including the basic
structures of Jungian theory, the nature and structure of the
psyche, and the four functions of consciousness.
PYC 4202 PSYCHOLOGY, RELIGION, AND SPIRITUALITY
3
This course begins with an examination of the psychology of
religious experience in William James’s Varieties of Religious
Experience. Concepts drawn from traditional religions that
have relevance to present-day psychotherapeutic practice are
explored through existential, humanistic, and transpersonal
approaches to psychology. Topics include judgment,
forgiveness, grace, religious aspects of mental disorders,
conversion experience, initiation, sacrifice, and prayer.
PYC 4204 BUDDHISM AND THE WESTERN MIND
3
This course examines the emerging effect that Buddhism is
having on psychology. Students will become familiar with the
basic tenets of Buddhism and develop an appreciation for
Buddhism and psychology within the greater context of the
evolution of the mind and culture.
PYC/PYJ 4205 TRANSPERSONAL PSYCHOLOGY
3
The philosophical and empirical foundations of transpersonal
psychology and the transpersonal principles used in
counseling are explored. Theorists include Roberto Assagioli,
Ken Wilber, Stanislav Grof, Francis Vaughn, and A. H. Almaas.
PYC 4215 TRANSPERSONAL PSYCHOLOGY OF CHILDREN
3
The varieties of transpersonal experience of children
and adolescents are considered from the perspectives of
psychology and esoteric religions including peak experiences,
clairvoyance, and psychokinesis.
PYC/PYJ 4217 CREATIVITY AND INTUITION
3
Explores from a psychological perspective the theories and
processes in the development of creativity and intuition.
Students examine various forms of creative expression such
as writing, drawing, and guided imagery.
PYC/PYJ 4220 CROSS-CULTURAL PSYCHOLOGY
3
An exploration of what it means to “act naturally” in different
cultures and the extent to which human experience is
culturally constructed. Attention is given to unexamined
assumptions of dominant social and psychological theories,
especially common notions about the role of aggression and
biological determinism in human nature.
PYC 4221 ABNORMAL PSYCHOLOGY
3
The course focuses on developing a better understanding of
the definitions, categories, and characteristics of abnormal
behaviors through biological, psychosocial, and sociocultural
perspectives. While the course is descriptive in nature
and sensitive to the cultural construction of “abnormality,”
treatment concepts will be examined.
PYC 4225 PSYCHOLOGY OF WOMEN: PSYCHE AND SOUL
3
A study of how major 20th-century theories including
feminist, psychoanalytic, Jungian, and transpersonal have
addressed women’s psychological issues.
PYC 4226 PSYCHOLOGY OF MEN
3
Explores fundamental male issues including father-son and
male-female relationships, work, play, and questions of
power. Developments in male attitudes toward love, death,
the family, and aging are examined.
PYC 4235 PSYCHOSYNTHESIS: PRINCIPLES AND PRACTICE
1
The basic concepts and techniques of psychosynthesis
including presence and the art of guiding, subpersonality
work, imagery, and identification and disidentification.
PYC 4240 ARCHETYPAL PSYCHOLOGY
PYC 4805 SERVICE LEARNING B
2
above.)
PYC 4900 TOPICS IN PSYCHOLOGY AND CONSCIOUSNESS
1–3
The archetypes of human experience are expressed in art,
literature, mythology, religion, and psychology. This course
takes a post-Jungian psychological approach to exploring and
understanding archetypes and how they affect the human
psyche. Can be repeated with a change in topic.
PYC 4300 THE PSYCHOLOGY OF INNER AND
OUTER PEACEMAKING
3
This course explores the psychology of peace or the
“cessation of againstness.” An examination is made of the
psychological processes and skills necessary to cultivate
neutrality. Students study the lives of peacemakers throughout
the world as well as clinical, humanistic, developmental, and
social psychological contributions to the promotion of peace.
PYC 4302 PSYCHOLOGY OF ORGANIZATIONS
3
Topics vary according to instructor and student interest
and may include health and illness, psychology and
consciousness, and altruism. May be repeated for credit with
a change of topic.
PYC 4995 INDEPENDENT STUDY IN PSYCHOLOGY
1–3
change of topic.
PYJ 4996–97 FIELD PROJECT IN PSYCHOLOGY A–B
1.5/1.5
paths, and community service. Students will select a
fieldwork placement site appropriate to their specific focus in
psychology. Students should plan to commit to an average of
three hours a week over two academic quarters.
PYC 4998 SENIOR PROJECT A
This course presents an overview of the field of
organizational psychology. Topics include organizational
culture, leadership and management, group dynamics,
conflict and negotiation, empowerment and coaching, and
work stress.
PYC 4800 SERVICE LEARNING A
1–3
2
quarter of internship, and instead engage in other service
3
PYC 4999 SENIOR PROJECT B
3
SCIENCE, HEALTH, AND LIVING SYSTEMS [SCI] AND [SCJ] COURSES
Courses with a SCJ prefix are offered on the Campbell campus;
SCI 1310 MATHEMATICS: A HUMAN ENDEAVOR
3
Mathematics is a universal language, and this course
is designed to equip students for the dialogue. As an
introductory course, students are invited to increase their
quantitative reasoning skills and apply them to everyday
problems. By understanding the fundamentals of number
sequences, graphical methods, logarithms, and statistics,
students will be better able to engage the sciences and
humanities. These tools are relevant in the marketplace, and
students can approach their chosen professions with greater
confidence. May be applied toward the lower-division general
education mathematics breadth requirement.
SCI 3050 METHOD, MYTH, AND METAPHOR
As the required foundation for entry into the specialization
of science, health, and living systems, the aim of the course
is to familiarize the student with the history of science
3
and to explore the various paradigms. Topics include preSocratic cosmologies, Greek philosophy and science, the
Copernican revolution, Cartesian and Newtonian models,
18th-century chemistry, and 19th-century views on systems,
women scientists, and scientific invention in the 20th
century. The course also includes modern biology (especially
genetics and ethics) as well as development in physics and
information science. The practice of science as a legitimizing
process is evaluated. This course may be applied toward
either the upper-division general education requirement
for interdisciplinary studies or a lower-division general
education science breadth requirement. The course is the
foundation course for the science, health, and living systems
specialization.
SCI 3100 INTRODUCTION TO LIVING SYSTEMS
3
The basic concepts of systems theory as they relate to life
processes are explored including both the dynamics and
the levels of complexity in natural and artificial systems
and the interdependence of microscopic and macroscopic
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orders. Special emphasis is given to the nature and quality
of information, fractals, game theory, artificial intelligence,
consciousness, self-replication, genetic algorithms, and selfregulation via feedback that introduces concepts such as
autopoiesis and bifurcation points. May be applied toward the
lower general education science breadth requirement.
SCI 3310 THE BODY AS PATTERNS OF ENERGY
SCI 3105 PSYCHOBIOLOGY
SCI 3315 SCIENCE OF WHOLISM: PRACTICALITIES
3
Explores recent advances in understanding the anatomy,
physiology, and role of the nervous system. Emphasizes
perception, male-female differences, brain laterality,
cognition, dyslexia, trends in parapsychology, and
developmental influences on emotions and may be applied
toward the lower-division general education science breadth
requirement.
SCI/SCJ 3110 ANATOMY AND PHYSIOLOGY:
DYNAMIC LIVING SYSTEMS PERSPECTIVE
SCI 3400 TOPICS IN EVOLUTIONARY BIOLOGY
4
3
We are privileged to live in an era of profound awakenings to
the age-old mystery of Self—the mind/brain, the dimensions
of the body, and the meaning of the soul, spirit, and the
multidimensionality of self. We are able to ask scientifically
deeper questions that unabashedly look to human spiritual
and psychic experiences for deeper scientific understandings
of this mystery. To explore this realm is to take on legitimate
questions that never would have dared to have been asked
twenty—or even ten—years ago. We will attempt to do
just that in this course using the Science of Wholism as our
guide to newer understandings and questions about our
mind/brain and mind/body and about the dimensions of
reality in which they exist. Equally important in exploring
these vistas is remaining grounded and attentive to the reductionistic science that we have all grown up with. It offers
valuable answers to questions that are looking at the specifics
immediately in front of us and needs to be integrated with
the gestalt patterns of Wholism. [Wholism relates to the
argument and philosophical discussion in science regarding
reductionism and wholism retaining to explanation of
phenomena by its subunits, i.e., parts or as a whole. Wholism
is a philosophical approach to understanding. This word
wholism usually is used in the context of mind, body, and
spirit. Holism, by contrast, is the integrative approach to
problem solving, emphasizing the importance of the whole
and the interdependence of its parts, such as in systems
theory.]
SCI 3305 BIOLOGY AND CONSCIOUSNESS
3
This course provides an introduction to the nature,
origins, contents, and theories of consciousness. Biological
foundations of perception, awareness, and consciousness will
be emphasized. The course will consider the phenomenology
and causation of normal and pathologic consciousness.
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1
We all know about IQ, and within the past 15 years have
appreciated more and more the great importance of EQ or
emotional intelligence. Now is the time to focus on what can
be called SQ or spiritual intelligence. The spiritual dimension
of our psyche underlies all that transcends our limited ego—
our need for meaning, for a sense of belonging to something
greater than ourselves, for vision and value.
This course explores the structure and function of the human
body from a dynamic systems perspective. A traditional
overview of all body systems and anatomical features will
be presented. Additionally, the course will explore the
intersection of anatomy and physiology systems with the
wellness and psycho-emotional dimensions of embodiment.
Various visual, auditory, and kinesthetic learning methods
will be utilized to facilitate optimum retention and practical
application of primary terms and concepts.
SCI 3300 MIND, BRAIN, AND BODY INTERACTION
1
Introduces theories that view the body as a self-organizing,
self-regulatory pattern entity. The course reviews
electrochemical processes of metabolism and explores how
feedback and homeostasis maintain an identity that constantly
adapts, senses, responds, and grows.
3
Despite the evidence provided by paleoanthropologists,
archeologists, and geneticists, there is still much debate
concerning Darwin’s thesis about the origins of species and
inheritance of traits. Course topics in this area will examine
catch phrases such as descent with variation, survival of the
fittest, sociobiology, and genetic essentialism as a way of
characterizing evolutionary theory. The student will also be
introduced to various geological epochs and basic taxonomy
and cladistics.
SCI 3500 SUSTAINABILITY: MEANING AND PRACTICE
3
SCI 3501 TRUTH, LIES, AND SUSTAINABILITY
3
This course is designed to build on the foundations of SCI
SCI 4110 SYNCHRONICITY
3
Synchronicity can be defined as “the immediacy of certain
human experiences and the distancing effects of the
various rational theories that purport to explain the world,”
according to physicist F. David Peat. This course explores
the multidimensionality of living systems with an emphasis
on erasing dualistic notions about mind and matter and
introducing the ideas of complexity, chaos, feedback,
patterning, and the role of models in the ways we understand
“reality.” Many ideas gleaned from the “New Physics” will
also be covered in depth.
SCI 4115 THE MATTER MYTH:
QUANDARIES OF MODERN PHYSICS
3
Since the advent of the New Physics in the last century and
the development of increasingly sophisticated instruments,
many phenomena at the subatomic level have been
discovered that challenge long-held notions of time, space,
and matter. The course explores the evolution of physics
and the impact of these new theories on the “real” and
quantifiable.
SCI 4118 SUBTLE ENERGIES, INTENTIONALITY,
AND CONSCIOUSNESS
SCI 4200 ISSUES IN ECOLOGY
1
As we humans are moving through these times of great
change, many of us are discovering capacities, talents, and
dimensions, either in ourselves or in others, that before
now we have been oblivious to—such as precognitive
dreams, distance healing, deepening intuition, lucid
dreaming, psychokinesis, the power of healing touch, outof-body experiences, etc. There is a courageous, but rapidly
developing field of study, which provides evidence for these
experiences and a valid theoretical foundation to support
the findings. The objective of this course is to explore this
evidence in a non-technical fashion. Here the students will
see how the parameters of accepted science are changing and
explore the multidimensionality of our body’s energies. They
will also uncover the talents and abilities that go with them
and the disciplines available for exploring them. The course
will examine evidence for the body’s energies and radiations.
The content also includes the role of intentionality in
developing our evolving senses and the nature of coherence.
Because the potential of the universe is ultimately stored in
the organization of our body/minds, this course looks at how
we might begin to consciously participate in that evolution.
The role of water in all these phenomena will be studied as
well as the special role of the “heart center” and other areas
of subtle energy research.
SCI 4120 TIME THROUGH THE AGES
3
Examines the historical, cultural, philosophical, and scientific
conceptualizations of time. After addressing the unity and
diversity of these views, students will examine how these
ideas resonate with a personal or psychological perspective.
Introduces bizarre notions of quantum theory and
relativistic time. Fulfills the upper-division general education
requirement for interdisciplinary studies.
SCI 4123 LIVING CREATIVELY BETWEEN PARADIGMS
1
The materialistic paradigm (based on objectivity and
separateness) is being challenged. The new paradigm is not
yet clearly delineated, but it will likely include the task of
deciphering the enormous number of discoveries regarding
the mind, its technological capabilities, its larger ecological
relationships, its capacities for intuition and creativity, and
the many dimensions of consciousness on planet earth and
the cosmos itself which we are a part of and are responsible
to. Despite the rising levels of antagonism and violence,
this paradigm is all the more important as it recognizes
the interconnectedness of all nature. This course will help
students formulate a holistic vision, while at the same time
dealing with our own biases and limitations.
SCI 4150 CANCER, HEALTH, AND POLITICS
directs the “war on cancer?” What determines the research
conducted, treatments advocated, and patients served? Who is
looking at issues of prevention and why/why not? What is the
role of cultural practices such as the pink ribbon campaign
and fundraising walks in the treatment of cancer? The course
addresses both conventional and alternative approaches to
understanding cancer.
Historic geopolitical boundaries are relatively insensitive
to changing natural habitats and bioregional features, and
yet many of the policies and decisions are made within
political boundaries for the short term. In this course we
examine the overarching issues that will require a global
perspective and multinational cooperation that heretofore has
been more an impediment than a help. We will also look at
energy alternatives, population pressures, pollution, and the
unmitigated effects of continued economic growth
SCI 4203 FENG SHUI
1
This course presents the concepts governing feng shui and
increases students’ awareness of spatial influences and
subtle energy forms. The course focuses on environmental
relationships that affect human behavior.
SCI 4212 THE EXPERIENCE OF PLACE
3
1
“We shape our buildings and they shape us.” This course
explores the behavioral influences of environment. Both
subjective and objective findings across such disciplines
as anthropology, feng shui, sociology, psychology, and
geomancy are evaluated. Methods for remediation will be
assessed.
SCI 4215 GENETHICS, ETHICS, AND PUBLIC POLICY
3
How should the first generation to have the knowledge and
power to modify genes apply this information? The course
examines the promises of genetic engineering to provide
better crops, prevent incurable diseases, and perhaps even
extend life. The course looks at basic genetics, cloning, and
forensic science. The prospects of molecular biology are
evaluated in the context of ethical judgments.
SCI 4220 BIOETHICS—ETHICAL ISSUES IN MODERN MEDICINE
3
As technology increases our ability to intervene in the course
of natural events, the question arises as whether we ought
to. Beyond the conventional wearing of eyeglasses or using
a cane or hearing aid, we enter the problematic realm of
xenogenic organ transplantation, animal experimentation,
mechanical prosthesis, cosmetic surgery, gene manipulation,
in vitro fertilization, surrogacy, life extension, and euthanasia.
Selective breeding and the notion of eugenics has been
around for centuries, but now we have the means to effect
great change rapidly. This course considers the far-reaching
impact of such tampering and also explores potential costs
and benefits within the context of fairness and access with a
mind to counseling individuals faced with such dilemmas.
SCI 4225 STUDIES IN SCIENCE AND TECHNOLOGY
This course studies the complicated political and social forces
that shape the research and treatment of cancer. Who or what
3
3
Technology is not value free: tools change the user.
Technology changes what we do, how we think, and what
we expect. It also creates its own specialized language and
culture. Many of us measure our well-being and sense of self
through the ownership of things and esteem ourselves with
the privilege and power that some technologies provide.
73
Many of us prize efficiency, productivity, and progress.
Many of us are technological optimists while some of us
are technophobes. This course will examine the impact
of information and access within the worlds of special
knowledge and examine the development of technology
within a cultural and historical framework.
approach.” The student will understand the “leaky pipeline”
model as it applies to advancement of women in science and
technology. These experiences of women in the sciences will
be viewed against the larger historical and political backdrop
of feminism and women’s studies.
SCI 4232 SCIENCE, ART, AND RELIGION:
MEANINGS AND UNDERSTANDINGS
Many of the health issues facing us today have more to do
with behavior than pathology. As the demands of work and
family increase, we take less time to take care of ourselves
and our health inevitably suffers. We may not get sufficient
sleep, palliate symptoms with pills, or eat the wrong foods.
As we age, our bodies change in significant ways. Beyond
the usual life stages, we may become more susceptible to
infection or allergy. Many of the symptoms we treat medically
could either be avoided or mitigated with changes in lifestyle
or more integrative approaches. We know that support
structures are important to our well-being and that the quality
of our relationships affects our health—as do our beliefs
and expectations. This course looks at not only the healthcare delivery system, but also the political and economic
landscape in which it operates. Students will learn about
their bodies, the history of medicine (particularly as it relates
to differences between standard Western and alternative
models), and how politics and culture play an important role
in who gets access.
SCI 4312 WOMEN AND INTEGRAL HEALTH
3
This course offers a broad approach to experiences of
knowing in science and religion. Drawing on topics central
to physics and neuroscience, Hinduism and Buddhism,
and the Abrahamic traditions, the course examines the
processes of knowledge that are central to claims about
reality and truth and to the formations of world views. In
this way, science and religion are placed in the context of
consciousness and the living practices through which people
form understandings and shape their lives with purpose and
value. The course will also look at perspectives from Eastern
and Western religions and scientific traditions. Guest speakers
specializing in various topics will be invited.
SCI 4235 SCIENCE AND SPIRITUALITY
1
The journey of the intellect and the heart, each of which
seeks to find and experience the deepest truths of our
existence, have most often not even dialogued with
one another. They are now finding mutual ground and
communicating with (and learning from) one another.
Though their approaches are very different (as different as
the mind is from the heart), they are complementing and
reinforcing understandings and we are the wiser for it. This
course will explore quantum physics, parapsychology, and
the perennial philosophical and mystical disciplines—plus
astrology, which might inform one another. The coursework
includes readings on the New Physics—and embraces a living
systems perspective on the mystery of spirit. The coursework
also takes readings from the paranormal, mystical, and
philosophical perspectives in looking at the aspects of a
common reality, and moving toward a new paradigm.
SCI 4300 NUTRITION IN LIVING SYSTEMS
3
A survey of energy production and use in living systems
including the roles of proteins, carbohydrates, lipids, fiber,
vitamins, and minerals; the effects of genetic inheritance, age,
diet, and lifestyle; and the interaction of diet and the psyche.
SCI/SCJ 4305 NUTRITION AND BEHAVIOR
3
Studies the effects of diet from conception through
adulthood on a variety of psychological and physiological
states. Includes optimal health, allergies, hyperactivity,
hypoglycemia, learning disabilities, eating disorders,
delinquency, mental disorders, and senility. Fulfills the upperdivision general education requirement for interdisciplinary
studies.
SCI 4310 GENDER AND TECHNOLOGY
1
This course is designed to examine the many factors that
lead to disproportionate representation of women in science
and technology. It will compare cross-cultural experiences
of women entering science and technology careers and
contrast male and female experiences within the scientific
enterprise. In addition, the reading and discussions will
examine the validity of the idea that there are “women’s
ways of knowing” that are separate and distinct from a “male
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SCI 4320 CHINESE MEDICINE AND CULTURE
3
3
Examines the concepts that form the basis for one of the
oldest and most complete medical systems in the world.
Topics include acupuncture, herbal medicine, tai chi and Qi
Gong, massage and manipulation, and nutrition.
SCI 4332 CULTURAL ATTITUDES IN HEALING
3
Explores healing practices from many ancient cultures which
are bridging the gap between Western allopathic and holistic
systems of medicine. Native American, African, Ayurvedic,
Tibetan, and Oriental beliefs and approaches to health will
be discussed as they relate to integrating mental, physical,
emotional, and spiritual aspects of life. Course material will
be presented in didactic and experiential learning methods to
facilitate a whole-brain understanding of the various cultural
perspectives of healing.
SCI 4335 ALTERNATIVES IN HEALTH CARE
3
An examination of alternative models of health care
including subtle energies, holism, chiropractic, acupuncture,
homeopathy, orthomolecular nutrition, kinesthetic therapies,
various herbal remedies, lifestyle changes, and a range of
hands-on interactive approaches that enhance the body’s
curative powers. Using case studies and recent research, these
non-Western, new, and ancient modalities will be evaluated
as alternatives to current standard methods.
SCI 4337 STRESS AND HEALTH
3
The objective of this course is to understand the most typical
physical and psychological causes of stress. The course
explores the underlying physiological mechanisms of stress
adaptation and how toxic situations first involve maladaptive
behaviors that then might manifest as either physical or
psychological diseases.
SCI 4800 SERVICE LEARNING A
2
quarter of internship, and instead engage in other service
SCI 4805 SERVICE LEARNING B
2
above.)
SCI 4900 TOPICS IN SCIENCE, HEALTH, AND LIVING SYSTEMS
1–3
SCI 4995 INDEPENDENT STUDIES IN SCIENCE,
HEALTH, AND LIVING SYSTEMS
1–4
change of topic.
SCI 4998 SENIOR PROJECT A
3
SCI 4999 SENIOR PROJECT B
Topics vary according to curriculum design and integrity as
well as instructor and student interest. May be repeated for
credit with a change of topic.
3
SOCIAL ECOLOGY [SEC] COURSES
SEC 3000 SELF IN THE WEB OF SOCIETY
3
As the foundation course in the Social Ecology major, this
class introduces theoretical and applied frameworks for
understanding the interdependence between individual
life experience and larger social processes. Includes an
exploration of the ways humans are shaped by larger social
webs and, in turn, how individuals actively shape the
communities they inhabit.
SEC 3100 INTRODUCTION TO LIVING SYSTEMS
SEC 3125 CONSUMING IMAGES
3
The basic concepts of systems theory as they relate to life
processes are explored including both the dynamics and the
levels of complexity in natural and artificial systems and the
interdependence of microscopic and macroscopic orders. For
example, in addition to genetic information, we might speak
of thought contagion and the role of culture in transmitting
memes (like matrimonial traditions and food customs). We
can also look at families or business organizations in terms
of “cognition” and adaptation to both internal dynamics and
external “market forces.”
SEC 3115 CROSS-CULTURAL COMMUNICATION
3
All communication has its foundation in culture, and when
we try to cross cultures, miscommunication can happen in
spite of our best intentions. The course will examine the
dynamics of cross-cultural communication and will consider
both language and nonverbal behavior. Students will examine
their own cross-cultural communication, drawing information
from anthropology, linguistics, other disciplines, and everyday
life.
SEC 3116 GENDER TALK
Examines the concept of gender and its effects on the
ways we communicate with each other. Topics include a
multicultural exploration of myths and realities about men’s
and women’s speech; various theoretical frameworks for
studying the role of gender in communication; gendered
speech patterns in friendships and romantic relationships;
gendered language in education, the workplace, and the
media; and changes and challenges to gendered dynamics.
3
3
Living in a media-saturated society, we are highly fluent and
efficient media consumers, but how conscious are we of the
barrage of messages we ingest throughout each day? This
course examines the media industry, its many products, and
the predictable and unexpected ways we consume media
products. Students will gain knowledge of the media on a
micro level (its impact on our psyches, identities, behaviors,
values, and dreams) and on a macro level (its impact on the
values, norms, behaviors, organization, expectations, and
structures of our larger society). Special emphasis is placed
on developing tools for “critical media literacy” in a massmediated age.
SEC 3200 ANTHROPOLOGY AND RELIGION
3
A look at the interaction of religion and culture from an
anthropological perspective, discussing both formal religious
ceremony and folk religious culture. Cross-cultural attitudes
toward magic, ceremony, and the supernatural will be
explored.
SEC 3210 METAPHORS OF DIS-EASE AND HEALING
3
A cross-cultural, multidisciplinary seminar that blends the techniques of linguistic analysis with the professional knowledge
and life experiences of practitioners, laypeople, researchers,
and patients. In examining medical metaphors, we explore
the paradigms that condition us and our noun-oriented
language that focuses on objects rather than relationships and
actions.
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SEC 3215 LITERATURE AND CULTURE
3
This course focuses on American literature from a
multicultural and historical perspective as a way of
understanding the vastly complex culture in which we live.
Students will visit different time periods through the eyes of
men and women who wrote about their eras with passion
and with a critical eye. The course will also explore the
aspects of “knowing” possible in fiction versus non-fiction
and memoir.
SEC 3302 VARIATIONS ON THE AMERICAN FAMILY
3
An examination of the many forms of family in American
culture and the impact of our families on our lives. Students
will use sociological, metaphysical, and spiritual approaches
to study many forms of families including step, biracial, gay,
and lesbian families as well as the “normal” stereotypical
family.
SEC 3311 DIVERSITY WORKSHOP
1–3
This course examines the origin, structure, dynamics, and
potential destiny of the emerging world social system. The
course will examine the technological changes brought about
by the computer/electronics revolution. It will also analyze
the globalization of capitalism along with its strengths and
weaknesses.
SEC 3330 CULTURAL CROSSROADS
3
We live and work in increasingly diverse communities and
must now be prepared to interact effectively within this
fast-changing cultural landscape. Utilizing creative exercises
and assignments, the class provides a container for exploring
major cultural shifts of recent decades and the challenges
and opportunities accompanying these changes. Emphasis
is placed on understanding the structural roots of cultural
differences, identifying needs of diverse communities, and
developing multicultural competency.
SEC 3415 TRANSFORMATION AND
SOCIAL CHANGE THROUGH THE ARTS
3
Explores the power of arts to transform communities and
create social change. Discover how dance, music, stories, and
visual arts are catalysts for social change globally and in our
local communities.
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3
This course is designed to build on the foundations of SEC
SEC 4000 WOMEN’S LIVES AND SOCIAL TRANSFORMATION
3
3
SEC 3501 TRUTH, LIES, AND SUSTAINABILITY
As U.S. society becomes increasingly more multicultural, we
face new challenges in crossing the bridges that may divide
us and in learning how to interact in healthy, compassionate
ways. This experientially based workshop provides a
supportive context for exploring a variety of issues pertinent
to healthy social interactions in our magnificently diverse
society. Participants have an opportunity to investigate
belief systems, unlearn myths, and gain practical knowledge
applicable to work and social settings.
SEC 3315 WORLD SYSTEMS, WORLD SOCIETIES
SEC 3500 SUSTAINABILITY: MEANING AND PRACTICE
1–3
Investigates a range of contemporary issues affecting different
women’s lives. Topics may include economic and political
conditions, relations between women and technology, crossracial and cross-class relations, women’s movements locally
and globally, cultural images of women, and women’s health.
SEC 4010 FEMINIST MOSAICS
3
This course explores the rich mosaics of theories (and the
movements they’ve spawned) explaining gender roles and
women’s lives. Includes introduction to the basic concepts
within feminist theories, the problematics of theorizing about
women, and an overview of the major strands of feminist
theory including psychoanalytic, materialist, Marxist, socialist,
liberal, radical, poststructural, postmodern, postcolonial,
multicultural, transnational, global, and ecofeminism.
SEC 4125 SACRED-SPIRITUAL ASPECTS OF SILENCE
3
An examination of silence as it is practiced in mystical
Christian, Buddhist, and Native American traditions. Although
the primary focus will be on these three spiritual traditions,
others including Judaic/Kabbalishi, Islamic/Sufi, and Hindu
will also be discussed. Through a practice of silence and
weekly experiential exercises, students will have the
opportunity to find their own answers to lifelong questions.
SEC 4150 CANCER, HEALTH, AND POLITICS
3
This course studies the complicated political and social forces
that shape the research and treatment of cancer. Who or what
directs the “war on cancer?” What determines the research
conducted, treatments advocated, and patients served? Who is
looking at issues of prevention and why/why not? What is the
role of cultural practices, such as the pink ribbon campaign
and fundraising walks, in the treatment of cancer? The course
addressed both conventional and alternative approaches to
understanding cancer.
SEC 4205 CULTURE, LANGUAGE, AND CONSCIOUSNESS
3
A study of how language informs all aspects of social life
and human consciousness. Explores language as the middle
ground between thought and action and as the barrier to and
vehicle for full and clear communication.
SEC 4215 BODYLORE
3
The body is socially constructed. The way we hold
our bodies—move them, perceive through them, and
communicate with them; the way we express ourselves
through them; the way we accouter, display, and conceal
them; and the shapes they take and the attitudes we
hold—are the result not only of a biological thrust but also
of a cultural disposition. This course explores the social
construction of the body in four quadrants: the inscription of
culture on the body, bodily knowledge, body language, and
the expressive body.
SEC 4220 LES-BI-GAY TRANSGENDER LITERATURE
AND CULTURE
3
Explores the expressive and literary cultural practices of
sexual and gender minorities. Provides understanding of
major issues and themes within lesbian, bisexual, gay, and
transgender cultures. Examines how a minority culture
survives and flourishes on the margins of society and ways it
gains an increasing presence in mainstream society. Course
materials draw from a variety of sources: fiction, poetry,
novels, memoirs, scholarly writing, interviews, pop culture,
films, music, and videos.
SEC 4230 NATIVE AMERICA
3
This course seeks to understand multiple dimensions of
indigenous Native American history, culture, spirituality, and
politics. Examines enduring struggles and lasting influence of
Native Americans in the U.S. May include study of individual
tribes and nations as well as cross-tribe customs, values,
events, practices. Repeatable on different topics.
SEC 4305 TRANSFORMATIVE LEADERSHIP
3
Examines models of creative leadership for transforming
any collective, whether it be a local school or neighborhood
group, a business, or an international political organization or
movement. Includes theories and strategies of transformation
and case studies of effective leaders. Special emphasis given
to innovative strategies and visionary leaders.
SEC 4312 WOMEN AND INTEGRAL HEALTH
3
Many of the symptoms we treat medically could either
be avoided or mitigated with changes in lifestyle or more
integrative approaches. We know that support structures
are important to our well-being and that the quality of
our relationships affects our health as do our beliefs and
expectations. This course looks at not only the healthcare delivery system, but also the political and economic
landscape in which it operates. Students will learn about
their bodies, the history of medicine (particularly as it relates
to differences between standard Western and alternative
models), and how politics and culture play an important role
in who gets access.
SEC 4315 GENDER AND TECHNOLOGY
1
This course is designed to examine the many factors that
lead to disproportionate representation of women in science
and technology. It will compare cross-cultural experiences of
women entering science and technology careers and contrast
male and female experiences within the scientific enterprise.
In addition, the reading and discussions will examine the
validity of the idea that there are “women’s ways of knowing”
that are separate and distinct from a “male approach.” These
experiences of women in the sciences will be viewed against
the larger historical and political backdrop of feminism and
women’s studies.
SEC 4320 CHINESE MEDICINE AND CULTURE
3
Examines the concepts that form the basis for one of the
oldest and most complete medical systems in the world.
Topics include acupuncture, herbal medicine, tai chi and Qi
Gong, massage and manipulation, and nutrition.
SEC 4505 MAKING RACE, MAKING PEACE
3
An examination of the historical construction of “race,”
its continuing legacies, and creative efforts to transform
contemporary racial relations. Uses history, social theory,
literature, biography, media, and the arts to explore the
dynamics of racism as well as practices for healing and
transforming racial relations. The course itself models
effective avenues to cross-racial communication.
SEC 4510 LIVING IN A GLOBAL VILLAGE
3
We are now globally interconnected in unprecedented
ways. How does globalization affect our own lives and
influence our relations with “community?” What are the
new opportunities for global connection and the new
challenges for global cooperation in this expansive social
web? This course, repeatable with different topics, explores
a wide variety of pressing issues facing our global village
including such topics as migration of spiritual practices,
economic globalization, human migration, our changing
sense of identity and purpose in the world, shifting consumer
practices, cross-cultural breaches and bridges, worldwide
activism, environmental impacts, and sustainable living.
SEC 4520 AFRICAN CULTURE THROUGH THE ARTS
3
The African continent and diaspora come alive through this
exploration of the dances, music, chants, folktales, literature,
and visual arts of African peoples. Topics include exportation
and migration of African culture around the world, village life
v. urban life, healing arts, rituals for life transitions, spiritual
and religious practices, and arts in the service of politics,
justice, freedom, and struggle.
SEC 4800 SERVICE LEARNING A
2
quarter of internship and instead engage in other service
77
SEC 4805 SERVICE LEARNING B
2
A continuation and conclusion of Service Learning A.
(See above.)
SEC 4900 TOPICS IN SOCIAL ECOLOGY
1–3
SEC 4995 INDEPENDENT STUDENT IN SOCIAL ECOLOGY
1–3
change in topic.
SEC 4998 SENIOR PROJECT A
3
SEC 4999 SENIOR PROJECT B
3
above.) Students concentrate on drafting, revising and
polishing their essays complete with appropriate bibliography
78
SCHOOL OF MANAGEMENT
The JFK University School of Management seeks to establish
a stimulating, supportive learning community, providing
students with the knowledge, skills, and values necessary to
succeed in today’s dynamic, global business environment.
Our core values embrace the increasing relevance and
acceptance of diversity of perspectives in the global
marketplace as well as a firm commitment to ethical and
socially responsible business practices. Given the dynamic,
changing nature of the management community, we
constantly review the current business and legal environment
for which we prepare students to maintain currency with
emerging trends and paradigms. Through coursework,
research, and training opportunities, we encourage innovative
thinking, teamwork, entrepreneurial spirit, and lifelong
learning.
Students who complete programs in the School of
Management learn and refine a variety of competencies:
• Effective writing in the form of research, process, and
persuasive papers,
• Effective oral communication including presentation,
• Critical thinking (logic and rhetoric),
• Problem-solving strategies and creative thinking,
• Quantitative analysis,
• Computer literacy and information retrieval skills,
• Global business awareness,
• Leadership development, and
• Putting values into action.
SPECIALIZED ACCREDITATION
The School of Management is accredited by the International
Assembly for Collegiate Business Education (IACBE). IACBE
is a specialized accrediting body for business and businessrelated degree programs at the undergraduate and graduate
degree levels in U.S. colleges and universities. IACBE
measures the effectiveness of business education through the
outcomes assessment model.
OVERVIEW
The School of Management’s curriculum provides practical
knowledge and skills students will find immediately usable
in attaining success in life as well as in the business and
legal fields. A strong commitment to the global community
prepares graduates for real-world work experience.
The School of Management is a leader in creative, imaginative
education for busy professionals preparing for career changes
or seeking academic credentials reflecting their experience
and abilities. Classes are taught by successful practitioners
in their fields so lessons learned in class can be applied on
the job. The school’s degrees reflect advanced professional
training that can lead to outstanding career opportunities.
Future business conditions will undoubtedly require
advanced technological skills. Of equal importance will be
cross-cultural collaboration, a greater understanding of human
behavior, expertise in team building, and increased attention
to environmental issues and concerns.
In order to succeed in tomorrow’s world, business leaders
will have to be socially responsible and innovative
visionaries. The academic excellence of the School of
Management’s programs prepares students to assume leading
management roles in all types of business and nonprofit
organizations.
Management students come to John F. Kennedy University
for a variety of reasons—a career that’s on the rise, the desire
to follow a new career path, the need for specific skills,
ambition for career advancement, anticipation of return to
the job market, desire to build upon an existing degree, or
advance their own personal growth—and they all find their
place within the School of Management.
The admissions process examines both the academic and personal qualifications of applicants. The School of Management
seeks to ensure that students accepted into its programs have
the ability to benefit from and contribute to the university’s
integrated educational experience. John F. Kennedy
University values a diverse academic community and is
committed by law and purpose to serving all people on an
equal and non-discriminatory basis. Admissions decisions are
made independently of need for financial aid.
Applicants to the School of Management must complete the
university’s general admissions requirements as stated in the
front of this catalog. Individual programs have additional
requirements which can be found in the following sections.
It is strongly recommended that applicants submit all required
documents in one envelope to the Admissions Office by the
priority application date. Submitting incomplete information
will slow the application process. All transcripts should be
sent directly to the applicant who will forward the unopened
envelopes to the university’s Admissions Office.
All School of Management applicants must complete a
formal admissions interview with the program chair or a
faculty advisor. When the applicant’s file is complete with all
required documents received by the university’s Admissions
Office, the School of Management will contact the applicant
to schedule an interview at a mutually convenient time.
International students must meet the university’s requirements
for international students as stated in the front of this
catalog—including proof of English proficiency.
Dedicated faculty and staff in the School of Management
have created a supportive learning community tailored to the
particular requirements of adult students. Customized career
advising and assistance with financial aid are also available to
John F. Kennedy University students.
81
UNDERGRADUATE DIVISION
BS IN BUSINESS ADMINISTRATION
ASSESSMENT TESTS
The undergraduate business administration program is
designed to develop managers for business, government, and
nonprofit organizations. Graduates possess solid technical
skills in accounting, marketing, economics, and statistics.
They also demonstrate creative leadership and problemsolving capabilities.
All incoming students are required to demonstrate
competency in writing and mathematics by:
The program provides a sound foundation in the basic
management functions of planning, leading, organizing, and
decision making. Students develop skills for identifying,
analyzing, and problem solving. Coursework expands
students’ understanding of an organization’s diverse,
economic, legal, ethical, and technical environments.
Students focus their course of study by choosing a
specialization in strategic management, e-commerce, or
leadership. Finally, the program helps create the basis
for each student’s continuing self-directed education and
professional growth.
82
• Successful completion of the School of Management’s
Undergraduate Writing Exam (UWE) or BUS 2400 Writing
Skills for Business.
Undergraduate Mathematics Exam (UME) or one of the
following courses: SCI 1310 Mathematics: A Human
Endeavor or BUS 3180 Math for Managers.
Students who pass one or both of the exams are not required
to complete any further lower-division units in written
communication or mathematics. Coursework completed at
another institution will not be accepted as a demonstration of
competence.
Students are expected to take both the UWE and
UME before or during their first quarter of enrollment.
Competence in writing must be demonstrated before taking
BUS 3400 Business Communications I. Competence in
mathematics must be demonstrated prior to taking BUS
2010 Microeconomics, BUS 2015 Macroeconomics, BUS
3020 Business Finance, or BUS 3041 Statistics and Research
Applications.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Communication
Humanities
Natural science
Mathematics
Social science
9
12
9
3
12
Business Fundamentals
BUS 2030 Business Law
BUS 3151 Principles of Management
3
3
BUS 3400 Business Communications I
3
BUS 3401 Business Communications II
3
Successful completion of UWE or
BUS 2400 or
Six units of lower-division composition
BUS 3400
Liberal Arts Core 2
BUS
BUS
BUS
BUS
BUS
BUS
BUS
BUS
BUS
2000
2001
2010
2015
3005
3020
3032
3033
3040
Financial Accounting A
Financial Accounting B
Microeconomics
Macroeconomics
Marketing
Business Finance
Essentials of Human Resource Management
Problem Solving and Managerial Decision Making
Management Information Systems
3
3
3
3
3
3
3
3
3
BUS 3041 Statistics and Research Applications
3
BUS 3043 E-Commerce and Business
BUS 3160 Diversity in Organizations
BUS 4992 Case Studies in Organization and Management
3
3
3
BUS 2000
BUS 2001
Successful completion of UME or
Algebra portion of QRT or
BUS 3180
Practicum 2, 3
BUS 4996 Practicum 1
BUS 4997 Practicum 2
3
3
Specialization 2, 4
Select ONE of the three specializations from the following pages
Free electives 5
15
63
180
2
All letter-graded courses in the major must be completed with a grade of C or higher. Students may not request Credit/No Credit grading for
letter-graded courses in the major. The core curriculum, practicum, and specialization courses comprise the major.
3
Students must have completed all core requirements before taking the practicum courses. BUS 4996 Practicum 1 requires students to plan
a workplace intervention, taking into account all of the potential impacts and possible results. BUS 4997 Practicum 2 requires students to
carry out a workplace intervention and compare what they thought might occur to actual results.
4
Students
design an individualized major (see Requirements for an Individualized Program). All units in the specialization must be upper division.
5
Students must complete a minimum of 180 units for this degree program. Additional free electives may be required to bring this total to 180.
1
83
SPECIALIZATIONS
The Bachelor of Science in Business Administration program
requires a 15-unit specialization. Three specializations are
available, and their descriptions and course requirements
follow.
E-Commerce
The e-commerce specialization prepares students to manage
e-commerce organizations or act as a consultant to such
organizations.
Courses
1
Units
Select FIVE of the following courses 1
BUS 4037 New Ventures: Market Planning (3)
BUS 4190 E-Commerce Strategies and Methods (3)
BUS 4192 E-Commerce Marketing (3)
BUS 4193 E-Commerce Public Policy and Law (3)
BUS 4194 Managing Operations for E-Commerce (3)
BUS 4200 Topics in E-Commerce (3)
15
15
Prerequisite(s)
Co-Requisite(s)
Leadership
The leadership specialization prepares students to lead
change in organizations or enter the consulting field.
Courses
1
Units
Select FIVE of the following courses 1
BUS 3405 Ethics in Society (3)
BUS 3410 Leadership Development (3)
BUS 4030 Personal Power and Leadership (3)
BUS 4385 Cultures and Comparative Management Styles (3)
BUS 4450 Emerging Models of Business (3)
BUS 4460 Organizational Cultures, Myths, and Values (3)
BUS 4474 Strategies for Communication and Team Building (3)
BUS 4485 Topics in Organizational Leadership (3)
15
15
Prerequisite(s)
Co-Requisite(s)
84
The strategic management specialization allows students the
flexibility to select courses that match their personal and
professional objectives. Students are encouraged to have
frequent meetings with their advisor to ensure their academic
and professional objectives are being met.
Courses
Units
Select FIVE of the following courses
BUS 3153 History of American Management (3)
BUS 3300 Strategic Management for Nonprofit Organizations (3)
BUS 4058 Managing Strategic Innovation and Change (3)
BUS 4460 Organizational Cultures, Myths, and Values (3)
BUS 4900 Topics in Business:
Strategic Management and Implementation (3)
15
15
1
1
Prerequisite(s)
Co-Requisite(s)
85
LINKED BS/MBA PROGRAM
The linked BS/MBA program allows qualified students to
begin the university’s Master of Business Administration
(MBA) program while completing their undergraduate degree.
Eligibility
To be eligible to apply, a student must have been admitted to
the undergraduate program and have:
• Completed at least 165 undergraduate units.
• Completed all requirements for the Bachelor of Science,
except for 15 units in specialization or general electives or
a combination of both.
• Achieved a GPA of at least 3.0 (B) in the major.
Admission
To be admitted to the linked BS/MBA Program, the student
must complete the following requirements prior to the
beginning of the first quarter in which the student begins
taking linked courses:
• Submit a Request for Linked Eligibility Review, a Petition
for Degree (for the BS degree) with the appropriate fee,
and an Application Supplement with the appropriate nonrefundable fee to the Admissions Office. (These documents
should be submitted together.)
• Supply any additional documentation required for
admission to the MBA Program.
• Have eligibility for linking formally verified by the
• If eligible to link, arrange for a pre-admission interview
with the MBA program chair.
• Be formally approved for admission to the graduate
program.
Linked students must maintain a minimum 3.0 (B) grade-point
average in graduate courses. Graduate units completed at the
university prior to admission to the linked program or beyond
the 15-unit limit of linked units may be applied to only one
degree. Graduate transfer credit is not permitted in a linked
program.
86
STRATEGIC MANAGEMENT CERTIFICATE
The Strategic Management certificate program provides
short-term, highly focused programs of study. In most
circumstances, courses satisfactorily completed in this
program may be applied toward the Bachelor of Science in
Business Administration, and degree students may complete
a certificate in conjunction with the degree program. This
option enables degree students to receive a certificate after
only a few quarters of study.
Certificate work is comprised of regular university courses
and students are expected to perform university-level
work. Transfer units are not accepted to meet certificate
requirements.
Assessment Tests
All students are required to demonstrate competency in
writing and mathematics by:
Undergraduate Writing Exam (UWE) or BUS 2400 Writing
Skills for Business.
Courses
BUS
BUS
BUS
BUS
2000
3005
3032
3151
Coursework completed at another institution will not be
accepted as a demonstration of competence. Students are
expected to take both the UWE and the UME before or
during their first quarter of enrollment. Competence in writing
must be demonstrated before taking BUS 3400 Business
Communications I. Competence in mathematics must be
demonstrated prior to taking BUS 2000 Financial Accounting
A and BUS 3020 Business Finance.
Certificate Requirements
To receive an undergraduate certificate in Strategic
Management, the student must complete the university
requirements for a certificate (see the front of this
catalog), competency in writing and mathematics, and the
requirements as outlined below.
Units
Financial Accounting A
Marketing
Essentials of Human Resource Management
Principles of Management
Prerequisite(s)
Co-Requisite(s)
3
3
3
3
BUS 3400 Business Communications I
3
Select THREE of the following courses 1
BUS 2001 Financial Accounting B (3)
BUS 2030 Business Law (3)
BUS 3020 Business Finance (3)
BUS 3040 Management Information Systems (3)
BUS 3160 Diversity in Organizations (3)
BUS 4900 Topics in Business (3)
9
1
Undergraduate Mathematics Exam (UME) or one of the
following courses: SCI 1310 Mathematics: A Human
Endeavor or BUS 3180 Math for Managers.
Successful completion of UWE or
BUS 2400 or
Six units of lower-division composition
BUS 2000
BUS 2001
24
Another course relevant to the student’s academic objectives may be substituted with the advisor’s approval.
87
LEGAL STUDIES PROGRAMS
State Regulation
JFK University is the only school in northern California to
offer a degree in Legal Studies which combines a paralegal
certificate and a bachelor’s degree. Students have on-campus
access to a California Bar–approved law library. The Legal
Studies program includes the Bachelor of Arts degree and the
Paralegal certificate. The department’s mission is to provide
a curriculum that focuses on the practical application of the
substantive law while encouraging critical thinking, ethical
conduct, and social responsibility. With this in mind, students
will have the knowledge, practical application skills, attitudes,
and values that are necessary to excel as legal professionals.
Graduates are able to pursue careers as paralegals working
for lawyers, law offices, corporations, and governmental
agencies.
In California, paralegals are required by statute to have
a paralegal education of at least 36 quarter units at an
accredited institution. The curriculum meets this standard
(see California Business and Professions Code §§6450–56).
Paralegals cannot provide legal advice, except as directed
by an attorney, nor can they establish an attorney/client
relationship or represent a client in court.
Program Goals
The goal of the Legal Studies program is to provide students
with the knowledge, skills, tools, and values necessary to be
effective members of a legal team. The program’s specific
objective is to graduate students who can:
• Understand and put into practice substantive legal
concepts,
• Demonstrate competency in the application of the law to
factual situations,
• Use critical and analytical thinking skills to provide
assistance to the legal team,
• Research sources of law and communicate findings in
various legal memoranda,
• Navigate and demonstrate excellence in the use of legal
technology, and
• Know and conform to the ethical guidelines and limitations
governing the profession in the public and private sectors.
Applicants with an associate’s degree or equivalent may be
admitted to the degree or certificate program. Applicants
must have 54 quarter units (36 semester units) of college
transferable credit which include at least 24 quarter units (16
semester units) of general education.
Freshman English or college composition must be completed
with a C or better prior to admission.
In addition to composition, applicants must have completed
courses from at least three of the following disciplines prior
to admission:
Communication: composition, rhetoric, literature, speech,
English, and some journalism
Humanities: art or music appreciation, art or music history,
literature, religion, theater, philosophy, classics, music theory,
film history, logic, foreign language, sign language
Attendance
Students are expected to attend all class meetings for the
courses in which they are enrolled and must attend at least
9 of the 11 scheduled class meetings. Students may not
miss more than 2 class sessions per quarter. This is strictly
enforced; students with excessive absences will receiving a
failing mark for the course.
Students who have extraordinary circumstances may petition
the Dean or Assistant Dean for an exception to this policy.
Academic Probation
To remain in good academic standing and to graduate,
students must maintain a 2.0 grade-point average (a C
average). Students who fall below a 2.0 in their coursework
will be placed on academic probation. Students who do
not raise their grade-point average to 2.0 or higher in the
subsequent term are subject to dismissal from the university.
Cases for academic dismissal are reviewed by the School of
Management’s Academic Standards Committee.
Transfer Credit
Students may transfer legal specialty courses to either the
certificate or bachelor degree programs if the courses are
from an ABA-approved paralegal program. Applicants should
consult with the Legal Studies department for specific course
transfer information.
BA in Legal Studies
The Legal Studies program fosters critical thinking by focusing
on effective written and oral communication as well as
specific analytical skills. Students complete the legal specialty
courses first. This combination of legal specialty and liberal
arts coursework ensures that each student develops an
understanding of and respect for different ways of knowing
and a desire for lifelong learning.
The Bachelor of Arts degree has two components—12 legal
specialty courses (36 quarter units) and 17 courses (48 quarter
units) based in the theoretical study of law. Graduates of the
Paralegal certificate program may apply the credits from their
certificate to the BA program. Students must complete a minimum of 180 quarter units to graduate.
Natural Science: natural or physical science that is not
vocationally oriented
Mathematics: any college-level mathematics course
Social Science: government, economics, sociology, history,
political science, anthropology, and psychology
88
Courses
Units
Prerequisite(s)
Co-Requisite(s)
90
SCI 3100 Introduction to Living Systems
3
3
3
Core Requirements
BUS 3032 Essentials of Human Resource Management
BUS 3033 Problem Solving and Managerial Decision Making
BUS 3403 Software Applications
COR 3100 Critical Thinking and Writing
COR 3145 Research Writing
COR 3300 Ways of Knowing
PLS 3100 Law Office Administration
PLS 3105 Jurisprudence
PLS 3107 History of the U.S. since World War II
PLS 3109 Constitution, Supreme Court, and American Democracy
PLS 3111 Law and Social Justice
PLS 3113 Social, Cultural, and Political Issues in Business
PLS 4998 Senior Project A
PLS 4999 Senior Project B
3
3
1
3
3
2
3
3
3
3
3
3
3
3
Paralegal Certificate Courses
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
3001
3002
3003
3004
3005
3006
3007
3008
3009
Introduction to Law 2
Legal Research and Writing I 2
Legal Research and Writing II
Ethics/Professional Responsibility
Tort Law
Contract Law
Property
Litigation I
Litigation II
Electives, select THREE of the following courses
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
3015
3017
3019
3021
3023
3025
3027
3040
3
3
3
3
3
3
3
3
3
9
Wills, Trusts, and Estate Planning (3)
Probate and Estates Administration (3)
Bankruptcy and Creditors’ Rights (3)
Real Estate Law (3)
Criminal Practice (3)
Business Organizations (3)
Family Law (3)
Internship (1–3) 3
Electives
PLS 3002
PLS 3002
PLS 3008
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
3001,
3001,
3001,
3001,
3001,
3001,
3001,
3002,
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
3002
3002
3002
3002
3002
3002
3002
3008
6
180
Students may complete the lower-division coursework requirements by taking approved liberal arts courses, earning credit through the
College Level Examination Program (CLEP), or taking recommended courses from local community colleges.
2
This course must be taken in the first term of enrollment.
3
The number of units earned will depend on the amount of time spent working at the internship. There is a classroom component to the
internship program.
1
89
PARALEGAL CERTIFICATE
This program is designed to meet the needs of both working
and traditional students. The certificate courses can be
completed in one year if taken on a full-time basis.
Outstanding faculty, comprised of practicing attorneys, guide
students in their coursework and their professional goals.
Students and alumni of this program are supported by an
extensive on-campus law library that offers the most relevant
and recent cutting-edge education available.
The Paralegal certificate program consists of 12 legal specialty
courses. Of those, nine are required and three are elective.
Each course carries upper-division credit. Each course follows
an 11-week quarter and meets for two and one-half hours
per week. Normally, students take no more than three legal
specialty courses per quarter.
Courses
Units
PLS 3001 Introduction to Law
PLS 3002 Legal Research and Writing I 1
PLS 3003 Legal Research and Writing II
PLS 3004 Ethics/Professional Responsibility
PLS 3005 Tort Law
PLS 3006 Contract Law
PLS 3007 Property
PLS 3008 Litigation I
PLS 3009 Litigation II
Select THREE of the following courses
PLS 3015 Wills, Trusts, and Estate Planning (3)
PLS 3017 Probate and Estates Administration (3)
PLS 3019 Bankruptcy and Creditors’ Rights (3)
PLS 3021 Real Estate Law (3)
PLS 3023 Criminal Practice (3)
PLS 3025 Business Organizations (3)
PLS 3027 Family Law (3)
PLS 3040 Internship (1–3) 2
1
3
3
3
3
3
3
3
3
3
9
Prerequisite(s)
Co-Requisite(s)
PLS 3002
PLS 3002
PLS 3008
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
3001,
3001,
3001,
3001,
3001,
3001,
3001,
3002,
PLS
PLS
PLS
PLS
PLS
PLS
PLS
PLS
3002
3002
3002
3002
3002
3002
3002
3008
36
This course must be taken in the first term of enrollment.
2
The number of units earned will depend on the amount of time spent working at the internship. There is a classroom component to the
internship program.
1
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GRADUATE DIVISION
MASTER OF BUSINESS ADMINISTRATION
By concentrating on analytical, leadership, and businessrelated skills, the Master of Business Administration (MBA)
program prepares students for organizational careers at the
professional and executive levels. Traditional and emerging
subjects are studied in an interactive environment that
encourages critical inquiry and maximizes understanding.
The program accommodates both experienced business
professionals and individuals who have acquired significant
organizational and administrative experience in a nonbusiness setting.
The MBA program provides students with a solid
understanding of individual, group, and organizational
behavior; financial analysis and management; quantitative
decision making and other analytical skills; practical ethics in
the business arena; strategic planning and implementation;
marketing theory and practices; the management of change;
the impact of technology; and international issues and
the expanding global economy. While students master a
core of knowledge in the MBA program, they also explore
their particular interests in one of the following areas of
specialization: E-Commerce, Leadership, or Strategic Management. Other specializations in the MBA program include
those individually planned for a student. It may be a crossdisciplinary concentration integrating more than one school.
Refer to the Individual Program section in the General
Information section of this catalog for more information
about designing an individual program.
In addition to the university’s requirements, applicants to
the MBA program must possess a bachelor’s degree from an
institution whose accreditation is recognized by the Council
for Higher Education Accreditation (CHEA). While the GMAT
(Graduate Management Admissions Test) is not required for
admission, the school may require the applicant to take the
exam for diagnostic purposes. Applicants must also submit
a statement of purpose—two double-spaced, typewritten
pages describing educational and professional goals including
what the applicant expects from and can contribute to the
program. Applicants should remember to include their name
on their statement. Finally, applicants must submit a resume
of work experience detailing professional background.
Courses
Units
BUS 5091 Orientation
1
Prerequisite(s)
Co-Requisite(s)
0
Fundamentals
BUS
BUS
BUS
BUS
BUS
BUS
5008
5052
5096
5099
5151
5152
Quantitative Tools for Leadership
Principles of Economics and Decision Making
Principles of Accounting
Business Law and Ethics
Managing the Workplace
Management Information Systems
3
3
3
3
3
3
BUS 2000 or equivalent
Business Core
BUS 5000 Management Communications
3
BUS
BUS
BUS
BUS
BUS
3
3
3
3
3
5020
5035
5040
5055
5180
Financial Management
Visionary Leadership
Marketing Management
Business Strategy and Planning
Project Management
Successful completion of KEPET or
BUS 2400
BUS 5096
BUS 5020, BUS 5040
Specialization
1
Select ONE of the five specializations from the following pages
12
48
All students new to the MBA program must take BUS 5091 in their first quarter.
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SPECIALIZATIONS
Students complete a specialization in E-Commerce,
Leadership, or Strategic Management by completing 12 units
in one of the specializations listed below:
E-Commerce
Courses
BUS 5037 New Ventures: Market Planning (3)
BUS 5153 E-Commerce and Business (3)
BUS 5191 Communications Networking and Systems (3)
BUS 5192 E-Commerce Marketing (3)
BUS 5193 E-Commerce Public Policy and Law (3)
BUS 5194 Managing Operations for E-Commerce (3)
BUS 5263 Financing New Ventures (3)
BUS 5905 Topics in E-Commerce (3)
92
Units
Prerequisite(s)
Co-Requisite(s)
12
12
Leadership
Courses
BUS 5030 Personal Power and Leadership (3)
BUS 5385 Cultures and Comparative Management Styles (3)
BUS 5455 Theory and Practice of Organizational Transformation (3)
BUS 5460 Organizational Cultures, Myths and Values (3)
BUS 5480 Principles of Organizational Consulting (3)
BUS 5485 Topics in Organizational Leadership (3)
Units
Prerequisite(s)
Co-Requisite(s)
Prerequisite(s)
Co-Requisite(s)
12
12
Courses
BUS 5025 Human Resources Management (3)
BUS 5037 New Ventures: Marketing Planning (3)
BUS 5110 Strategic Planning for Nonprofit Organizations (3)
BUS 5153 E-Commerce and Business (3)
BUS 5280 Investment Management (3)
BUS 5472 Managing Strategic Innovation and Change (3)
Units
12
BUS 5020
12
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MA IN CAREER DEVELOPMENT
Experiential Component
Wide-ranging societal changes and the increasing complexity
of the labor market have created an expanded, more
significant role for career development professionals. The
Master of Arts in Career Development program—one of
few such programs in the United States—combines career
theory, management techniques, humanistic psychology, and
practical skills to prepare students to assist individuals and
groups with career issues.
Prior to beginning the experiential component of the
program, students must complete all prerequisites and the
following courses: CDV 5001 Philosophy of Work, CDV 5020
Theories of Career Development, CDV 5045 Career Planning
Resources, CDV 5100 Assessment Approaches in Career
Development, CDV 5230 Career Counseling Interview, and
CDV 5240 Professional Orientation Practicum. Experiential
courses include CDV 5245 Clinical Issues in Career
Counseling; CDV 5810 Planning, Conducting, and Evaluating
Workshops; CDV 5991 Research in Career Development; and
CDV 5700 Supervised Internship.
Academic coursework is balanced with fieldwork giving
students the opportunity to apply classroom lessons in a
professional environment. Students typically begin their
fieldwork at the university’s career center located in Pleasant
Hill which serves both the university community and the
general public. Subsequent internships occur at external sites
such as businesses, universities, or nonprofit organizations.
The program concludes with a final project, in which students
demonstrate the competencies needed to function effectively
as career development professionals. Projects are developed
for diverse settings and populations according to the student’s
area of professional interest.
In addition to the university’s admission requirements,
applicants to this program must possess a bachelor’s degree
from an institution whose accreditation is recognized by
the Council for Higher Education Accreditation (CHEA).
Applicants who are interested in graduate programs and who
do not yet have an undergraduate degree should refer to the
description of the School of Management’s linked BS/MBA
Program.
Applicants must also submit a statement of purpose: two
double-spaced, typewritten pages describing educational and
professional goals including what the applicant expects from,
and can contribute to, the program. Please include your name
on your statement.
Finally, applicants must submit a resume of work experience
detailing professional background.
With the approval of the Career Center director and the
Career Development program chair, students who live
in the San Francisco Bay Area will begin their internship
at the university’s Career Center. Interns engage in
individual counseling, career assessment tools, and daily
hands-on management of the center. Training includes
individual supervision, case management, counseling
skills development, administration of a career center, and
counseling forums. Subsequent internships will occur at
external sites such as business, colleges, universities, or
nonprofit organizations.
Through the two-course sequence CDV 5992 Proposal
Research and Evaluation and CDV 5993 Project Development
and Evaluation, students demonstrate the competencies
needed to function effectively as career professionals.
Before the final quarter of their program, students develop a
research-based written proposal that presents the design of
their final project. Under the direction of the program chair,
students design, complete, and evaluate an original project
with a tangible result.
Field Studies Program
Students outside the San Francisco Bay Area may earn the
Master of Arts or post-graduate certificate in Career Development through the program’s field studies component.
This guided study program consists of coursework delivered
through a variety of methods including self-directed study,
e-mail, and phone. Students also complete an intensive twoweek residency during two summers of the program.
Students may take some elective units and CDV 5250 Group
Work in Career Development at a local college or university
as approved by the program chair. Students who live
outside of the San Francisco Bay Area will take all of their
internship units at a business, college, university, or nonprofit
organization in their local area.
94
Courses
Units
Undergraduate Prerequisites
1
Prerequisite(s)
Co-Requisite(s)
0–7
BUS 2015 Macroeconomics (3)
PYC 3200 Personality and Psychotherapy (4)
Core Curriculum
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
5001
5020
5030
5045
5061
5085
5088
5089
5100
5190
5230
5240
5250
9000
9001
Philosophy of Work
Theories of Career Development
Workplace Issues and Trends
Career Planning Resources
Career Counseling for Diverse Populations
Basics of Resume Writing
Technology in Career Development
Interviewing Skills
Assessment Approaches in Career Development
Organizational Approaches to Career Development
Career Counseling Interview
Professional Orientation Practicum
Group Work in Career Development
Program Orientation Workshop
Core Competency Evaluation Workshop
3
3
3
2
3
1
1
1
3
3
3
3
3
0
0
CDV 5100
CDV 5230
Experiential Component
CDV
CDV
CDV
CDV
CDV
CDV
CDV
5245
5700
5810
5991
5992
5993
9002
Clinical Issues in Career Counseling
Supervised Internship
Planning, Conducting, and Evaluating Workshops
Research in Career Development
Proposal Research and Evaluation
Project Development and Evaluation
Final Evaluation Workshop
Electives 2
1
2
3
10
3
2
2
2
0
6
CDV 5100, CDV 5230, CDV 5240
CDV 5991
CDV 5992
60–67
These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed
them prior to admission are expected to do so during the first year of graduate study.
Electives may be chosen from graduate-level courses offered throughout the university. In addition to regularly scheduled courses, the
career development program offers elective courses, and a Career Development Institute to promote the development of professional skills.
95
CERTIFICATE IN CAREER DEVELOPMENT
The certificate in Career Development provides advanced
training for professionals in related fields who wish to
develop their skills in career planning. Psychologists, social
workers, human resource and employee development
managers, trainers, and counselors use this program to
increase their professional effectiveness and widen their
personal horizons. The program may be completed in
approximately two years.
In addition to the university’s admission requirements,
applicants to this program must possess a master’s degree
in a related field from an institution whose accreditation is
(CHEA).
Applicants must have a master’s degree in a psychology,
counseling, education, or a related field. The basic certificate
consists of 26 graduate units. Students who enter the program
without the relevant counseling background are required to
take an additional 6 units of Career Counseling Interview and
Professional Orientation Practicum. The Certificate in Career
Development may be earned through the field studies option
(see above).
Courses
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
CDV
9000
5001
5020
5030
5045
5061
5085
5088
5089
5100
5190
5230
5240
5700
Finally, applicants must submit a resume of work experience
detailing professional background.
Units
Program Orientation Workshop
Philosophy of Work
Theories of Career Development
Workplace Issues and Trends
Career Planning Resources
Career Counseling for Diverse Populations
Basics of Resume Writing
Technology in Career Development
Interviewing Skills
Assessment Approaches in Career Development
Organizational Approaches to Career Development
Career Counseling Interview 1
Professional Orientation Practicum 1
Supervised Internship
1
Applicants must also submit a statement of purpose: two
double-spaced, typewritten pages describing educational and
professional goals including what the applicant expects from,
and can contribute to, the program. Please include your name
on your statement.
0
3
3
3
2
3
1
1
1
3
3
3
3
3
Prerequisite(s)
Co-Requisite(s)
CDV 5100
CDV 5230
26–32
This course may be waived for students who demonstrate a relevant background in counseling. This course may only be waived with the
written consent of the department chair.
EDUCATIONAL AND COMMUNITY
SERVICES
counseling to JFK University students, alumni, and staff. A
fee is charged for career assessments. Career Counseling is
offered to the public for a fee.
Career Development Center
The Center also offers programs, presentations, and written
material geared toward the needs of students in specific
programs in each of JFK University’s five schools.
The Career Development Center houses the Resource Library
containing reference books, directories, periodicals, and
newspapers related to careers, employers, and conducting
a job search. The Career Resource Center receives many job
listings for both part-time and full-time positions from Bay
Area employers. The Career Resource Center is open to JFK
University students, staff, and alumni as well as the general
public. JFK University students, alumni, and staff may use the
resource center for free. There is a fee for the public to use
the center.
The Career Development Center is an integral part of the
Master of Arts in Career Development program. Graduate
students in the Career Development program offer free career
96
Career Development Institute
The Career Development program invites notable career
development theorists and practitioners to participate in
workshops and discussions at the Career Development
Institute. Institute programs can be taken for academic credit,
and they are attended by human resource professionals
and organizational development consultants as well as by
students.
BUSINESS ADMINISTRATION [BUS] COURSES
LOWER-DIVISION COURSES
BUS 100 CREDIT BY ASSESSMENT
1–5
Units are earned through assessment of prior learning experiences, such as corporate training; professional workshops,
seminars, and conferences; licensure or certification;
independent scholarship; and appropriately supervised
volunteer training.
6–10
volunteer training.
11–15
volunteer training.
BUS 2000 FINANCIAL ACCOUNTING A
3
First course in accounting. Double-entry bookkeeping,
accrual accounting, equations, statements, the accounting
cycle, adjustments, merchandising, statement preparation,
and inventories. Prerequisite: successful completion of
mathematics exam (UME) or required coursework in
mathematics.
BUS 2001 FINANCIAL ACCOUNTING B
3
3
Business decision making within the firm in a variety of
market situations. Topics include supply and demand forces,
consumer behavior, theories of cost and production, pricing,
concepts of marginal analysis, and antitrust laws.
BUS 2015 MACROECONOMICS
3
Examines national income measurement and accounting
including determination of total national output, employment,
prices, and the causes of inflation and deflation. Focus is also
on money and the monetary system including the effect of
monetary policy, government spending and taxation policies,
and fiscal policy.
BUS 2030 BUSINESS LAW
3
This course provides students with the basic principles of
law that are applicable to business transactions and the legal
system. Topics include the legal and social forces that shape
our government and business society.
BUS 2400 WRITING SKILLS FOR BUSINESS
A comprehensive review of effective written English in
business including grammar, sentence structure, paragraph
UPPER-DIVISION COURSES
BUS 3002 BACHELOR OF SCIENCE ORIENTATION
3
0
Describes program requirements, transfer units, residency
requirements, competency exams, credit by assessment,
lower-division courses, CLEP and DANTES, linking to
graduate programs, and research and other facilities of the
school.
BUS 3005 MARKETING
3
This course emphasizes marketing from a product
perspective. Topics include marketing strategies to a diverse
and global audience, market planning, market research,
product position, and promotion.
BUS 3020 BUSINESS FINANCE
3
Examines capital and money markets including cost of
financing, financing mix, capital budgeting, sources and
uses of funds, and analysis and interpretation of financial
statements and documents. Also addresses analysis and use of
financial ratios. Prerequisite: BUS 2001 or equivalent.
BUS 3032 ESSENTIALS OF HUMAN RESOURCE MANAGEMENT
Sales, trading, and depreciation of long-lived assets; shortand long-term liabilities; organization and formation of the
corporation; retained earnings: operations, equity changes,
and dividends. Sale, conversion, and repurchase of capital
stock. Statement of cash flows. Prerequisite: BUS 2000.
BUS 2010 MICROECONOMICS
building, spelling, and word choice. The course includes
writing and editing, small-group writing exercises, and a
library orientation.
3
This course examines the building, development, and
management of human resources. It introduces theories
of motivation, personality, leadership, and total quality.
Students can explore the application of these theories to the
management of individuals and diverse workgroups. Topics
include organizational culture, job analysis, recruitment,
retention, individual growth, and development and legal
constraints in their impact.
BUS 3033 PROBLEM SOLVING AND
MANAGERIAL DECISION MAKING
3
This course develops critical thinking of data and argument
applied to business environments. Critical thinking skills are
presented and enhanced through rigorous examination of
management research literature, which is contrasted with
various managerial decision making norms and processes.
Case studies, decision analysis of critical incidents from the
student’s own managerial experience, and a variety of team
decision approaches are used to test current thinking.
BUS 3040 MANAGEMENT INFORMATION SYSTEMS
3
Information systems are key to business functions and
students need a fundamental understanding of the principles
of systems theory to work with and manage such systems
within organizations. Emphasis is placed on management
and technical concepts fundamental to business applications
and management control of information systems. Covers
the relationship between organizations, management, and
the networked enterprise; managing information systems in
the digital firm; and assessment of information technology
infrastructure. The goal of this course is to provide a
comprehensive overview of management information system
concepts useful to the student in future business courses, as
97
a user of information systems, and as a future decision maker
concerned with the acquisition, application, and control of
business information systems.
BUS 3041 STATISTICS AND RESEARCH APPLICATIONS
3
Concepts and applications of statistics including probability,
estimation, and hypotheses testing of means and proportions;
sampling techniques; correlation and regression analysis;
chi-square tests; and the nature, purpose, and applications of
research. Prerequisite: successful completion of mathematics
exam (UME) or algebra portion of QRT or BUS 3180.
BUS 3043 E-COMMERCE AND BUSINESS
3
Introduces business-to-business e-commerce uses and
directions with a global perspective. Various business cases of
successful and developing ventures are examined for viability
and competitive edge.
BUS 3151 PRINCIPLES OF MANAGEMENT
3
This course examines and critiques models of organizational
design and the present and potential effectiveness. Students
explore trends in a multicultural domestic and global society
and study the impact of the development and evolution of
organizations and employment.
BUS 3153 HISTORY OF AMERICAN MANAGEMENT
BUS 3196 ENTREPRENEURSHIP AND INNOVATION
BUS 3210 INVESTMENT MANAGEMENT
3
Provides students with a working knowledge of various
financial instruments (such as bonds, stocks, and other
marketable securities), the ways in which markets for
these instruments operate, and the processes used to make
investment decisions. Type, size, and timing of investments
are covered. The knowledge gained is applicable to
corporate, personal and institutional investing.
BUS 3260 NONPROFIT FINANCE AND ACCOUNTING
3
BUS 3265 INTERMEDIATE ACCOUNTING A
BUS 3160 DIVERSITY IN ORGANIZATIONS
BUS 3266 INTERMEDIATE ACCOUNTING B
3
BUS 3168 COMMUNITY ISSUES WHICH IMPACT
TODAY’S MANAGER
Introduces simple mathematics and quantitative reasoning
foundations. Includes algebra, word problems, and
probability and practical applications in business situations.
98
3
BUS 3300 STRATEGIC PLANNING FOR NONPROFIT ORGANIZATIONS 3
3
3
Focuses on the process and techniques of verbal and
nonverbal resolution to help students develop insights and
skills to enhance interpersonal effectiveness in groups.
Aspects of team building and group leadership skills are
addressed.
BUS 3180 MATH FOR MANAGERS
3
First of a two-part sequence of courses in intermediate
accounting designed for accounting-specialization students.
This course is an in-depth study of accounting theory,
practice, and problems; generally accepted accounting
principles; reconciliations; inventory valuation; and balance
sheets. Prerequisite: BUS 2001 or equivalent.
Continuation of BUS 3265. Further in-depth study in
accounting theory, practice, and problems; valuation of
liabilities; stockholders’ equity; retained earnings; revenues;
income taxes; leases; and statements of cash flow.
Prerequisite: BUS 3265.
Today’s manager is affected by many factors outside the
confines of the office. This course explores some of the issues
including drug use and random drug testing, community
growth vs. no-growth mandates, transportation measures that
affect the workplace (e.g., carpooling and public transit),
and the interaction between the public and private business
sectors.
BUS 3170 GROUP DYNAMICS
3
Accounting and financial management of nonprofit
organizations including educational and health services
organizations, specific foundations, and community-based
organizations. Prerequisite: BUS 2001 or equivalent.
This course traces the impact of U.S. history on management.
Various business management styles such as flattened
hierarchies, visual, and self-managing teams are introduced.
Students are given a historical basis for understanding their
evolution and get a contextual sense of how history of
different management styles affect today’s diverse and global
workplace.
Provides students the opportunity to explore how diversity
can add value to the work experience. Through learning
about other cultures, students understand how cultural
differences can become a strength and opportunity for
new ways of working. Processes for effective cross-cultural
communication, team building, and valuing diversity in the
workplace are presented.
3
Focuses on the systematic and creative elements of
entrepreneurial innovation. Students consider the
opportunity sources that give birth to entrepreneurial
thinking, the elements of entrepreneurial management, and
a number of the most successful strategies in new business
development. The course also links basic concepts in the
field to management practices in entrepreneurial firms and
to U.S. companies’ efforts to become globally competitive.
This course helps to create and implement an effective
strategic plan using a simple, seven-phase process that covers
everything from defining the mission and setting the course
to initiating, monitoring, and streamlining the plan.
BUS 3400 BUSINESS COMMUNICATIONS I
3
A review of basic writing skills and effective communication
techniques for diverse situations. Emphasizes written
communication in a business environment. Prerequisite:
successful completion of writing exam (UWE), BUS 2400, or 6
units of lower-division composition.
BUS 3401 BUSINESS COMMUNICATIONS II
3
Continuation of BUS 3400. Addresses both verbal and
nonverbal communication with an emphasis on business
presentations, cross-cultural communications, and discussion
group leadership. Prerequisite: BUS 3400.
3
BUS 3403 SOFTWARE APPLICATIONS
1
Proficiencies with a variety of software applications and
personal computing devices are critical for business
communications or analysis. In workshop format, students
BUS 4030 PERSONAL POWER AND LEADERSHIP
master skills using state-of-the-art software applications for
word processing, spreadsheet development, presentation
graphics and design, and network capabilities.
BUS 3405 ETHICS IN SOCIETY
3
This course examines the theoretical and practical ethical
issues of today’s workplace. Students learn how to deal with
these issues on personal, environmental, and business levels.
Specific situations and cases are explored to help students
establish a framework for their ethical decision making.
BUS 3410 LEADERSHIP DEVELOPMENT
3
Introduction to a variety of leadership styles and interpersonal
skills. Students use research results, experiential learning
modules, self-assessment, and small-group discussion to
understand and develop the skills needed to be an effective
leader.
BUS 3500 SURVEY OF INTERNATIONAL BUSINESS
3
Overview course on international business. Includes an
introduction to the following topics: international economy
and monetary system, international marketing and finance,
management styles, governmental policies and influences,
international trade, and law.
BUS 3505 INTERNATIONAL MARKETING
3
Students will apply basic marketing principles, techniques,
and strategies in an international setting. Topics include
international segmentation, the influence of culture,
organizational issues, and foreign pricing and research.
Prerequisite: BUS 3005 or equivalent.
BUS 3510 INTERCULTURAL COMMUNICATION
3
Topics will vary. May be repeated with a change in topic.
Will include such topics as introduction to international
economics, global workgroups, import and export
management, emerging markets, managing cultural
differences, and Internet for business.
BUS 4058 MANAGING STRATEGIC INNOVATION AND CHANGE
3
Explores the models and best practices associated with
innovative behavior, improvement, and risk-taking among
business ventures through case studies, selected readings,
primary research, and class discussion. This course will
enable students to develop competencies in managing for
innovation and change; to integrate theories, models, and
practice of innovative behavior; and to identify sources of
innovation for sustainable competitive edge.
3
Builds strategic perspective and analytical skills for
e-commerce business evaluation and planning; develops
e-commerce tools and techniques to model a plausible
e-commerce business framework. Companion course to BUS
3043 E-Commerce and Business.
3
Investigates development and applications for data mining,
segmentation, new product development, distribution,
pricing, forecasting, alliance building, and competitive
advantage to e-commerce business-to-business markets.
BUS 4193 E-COMMERCE PUBLIC POLICY AND LAW
3
3
Examines economic and business development, trade
patterns and relationships, foreign investment, country
involvement, risk analysis, general business practices, and
how to recognize business opportunities abroad. Areas such
as emerging markets or the Pacific Basin may be used for
specific study and research.
BUS 3590 TOPICS IN INTERNATIONAL BUSINESS
3
Highlights the skills, behaviors, and business intelligence
required for creating and growing new ventures. Course
includes evaluating market opportunities, designing
development and growth strategies, assessing barriers to
market entry and exit, building the management team, and
incorporating new venture financing.
BUS 4192 E-COMMERCE MARKETING
Explores issues and strategies surrounding foreign
subsidiaries, currency translations, exchange rates, foreign
prices, and financial statements of selected countries. Students
will become familiar with the problems of doing business
in multiple countries from the accounting and financial
perspectives. Prerequisite: BUS 3500, BUS 2001, and BUS
3020 or their equivalents.
BUS 3520 INTRODUCTION TO INTERNATIONAL TRADE
BUS 4037 NEW VENTURES: MARKET PLANNING
BUS 4190 E-COMMERCE STRATEGIES AND MODELS
This course will expose students to the many issues they
will face in international situations with a particular focus
on increasing awareness of and sensitivity to important
verbal and nonverbal cultural differences that are present in
meetings, business discussions, and negotiations. Emphasis
will be on skill-building and cultural practices that lead to
successful interaction.
BUS 3515 SURVEY OF INTERNATIONAL ACCOUNTING
AND FINANCE
3
Explores how to understand and master one’s personal power
as a key to effective leadership. Organizations seek leaders
who inspire confidence, evoke loyalty, and use resources
effectively and efficiently. This course focuses on students’
awareness of how they use and limit their power in various
situations. It also explores the aspects of “self” that must be
developed in order to enhance effectiveness.
3
Examines the government policy, public interest, and legal
issues of the Internet globally, including applications for
intellectual property rights, challenges to privacy and security,
control, and taxation of transactions.
BUS 4194 MANAGING OPERATIONS FOR E-COMMERCE
3
Explores the supply-chain logistics and supporting
mechanisms by which competitive e-commerce solutions are
realized for the customer and the technology and services
required for optimal delivery.
BUS 4200 TOPICS IN E-COMMERCE
3
This course provides an opportunity for more detailed
investigation into the various aspects of e-commerce. May be
repeated for credit with a change of topic.
BUS 4220 GREEN ECONOMICS
3
3
This course examines financial and business decision
making from a global business perspective with an emphasis
on sustainable development. Subjects explored include
integrating economic success with environmental quality
and social equity, social and environmental impacts, global
economic influences, and sustainable management.
99
BUS 4450 EMERGING MODELS OF BUSINESS
3
Explores management experiments being successfully carried
out by growing number of organizations, the “vanguard
management” of organizations committed to optimal
organizational performances, and employee satisfaction.
BUS 4460 ORGANIZATIONAL CULTURES, MYTHS, AND VALUES
3
Examines organizations and their cultures, how to analyze
an organization’s present position and extrapolate its future,
and how to assess and uncover its underlying assumptions
and beliefs. Specific organizations and situations are used as
course material.
BUS 4475 STRATEGIES FOR COMMUNICATION
AND TEAM BUILDING
BUS 4997 PRACTICUM 2
3
Examines interpersonal communication from analytical,
critical, and practical perspectives. The focus is on
understanding the subtleties of interpersonal communication
including interaction patterns, word bias, values, nonverbal
behavior, tone and personal perceptions, and the role of
leadership in self-managed teams.
BUS 4485 TOPICS IN ORGANIZATIONAL LEADERSHIP
GRADUATE COURSES
BUS 5000 MANAGEMENT COMMUNICATIONS
1–3
Provides students the opportunity to explore specific
job functions by interning at companies and observing
people performing those jobs. Students may experience
administrative operations, marketing, sales, finance,
technology, and other departments in various capacities.
BUS 4900 TOPICS IN BUSINESS ADMINISTRATION
3
3
Using case studies, students apply theory and experience
to analyze practical business problems, develop solutions,
and recommend courses of action. Emphasis is on oral and
written communication of results. Prerequisite: completion of
all core requirements.
BUS 4995 INDEPENDENT STUDY IN BUSINESS ADMINISTRATION
1–6
To be arranged with consent of instructor and approval of the
dean. May be repeated for credit with a change of topic.
BUS 4996 PRACTICUM 1
3
The course demonstrates a student’s acquired knowledge,
integrative skills, and the readiness to progress to
graduate work. Practicum 1 requires the student to write
a detailed proposal for a practicum project including a
project description, the rationale for undertaking it, level
of complexity undertaken, the methodology that will
be employed, the resources and sources to be used, a
bibliography of theoretical references and data sources, and
competencies to be demonstrated. Minimum competencies
must be demonstrated. At the end of the proposal phase, the
100
3
Analyzes business needs for managerial communication
including meetings, conferences, and general information
dissemination and reporting and determines appropriate
methods. Course covers business proposals, reports,
and executive summaries and provides practice in oral
presentation. Prerequisite: successful completion of KEPET or
BUS 2400.
BUS 5008 QUANTITATIVE TOOLS FOR LEADERSHIP
Topics vary according to student interest. Past topics have
included nonprofit management, total quality management,
and women, money, and empowerment. May be repeated for
BUS 4992 CASE STUDIES IN ORGANIZATION AND MANAGEMENT
3
The course demonstrates a student’s acquired knowledge,
integrative skills, and the readiness to progress to graduate
work. Practicum 2 requires the student to complete the
project using the approved methodology outlined in Part 1,
submit a written report of Project outcomes, make an oral
presentation to the Practicum Panel, and complete a reflection
paper of the project process. The reflection paper discusses
competencies demonstrated in the project, how theories
and knowledge from prior coursework were applied, how
the project might have been improved, and how it could be
expanded or continued to the next level of performance.
3
Provides an opportunity for more detailed investigation into
the various aspects of organizational leadership. Topics have
included work group facilitation and systems thinking in
organizations. May be repeated for credit with a change of
topic.
BUS 4800 BUSINESS INTERNSHIP
student will make a presentation of the written proposal to
the Practicum Panel that the student has recruited. Minimum
representation on the practicum panel includes a faculty
advisor and at least one faculty member with expertise in the
project subject area or an external professional with graduatelevel academic qualifications. Written approval of the project
proposal must be completed in order for the student to
progress to Practicum 2.
3
This course will introduce students to quantitative methods
for business and leadership. Students will get acquainted
with spreadsheet modeling, descriptive statistics, performance
measures, stochastic systems, probability distributions,
confidence intervals, hypothesis testing, forecasting,
correlation, regression analysis, and simulation. The intent
of this course is to introduce students to these methods, give
hands-on experience in solving small problems in class, and
help students apply these methods to everyday business
problems using Microsoft Excel. In addition, students will
learn how to organize, analyze, interpret, and present data
using statistical methods in order to make sound decisions
that advance our understanding of relevant problems or
processes.
BUS 5020 FINANCIAL MANAGEMENT
3
This course explores the financial function of the
contemporary business enterprise. Introduction to theories
of financial management including cost of capital, financial
leverage, capital structure, dividend policy, long-term
capital, working capital, and financial analysis and planning.
BUS 5025 HUMAN RESOURCES MANAGEMENT
3
Introduction to human resources management including
theories of motivation, functions of manager and staff,
techniques for improving the match between individuals and
the organization, and encouraging individual growth and
development.
BUS 5030 PERSONAL POWER AND LEADERSHIP
3
Understanding and mastering one’s personal power are
the keys to effective leadership. Organizations seek leaders
who inspire confidence, evoke loyalty, and use resources
effectively and efficiently. This course focuses on students’
awareness of how they use and limit their personal power in
various situations. It also explores the aspects of “self” that
must be developed in order to enhance effectiveness.
BUS 5035 VISIONARY LEADERSHIP
3
Great leaders exhibit multiple competencies. In particular,
they create a vision that elucidates an underlying purpose and
points the way to others. This course examines the theoretical
and practical components of exemplary leadership.
BUS 5037 NEW VENTURES: MARKET PLANNING
3
Highlights the skills, behaviors, and business intelligence
required for creating and growing new ventures. Topics
include evaluating market opportunities with a global
perspective, designing development and growth strategies,
assessing barriers to market entry and exit, building the
management team, and new-venture financing. The focus
for the course is creation of a comprehensive new-venture
marketing plan or market feasibility study.
BUS 5040 MARKETING MANAGEMENT
3
3
The purpose of this course is to provide students with a basic
understanding of economic theory—both microeconomics
and macroeconomics. Examines the impact of domestic and
international economic policies and major issues for business
economics. Topics include the effects of monetary policy,
fiscal policy and taxation, forces of supply and demand,
theories of cost and production, and analysis of consumer
behavior. In addition, this course evaluates the response
of markets to the forces of supply and demand by using
different quantitative and qualitative measures.
BUS 5055 BUSINESS STRATEGY AND PLANNING
3
Integrates the key learning disciplines represented by the
MBA experience—including organizational leadership,
finance, and marketing—to build and enhance individual
competencies in decision making and taking action. Topics
include systems thinking, benchmarking, modeling and
scenario building to explore innovative solutions for complex
business challenges. Coursework is focused on the practicum
project. Prerequisites: BUS 5020 and BUS 5040.
BUS 5091 ORIENTATION
0
Orientation is the necessary first step for all MBA candidates
in their progress toward the degree. University and School of
Management expectations will be covered. The many student
services and course options will be introduced.
BUS 5096 PRINCIPLES OF ACCOUNTING
Introduces financial and managerial accounting, to define
the basic structure of any business, organized for managers
who are non-accountants. Areas of study include financial
statement analysis, financial accounting concepts and
principles, and managerial cost systems.
3
The objective of this course is to provide practical legal
knowledge of general business law issues, ethical standards,
and negotiation techniques to help students become more
informed, sensitive, and effective business leaders. This
course will provide an overview of the laws that shape
the way business is carried on and the manner in which
contracts are made and enforced. Other topics to be covered
include business ethics, sexual harassment, employment
law, treatment of diversity, intellectual property, trademarks,
patents, cyber law, and contracts.
BUS 5110 STRATEGIC PLANNING
FOR NONPROFIT ORGANIZATIONS
3
This course will help students to create and implement an
effective strategic plan using a simple, analytical, multi-step
process that covers everything from defining the mission and
setting the course to initiating, monitoring, and streamlining
the plan.
BUS 5151 MANAGING THE WORKPLACE
Overview of marketing strategies, objectives, and policies
including managing sales and marketing organizations,
market research and site location, advertising and promotion,
and analysis of buying processes of consumer and industrial
markets.
BUS 5052 PRINCIPLES OF ECONOMICS AND DECISION MAKING
BUS 5099 BUSINESS LAW AND ETHICS
3
3
Presents how systems theory is applied in understanding
business environments. Theoretical and practical issues of
business systems are presented with a particular emphasis
on business ethics and issues related to diversity. Specific
situations, issues, and cases are explored in personal,
environmental, and business contexts. Integrative processes
are examined and explored in forming effective approaches
to a variety of human and business systems.
BUS 5152 MANAGEMENT INFORMATION SYSTEMS
3
Information systems are key to business functions and
students need a fundamental understanding of the principles
of systems theory to work with and manage such systems
within organizations. Emphasis is placed on management
and technical concepts fundamental to business applications
and management control of information systems. Covers
the relationship between organizations, management and
the networked enterprise, managing information systems in
the digital firm, and assessment of information technology
infrastructure. The goal of this course is to provide a
comprehensive overview of management information system
concepts useful to the student in future business courses, as
a user of information systems, and as a future decision maker
concerned with the acquisition, application, and control of
business information systems.
BUS 5153 E-COMMERCE AND BUSINESS
3
Introduces business-to-business e-commerce uses and
directions with a global perspective. Various business cases of
successful and developing ventures are examined for viability
and competitive edge.
BUS 5180 PROJECT MANAGEMENT
3
This course provides the theory and core methodology used
to manage projects. Students learn how to use project management techniques to plan, organize, control, document,
and close out their projects successfully with minimum
risk. Topics explored include the project management life
cycle, project start-up, managing and developing diverse
project teams, risk management, project plans, project
schedule, work-breakdown structures, project budget, project
monitoring and control, project status reporting, and project
wrap-up.
101
BUS 5191 COMMUNICATIONS NETWORKING AND SYSTEMS
3
Explores the fundamentals of essential e-commerce infrastructure in technology and services from the managerial
perspective including database organization and applications,
telecommunications networks, and electronic transaction
systems.
BUS 5192 E-COMMERCE MARKETING
3
Investigates development and applications for data mining,
intelligent agents, segmentation, new product development,
distribution, pricing, forecasting, alliance building, and
competitive advantage to e-commerce business-to-business
markets.
BUS 5193 E-COMMERCE PUBLIC POLICY AND LAW
3
3
Explores the supply-chain logistics and supporting
mechanisms including online auctions by which competitive
e-commerce solutions are realized for the customer. Identifies
and examines the technology and services required for
optimal delivery.
BUS 5220 GREEN ECONOMICS
3
This course examines financial and business decision making
from a global business perspective with an emphasis on
sustainable development. Subjects explore include integrating
economic success with environmental quality and social
equity, social and environmental impacts, global economic
influences, and sustainable management.
BUS 5263 FINANCING NEW VENTURES
3
Examines the concepts and institutions involved in
entrepreneurial finance and private equity markets. This
course reviews and evaluates major sources of funding
including venture capital firms, informal investors, banks,
investment banks, suppliers, buyers, and various government
sources. Topics explored include valuation, “guerrilla”
financing, joint ventures and strategic alliances, private
placements, forms of buyouts, and IPOs.
BUS 5280 INVESTMENT MANAGEMENT
3
Provides students with a working knowledge of various
financial instruments (such as bonds, stocks, and other
marketable securities), how markets for these instruments
operate, and the processes used to make investment
decisions. Type, size, and timing of investments are covered.
The knowledge gained is applicable to corporate, personal,
and institutional investing. Prerequisite: BUS 5020.
BUS 5385 CULTURES AND COMPARATIVE MANAGEMENT STYLES
This course examines business customs and practices in
foreign countries with a primary focus on Europe and the
Pacific Basin. Topics include cross-national comparisons of
the impact of culture on management approaches and styles
of negotiation and operation.
102
3
Explores requirements of developing a consulting practice
from targeting customers to financing to marketing new
ventures. The attributes of successful entrepreneurs are
examined so students can determine their appropriateness to
starting their own business. Other topics include establishing
fees, determining physical space and environmental needs,
legal aspects, forms of business, and acquiring new business.
BUS 5450 EMERGING MODELS OF BUSINESS
Examines the government policy, public interest, and legal
issues of the Internet globally including applications for
intellectual property rights, challenges to privacy and security,
control, and taxation of transactions.
BUS 5194 MANAGING OPERATIONS FOR E-COMMERCE
BUS 5420 DEVELOPING A BUSINESS CONSULTING PRACTICE
3
3
An examination of management experiments being
successfully carried out by a growing number of
organizations, the “vanguard management” of organizations
committed to optimal organizational performance and
employee satisfaction.
BUS 5455 THEORY AND PRACTICE OF ORGANIZATIONAL
TRANSFORMATION
3
This course considers the importance in the global economy.
Students analyze how transformation occurs in both business
and educational organizations, organizational culture, and personal transformation.
BUS 5460 ORGANIZATIONAL CULTURES, MYTHS, AND VALUES
3
Teaches students how to understand organizations and
their cultures, how to analyze an organization’s present
position and extrapolate its future, and assess and uncover
its underlying assumptions and beliefs. Specific organizations
and situations are used as course material.
BUS 5475 STRATEGIES FOR COMMUNICATION
AND TEAM BUILDING
3
This course examines interpersonal communication from
analytical, critical, and practical perspectives. The focus is on
understanding the subtleties of interpersonal communication
including interaction patterns, word bias, values, nonverbal
behavior, tone and personal perceptions, and the role of
leadership in self-managed teams.
BUS 5480 PRINCIPLES OF ORGANIZATIONAL CONSULTING
3
Designed to help the student understand the nature of
organizational consulting and the differences between the
practice of internal and external consulting. The coursework
integrates managerial, psychological, and transformational
methodologies. Students also study the different phases of
organizational consulting and learn how to achieve their
respective goals.
BUS 5485 TOPICS IN ORGANIZATIONAL LEADERSHIP
3
Provides an opportunity for more detailed investigation into
the various aspects of organizational leadership. Topics have
included work group facilitation and systems thinking in
organizations. May be repeated for credit with a change of
topic.
BUS 5800 BUSINESS INTERNSHIP
1–3
This course provides students the opportunity to explore
specific job functions by interning at companies and
observing people performing those jobs. Students may
experience administrative, operations, marketing, sales,
finance, technology, and other departments in various
capacities.
BUS 5900 TOPICS IN BUSINESS ADMINISTRATION
1–3
Topics vary according to student interest. Past topics include
entrepreneurship and innovation and community issues that
affect managers. May be repeated for credit with a change of
topic.
BUS 5905 TOPICS IN E-COMMERCE
BUS 5995 INDEPENDENT STUDY IN BUSINESS ADMINISTRATION
1–6
3
This course provides an opportunity for a more detailed
investigation into various aspects of e-commerce. This course
may be repeated for credit with a change of topic.
CAREER DEVELOPMENT [CDV] COURSES
CDV 5001 PHILOSOPHY OF WORK
3
CDV 5085 BASICS OF RESUME WRITING
1
Philosophical examination of work and changing views
regarding work. Examine work values as related to culture
and socioeconomic status as well as the relationship between
work, family, leisure, and education. Explore and develop
one’s own philosophy of work and how this may influence
working with clients as a career counselor.
This course explores resume writing from the career
counselor’s perspective. Topics include styles of resumes
(e.g., chronological, functional, and combination), necessary/
unnecessary information, aesthetics, language usage, and
division of labor between counselor and client.
CDV 5020 THEORIES OF CAREER DEVELOPMENT
The role of technology in assessment, career counseling,
virtual career services, and private practice will be addressed.
Ethical and legal guidelines as provided by the professional
associations will be reviewed.
3
Study of major theorists such as John Holland, Don Super,
and Anne Roe, applying their ideas practically to career
counseling. Covers current challenges to existing theories and
explains emerging issues and trends.
CDV 5030 WORKPLACE ISSUES AND TRENDS
3
An integrative approach to understanding the global, national,
and regional workplace of today as it transitions to meet the
21st-century challenges; recognition and integration of this
information for career counseling professionals. Examines
labor market information, how to find and use it with clients,
in studying all sectors of the economy.
CDV 5045 CAREER PLANNING RESOURCES
2
An overview and hands-on utilization of the resources
necessary to research and conduct a job search. Learn
how to utilize relevant information in the career decision
making process. Topics include career information systems,
networking, informational interviewing, Career Center
resources.
CDV 5061 CAREER COUNSELING FOR DIVERSE POPULATIONS
3
1–3
Seminars in a variety of practical and current aspects of
career development including clinical issues affecting career
development, advanced assessment instruments, adult
transitions, creative decision making, and job search resource
development.
1
CDV 5089 INTERVIEWING SKILLS
1
This course examines how career counselors coach their
clients for successful interviews. Topics include types of
interviews, preparation, appearance, salary negotiations,
follow-up, possible interview questions, and common
interview mistakes.
CDV 5100 ASSESSMENT APPROACHES IN CAREER DEVELOPMENT
3
Function of career assessment tools in the career counseling
process and in employee development programs.
Topics include standards for test selection, construction,
administration, and interpretation.
CDV 5190 ORGANIZATIONAL APPROACHES
TO CAREER DEVELOPMENT
Techniques, resources, and appropriate processes for
counseling people from diverse backgrounds including
people defined by their ethnicity, age, sexual orientation, and
disabilities. Students gain awareness of the complex issues
facing these clients and of the resources available for practical
application in counseling.
CDV 5080 CAREER DEVELOPMENT TECHNIQUES
AND PRACTICES
CDV 5088 TECHNOLOGY AND CAREER DEVELOPMENT
3
Examines how corporations use career development services
and interventions as motivational and retention tools and
how not-for-profit organizations help their clients to be more
successful and satisfied in their work lives. Guest speakers
offer real-time examples to show how career development
improves the alignment between individuals and workplaces.
CDV 5230 CAREER COUNSELING INTERVIEW
3
An examination of the techniques of client-counselor
interviewing including setting goals, opening and closing
the interview, and developing the ability to determine and
understand the client’s goals. Prerequisite: CDV 5100.
CDV 5240 PROFESSIONAL ORIENTATION PRACTICUM
This practicum provides students with extensive handson experience. Students focus on one client for the entire
quarter. The client may receive a thorough assessment
including standardized and non-standardized tests, resume
creation, job search strategy development, and follow-up.
Students participate in individual and group case analysis.
Prerequisites: CDV 5230.
3
103
CDV 5245 CLINICAL ISSUES IN CAREER COUNSELING
3
CDV 5900 TOPICS IN CAREER DEVELOPMENT
1–3
Students will learn about some of the more common issues
that come up in career counseling including depression, loss
and grief, family influences, addictions, and the impact of
the counselor’s own issues. Through information and in-class
exercises, class will focus on practical applications.
These one-day workshops explore theories and applications
of career development. Topics vary according to student
interest and have included managing career change, special
populations, and the integration of career and personal
counseling.
CDV 5250 GROUP WORK IN CAREER DEVELOPMENT
CDV 5991 RESEARCH IN CAREER DEVELOPMENT
3
A review of when and how groups can be useful in the
workplace and in career centers for assessment, counseling,
job support, and motivation. Group dynamics, adult learning
models, and skills for leading and facilitating groups will
be addressed through role play, a team project, and guest
speakers. Ethical guidelines for group leaders will be
addressed.
CDV 5255 DEVELOPING A BUSINESS CONSULTING PRACTICE
3
Explores requirements of developing a consulting practice
from targeting customers to financing to marketing new
ventures. The attributes of successful entrepreneurs are
examined so students can determine their appropriateness to
starting their own business. Other topics include establishing
fees, determining physical space and environmental needs,
legal aspects, forms of business, and acquiring new business.
CDV 5992 PROPOSAL RESEARCH AND EVALUATION
CDV 5700 SUPERVISED INTERNSHIP
This final project completes the program in career
development. Students design, implement, and evaluate
an original project that results in a service or instrument
contributing to the career development field. Prerequisite:
CDV 5992.
1–6
Students who live in the San Francisco Bay Area will begin
their internship at the university’s Career Center. Subsequent
internships will occur at external sites such as businesses,
colleges, universities, or nonprofit organizations. Students
who live outside the Bay Area will take all their internship
units at a site in their local area. Students gain experience in
areas including individual counseling, career assessments,
group facilitation, and career center management under the
guidance of a supervisor. Master’s students take a total of 10
internship units; post-graduate certificate students take a total
of 3 internship units. Consent of the program chair is required
for this course.
CDV 5810 PLANNING, CONDUCTING, AND
EVALUATING WORKSHOPS
Theories and methods of teaching and training adults.
Students are taught how to design workshop materials and
write workshop goals and objectives and are introduced to
marketing techniques and assessment models. The design of
a workshop is undertaken as a class project.
3
2
Focuses on career development research, aiding students
in proposal development, and in building their skill base.
Includes a process of framing a research question, developing
a proposal, and gathering, analyzing, and synthesizing
information and communicating results. Students will be able
to develop their own area of interest and will be encouraged
to explore new frontiers in career development through
theoretical and practical application.
2
Students develop a written proposal based on research for
a final project of their choice. Helps students formulate a
statement of intent for CDV 5993. The proposal must be
completed prior to registering for CDV 5993. Prerequisite:
CDV 5991.
CDV 5993 PROJECT DEVELOPMENT AND EVALUATION
CDV 5995 INDEPENDENT STUDY IN CAREER DEVELOPMENT
2
1–6
CDV 9000 PROGRAM ORIENTATION WORKSHOP
0
Orientation to the university and School of Management
policies and procedures; plan student program and introduce
concept of competencies and building a portfolio. Field
study students will be sent a packet to read and discuss with
program chair. Complete in first quarter.
CDV 9001 CORE COMPETENCY EVALUATION WORKSHOP
0
Determine student’s progress in acquiring required
competencies; set new learning goals; establish plans for
external fieldwork, final project, and post graduation. Field
studies students must meet with program chair during their
first summer residency. All students must complete this
workshop before enrolling in CDV 5700.
CDV 9002 FINAL EVALUATION WORKSHOP
0
Assessment of learned competencies and skills; submission of
final portfolio. Field studies students may complete through
discussion with the program chair. Complete within the last
two quarters of enrollment before graduation.
104
PARALEGAL STUDIES [PLS] COURSES
PLS 3001 INTRODUCTION TO LAW/PARALEGAL STUDIES
3
This course provides students with an overview of the
American legal system and introduces students to various
legal fields and topics. Legal vocabulary will be emphasized.
This course will also provide an overview of the role of
paralegals in a work environment while concentrating on the
various regulations and ethical guidelines governing the work
of paralegals.
PLS 3002 LEGAL RESEARCH AND WRITING I
3
This course provides an introduction to legal research. It
is designed to provide the student with a comprehensive
knowledge of research materials and tools including giving
the student a working knowledge of the use of primary and
secondary sources with emphasis on research strategies.
Students will learn how to locate sources of law, the use
of proper citation method, how to Shepardize case law,
and research codes and statutes. This course will also focus
heavily on the use of computer-assisted legal research.
PLS 3003 LEGAL RESEARCH AND WRITING II
3
This course is designed to introduce the student to civil
litigation in federal and state courts. The rules of civil
procedure will be the focus, with emphasis in the drafting
of complaints, answers, and motion practice. Students will
be responsible for the drafting of numerous legal documents
by way of practical exercises. Additionally, this course will
provide students with various interviewing and investigating
skills relevant to paralegal work in a law office setting.
Prerequisite: PLS 3002.
PLS 3009 LITIGATION II
3
This course covers evidence, discovery, trial preparation, trial
practice, appeals, and non-judgment matters. Students will
continue building expertise in drafting legal documents and
will develop skills in organizing documents and preparing for
trial including the use of technology. Prerequisite: PLS 3008.
PLS 3015 WILLS, TRUSTS, AND ESTATE PLANNING
3
This course follows Legal Research and Writing I and
introduces the student to the art of analyzing legal problems,
writing clear and concise legal memoranda and briefs. This
course will emphasize the writing component of the paralegal
profession by requiring the student to research various legal
problems and communicate their findings in their proper
written format.
PLS 3004 ETHICS/PROFESSIONAL RESPONSIBILITY
PLS 3008 LITIGATION I
3
This course provides an overview of the legal ethics facing
paralegals today. This course will extensively cover the
ethical rules governing paralegals developed by the American
Bar Association in conjunction with the various local and state
regulations pertaining to the professional work of paralegals.
Emphasis will be placed on the evaluation of real-life ethical
dilemmas encountered by paralegals in the work-force.
3
This course will introduce the student to the concepts and
principles of estate planning with emphasis on the drafting of
wills and trusts. Prerequisite: PLS 3001 and PLS 3002.
PLS 3017 PROBATE AND ESTATES ADMINISTRATION
3
This course will provide the student with instructions
necessary for initiating testate and intestate administration
through the filing of a final accounting and distribution of
assets. Emphasis will be placed on California codes governing
testacy and intestacy. Prerequisite: PLS 3001 and PLS 3002.
PLS 3019 BANKRUPTCY AND CREDITORS’ RIGHTS
3
Students will be introduced to bankruptcy law and procedure.
Emphasis will be placed on forms utilized in bankruptcy
court under Chapters 7, 13, and 11. In addition, the rights of
creditors will be explored including garnishments and other
judicial attachments. Prerequisite: PLS 3001 and PLS 3002.
PLS 3021 REAL ESTATE LAW
3
This course will introduce the student to the broad area of
civil tort law including negligence, intentional torts, strict
liability, product liability, and nuisance. Privileges and
defenses to various torts will also be introduced. Students
will acquire the knowledge to define and evaluate tort law to
specific factual situations.
This course will provide an introduction to real estate
law including property rights, property, contracts, land
ownership and sale, recording of deeds, principles of leasing
agreements, and other real estate concepts. Emphasis will
be placed on working a real estate file from the drafting
of real estate documents from inception through closing.
Prerequisite: PLS 3001 and PLS 3002.
PLS 3006 CONTRACT LAW
PLS 3023 CRIMINAL PRACTICE
PLS 3005 TORT LAW
3
3
This course is designed to introduce the student to the area
of contract law. Contract information will be emphasized
along with evaluation of contract disputes, discharge of
performance and resulting damages, and the various remedies
available for breach of contract.
PLS 3007 PROPERTY
3
3
This course is designed to introduce the student to the area
of criminal law along with the roles and responsibilities
of paralegals working in the private and public sector of
criminal law. Criminal procedure is the focus with emphasis
placed on pre-trial investigation techniques, pre- and posttrial criminal motions, trial preparation, and criminal appeals.
This course will provide an overview of real property law.
Students will be introduced to the various causes of action
and defenses surrounding basic real property disputes, along
with the types of remedies available.
105
PLS 3025 BUSINESS ORGANIZATIONS
3
This course will provide the student with the introduction
to the formation, operation, and dissolution of various kinds
of business organizations including the different kinds of
corporations, sole proprietorships, and partnerships. Focus
will be placed on the laws that govern business organizations
and the procedures for forming entities and maintaining
compliance with statutory requirements. Prerequisite: PLS
3001 and PLS 3002.
PLS 3027 FAMILY LAW
3
This course will introduce the student to the broad area of
family law including the fundamental principles underlying
the marital relationship, dissolution, child custody, and
support. Students will learn how to become an effective
paralegal in a family-law practice by the drafting of the
various documents relating to domestic relations. Prerequisite:
PLS 3001 and PLS 3002.
PLS 3040 INTERNSHIP
1–3
This course will provide the student an opportunity to
gain practical paralegal work experience in an office
environment. The student must work a certain number of
hours in the office environment under the supervision of an
attorney or experienced paralegal. (Note: Students would
be encouraged to take an internship as one of their two
electives, especially those who are not currently working in
law firms. However, an internship is not required since many
students may be working full time in other employment or
have responsibilities that would preclude an internship during
regular office hours.) Prerequisite: PLS 3002 and PLS 3008.
PLS 3100 LAW OFFICE ADMINISTRATION
3
This course will focus on the role of the paralegal as an office
administrator. The organizational structure of law offices
will be explored as well as the role of the paralegal within
these structures. Students will be introduced to the day-today duties and responsibilities of managing a legal office
with emphasis placed on computer calendaring systems,
accounting practices and software, and overall law office
management. Prerequisite: PLS 3001 and PLS 3002.
PLS 3105 JURISPRUDENCE
This course studies the nature, purpose, and philosophy
of law. Gives the student exposure to the roots of law
historically and places the legal system in perspective
by examining its antecedents in religion, sociology, and
philosophy. Prerequisite: PLS 3001 and PLS 3002.
106
3
PLS 3107 HISTORY OF THE U.S. SINCE WORLD WAR II
3
An introductory course designed to provide a thoughtprovoking treatment of the American past, focusing on the
latter half of the 20th century, which at least one historian
has called the age of extremes. This course is intended to put
into historical perspective the dominant public events of the
times. It comprises an approach to the study of history that
seeks to identify possible connections among many factors—
the political, social, and economic trends and cultural
developments that have shaped and reshaped our society.
PLS 3109 CONSTITUTION, SUPREME COURT,
AND AMERICAN DEMOCRACY
3
Introduces the student to major constitutional law decisions
of the Supreme Court in selected areas and also explores
the role of the Supreme Court in the American government
system and the political impact of its actions. Prerequisite: PLS
3001 and PLS 3002.
PLS 3111 LAW AND SOCIAL JUSTICE
3
This is a survey course examining the civil rights of the
various groups studied including people of color, people with
disabilities, and gays and lesbians. Sex discrimination against
both women and men will be studied as well. Prerequisite:
PLS 3001 and PLS 3002.
PLS 3113 SOCIAL, CULTURAL, AND
POLITICAL ISSUES IN BUSINESS
3
Addresses the interaction of law and business and the societal
issues that must be a part of successful and responsible
business activities. Prerequisite: PLS 3001 and PLS 3002.
PLS 4998 SENIOR PROJECT A
3
PLS 4999 SENIOR PROJECT B
3
SCHOOL OF HOLISTIC STUDIES
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The School of Holistic Studies provides integrative and transformative academic programs. We engage students in creative
inquiry that fosters self-awareness and wholeness of being.
By linking the personal, spiritual, and cultural aspects of
study, we inspire students to understand that the deepest
dimensions of personal identity form the essential foundation
for meaningful and effective professional activity.
The School of Holistic Studies offers innovative degree
programs that encourage students to pursue higher
consciousness in the context of a global culture and a
sustainable environment. Students learn to use holistic
perspectives, values, and modalities to live personally
fulfilling and socially responsible lives, aligning the personal
body in conjunction with the world body and approaching
that conjunction as an arena of soul-making. The School
of Holistic Studies provides undergraduate and graduate
programs that share a philosophical commitment to holism.
Holism includes a scholarly and experiential approach
to the integration of body, mind, spirit, environment,
and culture. The holistic values of inter-connectedness,
compassion, diversity, imagination, and community service
form the basis of our professional degree programs.
Within the context of holism and East/West philosophical
traditions, we offer academic degrees in consciousness and
transformative studies, integral psychology, holistic health
education, transformative arts, studio arts, and counseling
psychology. Students in our counseling psychology program
specializations do their field placement at the Center
for Holistic Counseling in Oakland and at external sites
throughout northern California. Each degree program shares
a holistic approach to the understanding and expression of
expanded consciousness.
The School of Holistic Studies offers an educational
experience that is now considered by many to be essential
for all people since prudent individuals know that to educate
people properly requires attention be given to their mental,
physical, cultural, and spiritual needs. Students who are
drawn to our programs seek a deeper understanding of
themselves and others. They integrate holistic perspectives
into their lives and work. They speak of the transformative
power of their education to develop an all-sided body-mind
capable of thinking freely with the heart and feeling with a
conscious and disciplined valuing of experience.
All students in the school take core courses that challenge
the belief systems through which they view themselves,
others, and reality itself. Students explore the shift from a
linear, mechanistic worldview to one that is holistic, systemsoriented, and cognizant of spirit. The School of Holistic
Studies recognizes the human spirit as central to learning. We
acknowledge the spiritual dimensions of reality and support
our students with their personal practices as they strive
for fuller integration of their personal and public lives. We
recognize that one’s spirituality involves the quest for inner
coherence that leads to intellectual, psychological, social, and
bodily well-being. Holistic learning that connects knowledge
and skills with personal aspirations for life liberates students
from the bondage of thoughtless habit and behavior, and
prevents mechanized thinking that fragments talents. We
believe that when education engages the personal aspirations
of students, they relate intimately to materials of study in
terms of their spirit.
As Dr. John (Jack) P. Miller notes in The Holistic Curriculum:
“A holistic education emphasizes relationships between
thinking and intuition, mind and body, individual and
community, personal self and higher self (the spiritual
dimension of experience). Holistic education seeks
transformation, that is, the continuing growth of the person
and society.”
Applicants to the School of Holistic Studies must meet all
university admission requirements as outlined in the front of
this catalog. In addition, applicants must meet the following
school-based requirements. Finally, programs may have
additional requirements; see the corresponding section for
details or contact an admissions representative.
Priority will be given to the processing of completed
applications received on or before the following dates:
September 1 for fall quarter, December 1 for winter quarter,
March 1 for spring quarter, and June 1 for summer quarter.
All applicants to the School of Holistic Studies must possess
a bachelor’s degree from an institution whose accreditation is
(CHEA). Applicants interested in a graduate program who
have not yet received an undergraduate degree should refer
to the description of the linked undergraduate/graduate
programs offered by the School of Education and Liberal Arts.
Applicants must submit a personal statement: five to ten
(three to five for MFA and MA in Transformative Arts) doublespaced, typewritten pages describing personal or professional
growth work or events that have shaped the applicant’s
life (e.g., personality, beliefs, health, values), reasons for
applying to the area of specialization, any study (academic
or otherwise) pursued in this area of interest, and future
professional and personal goals.
Applicants must complete an admissions interview. Upon
receipt of the personal statement and application, the
applicant will be contacted by the school to schedule an
appointment.
Letters of recommendation are recommended but not
required. Letters should be from professional associates,
teachers, supervisors, or others who can comment on
emotional, spiritual, artistic, intellectual, or practical
development as well as assess capacity for graduate study in
the degree area.
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DEPARTMENT OF ARTS AND CONSCIOUSNESS
The Department of Arts and Consciousness (A&C) offers
programs for artists who are interested in exploring the
deepest personal, social, and spiritual dimensions of art. The
curriculum encompasses studio art, academic investigation,
personal growth, arts and healing, and the creation of a
new multicultural context for art. New methods of artistic
expression and community interaction are made possible.
The spiritual aspect of art is emphasized as it relates to the
individual, the environment, and the role of the artist in
contemporary society.
Students bring a diversity of experiences, techniques, and
interests to the classroom and studio. Program alumni are
artists, teachers, creative facilitators, and cultural activists with
a spiritual base—people who are creating new ways for art to
serve society and affect human growth and consciousness.
All courses are designed to encourage the integration of
body, mind, and spirit through the exploration of individual
creative sources and the cultural and philosophical contexts
which give art meaning. The program stresses the student’s
use of direct experience as an artist for the creation of
objects, events, and activities which facilitate growth
and wellness in others. Sometimes this takes the form of
professional performances and exhibitions, sometimes
it manifests as teaching, healing, or ritual. Students are
encouraged to explore a variety of media as part of their
creative investigation. Media such as painting, drawing,
printmaking, digital media, video art, poetry, and “book arts”
may be explored in courses offered as part of the degree
program. Students also work independently in such diverse
media as sculpture, ceramics, film, music, and photography.
The Department of Arts and Consciousness offers three
degree programs. The Bachelor of Fine Arts in Studio
Arts (BFA) offers students a strong technical, formal, and
philosophical foundation in studio art. Emphasis is placed
on the development of art as a spiritual practice. Selfinquiry, skill, social, and cultural relevancy and transcendent
connection to greater consciousness are core features of
the degree. The Master of Fine Arts (MFA) expands the
connections between art, culture, and spirituality into a
highly intensive use of critique and advanced philosophical
inquiry. In the MFA program, students learn to contextualize
their spiritual and artistic search within the framework of
contemporary social-cultural dialectic. Emphasis is placed
on technical and conceptual achievement as well as the
development of critical skills based on academic study and
intensive studio critique. The Master of Arts in Transformative
Arts (MA) supports students in their development of links
between personal creative expression and social and cultural
change. Strong emphasis is placed on self-inquiry and
development of skills which will enable students to deepen
self-awareness while simultaneously learning to serve others.
Transformative Art refers to art that helps the individual or
community achieve improved states of wellness and selfintegration through art. Technical and formal issues related to
art-making are an important part of the MA in Transformative
Arts. The greatest emphasis, however, is placed on the
spiritual and psychosocial dimensions of art.
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FACILITIES
The JFK University Arts Annex allows A&C students to work
and exhibit together in a multidisciplinary arts community.
This 15,000 square-foot facility is located in Berkeley,
California, approximately 20 miles from the main Pleasant
Hill Campus. It is here that Arts and Consciousness courses
are offered. The Department of Museum Studies, in the
School of Education and Liberal Arts, is also located at the
Arts Annex. There is a large general-purpose studio and a
separate critique and movement studio. A professional-quality
gallery space is available for the exhibition of student work as
well as the work of distinguished artists from the community.
The Arts Annex houses a small computer graphics facility
for student use as well as digital video equipment. The Arts
Annex Library Extension includes a collection of books and
periodicals pertaining to the arts and museum studies. The
Arts and Healing Network Slide Archives includes slides,
written materials, and a computer database documenting
the work of approximately 400 contemporary artists from
the United States whose artwork deals with some aspect of
healing.
The Arts Annex offers a limited number of private studios to
students in the MA and MFA programs. These spaces average
approximately 200 square feet, are available at extra cost,
and offer 24-hour access to work spaces. The studios often
function as the center for informal creative dialogues and
exchanges. General access to other studio spaces is available
to all students providing that use of these common studios
does not interfere with regularly scheduled classes. Arts
organizations located within a few minutes’ walk of the Arts
Annex offer access to excellent facilities for printmaking,
ceramics, photographic processing, and sculpture. Students
often use these excellent facilities on a pay-as-you-go basis.
Live/work studio space is also available in many nearby
neighborhoods.
MENTORSHIPS
A&C students often choose to work with specially selected
artists and organizations in the Bay Area. These mentorships
are an integral part of the A&C curriculum and allow students
to explore a broader range of technical and professional
perspectives than would be possible in a more traditional
academic environment. Students select artists or community
organizations whose work is related to their own interests
and they work individually with the mentor for a specified
period, with clearly stated goals and objectives. Individual
mentorships often form the basis for long-term professional
relationships with other artists and they introduce A&C
students to the Bay Area arts community. Community
mentorships give A&C students an opportunity to use their
training to serve the community as healers and teachers.
Group mentorships allow students to work in small groups
with a single mentor in order to facilitate collaborative works
or to explore areas of special interest.
EXHIBITIONS
VISITING ARTISTS
The arts and consciousness gallery, located in the arts annex,
offers a significant exhibition and performance space for
Bay-area artists—particularly those working with some aspect
of art and spirituality. Exhibitions and gallery lectures by
invited artists give students direct contact with the art and
artists who are transforming the world. These exhibitions also
allow the larger community to participate in the exciting new
developments in arts and consciousness. Approximately 3,500
people each year visit the arts and consciousness gallery.
An important aspect of the Arts and Consciousness program
is the frequent presence of prominent visiting artists, whose
work gives students a sense of their own connection to the
outside art world. Gallery lectures are generally offered by
artists whose work is exhibited in the A&C Gallery. Artists are
frequently invited to offer non-credit lectures and workshops
through the JFK University Continuing Education program.
In addition, each quarter, visiting artists are invited to offer
special classes to A&C students as part of the regular A&C
curriculum (as a way of facilitating dialogue with artists
whose work connects to the mission of A&C). Many classes
taught throughout the year feature invited guests whose
lectures are open to all A&C students.
Student exhibitions are also held throughout the year.
MFA students generally finish the program with a solo or
two-person exhibition in the A&C gallery. Other student
exhibitions are held for groups of MA or MFA students whose
work explores common areas related to their studies in studio
or transformative arts. An annual exhibition of transformative
arts students’ work shows original artwork as well as
documentation of community projects and public artworks.
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MFA IN STUDIO ARTS
Admission to the MFA program is based on artistic
achievement, prior academic performance, and a
demonstrated commitment to art. Students participate in
a lively and active community of artists through formal
critiques, mentorships with artists in the community, and
a stimulating range of courses that help students integrate
art-making with personal growth and cultural expression.
There are no distinctions between artists of different media
in the MFA program. The A&C community is composed of
painters, performance artists, video artists and installation
artists, photographers, printmakers, sculptors, and those
whose artwork defies categorization. Through a rigorous
combination of studio work, critique, and academic
investigation, a common language of inner process and
artistic intent is developed. Students form a strong community
to support each other in the search for immanent and
transcendent meaning in art. The program concludes with
the development of an extensive artist’s statement and a final
exhibition or performance of the student’s artwork that meets
the department’s standards for artistic excellence.
While an undergraduate major in fine arts or art history is
helpful, it is not necessary for admission to the MFA program.
Applicants to the MFA program must have completed a
world art history survey course, a course in the history of
modern art, and at least one course in contemporary art
history dealing with 20th-century European and American art,
completed within the past five years.
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Application deadlines are June 15 for fall admission and
November 15 for spring admission. Late applications will be
considered on a space-available basis. The department prefers
that all required supporting documentation also be submitted
by the deadline.
Applicants must submit a portfolio documenting their creative
work. For most visual arts, submit 10–20 color slides, clearly
marked with the artist’s name, slide number, and orientation
for viewing (dots or arrows indicating top). Include a separate
sheet listing the artist’s name and slides in numerical order,
indicating title, medium, technique, size, and date produced
as well as a self-addressed, stamped envelope for return of
the slides. For work in performance, installation, or other
time-based media, a VHS tape, DVD, or CD-ROM of 5–10
minutes in length should be submitted along with appropriate
stamped packaging for return.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Undergraduate Prerequisites 1
A&C 4020 History of Contemporary Art
A&C 4022 Art of the World
A&C 4024 History of Modern Art
Any approved spiritual practice course
0–3
0–3
0–3
0–3
0–2
Core Curriculum
CNS 5010 Paradigms of Consciousness
3
Theory and Process
A&C 5310 Art and the Symbolic Process
A&C 5312 Creativity and Consciousness
A&C 5350 Artist in Society
A&C 5501 Philosophy of Art
A&C 5505 Contemporary Arts Theory and Criticism
Select 12 UNITS from the following courses
A&C 5200 Transformative Arts Education (1–3)
A&C 5300 Applied Alchemy (3)
A&C 5305 Art and Altered States of Consciousness (2)
A&C 5315 Dreams, Art, and the Inner Worlds (3)
A&C 5342 History of Sacred Arts (3)
A&C 5360 Beyond the Studio: Community Collaboration A (3)
A&C 5361 Beyond the Studio: Community Collaboration B (3)
A&C 5675 Artists Resources: Career Pathways (3)
3
3
3
3
3
12
Studio Arts
A&C
A&C
A&C
A&C
A&C
5010
5660
5662
5663
5800
Image and Process
Individual Mentorship 2
Community Mentorship 2
Group Mentorship 2
Studio Critique Seminar
3
1–5
1–3
1–3
18
Studio Arts Electives
Select 15 UNITS from the following courses
A&C 5325 Faces of the Soul (3)
A&C 5328 Inner Dynamics of Drawing and Color (3)
A&C 5331 Media of Sacred Arts (1–3)
A&C 5620 Book Arts (3)
A&C 5670 Group Studio Practice (1–3) 3
Any A&C course 5601–63
General Electives 4
15
9
Final Project 5
A&C 5550 MFA Review: Midpoint
A&C 5981 MFA: Final Project A
A&C 5982 MFA: Final Project B
1
2
2
90–104
These undergraduate courses or their approved equivalents are prerequisite to the MFA program. Students who have not completed them
prior to admission are required to do so during the first year of graduate study.
2
Students must elect a total of ten units from A&C 5660, A&C 5662, and A&C 5663.
3
Students may elect studio practice from a variety of areas such as painting, monoprint, video, and new genres. Consult with an advisor for
guidance.
4
Any graduate-level courses offered within the university may be used to satisfy this requirement including all A&C courses. With approval of
the program chair, transfer credit from other graduate degree programs may be used in this category, up to the specified maximum number
of allowable transfer units.
5
An approved final review, exhibition and artist’s statement.
1
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MA IN TRANSFORMATIVE ARTS
The process of artistic growth and expression offers powerful
tools for human transformation. Through this degree
program, students use their own experience as creative artists
to develop a technique or project for positive community
interaction.
The program combines philosophical, academic, personal
growth, and creative work.
Through their choice of electives, students explore and
grow in their area of special interest. Although individual
artwork is an essential core of the program, students in
transformative arts are not primarily concerned with the
critique or exhibition of their artwork. Instead, they learn to
use the insights gained through the artistic process to serve
the world as transformative teachers and healers. Although
the MA in Transformative Arts does not offer any professional
certification, it is possible for students to articulate their study
in transformative arts with the teaching credential program
offered through the JFK University School of Education and
Liberal Arts. Completion of the teacher credential program
requires at least one additional year of study. Details of this
procedure are available from department staff.
Each student creates a unique way of using art as a
healing force in the world. Specific coursework addresses
the practical applications of creativity through group and
individual work. This degree culminates with a community
arts project in which the student applies the information and
understanding gained in the program. A final paper is then
submitted, in which the community project is discussed and
examined within the context of both the student’s personal
experience of the creative process and the academic material
related to the activity.
An undergraduate degree in art is not required for admission
to the MA in Transformative Arts program. However, it is
essential that students have some previous background in
the arts. Applicants to the MA in Transformative Arts program
must complete at least 6 units of work in studio art, musical
composition, poetry, or another primary art form. Applicants
must also complete a survey of art history course.
In addition to the university and school-based admission
requirements (listed previously), applicants to this program
must submit an artist’s statement addressing the applicant’s
artistic development and goals. This may be included in the
personal statement. Admissions requirements are similar to
the MFA program with the following exceptions:
• A portfolio of original artwork may be submitted in person
during an admissions interview. Slides, VHS cassette, audio
cassette, or CD/DVD are acceptable. Portfolios may include
artwork in non-visual media, e.g., poetry, dance and movement, or writing.
• Applications to the MA and BFA programs are accepted
each quarter on a rolling basis. Students may enter in any
quarter. Priority deadlines for the MA and BFA programs
are September 1 for the fall quarter, December 1 for the
winter quarter, March 1 for the spring quarter, and June 1
for the summer quarter.
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Courses
Units
Prerequisite(s)
Co-Requisite(s)
1
A&C 4024 History of Modern Art
Any approved spiritual practice course
Art Background
0–3
0–3
0–3
0–3
0–2
0–6
Core Curriculum
3
Theory and Process
A&C 5310 Art and the Symbolic Process
A&C 5312 Creativity and Consciousness
A&C 5360 Beyond the Studio: Community Collaboration A
A&C 5361 Beyond the Studio: Community Collaboration B
Select TWO of the following courses
A&C 5010 Image and Process (3)
A&C 5300 Applied Alchemy (3)
A&C 5305 Art and Altered States of Consciousness (2)
A&C 5315 Dreams, Art, and the Inner Worlds (3)
A&C 5342 History of Sacred Arts (3)
A&C 5350 Artist in Society (3)
A&C 5675 Artists Resources: Career Pathways (3)
3
3
3
3
6
Studio Arts
A&C 5331 Media of Sacred Arts 2
A&C 5670 Group Studio Practice 2
Any A&C course 5601–63
6
6
Transformative Arts
A&C 5100 Introduction to Transformative Arts
A&C 5200 Transformative Arts Education 2
A&C 5210 Transformative Arts: Group Processes
A&C 5255 Transformative Arts Seminar 2
A&C 5260 Transformative Arts Teaching Practicum
General Electives 3
3
6
3
6
3
9
Final Project
A&C 5555 MA Transformative Arts: Midpoint Review
A&C 5988 Transformative Arts: Final Project A
A&C 5989 Transformative Arts: Final Project B
1
2
2
68–88
These undergraduate courses or their approved equivalents are prerequisite to the MA in Transformative Arts program. Students who have
not completed them prior to admission are required to do so during the first year of graduate study.
2
This course is a variable-unit topics course (1–3 units), and subsequent registrations count for additional credit. Transformative Arts students
are required to take six units each of A&C 5200, A&C 5255, A&C 5331, and A&C 5670.
3
Any graduate-level courses offered within the university may be used to satisfy this requirement including all A&C courses. With approval of
the program chair, transfer credit from other graduate degree programs may be used in this category, up to the specified maximum number
of allowable transfer units.
1
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BFA IN STUDIO ARTS
The BFA program is dedicated to the practice of creativity
as a means of achieving increased awareness of personal
identity and connection to meaningful work in the world.
The program combines studio practice and development of
skill with other activities—spiritual practice, ritual, academic
research, and intensive self-inquiry. The BFA in Studio Art is
designed for those who have already completed a significant
amount of college-level work and have some background
in the arts. The BFA is designed to help move experienced
students to a deeper level of self-inquiry, technical skill,
and cultural connection through art. The program is a
bridge to either the MA in Transformative Arts or the
MFA in Studio Arts through a linking program that makes
possible the simultaneous enrollment in undergraduate and
graduate programs in the final year. Students who already
have undergraduate degrees in fields outside of the arts or
who fell they need some extra work on development of a
portfolio before attempting graduate work in the art are also
encouraged to enroll. In addition to technical and creative
growth, BFA students gain important insights into how they
fit into the constantly changing worlds of contemporary art,
healing, and community transformation.
Applicants to the BFA program must complete and mail in
a JFKU application for admission and pay the appropriate
application fee. The priority deadlines are as follows: fall
admission, September 1; winter admission, December 1;
spring admission, March 1; and summer admission, June
1. Two sets of academic transcripts from all colleges or
universities attended are required. Applicants to the BFA
program are normally expected to have completed at least 60
quarter units at another college prior to admission. Applicants
should check with an academic advisor as to the necessary
course prerequisites. To schedule an interview with an
academic advisor, applicants should contact the department
of Arts and Consciousness at [email protected] or (510) 649-0499.
Applicants must submit a portfolio of 10–15 original artworks
in any media that have been completed within the last two
years. This may occur during the pre-admission interview
or through the mail in the following forms: 35 mm slides
in a slide sheet, with an accompanying list of the artworks,
media, dimensions, and the year completed; CD or DVD
of photographs of artwork; or DVD or VHS format videos
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of installations or time-based artwork, such as movement
or performance art. Written material such as conceptual
documentation, poetry, or other art forms of written
expression are appropriate for inclusion in the portfolio.
Online portfolio submissions may also be made.
A typed three- to five-page essay describing the applicant’s
artistic background and aesthetic interests, as well as the
reasons for applying to the BFA program, is required.
References to sources of artistic inspiration, personal history,
and interests in spiritual practice, philosophy, or community
interactions are appropriate subjects for inclusion in the
personal statement. In addition, a meeting with an Academic
Advisor is required upon admission. At this meeting, the
advisor will discuss transfer credits, degree requirements,
and courses necessary for entry into the program. An
individualized education plan for completion of the BFA
program will be developed.
Curriculum
The BFA requires the completion of 189 units of
undergraduate credit. Of these, 60 units will have been
completed at another college or university. These credits are
normally completed prior to enrolling in the BFA program,
but in some cases may be completed concurrent with
enrollment at JFK University. Current course offerings in the
School of Education and Liberal Arts form the core of the
BFA program’s academic requirements and are offered at the
Berkeley campus as well as at the Pleasant Hill and Campbell
campuses. Arts and Consciousness (A&C) courses, offered
only at the Berkeley campus, include special studio-intensive
courses in the painting; drawing; digital media; photography;
improvisation, movement, and poetics; and sculpture and
installation art.
Other A&C courses required for the BFA include special academic courses—A&C 4510 Visual Culture A and A&C 4520
Visual Culture B—a two-quarter sequence of courses which
explore identity, art, and spirituality. Studio-elective classes
aimed at increasing personal creativity and expression are
an important part of the BFA. A special course introducing
new students to self-inquiry techniques using the creative
process—A&C 4530 Art, Archetype, and Creative Process—is
required in the first quarter of the program as are a rich
variety of courses which combine studio, academic, and
experiential learning.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Lower-Division Prerequisite Courses 1
Communications
Humanities
Natural Science
Mathematics
Social Science
Studio Art
Electives
6
9
3
3
6
9
24
General Education
COR 3100 Critical Thinking and Writing
Select EITHER of the following
PHR 4412 Introduction to Eastern Meditative Practices (2)
PHR 4413 Introduction to Western Meditative Practices (2)
Any Humanities elective
Any Religion elective
Any Social Science elective
General education electives
3
3
3
2
3
3
3
6
21
History of Art
A&C 4024 Modern Art
Any Art History electives
Studio Intensive—Select any THREE of the following
A&C
A&C
A&C
A&C
A&C
A&C
4110
4115
4120
4130
4140
4145
3
3
3
6
18
Photography (6)
Sculpture and Installation Art (6)
Movement, Poetics, and Improvisation (6)
Painting (6)
Drawing (6)
Digital Media (6)
Theory and Process
A&C
A&C
A&C
A&C
4510
4520
4530
4670
Visual Culture A
Visual Culture B
Art, Archetype, and Creative Process
Media of Sacred Arts 2
Studio Arts Electives 3
3
3
3
9
31
189
2
This is a repeatable, variable-unit course (1–3). Students in this program are required to complete 9 units of this course.
3
Studio arts electives are fulfilled by taking A&C 4660 and A&C 4675 courses.
1
117
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DEPARTMENT OF COUNSELING PSYCHOLOGY
The Department of Counseling Psychology offers a Master
of Arts in Counseling Psychology with three specializations:
somatic psychology, transpersonal psychology, and holistic
studies (an integration of somatic and transpersonal). Built
on the traditions of modern psychology, the foundation of
all three specializations adds a holistic perspective which
integrates body, mind, spirit, and culture into the curriculum.
The Master of Arts in Counseling Psychology is designed for
students who are interested in working psychotherapeutically
with individuals, couples, families, and groups. Students
receive a strong foundation in basic counseling theory
and practice while meeting the educational requirements
for the California Marriage and Family Therapist (MFT)
license. Specializations are offered in somatic psychology,
transpersonal psychology, and holistic studies (offered only at
the Campbell Campus).
The curriculum encompasses core courses in holistic
studies, basic counseling skills, diagnosis and assessment;
marriage and family counseling courses; and courses in the
student’s chosen specialization. Students complete a yearlong
supervised traineeship at the school’s Center for Holistic
Counseling or an approved community-based site.
Central to the program is the perspective that holistic
learning occurs both cognitively and experientially. Only
through knowing oneself can the therapist obtain the clarity,
compassion, and wisdom necessary to help others. The
curriculum therefore places significant emphasis upon the
student’s self-exploration and personal growth combined
with critical thinking and the acquisition of clinical skills.
Graduates of the program will know themselves well as
professionals who are skilled and capable. Graduates will
competently use the counseling skills of empathic listening,
clear and direct communicating presence, and self-reflection.
They will understand and know professional theories of
individual and family development and therapy as well as
develop basic professional skills in clinical diagnosis and
assessment. Students of the program will also learn the
importance of attunement to issues relating to diversity,
ethnicity, and multiculturalism in providing professional
services. They will know the laws of the state of California as
they pertain to the professional of counseling psychology and
be practiced in making ethical choices and decisions.
FIELD PLACEMENT
Students in the counseling psychology program gain
therapeutic experience and develop their clinical skills
through a required 12 units of field placement. Students
complete their field placement at the school’s Center for
Holistic Counseling, JFKU’s community counseling centers in
Sunnyvale or Pittsburg, or at another approved communitybased site.
The 12 units (four consecutive quarters) of supervised
field placement are integral to students’ clinical training.
Students are trained in conducting screening interviews, crisis
intervention, assessment, referral, and community outreach.
Students have ample opportunity to share their clinical
experience with other trainees and to receive feedback
on their work from skilled practitioners. Working with the
guidance of experienced, licensed therapists, trainees are
assisted in developing therapeutic skills through a variety
of means including individual and group supervision,
training sessions, individual and family case seminars, direct
observation through one-way mirrors, and use of audio- and
videotaping. Students may sometimes be required or have the
option to take a fifth quarter of field placement.
Supplemental field placement is for students who wish to
gain clinical experience in addition to their required 12
units of field practicum and wish to count those hours of
experience towards BBS licensure. In order to be eligible,
a student must have completed at least 18 quarter units of
graduate coursework in the counseling program. Those 18
units must include SPC 5323–24 Effective Communication A–
B, SPC 5004–06 Group Process A–C, and SPC 5631 Ethics and
the Law. After receiving permission from the field placement
coordinator and the program chair or director, a student must
register for the one-unit supplemental fieldwork course for
each quarter of experience.
119
MA IN COUNSELING PSYCHOLOGY
Somatic Psychology Specialization
Somatic psychology is an emerging academic and clinical
field that explores the connection between body/mind/
spirit, interpersonal relationships, and culture. The MA
degree program in Counseling Psychology with an
emphasis in Somatic Psychology is a professional training in
psychotherapeutic practice from the integrative, whole-person
model. It provides students with the traditional clinical skills
of assessment, diagnosis, and treatment (from the perspective
of body-mind integration) necessary for their emergence
as licensed psychotherapists. This master’s-level program is
one of a very few in the world which integrates the study
of the body, somatic self-experience, and psycho-emotional
processes in daily life and in the practice of psychotherapy.
As an integrative program, the JFKU Somatic Psychology
program is informed by several disciplines in the applied
human and natural sciences including attachment
theory, psychodynamic and humanistic therapy models,
neurodevelopmental and psychobiological perspectives,
traumatology, eco-psychology, psycho-evolutionary theory,
ethology, the study of non- and pre-verbal communication,
and relational therapy theory. Multicultural and diversity
perspectives are integrated into all classes.
The curriculum offers intensive academic and experiential
courses that support diverse personal styles of learning
coupled with the most exciting new research available
in the field. In addition to the in-depth core curriculum
of the Counseling Psychology program, students explore
contemporary schools of somatic psychology such as neoReichian, Hakomi, bodynamics, mind-body psychotherapy,
formative psychology, bioenergetics, authentic movement,
biosynthesis, somatic experiencing, sensorimotor
psychotherapy, and psychophysical therapy. All course
instructors in this program are active, somatic psychotherapy
professionals in current clinical practice.
Courses
The three-year, 92-unit program is divided into three areas of
emphasis. Year one focuses on basic theory and acquisition
of personal therapy skills such as receptivity, presence,
tracking, and effective communication. Year two emphasizes
the development of core clinical skills in the area of
assessment and treatment, marriage and family interventions,
and somatic movement techniques. In the third year, students
are in their supervised field placement and all courses are
focused on work with clients.
Clinical training seminars explore the psychological,
emotional, and relational problems of living that can
emerge when the life of the mind becomes separate from
and dominant over the life of the body. Students study and
experience the clinically potent effects of bodily awareness,
somatic self-reflection, mindfulness practices, understanding
of the sensation-emotion-thought continuum, and the somatic
basis of consciousness. Students graduate as fully competent
practitioners of one of the newest and most innovative
approaches to psychotherapy.
Performance Review and Evaluation
When admitted, each student is assigned a faculty advisor
who is available for information and support. During the
course of the program, there is an ongoing evaluation of the
student’s academic performance and readiness to matriculate
through the program. When an evaluation indicates that
a student’s performance falls below the standards of the
Counseling Psychology program, a student may be required
to take additional coursework, complete additional supervised
field experience, undertake personal growth work, take a
leave of absence, or withdraw from the program.
After one year in the program and completion of the courses
listed below, students are given a year-end progress review.
This year-end review is a supportive team process involving
the review of written faculty feedback and evaluation, overall
grade standing, and an assessment of the individual’s overall
readiness to proceed further in the program.
Units
Prerequisite(s)
Co-Requisite(s)
1, 2
PYC 3100 Childhood and Adolescence
PYC 3200 Personality and Psychotherapy
SCI 3110 Anatomy and Physiology
Any approved spiritual practice course 3
0–3
0–4
0–4
0–2
Core Curriculum
SPC 5000 Introduction to Somatic Psychology Program 1
3
0
con continued on next page
120
continued from previous page
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Somatic Psychology Specialization
SPC 5220 Principles of Somatic Psychology 1
SPC 5241 The Cultural Body: Society, Body, Image, and the Self
SPC 5430 Movement Seminar A: The Self in Movement 4
SPC 5431 Movement Seminar B: Clinical Technique 4
SPC 5512 Somatic Psychology Perspectives on Stress
and Psychobioimmunology
SPC 5572 Body-Oriented Psychotherapies
SPC 5612 Supervised Practicum in Somatic Psychology 5
SPC 5620 Somatic Psychology Approaches to Trauma and PTSD
3
3
3
3
2
3
2
2
General Counseling
SPC
SPC
SPC
SPC
SPC
SPC
SPC
SPC
5004
5005
5006
5204
5205
5323
5324
5520
Group Process A 1
Group Process B 1
Group Process C
Diagnosis, Assessment and Therapeutic Strategy A
Diagnosis, Assessment and Therapeutic Strategy B
Therapeutic Communication A 1
Therapeutic Communication B 1
Psychopharmacology
2
2
2
3
3
3
3
3
SPC 5004
SPC 5005
SPC 5323
Marriage and Family Therapy
SPC
SPC
SPC
SPC
SPC
SPC
SPC
SPC
SPC
SPC
SPC
SPC
5115
5216
5250
5535
5536
5540
5551
5552
5631
5705
5715
9005
Cross-Cultural Issues in Counseling
Sexuality
Basic Addiction Studies
Individual Development and Family Life Cycle A 1
Individual Development and Family Life Cycle B 1
Child Therapy
Marriage and Family Counseling A
Marriage and Family Counseling B
Ethics and the Law
Counseling Case Seminar: Individuals
Counseling Case Seminar: Families
Personal Psychotherapy
3
2
3
3
3
3
3
3
3
3
2
0
PYC 3100, PYC 3200, SPC 5535, SPC 5536
SPC 5535, SPC 5536
SPC 5551 or permission of the advisor
SPC 5762
SPC 5663
Field Placement
SPC
SPC
SPC
SPC
SPC
5760
5761
5762
5763
5764
Supplemental Field Placement
Field Placement A
Field Placement B
Field Placement C
Field Placement D
1
3
3
3
3
SPC 5761
SPC 5762
SPC 5763
1
2
SPC 5994
Integrative Final Project
SPC 5993 Integrative Final Project
SPC 5994 Integrative Final Project
92–105
This requirement must be completed prior to year-end review.
them prior to admission are required to do so during the first year of graduate study.
3
Choose from PHR 4407, PHR 4412, PHR 4413, PHR 4420, and PHR 4430. See course listings for details or consult an advisor for further
information.
4
This is a variable-unit course. Students in this program are required to take this course for 3 units.
5
This course is a topics course (one-half unit per each election), and subsequent registrations count for additional credit. Somatic Psychology
students are required to take a total of 4 units (8 elections) of this course. In addition, one unit (two elections) of this course must be completed prior to year-end review.
1
2
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Transpersonal Psychology Specialization
The transpersonal perspective includes the wisdom and
methods of the psychoanalytic, behaviorist, and humanistic
orientations, and expands them to create a more integral/
holistic perspective that includes the spiritual aspects of
human experience.
Following admission there is an ongoing evaluation of
students’ academic performance and readiness to continue in
the program. When an evaluation indicates that a student’s
performance falls below the standards of the counseling
psychology program, a student may be required to take
additional coursework, complete additional supervised field
experience, undertake personal growth work, take a leave of
absence, or withdraw from the program.
This perspective emphasizes the counselor’s presence,
openness, and authenticity as central to the therapeutic
process. It maintains a respect for the client’s self-healing
capacities and views emotional dysfunction as an opportunity
for growth. Transpersonal psychotherapists are interested
in exploring the interaction and integration of personality,
feelings, and spirit, empowering their clients to connect with
their essential self and to fulfill their soul’s purpose. Using
traditional psychotherapeutic tools as well as tools such as
dream work, presence, guided visualization, expressive arts,
and meditation, transpersonal therapists facilitate processes
that support their clients’ self discovery and access their inner
wisdom.
122
After one year in the program and completion of the courses
listed below, students are given a year-end progress review.
This year-end review is a supportive team process involving
the review of written faculty feedback and evaluation,
overall grade standing, and an assessment of the individual’s
overall readiness to proceed with the Counseling Psychology
Program.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Undergraduate Prerequisites 1, 2
0–3
0–3
0–4
Core Curriculum
TPC 5000 Introduction to the Transpersonal Psychology Program
3
0
TPC
TPC
TPC
TPC
TPC
TPC
TPC
5140
5141
5161
5162
5171
5172
5205
Expressive Movement
Spiritual Systems (topics vary)
Fundamentals of Transpersonal Counseling A
Fundamentals of Transpersonal Counseling B
Systems of Transpersonal Counseling A
Systems of Transpersonal Counseling B
Diagnosis, Assessment and Therapeutic Strategy C
3
4
2
2
3
3
2
PYC/PYJ 3200
TPC 5161
General Counseling
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
5004
5005
5006
5203
5204
5213
5214
5235
5245
Group Process A 1
Group Process B 1
Group Process C 1
Diagnosis, Assessment, and Therapeutic Strategy B
Therapeutic Communication A 1
Therapeutic Communication B 1
Psychological Testing
Psychopharmacology
2
2
2
3
3
3
3
3
3
TPC 5004
TPC 5005
TPC 5203
TPC 5213
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
TPC
5152
5153
5158
5192
5193
5231
5250
5325
5422
5705
5715
9005
Child Therapy
Individual Development and the Family Life Cycle A
Individual Development and the Family Life Cycle B
Sexuality
Ethics and the Law
Counseling Case Seminar: Individuals
Counseling Case Seminar: Families
3
3
3
3
3
2
3
3
3
3
2
0
TPC 5004–06, TPC 5161, TPC 5193
TPC 5152
TPC 5192
TPC 5751–52 or TPC 5756–57
Field Placement
TPC
TPC
TPC
TPC
TPC
5749
5751
5752
5753
5754
Supplemental Field Placement
Field Placement A
Field Placement B
Field Placement C
Field Placement D
1
3
3
3
3
TPC 5751
TPC 5752
TPC 5753
1
2
TPC 5104
Professional Integrative Project Sequence
TPC 5104 Professional Integrative Project A
TPC 5105 Professional Integrative Project B
93–103
2
them prior to admission are required to do so during the first year of graduate study
1
123
Holistic Studies Specialization
The Master of Arts in Counseling Psychology with a specialization in Holistic Studies prepares students for careers as
psychotherapists, with a special emphasis on transpersonal
and somatic approaches to psychotherapy. This program is
offered at our Campbell campus only.
This degree program offers a strong foundation in basic counseling theory and practice. The program combines theoretical
and experiential learning modalities and emphasizes personal
growth and development. Students engage in self-reflection
throughout the program, particularly in understanding the
role of the family system in shaping their attitudes, beliefs,
behaviors, and way of relating with others. Core coursework
allows students an opportunity to develop awareness of their
own process while developing counseling, interpersonal, and
communication skills. Students also explore the integration
of body, mind, emotions, and spirit in their work, through
courses in body-oriented psychotherapies, transpersonal
counseling, and Jungian psychology.
Transpersonal therapists address many of the same client
issues and utilize many of the same methods as more
traditionally oriented therapists. However, transpersonal
therapists also incorporate into their work an emphasis on the
therapist’s quality of presence and authenticity, an openness
to non-ordinary states of consciousness, and a trust in the
client’s innate health and inner guiding wisdom. They may
also utilize some form of meditation, yoga, breath awareness,
or imagery methods. The coursework in transpersonal
psychology deepens students’ knowledge of the role of
meditation, dreams, archetypes, myth, and ritual in fostering
psychological and spiritual well-being.
124
Somatic psychology courses investigate the ways emotions,
attitudes, and beliefs become embodied in one’s physical
structure, posture, expression, or voice. Movement seminars
explore the reciprocal relationship between movement and
the psyche. Students learn to utilize movement and body
meditation techniques, to work through emotional and
energetic blocks, and to cultivate body-mind-spirit integration.
Students are encouraged to pursue both spiritual practices
and somatic disciplines as a foundation for their work with
others.
Following admission there is an ongoing evaluation of
students’ academic performance and readiness to continue in
the program. When an evaluation indicates that a student’s
performance falls below the standards of the counseling
psychology program, a student may be required to take
additional coursework, complete additional supervised field
experience, undertake personal growth work, take a leave of
absence, or withdraw from the program.
After one year in the program and completion of the
courses listed below, students are given a year-end progress
review. This year-end review is a supportive team process
involving the review of written faculty feedback and
evaluation, overall grade standing, and an assessment of the
individual’s overall readiness to proceed with the Counseling
Psychology program. All students entering the Master of Arts
in Counseling Psychology with a specialization in holistic
studies are required to demonstrate their ability to write a
well-developed, coherent essay. Students who cannot write
a well-developed, coherent essay will be required to take a
non-credit writing workshop.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
1, 2
HUJ 3405 World Religions
HUJ 4412 Introduction to Eastern Meditative Practices
PYJ 3200 Personality and Psychotherapy
SCJ 3110 Anatomy and Physiology
Writing Competency
0–3
0–2
0–4
0–4
0
Core Curriculum
HSJ 5000 Introduction to Holistic Studies Program
HSJ 5010 Paradigms of Consciousness 1
0
3
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
5100
5115
5130
5200
5205
5220
Seminar in Holistic Studies A 1, 3
Fundamentals of Transpersonal Counseling
Movement Seminar
Seminar in Holistic Studies B 3
Body-oriented Psychotherapies
Jungian Psychology A
2
3
3
2
3
3
HSJ 5100
HSJ 5106
General Counseling
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
5101
5102
5103
5105
5106
5201
5202
5520
5530
Group Process A 1
Group Process B 1
Group Process C 1
Effective Communication A 1
Effective Communication B 1
Diagnosis, Assessment and Therapeutic Strategy B
Psychopharmacology
Psychological Testing
2
2
2
3
3
3
3
3
3
HSJ 5101
HSJ 5102
HSJ 5105
HSJ 5201
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
HSJ
5120
5121
5126
5210
5215
5216
5225
5230
5235
5315
5325
9005
Individual Development and Family Life Cycle A 1
Individual Development and Family Life Cycle B 1
Child Therapy
Sexuality
Ethics and the Law
Case Seminar: Individuals
Case Seminar: Families
3
3
3
3
3
3
3
2
3
3
2
0
PYJ 3200
HSJ 5120
HSJ 5121
HSJ 5121
HSJ 5215
HSJ 5315
HSJ 5303
Field Placement
HSJ
HSJ
HSJ
HSJ
HSJ
5150
5301
5302
5303
5304
Supplemental Fieldwork
Supervised Field Practicum
A
B
C
D
1
3
3
3
3
SPC 5324, SPC 5631
HSJ 5301
HSJ 5302
HSJ 5303
Professional Integrative Project Sequence
HSJ 5310 Applied Clinical Philosophy
HSJ 5350 Final Integrative Project A
HSJ 5351 Final Integrative Project B
2
1
2
HSJ 5350
92–105
2
them prior to admission are required to do so during the first year of graduate study
3
This is a one-unit course and must be elected twice.
1
125
CENTER FOR HOLISTIC COUNSELING
INDIVIDUAL PSYCHOTHERAPY
The Center for Holistic Counseling, operated by the
university, is located in nearby Oakland. The center’s dual
mission is to provide supervised training for advanced
students in the counseling psychology program and offer
high-quality, affordable psychotherapy to the community.
The center has provided comprehensive and confidential
counseling services to the diverse ethnic and socioeconomic
communities of the East Bay for over 20 years.
The program considers it essential that a practicing therapist
understand the therapy process on a first-hand and personal
basis. All students in the counseling psychology program
are required to complete at least 12 months, or 48 hours, of
weekly individual psychotherapy with a licensed therapist
while in the program. In some cases students may be
required to complete more than the 12-month minimum
requirement. Students receive no academic credit for this and
must make financial arrangements directly with the therapist.
Students must start their psychotherapy requirement on or
before the quarter prior to starting their field placement.
The center offers a safe setting where adults, children,
adolescents, and seniors have the opportunity to find inner
strength and direction through personal counseling. Clients
are actively supported as they grow personally and spiritually
from the pain and joy found in their everyday experiences
and relationships. A wide variety of issues are addressed
including family conflicts and parenting, relationship
problems, anxiety and depression, sexuality, grief, and
spiritual crises.
The counseling center provides a one-year traineeship for students preparing for the Marriage and Family Therapist license.
Advanced students are offered a supportive atmosphere to
work with clients in a therapeutic setting. The center also
helps students ground their spiritual aspirations in practical
service to others.
Individual therapy gives students the opportunity to work
on personal concerns and issues that may affect their work
with clients. The therapist acts as an exemplar: students
studying to become therapists have an opportunity to extend
their expertise by direct supervision from an experienced
professional. These hours can also be applied toward MFT
licensing requirements.
Students receive extensive training in clinical skills while
working with individuals, children, couples, families, and
groups under the supervision and guidance of experienced,
licensed therapists.
126
SPIRITUAL PRACTICE REQUIREMENT
In keeping with the school’s recognition that daily spiritual
practice is fundamental to growth in consciousness, students
are required to practice a daily spiritual discipline while in
the program. Sitting meditation; somatic disciplines such as
tai chi, yoga, or aikido; or the practice of other comparable
disciplines are all acceptable possibilities. Students determine
which discipline will best serve their needs and are expected
to discuss how the discipline has contributed to their
individual growth during the year-end review.
CALIFORNIA MFT LICENSING
REQUIREMENTS
The Master of Arts in Counseling Psychology with a specialization in somatic psychology, transpersonal psychology, or
holistic studies meets the educational requirements for the
California Marriage and Family Therapist (MFT) license.
Licensing statutes and regulations are subject to future
legislative or administrative revisions. Counseling psychology
students will be kept informed about MFT licensing
requirements and changes as they occur.
A description of the requirements of the law (Business and
Professional Code §§4980.37 and 4980.38), and the way in
which the program meets these requirements, are available
from the School of Holistic Studies.
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DEPARTMENT OF INTEGRAL STUDIES
At the heart of the Integral Studies Department is a passion
for investigating the deepest and most profound levels of
human existence. Programs in the Integral Studies department
hold in common a vision of personal, social, and cultural
transformation based on self-inquiry, academic study,
and personal experiential research. The department offers
three separate degree programs, each of which honors
diverse theoretical and practical traditions in philosophy,
psychology, and health from a particular academic and
professional perspective: a Master of Arts in Consciousness
and Transformative Studies, a Master of Arts in Holistic Health
Education, and a Master of Arts in Integral Psychology. The
Department of Integral Studies also administers certificate
programs in Dream Studies and an online certificate in
Integral Theory. All programs prepare students for careers as
scholars, teachers, or agents of social change whose work is
based upon the integration of inner truth and external reality.
MA IN CONSCIOUSNESS AND
TRANSFORMATIVE STUDIES
The MA in Consciousness and Transformative Studies offers
a multifaceted approach to the exploration of consciousness,
the unfolding of human potential, and the implementation
of new paradigm thinking. This holistic curriculum integrates
five major fields of study—psychology, philosophy,
spirituality, ecology, and new science.
The program provides a 68-unit curriculum with courses that
challenge students’ beliefs, examine the relationship between
consciousness and the world, and explore new possibilities
for personal, social, and global transformation.
Courses in New Physics, environmental sustainability, and
neurophilosophy provide a new scientific paradigm for the
study of consciousness and transformation. Personal growth
and creativity are explored through courses in myth, symbol,
128
dreams, and indigenous knowledge. The examination of East/
West traditions presents different paths to spiritual awareness.
The nature of intelligence, insight, and human consciousness
is explored through courses in transpersonal and integral
psychologies.
Learning outcomes for the program include awareness
and understanding systems theory, innovative thinking,
psycho-spiritual transformation, whole-brain learning
and metacognition, intra- and interpersonal intelligence,
transformational change, and life service.
Students may choose 5–7 units of electives plus an additional
3 units of self-exploration from various programs throughout
the university. There are two options for completing the
degree program, either a four-unit thesis or a two-unit
integrative project.
Some course requirements and electives in the program may
be fulfilled through completion of a certificate program.
Certificates offered at JFKU include coaching, dream studies,
conflict resolution, and organizational psychology.
Students who wish to focus their MA more deeply in one area
may elect to declare an optional specialization in one of four
areas:
• Philosophy and Religion—deepening students’
philosophical and spiritual understanding
• Science and Consciousness—exploring the relationship
between science, spirit, and consciousness
• Culture and Consciousness—exploring the impact of
culture and cultural awareness in expanding consciousness
• Consciousness and Healing—exploring the relationship
between consciousness and our ability to heal ourselves
physically, mentally, emotionally, and spiritually.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
0–3
0–3
0–4
Graduate Courses
CNS 5015 Body Consciousness/Body Wisdom
CNS 5020 Archetypal Mythology
CNS 5023 Shamanic Traditions
CNS 5025 Quantum Approaches to Consciousness
CNS 5027 Non-Ordinary States of Consciousness
CNS 5030 Sleep, Dreams, and States of Consciousness
CNS 5035 Philosophy of Mind
CNS 5037 Neurophilosophy of Consciousness
CNS 5039 Self-Exploration (topic varies)
CNS 5049 Introduction to Consciousness and Transformative Studies
CNS 5055 Existentialism, Ethics, and Consciousness
CNS 5120 Diversity, Community, and Consciousness
CNS 5284 Consciousness and Sustainability
ISD 5010 Integral Psychology A
ISD 5015 Effective Communication A: Emotional Dynamics
ISD 5016 Effective Communication B: Intersubjectivity
ISD 5025 Qualitative Research A
ISD 5026 Qualitative Research B
ISD 5455 Preparation for Externship
ISD 5460 Externship
Select SIX UNITS of approved Professional Development 2
Select FOUR UNITS of Religious Studies 3
Select EITHER Integrative Project or Thesis, below
Integrative Project Option
ISD 5610 MA Integrative Project (2)
Electives (7) 4
Thesis Option
ISD 5600 Planning a Thesis (1)
ISD 5615 Thesis (3)
Electives (5) 4
3
2
3
2
3
2
2
3
3
3
0
3
3
2
3
3
3
1
2
2
1
6
4
9
68–78
2
Consult with advisor for appropriate course selections.
3
This requirement must be satisfied by taking ISD courses 5300–5399. Consult an advisor for guidance.
4
Students taking the Integrative Project option complete 7 units of electives. Students writing a thesis complete 5 units of electives. Electives
may be chosen from graduate courses offered throughout the university. Students admitted to certificate programs such as life coaching,
dream studies, and organizational psychology offered by the School of Holistic Studies and the Graduate School of Professional Psychology
may also apply these courses toward their electives.
1
129
MA IN HOLISTIC HEALTH EDUCATION
The Master of Arts in Holistic Health Education reflects
cutting-edge understanding of theory and practice in health
education from a holistic perspective, embracing body, mind,
spirit, and a non-local understanding of energy. One of the
most important values of this paradigm applied to health is a
focus on wellness. All courses aim to enable graduates to be
leaders in integrating alternative and mainstream approaches,
East and West thought approaches, science and spirit, and
concept and applications.
Personal transformation is an essential component. The
program offers opportunities for students to enhance their
own health and well-being, for example, through working
with movement, diet, and developing or solidifying a
spiritual practice. The program also recognizes the potential
of the holistic health perspective to facilitate positive
societal transformation. It seeks to provide an educational
130
experience that enables representatives of this perspective
to clearly articulate their position to others. Graduates can
also participate in, and contribute meaningfully to, the multifaceted process of transformative health education.
The program provides the concepts, applications, and
practice necessary so that students can develop themselves
personally and professionally to meet their own aspirations
to work as teachers, researchers, writers in holistic health,
consultants, and professionals who start their own businesses
and healing centers, develop programs, or become health
coaches, to name a few.
Optional specializations include holistic nutrition; health, consciousness, and spirituality; and somatic education.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
1, 2
0–3
0–3
0–4
0–4
Conceptual Framework
HHE 5001 Introduction to Holistic Health Education Program
HHE 5120 Integrative Health
HHE 5225 Principles of Holistic Health
3
0
2
2
Overview of Modalities
HHE 5125 Energy Models of Healing
HHE 5126 Asian Approaches to Healing
HHE 5425 Moving and Sensing
2
2
3
Foundational Knowledge
HHE
HHE
HHE
HHE
5130
5135
5140
5145
Concepts of the Body
Health-Care Economics and Politics
Culture, Community, and Health
Health, Environment and Sustainability
3
2
2
2
Basics of Wellness
HHE
HHE
HHE
HHE
5150
5155
5156
5512
Mind/Body Approaches to Self-Care
Foundations of Holistic Nutrition
Comparative Dietary Approaches
Physiology and Psychology of Stress
2
2
2
3
HHE 5155
Preparing for Professional Roles
HHE 5147 Health Education for the 21st Century
HHE 5200 Integral Research in Health Education
HHE 5575 Supervised Externship
3
3
1
2
Personal Practice of Wellness
HHE 5160 Embodying Spirit
HHE 5615 Practicum in Holistic Health
ISD 5015 Effective Communication: Emotional Dynamics
ISD 5016 Effective Communication: Intersubjectivity
2
4
3
3
15
Electives (13) 3
Thesis Option
ISD 5615 Thesis (3)
Electives (11) 3
68–82
2
This is a half-unit course which must be taken eight times to total four units.
3
Electives may be chosen from the holistic health course listings or from any of the course offerings of the School of Holistic Studies or a
graduate course within the university. Students taking the Integrative Project option complete 13 units of electives. Students writing a thesis
complete 11 units of electives. Students admitted to certificate programs such as Life Coaching, Dream Studies, and Organizational Psychology offered by the School of Holistic Studies and the Graduate School of Professional Psychology may also apply these courses toward their
electives.
1
131
Holistic Nutrition Specialization
Courses
HHE
HHE
HHE
HHE
HHE
HHE
HHE
HHE
5155
5156
5167
5169
5171
5173
5175
5177
Units
Foundations of Holistic Nutrition
Comparative Dietary Approaches
Nutritional Consultation
Healing Foods A
Healing Foods B
From Farm to Table
Psychology and Physiology of Health at Every Size
Hunger of the Spirit
2
2
2
2
2
3
2
2
Prerequisite(s)
Co-Requisite(s)
HHE 5155, HHE 5156
HHE 5155, HHE 5156
HHE 5169
HHE 5155, HHE 5169
17
Health, Consciousness, and Spirituality Specialization
Courses
Units
CNS 5039E Self-Exploration: Alchemy
HHE 5125 Energy Models of Healing
HHE 5150 Mind-Body Approaches
HHE 5160 Embodying Spirit
ISD 5303 East/West Meditative Practice
TPC 5141 Spirituality: Descent into the Body
Select FOUR UNITS from the following courses
CNS 5023 Shamanistic Traditions (2)
CNS 5027 Non-Ordinary States of Consciousness (2)
CNS 5030 Sleep, Dreams, and States of Consciousness (2)
ISD 5310 Integral Yoga (2)
ISD 5314 Shakti/Kundalini Yoga (2)
ISD 5315 Christian Mysticism (2)
ISD 5319 Seminar in Religious Studies (1–3)
ISD 5326 Tibetan Buddhism (2)
ISD 5335 Diamond Approach (2)
ISD 5340 Nature Spirituality (2)
ISD 5342 Rites and Symbols of Feminine Spirituality (2)
ISD 5347 Spirituality, Symbols, Dreams (2)
2
2
2
2
1
2
4
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Prerequisite(s)
Co-Requisite(s)
COR 3150
15
Somatic Education Specialization
Courses
CNS 5015 Body Consciousness/Body Wisdom
CNS 5039E Self-Exploration: Alchemy
HHE 5130 Concepts of the Body
HHE 5150 Mind-Body Approaches
HHE 5160 Embodying the Spirit
HHE 5180 Somatic Education A
HHE 5181 Somatic Education B
HHE 5425 Moving and Sensing
IPP 5025 Somatic Psychology
TPC 5141 Spirituality: Descent into the Body
Units
2
2
3
2
2
2
2
3
2
2
Prerequisite(s)
Co-Requisite(s)
COR 3150
22
133
MA IN INTEGRAL PSYCHOLOGY
Students in the Master of Arts in Integral Psychology
program develop a strong base in the theory and practice
of Western psychology as well as the wisdom of the world’s
spiritual traditions. Students study human psycho-spiritual
development and stages of consciousness in a variety of
contexts including psychoanalytical, behavioral, humanistic/
existential, transpersonal, and integral. The program also
fosters a deep understanding of interpersonal dynamics
and effective communication skills. This integral approach
results in a clearer understanding of human potential
and physical, emotional, cognitive, and spiritual growth.
Graduates of the program can apply this degree in fields as
diverse as education, consulting, coaching, human resources,
management, and organizational development.
Courses
The degree consists of core courses, studies in sacred
psychology, and skill-based professional development
classes. Drawing on the world’s wisdom traditions, theories
on the evolution of consciousness, and Eastern and Western
psychological theory, the curriculum explores the entire
spectrum of human development as the unfolding of the self
through the integration of matter, body, mind, soul and spirit.
The impact of each of these stages of development on the
ecological and social issues of the planet is also examined.
Students can use their professional development and elective
courses to focus on specific areas such as communication,
publishing and media, teaching skills and curriculum
development, or work toward certificates in life coaching,
dream studies, conflict resolution, and organizational
psychology.
Units
Prerequisite(s)
Co-Requisite(s)
COR 3145 Research Writing and Information Resources
0–3
0–3
0–4
Core Curriculum
IPP 5000 Introduction to Integral Psychology
IPP 5010 Human Development
IPP 5015 Social and Cultural Psychology
IPP 5020 Cognitive Theory
IPP 5025 Somatic Psychology
IPP 5030 Planetary Psychology
IPP 5031 Evolutionary Psychology
IPP 5032 Neuropsychology
IPP 5054 Enneagram Assessment
ISD 5010 Integral Psychology A
ISD 5011 Integral Psychology B
ISD 5012 Psychology of Dreams
ISD 5015 Effective Communication A: Emotional Dynamics
ISD 5016 Effective Communication B: Intersubjectivity
IPP 5051 Integral Research A
IPP 5052 Integral Research B
ISD 5460 Externship
3
0
3
3
2
2
3
3
3
3
3
3
2
3
3
2
2
2
1
Sacred Psychology
ISD 5310 Integral Yoga
Select SIX UNITS of the following courses
ISD 5309 Taoism (2)
ISD 5315 Christian Mysticism (2)
ISD 5318 Seminar in Sacred Psychology and Religion (1–3)
ISD 5320 Sufism (2)
ISD 5325 Buddhist Psychology (2)
ISD 5335 Diamond Approach (2)
ISD 5340 Nature Spirituality (2)
2
6
continued on next page
134
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Professional Development
Select SIX UNITS from the following courses
ISD 5410 Teaching Practicum A (2)
ISD 5411 Teaching Practicum B (2)
ISD 5415 Curriculum Development (2)
ISD 5420 Principles of Mediation and Conflict Resolution A (3)
ISD 5505 Starting Your Own Business (2)
ISD 5440 Principles of Organizational Consulting (3)
ISD 5453 Integral Coaching (2)
ISD 5447 Advanced Writing and Publishing (2)
ISD 5507 Media and Publishing (2)
6
8
Electives (6) 2
Thesis Option
ISD 5615 Thesis (3)
Electives (4) 2
2
68–78
2
Students taking the Integrative Project option complete 6 units of electives. Students writing a thesis complete 4 units of electives. Electives
may be chosen from graduate courses offered throughout the university. Students admitted to certificate programs such as life coaching,
dream studies, and organizational psychology offered by the School of Holistic Studies and the Graduate School of Professional Psychology
may also apply these courses toward their electives.
1
135
CERTIFICATE IN DREAM STUDIES
The certificate in Dream Studies offered by the School of
Holistic Studies is the nation’s only accredited dream studies
curriculum. The 14 courses making up the certificate are taught
by experts, authors, and researchers who have dedicated their
lives to exploring this important state of consciousness. This
certificate is designed for students and professionals who
desire to work with and explore dreams for use in education,
research, consulting, and writing. The certificate can be earned
alone or combined with a master’s degree.
The certificate consists of 26 units, and offers three optional
specializations. These specializations provide additional skills
in teaching, research, or consulting. Students who choose to
complete a specialization should notify the Registrar’s Office
so the appropriate notation can be made on the student’s
transcript. However, students are not required to complete a
specialization to earn this certificate.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
1
0–3
0–4
Graduate Courses
A&C 5315 Dreams, Art, and the Inner Worlds
CNS 5030 Sleep, Dreams and States of Consciousness
CNS 5039A Language of the Dream
CNS 5039C Self-Exploration: Fairytales as Signposts of the Soul
CNS 5345 Shamanism and Dreams
CNS 5211 Cross-Cultural History of Dreams
CNS 5216 Lucid Dreaming
CNS 5280 Dreams, Archetypes, and Personal Mythology
CNS 5282 Dreams: Initiation and Indigenous Ways of Knowing
CNS 5344 Dream Groups: Facilitation and Ethics
CNS 9210 Dream Studies Fieldwork
ISD 5012 Psychology of Dreams
ISD 5013 Dreams and the Body
ISD 5030 An Integral Approach to Dream Work
ISD 5347 Spirituality, Symbols, Dreams
1
3
2
1
2
1
2
2
2
2
2
0
2
1
2
2
26–33
Consulting Specialization
Courses
Units
TPC 5171 Systems of Transpersonal Counseling A: Jungian-Archetypal
TPC 5172 Systems of Transpersonal Counseling B: Jungian-Archetypal
3
3
6
136
Prerequisite(s)
Co-Requisite(s)
Research Specialization
Courses
ISD
ISD
ISD
ISD
5025
5026
5447
5507
Units
Qualitative Research A
Qualitative Research B
Advanced Writing and Publishing
Media and Publishing 1
1
Prerequisite(s)
Co-Requisite(s)
1
2
2
2
7
ISD 5507 is a repeatable, variable-unit topics course. Students must elect this course as Media and Publishing for 2 units to complete this
specialization.
Teaching Specialization
Courses
ISD 5415 Curriculum Development
ISD 5510 Teaching Practicum A 1
ISD 5510 Teaching Practicum B 1
1
Units
Prerequisite(s)
Co-Requisite(s)
2
2
2
6
ISD 5510 is a repeatable, variable-unit topics course. Students must elect this course twice, once as Teaching Practicum A (2 units) and once
as Teaching Practicum B (2 units) for a total of 4 units.
137
CERTIFICATE IN INTEGRAL THEORY
Curriculum
Offered in partnership with the Integral Institute, the
Integral Theory Certificate program at John F. Kennedy
University explores the integration of body, mind, and spirit
in the realms of self, culture, and cosmos. This 25-unit,
online program emphasizes the value of utilizing multiple
perspectives by offering students an in-depth understanding
of the Integral (AQAL) Model associated with Integral Theory.
The fundamental purpose of the Integral Model is to ensure
that one’s analysis considers all the pertinent aspects of a
problem or issue situated in its context.
The online Integral Theory certificate program is delivered
using a cohort system in which a strong sense of community
emerges among students. A cohort of 10 to 24 students
begins every fall and progresses through the program at the
same rate. Students take on average six units each quarter
for four quarters (one year). This part-time format is ideal for
working adults and students who have full-time careers or
families and allows more time for student integration of the
course material. The online delivery also offers round-theclock course access, providing students maximum scheduling
flexibility.
The Integral Theory certificate program provides students
in-depth understanding of ways to integrate knowledge from
different disciplines, areas, or domains. The Integral Model
is ideal for realizing more effective solutions to complex
social and organizational problems and enhancing personal
development.
Enrollment is available to students who have an
undergraduate degree from an accredited institution. In
addition to satisfying the entrance standards of JFKU,
admission requires the following:
• A writing sample (five to ten pages, double-spaced)
There are two face-to-face meetings each year—one in the
fall, and one in the spring. These gatherings last three to five
days. One takes place in Denver (where the Integral Institute
is located) and the other in the San Francisco Bay Area
(where JFKU is located).
Courses comprising the 25-unit certificate are divided into two
categories—core theory courses and core element courses.
A core theory course is offered each quarter, providing the
theoretical foundations for the Integral Model. Core element
courses (also taught each quarter) provide professional
development by training students to successfully apply
the Integral Model to personal and professional goals and
purposes.
• Two letters of recommendation
• A five- to ten-page, double-spaced personal statement that
discusses one’s use of integral principles in life.
International applicants whose native language is not English
must comply with JFKU standards. Requirements relating
to the Foreign Student Financial Statement and immigration
status are not applicable. If foreign students decide to attend
the annual face-to-face gatherings, they are responsible for
obtaining visa and making travel arrangements.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Core Theory
IPP
IPP
IPP
IPP
5005
5006
5009
5043
Introduction to Integral Theory: The Five Elements
Integral Theory: Integral Methodological Pluralism
Integral Theory: Applications
Integral Life Practice
3
3
3
2
Core Elements—Professional Development
IPP
IPP
IPP
IPP
IPP
IPP
5039
5047
5054
5057
5059
5061
Developmental Psychology
Phenomenological Inquiry
Enneagram Assessment
Multiple Intelligences
States of Consciousness
Integral Spirituality
138
3
2
3
2
2
2
25
ARTS AND CONSCIOUSNESS [A&C] COURSES
These courses are offered on the Berkeley campus.
A&C 4120 STUDIO INTENSIVE:
MOVEMENT, POETICS, AND IMPROVISATION
UNDERGRADUATE COURSES
A&C 4020 HISTORY OF CONTEMPORARY ART
3
Examination and discussion of art since 1980. Concepts and
philosophies which define the art of “now” are examined
in depth. Study of current trends and ideas and their impact
on students’ artwork is emphasized. Slide lectures, assigned
reading, and independent research papers are required.
A&C 4022 ART OF THE WORLD
3
3
This course explores European Modernism and its impact on
world culture and contemporary ideas of art and creativity.
Ideas such as automatism, expressionism, abstraction, and
conceptualism will be examined as a way of contextualizing
and clarifying the role of contemporary art in society.
A&C 4100–49 STUDIO INTENSIVE
6
A variety of topics courses including drawing, painting,
photography, new genres, digital media, photography, and
improvisation. These courses meet twice each week doubling
the normal amount of credit offered. The educational intent
of studio intensives is to develop technical and formal
art-making skills in an intensive practice-based studio
environment. Additional course material and supplies are
required for each course.
A&C 4110 STUDIO INTENSIVE: PHOTOGRAPHY
6
In-depth exploration of varying technical and conceptual
approaches to photography. Students will gain proficiency
in the use of darkroom techniques as well as digital
photography. Students will explore the potential of
photographic processes to create images which reflect and
extend the artist’s perception. Diverse uses of the photograph
as social document, aesthetic image, and ethnographic tools
will be explored through studio assignments and critiques.
A&C 4115 STUDIO INTENSIVE:
SCULPTURE AND INSTALLATION ART
Exploration of creative process through direct use of body
and language will be the core activity of this class. Through
collaborative studio exercises and out-of-class assignments,
students will develop confidence in their use of poetics and
performance as artistic instruments. Studio assignments and
critique are essential aspects of the course.
A&C 4130 STUDIO INTENSIVE: PAINTING
A survey of world art from the Paleolithic to Early Modern
era. Emphasis is placed on diverse cultural perspectives
and comparisons of various cultural approaches to art and
its place in culture. Comparisons of east Asian, Islamic,
European, and tribal art will be the central focus of the
course. Slide lectures, assigned reading, and independent
research papers are required.
A&C 4024 MODERN ART
6
6
An intensive introduction to the three-dimensional materials
in art. Students will work in a variety of media to gain a
basic understanding of the visual and conceptual dynamics
of mass, form, materiality, and space. Equal emphasis will be
placed on the creation of three-dimensional art objects and
the use of architectural, psychological, and spiritual space
as key elements in installation art. Students gain skill and
confidence in the use of assemblage, clay modeling, and the
fabrication of maquettes for large-scale works. Environmental
art will also be investigated. Studio assignments, field trips,
and in-class demonstrations enable students to develop
individualized approaches to sculpture and installation.
6
approaches to painting. Using acrylic paints, students will
explore both figurative and non-figurative approaches to
painting drawing from a variety of visual sources. The class
will examine color, line, form, and volume as key elements
in the painting process. A strong emphasis on the material
qualities of paint will be offered as well as information on
special painting techniques and traditions. The aim of the
course is the development of a personal approach to painting
based on a strong understanding of the visual and material
properties of the medium. Special attention will be paid to
the potential health hazards associated with various painting
materials and techniques.
A&C 4140 STUDIO INTENSIVE: DRAWING
6
approaches to drawing. Observational rendering using
the human figure and subjects will be the core practice
of this course. Emphasis on traditional drawing skills
such as proportion, perspective, development of line and
form, and the development of gesture will be heavily
emphasized. Cross-cultural approaches to drawing as well as
drawing techniques aimed at heightening visual acuity and
imagination will also be explored.
A&C 4145 STUDIO INTENSIVE: DIGITAL MEDIA
6
An intensive introduction to digital art using video
photographic and rendered sources. Students gain skill and
confidence in the use of Adobe Illustrator, Photoshop, ProTools, and Sound & Final Cut Pro Video. Student assignments
and in-class demonstrations enable students to develop
individualized approaches to the use of digital media as
primary techniques for creative self-expression.
A&C 4510 VISUAL CULTURE A
3
An exploration of the relationship between art and culture,
specifically pertaining to the visual arts. Using examples
from a variety of societies, the notions of visuality and
representation as integral to the concept of culture will be
discussed. Of central importance will be the presentation of
the visual cultures developed from the time of modernity
to the present. Some of the issues discussed will be the
development of different technologies and their impact on
ethics, concepts of ownership authenticity, representation,
and the making of societies of spectacle. First part of a twoquarter sequence.
139
A&C 4520 VISUAL CULTURE B
3
The second part of the two-quarter visual culture
requirement, this course will combine studio work and the
study of ethnography. Students will examine diverse cultures
and select one in particular, either contemporary or historical,
from which to create original artwork made with that culture’s
cultural perspectives and philosophical perspectives. Students
will work in any media of their choice. Specific cultural
requirements and formal expectations will be carefully
considered in discussion and evaluation of student artwork.
A&C 4530 ART, ARCHETYPE, AND CREATIVE PROCESS
3
An examination of individual identity within the context of
history, cultural philosophy, and creative process. Strong
emphasis is placed on the making of images and objects as
tools for self-inquiry. Links between creativity, spirituality,
and the physical process of object-making will be explored in
depth. Relationships between meaning, aesthetic intent, and
psychological archetype will be examined through class work
and out-of-class assignments. A variety of creative modalities
such as drawing, painting, sound, performance, and language
will be used. Intensive self-examination, studio practice,
and academic study will help students explore the universal
dimensions of their individual artwork.
A&C 4660 INDIVIDUAL MENTORSHIP
1-5
Individual studio practice with an approved mentor selected
from a network of working visual artists in the Bay Area is
provided. Students meet individually with mentors several
times over the course of the quarter to develop technical,
conceptual, and professional skills. A written assessment of
the mentorship is required.
A&C 4665 MENTORSHIP EXTENSION
1-3
Students are permitted to continue working on an individual,
community, or group mentorship without incurring an incomplete.
A&C 4670 MEDIA OF SACRED ARTS
1–3
Varying courses explore the relationship between creativity
and spiritual practice. Courses highlight the creation of
art intended specifically for sacred and transformative
process. Various courses will focus on mask-making, music,
movement, or mixed media in the creation of sacred art.
Courses address the use of sacred art from diverse cultural
settings. Students are engaged in studio assignments. This
course may be retaken for additional credit.
A&C 4675 GROUP STUDIO PRACTICE
1–3
Group studio practice involves any of a variety of courses
that address the formal, technical, and experiential aspects
of art-making. Varying courses exploring the transpersonal
aspects of drawing, painting, multi-media, installation, and
performance are offered. Other courses may be offered based
on student interest. This course may be retaken for additional
credit.
A&C 4900 TOPICS IN ARTS AND CONSCIOUSNESS
1–3
Topics vary according to need and interest. This course may
140
GRADUATE COURSES
A&C 5010 IMAGE AND PROCESS
3
Students in this course investigate the formal integration of art
and inner awareness. Exploration of artistic paradigms from a
variety of cultures and historical periods creates a broadened
base for understanding artistic growth and development.
Integration of these principles into individual artwork is
stressed. Through intensive studio assignments, readings, and
class discussions, a common vocabulary of artistic dialogue is
developed.
A&C 5100 INTRODUCTION TO TRANSFORMATIVE ARTS
3
This course will introduce students to the various
methodologies and theories related to the use of art and
personal creativity as healing forces in the world. A wide
variety of topics—including psychological, spiritual, and
shamanic approaches to artwork and its relationship to the
healing process—will be examined. Students will be led
through a variety of experiential projects intended to offer
insight into art and its uses as more than a mere decorative
or academic exercise. Students are encouraged to draw from
their own experiences of creativity and expression as a basis
for work in the class.
A&C 5200 TRANSFORMATIVE ARTS EDUCATION
1–3
Students choose among selected topics investigating the
uses of creativity as a vehicle for human growth and healing.
Various courses will explore aspects of creativity related to
teaching, personal spiritual practice, physical healing, and
emotional counseling. By participating in a variety of creative
modalities, students simultaneously strengthen their own
creative processes and form a basis for future professional
practice.
A&C 5210 TRANSFORMATIVE ARTS: GROUP PROCESS
3
This course explores theories and techniques for the development of group dynamics in transformative arts practice.
Models of group educational and therapeutic processes are
considered. Human interaction as a formative element in the
development of creativity will be discussed. Group exercises,
assigned readings, and experiential projects are utilized.
A&C 5255 TRANSFORMATIVE ARTS SEMINAR
3
This seminar is based on in-class presentation of students’
creative work. Group dialogue focuses on issues of personal
growth and healing implicit in the student’s creative
expression. The instructor facilitates meaningful insights into
each student’s work as well as leading discussion of practical
implications of work discussed as it pertains to work in the
community. Students are introduced to advanced theories of
transformative arts. Class assignments and readings are given
to help accentuate the link between creative process and
work with others.
A&C 5260 TRANSFORMATIVE ARTS TEACHING
PRACTICUM
3
The field of transformative arts offers a new way to think
of teaching as a primary activity related to the promotion of
human growth. Students combine theoretical information with
hands-on experience of teaching. Class lectures introduce
relevant material to be used as the basis for a practical
demonstration by each student of an approach to teaching
that is directly related to that student’s own experience of
A&C 5331 MEDIA OF SACRED ARTS
the transformative power of creative expression. A written
proposal for a course or community arts project is required.
1–3
An introduction to the transformational symbolic image
system of alchemy and its powerful applications to studio artmaking. Discussion of historical alchemical processes and the
modern use of alchemical metaphor and symbol in art. This
course includes assigned reading and studio assignments.
Varying courses explore the relationship between creativity
and spiritual practice. Courses highlight the creation of
art intended specifically for sacred and transformative
process. Various courses will focus on mask-making, music,
movement, or mixed media in the creation of sacred art.
Courses address the use of sacred art from diverse cultural
settings. Students are engaged in studio assignments. This
course may be retaken for additional credit.
A&C 5305 ART AND ALTERED STATES OF CONSCIOUSNESS
A&C 5342 HISTORY OF SACRED ARTS
A&C 5300 APPLIED ALCHEMY
3
2
This course introduces subtle states of consciousness and
altered states of consciousness where inspiration, creativity,
and insight might arise. Students explore practices meant to
access states of heightened lucidity and multidimensional
awareness. This class requires studio exercises involving
music, movement, and visual arts as well as lecture, readings,
and written assignments.
A&C 5310 ART AND THE SYMBOLIC PROCESS
3
Students in this course explore the philosophy of symbolism.
Philosophical and experiential insight into the nature of
symbol from a variety of cultural and individual perspectives
is the goal. Students are led to the discovery of their own
archetypal visual vocabulary through a combination of
personal practice and the academic investigation essential to
creative process. Experiential exercises, required reading, and
written project. Required for MA and MFA.
A&C 5312 CREATIVITY AND CONSCIOUSNESS
3
3
Students will survey sacred art throughout history as
seen from a variety of cultural perspectives. Topics will
include visual art, architecture, music, and dance as well
as philosophical and religious concepts from numerous
traditions including Greco-Roman, classical Chinese,
Shamanism, Buddhism, Christianity, and Islam. Emphasis
rests upon how these concepts relate to the development of
artistic process of each student. Reading and term paper are
required.
A&C 5350 ARTIST IN SOCIETY
3
This course surveys the various archetypal roles of the artist
as teacher, thinker, magician, warrior, etc. Students explore
how artists integrate personal, creative process within the
larger community. Guest lecturers and a written project
challenge each student.
A&C 5360 BEYOND THE STUDIO:
COMMUNITY COLLABORATION A
3
Students will engage the essential questions associated
with the creative process: “Why do we make art? What is
the mystery substance emerging from emptiness? What is
creativity?” In- and out-of-class studio assignments, group
discussions, and assigned readings help students explore the
essence of their individual creative process from cultural,
psychological, and spiritual perspectives. Class will emphasize
development of personal approaches to creative process
and the identification and elimination to blocks to creativity.
Required for MA and MFA.
The course allows students to become familiar with a
variety of models and methods for the integration of art into
the larger community. Exploration of art as a vehicle for
community transformation, political activism, and human
development will be considered in the first of a two-quarter
sequence. Assigned readings, guest lectures, and field trips
enable students to plan and initiate a short volunteer project
putting these principles to practical use.
A&C 5315 DREAMS, ART, AND THE INNER WORLDS
After initiating short-term individual community arts projects
in Community Arts A, intensive follow-up and advisement is
pursued. Students meet both as a group and individually with
the instructor to discuss experiences and related avenues of
community interaction. Class presentations of final projects
provide insight into the relationship between creative process
and community service. Emphasis is on practical activity
and personal insight as well as related academic and artistic
material.
3
This course explores the connection between the dreaming
mind and the act of creation. Slide lectures, experiential
exercises, and studio work will help students understand
the transition between symbolic dream imagery and the
multidimensional spaces of the inner world. Reading, written
project and studio assignments are required.
A&C 5325 FACES OF THE SOUL
3
Students undergo an intensive exploration of the relationship
between Asian traditions of Qi Gong and energetic healing
with mask-making, movement, and other individual creative
acts. Special emphasis is placed on the use of creative selfexpression to develop and heal the body and to develop
stronger self-image.
A&C 5328 INNER DYNAMICS OF DRAWING AND COLOR
3
This course combines the system of color developed by
Johannes Itten (The Art of Color) with energetic principles
inherent in meditation and therapy, finding the roots of
color theory and composition in forms and visual vocabulary
that bridges aesthetic form with the transformative healing
powers inherent in color. Studio and reading assignments are
required.
A&C 5361 BEYOND THE STUDIO:
COMMUNITY COLLABORATION B
A&C 5501 PHILOSOPHY OF ART
3
3
Aesthetic philosophies and critical issues in art lie at the core
of this course. Students develop insight through integration
of cultural history, critical intent, and personal creative
experience. Sources of artistic imagery and the dynamics of
aesthetic experience are examined. Students are encouraged
to connect artistic development and issues of meaning, intent,
signification, and reception. Studio assignments, reading, and
a written project are required.
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A&C 5505 CONTEMPORARY ARTS THEORY AND CRITICISM
3
Students undergo an intensive exploration of new
developments in contemporary art and the philosophical
concepts upon which they are based. Various examples
of art criticism are considered as expressions of current
philosophies of art. The effects of these writings on
contemporary art and culture are examined in detail. Written
assignments, readings, and field trips to local galleries and
museums are integral to the course. Emphasis is placed
on the development and expression of individual critical
philosophy through a unique writing style.
A&C 5550 MFA REVIEW: MIDPOINT
A&C 5612 INK, BRUSH, AND PAPER
1
1
3
3
This seminar calls for group critique of individual artworks
created by class members. Students explore complex aspects
of time- and space-based artwork. Open only to students with
substantial experience in new genres, this seminar satisfies
studio critique seminar requirements for MFA students.
A&C 5604 TIME-BASED LABORATORY: BLACK BOX
3
This laboratory provides students with a studio-based
approach to the personal exploration of new genres.
Centered around the “Black Box” at the Arts Annex, students
participate in class assignments as well as the presentation
of individual works which explore time, space, light, and
concept as formal elements of individual artwork. Special
emphasis is placed on development of personal approaches
to working in experimental media and the awareness of the
evolution and progression of the work over time.
A&C 5610 DRAWING FROM THE BODY
3
Students explore the technical and psychological dimensions
of drawing from direct observations of the human form.
Drawing from live models, class assignments, and group
critiques help students to develop their skills and awareness
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3
A&C 5620 BOOK ARTS
Students undergo an art historical and studio-based
introduction to a variety of “new genres” such as performance
art, environmental art, conceptual art, and installation. Inclass exercises and assignments introduce students to the
techniques and concepts associated with these approaches to
contemporary art. Reading assignments and class discussions
are also essential aspects of the course.
A&C 5603 ADVANCED TIME-BASED SEMINAR
A&C 5615 POETICS SEMINAR
Exploration of poem-making as an expression of voice,
feeling, and truth. Individual presentation of original poetry
to the group in conjunction with experiential exercises aimed
at connecting the process of poem-making to individual
self-affirmation and wellness. The power of language as a
transformative tool and individual development of poetry as
an artistic means of self-expression are emphasized.
The midpoint review requires students in the MA
Transformative Arts program to submit original artwork
and a comprehensive self-assessment to the Faculty Review
Committee. The committee offers feedback and insight into
the student’s progress through the program and discusses the
student’s overall goals and interests within the context of the
MA program.
A&C 5601 INTRODUCTION TO TIME-BASED ART
2
In this course, students examine the techniques and
philosophies associated with east-Asian painting traditions.
An introduction to Asian painting materials, techniques and
imagery are important parts of the course. Both calligraphy
and landscape painting will be introduced from the Asian
perspective. Exercises in tai chi and Qi Gong emphasize the
relationship between Asian painting techniques and cultural
traditions of energetic flow of nature—”chi.”
At the completion of the midpoint of the MFA program
(completion of 45 units), a review is required to ensure the
candidate’s appropriate progress through the program. A
representative body of the candidate’s artwork is examined
and discussed by a committee of faculty who provide
feedback regarding the strengths and weaknesses of the
artwork presented. The review offers the candidate an
opportunity for reflection on artistic achievements and
personal growth made in the program.
A&C 5555 MA TRANSFORMATIVE ARTS:
MIDPOINT REVIEW
of the drawing process and its relationship to our own
bodies.
3
The practice of contemporary book arts embraces concepts
that are wide ranging and inclusive of every form and
material imaginable including installation and worldwide
mail arts projects. Students explore the multidimensional
symbolism of “the book” through integration of content
structure, story, text, and spirit. Studio assignments, readings,
class discussions, and lectures challenge the students.
A&C 5632 ADVANCED PAINTING SEMINAR
3
This seminar is an intensive studio for students who have
substantial experience in the field of painting either with oils
or acrylics. Individual and group critiques as well as lectures
and demonstrations will be offered on alternating weeks, with
open studio sessions. Emphasis is placed on developing the
philosophical, personal, and formal elements of painting.
A&C 5660 INDIVIDUAL MENTORSHIP
1–5
Individual studio practice with an approved mentor selected
from a network of working visual artists in the Bay Area is
provided. Students meet individually with mentors several
times over the course of the quarter to develop technical,
conceptual and professional skills. A written assessment of
the mentorship is required.
A&C 5662 COMMUNITY MENTORSHIP
1–3
Students choose projects that allow them to work as a
volunteer for an approved community organization such as
an art gallery, community workshop, school, or counseling
center. Students complete specific projects under the
supervision of a designated staff member from the sponsoring
institution.
A&C 5663 GROUP MENTORSHIP
1–3
In special situations, several students may work with the same
mentor at the same time. These arrangements sometimes
allow for a wider exchange of experiences and ideas than
might occur in an individual mentorship.
A&C 5665 MENTORSHIP EXTENSION
1–3
Students are permitted to continue working on an individual,
community, or group mentorship without incurring an incomplete.
A&C 5670 GROUP STUDIO PRACTICE
1–3
Group studio practice involves any of a variety of courses
that address the formal, technical, and experiential aspects
of art-making. Varying courses exploring the transpersonal
aspects of drawing, painting, multi-media, installation, and
performance are offered. Other courses may be offered based
on student interest. This course may be retaken for additional
credit.
A&C 5675 ARTISTS’ RESOURCES: CAREER PATHWAYS
3
Students examine the skills and practices necessary for
artists to apply creative work to society and marketplace.
Grants, galleries, teaching, and other career-related issues are
discussed. Resources for the pursuit of appropriate avenues
of professional development are examined in depth.
A&C 5800 STUDIO CRITIQUE SEMINAR
3
The Studio Critique Seminar allows students an ongoing
critical dialogue with their peers under the supervision of
an experienced artist. Students present original artwork to
the group and receive in-depth responses regarding issues
of technical and formal resolution as well as more profound
insight into issues of meaning and culture. Students work
to develop critical awareness and a sense of community
as well as fostering the development of language for the
examination of issues critical to a fully functioning artist. The
course is repeated eight times, with the possibility of different
instructors and seminar members each time.
A&C 5805 MFA REVIEW: FINAL
1
In the final quarter of enrollment in the MFA program
(completion of 83 units), a review is required to ensure the
candidate’s completion of a body of original artwork that
meets the department’s standards for technical resolution,
academic insight, and authentic personal expression. The
candidate submits the finished artist’s statement as a definitive
assertion of his or her personal philosophy of art and artistic
ambition.
A&C 5900 TOPICS IN ARTS AND CONSCIOUSNESS
A&C 5982 MFA: FINAL PROJECT B
2
This project is the second part of a two-quarter sequence
required to complete the MFA in Studio Arts. Final Project
B consists of individual meetings with a faculty advisor to
complete the final draft of the MFA Corollary Statement
(see above). The Final Exhibition is mounted during Final
Project B. The final version of the corollary statement is also
presented for approval by the Final Review Committee which
meets with the student to offer final comments and critique.
A&C 5988 TRANSFORMATIVE ARTS: FINAL PROJECT A
2
The project is the required first of a two-part sequence
to complete the MA in Transformative Arts. It consists of
individual meetings with a faculty advisor that initiates the
final paper and completes the student’s experience in the
program. A final review of the students’ artwork and a first
draft of the final paper is also required. Final Project A
supports the student’s integration and resolution of the issues
of personal inquiry, creative self-expression, community
involvement and transformation as integral aspects of the
creative journey.
A&C 5989 TRANSFORMATIVE ARTS: FINAL PROJECT B
2
This project is the second part of a two-quarter sequence to
complete the MA in Transformative Arts. Final Project B consists of continued individual meetings with a faculty advisor
to finish the Final Paper which completes the student’s
experience in the program. This portion focuses on the
finalization and approval by Faculty Review Committee of the
final paper. It is also a period in which issues of career and
personal growth are considered deeply.
A&C 5995 INDEPENDENT STUDY IN ARTS AND CONSCIOUSNESS
1–6
department chair and dean. May be repeated for credit with a
change of topic.
1–3
Topics in arts and consciousness vary and may be repeated
for credit with a change in topic.
A&C 5981 MFA: FINAL PROJECT A
2
This project is the first part of a two-quarter sequence to
complete the MFA in Studio Arts. Final Project A consists of
individual meetings with a faculty advisor to complete the
first draft of the MFA Corollary Statement, an integral aspect
of the final exhibition, offering a clear academic and artistic
context for the artwork being exhibited. The preliminary
draft of the statement is submitted to the Faculty Review
Committee at the final review. In this review, the original
artwork which will be the core of the final exhibition is also
presented for faculty input. The student then works with the
Final Project Advisor to integrate the comments of faculty into
the final version of the exhibition and corollary statement, to
be refined and completed in the next quarter.
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CONSCIOUSNESS AND TRANSFORMATIVE STUDIES [CNS] COURSES
CNS 5010 PARADIGMS OF CONSCIOUSNESS
3
This course examines the nature and structure of paradigms
and paradigm shifts in scientific, psychological, social, and
metaphysical thinking, and emphasizes living systems theory
and integral and holistic philosophies as they relate to
ecology, health, creativity, and conflict resolution.
CNS 5015 BODY CONSCIOUSNESS/BODY WISDOM
2
CNS 5030 SLEEP, DREAMS, AND STATES OF CONSCIOUSNESS
2
Students will examine recent scientific research in sleep and
dreams and explore varieties of techniques in working with
dreams. The course focuses on the states of consciousness
within sleep and different phenomena of the dreaming mind.
Students will also explore their own dreams through different
experiential and creative explorations.
This experiential course gives students the opportunity to
explore their own body sensations, and in so doing, to make
contact with its wisdom and power. We explore various areas
and systems of the body, listening to their messages about
what makes us feel supported, trusting, and strong; what
makes us feel alive and passionate; what is right for us; what
makes us feel satisfied; what do we care for and what do we
want to give; what are our boundaries and what do we want
to express; and what makes us feel protected and safe. Along
the way, we consider messages that signal stress, anxiety,
hunger, fear, and vulnerability.
CNS 5035 PHILOSOPHY OF MIND
CNS 5020 ARCHETYPAL MYTHOLOGY
The results from recent brain research have sent shockwaves
far beyond the boundaries of neurophysiology and
neuropsychology. The implications reach into the very nature
of the human experience, both personally and culturally.
Much of the research has validated what many of us have
long suspected to be true: consciousness does indeed affect
the brain and thus the entire individual. Our thoughts and
feelings directly affect the chemistry of the brain, which in
turn largely determines the health of our entire being—both
as single organisms and as a species. In this course, students
will examine the timely and exciting intersection between
neuroscience, philosophy of mind, and ethics.
3
In this course, students will learn why Freud, Jung, and so
many others intrigued by the depths—writers, philosophers,
painters, filmmakers, culture critics—have outgrown the
notion of myth as “untruth” to encounter its central role in the
life of the psyche. This will prepare us to explore archetypal
modes of consciousness and deepen our understanding
of how archetypes and myths address us every day in our
dreams, our relationships, our conflicts, and our mishaps.
CNS 5023 SHAMANIC TRADITIONS
2
Shamanic practices and rituals that acknowledge and
strengthen relationship to family, community, and the earth
are sorely lacking in our modern culture, yet with each
person’s ancestral lineages can be found evidence of earthbased spirituality, nurtured and supported through shamanic
traditions. In this class, students will research shamanic
practices within their ancestral lineages with the intention of
integrating these practices with present-day knowledge.
CNS 5025 QUANTUM APPROACHES TO CONSCIOUSNESS
3
1–3
This is a seminar course that explores teachings and practices
which encourage self-knowledge and a deeper understanding
of the self’s psycho-spiritual journey toward greater
consciousness. Focus varies with instructor and student
interest. May be repeated for credit with a change of topic.
3
CNS 5039A SELF-EXPLORATION: LANGUAGE OF THE DREAM
2
This course will explore the metaphorical, symbolic, and
psychological meaning of images commonly found in dreams
such as light and dark, the four elements, animal characters,
landscapes, and colors. Slides from nature and art will be
used to examine these images from a broad perspective—
mythology, cultural anthropology, biology, religion, literature,
poetry, and the arts.
This course will examine the intersection between the
subjective and objective experience of various non-ordinary
states of consciousness. Students will explore the brainbased neurophysiology as well as the subjective experience
of various non-ordinary states of consciousness. Subjects
may include the work of Stan Grof (Holotropic Breathwork,
exploration of native science), Charles Tart (psy phenomena),
shamanic consciousness, deep meditation, the use of
hallucinogenic drugs, and other non-ordinary states.
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CNS 5037 NEUROPHILOSOPHY OF CONSCIOUSNESS
CNS 5039 SELF-EXPLORATION
In recent years, with advances in brain research and insights
from quantum theory, new light has been shed on the vital
question of “what is consciousness?” In this course, students
will learn how the brain may take advantage of the strange
and revolutionary aspects of quantum theory, deciding for
itself how reality may unfold.
CNS 5027 NON-ORDINARY STATES OF CONSCIOUSNESS
3
This course provides a scholarly grounding in the core
philosophical issues surrounding the study of consciousness.
This course will explore the three main “problems” in
philosophy of mind: (1) the “mind-body” problem (how does
consciousness relate to the physical world), (2) the “problem
of other minds” (how can we know if other people, animals,
plans, or even rocks have consciousness?), and (3) the
“problem of free will” (do we really have choice, or are we
determined by genetics and environment?).
CNS 5039B SELF-EXPLORATION: DREAMS AND THE BODY
1
1
The body is a vehicle in which the dream is experienced.
The body is impacted by the emotional state of the dreamer
and the dreams. Drawing upon cross-cultural studies on
the importance of body awareness, in this class students
will learn about the role of emotional body and its impact
in dreaming and waking. Through somatic practices such
as breathing, movement, dream postures, and dream body
mapping, students will experience and bring mindfulness into
the relationship between their waking body and dreaming
body.
CNS 5039C SELF-EXPLORATION:
FAIRY TALES AS SIGNPOSTS OF THE SOUL
CNS 5201 INTRODUCTION TO LIVING SYSTEMS
2
In this course, students will focus upon a selection of
Grimm’s fairy tales to highlight the cognitive imagination’s
role in apprehending the nature of imaginal reality. Critical
perspectives to be used include those of folklore, analytical
and archetypal psychology, literary theory, and Giambattista
Vico’s way of fantasia.
CNS 5039D SELF-EXPLORATION:
ANCESTRAL CONSCIOUSNESS AND HEALING
CNS 5202 WOMEN’S REALITY: PRESENCE,
POWER, AND SELF-EXPRESSION
2
Ancestral stories, family traditions, and the great teaching
stories from our culture shape us and condition our
perception of presence. In this course, we will examine
the “breaking points” in our ancestral heritages—the places
where our ancestors may have suffered a loss of connection
to place, community, language, traditions, and spirituality.
Through readings, class discussion, and personal research,
students will learn how to access and reclaim the strengths
and wisdom within our ancestral heritage.
CNS 5039E SELF-EXPLORATION: ALCHEMY
2
0
3
The focus of this course will be on answering modern
existential questions exploring the theories of Ralph Waldo
Emerson, Soren Kierkegaard, Nietzsche, Jose Orgeta Gasset,
J-P Sarte and others. Questions addressed in the course
include: How do we use existential principles to explore
ethical issues in the 21st century? From what level of
consciousness do our choices emerge?
CNS 5060 PHILOSOPHY OF CONSCIOUSNESS
2
This course explores the sophisticated dream teachings and
traditions of cultures from all around the world including
ancient Greece, India, China, and the indigenous cultures
of North and South America. Issues to be discussed include
theories about the divine origins of dreaming; the ties
between dreams, myths, and religion; and practical methods
of dream interpretation and expression.
2
Lucid dreaming is the act of becoming conscious while
dreaming. In this course, scientific research in the field of
lucid dreaming will be explored and students will learn
methods to become conscious in sleep. This course will
interweave cognitive, experimental, and experiential
approaches to explore this state of consciousness.
CNS 5219 DREAM PRACTICUM
1–3
Participants in the class will share and work with their
dreams, drawing upon contemporary theories and practices in
the field of dream studies.
CNS 5270 ISSUES IN SCIENCE AND CONSCIOUSNESS
1–3
In-depth research and analysis of specific topics in science
and consciousness. Topics may include genetics, chaos,
synchronicity, complexity, and biology of consciousness.
1–3
Explores the major Western philosophical approaches to
understanding the relationship between body and mind
as well as the nature of truth and reality, postmodern
cosmology, and process philosophy.
CNS 5280 DREAMS, ARCHETYPES, AND PERSONAL MYTHOLOGY
2
In this course, students will explore the recurrent dream
archetypes that help dreamers become aware of themes
generating a personal mythology for one’s life.
CNS 5120 DIVERSITY, COMMUNITY, AND CONSCIOUSNESS
3
This course presents a 21st-century approach to social
issues and includes discussion of racial, ethnic, and cultural
differences along with ways to build community, harmony,
and understanding—diversity in oneness.
CNS 5200 SEMINAR IN CONSCIOUSNESS STUDIES
Examines systems and beliefs that silence women’s
experiences and voices. Through readings and discussion of
women’s psychology and spirituality, we will explore models
of consciousness that support women toward self-expression
and conscious choice-making in creating a more just and
compassionate society.
CNS 5216 LUCID DREAMING
This course introduces new students to the Consciousness
Studies program.
CNS 5055 EXISTENTIALISM, ETHICS, AND CONSCIOUSNESS
1
CNS 5211 CROSS-CULTURAL HISTORY OF DREAMS
In this class, students will study the basic principles, history,
and practices of alchemy—East and West, exoteric and
esoteric, ancient and modern. This course also examines
the alchemical states which bring about physical, emotional,
mental, and personal transformation.
CNS 5049 INTRODUCTION TO CONSCIOUSNESS
AND TRANSFORMATIVE STUDIES
3
Explores basic concepts of systems theory related to
life processes including both the dynamics and the
levels of complexity in natural and artificial systems and
interdependence of microscopic and macroscopic orders.
1–3
In-depth research and analysis of specific topics in
consciousness studies. Class format consists of lectures, selfdirected study, and group discussions. Includes such topics
as chaos and complexity theory, myth and archetype, and
ecopsychology.
CNS 5282 DREAMS: INITIATION AND
INDIGENOUS WAYS OF KNOWING
2
Everyone carries ancestral knowledge memory deep within.
Through myths and dreams, individuals are able to recover
innate wisdom present and potential in the environment.
With the world of dreams and myth, all beings hold equal
potency and potential. This state of awareness or animated
knowing is “native mind.” This course offers students an
opportunity to begin a journey of recovery in ancestral ways
of knowing. Through dreams and myths, students explore
initiation into native mind.
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CNS 5284 CONSCIOUSNESS AND SUSTAINABILITY: SOLUTIONS FOR
THE 21ST CENTURY
2
This course explores the issues, theories, research, and
practices in order to understand/take action on healing and
“greening” the planet. Students will examine the current
practices and approaches in ecology and sustainability that
are making a difference and improving the planet. Students
will select a topic of interest in the area of sustainability to
research, focusing on innovative practices currently being
explored or developed.
CNS 5300 SACRED INTENTION, SACRED MANIFESTATION
1
This course explores the role of dreams in Shamanic
traditions. Major topics include receiving the “calls” in
dreams, healing, dream interpretation, the role of shamans,
shamanic misconceptions, and the rise of urban shamanism
and ethics. Shamanic states of consciousness and the practice
of drumming as a tool for entering the dream state will be
introduced. This class will be held on the Berkeley campus.
CNS 5620 ISSUES IN CONSCIOUSNESS STUDIES
1
Examines the sacred dimension and importance of clarifying
intentions and values. Course also addresses the existential
meaning of will and intentionality and their role in directing
consciousness, dispelling confusion, empowering vision, and
creating a new reality.
CNS 5344 DREAM GROUPS: FACILITATION AND ETHICS
CNS 5345 SHAMANISM AND DREAMS
2
This course explores the ethical implications of working
with dreams in a group setting. Students also examine issues
of cultural, gender, and class bias in regard to dream work.
Students have the opportunity to gain hands-on experience
leading a dream group.
1–3
Issues will vary according to student interests. May be
CNS 5800 ISSUES IN PHILOSOPHY
1–3
In-depth research and analysis of specific topics in
philosophy and consciousness. Focus varies with instructor
and student interest.
CNS 5995 INDEPENDENT STUDY IN CONSCIOUSNESS STUDIES
1–6
department chair and dean.
CNS 9210 DREAM STUDIES FIELDWORK
0
In this course, students will complete a field project related
to Dream Studies. The specific nature of the project will vary
based on student’s interests and available mentors and often
includes attendance at a dream conference; however, all work
must be approved prior to its onset.
HOLISTIC HEALTH EDUCATION [HHE] COURSES
HHE 5001 INTRODUCTION TO HOLISTIC HEALTH
EDUCATION PROGRAM
0
A required, no-cost, no-credit course for all students entering
the program. It prepares students to get the most out of the
program and lets them know what they need to do in order
to complete it.
HHE 5120 INTEGRATIVE HEALTH AND WELLNESS
2
This course examines issues and challenges of integrating allopathic and holistic, East and West, science and spirit. Students
review the foundations of modern scientific medicine as
well as healing in ancient traditions, and explore integrative
approaches to healing in a postmodern world.
HHE 5125 ENERGY MODELS OF HEALING
2
This course presents a brief history of theories of energy and
vibrational modes of healing from the earliest “scientific”
and vitalist philosophers through Mesmer and more recently
Burr, Becker, Hunt, and Brennan. “Energetic anatomy” and
prominent modalities are covered. The course explores the
role of technology in energy healing and also how to define
and explain theories and practices to lay-people and medical
professionals.
HHE 5126 ASIAN APPROACHES TO HEALING
Two of the oldest holistic systems of medicine—Chinese
and Ayurvedic medicine—are presented in this introductory
course. Their basic philosophy, principles, and standards
of treatment will be explored both didactically and
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2
experientially. The course will not focus on comparing the
two systems, but the diversities of each will be outlined
with emphasis on their spiritual roots, cultural and social
perspectives, and their growing appeal as global alternatives
in health care.
HHE 5130 CONCEPTS OF THE BODY
3
Theoretical and philosophical conceptualizations of the
body influence health and healing. This course will provide
an opportunity to read, discuss, and analyze classical and
contemporary views of the body including those found in
art, religion, and literature as well as work on language,
metaphors and the body, body image and sexuality, and
embodiment practices. The work of somatic theorists such as
Reich, Lowen, and Keleman will also be introduced as well as
common bodywork modalities.
HHE 5135 HEALTH-CARE ECONOMICS AND POLITICS
2
The health of our health-care system is a political and
economical matter. This course explores the roles economics
and politics play in treatment options, funding for research,
government regulation, and insurance coverage. We will
consider various scenarios including systemic and nationwide
consequences if the system is not reformed. Possibilities for
transformation harnessing political and economic forces will
be considered along with possible roles played by holistic
health educators operating from an integrative and integral
paradigm.
HHE 5140 CULTURE, COMMUNITY, AND HEALTH
2
HHE 5156 COMPARATIVE DIETARY APPROACHES
2
This course explores relationships between cultural
definitions of health and illness and health-seeking behaviors
in a pluralistic society. It also considers the relationship
between being marginalized and social status (e.g., race,
class, gender, sexual orientation, religious status, or
immigration) and health and illness in various populations
in the United States and abroad. Strategies for working
effectively with multicultural populations in regard to health
care are presented.
An overview and analysis of contemporary dietary
approaches that provide health professionals and consumers
a broad spectrum of choice for how best to nourish and heal
body, mind, and spirit. Picking up from the previous course,
this one looks at Western diets from A–Z (Atkins, Ornish, and
Zone) and the Asian dietary approaches of Ayurveda and
macrobiotics. The nutritional value, potential benefit, and
risk for each approach will be discussed and applied to case
histories. Prerequisite: HHE 5155.
HHE 5143 HEALTH PROGRAM ADMINISTRATION
HHE 5160 EMBODYING SPIRIT
2
2
This course helps prepare students to coordinate and
administer health programs in the mainstream setting.
Students will learn the practical skills needed to manage a
health project, schedule events, develop materials, facilitate
meetings, hold focus groups, train personnel, set goals,
and work with internal and external groups to successfully
promote a health program. Methods for integrating holistic
approaches into mainstream settings will be addressed. This
course is designed for Holistic Health Education students who
desire to work as health educators in the mainstream setting
such as a hospital, medical center, or university.
The ultimate goal of a spiritual practice is awakening, but
other gifts include psychological, intellectual, and physical
benefits; a greater sense of joy in living; purpose; and a
feeling of belonging and community. Abundant research
shows a strong link between health and spirituality. This
course helps students develop or deepen a spiritual practice
through exploring ideas and exercises common to many
religious traditions—purifying our motivation, cultivating
love and compassion, training our attention, clarifying our
awareness, developing ethics, cultivating wisdom, and
engaging in service to others. Prerequisite: HHE 5155.
HHE 5145 HEALTH, ENVIRONMENT, AND SUSTAINABILITY
HHE 5167 NUTRITIONAL CONSULTATION
2
Explores connections between perspectives on health and
illness and ways of thinking about the environment, nature,
and the earth. Sustainability is compared to the mechanism
of homeostasis in the body, its innate healing ability,
and movement toward growth and higher organization.
Environmentally related illnesses are looked at from these
larger perspectives. Prerequisite: COR 3150.
HHE 5147 HEALTH EDUCATION FOR THE 21ST CENTURY
3
This course maps out the field of health education
and explores the history of the health education role,
introduces the Association of Health Educators, considers
the philosophical basis of health education, and predicts
directions for the future of the profession. Practical skills
needed by health educators are covered, and students have
the opportunity to practice them including basic teaching
methods and coaching. Models of health education as part
of the mainstream health-care system and in other settings
are explored. Professionals in their field are brought to share
their experiences.
HHE 5150 MIND/BODY APPROACHES TO SELF-CARE
2
Educating people in ways they can promote their own
healing and maintain a high degree of wellness is a major
part of a holistic approach to health. This course discusses
motivating and facilitating healthy changes in lifestyle and
self-care practices. Students will be introduced to ways
of educating people in mindful breathing, movement and
exercise, guided meditation, and enhanced awareness of
everyday life.
HHE 5155 FOUNDATIONS OF HEALTH NUTRITION
2
In this course, students learn about analyzing the nutrient
content of foods and meal plans using the most efficient,
up-to-date methods. The main course focus is on the
goals of nutrition counseling—effective rapport building,
listening, and interviewing; keys to motivation; the stages of
change (transtheoretical model); behavior change strategies;
barriers to change; goal setting and evaluation; effective
documentation; and non-food interventions to improve
health. Prerequisites: HHE 5155 and HHE 5156.
HHE 5169 HEALING FOODS A
2
This course introduces the foods, ways of eating, and
nutritional therapies that help to bring about and maintain
the most vibrant health and also introduces the nutritional
deficiencies that contribute to ill health and lack of wellbeing. Nutrition for men’s and women’s health, a healthy
immune system, cardiovascular health, gastrointestinal health,
and adrenal stress syndrome will be covered. Emphasis is on
preventing illness and maintaining wellness. Prerequisites:
HHE 5155 and HHE 5156.
HHE 5171 HEALING FOODS B
2
Complementing HHE 5169, this course will provide the
foundation for working with specific and diagnosed “medical
conditions” such as diabetes, irritable bowel syndrome and
disease, allergies (especially food allergies), heart disease, and
cancer. Prerequisite: HHE 5169.
HHE 5173 FROM FARM TO TABLE
2
Covers the essential issues and principles in the field of
nutrition today including the effects of food on health
promotion, disease prevention, and recovery from illness and
injury. A whole-foods, plant-based model will be introduced
and contrasted with the USDA food pyramid. Students will be
instructed in formulating a personal dietary plan based upon
one’s metabolic tendencies, health status, and commitment to
improving dietary habits and choices.
3
In this course, students analyze how the production,
harvesting, marketing and distribution, shopping, cooking,
serving, and enjoying of food determine a wide variety of
social processes with profound consequences for the earth
and its populations. The role of health educators as advocates
of healthier approaches is considered, one that will benefit
earth communities, families, and every individual. Socially
transformative programs involving sustainable gardens,
programs in schools and communities, and other innovations
will be examined.
147
HHE 5175 PSYCHOLOGY AND PHYSIOLOGY OF
HEALTH AT EVERY SIZE
2
The psychology behind issues related to nourishment and
poor body image is considered in this course along with
sociocultural factors that play a role. Some common eating
disorders such as anorexia nervosa, bulimia nervosa, and
compulsive overeating will be discussed. An alternative
model of looking at weight and size is introduced—health at
every size and how to work with clients is developed within
this model that stresses health rather than dieting to reach
certain ideals. Weight and fitness issues and the connection
between diet, exercise, self-esteem, and social support
are presented as essential components of sound, healthy
weight management. The course will teach students how to
help clients overcome resistance and creative body/mind
techniques of support for changes in diet. Specific weight
management situations will be considered such as working
with people undergoing bariatric surgery. Prerequisites: HHE
5155 and HHE 5169.
HHE 5177 HUNGER OF THE SPIRIT
2
In this course, students explore the spirit behind eating
and self-nourishment of all kinds along with metaphors
of food and eating to be found in all spiritual traditions.
We come from a perspective that problems with eating in
individuals and in societies can in a sense be mirroring the
disconnect between body and spirit. Energetics of food and
food preparation are explored from a variety of perspectives
including Ayurvedic and traditional Chinese medicine.
Who we are spiritually and who we want to be as reflect
in our eating choices is considered as well as eating as a
mindfulness practice.
HHE 5180 SOMATIC EDUCATION A
2
2
This course provides theory and techniques for how health
educators (non-practitioners) may work with people one
on one and in groups or classes to facilitate development
of somatic awareness and enhanced function. Application
possibilities and settings are considered. The course may
also cover issues such as those that might come up while
teaching movement classes and body awareness classes from
basics of making people comfortable and adapting classes
to particular health challenges, touch, and consequences of
teaching practices such as yoga and Qi Gong divorced from
the traditional spiritual component.
HHE 5200 INTEGRAL RESEARCH IN HEALTH EDUCATION
3
This course covers issues related to reading and publishing
research in holistic/integrative health, for example the notion
that only evidence-based research is valid and what research
methods are most appropriate in a holistic/integrative
paradigm. Wilber’s integral model provides a framework for
surveying research methods belonging in each of the four
quadrants in integrative health contexts.
HHE 5225 PRINCIPLES OF HOLISTIC HEALTH
2
An overview of holistic principles of health including defining
healing as restoring and strengthening connection with
148
HHE 5340 SUPPORT GROUP FACILITATION
2
This course will train students in the facilitation of support
groups. Students will examine how groups work including
how to establish trust, create safety, and handle common
problems. Various models of support group facilitation will
also be addressed.
HHE 5425 MOVING AND SENSING
3
Movement expresses various qualities—structured, freeflowing, linear, waving, fast, slow, etc.—and happens on all
different levels, from visible externally to barely felt on the
inside. Sensations are the very flesh of our inner experience,
though our kinesthetic sense has often been overlooked. This
course presents a conceptual and experiential inquiry into
moving and sensing, covering current movement/somatic
approaches. Students develop tools to enrich their own
sensory awareness as well as to facilitate such growth in
clients.
HHE 5512 PHYSIOLOGY AND PSYCHOLOGY OF STRESS
This course presents a review of somatic modalities including
those that are movement- and awareness-based and those
that are touch-based. A strong experiential component is
included so that students may enhance their own somatic
awareness and function.
HHE 5181 SOMATIC EDUCATION B
innate sources of life and well-being; integration of health
on levels of body, mind, spirit, family, community, and
world; focus on the personal and the person as well as on
self-care, prevention, and wellness; and attention to nature
and relationships. Students investigate design of educational
programs for professionals and patients, how holistic
healing is advertised and practiced, reference sources for
professionals in this discipline, and consider career options.
3
Examines the theory and practice of stress reduction. Through
exploration of the nature and function of stress, the role
of perceptual awareness of stress, and several modalities
that have been shown to be beneficial. This course reviews
current physiological and theoretical research and considers
the use of stress as a positive developmental agent from the
perspective of nutrition, health counseling, and movement.
HHE 5575 SUPERVISED EXTERNSHIP
1–3
In this course, students work with ways of bridging their
work as students with what they hope to do as professionals
and find a site in which they can do a health education
externship. They work in a professional setting under the
guidance of a mentor, keeping a journal, and describing their
work in a paper. This course may be repeated for credit.
HHE 5615 PRACTICUM IN HOLISTIC HEALTH
0.5
Practica are designed to give students exposure to various
modalities of holistic health and cover both an introduction
to principles and experience in the work as it relates to their
own health. In addition to modalities, practica will be offered
in practices such as Qi Gong, yoga, aikido, and movement.
Topics such as the politics of health care, issues in working
with different age groups, death and dying, and setting up a
wellness center will be offered.
HHE 5720 SEMINAR IN HOLISTIC HEALTH
1–3
A variety of courses that are offered once or twice from the
field of holistic health.
HHE 5900 TOPICS IN HOLISTIC HEALTH
1–3
Topics vary. May be repeated for credit with a change in topic.
HHE 5995 INDEPENDENT STUDY IN HOLISTIC HEALTH
1–6
change of topic.
COUNSELING PSYCHOLOGY [HSJ] COURSES
These courses are offered by the School of Holistic Studies on the
Campbell campus.
HSJ 5000 INTRODUCTION TO HOLISTIC STUDIES PROGRAM
0
This course will introduce students to the School of Holistic
Studies and detail program requirements and student responsibilities. All students entering the Holistic Studies program are
required to take this no-cost, no-credit course during their
first quarter.
HSJ 5010 PARADIGMS OF CONSCIOUSNESS
3
An introduction to the philosophical concepts of holism.
By exploring consciousness, the nature and structure of
paradigms and paradigm shifts in psychological thinking,
students will gain the theoretical foundation necessary
to integrate transpersonal and somatic theories. Students
will consider implications of living systems theory and the
philosophy of holism as they relate to the field of counseling
psychology.
HSJ 5100 SEMINAR IN HOLISTIC STUDIES A
1
This course gives students in-depth exposure to various
modalities of somatic and transpersonal counseling
and provides practice in the application of clinical and
educational skills to the psychotherapy of individuals,
groups and families. Seminars will be offered on a variety of
modalities, including, but not limited to, Hakomi, Feldenkrais,
and meditation. Students will take two courses during their
first year of study. This course may be retaken for additional
credit
HSJ 5101–03 GROUP PROCESS A–C
2/2/2
Using traditional, transpersonal, and somatic counseling
techniques, students examine and work with their own
and others’ feelings, motivations, and patterns of behavior.
Through class participation, students learn group theory and
group facilitation skills. Must be taken in three consecutive
quarters during the first year of graduate study.
HSJ 5105 EFFECTIVE COMMUNICATION A
3
An introduction to some basic principles and practices
of effective communication. Students explore the use of
communication in day-to-day life, relationships, counseling,
teaching, employment settings, and other forms of working
with people. Topics include presence, centering, listening
skills, and discriminating between content and process.
HSJ 5106 EFFECTIVE COMMUNICATION B
3
This course will allow students to continue to practice skills
and principles learned in the first quarter. The major defense
mechanisms will be examined and strategies explored to
deepen therapeutic process and classroom participation.
Training in recognizing transference and countertransference
issues and making effective therapeutic interventions.
Assessment of communication patterns in dysfunctional,
functional, and optimal individual and couple, family, and
educational systems are explored. Prerequisite: HSJ 5105.
HSJ 5115 FUNDAMENTALS OF TRANSPERSONAL COUNSELING
Covers basic postulates of transpersonal psychology.
Surveys Jungian psychology, transpersonal approaches to
3
psychoanalytic and existential therapy, psychosynthesis,
imagery/movement psychology, and myth, art, and ritual in
counseling.
HSJ 5120 INDIVIDUAL DEVELOPMENT AND
FAMILY LIFE CYCLE A
3
A review of the stages of individual development and the
works of traditional theorists including Freud, Mahler, and
Erickson as well as those of contemporary somatic theorists.
Introduction to the concept of family life cycle. Prerequisite:
PYJ 3200.
HSJ 5121 INDIVIDUAL DEVELOPMENT AND
FAMILY LIFE CYCLE B
3
Focuses on family life cycle and the ways in which it is
influenced by, and is independent of, the developmental
experiences of family members in their families of origin.
Major theories of healthy and dysfunctional family
development are covered including the somatic theories,
relating events in the family life cycle to each member’s
health. Prerequisite: HSJ 5120.
HSJ 5126 CROSS-CULTURAL ISSUES IN COUNSELING
3
Provides an overview of the field of cross-cultural issues
related to counseling. Special emphasis is placed on fostering
an understanding of cross-cultural dynamics in counseling
through an examination of the historical, political, and
sociocultural issues that impact the lives of ethnic minority
clients.
HSJ 5130 MOVEMENT SEMINAR
1–3
A holistic approach to working with movement in educational
and therapeutic settings. Students explore movement development and articulation, re-patterning, and expression and
integration. At the end of the course, students will have an
understanding of movement in relation to themselves as well
as experience in exploring movement with others.
HSJ 5150 SUPPLEMENTAL FIELDWORK
EXPERIENCE MONITORING
1
Individual evaluative consultations which review students’
progress in supplemental external fieldwork placement.
Student and faculty meet a minimum of once per quarter to
review placement, evaluations, and fulfill BBS requirements
for hours of experience toward licensure. Prerequisite: SPC
5324 and SPC 5631.
HSJ 5200 SEMINAR IN HOLISTIC STUDIES B
1
This course gives advanced practice in the application of
various counseling modalities of somatic and transpersonal
psychology and provides clinical and educational skills
to the psychotherapy of individuals, groups, and families.
Students take two courses during their second year of study.
Prerequisite: HSJ 5100. This course may be retaken for
additional credit.
HSJ 5201–02 DIAGNOSIS, ASSESSMENT
AND THERAPEUTIC STRATEGY A–B
3/3
An examination of traditional and somatic diagnostic systems
including the DSM-IV-TR and somatic typologies. Assessment
methods and therapeutic strategies appropriate to different
diagnostic categories are covered.
149
HSJ 5205 BODY-ORIENTED PSYCHOTHERAPIES
3
Students examine psychological attitudes and learn how these
attitudes are embodied in a particular physical structure.
The relationships between Freudian, Jungian, and somatic
approaches such as Reichian therapy or bioenergetics are
covered. Prerequisite: HSJ 5106.
HSJ 5210 CHILD THERAPY
3
Examines the psychological issues of childhood from
traditional and somatic perspectives. Reviews a variety of
therapeutic methods for working with children and addresses
the child’s expression of energy, physical motility, and health.
Prerequisite: HSJ 5121.
HSJ 5211 CHILD THERAPY B
2
This advanced course examines the theory and practice of
child and adolescent therapy in the school setting. Childhood
disorders, basic child interview skills, and intervention
decisions are also addressed. Prerequisite: HSJ 5210.
HSJ 5215 MARRIAGE AND FAMILY COUNSELING A
3
Introduction to the principles and methods of marriage and
family counseling including family systems theories, methods
for assessment of family interaction patterns, and intervention
strategies appropriate to different types of family dysfunction.
The relationship between family systems and principles of
holism are discussed. Prerequisite: HSJ 5121.
HSJ 5216 MARRIAGE AND FAMILY COUNSELING B
3
HSJ 5225 BASIC ADDICTION STUDIES
3
Basic information about alcoholism and chemical dependency
including definitions, impact upon the users and their environments, medical aspects, current theories of the etiology of substance abuse, major treatment approaches, and community
resources. Topics are covered from a systems perspective
and include spiritual and nutritional issues in chemical
dependency.
HSJ 5230 SEXUALITY
2
The sexual response cycle, male and female sexuality, and
sexual development and dysfunction are discussed from
physiological, psychological, sociocultural, and somatic
perspectives. Explores therapeutic approaches as they apply
to individuals, couples, and families.
HSJ 5235 ETHICS AND THE LAW
3
Students become familiar with the existing legal and ethical
issues facing therapists. MFT licensing requirements and
California laws for psychotherapists are studied.
HSJ 5301–04 SUPERVISED FIELD PRACTICUM A–D
Application of principles and methods of marriage and family
counseling and marriage and family systems theory to specific
family problems such as terminal illness, psychosomatic disorders, and addictive behavior. Prerequisite: HSJ 5215.
HSJ 5305 SUPERVISED FIELD PRACTICUM
HSJ 5220 JUNGIAN PSYCHOLOGY A
HSJ 5310 APPLIED CLINICAL PHILOSOPHY
3
Presents basic Jungian concepts, models of the psyche
and processes. The contributions of Jung and Jungianoriented therapists to the field of transpersonal and somatic
psychology will be explored. Includes the nature of
archetypes, myth, ritual, dreams, and how to work with
clients using these resources as well as how these elements
are present in our own lives and culture.
HSJ 5221 JUNGIAN PSYCHOLOGY B
3
3
A review and practice of the principles presented in Effective
Communication A and B to help bridge the transition from
student to professional. Through experiential exercises, role
plays, and class discussions, students will begin to synthesize
all of the therapeutic skills they have learned in their first two
years of courseware. To help students prepare for their field
placement, they will get to renew and refresh their effective
communication skills.
150
1–3
This course may be required if a student needs additional
clinical work. Students may also choose to do an extra
quarter of placement.
2
This course focuses on specific therapeutic issues from
psychodynamic, existential/phenomenological, or
transpersonal orientations. Students learn to articulate their
clinical philosophy by drawing on their client counseling
experience. Using traditional, somatic, and transpersonal
sources, clinical theory and methods are explored through
written position papers.
Continues the work of Jungian Psychology A and explores
Jungian concepts in relation to somatic reality. Using
the work of Arnold Mindell and process psychotherapy,
archetypal and symbolic movement work, active imagination,
and other modalities, this offers a way to ground and
embody the many facets of one’s experience. Students will
also learn ways to bring these processes into the therapeutic
relationship. Prerequisite: HSJ 5220.
HSJ 5222 EFFECTIVE COMMUNICATION C
3/3/3/3
Supervised clinical experience in marriage and family therapy
in approved settings. Students gain first-hand knowledge
and experience working with clients and receive weekly
supervision by qualified, licensed therapists. Supervised field
practicum spans four academic quarters. Permission required
to register.
HSJ 5315 CASE SEMINAR: INDIVIDUALS
3
Clinical case supervision for students in supervised field practicum. Case presentations from the student’s current placement
serve as a starting point for lecture, discussion, role-play, and
self-exploration. To be taken concurrently with the student’s
second quarter of supervised field practicum.
HSJ 5320 CASE SEMINAR: FAMILIES
3
Students in supervised field practicum develop formal case
presentations of families and receive feedback from the
course instructor and peers. This course enables students to
compare different ways of working with families and family
problems. Prerequisite: HSJ 5315. Co-requisite: HSJ 5303.
HSJ 5325 CASE SEMINAR: FAMILIES
2
Students in supervised field practicum develop formal case
presentations of families and receive feedback from the
course instructor and peers. This course enables students to
compare different ways of working with families and family
problems. Prerequisite: HSJ 5315. Co-requisite: HSJ 5303.
HSJ 5350 FINAL INTEGRATIVE PROJECT A
1
This course examines the philosophical, personal, and
professional issues raised in the course of graduate study in
counseling psychology. Students develop an outline for an
integrative paper that includes their understanding of holistic
studies, transpersonal and somatic psychology, and their
own personal growth work. This is the first in a two-course
sequence.
HSJ 5351 FINAL INTEGRATIVE PROJECT B
2
This is the second in a two-course sequence. Students
complete their integrative paper and give an oral presentation
on their topic. Students take this course when ready to
complete their paper. Prerequisites: HSJ 5350.
HSJ 5520 PSYCHOPHARMACOLOGY
3
This course offers an introduction and general overview
of the field of psychopharmacology as it relates to the
practice of psychotherapy. Current medications, research in
psychopharmacology, and psychoneurology will be covered.
In addition alternative medicine, natural remedies, and
cultural issues from a holistic perspective will be covered
as will the relationship between the psychotherapist and
physician in medication management.
HSJ 5530 PSYCHOLOGICAL TESTING
3
This survey course is designed to help students understand
the basic concepts and applications of psychological testing
and the psychometric properties of psychological tests.
This course will emphasize the appropriate applications
and limitations of many of the current psychological
tests—especially with regard to their use with people of
non-dominant cultures. Issues of validity and ethics will be
reviewed in this regard.
HSJ 5792 PRACTICE OF GROUP PSYCHOTHERAPY
NON-CREDIT WORKSHOPS AND SPECIAL
COURSES
HSJ 9000 GROUP PROCESS—NEW COHORT
0
This course is reserved for students who have returned to
the program after an absence or who have transferred into
this program from another department. This course offers no
academic credit, but allows students to enter into the group
process sequence with a new cohort. Students enrolling in
this course will attend the same sessions as students enrolling
in HSJ 5101. Permission of the department is required to take
this course. Offered as needed; credit/no credit only.
HSJ 9005 PERSONAL PSYCHOTHERAPY
0
Students must register for this course when they have
completed their personal psychotherapy requirement.
HSJ 9010 EFFECTIVE COMMUNICATION—NEW COHORT
0
academic credit, but allows students to enter into the effective
communication sequence with a new cohort. Students
enrolling in this course will attend the same sessions as
students enrolling in HSJ 5105. Permission of the department
is required to take this course. Offered as needed; credit/no
credit only.
2
Students receive comprehensive training and supervision in
the practice of group psychotherapy. As an MFT trainee, the
student co-facilitates a weekly therapy group and participates
in group supervision for two hours each week. Students
learn how to plan and publicize a group as well as how to
establish and maintain a therapeutic group culture.
HSJ 5793 CHILD AND ADOLESCENT THERAPY IN THE SCHOOL
2
the practice and treatment of children and adolescents in the
school setting. As an MFT trainee, the student will work with
children and adolescents and participate in group supervision
for two hours each week.
HSJ 5900 TOPICS IN HOLISTIC STUDIES
1–3
Topics vary and may be repeated for credit with a change in
topic.
151
INTEGRAL PSYCHOLOGY [IPP] COURSES
IPP 5000 INTRODUCTION TO INTEGRAL PSYCHOLOGY
0
Introduces new students to the Integral Psychology master’s
degree program. This is a required no-cost, no-credit course
that includes information for successful completion of the
program.
IPP 5005 INTRODUCTION TO INTEGRAL THEORY:
THE FIVE ELEMENTS
3
This course will be an introduction to the theoretical model
that will provide the foundation and structure for the
proposed program. It will be the first course in the sequence
of three integral theory courses. This course will provide
a basic introduction to the central five elements of the
theoretical model guiding the program. It will provide the
foundation upon which more in-depth understanding of the
model will be developed.
IPP 5006 INTEGRAL THEORY: INTEGRAL
METHODOLOGICAL PLURALISM
3
This course provides an exploration of the advanced core
concepts of integral theory and their applications. The
material builds on topics covered in IPP 5005 and extends the
discussion into the sophisticated underpinnings of the integral
approach focusing on the eight methodological families, postmetaphysics, and perspectives.
IPP 5009 INTEGRAL THEORY: APPLICATIONS
3
This course provides students with an opportunity to explore
the integral approach in action. Through exploring various
applications of both the basic and advanced components of
the integral model, students gain a working understanding of
how to apply the model to their own lives and professions.
IPP 5010 HUMAN DEVELOPMENT
3
Explores how the development of the self is conceptualized
and perceived within a variety of perspectives including
Piaget, Kegan, object-relations theory, and self-psychology.
These theories will be expressed within an integral
development model.
IPP 5015 SOCIAL AND CULTURAL PSYCHOLOGY
3
2
2
This course explores the basic concepts in the field of
somatic psychology. Through breath, movement, and the
study of somatic principles, students examine the body/mind
connection and the importance of embodied life experiences.
IPP 5030 PLANETARY PSYCHOLOGY
This course focuses on the relationship between psyche and
nature. Environmental psychology, ecological psychology,
ecopsychology, and conservation psychology will be
addressed with an integral context.
IPP 5032 NEUROPSYCHOLOGY
3
In this course, students look at the role the body and
emotions play in creating the experience of self, both
neurologically and psychologically. The course explores the
development of neural pathways in the brain in response to
intersubjective relationships as well as an integral approach
to psychopharmacology. The relationship between mystical
experiences and the brain is also examined. The course
includes clinical research as well as experiential exercises.
IPP 5039 DEVELOPMENTAL PSYCHOLOGY
3
This course explores how the development of the self is conceptualized and perceived within a variety of perspectives
including Piaget, Kegan, object-relations theory, selfpsychology, and others. Full spectrum development from prepersonal to personal and transpersonal will be covered. These
theories will be expressed within an integral developmental
model.
IPP 5043 INTEGRAL LIFE PRACTICE
2
This course focuses on applying the integral model to an
individual’s own path of transformation. Using various
modules, students construct a practice program for their own
lives that meets them at their growing edge.
1–3
This course offers a variety of topics related to
communication and methods of self-exploration from an
integral perspective.
IPP 5047 PHENOMENOLOGICAL INQUIRY
Explores the integral power of cognitive theory, the nature of
conditioning, and the role of mental schemas in constructing
meaning and interpreting reality.
IPP 5025 SOMATIC PSYCHOLOGY
3
Evolutionary psychology draws on evolutionary biology,
paleoanthropology, genetics, and cognitive psychology to
understand the mind from an evolutionary perspective.
This course explores intrapsychic processes, cooperation,
mating and sex, parental care, perception and language, and
environmental aesthetics. These explorations will be situated
within an integral framework and contrasted with other
evolutionary approaches to psychology, consciousness, and
society.
IPP 5045 INTEGRAL INQUIRY
Examines existing research on the way human beings
influence and affect each other’s behavior in group settings.
IPP 5020 COGNITIVE THEORY
IPP 5031 EVOLUTIONARY PSYCHOLOGY
3
2
This course will use first-person techniques to explore
somatic, emotional, mental, and spiritual aspects of one’s
direct awareness. It will draw on various traditions—
philosophical, psychological, and religious—for encountering
one’s interiority. Emphasis will be placed on the experiential
correlates to various developmental stages.
IPP 5051 INTEGRAL RESEARCH A
2
This course is designed to expose students to the foundations
of integral research and guide them in beginning a research
project to be completed in the companion course, IPP 5052.
Students will explore the history and concept of research
design; identify topics for research using the first-, second, and third-person approaches; and explore the tradition
of action inquiry. Finally, students will complete a project
proposal that will serve as their research guide for IPP 5052.
IPP 5052 INTEGRAL RESEARCH B
2
In this course, students will continue to use the principles of
IPP 5051 and complete a research project and paper.
152
IPP 5054 ENNEAGRAM ASSESSMENT
3
The Enneagram will be presented as a model for
understanding defense strategies against experiencing and
expressing one’s essential self. The course will focus on
developmental perspectives and intersubjective dynamics.
IPP 5057 MULTIPLE INTELLIGENCES
IPP 5061 INTEGRAL SPIRITUALITY
2
This course will present the research for the various lines of
development and help students explore their own capacities
(cognitive, interpersonal, moral, somatic) and how to develop
these dimensions of themselves.
IPP 5059 STATES OF CONSCIOUSNESS
and research current thinking through personal projects
and study.
2
This course examines altered states of consciousness
including hypnosis, mediation, and dreams as well as
creative, ecstatic, and mystical states. Students explore
characteristics and scientific implications of these states
2
This course will explore how the integral model changes
our understanding of spirituality. Also, it will situate various
religious traditions within an integral context exploring how
these traditions can be most effective in today’s complex
world.
IPP 5510 PSYCHOSYNTHESIS
3
Explores the principles and practices of psychosynthesis, a
transpersonal psychology developed by Roberto Assagioli.
Topics include the integration of sub-personalities,
development of different aspects of the will, the use of
guided imagery, and other techniques for integrating body,
mind, and spirit.
INTEGRAL STUDIES [ISD] COURSES
ISD 5010 INTEGRAL PSYCHOLOGY A
3
This course examines different integral and transpersonal psychologies and philosophies including those of Sri Aurobindo,
Ken Wilber, C. G. Jung, Roberto Assagioli, and A. H. Almaas.
Topics include feminist perspectives, the relationship of
Self/self, and the potential of integral psychology to deepen
our understanding of and help bring about personal psychospiritual development as well as social and global change.
ISD 5011 INTEGRAL PSYCHOLOGY B
3
This course continues the inquiry of Integral Psychology A
and delves more deeply into Wilber’s four-quadrant theory.
Students will study in greater detail the place of traditional
and transpersonal theories within the development of integral
consciousness.
ISD 5012 PSYCHOLOGY OF DREAMS
2
This course provides students with theoretical and practical
knowledge of the Western psychology of dreams. Course
includes the work of S. Freud, C. G. Jung, M. Boss, F. Perls,
C. Hall and other contemporary psychologists. The strengths
and weaknesses of each tradition will be examined and
special attention given to the practical methods of dream
interpretation in each tradition.
ISD 5013 DREAMS AND THE BODY
This course is an introduction to some basic principles and
practices of effective communication. Students explore
the use of communication in day-to-day life, relationships,
counseling, teaching, employment settings, and in other
contexts for working with people. Topics include presence,
ISD 5016 EFFECTIVE COMMUNICATION B:
INTERSUBJECTIVITY
1
3
3
This course continues to practice skills and principles of
effective communication: Topics include emotional dynamics,
conflict management, and the importance of communication
in social and global issues.
ISD 5025 QUALITATIVE RESEARCH A
1
This course prepares students for mixed-method research in
the field of integral studies. Students will study six different
methods of research.
ISD 5026 QUALITATIVE RESEARCH B
2
In this course, students will continue work begun in ISD 5025
and complete a mixed-method research project.
ISD 5030 AN INTEGRAL APPROACH TO DREAM WORK
The body is a vehicle in which the dream is experienced.
The body is impacted by the emotional state of the dreamer
and the dreams. Drawing upon cross-cultural studies on
the importance of body awareness, in this class students
will learn about the role of emotional body and its impact
in dreaming and waking. Through somatic practices such
as breathing, movement, dream postures, and dream body
mapping, students will experience and bring mindfulness into
the relationship between their waking body and dreaming
body.
ISD 5015 EFFECTIVE COMMUNICATION A:
EMOTIONAL DYNAMICS
centering, listening skills, and discriminating between content
and process.
2
A multidimensional, holistic perspective of dream work that
includes multiple ways of gaining insights into the nature and
meaning of dreams. We will explore how dreams affect our
body, emotions, mind, spirit, and community. Ken Wilber’s
four-quadrant model will also be discussed in relation to
levels of consciousness, dream work, and the practitioner’s
world view.
ISD 5303 EAST/WEST MEDITATIVE PRACTICES
1
This course is an integration of Eastern and Western
meditative practices and includes the philosophy of these
spiritual systems as well as experiential practices. This course
is offered credit/no credit only.
ISD 5307 ISSUES IN RELIGIOUS STUDIES
1–3
This course explores changing topics in religious studies
such as Advaita Vedanta, women’s spirituality, and creation
spirituality. May be repeated for credit with a change of topic.
ISD 5309 TAOISM
2
This course examines the origins of Taoism in Chinese culture
and the thought of Lao Tzu and Chuang Tzu. The resonance
of Taoist ideas with contemporary living is also covered.
153
ISD 5310 INTEGRAL YOGA
2
This course explores the Integral Yoga philosophy of Sri
Aurobindo and Haridas Chaudhuri as an evolutionary model
of psychological and spiritual growth. Course includes
integration of the yogas, different levels of mind, and cellular
evolution. Spiritual principles and experiential practices are
also discussed.
ISD 5314 SHAKTI-KUNDALINI YOGA
2
This course examines the philosophy and spiritual practice
of India’s Kundalini Yoga as a model of human development
and map of consciousness.
ISD 5315 CHRISTIAN MYSTICISM
2
The course examines a variety of ancient and contemporary
Christian mystics, whose spiritual quests have challenged
orthodoxy and served as a basis for re-evaluating the
Christian vision.
Persian and Chinese sources. Attention is brought to the
psychology and meditative practices of the Tibetan tradition.
ISD 5327 ZEN BUDDHISM
2
Traces the spirit of Zen from the roots of Buddhism in India
through the rise of Ch’an in China and its migration to Japan
and North America. Taoist influences are highlighted, and the
psychological methodology of Zen meditation is assessed and
experienced.
ISD 5330 TAI CHI CHUAN:
INTRODUCTION TO PRINCIPLES AND PRACTICES
ISD 5335 DIAMOND APPROACH
2
The essentials of Judaism as presented in the Tanakh, and its
expression in the movements of Gnosticism, Kabbalah, and
Hasidism.
This course explores the Diamond Heart approach of
A. H. Almaas. Topics include presence, essence, the theory
of holes, and the relationship of object relations theory to
psycho-spiritual development.
ISD 5317 ADVAITA VEDANTA: SELF-REALIZATION
ISD 5340 NATURE SPIRITUALITY
ISD 5316 JEWISH MYSTICISM
2
2
Advaita Vedanta (the teachings of non-duality) is the
meditative and psycho-philosophical system directed at the
experiential recognition of the individual “I” as timeless Self,
sole-existing reality and Being/Consciousness/Bliss. The
direct recognition of this identity frees one from sorrow and
limitations. Course investigates Vedantic philosophy and
meditative practices including Sri Ramana Maharshi’s method
of subsiding the “I” sense in the Heart.
ISD 5318 SEMINAR IN SACRED PSYCHOLOGY AND RELIGION
1–3
Topics in this seminar vary and include spiritual principles
and practices from different religious traditions. Topics
include integral yoga, Buddhist psychology, nature
spirituality, Sufism, Diamond approach, Kabbalah, and
feminine spirituality among others.
ISD 5319 SEMINAR IN RELIGIOUS STUDIES
1–3
ISD 5320 SUFISM
ISD 5322 PLATO’S MYSTICISM
2
2
Examines Plato’s views of the mystical quest, the influence of
Socrates on his thought, and the influence of Platonic ideas in
the development of Christianity and Christian mysticism.
ISD 5325 BUDDHIST PSYCHOLOGY
2
This course explores the psychological and spiritual aspects
of Buddhist thought and practice including Theraveda,
Mahayana, and Tibetan perspectives.
ISD 5326 TIBETAN BUDDHISM
This course explores the confluence of original Indian
elements of Buddhism with tantric outlooks as well as with
Explores the historical role of nature in spiritual experience as
well as practices that enhance the integration of body, mind,
and spirit.
ISD 5342 RITES AND SYMBOLS OF FEMININE SPIRITUALITY
2
Goddess worship and matriarchal tradition have their roots in
prehistoric culture and have persisted, albeit often in disguise,
to the present day. The course will explore ancient Goddess
religions as well as the Wicca tradition and movements
identified with Neo-Paganism. Prerequisite: HUM 3405 or the
equivalent.
2
In this course, we will explore dreaming as a spiritual practice.
Dream symbols are often powerful guides which express our
human and spiritual potential. They bring insight, wisdom,
life purpose, clarity, and illumination. Through readings, class
discussion, and experiential exercises, we will befriend our
dreaming guides and bring them to the light of day.
ISD 5410 TEACHING PRACTICUM A
2
Students learn to develop teaching outlines and lesson plans
for adult education. Course includes class presentations,
assessments of personal teaching styles, and philosophical
principles of holistic education.
ISD 5411 TEACHING PRACTICUM B
2
2
Focusing first on the ancient mysteries of Eleusis, this course
examines the inner-feminine dimension through an analysis
of the rituals and symbols of the Demeter/Persephone story.
Students explore numerous anima motifs in mythology,
mysteries of the underworld, and archetypal foundations of
feminine consciousness.
ISD 5347 SPIRITUALITY, SYMBOLS, AND DREAMS
The course examines the development of the mystical Sufi
movement in 17th-century Syria, the relationship of the Sufi
movement to orthodox Islam, and Sufism’s relevance in the
modern world.
154
2
ISD 5345 THE GODDESS
In-depth research and analysis of specific topics in religious
studies. Topics include Kundalini Yoga, teachings of Jesus,
and a mystic’s vision.
2
Tai chi chuan, an ancient art of cultivating the body’s vital
energy (called chi or Qi), is based on the Taoist philosophy
of living in harmony with nature. Students will learn 17
movements of the short Yang form and specific Taoist
principles related to spiritual growth.
2
Using the skills acquired in ISD 5410, students plan, develop,
and present workshops on topics of their choice.
ISD 5415 CURRICULUM DEVELOPMENT
2
Students will learn how to prepare an academic syllabus
and weekly lesson plans for college courses. Topics
research paper from a previous class with an A or A+ grade.
The focus of the class will be to refine and edit the research
paper into a high-quality article that will be submitted for
publication to a professional journal.
include holistic teaching philosophy, course objectives and
description, reading and research materials, assignments,
student evaluations, and the balance between cognitive and
experiential learning.
ISD 5420 PRINCIPLES OF MEDIATION AND
CONFLICT RESOLUTION A
ISD 5450 SPIRIT IN THE WORKPLACE
3
Explores the theory and practice of conflict resolution.
Students learn how to play a neutral role when intervening
in conflicts, how conflicts originate and evolve, and how
to develop a case study from the initial intake through
resolution. Theory, lecture, and simulations provide students
with practical and strategic skills and greater understanding of
anger, power, and ways of working through an impasse.
ISD 5421 PRINCIPLES OF MEDIATION AND
CONFLICT RESOLUTION B
3
Continues in-depth study of mediation practices and
examines the nature of conflict related to gender, age, sexual
orientation, race, religion, personality differences, and social
values. Students are exposed to different types of conflict
resolution (e.g., mediation, negotiation, collaboration, and
conciliation) and also learn various approaches (e.g., single,
co-mediation, and use of panels). Students begin to work
with a mentor and have an opportunity to interview and
work with conflict mediators in the field.
ISD 5423 CONFLICT RESOLUTION AND CULTURAL SENSITIVITY
3
Enhances students’ knowledge and awareness of the role that
cultural and lifestyle differences can play in conflict. Students
also learn how to effectively address issues of diversity in
conflict resolution.
ISD 5430 COMMUNICATION/PUBLISHING/MEDIA
3
Preparing, packaging, and disseminating information to both
general and specific audiences. Topics include writing book
proposals and query letters, assessing markets, and dealing
effectively with contracts, agents, editors, and publishers.
Presentations and delivery skills, self-promotion through the
media, personal and public relations, and interviews are also
covered.
ISD 5435 COACHING: EVOKING EXCELLENCE
3
3
ISD 5455 PREPARATION FOR EXTERNSHIP
2
Encourages students to begin an inquiry into their future
career goals and application of principles learned in their
degree program.
ISD 5460 EXTERNSHIP
1
Students integrate career goals and degree principles by
attending a particular externship site.
ISD 5505 STARTING YOUR OWN BUSINESS
2
For those considering opening a practice as a consultant,
coach, therapist, bodyworker, or developing a start-up
company, this class will examine the basics needed to turn a
great idea into a business reality. Among the topics covered
are analyzing life values and priorities, determining business
goals and strategies, launching and managing the business,
and dealing with finances and marketing.
ISD 5507 ISSUES IN INTEGRAL STUDIES
1–3
This course offers different perspectives on topics related to
integral studies.
ISD 5510 SEMINAR IN INTEGRAL STUDIES
1–3
1
Students prepare a master’s proposal under the supervision of
a selected faculty member. Thesis writing is optional.
ISD 5610 MA INTEGRATIVE PROJECT
2
In this class, students prepare their final integrative paper
and presentation. This includes a personal statement,
psychological and spiritual theory, and application of
coursework within a professional and social context.
ISD 5615 THESIS
2
Covers the fundamentals of researching, writing, and
submitting successful grant proposals. Topics include
researching potential funders and developing the components
of a successful proposal such as a letter of inquiry, grant
narrative, budget, and grant stewardship.
ISD 5447 ADVANCED WRITING AND PUBLISHING
2
This is a practical, hands-on class to define and provide
coaching skills for managers, consultants, and those in private
practice. The course will emphasize and apply an integral
approach to coaching based on the work of Ken Wilber. In
addition, students will practice basic coaching skills offered
by Laura Whitworth’s co-active approach. The emphasis
is on practical applications of coaching skills in real-life
professional situations. Offered credit/no credit only.
ISD 5600 PLANNING A THESIS
organizational consulting and the differences between the
practice of internal and external consulting. Coursework
integrates managerial, psychological, and transformational
methodologies. Students also study the different phases of
organizational consulting and learn how to achieve their
respective goals.
ISD 5445 GRANT WRITING
ISD 5453 INTEGRAL COACHING
This course offers a variety of topics on issues related to
integral and holistic philosophies.
This course focuses on the leader as coach. Students learn
a behavioral approach to working with others to build
confidence and self-esteem, diagnose and correct problems,
enhance motivation, and create performance excellence.
ISD 5440 PRINCIPLES OF ORGANIZATIONAL CONSULTING
2
This course examines an integral perspective of business and
explores ways in which personal, professional and societal
values may be expressed at work.
1–5
Students write a master’s thesis under the supervision of
selected faculty members.
ISD 5995 INDEPENDENT STUDY IN INTEGRAL STUDIES
1–3
Independent study allows students to do in-depth research on
a particular topic. Students work independently with consent
and supervision by a faculty member.
2
This course is intended for students who wish to publish their
research professionally. Students must bring to the course a
155
SOMATIC PSYCHOLOGY [SPC] COURSES
SPC 5000 INTRODUCTION TO SOMATIC PSYCHOLOGY PROGRAM
0
This is a required, no-cost, no-credit course for all students
entering the Somatic Psychology program. Taken during
the student’s first quarter, this course will orient students
to departmental standards and procedures and provide
other information that students will need to complete their
program.
SPC 5004–06 GROUP PROCESS A–C
2/2/2
Using traditional, holistic, and somatic group therapy
techniques, students examine and work with their own and
others’ feelings, motivations, and patterns of communication
and behavior in a group context. Through class participation,
students experience and learn group theory and group
facilitation skills. This class must be taken in three
consecutive quarters.
SPC 5115 CROSS-CULTURAL ISSUES IN COUNSELING
3
This course provides an overview of the field of cross-cultural
issues related to counseling. Special emphasis is placed on
fostering an understanding and awareness of cross-cultural
dynamics in counseling through an examination of the
historical, political, somatic, and biopsychosocial issues that
impact life in a multicultural, heterogeneous society like the
Bay Area.
SPC 5204 DIAGNOSIS, ASSESSMENT,
AND THERAPEUTIC STRATEGY A
3
This course is an examination of traditional diagnostic
categories including psychodynamic models and DSM-IV-R.
Assessment methods, therapeutic strategies, and best practices
for different diagnostic categories and cross-cultural contexts
are covered.
SPC 5205 DIAGNOSIS, ASSESSMENT,
AND THERAPEUTIC STRATEGY B
2
The sexual response cycle, male and female sexuality, gender
diversity, sexual development, and sexual dysfunction are
discussed from physiological, psychological, multicultural,
and somatic psychology perspectives. The course explores
therapeutic approaches as they apply to individuals, couples,
and families from a variety of sexual orientations.
SPC 5220 PRINCIPLES OF SOMATIC PSYCHOLOGY
3
This course is an introduction to the fundamentals of somatic
psychology, the field, and its basic concepts and values. Areas
of focus include history, issues, and practices with attention
to the origins and psycho-emotional consequences of the
mind-body split. Students are introduced to basic practices
such a sensory self-tracking, centering, and self-forming, and
the concepts of dynamic systems and selfregulation.
156
3
This course will look at the manner in which family, society,
and culture act as intervening variables in our relationship
to bodies. Beliefs (personal, familial, social, and cultural)
and mythologies regarding the body and the impact of these
beliefs on our somato-psychological experience will be
examined. Eating disorders such as anorexia nervosa, bulimia,
and compulsive eating are examined as specific examples
of cultural distortion of bodily self-awareness. In addition,
the course will also look at cross-cultural differences in the
manner and meaning of embodiment and the ramifications
for clinical practice.
SPC 5250 BASIC ADDICTION STUDIES
3
Basic information about alcoholism and chemical
dependency—definitions, impact upon the users and their
environments, medical and neurological aspects, current
theories of the etiology of substance abuse, cross-cultural
issues, and somatic psychology perspectives on addiction
major treatment approaches including 12-step and harmreduction approaches and a survey of the community
resources available.
SPC 5323 THERAPEUTIC COMMUNICATION A
3
This course is an introduction to basic principles and
practices of therapeutic communication. Students will study
and practice basic psychotherapeutic concepts, skills, and
self-awareness. Through lectures, films, and experiential
practice, students will be helped to develop the clinical
skills of somatic reflection, awareness, clear communication,
flexibility, insight, compassion, cross- cultural sensitivity, and
personal presence.
SPC 5324 THERAPEUTIC COMMUNICATION B
3
This course focuses on specific diagnosis, assessment, and
treatment skills and concepts from traditional and somatic
psychology perspectives including character analysis,
formative psychology, and other somato-psychological
systems for evaluating and developing psychotherapeutic
treatment strategies.
SPC 5216 SEXUALITY
SPC 5241 THE CULTURAL BODY: SOCIETY,
BODY IMAGE, AND THE SELF
3
This course introduces students to specific Somatic
Psychology clinical processes and practices within a
holistic and psychodynamic model. Training in recognizing
transference and countertransference issues and in developing
effective therapeutic interventions is the focus. The emphasis
is on understanding and working with nonverbal and verbal
communication and somato-psychological defense patterns
in individuals, couples, and family systems. Prerequisite: SPC
5323.
SPC 5430 MOVEMENT SEMINAR A: THE SELF IN MOVEMENT
3
This course is an experiential and theoretical introduction
to movement as a point of theoretical inquiry, clinical
exploration, and therapeutic intervention. Students will
become familiar with a wide variety of both directive and
free-movement approaches including psychodynamic
traditions, developmental movement, Authentic Movement,
Body Mind Centering, and Continuum Movement.
SPC 5431 MOVEMENT SEMINAR B: CLINICAL TECHNIQUE
3
This course focuses on the learning and practice of
movement-based psychotherapy interventions with diverse
populations in a variety of therapeutic settings. Students
explore the development of movement patterns, the process
of re-patterning, and the use of movement for exploration,
expression, and psycho-emotional integration in the
psychotherapy process. Prerequisite: SPC 5430.
SPC 5512 SOMATIC PSYCHOLOGY PERSPECTIVES ON STRESS AND
PSYCHOBIOIMMUNOLOGY
2
This course introduces students to the neurobiology of
stress, stress profiling, and stress reduction techniques for
clinical practice in everyday life. Psychobioimmunological
theory and practice is also explored. Among the technical
approaches which will be introduced are stress evaluation,
autogenic training, progressive relaxation, guided meditation,
visualizations, and somatically based techniques such as
parasympathetic breathing, grounding, mindful movement,
and conscious self-regulation through awareness.
SPC 5520 PSYCHOPHARMACOLOGY
3
An introduction and general overview of
psychopharmacology as it relates to the practice
of psychotherapy. Current medication, research in
The course will also look at alternative remedies, natural
medicine, and cultural issues from a holistic perspective
as well as the relationship between psychotherapist and
physician in medication management.
SPC 5535 INDIVIDUAL DEVELOPMENT AND FAMILY LIFE CYCLE A
3
This course introduces students to classic developmental theorists from a dynamic living systems and Somatic Psychology
perspective. The emphasis is placed on early bodily and
sensory organization and on the primacy of relationship in
development. A holistic theory of self and ego development
is presented. This course will consider how Freud, Reich,
Mahler, Winnicott, Piaget, Bowlby, Stern, Schore, Seigel,
Fogel, and Greenspan help us understand the process by
which we come to inhabit our embodied self across the
lifespan. Developmental profiles are drawn from diverse
cultural contexts.
SPC 5536 INDIVIDUAL DEVELOPMENT AND FAMILY LIFE CYCLE B
3
This course focuses on the phase-specific, holistic process
of development from adolescence to the end of life.
A biopsychosocial perspective is applied to the areas
of cognitive, emotional, and relational development.
Contemporary family life is explored through the in-class
use of the family genogram (an adult attachment scale)
and through discussion of multicultural family patterns and
the “family body.” Sources include the Stone Center group,
McGoldrick, Greenspan, Erickson, Keleman, and Kubler-Ross.
SPC 5540 CHILD THERAPY
3
This course provides an overview of theories and “best practices” approaches in the treatment of children. Students will
become familiar with therapeutic work in various treatment
settings and develop an appreciation of the overarching
importance of multicultural, social, and developmental
contexts in understanding child behavior. Students will
develop skills for working in collaborate relationships in
child therapy and study psychodynamic and child centered
approaches to child therapy. Prerequisite: PYC 3100, PYC
3200, SPC 5535, and SPC 5536.
SPC 5551 MARRIAGE AND FAMILY COUNSELING A
3
This is an introduction to the principles and methods of
marriage and family counseling including family systems
theories, methods for assessment of family/couples
interaction patterns, and intervention strategies appropriate
to different types of dysfunctions. Clinical interventions
include experiential and somatic techniques. The relationship
between family systems and principles of holism are
discussed. Multicultural family and relational diversity is a
focus. Prerequisite: SPC 5535 and SPC 5536.
SPC 5552 MARRIAGE AND FAMILY COUNSELING B
3
This course focuses on the application of principles and
methods of experiential and somatic techniques, marriage and
family counseling, and marriage and family systems theory
to specific family problems—terminal illness, psychosomatic
disorders, addictive behavior, relational conflict, divorce,
blended families, and multiracial families. Prerequisite: SPC
5551 or permission of the advisor.
SPC 5572 BODY-ORIENTED PSYCHOTHERAPIES
3
This course examines the conceptual themes and clinical
approaches common to all somatic psychotherapies and
exposes students to the theory and practice of a number of
contemporary modalities through guest lecturers in Hakomi,
somatic experiencing, formative psychology, bioenergetics,
core energetics, Bodynamics, integrative body psychotherapy,
biosynthesis, and process work.
SPC 5612 SUPERVISED PRACTICUM IN SOMATIC PSYCHOLOGY
0.5
Through a variety of different practica, students explore
holistic health practices that can be used with individuals,
couples and families. These practica provide students with
the opportunity to practice and experience the application of
Somatic Psychology clinical skills.
SPC 5620 SOMATIC PSYCHOLOGY APPROACHES TO TRAUMA
AND PTSD
2
This course provides an overview of the history of the trauma
concept and trauma treatment and a basic understanding of
the psychobiology and neurobiology of trauma. Conceptual
and treatment distinctions will be made between shock,
developmental trauma, and PTSD. The topics covered include
phase-oriented treatment, mapping arousal states, tracking
autonomic system activation, traumatic transference and
countertransference, and building somatic and relational
resources. This course draws on the work of Levine, Ogden,
Rothschild, and van der Kolk.
157
SPC 5631 ETHICS AND THE LAW
3
Students become familiar with the existing legal and ethical
issues facing therapists. Students will make an in-depth study
of the power of dynamics in the therapeutic relationship.
California laws for psychotherapists are studied.
SPC 5705 COUNSELING CASE SEMINAR: INDIVIDUALS
3
This course focuses on clinical case presentation for students
in field placement. Case presentations from the student’s
current placement serve as a starting point for lecture, clinical
discussion, exploration of diversity issues, role play, and selfexploration within a somatic psychology perspective. This
class supports students in acquiring professional competence
in the important clinical skill of case presenting. Co-requisite:
.SPC 5762.
SPC 5715 COUNSELING CASE SEMINAR: FAMILIES
2
Students in field placement develop formal case presentations
of families and receive feedback from the course instructor
and from peers. This course enables students to compare
different ways of working with families and supports them in
acquiring professional competence in the important clinical
skill of case presenting. Co-requisite: SPC 5763.
SPC 5760 SUPPLEMENTAL FIELDWORK EXPERIENCE MONITORING
1
This course consists of individual consultations which
review student’s progress in supplemental external fieldwork
placement. Student and faculty meet a minimum of once per
quarter to review placement and evaluations and to fulfill BBS
requirements for hours of experience toward licensure. The
permission of the Program Director and advisor is required.
SPC 5761–64 FIELD PLACEMENT A–D
3/3/3/3
In this four-quarter sequence, the focus is clinical fieldwork
under supervision. Students train at community mental
health sites, schools, hospitals, hospice centers, therapeutic
nurseries, the JFKU Center for Holistic Counseling, or other
sites. Students gain firsthand knowledge and experience
working with individuals, couples, and families. Supervision
is provided by qualified, licensed therapists. Permission of
Program Director is required.
SPC 5765 FIELD PLACEMENT
SPC 5994 INTEGRATIVE FINAL PROJECT
2
This is the second in a two-course sequence. Students
complete an integrative final project paper and give a
presentation of their work within the class. Students take this
course when ready to complete their paper. Prerequisite: SPC
5993.
NON-CREDIT WORKSHOPS
AND SPECIAL COURSES
SPC 9000 GROUP PROCESS—NEW COHORT
0
in SPC 5004. Permission of the department is required to take
this course. Offered as needed; credit/no credit only.
SPC 9005 PERSONAL PSYCHOTHERAPY
0
SPC 9010 EFFECTIVE COMMUNICATION—NEW COHORT
2
2
In this course, students receive comprehensive supervision
for their field placement practice in group psychotherapy.
MFT trainees who are facilitating weekly therapy groups
participate in group supervision for two hours each week.
Students learn how to plan and publicize a group and to
maintain a therapeutic group culture.
SPC 5793 CHILD AND ADOLESCENT THERAPY IN THE SCHOOLS
1
This course is a personal reflection, research, and writing
seminar which supports students in organizing and writing
the final project of the Somatic Psychology program. The
class includes examination of the philosophical, personal,
and professional issues raised in their course of graduate
study in somatic psychology. Students develop an outline
for an integrative paper about their work and explore their
special professional interests. This is the first in a two-course
sequence.
Students must register for this course in the quarter in which
they expect to complete their personal psychotherapy
requirement of 48 therapy hours.
This course may be required if a student needs any additional
quarters of clinical work.
SPC 5792 PRACTICE OF GROUP PSYCHOTHERAPY
SPC 5993 INTEGRATIVE FINAL PROJECT
0
students enrolling in SPC 5323. Permission of the department
credit only.
2
Comprehensive training and supervision for the counseling of
children and adolescents in the school setting. MFT trainees
work with children and adolescents and participate in group
supervision for two hours each week.
SPC 5900 TOPICS IN SOMATIC PSYCHOLOGY
1–3
Topics vary and may be repeated for credit when the subject
matter changes.
158
TRANSPERSONAL PSYCHOLOGY [TPC] COURSES
TPC 5000 INTRODUCTION TO THE TRANSPERSONAL
PSYCHOLOGY PROGRAM
0
This course will orient students to how the program flows
and what they need to know in order to complete their
program.
TPC 5004–06 GROUP PROCESS A–C
TPC 5161–62 FUNDAMENTALS
OF TRANSPERSONAL COUNSELING A–B
2/2/2
In a group context, students use traditional and transpersonal
counseling techniques to examine and work with their
own and others’ feelings, motivations and patterns of
behavior. Topics include group theory and dynamics, stage
development, leadership and implications for group therapy.
During the third quarter students gain first-hand experience in
facilitating the group (with the instructor as consultant).
TPC 5104 PROFESSIONAL INTEGRATIVE PROJECT A
1
This first course in a two-course sequence helps students
clarify their professional focus and articulate their theoretical
perspective. Students develop an outline for an integrative
paper about their work that explores their transpersonal
directions.
TPC 5105 PROFESSIONAL INTEGRATIVE PROJECT B
2
3
This course will be a holistic, experiential journey through
the moving body, exploring the mind, body, spirit connection
and some educational/therapeutic uses of expressive
movement. The coursework will include readings, drawing,
writing, movement, and visualization.
TPC 5141 SPIRITUAL SYSTEMS
2
Students select from a variety of spiritual systems, exploring
the underlying theory of the system and engaging in in-depth
practice. Sample topics may include African-based spirituality,
music and spirituality, art as a spiritual practice, and naturebased spirituality, among others.
TPC 5152 MARRIAGE AND FAMILY COUNSELING A
3
An introduction to major family systems theories, methods
for assessment of interaction patterns, and intervention
strategies appropriate to separation, divorce, and family
dysfunction. Spousal or partner abuse assessment, detection,
and intervention will be addressed. Also covers relationships
between family systems theory and transpersonal theory.
Prerequisites: TPC 5006, TPC 5161, and TPC 5193.
TPC 5153 MARRIAGE AND FAMILY COUNSELING B
Psychological/developmental issues of childhood are
explored from traditional and transpersonal perspectives.
Covers basic postulates of transpersonally oriented
counseling. Surveys Jungian psychology, transpersonal
approaches to psychoanalytic and existential therapy,
psychosynthesis, imagery and movement psychology, and
myth, art, and ritual in counseling. Prerequisite: PYC/PYJ
3200.
TPC 5171–72 SYSTEMS OF TRANSPERSONAL COUNSELING A–B
3/3
A specific therapeutic approach to psychotherapy is
explored in depth (e.g., psychosynthesis, Jungianarchetypal, expressive arts therapy, existential-transpersonal
psychotherapy, or transpersonally oriented analysis). May be
3
TPC 5193 INDIVIDUAL DEVELOPMENT AND
THE FAMILY LIFE CYCLE B
3
Focuses on traditional and transpersonal views of the family
life cycle and ways it is influenced by and independent of
the developmental experiences of individual members in
their families of origin. By drawing on research, literature and
personal experience, students explore specific dynamics of
the family life cycle. Prerequisite: TPC 5192.
TPC 5203–05 DIAGNOSIS, ASSESSMENT,
AND THERAPEUTIC STRATEGY A–C
3/3/2
A review of traditional and transpersonal diagnostic
systems including DSM-IV and alternative typologies (such
as the Enneagram, a phenomenological approach, or a
body-oriented approach), assessment methods including
interviewing and projective and objective testing, and
therapeutic strategies appropriate to different diagnostic
categories.
3
Development and application of communication skills to individual, couple, and family therapy. Students learn centering,
attention and listening skills, and means of discriminating
between content and process.
TPC 5214 THERAPEUTIC COMMUNICATION B
3
3
Covers how the development of the self is conceptualized
and perceived, both personally and therapeutically, from a
variety of traditional and transpersonal perspectives including
Jungian, object relations, self-psychology, and self-in-relation
theory. Deepens understanding of how developmental arrest
has an impact on adult development and becomes expressed
in relationships.
TPC 5213 THERAPEUTIC COMMUNICATION A
Applies principles and methods of marriage and family
counseling, and marriage and family systems theory to
specific problems (e.g., spousal abuse, terminal illness,
psychosomatic family members, and addictive families).
Transpersonal issues in working with optimal family systems
are also explored. Prerequisite: TPC 5152.
TPC 5158 CHILD THERAPY
2/2
TPC 5192 INDIVIDUAL DEVELOPMENT AND
THE FAMILY LIFE CYCLE A
Students take this course when ready to complete their paper
and give an oral presentation on it. This is the second in a
two-course sequence. Prerequisites: TPC 5104 and permission
of the instructor.
TPC 5140 EXPRESSIVE MOVEMENT
The developmental impact of such issues as family
dysfunction and child abuse are discussed. Various practical
therapeutic methods for working with children are reviewed.
3
Training in recognizing transference and countertransference
issues and in making effective therapeutic interventions.
Assessment of communication patterns in dysfunctional,
functional, and optimal individual, couple, and family systems
are explored. Prerequisite: TPC 5213.
159
TPC 5231 SEXUALITY
2
TPC 5705 COUNSELING CASE SEMINAR: INDIVIDUALS
3
The sexual response cycle, male and female sexuality, and
sexual development and dysfunction are discussed from
physiological, psychological, sociocultural, and transpersonal
perspectives. Therapeutic approaches are explored as they
apply to individuals, families, and couples.
Students present internship cases from the field to be used
as sources of discussion and analysis. Open only to students
in the counseling degree program. Prerequisite: TPC 5751 or
TPC 5756.
TPC 5235 PSYCHOLOGICAL TESTING
Students in field placement develop formal case presentations
on clients and receive feedback from the course instructor
and peers. This course enables students to compare ways of
working with families and family problems. Open only to
students in the counseling degree program. Prerequisites: TPC
5751–52 or TPC 5756–57.
3
This survey course is designed to help students understand
the basic concepts and applications of psychological testing
and the psychometric properties of psychological tests.
This course will emphasize the appropriate applications
and limitations of many of the current psychological
tests—especially with regard to their use with people of
non-dominant cultures. Issues of validity and ethics will be
reviewed in this regard.
TPC 5240 BRIEF THERAPY
3
3
3
Basic information about alcoholism and chemical dependency
including definitions, effects on substance users and their environments, medical aspects, etiology of substance abuse, major
treatment approaches, and available community resources.
The course is taught from a systems perspective and covers
spiritual and nutritional issues in chemical dependency.
TPC 5325 ETHICS AND THE LAW
3
This course familiarizes students with the existing legal
and ethical issues facing therapists including MFT licensing
requirements and California laws for psychotherapists. Issues
are explored through the examination of personal values and
biases. Must be taken prior to field placement.
TPC 5340 DEVELOPMENT AND MAINTENANCE
OF A PRIVATE CLINICAL PRACTICE
1
Topics include development of referral sources, billing
and malpractice issues, professional continuing education,
appropriate office procedures, and recordkeeping and related
factors needed for a well-functioning private clinical practice.
TPC 5422 CROSS-CULTURAL ISSUES IN COUNSELING
3
An overview of cross-cultural issues related to counseling.
Special emphasis is placed on fostering an understanding of
cross-cultural dynamics in counseling through an examination
of the historical, political, and sociocultural issues that impact
ethnic minority clients.
160
1
Individual evaluative consultations which review students’ progress in supplemental external fieldwork placement. Student
and faculty meet a minimum of once per quarter to review
placement, evaluations, and fulfill BBS requirements for hours
of experience toward licensure. Prerequisites: TPC 5214 and
TPC 5325.
TPC 5751–54 FIELD PLACEMENT A–D
An introduction and general overview of
psychopharmacology as it relates to the practice of
psychotherapy. Current medications, research in
In addition alternative medicine, natural remedies and cultural
issues from a holistic perspective will be covered as will the
relationship between the psychotherapist and physician in
medication management.
TPC 5250 BASIC ADDICTION STUDIES
2
TPC 5749 SUPPLEMENTAL FIELDWORK
This course examines brief therapy from a transpersonal
and depth perspective and considers both traditional and
innovative techniques of brief therapy through experiential
and didactic methods. Students synthesize those approaches
with a transpersonal/holistic orientation. May be repeated
with a change of topic.
TPC 5245 PSYCHOPHARMACOLOGY
TPC 5715 COUNSELING CASE SEMINAR: FAMILIES
3/3/3/3
In this four-quarter sequence, the focus is clinical fieldwork
under supervision. Students train at community mental
health sites, schools, hospitals, hospice centers, therapeutic
nurseries, the JFKU Center for Holistic Counseling, or other
sites. Students gain firsthand knowledge and experience
working with individuals, couples, and families. Supervision
is provided by qualified, licensed therapists. Permission of
Program Director is required.
TPC 5755 FIELD PLACEMENT
1–3
A fifth quarter of field placement may be arranged by special
permission.
TPC 5792 PRACTICE OF GROUP PSYCHOTHERAPY
2
the practice of group psychotherapy. As an MFT trainee, the
student co-facilitates a weekly therapy group and participates
in group supervision for two hours each week. Students
learn how to plan and publicize a group as well as how to
establish and maintain a therapeutic group culture.
TPC 5793 CHILD AND ADOLESCENT THERAPY
IN THE SCHOOL
2
the practice and treatment of children and adolescents in the
school setting. As an MFT trainee, the student will work with
children and adolescents and participate in group supervision
for two hours each week.
TPC 5900 TOPICS IN TRANSPERSONAL PSYCHOLOGY
1–3
Topics vary and may be repeated for credit with a change in
topic.
TPC 5995 INDEPENDENT STUDY
IN TRANSPERSONAL COUNSELING PSYCHOLOGY
1–6
change of topic.
NON-CREDIT WORKSHOPS
AND SPECIAL COURSES
TPC 9000 GROUP PROCESS—NEW COHORT
0
in TPC 5004. Permission of the department is required to take
this course. Credit/No Offered as needed; credit/no credit
only.
TPC 9005 PERSONAL PSYCHOTHERAPY
0
Students must register for this course when they have
completed their personal psychotherapy requirement.
TPC 9010 EFFECTIVE COMMUNICATION—NEW COHORT
0
students enrolling in TPC 5213. Permission of the department
credit only.
161
162
GRADUATE SCHOOL OF
PROFESSIONAL PSYCHOLOGY
164
GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY
The Graduate School of Professional Psychology provides
prospective therapists, counselors, and consultants the
knowledge, skills, and understanding they need to help
individual, group, or organizational clients reach their
potential. The school’s programs provide a solid foundation
in the theoretical bases of psychology, the option for
specialized study, and the opportunity to apply knowledge
through supervised traineeships. The academic environment
is both rigorous and supportive.
This is an exciting and challenging time to enter the helping
professions. California has undergone a major shift in the
diversity of its population. As a nation, the average age of the
population is increasing. Family structures have undergone
a radical transformation; yesterday’s non-traditional families
are now commonplace. The AIDS epidemic has underscored
the need for understanding and discussion of issues related
to loss, death, dying, and grieving. Substance abuse, physical
and emotional abuse, and violence continue to escalate.
Family, organization, and community conditions demand
interdependence and alternative approaches to conflict
resolution. The Graduate School of Professional Psychology
prepares its students to work within this evolving social
framework.
The practice of psychotherapy is also undergoing radical
changes. In the past, psychotherapy consisted of a one-toone, 50-minute engagement of services. Today’s therapists
may work with individuals, couples, children, adolescents,
families, and groups as well as professionals in other fields.
Collaborative approaches such as network therapy with other
therapists are especially valuable in work with stepfamilies.
Cooperative efforts are also being pioneered by psychologists
and educators who are finding new ways of working together
to provide support for children and adolescents. Changes in
the health-care system will require such socially responsive
and adaptable approaches to working in the mental health
field.
Change is a constant in almost every governmental, not-forprofit, and business organization, and leaders are realizing
that successful change-management is as dependent on
people skills as it is on technical and business skills. They
recognize the need of managers and consultants for skills
such as organizational development, leadership, team
building, managing diversity, coaching, managing and
resolving conflict, and personal mastery. The Graduate School
of Professional Psychology responds to this need with MA
and certificate programs in Organizational Psychology, which
is the multidisciplinary study of organizational change and
development. Graduates of the MA and certificate programs
in Organizational Psychology and the certificate program
in Organizational Coaching emerge with the will to make a
significant contribution to organizations and society and the
skills they need to positively impact productivity and job
satisfaction.
The Graduate School of Professional Psychology provides
students with far more than a solid grounding in the basics of
counseling and consultation. Intrinsic to all of its programs is
an appreciation of the concepts of human dignity, integrity,
and freedom. True education takes place within a solid
ethical framework, one that is based on equality. The school
strives to create this environment in the classroom and
encourages students to explore these issues and incorporate
what they learn into their traineeships and, ultimately, their
future professional endeavors.
Students applying to the Graduate School of Professional
Psychology must complete the university’s admission
requirements as outlined in the front of this catalog.
Individual programs may have additional requirements;
refer to the program information for details. In addition, the
Graduate School of Professional Psychology has instituted the
following requirements for applicants to their programs:
• Pre-admission interview with a faculty advisor, program
director, or dean. Once an application for admission is
completed, qualified applicants will be contacted by the
School of Professional Psychology to arrange an interview.
Prospective counseling psychology students interested in
a specialization may interview with one of the program
advisors from that area of interest. Applicants who live
outside the Bay Area may fulfill the pre-admission interview
requirement by submitting three letters of recommendation
in addition to the other required documents. Upon arrival
in the Bay Area, admittees will be required to meet with
the program director or faculty advisor.
• Personal statement, no longer than four double-spaced,
typewritten pages. The statement should reflect the
applicant’s interests and goals for graduate school and the
field of psychology as well as strengths and weaknesses
as a student and as a potential therapist, counselor, or
consultant.
NON-DEGREE STUDENTS
Individuals interested in taking courses for academic
credit but not in pursuing a degree should register as a
non-degree student. While non-degree students are not
required to undergo a formal admission process, the School
of Psychology and the School of Law require individuals
interested in taking courses in those schools to get
departmental approval prior to registering.
Non-degree students who later decide to apply for admission
to a degree program must submit an application, pay the
appropriate nonrefundable fee, and complete all admission
requirements for the desired program. Admission as a nondegree student does not guarantee admission to a degree
or certificate program. A maximum of 30% of a program’s
requirements may be completed as non-degree.
165
EDUCATIONAL AND COMMUNITY
SERVICES
Community Counseling Centers
The university operates Community Counseling Centers in
conjunction with its Pleasant Hill and Campbell Campuses.
The centers’ dual mission is to provide supervised training
for advanced students in the counseling psychology program
and to offer high-quality, affordable psychotherapy to the
community. The centers offer individual, couple, family, and
group counseling. A wide range of concerns are addressed
including family conflicts, parenting, alcohol and drug issues,
depression, grief, and sexuality.
The Graduate School of Professional Psychology opened
its first Community Counseling Center in Concord in 1974.
Today the center, now located in Pleasant Hill, is one of the
largest community-based, outpatient mental health facilities
in the greater San Francisco Bay Area. Under the supervision
of licensed professionals, over 100 graduate trainees serve
approximately 5,000 clients per year. A new center was
opened in Pittsburg in 2006 to serve the growing east county
community.
The Community Counseling Center in Sunnyvale is located
at the Cupertino Union School District’s Center for Children
and Families. Counseling services are provided by graduate
trainees, who may also serve as counselors on-site in the
school district’s elementary and junior high schools.
University Camps
The Graduate School of Professional Psychology has
offered summer camps through its expressive arts and sport
psychology programs since 1982. The camps provide students
in the expressive arts and sport psychology specializations
and certificate programs with the opportunity to apply
classroom learning through supervised internships. The
camps also provide a unique setting in which children and
adolescents can acquire new skills in sports or the arts
while enhancing their self-confidence, self-expression, and
problem-solving abilities.
Sport camps may be offered to local children and adolescents
at the Pleasant Hill Campus and, in cooperation with
community agencies, at other sites in the San Francisco Bay
Area. In recent years, the program has also focused on how
sport psychology camps can assist in the rehabilitation of
juveniles residing at detention camps in Contra Costa County.
Expressive Arts camps offer latency-aged children a rich
opportunity to explore the creative process through a variety
of art modalities including visual arts, movement, and drama.
These camps are offered on both the Pleasant Hill and
Campbell campuses.
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COUNSELING PSYCHOLOGY
MA PROGRAM
Encompassing the mission of John F. Kennedy University and
the Graduate School of Professional Psychology, the Master
of Arts in Counseling Psychology supports student learning
and faculty involvement that integrates academic endeavor,
clinical practice, and the unique development of each
student. The goal of the program is to nurture the developing
practitioner by providing an intimate classroom experience,
offering hands-on supervisory feedback in clinical practicum
settings, and encouraging personal exploration and growth
in the student’s own psychotherapy experience. Graduates of
the program proceed to licensure and professional positions
providing mental health services in a variety of settings.
The necessity of post-degree learning is encouraged and
emphasized.
The MA degree program in Counseling Psychology with
an emphasis in Marriage and Family Therapy is designed
to prepare students for future clinical practice as marriage
and family therapists (MFTs). The curriculum provides indepth exposure to many theoretical approaches examining
and applying both systemic and individual approaches to
psychological treatment through a combination of experiential
learning, theory, and intensive fieldwork. Students are
required to increase their self-knowledge through an ongoing
examination of their personal values, individual strengths
and weaknesses, and their awareness of diversity and
social context. This innovative, applied, 79-unit program is
composed of three phases: Phase I (coursework), Phase II
(field placement coursework and written comprehensive
exam), and Phase III (field placement coursework and
oral comprehensive exam). Successful completion of each
phase is required in order to advance to the next phase.
Phases II and III consist primarily of field placement with
individual and group supervision, but also include advanced
coursework.
• Phase I—Foundation courses of Phase I combine current
and traditional theory applied within the context of
the classroom using didactic and experiential methods.
Coursework includes the core competencies of the
program: theory, diagnosis and assessment, clinical skills,
legal and ethical issues, and treatment approaches and
modalities.
• Phase II—The focus shifts to clinical training as the first
of two fieldwork placements begins, simultaneously
completing additional coursework. Most students have
their first direct clinical experience at a JFK University
Community Counseling Center in Pleasant Hill or
Sunnyvale. All students do a clinical placement in a
school, working with children. The counseling centers
provide an in-vivo, dynamic, and immensely rewarding
experience for the training student-psychotherapists and
their clients. Students may also choose from a wide variety
of community-based mental health agencies, schools,
and hospitals within the greater Bay Area. During this
component, students complete the written portion of the
MA comprehensive exam, modeled after the state’s MFT
licensure examination.
• Phase III—While continuing advanced coursework,
students continue to focus on their second field placement,
working under direct, individual, and group supervision.
Late in Phase III, students complete their oral exam.
Students who choose to complete an optional, in-depth MA
project do so during this phase.
Students pursue the master’s degree with its emphasis in
marriage and family therapy and may also elect to add
an area of emphasis to further sharpen a focus of study
for future practice. This is accomplished by concurrent
enrollment in one or more of the specialization areas
including addiction studies, child and adolescent therapy,
couple and family therapy, expressive arts therapy, sport
psychology, and individual study. Each specialization requires
additional coursework and a specific population for one
fieldwork placement.
The student body is highly motivated and diverse. Attendance
is continuous, but may be done at a self-developed pace.
Faculty are an experienced group of practitioner-scholars who
bring current knowledge and professional experience to the
classroom.
Alumni of this program enjoy a high pass rate on the state’s
MFT examinations. They are considered some of the best,
most comprehensively trained providers of psychotherapy
and counseling services in the San Francisco Bay Area, and
are highly sought after by agencies and other employers upon
graduation and licensure.
Performance Review and Advisement
Advising is readily available with a program chair, program
director, or faculty advisor. Students are required to meet
with an advisor at least once per academic quarter during
their first 30 units of study, and encouraged to meet quarterly
throughout their attendance.
Following admission, an ongoing process of evaluation
begins. When such evaluation indicates that a student’s
performance falls below the standards of the Counseling
Psychology Program, the student will be referred to the
Review and Advisement Committee. The committee requires
individual consultation with a faculty advisor and may
require changes in the student’s program, such as additional
coursework, an additional supervised field experience, or a
leave of absence. Students who do not maintain a minimum
B grade average will be referred to an advisor.
167
Supervised Field Experience
The 21–24 units of supervised field experience completed
in Phases II and III are the clinical core of the Counseling
Psychology Program. Students usually do the first three
academic quarters of their field experience in a placement
at one of the school’s Community Counseling Centers, either
in Pleasant Hill, Pittsburg, or Sunnyvale. The Pleasant Hill
Community Counseling Center was originally established in
Concord in 1974 as a public service and training facility. A
new center was opened in 2006 in Pittsburg. The counseling
center in Sunnyvale was established in 1994 to provide
service to the South Bay community and it serves as the hub
of school-based counseling services to the Cupertino Union
School District. All counseling centers draw upon the teaching
and supervisory skills of psychologists, marriage and family
therapists, and clinical social workers, all licensed in their
respective disciplines.
At the community counseling centers, students counsel
individuals (adults and children), couples and families, and
groups. Relationship difficulties, parent-child conflicts, and
adjustment problems of adolescents and children are among
the many family issues encountered at the counseling centers.
Various teaching tools, including one-way mirrors and audio
and video aids, provide direct feedback and help students
develop their therapeutic skills. Students are also responsible
for the intake procedure with new clients and participate in
the administrative operations of the center.
During the first three quarters of placement, students
participate in weekly clinical group supervision in which
each student makes one comprehensive case presentation.
The instructor facilitates discussion of the theory and practice
relevant to the issues at hand. The seminar also serves as a
support group for students as they meet the challenges of
providing therapy to clients from the surrounding community.
Concurrent with these first quarters of fieldwork, students
complete theory and practice integration courses in which
they directly relate a specific theory to their clinical case.
After completing the first three quarters of the field
placement, students either remain at one of the university’s
Community Counseling Centers to complete an advanced
program or begin an external field placement. To select an
external placement, students meet with the external field
placement coordinator at least one academic quarter before
the start-up date. The Graduate School of Professional
Psychology maintains ongoing relationships with a range
of agencies throughout the greater San Francisco Bay
Area. These include community mental health programs,
private nonprofit outpatient clinics, residential treatment
programs, and inpatient and outpatient hospital settings.
Other placements include those appropriate for students
pursuing specializations, including substance abuse treatment
168
centers, which serve diverse populations, and settings that
use specialized approaches, such as sport psychology or
expressive arts therapy.
Students are required to have 150 hours of direct client
contact within their graduate studies in order to pursue MFT
licensure. Typically, students satisfy this requirement during
their field placement. Occasionally, students who are unable
to achieve these minimum hours of direct contact must
enroll in PSY/PSJ 5238 Supplemental Fieldwork Experience
Monitoring for an additional quarter of fieldwork. Units
earned in PSY/PSJ 5238 do not apply toward the 79 graduate
units required for the degree.
Comprehensive Master’s Examination
All counseling psychology students must demonstrate an
understanding of the theoretical material and their capacity
to function effectively and ethically as professional clinicians.
As part of the assessment of these competencies, students
complete a two-part comprehensive master’s examination
similar in format to that of the California MFT Examination.
Students must register through the Registrar’s Office for the
Master’s Examination and pay the appropriate non-refundable
fee one quarter prior to taking the first component, the
written examination (PSY 9090).
Students must take the written exam, which is based on
Phase I coursework, during the first or second quarter of
Phase II (i.e., approximately midway through the Counseling
Psychology Program). This exam is offered twice a year.
It is preceded by an orientation meeting and optional
practice session to be attended one quarter before the exam.
Students must successfully complete the written exam before
proceeding to Phase III, which includes the second threequarter sequence of the field experience component and
the oral examination. Students who are required to retake
the written exam must re-register and pay the appropriate
non-refundable fee. Students have three chances to pass the
written exam.
During the final quarter of the program, students complete
the oral component of the Comprehensive Master’s
Examination. (Students must register through the Registrar’s
Office for the oral comprehensive examination [PSY/PSJ 9091]
and pay the appropriate non-refundable fee.) This includes
a clinical vignette presented by the faculty examiners.
This experience provides students with the opportunity
to demonstrate competence and the breadth and depth
of knowledge necessary to become an effective therapist.
Students have three chances to pass the oral exam.
Students who are required to retake the oral exam must reregister and pay the appropriate non-refundable fee.
Master’s Project
Professional Development Workshops
The master’s project is an optional research experience
that allows students to pursue in depth a subject area of
their choice. The required sequence of courses for project
students is PSY/PSJ 5054 Research Methods: Qualitative and
Quantitative, PSY/PSJ 5996 Master’s Project Proposal, and
three quarters (3 x 2 units = 6 units) of PSY/PSJ 5997 Master’s
Project.
As a part of the Master of Arts in Counseling Psychology
Program, students attend a series of six workshops
designed to enhance their development as professionals
and enhance their post-master’s internship and employment
opportunities. PSY/PSJ 9000 Child Abuse Assessment,
Reporting, and Treatment fulfills the AB141 requirement
for seven hours of training for MFT licensure and must be
taken prior to beginning Phase III. In the first or second
quarter in the program, students enroll in PSY/PSJ 9001
Professional Development Workshop I: Diversity Awareness.
This workshop is a prerequisite to PSY/PSJ 5620 CrossCultural Awareness. PSY/PSJ 9002 Professional Development
Workshop II: General Career Issues and Strategies is designed
to be taken in Phase II. During Phase III, students complete
PSY/PSJ 9003 Professional Development Workshop III: MFT
Career Issues and Strategies. The fifth workshop is PSY/PSJ
9004 Human Sexuality. This workshop may be taken at any
time during the program. PSY/PSJ 9007 is a prerequisite to
begin a school-based placement.
PSY/PSJ 5054 Research Methods: Qualitative and Quantitative
must be completed successfully before enrolling in PSY/PSJ
5996 Master’s Project Proposal. The research process is then
one of continuous enrollment from PSP 5996 Master’s Project
Proposal through PSP 5997A–C Master’s Project A–C. The
student will be registered for a minimum of four consecutive
quarters during this process. Even if the student has not yet
completed the proposal course, the student will proceed
and register in PSP 5997A and complete the proposal while
registered in the next course in sequence. If the project is not
completed at the end of PSP 5997C Master’s Project C, the
student will take PSP 5998 Supplemental Project Assistance
for one unit until the project is completed. There will be no
leaves of absence granted throughout this research process
unless there are extenuating circumstances and the student
obtains permission from the instructor.
Upon successful completion of the project proposal, students
must enroll in PSY/PSJ 5997A–C in consecutive quarters.
Students who need more than three consecutive quarters to
complete their project must register for PSY/PSJ 5998 Supplemental Project Assistance each quarter until the master’s
project is completed. The project must be completed and
approved before the degree can be awarded.
Students who wish to complete a master’s project may, with
written approval, substitute master’s project units for required
courses which reflect and are based on the topic and nature
of the master’s project.
A maximum of 6 units of PSY/PSJ 5997 Master’s Project may
be applied toward the 79-unit requirement for the degree.
Units for PSY/PSJ 5996A and PSY/PSJ 5998 do not apply
toward the unit requirement for the degree.
Throughout their course of study, students are encouraged
to take responsibility for their personal development and
knowledge of self and to become sensitive to the impact
that they have on those around them. Consistent with this,
there is a non-credit requirement that students participate
in at least 50 sessions of personal (individual, couple,
family, or group) psychotherapy. Guidelines for the student
psychotherapy experience are available in the graduate
school office. Students will register for PSY/PSJ 9075 Personal
Psychotherapy in the quarter during which they will be
completing this requirement.
California MFT Licensing Requirements
The Master of Arts in Counseling Psychology Program meets
the educational requirements for the California Marriage
and Family Therapist (MFT) license. Licensing statutes and
regulations are subject to future legislative or administrative
revisions. Counseling psychology students will be kept
informed about MFT licensing requirements and any changes
that occur.
A description of the requirements of the law (Business
and Professional Code §§4980.37 and 4980.38) and how
the program meets these requirements is available from
the Graduate School of Professional Psychology offices in
Pleasant Hill and Campbell.
169
Courses
Units
Prerequisite(s)
Co-Requisite(s)
PYC/PYJ 3100 Childhood and Adolescence
PYC/PYJ 3200 Personality and Psychotherapy
Any approved PSY course
0–3
0–4
0–3
Graduate Prerequisite 1
PSY/PSJ 5054 Research Methods: Qualitative and Quantitative
0–3
Phase I
PSY/PSJ 5115 Theories of Therapeutic Process
PSY/PSJ 5156 Systemic Theory and Family Therapy
PSY/PSJ 5179 Basic Addiction Studies
PSY/PSJ 5230 Clinical Skills Training A: Self as Clinician
PSY/PSJ 5231 Clinical Skills Training B: Therapeutic Techniques
PSY/PSJ 5232 Clinical Skills Training C: Issues in Treatment
PSY/PSJ 5303 Child and Adolescent Therapy: Assessment and
Treatment A
PSY/PSJ 5304 Child and Adolescent Therapy: Assessment and
Treatment B
PSY/PSJ 5403 Diagnosis and Assessment of Psychopathology A
PSY/PSJ 5404 Diagnosis and Assessment of Psychopathology B
PSY/PSJ 5620 Cross-Cultural Awareness
PSY/PSJ 5635 Ethics and the Law
PSY/PSJ 9000 Child Abuse Assessment, Reporting, and Treatment
PSY/PSJ 9001 Professional Development Workshop I:
Diversity Awareness
3
3
3
3
3
3
PYC/PYJ 3200
3
PYC 3100, PSY 5115, PSY 5403
2
3
2
3
3
0
0
PSY/PSJ 5403
PYC 3100, PYC 3200
PSY/PSJ 5403
PSY/PSJ 9001
PSY/PSJ 5231
PSY/PSJ 5115, PSY/PSJ 5230
PSY/PSJ 5231, PSY/PSJ 5403
PSY/PSJ 5635
Phase II 2
Select THREE of the following courses
PSY/PSJ 5120C Specific Theories of Change: Child Therapy (3)
PSY/PSJ 5120F Specific Theories of Change: Family Therapy (3)
PSY/PSJ 5120G Specific Theories of Change: Group Therapy (3)
PSY/PSJ 5120I Specific Theories of Change: Individual Therapy (3)
PSY/PSJ 5167 Brief Therapy
Select EITHER of the following course sequences
PSY/PSJ 5249–51 External Field Experience (12)
PSY/PSJ 5260–62 Internal Field Experience (12)
PSY/PSJ 9002 Professional Development Workshop II: General Career
Issues and Strategies
PSY/PSJ 9007 Introduction to School-Based Program
PSY/PSJ 9090 Written Exam
9
3
12
0
0
0
170
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Phase III 3
PSY/PSJ 5154 Couple Therapy
Select EITHER of the following course sequences 4
PSY/PSJ 5252–54 Supervised External Field Experience (9)
PSY/PSJ 5263–65 Supervised Internal Field Experience (12)
PSY/PSJ 5309 Seminar in Child, Adolescent, Family Counseling 5
PSY/PSJ 5405 Psychological Testing
PSY/PSJ 5406 Psychopharmacology
PSY/PSJ 9003 Professional Development Workshop III: MFT Career
Issues and Strategies
PSY/PSJ 9004 Human Sexuality 6
PSY/PSJ 9075 Personal Psychotherapy
PSY/PSJ 9091 Oral Exam
PSY/PSJ 9100 Exit Meeting
3
9–12
80–96
3
3
3
PSY/PSJ 5304
0
0
0
1
0
These courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them prior to
admission are required to do so during the first year of graduate study.
2
Successful completion of Phase I required to advance to first field placement. Courses listed in Phases II and III may be taken earlier in the
program if their prerequisites have been met.
3
The successful completion of Phase II, including written comprehensive examination, is required to advance to Phase III.
4
Students registering for Supervised Internal Field Experience are required to take 4 units.
5
This is a variable unit course (1–3 units). Students in this program are required to take 3 units.
6
This course may be taken in any of the three phases.
1
171
Specializations
Counseling psychology students may choose to enrich their
studies by concentrating in a particular area. The program’s
five specializations provide the clinical training necessary
to meet present and anticipated needs in the community.
Students develop a depth of special knowledge that may be
a significant asset in acquiring a post-master’s internship or in
developing future employment opportunities. Specializations
are offered in addiction studies, child and adolescent therapy,
couple and family therapy, expressive arts therapy, and
sport psychology. All of the specializations are available at
the Pleasant Hill Campus. All specializations except Sport
Psychology and Addiction Studies are offered in Campbell.
Students may pursue a special area of interest while
completing the psychology core and MFT coursework by
selecting course options within the specialization. In addition
to the specialization coursework specified below, students
must complete field experience and group supervision
seminars in their area of specialization. At least 3 quarters of
related field experience are required for the specialization.
With careful course selection, students may complete a
specialization in 12 to 17 units beyond the 79 units required
for the Master of Arts in Counseling Psychology.
Candidates for a specialization must be interviewed by the
specialization program director and submit a Declaration of a
Specialization form. Prior to graduation, students must file the
Application for Specialization form. Both forms must be submitted to the Graduate School of Professional Psychology.
With the exception of Sport Psychology, all specializations
will be required to have 15 units, 6 of which will substitute
for core classes.
Addiction Studies
Courses
Units
PSY 5179 Basic Addiction Studies
PSY 5181 Positive Confrontation in the Treatment of Addiction
PSY 5182 Group Approaches in the Treatment of Addiction 1
PSY 5184 Family Approaches in the Treatment of Addiction 2
PSY/PSJ 5309 Seminar in Child, Adolescent, and Family Counseling 3
Approved Field Experience 4
3
3
3
3
3
Prerequisite(s)
Co-Requisite(s)
PSY/PSJ 5179
PSY/PSJ 5179
PSY/PSJ 5304
15
This course fulfills PSY 5120G.
This course fulfills PSY 5309. Note that PSY 5309 courses are variable unit.
3
Courses must have an Addiction Studies focus. Note that PSY 5309 courses are variable unit.
4
Of the six quarters of field experience, three must be in Addiction Studies.
1
2
Child and Adolescent Therapy
Courses
Units
PSY/PSJ 5120C Child Therapy
PSY/PSJ 5302 Sand Tray and Sandplay Therapy
PSY/PSJ 5306 Advanced Child Therapy 2
PSY/PSJ 5307 Advanced Adolescent Therapy
1
6
2
3
3
1
Prerequisite(s)
Co-Requisite(s)
PSY/PSJ 5304
PSY/PSJ 5304
PSY/PSJ 5304
15
This is a repeatable course and must be elected twice.
This course fulfills PSY/PSJ 5120C.
3
Courses must have a Child and Adolescent Therapy focus. Note PSY 5309 courses are variable unit.
4
Of the six quarters of field experience, three must be in Child and Adolescent Therapy.
1
2
172
Couple and Family Therapy
Nine units of the Couple and Family Therapy Program courses are offered at a JFK University community counseling center.
Courses
Units
PSY/PSJ 5120F Family Therapy
PSY/PSJ 5142 Advanced Family Therapy 1
PSY/PSJ 5143 Use of Self as Family Therapist 2
PSY/PSJ 5144 Advanced Couple Therapy
PSY/PSJ 5145 Advanced Treatment Issues in Family Therapy 3
3
3
3
3
3
Prerequisite(s)
Co-Requisite(s)
PSY/PSJ 5304
PSY/PSJ 5304
PSY/PSJ 5304
15
This course fulfills PSY/PSJ 5120F.
This course fulfills PSY/PSJ 5309. Note PSY 5309 courses are variable unit.
3
This course fulfills PSY/PSJ 5120F.
4
Of the six quarters of field experience, three must be in Couple and Family Therapy.
1
2
Expressive Arts Therapy
Courses
Units
PSY/PSJ 5770 Group Process and Expressive Arts
PSY/PSJ 5238 Supplemental Fieldwork
PSY/PSJ 5302 Sand Tray and Sandplay Therapy
PSY/PSJ 5740 Theory and Practice of Expressive Arts Camp
PSY/PSJ 5760 Expressive Arts Therapy: The Creative Process
1
3
1
2
3
3
3
Prerequisite(s)
Co-Requisite(s)
PSY/PSJ 5304
Instructor consent
15
This course fulfills PSY/PSJ 5120G.
2
Courses must have an Expressive Arts Therapy focus. Note PSY 5309 courses are variable unit.
3
Of the six quarters of field experience, three must be in Expressive Arts Therapy.
1
Sport Psychology
Courses
Units
PSP 5807 Group Process for Consultants
PSP 5826 Sport Psychology Approaches to Child, Adolescent, and
Family Counseling 2
PSP 5800 Sport Psychology
PSP 5815 Optimal Sport Performance A
PSP 5816 Optimal Sport Performance B
1
Prerequisite(s)
Co-Requisite(s)
3
2
3
3
3
PSP 5815
14
This course fulfills PSY 5120G.
2
This course fulfills PSY 5309. Note PSY 5309 courses are variable unit.
3
Of the six quarters of field experience, one must be at a university camp.
1
Individual Study
The Individual Study specialization offers students the option
to design a course of study in an area of particular personal
interest. It allows students to pursue in depth a subject area
of their choice.
It is the goal of this specialization to stimulate students to
think deeply and creatively about addressing their individual
learning needs and to design their own program consisting
of at least 12 units of academic coursework and 12 units of
fieldwork.
173
Post-Master’s Clinical Training Certificate
The Certificate in Post-Master’s Clinical Training offers
advanced, individualized training to clinicians who have
completed a master’s degree in psychology or a related field.
Students have the opportunity to acquire new skills or hone
existing skills while earning hours toward their MFT, clinical
social work, or psychology license.
The program is designed to be completed in nine months
and is composed of coursework, supervised individual study,
and group seminars held at the university’s Community
Counseling Center in Pleasant Hill. Areas of study include
family systems, child therapy, long-term psychodynamic
psychotherapy, treatment of recovering substance-abuse
clients, and brief therapy.
Students applying to this program must possess a master’s
degree in psychology or a related field from an institution
whose accreditation is approved by the Council for Higher
Education Accreditation (CHEA).
Courses
PSY
PSY
PSY
PSY
PSY
6247
6257
6300
6320
6330
Units
Clinical Case Seminar: Post-Master’s
Advanced Field Experience and Internship: Post-Master’s 2
Advanced Family Therapy
Use of Self as Family Therapist
Advanced Couple Therapy
1
1
2
Prerequisite(s)
Co-Requisite(s)
9
12
3
3
3
30
This is a repeatable, three-unit course. Students in this program are required to elect this course three times for a total of nine units.
This is a repeatable, variable-unit course (1–4). Students in this program are required to complete 12 units of this course.
174
ORGANIZATIONAL PSYCHOLOGY
MA PROGRAM
Program Goals
The Master of Arts in Organizational Psychology program
educates practitioners in the field organizational change.
The 60-quarter-unit MA program fosters the competencies
they need as internal or external consultants, managers, and
change leaders to help organizations achieve desired results
by becoming more humane, diverse, sustainable, and socially
responsible.
• To educate organizational change practitioners and
set them on a path to growth as critically reflective
practitioner-scholars who can assist client organizations to
achieve desired results and become more human, diverse,
sustainable, and socially responsible.
Through academic coursework, a master’s project, and field
experience, the program builds student competencies to
conduct individual/organizational assessments, design and
implement interventions, and lead and facilitate groups. It
teaches consulting approaches that increase organizational
learning, appreciate diversity, encourage social responsibility,
and promote ethical practices. It develops personal aptitudes,
inner strength, and mental agility needed to impact corporate,
public, and not-for-profit organizations.
The program teaches both practice and theory. It aims,
in other words, to nurture practitioner-scholars. Effective
consulting in today’s organizations requires more than a
toolbox of skills. Organizations are becoming more diverse
in membership, more globally connected, more rapid-paced,
chaotic, and complex. Change practitioners need to be able
to:
• practice self-observation and be selective in the midst of
change, confusion, and complexity;
• think critically;
• assess human systems utilizing theoretical constructs that
suggest new applications;
• know oneself;
• establish client relationships; and
• utilize all of the above to influence human systems.
Aligned with the mission of John F. Kennedy University
and of the Graduate School of Professional Psychology,
the Organizational Psychology program supports student
and faculty learning that integrates practice and theory, self
and relationships, uniqueness and diversity, tradition and
innovation, and foundational knowledge and specialization.
The program also provides extensive supervised field
experience, ongoing personal feedback, and instruction from
faculty who excel at the skills they teach.
Graduates of the Organizational Psychology program serve in
a variety of roles including line and executive manager, team
development specialist, organizational change consultant,
organization development manager, human resource business
partner, organizational learning manager, project leaders,
trainer, leadership coach, mediator, and conflict management
specialist.
• To strengthen student competencies in consulting, organizational assessment, organizational intervention, group leadership and development, action research and appreciative
inquiry, and in ethics, diversity, and social responsibility.
• To nurture a community of practice in which students,
faculty, and alumni reflect on experience, create knowledge
through dialogue, and discover best practices.
Practice Values
The MA program in Organizational Psychology educates
practitioners to inspire organizational systems to be humane,
diverse, sustainable, socially responsible, and ethical.
• Humane organizations are “good places to work” because
they respect people and relationships and treat people as
subjects, not objects; as collaborators, not resources to be
used.
• Diverse organizations appreciate and respect the cultural,
racial, gender, and sexual orientations within the workforce
and in the community they serve. They also recognize and
harness the power of differences and the contributions of
diverse perspectives to the decision-making process.
• Sustainable organizations make careful use of
material resources because they recognize that the
natural environment is a finite resource that requires
replenishment. They recognize that people also need to
reflect and rest. They know that productivity requires
the synergy of many systems, each with their own
requirements.
• Socially responsible organizations seek the common good.
They recognize their work as a contribution to the community, the nation, and the world beyond. If they are forprofit entities, they seek profit in a way that works for the
common good.
• Ethical organizations respect working agreements, rules,
and laws. They are conscious of ethical dilemmas, take
these seriously, intentionally deliberate the issues, and seek
solutions that do no harm.
175
Academic Coursework
MASTER’S PROJECT
The academic coursework includes both core and elective
material. Core courses emphasize organization dynamics,
self-awareness, communication, team development, group
facilitation, consulting skills, project management, and crosscultural sensitivity. Elective courses enable students to pursue
specialized interests in Organizational Psychology and related
subjects taught in the School of Management and the School
of Holistic Studies. Students may also pursue certificates in
Organizational Psychology and in Coaching.
The master’s project is a research experience that allows
students to pursue in depth a subject area in Organizational
Psychology. The required sequence of courses is PSO 5054
Research Methods: Qualitative and Quantitative, PSO 5996
Master’s Project Proposal, and three quarters (totaling 6 units)
of PSO 5997 Master’s Project.
Field Experience
Students gain valuable practical experience in developing
their consulting skills by completing 300 hours of field
experience in an organization of their choice. The 300 hours
are normally completed in three quarters and include weekly
individual and group supervision through the field experience
seminar, for a total of 9 units.
PSO 5054 Research Methods: Qualitative and Quantitative
must be completed successfully before enrolling in PSO 5996
Master’s Project Proposal. The research process is then one
of continuous enrollment from PSP 5996 Master’s Project
must enroll in PSO 5997A–C in consecutive quarters. Students
who need more than three consecutive quarters to complete
their project must register for PSO 5998 Supplemental
Project Assistance each quarter until the master’s project is
completed. The project must be completed and approved
before the degree can be awarded.
A maximum of 6 units of PSO 5997 Master’s Project may be
applied toward the 60-unit requirement for the degree. Units
for PSO 5996A Supplemental Proposal Assistance and PSO
5998 Supplemental Project Assistance do not apply toward
the unit requirement for the degree.
176
PERFORMANCE REVIEW AND
ADVISEMENT
Students meet every quarter with a faculty advisor to select
courses, evaluate academic progress, and integrate faculty
feedback. When performance falls below the standards of the
program, students are referred to the Review and Advisement
Committee. Committee recommendations may include
additional coursework, additional supervised field experience,
remedial writing assistance, counseling, or a leave of absence.
Students who do not maintain a minimum B average are
referred to an advisor.
Courses
FLEXIBLE, INDIVIDUAL PROGRAM
Working adult students choose JFK University’s Organizational
Psychology MA program because of its flexibility. The
program allows them to start at any quarter, take courses at
their own pace, tailor the program to their needs, interact
with a diverse learning community, engage in real-world
consultation in organizational settings, study with faculty who
practice what they teach, and complete the program in twoand-a-half years.
Units
Prerequisite(s)
Co-Requisite(s)
Select EITHER of the following courses
PYC 3210 Social Psychology (3)
PYC 4302 Psychology of Organizations (3)
0–4
0–3
Core Courses
PSO 5054 Research Methods: Qualitative and Quantitative
PSO 5270 Organizational Psychology Field Experience 2
Select EITHER of the following courses
PSO 5314 Facilitating Group Decision Making (3)
PSO 5472 Strategies for Communication and Team Building (3)
PSO 5461 Organizational Dynamics
PSO 5462 Organizational Assessment
PSO 5463 Organizational Interventions I
PSO 5464 Organizational Interventions II
PSO 5466 Self as Instrument
PSO 5475 Principles of Organizational Consulting
PSO 5620 Cross-Cultural Awareness (3)
PSO 5362 Conflict Management and Cultural Sensitivity (3)
PSO 5363 Group Process in Organization (3)
PSO 5996 Master’s Project Proposal
PSO 5997A Master’s Project A
PSO 5997B Master’s Project B
PSO 5997C Master’s Project C
Electives 3
3
9
3
3
3
3
3
3
3
3
PSO 5461
PSO 5461
PSY/PSJ 9001
3
2
2
2
18
PSO
PSO
PSO
PSO
PSO
5461
5054 or consent of instructor
5996
5997A
5997B
63–70
These courses or their approved equivalents are prerequisites to the MA program. Students who have not completed them prior to
admission are expected to do so during the first year of graduate study.
2
This is a repeatable three-unit course. Students in this program must elect this course three times for a total of 9 units.
3
Students select elective courses that meet their own learning objectives. The elective courses are described in
the course listings for Graduate School of Professional Psychology. Students may also choose to take
elective units in the Certificate Program in Organizational Coaching and receive a certificate upon
completion.
1
177
CERTIFICATE PROGRAMS
The Organizational Psychology program offers certificates in
Coaching and Organizational Psychology.
Coaching
The mission of the Coaching certificate program is to educate
exceptionally effective coaches. It fosters the competencies
they need as coaches to enable clients to achieve the dreams
and objectives of their personal and professional lives. The
program is unique among coaching programs because, as an
academic program, it fosters critical reflection on a variety of
coaching theories and approaches.
The Coaching certificate program supports student and
faculty learning that integrates practice and theory, self
and relationships, uniqueness and diversity, tradition and
innovation, and foundational knowledge and specialization.
Courses
The program also provides extensive supervised practice,
ongoing personal feedback, and instruction from faculty who
excel at the skills they teach.
A bachelor’s degree from an institution whose accreditation is
approved by the Council for Higher Education Accreditation
(CHEA) is required for admission to this program. Students
in the Coaching certificate program may apply certificate
courses as electives in the MA in Organizational Psychology,
MA in Integral Psychology, MA in Holistic Health, and MA in
Consciousness Studies degree programs.
Graduates of the Coaching program start businesses in life
coaching, career coaching, and organizational coaching or
they serve in a variety of organizational roles that include
coaching. Those who opt to complete a master’s program in
psychology along with the Coaching program significantly
expand their career options as counselors, organizational
consultants, and managers.
Units
Prerequisite(s)
Co-Requisite(s)
PYC 3105 Adulthood
0–3
0–4
Graduate Courses
PSO 5410 Orientation: Coaching Certificate
PSO 5412 Introduction to Coaching
PSO 5414 Starting a Coaching Practice
PSO 5423 Crafting the Coaching Relationship
PSO 5424 Coaching Practicum A
PSO 5425 Communicating in Coaching
PSO 5426 Coaching Practicum B
PSO 5427 Facilitating Learning and Results
PSO 5428 Coaching Practicum C
PSO 5430 Paradigms of Coaching
PSO 5434 Coaching Practicum D: Advanced Coaching Internship 1
PSO 5435 Coaching Competency 1
PSO 5437 Coaching Competency Supplement 1
PSO 5466 Self as Instrument
Select SIX UNITS from the following courses
PSO 5432 Leadership Development (3)
PSO 5440 Paradigms of Consciousness (3)
PSO 5441 Integral Psychology A (3)
PSO 5444 Basics of Resume Writing (1)
PSO 5445 Organizational Approaches to Career Development (3)
PSO 5446 Career Planning Resources (2)
PSO 5461 Organizational Dynamics (3)
1
0
1
1
2
1
2
2
2
2
2
2
2
1
3
6
PSO 5423
PSO 5425
PSO 5427
PSO 5435
PSO
PSO
PSO
PSO
PSO
5423
5426
5425
5428
5427
PSO 5435
PSO 5434
29–36
Students who need additional assistance in demonstrating competency in coaching will be required to enroll in PSO 5437 Coaching Competency Supplement (1 unit). Units of PSO 5437 do not apply toward the unit requirements for the certificate.
178
This certificate program serves professionals in the field or
in allied fields who wish to pursue organizational studies
and receive recognition for doing so. It also serves students
in various JFKU MA programs who wish to supplement
their programs with Organizational Psychology electives and
receive a certificate. A bachelor’s degree from an institution
whose accreditation is approved by the Council for Higher
Education Accreditation (CHEA) is required for admission to
this program.
Courses
PSO
PSO
PSO
PSO
PSO
PSO
5314
5363
5461
5466
5472
5475
The certificate can be completed in one year. It consists of 18
elective units—any courses in the Organizational Psychology
Program that meet the student’s needs and interests. Students
with no previous exposure to the field are encouraged to
select the following:
Units
Facilitating Group Decision Making
Group Process in Organizations
Organizational Dynamics
Self as Instrument
Strategies for Communication and Team Building
Principles of Organizational Consulting
3
3
3
3
3
3
Prerequisite(s)
Co-Requisite(s)
PSO 5461
18
179
SPORT PSYCHOLOGY
MA PROGRAM
Performance Review and Advisement
The JFKU Sport Psychology program is an academically
rigorous applied program. The integration of diversity is a
core element. The practitioner-based faculty is committed
to providing a supportive environment for learning. A
foundation is built for successful contributions to the global
community.
Advising is readily available with the program director or a
faculty advisor. Students are required to see an advisor at
least once per academic quarter during their first 30 units of
study.
The 77-unit Master of Arts in Sport Psychology Program
trains students in interpersonal and applied aspects of
psychology with a primary focus in the specialized field of
sport psychology. Students completing the program typically
pursue careers in sport psychology consultation, teaching,
or other applied psychology disciplines. Many graduates
undertake doctoral study in a field that allows them to
practice as licensed sport psychologists.
The program is offered at the Pleasant Hill Campus and is
one of the few in the United States designed to integrate
counseling psychology with sport psychology. The counseling
curriculum includes theoretical and experiential learning in
basic counseling skills, group dynamics and psychopathology,
and focuses on how psychological theory can be drawn
upon in a variety of practical situations. Sport psychology
coursework covers research, theory, and the application
of psychology to such areas as optimal performance,
coaching techniques, social issues, substance abuse, and
issues pertaining to child, adolescent, and family counseling.
Students also study the fundamentals of consultation and the
theories and techniques of task group problem solving, and
how to develop their own consulting practice.
The program includes four quarters of supervised field experience in sport psychology. The first placement is generally at
the university’s summer sport camp, followed by the LEAAP
Project. (In the LEAAP—Life Enhancement through Athletic
and Academic Participation—Program, student interns work
with high school students both on and off the playing field,
teaching athletic teams performance-enhancement techniques,
then discussing with the athletes how these skills can be
applied to other parts of their lives.)
Approved settings for subsequent field experience include
community and recreation organizations, high schools,
universities, and club sports. Concurrent with the field
placement, students participate in individual and group
supervision.
Students are required to complete a master’s project in which
they pursue in depth a sport psychology research interest
of their choice. At the end of the first year, students take
a written exam, and at the end of the program, students
take an oral examination in which they present a case from
their fieldwork experience and respond to sport psychology
scenarios presented by the faculty examiners.
180
Following admission, an ongoing process of evaluation
begins. When such evaluation indicates that a student’s
performance falls below the standards of the Sport
Psychology Program, the student will be referred to the
Review and Advisement Committee. The committee requires
individual consultation with a core faculty member and may
require changes in the student’s program, such as additional
coursework, additional supervised field experience, or a leave
of absence.
Master’s Written and Oral Examinations
The written exam is designed to assess the student’s
readiness to begin internships. The Sport Psychology Master’s
Written Exam is to be taken summer quarter of Phase I (or
approximately midway throughout the Sport Psychology
Program).
Students must successfully complete the written exam and
satisfactorily complete summer camps before proceeding to
External Field Placements.
The Sport Psychology Master’s Oral Exam is to be taken in
the final quarter. The exam will include a case presentation
by the student and a vignette presented by examiners. This
provides students with the opportunity to demonstrate their
competency in the field of Applied Sport Psychology.
Master’s Project
The master’s project is a research experience that allows
students to pursue in depth a subject area in Sport
Psychology. The required sequence of courses is PSP 5054
Research Methods: Qualitative and Quantitative, PSP 5996
Master’s Project Proposal, and three quarters (3 x 2 = 6 units)
of PSP 5997 Master’s Project.
PSP 5054 Research Methods: Qualitative and Quantitative
must be completed successfully before enrolling in PSP 5996
Master’s Project Proposal. The research process is then one
of continuous enrollment from PSP 5996 Master’s Project
must enroll in PSP 5997A–C in consecutive quarters. Students
who need more than three consecutive quarters to complete
their project must register for PSP 5998 Supplemental
Project Assistance each quarter until the master’s project is
completed. The project must be completed and approved
before the degree can be awarded.
Courses
A maximum of 6 units of PSP 5997 Master’s Project may be
applied toward the 77-unit requirement for the degree. Units
for PSP 5996A and PSP 5998 do not apply toward the unit
requirement for the degree.
Units
Prerequisite(s)
Co-Requisite(s)
SCI 3110 Anatomy and Physiology 2
0–3
0–4
0–4
Graduate Prerequisites
PSP 5054 Research Methods: Qualitative and Quantitative
0–3
Core Curriculum
PSP 5179 Basic Addiction Studies
PSP 5620 Cross-Cultural Awareness
PSP 5800 Sport Psychology
PSP 5803 Ethics in Sport Psychology
PSP 5804 Assessment Strategies
PSP 5805 Psychopathology Assessment
PSP 5807 Group Process for Consultants
PSP 5810 Sport and Society
PSP 5811 Counseling Skills I
PSP 5812 Counseling Skills II
PSP 5815 Optimal Sport Performance A
PSP 5816 Optimal Sport Performance B
PSP 5817 Performance Enhancement
PSP 5820 Psychology of Coaching
PSP 5826 Sport Psychology Approaches to Child, Adolescent and
Family Counseling
PSP 5832 Sport Medicine and Psychology of Injury
PSP 5840 Theory and Practice of Sport Camps and Camp Process
PSP 5845 Developing a Consulting Practice
PSP 9090 Written Exam
PSP 9091 Oral Exam
3
3
3
1
1
3
3
2
3
3
3
3
3
2
2
3
3
3
0
0
PSP 5811
PSP 5815
PSP 5816
Consent of instructor
PSP 5280 Sport Psychology Supervised Field Experience 3
16
Master’s Project
PSP
PSP
PSP
PSP
5996 Master’s Project Proposal
5997A Master’s Project A 4
5997B Master’s Project B
5997C Master’s Project C
Electives 4
3
2
2
2
5
PSP 5054 or consent of instructor
PSP 5997A and completed project contract
PSP 5997B and completed project contract
77–91
These courses or their approved equivalents are prerequisites to the MA program. Students who have not completed them prior to
admission are expected to do so during the first year of graduate study.
2
An approved biology course may be substituted.
3
Students in this program must elect this course four times and earn a total of 16 units.
4
Students are required to complete 5 units of electives. Electives are offered each quarter. The subject matter may include, but is not limited
to, women and sports, working with professional athletes, and eating-disordered athletes.
1
181
CERTIFICATE PROGRAMS
The Sport Psychology program offers certificates in Sport
Management and Exercise and Sport Performance.
Sport Management
The field of sport management is a rapidly growing field.
The sports industry, which encompasses recreational sports,
club sports, athletic clubs, university athletics as well as
professional sports, grows each year, and the need for
trained professional increases from year to year. With this
Sport Management certificate, students may pursue careers
in organizations such as sport event planning, professional
sports, university athletic programs, and in-club sport
associations.
Courses
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
5808
5809
5810
5827
5828
5829
5830
5831
5858
Units
Introduction to Sport Psychology
Introduction to Sport Management
Sport and Society
Economics of Sport
Event Management
Management Strategies for Sport
Sport Marketing
Sport Law
Sport Management Practicum: Fieldwork
Prerequisite(s)
Co-Requisite(s)
1
2
2
2
3
3
3
2
3
21
Exercise and Sport Performance
The Exercise and Sport Performance certificate is designed
to give professional in the health, sport, and fitness world;
coaches; athletes; sport psychology consultants; sport
administrators; psychologists; MFTs; and others knowledge in
the areas of sport and exercise psychology, sport physiology,
kinesiology, and nutrition. This certificate will provide eligible
psychologists, marriage and family therapists, and sport
psychology consultants the necessary coursework required to
apply for Association for the Advancement of Applied Sport
Psychology (AAASP) certification.
Three different tracks are offered to specifically meet the
academic needs of different groups. Track I is designed for
coaches, athletic trainers, sporting instructors, and others who
desire a better understanding of sport performance. Track II
is designed for sport psychology alumni and current sport
psychology students who desire a better understanding of the
physiology side of sports as well as to prepare them to apply
for AAASP certification. Track III is designed for psychologists
and MFTs who desire to become eligible to apply for AAASP
certification.
Track I—Sport Performance
Courses
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
5800
5832
5833
5834
5835
5836
5837
5855
Units
Sport Psychology
Psychology of Injury/Sport Medicine
Kinesiology
Motor Learning and Performance
Exercise Psychology
Sport and Exercise Nutrition
Mental Skills Training
Sport Psychology Practicum
182
Prerequisite(s)
Co-Requisite(s)
3
3
4
4
4
2
4
4
28
Track II—Sport Physiology
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Prerequisite(s)
Co-Requisite(s)
Undergraduate Prerequisite
0–4
Graduate Courses
PSP 5800
PSP 5832
PSP 5833
PSP 5834
PSP 5835
PSP 5836
Electives
Sport Psychology
Psychology of Injury/Sport Medicine
Kinesiology
Exercise Psychology
Sport and Exercise Nutrition
3
3
4
4
4
2
3
23–27
Track III—AAASP Certification
Courses
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
5800
5810
5820
5821
5822
5833
5834
5835
5837
Units
Sport Psychology
Sport and Society
Psychology of Coaching
Gender Issues in Sport
Team Building and Communication
Kinesiology
Exercise Psychology
Mental Skills Training
1
1
4
2
2
2
2
4
4
4
4
28
PSP 5800 is a variable-unit course (3–4 units). Students electing this track must enroll in PSP 5800 for 4 units.
183
LINKED MA SPORT PSYCHOLOGY/
CLINICAL DOCTOR OF PSYCHOLOGY
Note: Students may not link a bachelor’s degree to a master’s
degree and then link the master’s degree to a doctoral degree.
As the field of psychology continues to diversify and expand
the range of specialties, it is important for educational
institutions to stay on the cutting edge of program
development. John F. Kennedy University has achieved
this by linking the MA in Sport Psychology program with
the clinical doctoral program, the PsyD. Unlike a researchbased PhD, the PsyD program is designed to produce
practitioners, not researchers, while providing the same high
level of scholarly study. Both the MA in Sport Psychology
and the PsyD offer the highest level of available training in
applied sport and clinical psychology respectively. In the
past, students could earn a master’s degree in two years and
a Doctorate of Psychology in an additional four years. This
innovative linked program allows completion of both degrees
within five years of full-time, intensive study (part-time
options are also available). Having both degrees will enable
graduates to use the title “Sport Psychologist,” allow them to
apply for either master’s or doctoral certification through the
Association for the Advancement of Applied Sport Psychology
(AAASP), and work with both clinical and athletic clients
by applying the skills and knowledge developed from both
fields. Eligibility to take the psychology licensing exam for the
state of California will also be earned.
The full-time student starts in the sport psychology program
for the first year and then moves into the PsyD Program for
the following four years. Once in the PsyD Program, the
linked student fulfills all the same curricular and training
requirements asked of all PsyD students. The MA component
of the linked program consists of 41 units in the Sport
Psychology Program (completed during the first year), and
36 units in the PsyD Program (completed during the first two
years of the PsyD Program, i.e., years two and three of fulltime study). Upon successful completion of these 77 units
and the Master’s Written and Oral exams, a Master’s degree
in Sport Psychology will be conferred. Upon successful
completion of the fifth year of full-time study in the linked
program and all requirements for the PsyD, a PsyD degree
will also be awarded. For information on the practicum,
internship exams, and advancement to candidacy, refer to the
PsyD section of this catalog.
184
Applicants must possess a bachelor’s degree from a regionally
accredited institution. Prospective students should apply to
the MA program and the PsyD Program concurrently. In the
event that a student in good standing in the Sport Psychology
Program is not accepted into the PsyD Program, the student
may continue the master’s degree program. A student must be
accepted into the PsyD Program before enrollment in a PsyD
course is permitted.
MA DEGREE IN SPORT PSYCHOLOGY/
CLINICAL PSYCHOLOGY
A student will be awarded a MA degree in Sport Psychology/
Clinical Psychology when he or she has satisfactorily
completed all first-, second-, and third-year courses of the
linked program (i.e., year one is completed in the Sport
Psychology program, years two and three are completed
in the PsyD program), is a student in good standing, and
has passed the MA written and oral exams in the Sport
Psychology program and the comprehensive written
examination of the PsyD program. The Sport Psychology MA/
PsyD linked students have a choice between conferred with
one of two MA degrees, either an MA in Sport Psychology
or a join MA in Sport Psychology/Clinical Psychology. This
joint degree would reflect a terminal and primary MA in
Sport Psychology with a non-terminal, non-licensable clinical
component.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
SCI 3110 Anatomy and Physiology 2
Introductory psychology course
Any diversity-related course
Any statistics course
0–3
0–4
0–4
0–3
0–3
0–3
First Year
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
PSP
5280
5800
5803
5804
5807
5810
5811
5815
5816
5817
5820
5822
5832
5845
5855
5860
9090
Sport Psychology
Ethics in Sport Psychology
Assessment Strategies
Group Process for Consultants
Sport and Society
Counseling Skills I
Optimal Performance A
Optimal Performance B
Performance Enhancement
Psychology of Coaching
Team Building and Communication
Sport Medicine and The Psychology of Injury
Developing a Consulting Practice
Sport Psychology Practicum
Group Supervision
MA Written Exam
4
3
1
1
3
2
3
3
3
3
2
2
3
3
3
2
0
PSP 5815
PSP 5816
Second Year 3
PSD 7003 History and Systems of Professional Psychology
PSD 7007 Clinical Interviewing Skills I 4
PSD 7008 Clinical Interviewing Skills II 4
PSD 7015 Adult Psychopathology I 4
PSD 7016 Adult Psychopathology II
PSD 7035 Practicum I 5
PSD 7046 Group Process 5
PSD 7047 Multicultural Awareness in Professional Psychology 5
PSD 7104 Social and Cultural Bases of Behavior
PSD 7121 World Cultures: Diverse Perspectives on Psychological
Theory and Practice
PSD 7122 Psychodynamic Theory and Its Application to Diverse
Populations
PSD 7123 Cognitive Theory and Its Application to Diverse
Populations
PSD 7141 Ethical and Legal Issues in Professional Psychology
PSD 7151 Research Methodologies 4
PSD 7225 Lifespan Development I: Child and Adolescent 4
PSD 7250 Quantitative Research: Critical Review
3
3
3
3
3
6
3
6
3
PSD 7007
PSD 7015
3
3
3
3
3
3
3
PSD 7151
185
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Third Year
PSD 7107 Biological Bases of Behavior 4
PSD 7115 Assessment I/Intellectual and Cognitive Assessment
and Lab
PSD 7116 Assessment II and Lab
PSD 7117 Assessment III and Lab
PSD 7124 Family Systems Theory and Application to Diverse
Populations
PSD 7131 Psychology of Addiction 4
PSD 7135 Practicum II 5
PSD 7146 Advanced Group Process 5
PSD 7147 Multicultural Proficiency in Professional Psychology 5
PSD 7160 Psychopharmacology
PSD 7226 Lifespan Development II: Adulthood and Aging
PSD 7251 Qualitative Research: Critical Review
PSD 7252 Clinical Dissertation Proposal I 4
PSD 7253 Clinical Dissertation Proposal II 4
PSD 7254 Clinical Dissertation Proposal III 4
PSP 9091 MA Oral Exam
Electives 6
PsyD Comprehensive Written Exam
3
4
4
4
3
3
6
3
3
3
3
3
2
2
2
0
3–6
0
PSD 7008, PSD 7016
PSD 7115
PSD 7116
PSD 7016
PSD 7016, PSD 7107
PSD
PSD
PSD
PSD
7151
7250, PSD 7251
7252
7253
Fourth Year 7
PSD 7025 Child and Adolescent Issues: Psychopathology and
Treatment
PSD 7108 Cognitive and Affective Bases of Behavior
PSD 7215 Consultation and Education in Psychology
PSD 7230 Management and Supervision: Self, Other, and
Organizations
PSD 7235 Practicum III
PSD 7245 Contemporary Issues in Professional Psychology
PSD 7302 Dissertation Completion 8
PsyD Electives 6
Clinical Proficiency Exam
Advancement to Candidacy
3
PSD 7016, PSD 7225
3
3
3
PSD 7016, PSD 7253
9
3
2
11–14
0
0
PSD 7253, PSD 7254
Fifth Year
PSD 7400 Internship
36
221–41
Students who have not completed the prerequisites prior to admission to the MA program (year one) are required to do so during the first
year of study. Students must complete all prerequisites prior to attending PsyD courses.
2
An approved biology course may be substituted.
3
In year two, the student moves into the PsyD Program. There are 20 linked units in year two.
4
This is a linked course; it will apply toward both degree programs.
5
This course must be taken three times, totaling the specified number of units. The first election is linked to both degree programs.
6
Total elective units required for PsyD degree: 16 units or as needed to bring the total applicable PsyD units to the required 180.
7
After completion of requirements in years 1–3, students will have successfully completed the MA in Sport Psychology program.
8
This course may be taken four times for credit for a total of 2 units. It must be taken each quarter until the dissertation is completed.
1
186
DOCTOR OF PSYCHOLOGY (PSYD)
The PsyD degree was first recognized by the APA in 1973.
Today, many PsyD programs are offered nationwide. The Doctor of Psychology (PsyD) Program is designed for individuals
seeking the highest level of training to become applied
psychologists. Graduates are prepared for the multiple roles
which contemporary psychologists must fill to competently
serve their communities: clinician, program administrator
and evaluator, consultant, educator, supervisor, assessor,
and critical consumer of psychological research. Practical
applications, advanced clinical training, and specialized
fieldwork are emphasized throughout the course of the
program.
A dedicated faculty of practitioner-scholars offers a studentfaculty ratio of approximately ten to one. In the selection of
faculty and program staff, the PsyD Program aims to reflect
the diversity of California’s community including issues of
gender, race, physical ability, sexual orientation, and class
to underscore the university’s commitment to diversity and
to incorporate the curriculum’s emphasis on professional
competency with diverse and underserved populations.
Students may choose to attend the program full- or part-time.
The intensive full-time plan of study takes four years to complete. Full-time students complete three years of coursework
(four quarters per year) plus weekly practicum hours each
of the first three years. After the three full-time years of
coursework, a one-year, full-time internship, or two half-time
internships, are required for graduation. Students are also
required to complete a clinical dissertation project. Parttime students work with their advisor to develop a modified
schedule tailored to each individual student’s needs.
Accreditation
The Doctor of Psychology (PsyD) Program at John
F. Kennedy University is accredited by the American
Psychological Association (APA). Interested parties may
contact the APA at:
Committee on Accreditation
American Psychological Association
750 First Street NE
Washington DC 20002-4242
(202) 336-5979
In addition to the university requirements listed previously in
this catalog, applicants to the PsyD program must complete
the following:
• Official transcripts from all colleges and universities
attended. With rare exceptions, a 3.0 GPA is required for
admission.
• A bachelor’s degree from a regionally accredited institution.
(International applicants to the PsyD Program must have
the equivalent of a U.S. bachelor’s degree.)
• A personal statement, no longer than four double-spaced,
typewritten pages. The statement should reflect the
applicant’s interest in the field of psychology and diversity,
and rationale for applying to this program.
• A resume/vitae.
• Applicants must submit a recent and representative sample
of academic writing (sample academic paper). The sample
should be no longer than 10 pages and should include the
applicant’s name.
• Three letters of recommendation which attest to the applicant’s suitability for a Doctor of Psychology Program
are required. Two of the three recommendations will
preferably be from former or current instructors.
• Applications will be evaluated by the Program Admissions
Committee. Applicants deemed most appropriate for
admission will be contacted by the program to schedule a
personal interview.
• The Graduate Record Examination (GRE) score is
recommended but not required of applicants.
The application deadline is January 2 for application and all
supporting documentation. Applicants are admitted for fall
quarter only. Late applications will be considered on a caseby-case basis if space is available.
The following four classes are required prior to enrollment
in the PsyD program. These classes need to have been taken
at a regionally accredited university within the past ten years
with a grade of C or better in an undergraduate program or a
B- or better in post-undergraduate work:
• Diversity-related class
• Introduction to Psychology
• Survey course on Theories of Personality
• Statistics
187
Transfer Credit
Practicum I
Students holding a master’s degree may be eligible to transfer
up to 18 units of credit. Students requesting course transfer
credit need to have attained a grade of “Credit” or a letter
grade of B or higher from a regionally accredited institution.
The course(s) in question must have been taken within the
last eight years. Students transferring from another doctoral
program may transfer up to 30 units of credit. Although
transfer credit may reduce the cost of the program, it will not
reduce the overall length of the program.
In contrast to both Practicum II and Practicum III which are
clinical placements, Practicum I is an ethnographic placement
experience. The first year ethnographic practicum lays the
foundation for culture- and diversity-sensitive training as
well as practice in self-reflection and self-awareness. The
ethnographic experience involves immersion in environments
that provide unique and diverse cultural experiences for
the trainees. This immersion establishes an understanding
of diversity and the relationships with power, privilege, and
oppression in the practice of psychology.
Transfer credit is not permitted into the linked MA Sport
Psychology/PsyD Programs.
Advisement
After acceptance into the program, students are assigned a faculty advisor with whom they meet at least once per quarter.
Student performance in coursework and practica is evaluated
on an ongoing process, with formal yearly reviews. Each
year must be completed satisfactorily to be advanced in the
program. Failure to meet requirements for advancement will
result in a referral to the Review and Advisement Committee
to remediate the difficulty. In some instances, students may
be required to supplement or repeat certain areas of the
program or to take a leave from the program.
Competency Areas
The curriculum is designed around seven competency
areas, as defined by the National Council of School and
Programs of Professional Psychology (NCSPP): Relationship/
Clinical, Research and Evaluation, Assessment, Theory and
Intervention, Consultation and Education, Management and
Supervision, and Diversity. A perspective of diversity is
integrated throughout the coursework and clinical training.
Integrated Professional Seminar
The Integrated Professional Seminar (IPS) is a key component
of the program. This composite of courses is designed to
integrate coursework with practicum throughout the program.
Small groups of students meet together with a faculty member
over three consecutive quarters. Depending on the year, IPS
emphasizes different areas such as working with diverse
populations; examining one’s own belief systems, world
view, biases, group process, and clinical case presentations.
The IPS provides a supportive setting in which students
may collaboratively integrate their applied and academic
experiences.
188
To this end, the purpose of the ethnographic practicum
(Practicum I) is to provide first-year doctoral trainees with
experience in an unfamiliar culture/setting. For a minimum of
eight hours per week, first-year trainees engage in a cultural
immersion experience in a setting specifically selected to
expose trainees to a population with whom they have had
little or no prior contact.
The ethnographic practicum (Practicum I) is not a clinical
placement. Indeed, Practicum I trainees are not permitted
to engage in clinical work. This placement is, however,
integrally related to trainee development as clinical
psychologists. It is one of the principal means by which
trainees establish the foundation necessary to work with
the diversity of clients that they will encounter in their
subsequent clinical placements as well as their future
work as professionals. This practicum (Practicum I) and
its accompanying Integral Professional Seminar (IPS-I) are
designed to focus on diversity.
Practicum II
Practicum II is a clinical placement at one of over 100
available sites. The focus of Practicum II is on the supervised
integration and application of knowledge gained from
Practicum I placement experience and ongoing doctoral
coursework. In Practicum II, trainees develop skills in doing
therapy including accurate assessment, conceptualization,
and formulation of client cases from a multicultural/diversity
perspective.
Practicum III
Practicum III again is a clinical placement at one of over 100
available sites. The focus of Practicum III is on the supervised
integration and application of knowledge gained from
previous practica, and ongoing doctoral coursework. As with
Practicum II, trainees develop skills in accurate assessment,
conceptualization, and formulation of client cases from a
multicultural/diversity perspective. However, the focus in
Practicum III is extended to include advanced skills in the
development of systematic and empirically justifiable plans
for intervention with individuals, groups, or communities
within the larger context of human diversity and social
change.
Pre-Doctoral Internship
MA Degree in Clinical Psychology
Trainees apply for pre-doctoral internship when they are in
the third year of the full-time curriculum. Trainees need to be
registered in the relevant number of internship units for each
quarter in which they are accruing internship hours.
A student will be awarded a MA degree in Clinical
Psychology when he or she has satisfactorily completed all
first- and second-year courses, is a student in good standing,
and has passed the comprehensive written examination. This
degree is non-terminal and non-licensable.
JFK University PsyD trainees may apply for full-time or
part-time internship programs that are accredited by CAPIC,
APPIC, or APA. To be considered full time, trainees must
work a minimum of 35 hours per week. A full-time internship
is completed in 4 quarters at 9 units per quarter for a total of
36 units.
Comprehensive Written Examination
The Comprehensive examination is similar to the written
examination for California licensure. A comprehensive
written exam consisting of 200 multiple choice questions is
administered at the end of the second year.
Clinical Proficiency Examination
In the spring of year three, students present a written clinical
case report to two faculty members who examine the student
on the case.
Satisfactory Progress
Satisfactory levels of proficiency in all competency areas in
coursework and practica must be met by each student to
proceed to the next year of the program. Failure to meet
requirements for advancement to the next year may result in
a student’s being required to supplement or repeat certain
areas of the program or a student’s termination from the
program.
Clinical Dissertation Project
The clinical dissertation project is an intensive study in
an area of interest. Projects must reflect the program’s
emphasis on diverse or underserved populations as well as
the Doctor of Psychology’s clinical focus. The dissertation
should integrate research findings, relevant literature, and
original thought, deriving input from the population under
study and contributing to the field of applied psychology.
Although traditional quantitative methodologies may be
utilized, students are also encouraged to explore and utilize
other research forms. Projects may take the form of a
program evaluation, theoretical exploration, meta-analysis,
case study or series of case studies, phenomenological
study, ethnography, grounded-theory exploration, or other
qualitative methodology. The dissertation proposal must be
completed prior to accepting a pre-doctoral internship.
Dissertation Extension
Students who have not completed a clinical dissertation
project prior to beginning the internship must register for
PSD 7302 Dissertation (0.5 units) and pay a dissertation fee
for each quarter that the dissertation remains unfinished.
PSD 7302 may be taken a maximum of four times for credit
(2 units). The student must continue retake PSD 7302 until
the dissertation is complete, but will not receive more than 2
units in total.
In order to advance to candidacy at the end of year three
of the program, each student must have satisfactorily
completed all coursework, practica, the Clinical Proficiency
Exam, and yearly reviews and successfully defended the
clinical dissertation proposal. The student may then enter
into an approved internship and begin the final phase of the
program.
189
Individual Psychotherapy
All students in the Doctor of Psychology Program are required
to complete at least 50 hours of individual psychotherapy
within an 18-month time period prior to beginning internship.
Psychotherapy must be with a licensed therapist. Students do
not receive academic credit for psychotherapy.
The Board of Psychology may be contacted directly at:
1422 Howe Avenue, Suite 22
Sacramento CA 95825-3200
phone: (916) 263-2699
e-mail: [email protected]
web: www.psychboard.ca.gov
Licensure
Degree Requirements
Completion of the PsyD from John F. Kennedy University
prepares students to sit for the Psychologist Licensing
Examination. The licensure process is regulated by the
California Board of Psychology which currently requires a
minimum 3,000 hours of board-approved supervised training.
Licensing statutes and regulations are subject to future
legislative or administrative revisions. Doctor of Psychology
students will be kept informed about licensing requirements
and any changes that occur. The PsyD Program maintains an
active relationship with the licensing board.
To receive the Doctor of Psychology, the student must
complete the following:
• After admission to the Doctor of Psychology program, all
academic requirements must be completed in residence.
• A minimum grade of B- is required in each course applied
to the degree.
• An overall grade-point average of 3.0 must be achieved in
all work for the PsyD.
• Candidates for doctoral degrees are required to file a
Petition for Degree and pay the required fee by February 15
of the year prior to beginning internship.
• A comprehensive written examination in year two and
a clinical proficiency exam in year three, internship,
psychotherapy, dissertation, and course requirements as
outlined below.
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Prerequisites 1
Introduction to Psychology
Theories of Personality
Diversity-related course
Statistics
First Year
PSD 7003 History and Systems of Professional Psychology
PSD 7007 Clinical Interviewing Skills I
PSD 7008 Clinical Interviewing Skills II
PSD 7015 Adult Psychopathology I
PSD 7016 Adult Psychopathology II
PSD 7121 World Cultures: Diverse Perspectives on Psychological
Theory and Practice
PSD 7122 Psychodynamic Theory and Its Application to Diverse
Populations
PSD 7123 Cognitive Behavioral Theory and Its Application to Diverse
Populations
PSD 7141 Ethical and Legal Issues in Professional Psychology
PSD 7151 Research Methodologies
PSD 7225 Lifespan Development I: Child and Adolescent
PSD 7226 Lifespan Development II: Adulthood and Aging
PSD 7250 Quantitative Research: Critical Review
PSD 7035 Practicum I 2
PSD 7046 Group Process 2
PSD 7047 Multicultural Awareness in Professional Psychology 2
3
3
3
3
3
PSD 7007
PSD 7015
3
3
3
3
3
3
3
3
6
3
6
PSD 7151
190
Courses
Units
Prerequisite(s)
Co-Requisite(s)
Second Year
PSD 7104 Social and Cultural Bases of Behavior
PSD 7107 Biological Bases of Behavior
PSD 7115 Assessment I/Intellectual and Cognitive Assessment
and Lab
PSD 7116 Assessment II /Personality Assessment I and Lab
PSD 7117 Assessment III/Personality Assessment II and Lab
PSD 7124 Family Systems Theory and Its Application to Diverse
Populations
PSD 7131 Psychology of Addiction
PSD 7160 Psychopharmacology
PSD 7251 Qualitative Research: Critical Review
PSD 7252 Clinical Dissertation Proposal I
PSD 7253 Clinical Dissertation Proposal II
PSD 7254 Clinical Dissertation Proposal III
PSD 7135 Practicum II 2
3
3
4
4
4
PSD 7146 Advanced Group Process 2
3
3
3
3
2
2
2
6
3
PSD 7147 Multicultural Proficiency in Professional Psychology 2
3
Comprehensive Written Exam
0
3
PSD 7008, PSD 7016
PSD 7115
PSD 7116
PSD
PSD
PSD
PSD
PSD
PSD
7016
7016, PSD 7107
7151
7250, PSD 7251
7252
7253
Third Year
PSD 7025 Child and Adolescent Issues: Psychopathology and
Treatment
PSD 7108 Cognitive and Affective Bases of Behavior
PSD 7215 Consultation and Education in Psychology
PSD 7230 Management and Supervision: Self, Other, and Organization
PSD 7302 Dissertation Completion 2
3
3
3
3
2
Electives
16
4
PSD 7016, PSD 7253
PSD 7253, PSD 7254
9
PSD 7235 Practicum III 2
PSD 7245 Contemporary Issues in Professional Psychology
Clinical Proficiency Exam
PSD 7016, PSD 7225
2
3
0
0
Fourth Year
PSD 7400 Internship
36
180
These courses or their approved equivalents are prerequisites to the Doctor of Psychology program. All prerequisite courses must be completed prior to attending first-year Doctor of Psychology courses, with official transcripts documenting successful completion on file in the
Registrar’s Office. Prerequisite courses completed after the awarding of the bachelor’s degree must have a grade of B- or better. Prerequisite
courses may be taken at any regionally accredited approved college or university.
2
This is a repeatable course and must be taken multiple times to total the number of units indicated.
3
Students in good standing who have passed the comprehensive written examination will be awarded an MA degree in Clinical Psychology
after satisfactorily completing all first- and second-year courses. This degree is non-terminal and non-licensable.
4
More than 16 units may be needed to bring the total applicable doctoral units completed to the required 180.
1
191
DOCTOR OF PSYCHOLOGY [PSD] COURSES
PSD 7003 HISTORY AND SYSTEMS
OF PROFESSIONAL PSYCHOLOGY
3
Studies the evolution of modern psychology with regard
to various theories, systems, and practices. There is an
examination of the philosophical, cultural, and sociopolitical
contexts and consequences of the major systems in the
development of contemporary psychology. A critical
understanding of the weakness, biases, and limitations of the
given systems will be emphasized.
PSD 7007 CLINICAL INTERVIEWING SKILLS I
3
Students learn skills required to initiate and maintain a
therapeutic relationship. They learn the importance of cultural
sensitivity, confidentiality, the therapeutic alliance, empathy,
listening, reflecting, focusing, and gentle confrontation.
Emphasis is placed on students’ awareness of and ability to
manage their own feelings as they arise in the therapeutic
context.
PSD 7008 CLINICAL INTERVIEWING SKILLS II
3
Students will continue to learn and practice skills required to
initiate and maintain therapeutic relationships. Additionally,
students will learn clinical strategies with individuals
presenting with various diagnostic issues. Issues of
termination, frame maintenance, and clinical empathy will
continue to be emphasized. The cultural implications of
assessment and diagnoses will be discussed as well as the
clinical implications of working with clients who are culturally
different from the clinician. Prerequisite: PSD 7007.
PSD 7015 ADULT PSYCHOPATHOLOGY I
3
An introduction to the symptoms, classification, and diagnosis
of adult mental disorders. Students will learn the mental status
examination and other approaches to the clinical evaluation
of adult psychopathology. In this course, disorders classified
and described in the DSM-IV will be reviewed. Students will
learn to assess mental disorders and to render a multi-axial
(DSM-IV) diagnosis. Explanations regarding the etiology of
these disorders will be discussed from various theoretical
perspectives and approaches to treatment will be examined.
The limitations and qualifications of the current DSM-IV
system with regard to people of non-dominant cultural
background are considered.
PSD 7016 ADULT PSYCHOPATHOLOGY II
3
This course continues the exploration of the symptoms,
classification, and diagnosis of adult mental disorders
and introduces the formulation of treatment plans to the
assessment process. It also includes a critical evaluation of
the DSM-IV system. Multicultural and feminist critiques will
be explored as well as the use of empirical research in the
construction of the DSM-IV. Alternative diagnoses will also be
introduced. Prerequisite: PSD 7015.
PSD 7025 CHILD AND ADOLESCENT ISSUES:
PSYCHOPATHOLOGY AND TREATMENT
3
approaches to pathology with regard to cultural and related
variables are examined. Students will learn assessment and
evaluation, treatment interventions, specific therapeutic
techniques, and parent and collateral contact skills.
Prerequisite: PSD 7016 and PSD 7225.
PSD 7035 PRACTICUM I
2
Students are placed for eight hours per week in settings,
generally schools or community mental health agencies,
that allow them to engage in an ethnographic observation/
participation of individuals and groups that are culturally
different from the students in significant ways. The goal is
to enhance cultural competence by broadening the student’s
exposure and appreciation of “others,” while gaining an
in-depth understanding of his or her own assumptions,
stereotypes, and biases.
PSD 7046 GROUP PROCESS
1
Students function as a group during the three quarter-IPS.
They reflect upon the group dynamics of their practicum
placement, their own collective experience within the IPS
and the range of perspectives encountered in their assigned
academic reading, and an exploration of cultural differences
in a group context.
PSD 7047 MULTICULTURAL AWARENESS IN PROFESSIONAL
PSYCHOLOGY
2
This part of the IPS curriculum focuses on theories of
diversity and the history of racism and other “isms.” Students
examine the effects of power and privilege—or lack thereof—
on psychological functioning. Students will be encouraged to
develop self-awareness and a heightened sensitivity to their
own values, cultural identity, and biases to understand how
these serve as both resources and barriers to the effective
delivery of mental health services to diverse populations.
PSD 7104 SOCIAL AND CULTURAL BASES OF BEHAVIOR
3
This course provides students with an overview of social
psychology and related domains of psychological research
addressing the influence of culture and other collective
structures on human behavior. The course focuses strongly
on social justice–oriented social-psychology work, theories of
prejudice and racism, and the ethical issues common to social
psychology methods.
PSD 7107 BIOLOGICAL BASES OF BEHAVIOR
3
Offers a practical, clinical description of the functional
anatomy and physiology of the human nervous system.
Information is discussed to provide an understanding of the
normal and pathological development and functioning of the
nervous system. This includes concepts of genetics, sleep,
arousal and altered states of consciousness, the acquisition
and retention of information, and the ability of people to
adapt to the environment. Exploring the application of this
information to clinical practice, rehabilitation, research, and
personal philosophy is encouraged.
This course includes an exploration of the symptoms,
diagnosis and treatment of child and adolescent
psychopathology. Child and adolescent development are
considered from a range of theoretical perspectives. The
strengths and limitations of existing theoretical and clinical
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PSD 7108 COGNITIVE AND AFFECTIVE
BASES OF BEHAVIOR
3
This course provides students with an overview of classical
and recent research in the areas of cognitive psychology
and theories of emotion with an emphasis on the relevance
of these models and findings to diversity-competent clinical
practice and research.
PSD 7115 ASSESSMENT I/INTELLECTUAL AND
COGNITIVE ASSESSMENT AND LAB
PSD 7123 COGNITIVE BEHAVIORAL THEORY AND ITS APPLICATION
TO DIVERSE POPULATIONS
3
4
This course provides an introduction to intelligence and cognitive assessment. It include a historical examination of major
theories of intelligence and the multicultural implications of
these models. One hour of lab is included each week to help
students acquire skills in the administration, scoring, and
interpretation of cognitive tests. Prerequisite: PSD 7008 and
PSD 7016.
PSD 7116 ASSESSMENT II/PERSONALITY
ASSESSMENT I AND LAB
4
Focuses on the various ways personality is assessed through
objective measures. Students learn to administer, score, and
interpret personality inventories with emphasis on the MMPI2. One hour of lab each week is included to help the student
acquire skills in the administration, scoring, and interpretation
of objective personality measures. In addition, emphasis
is placed on the integration of cognitive and objective
personality test findings within the context of history, mental
status, behavioral observations, SES, and culture. Students
learn to integrate these data into a psychological test report
which provides a clear description of the subject and his
or her strengths and weaknesses and relevant treatment
recommendations. Prerequisite: PSD 7115.
PSD 7117 ASSESSMENT III/ PERSONALITY
ASSESSMENT II AND LAB
4
An introduction to the use of projective techniques to
assess psychological functioning. Particular attention will
be given to the Rorschach and the TAT/CAT. One hour of
lab each week is included to help the student acquire skills
in the administration, scoring, and interpretation of these
measures. In addition, emphasis is placed on the integration
of cognitive, objective, and projective personality test findings
within the context of history, mental status, behavioral
observations, SES, and culture. Students learn to integrate
these data into a psychological test report which provides
a clear description of the subject and his or her strengths
and weaknesses and relevant treatment recommendations.
Prerequisite: PSD 7116.
PSD 7121 WORLD CULTURES: DIVERSE PERSPECTIVES
ON PSYCHOLOGICAL THEORY AND PRACTICE
3
Exposes students to non-traditional psychological theory as it
applies to non-dominant and non-conforming groups, both
within and outside the U.S. It contrasts traditional and nontraditional theories and considers postmodern thinking within
social and political contexts.
PSD 7122 PSYCHODYNAMIC THEORY AND ITS APPLICATION TO
DIVERSE POPULATIONS
A critical review of psychodynamic theory and practice from
a cultural perspective is included.
3
This course reviews drive theory and ego psychology,
object-relations theory, self-psychology, and intersubjective
approaches to therapy. The paradigm shift in psychoanalytic
thought from a drive theory to a relational theory model and
the implications of this shift for clinical practice are examined.
This course reviews the basic tenets and principles of
cognitive-behavioral theory and therapy and its specific
application to anxiety and mood disorders. Cognitivebehavioral theory is examined from a postmodern
perspective.
PSD 7124 FAMILY SYSTEMS THEORY AND ITS APPLICATION TO
DIVERSE POPULATIONS
3
This course offers the basics in family systems theory and
the historical context from which it arose. Students learn the
application of systems theory to the treatment of a variety of
family systems. A comparison and critique of systems theory
from a postmodern perspective is included. The limitations
of systems theory to families of diverse backgrounds is
considered as well as modifications of the approaches typical
of system models to meet the needs of such families.
PSD 7131 PSYCHOLOGY OF ADDICTION
3
Focuses on the identification, assessment, and treatment of
individuals who are abusing substances. The influence of
socioeconomic class and cultural context and the variations
in substance use and abuse across groups will be considered.
Prerequisite: PSD 7016.
PSD 7135 PRACTICUM II
2
The second-year practicum is a clinical placement where
students apply the knowledge and skills they have acquired
in the first year. The practicum is part of the three-quarter
integrated professional seminar sequence in which students
discuss clinical and diversity issues.
PSD 7141 ETHICAL AND LEGAL ISSUES IN
3
This course focuses on the ethics and laws to which psychologists must adhere and their implications for a professional
practice. We will examine contextual issues such as gender,
race, and widely differing world views of therapist and client
and their implications for an ethical professional practice.
Students will be introduced to methods of critically evaluating
their professional behavior.
PSD 7146 ADVANCED GROUP PROCESS
1
In this component of the second-year integrated professional
seminar, key aspects of the leader role will be examined with
an emphasis on the effects of different theoretical orientations
or group models on the leader role and leadership style. The
dynamics of conflict and techniques for conflict resolution
will be a particular area of emphasis with attention to the
impact of diversity on conflict management.
PSD 7147 MULTICULTURAL PROFICIENCY IN
1
In year two of the integrative professional seminar, the multicultural dimension shifts toward examining and experiencing
how integral aspects of the therapeutic interchange from
diverse cultural perspectives are actually experienced in the
clinical setting. Focus will be on examining clinical treatment
interventions with specific populations and exploring their
relative effectiveness and the impacts on both therapist and
client.
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PSD 7151 RESEARCH METHODOLOGIES
3
This course is designed to present an overview of basic
research designs and methods including both qualitative
and quantitative approaches to research. Additionally the
course covers ethics in research, issues of cultural diversity
relevant to the process of research, and an introduction to the
dissertation process and methods.
PSD 7160 PSYCHOPHARMACOLOGY
3
A general overview of the field of psychopharmacology as
it relates to the practice of psychology. Introductory lectures
review the history and current status of pharmacological
research methodology and our current understanding of
the variables influencing drug effects (e.g., the placebo
effect), basic neurophysiology, synaptic functioning,
neurotransmitters, metabolic pathways, and pharmacokinetics.
The remaining lectures address the diagnosis and
pharmacological treatment of several of the most commonly
encountered classes of psychiatric disorders. Throughout
the course, clinical, theoretical, and ethical considerations of
pharmacotherapy will be discussed. Prerequisite: PSD 7016
and PSD 7107.
PSD 7170A–C CLINICAL NEUROPSYCHOLOGY I–III
2–3
This three-quarter course provides a grounding in functional
neuroanatomy and neuropathology in the context of how
these are manifested in cognition, emotion, and behavior. The
first quarter emphasizes functional neuroanatomy in greater
depth than that offered in the Biological Basis of Behavior
course. The second quarter explores normal variation in
brain functioning and various commonly encountered
pathological processes. Basic neuropsychological principles
and test procedures are discussed and demonstrated during
these quarters to solidify the content areas. The third quarter,
finally, focuses on the battery and process approaches to
neuropsychological assessment, and the application of such
assessment in a number of clinical contexts. Experiential
knowledge of the tests is encouraged by having students
undergo their own neuropsychological assessment given by
the instructor or the T. A. Prerequisites: PSD 7107, PSD 7115,
PSD 7116, and PSD 7117.
PSD 7215 CONSULTATION AND EDUCATION
IN PSYCHOLOGY
3
3
Covers the early years of development through adolescence
with regard to intellectual, social, moral, and personal
maturation. There is an emphasis on child and adolescent
identity development, ethnic identity development, sexual
identity development, and how teenagers learn to answer the
question, “Who am I?” Psychosocial issues such as violence,
low self-esteem, suicide, gang involvement, body image, and
drug and alcohol use will be addressed.
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3
Lifespan issues from adulthood through aging and death
are discussed in this course. Theory, clinical applications,
and current research on aging are emphasized. Biological,
cognitive, emotional, and social factors are considered in the
contexts of culture, ethnic identity, gender, SES, and sexual
orientation.
PSD 7230 MANAGEMENT AND SUPERVISION:
SELF, OTHER, AND ORGANIZATION
3
Aspects of the supervisory process are presented through
the use of theoretical and case materials. Each student has
the opportunity to participate as a supervisor in training and
have his or her work critiqued. This course also includes
information and skills related to supervising organizations,
i.e., understanding and managing multiple levels of a system
including one’s own private or group clinical practice.
PSD 7235 PRACTICUM III
3
Practicum III gives students credit for their third-year training
placement. To receive credit for PSD 7235, students must
meet the terms of the placement contract, carry an adequate
caseload, and receive a satisfactory evaluation by the
practicum supervisor. In class, this component of the thirdyear integrated professional seminar revolves around case
presentations and emphasizes the integration of theory into
practice, case formulation, and attention to issues of culture,
power, and oppression. This class also prepares students for
their clinical proficiency exam.
PSD 7245 CONTEMPORARY ISSUES IN
1
This component of the third-year IPS examines the
increasingly complex interplay of legal, ethical, social, and
other concerns encountered in the practice of professional
psychology. Issues of diversity are highlighted. Questions,
concerns, and case examples from year three practica
experiences will be explored in depth. Microanalysis of case
problems will be a central feature of this year’s seminar as
students fine tune their clinical skills and interests.
PSD 7250 QUANTITATIVE RESEARCH: CRITICAL REVIEW
Introduces students to the consultative and educational
processes in psychology and their application to work
with diverse populations. Students become familiar with
consultation in both its technical and process forms and
integrate assessment, design, implementation, and evaluative
phases. To this end, students learn to tailor, design,
implement, and evaluate a consultation or educational
module including objectives, methods, activities, materials,
and evaluation. Prerequisite: PSD 7016 and PSD 7253.
PSD 7225 LIFESPAN DEVELOPMENT I:
CHILD AND ADOLESCENT
PSD 7226 LIFESPAN DEVELOPMENT II:
ADULTHOOD AND AGING
3
This course is designed to provide students with
knowledge of descriptive and inferential statistics including
correlational and group difference analysis (through oneway ANOVA and post hoc analysis) with an introduction
to selected multivariate techniques. Emphasis is placed on
conceptual understanding and appropriate use of statistics
including knowledge of assumptions and limitations of
specific techniques. Critical review of published empirical
literature and critique of culturally appropriate analysis and
interpretation is an integral part of the course. Prerequisite:
PSD 7151.
PSD 7251 QUALITATIVE RESEARCH: CRITICAL REVIEW
3
Responding to the program’s mission of applied, socially
relevant, and culturally congruent research, this course covers
major qualitative approaches to research and data analysis
and the development of critical thinking skills. Skills will be
used to assess the relevance, appropriateness, and utility of
various methods with regard to specific research questions,
populations, and social contexts. Prerequisite: PSD 7151.
PSD 7252 CLINICAL DISSERTATION PROPOSAL I
2
This course is designed to begin the dissertation process,
determine an area of interest, develop a review of the
literature, determine an appropriate research design and
choice of methodology (quantitative/qualitative), create
a prospectus, and begin the process of developing a
dissertation committee. Prerequisite: PSD 7250 and PSD 7251.
PSD 7253 CLINICAL DISSERTATION PROPOSAL II
2
This course is designed to assist students in completing
literature reviews, obtain a dissertation committee, and
develop an appropriately detailed methodology section
for their projects. Separate qualitative and quantitative
methodology sections are provided. Prerequisite: PSD 7252.
PSD 7254 CLINICAL DISSERTATION PROPOSAL III
2
PSD 7330 CASE MANAGEMENT AND CLINICAL INTERVENTIONS
0–3
Review of psychological states and psychopathology issues
for culturally diverse clients through a survey of literature and
case presentations.
4.5–9
Students will apply for approved internship sites anywhere
in the country that are consistent with their individual
interests, training needs, and professional goals. Students will
build competency in the diverse clinical skills required of a
professional psychologist. Students are required to complete
either one full-time, yearlong internship or two-half-time,
yearlong internships completed over two years’ time.
PSD 7601 INTERNSHIP APPLICATION AND INTERVIEW PROCESS
1–2
First quarter of a two-quarter sequence. Having completed
their clinical dissertation proposal, students now meet in a
small, faculty-led group to discuss their clinical dissertation
and work toward its completion.
PSD 7302 DISSERTATION COMPLETION
1–3
Various elective courses are taught according to student and
faculty interest. For example, lesbian, gay and bisexual issues
in psychotherapy, multicultural consultation, and psychology
of trauma.
PSD 7400 INTERNSHIP
This course designed to assist students in completing the
dissertation proposal. Quantitative and qualitative sections
will be offered. It is anticipated that by the end of this
quarter, students will have successfully defended their
dissertation proposals. Prerequisite: PSD 7253.
PSD7300 CLINICAL DISSERTATION CLUSTER I
PSD 7309 TOPICS IN DOCTORAL PSYCHOLOGY
0–0.5
Following successful oral defense of the dissertation proposal,
each student enrolls in PSD 7302 until completion of the
dissertation. Students work independently under the direction
of their dissertation committees with assistance from research
faculty until successful final defense of the dissertation
project. Course may be repeated for credit four times. After
four repetitions, students must continue to enroll in PSD 7302
to completion of dissertation project. A maximum of 2 units
will apply toward the degree program. Prerequisite: PSD 7253
and PSD 7254.
0
This is not a course of study but, rather, is required meetings
with the training office to inform students and answer
questions regarding the application and interview process for
internships
PSD 7602 SUMMER FIELD PLACEMENT
0
Summer field placement.
PSD 7604 SUMMER INTERNSHIP PLACEMENT
0
For half-time internship students who either need to finish
hours or attend early orientation.
PSD 7995 INDEPENDENT STUDY
1–4
Allows for individual study in a special interest area not
offered as a regular course. To be arranged with consent of
instructor and approval of the program director.
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ORGANIZATIONAL PSYCHOLOGY [PSO] COURSES
PSO 5054 RESEARCH METHODS: QUALITATIVE
AND QUANTITATIVE
3
An introduction to research methods in psychology with
content divided equally between quantitative and qualitative
methods. The course addresses how research is designed
and carried out in order to study different types of human
experience including the basic assumptions that are
embedded within each different method. Covers conditions/
context for collecting data (measurement, experiment,
interview, field observation, participation, etc.). The most
commonly used research methods are outlined and both
qualitative data analysis (grounded-theory coding, phenomenological description, hermeneutic interpretation) as
well as descriptive and inferential statistical analysis are
covered at the conceptual level. The purpose of the course
is to help students become critical consumers of research,
to be able to read and understand published research, to
understand the basics of qualitative and quantitative research
methods, and to understand the mechanics of writing a
research article (including APA style), to conduct research,
and to discern the value of each application. The course also
helps prepare students for conducting their master’s project.
PSO 5234 SEMINAR IN ORGANIZATIONAL PSYCHOLOGY
1–4
Special issues in the field of consulting psychology including
conflict resolution in organizations, exploring group
dynamics, and others. May be repeated for credit with a
change of topic.
PSO 5268 ORGANIZATIONAL PSYCHOLOGY PRACTICUM
1–4
Includes placement, individual advisement, and group supervision. Practicum gives the student an opportunity to apply the
theory and methodology from the classes of PSO 5462 Organizational Assessment, PSO 5463 Organizational Interventions
I, PSO 5464 Organizational Interventions II, and PSO 5314
Facilitating Group Decision Making. The student works as
an apprentice in a real-but-limited consulting engagement
working under the direction or in collaboration with JFKU
faculty or an approved, experienced OD practitioner. An
alternative practicum may be an instructor-organized,
simulated classroom experience. Practicum offers directed
practice and skill development and may meet up to two of
the three required quarters of field experience.
PSO 5270 ORGANIZATIONAL PSYCHOLOGY
FIELD EXPERIENCE
3–4
Field placement, individual advisement, and group
supervision for students in the Organizational Psychology
Program. In group supervision sessions, case presentations
from current placement sites serve as the starting point for
lecture, role play, and discussion of consultation issues.
PSO 5271 SUPPLEMENTAL ORGANIZATIONAL
PSYCHOLOGY FIELD EXPERIENCE
PSO 5314 FACILITATING GROUP DECISION MAKING
3
This course considers the dynamics and functioning of task
groups and the role of the consultant in their facilitation.
Topics include phases in group development, leadership
function and skills, and helping groups to begin, maintain
themselves, and end.
PSO 5360 PRINCIPLES OF CONFLICT MANAGEMENT
3
Explores the theory and practice of conflict management.
Students learn how conflicts originate and evolve and how
to resolve interpersonal conflicts. Theory, lecture, and
simulations provide students with practical and strategic skills
and a greater understanding of anger, power, and ways of
working through impasse.
PSO 5361 PRINCIPLES OF MEDIATION
3
Building on the student’s understanding of the dynamics of
conflict, this class provides a comprehensive introduction
to mediation theory and practice. Students are exposed
to different models of mediation (facilitative, evaluative,
and transformative) as are used to deal with organizational
conflict within different settings (internal, agency, and court).
Role plays are used extensively to provide a safe learning
environment.
PSO 5362 CONFLICT MANAGEMENT AND CULTURAL SENSITIVITY
3
Enhances the student’s knowledge and awareness of the role
that cultural and lifestyle differences play in conflict. Students
also learn how to effectively address issues of diversity in
conflict management.
PSO 5363 GROUP PROCESS IN ORGANIZATIONS
3
An examination of concepts, principles, and necessary
activities of effective work groups. Topics are considered
within the context of developmental stages: joining;
identifying, and making use of differences; identifying and
resolving conflict; building trust, cohesion, and inter-member
relationships; structuring a group to increase collaborative
effort, results-based performance, and effective decision
making; and closing down the work. This course identifies
stage-specific tasks for group members as well as appropriate
facilitative behaviors for leaders and members. Prerequisite:
PSO 5461.
PSO 5410 ORIENTATION: COACHING CERTIFICATE
0
Introduces new students to each other and orients them to
the Coaching Certificate program, policies, and advisement
procedures.
1
This supplemental course allows students who have not
completed the required hours of field experience for PSO
5270 during a particular quarter to complete their hours in
the following quarter. Students receive an “In Progress” grade
at the end of the incomplete quarter and receive retroactive
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credit for PSO 5270 and PSO 5270 on completion of the
required work experience. Prerequisite: written consent
of director and completion of at least 60 hours of field
experience.
PSO 5412 INTRODUCTION TO COACHING
1
An overview of the field and the four models of coaching
used in the field. Reviews professional coaching
competencies as taught in the Coaching Certificate program.
Provides opportunities to assess one’s coaching skill in
practice. Examines the appropriate application of coaching as
contrasted to counseling and consulting.
PSO 5414 STARTING A COACHING PRACTICE
1
Focuses on techniques for marketing a coaching practice.
Subjects include attracting and enrolling clients, developing
marketing and collateral materials, creating alliances with
other professionals, speaking persuasively about your
coaching practice as well as setting fees and billing for
services.
PSO 5423 CRAFTING THE COACHING RELATIONSHIP
PSO 5432 LEADERSHIP DEVELOPMENT
2
Focuses on meeting professional standards including understanding the distinctions between coaching and other
related professions, setting up the coach/client relationship,
establishing trust and intimacy with the client, and developing
a coaching presence. Students discuss and practice ways
to create and maintain the coaching relationship based
on understanding diversity, mutual respect, and trust and
established ethical guidelines including confidentiality.
PSO 5424 COACHING PRACTICUM A
1
During practicum, students will practice coaching
techniques taking into consideration issues of power, trust,
confidentiality, boundaries, and setting an appropriate arena
for the coaching relationship. Students will practice the coactive coaching model in their coaching. Co-requisite: PSO
5423.
PSO 5425 COMMUNICATING IN COACHING
2
2
Students will practice communication skills such as listening,
inquiry, and advocacy. Students practice two new models—
domains of competence and four quadrants. Co-requisite:
PSO 5425.
PSO 5427 FACILITATING LEARNING AND RESULTS
2
Students will learn the skills necessary to successfully facilitate
clients’ learning, goal achievement, and desired outcomes and
results. Course content includes discussion and practice in
evaluating client needs from diversity perspective, developing
an effective coaching plan, setting and achieving agreed-on
results, managing progress, and maintaining accountability.
Prerequisite: PSO 5425. Co-requisite: PSO 5428.
PSO 5428 COACHING PRACTICUM C
2
Students will practice relevant coaching skills such as creating
awareness, designing actions, planning and goal setting, and
managing progress and accountability. Students practice inthe-moment coaching model. Co-requisite: PSO 5427.
PSO 5430 PARADIGMS OF COACHING
3
Examines models of leadership development including
coaching, mentoring, training, succession planning, and
360° feedback. Considers the relationship of character
development, leadership, and ethical organizational
responsibility.
PSO 5434 COACHING PRACTICUM D:
ADVANCED COACHING INTERNSHIP
2
This course continues students’ supervised work with clients.
Students work on specific client issues and case study preparation. Co-requisite: PSO 5435.
PSO 5435 COACHING COMPETENCY
2
Students demonstrate key coaching competencies through
case studies and coaching demonstrations. They assess,
together with their professors, the quality of their coaching,
their ability to demonstrate the quality of critical reflection,
and self-development as coaches. Prerequisite: PSO 5427.
Co-requisite: PSO 5434.
PSO 5437 COACHING COMPETENCY SUPPLEMENT
During this course, students will practice communication
skills for effective coaching. Active listening includes
hearing the client’s concerns and goals, paraphrasing, and
accepting expression of feelings and perceptions. The skill
of powerful questioning opens the client’s perspective to
challenge self-limiting assumptions and hidden talents. Direct
communication is the ability to communicate effectively
understanding the diversity issues. Prerequisite: PSO 5423.
Co-requisite: PSO 5426.
PSO 5426 COACHING PRACTICUM B
interventions to meet the client’s needs. Students review
all coaching models in the program and decide on their
signature presence in coaching.
2
Explores methods of coaching from the conceptual level
of paradigms or world views. Most coaching is taught
from a single perspective and from the conceptual level of
technique and practice. By comparing and understanding
paradigms, coaches have more flexibility to select appropriate
1
Provides one-on-one supplemental advisement toward
developing skills required for the coaching competency
course including: case studies, self-development plans, and
coaching observation. Prerequisite: PSO 5435.
PSO 5440 PARADIGMS OF CONSCIOUSNESS
3
Examines the nature and structure of paradigms and
paradigm shifts in scientific, psychological, social, and
metaphysical thinking. Emphasizes living systems theory and
the philosophy of holism as they relate to ecology, health,
creativity, and conflict resolution.
PSO 5441 INTEGRAL PSYCHOLOGY A
3
This course examines different integral and transpersonal psychologies and philosophies including those of Sri Aurobindo,
Ken Wilber, C. G. Jung, Roberto Assagioli, and A. H. Almaas.
Topics include feminist perspectives, the relationship of
Self/self, and the potential of integral psychology to deepen
our understanding of and help bring about personal psychospiritual development as well as social and global change.
PSO 5444 BASICS OF RESUME WRITING
1
This course is cross-listed with CDV 5085. This course
explores resume writing from the career counselor’s
perspective. Topics include styles of resumes (e.g.,
chronological, functional, and combination), necessary/
unnecessary information, aesthetics, language usage, and
division of labor between counselor and client.
PSO 5445 ORGANIZATIONAL APPROACHES TO
CAREER DEVELOPMENT
3
This course is cross-listed with CDV 5190. Examines
how corporations use career development services and
interventions as motivational and retention tools and how
not-for-profit organizations help their clients to be more
successful and satisfied in their work lives. Guest speakers
offer real-time examples to show how career development
improves the alignment between individuals and workplaces.
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PSO 5446 CAREER PLANNING RESOURCES
2
This course is cross-listed with CDV 5045. An overview and
hands-on utilization of the resources necessary to research
and conduct a job search. Learn how to utilize relevant
information in the career decision-making process. Topics
include career information systems, networking, informational
interviewing, and career center resources.
PSO 5453 ORGANIZATIONAL CONFLICT MANAGEMENT
3
Effective conflict management strategies within organizations
emerge through a continuous improvement process
acknowledging the existence of the conflict-management
system. Students are introduced to systems thinking and its
relationship to conflict management, methods for conducting
a needs assessment, designing organizational interventions,
implementing a conflict-management program, and evaluating
a conflict-management system.
PSO 5460 ORGANIZATIONAL CULTURES, MYTHS, AND VALUES
3
Teaches students how to understand organizations and their
cultures, analyze an organization’s present position and
envision its future, and assess its underlying assumptions
and beliefs. Specific organizations and situations are used as
course material.
PSO 5461 ORGANIZATIONAL DYNAMICS
3
3
Organizational assessment is a fundamental lever for initiating
change and transformation in organizations. Students achieve
the organizational psychology competency in organizational
assessment when they can surface, understand, and interpret
organizational dynamics from multiple perspectives, utilizing
various methodologies with impartiality and compassion.
The primary purpose of this course is to help learners
examine and apply organizational diagnostic skills (concepts,
behaviors, methods, and tools) in their change-management
interventions. Students will apply these skills in a client
organization in real time.
PSO 5463 ORGANIZATIONAL INTERVENTIONS I
3
This course introduces and provides an overview of two
categories of interventions—human process interventions,
which includes interpersonal, group process as well as large
group and organization processes, and techno-structural
interventions, which includes restructuring, employee
involvement, and work-design approaches. We will build on
the prerequisite course PSO 5461 Organization Dynamics
which introduces the process of change and consulting
with major emphasis on the application of theory to OD
practice through analysis and assessment. In this course,
using analysis and assessment, we will discuss appropriate
interventions and the theoretical underpinning for their
application.
PSO 5464 ORGANIZATIONAL INTERVENTIONS II
This course introduces and provides an overview of the
final two categories of interventions—human resource
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PSO 5465 PERSONAL POWER AND LEADERSHIP
3
Mastering one’s personal power and understanding the keys
to effective leadership. Organizations seek leaders whose
behavior inspires confidence, evokes loyalty, and uses
resources effectively. This course recognizes the need for
today’s leader/manager to “know thyself” and focuses on
students’ awareness of how they use and limit their personal
power in various situations. Also explores the aspects of “self”
that must be developed in order to enhance effectiveness.
PSO 5466 SELF AS INSTRUMENT
This course introduces the theoretical foundations of organizational psychology and organization behavior as underpinning
the practice of organization development. We will cover the
history and practice of OD and the process of change in
the action-research model. We will study the phases of that
model with special emphasis on analysis and assessment.
PSO 5462 ORGANIZATIONAL ASSESSMENT
management interventions, which includes performance
management, career development, and diversity, and strategic
interventions, which includes strategic change, transformation,
organization learning, and cultural change. We will build on
the prerequisite course PSO 5461 Organization Dynamics
which introduces the process of change and consulting with
major emphasis on the application of theory to OD practice
through analysis and assessment. The approach in this course
is similar to PSO 5463 in using analysis and assessment
to discuss appropriate interventions and the theoretical
underpinning for their application.
3
Supports the consultant’s ability to be effective in difficult
situations by developing increased self-awareness. Combining
experiential learning with reading and introspection, the
course aims to refine one’s understanding of the starting point
of all effective organizational participation and consultation,
namely, the self. It provides tools for clarifying one’s sense of
purpose, appreciating the value of feedback, recognizing and
owning one’s biases, managing stress, and other key elements
of a consulting practice. Focus varies with instructor and
student interest.
PSO 5470 VISIONARY LEADERSHIP
3
Great leaders exhibit multiple competencies. In particular,
they create a vision that elucidates an underlying purpose and
points the way to others. This course examines the theoretical
and practical components of exemplary leadership.
PSO 5472 STRATEGIES FOR COMMUNICATION
AND TEAM BUILDING
3
Examines interpersonal communication from analytical,
critical, and practical perspectives. The focus is
on understanding the subtleties of interpersonal
communication—including interaction patterns, word bias,
values, nonverbal behavior, tone, and personal perceptions—
in order to build skills including team development, team
growth, and maintenance, and the role of leadership in selfmanaged teams.
PSO 5475 PRINCIPLES OF ORGANIZATIONAL CONSULTING
3
organizational consulting and the differences between internal
and external consulting. Coursework integrates managerial,
psychological, and transformational methodologies. Students
also study the different phases of organizational consulting
and learn how to achieve their respective goals.
PSO 5495 PROJECT MANAGEMENT
3
3
Project management is a key skill area in most organizations.
Topics include management of project, integration,
scope, time, cost, human elements, risk, procurement,
communications, and quality.
PSO 5620 CROSS-CULTURAL AWARENESS
3
Designed to enhance students’ awareness and appreciation
of their own cultural identity and to increase sensitivity to
cultural variables that may affect assessment, treatment, and
outcome in the therapeutic relationship. Exposure to specific
practical elements in cross-cultural counseling.
PSO 5995 INDEPENDENT STUDY IN PSYCHOLOGY
1–6
2/2/2
Required of students completing a master’s project. Project
typically takes two to three quarters and is completed under
the supervision of a faculty advisor. Research begins at least
two quarters before anticipated graduation. A maximum of 6
units may be applied to the degree. Prerequisite: PSO 5996
and completed project contract.
PSO 5998 SUPPLEMENTAL PROJECT ASSISTANCE
This course allows for individual study in a special interest
area not offered as a regular course. To be arranged with
consent of instructor and approval of the program director.
May be repeated for credit with a change of topic.
PSO 5996 MASTER’S PROJECT PROPOSAL
PSO 5997A–C MASTER’S PROJECT A–C
1–6
Designed to provide supplemental assistance for individual
student needs in completing the master’s project. Students
consult with relevant faculty to recruit a supplemental advisor.
3
Students develop a proposal for a master’s project and learn
to synthesize prior professional work or study in pursuit of
a specific area of research or application. Prerequisite: PSO
5054 or consent of instructor.
SPORT PSYCHOLOGY [PSP] COURSES
PSP 5054 RESEARCH METHODS:
QUALITATIVE AND QUANTITATIVE
PSP 5620 CROSS-CULTURAL AWARENESS
3
research article (including APA style), conduct research and to
discern the value of each application. Also, the course helps
prepare students for conducting their master’s project.
PSP 5179 BASIC ADDICTION STUDIES
3
Basic information about alcohol and drug abuse (e.g.,
cocaine, prescription drugs, steroids, marijuana, and
heroin) and the impact of substance abuse on the user and
their environment. Topics include family systems, family
intervention, children of chemically dependent parents, and
other aspects of addiction.
PSP 5280 SPORT PSYCHOLOGY SUPERVISED FIELD EXPERIENCE
3
outcome in the therapeutic relationship. Exposure to specific,
practical elements in cross-cultural counseling.
PSP 5800 SPORT PSYCHOLOGY
3–4
An exploration of current research in sport psychology and
its applications including dynamics of sport participation in
individual, group, and team situations.
PSP 5801 SUPPLEMENTAL SUPERVISED FIELD PLACEMENT
0
As in field experience, the field-placement aspect requires
students to intern at a site working with athletes and
applying skills learned in the classroom. Individual and
group supervision involves one-on-one meetings, discussions,
case presentations, role playing, and ethical issues. Provides
students with a supportive environment for discussion and for
exploring issues which pertain to their fieldwork experience.
PSP 5803 ETHICS IN SPORT PSYCHOLOGY
1
Examines ethical issues that impact the field of applied sport
psychology. Through reading, lecture, and interaction with an
experienced professional, students learn how ethical issues
influence consultation and develop ways to deal with ethical
dilemmas that may arise in sport psychology.
PSP 5804 ASSESSMENT STRATEGIES
4
Covers field placement and individual and group supervision.
The field-placement aspect requires students to intern at a site
working with athletes and applying skills learned in the classroom. Individual and group supervision involves one-on-one
meetings, discussions, case presentations, and role playing
and covers ethical issues. Provides students with a supportive
environment for discussion and for exploring issues which
pertain to their fieldwork experience.
1
Examines a variety of assessment methods used to gain
information from athletes, coaches, or teams utilizing sport
psychology professionals. Topics to be covered include the
role of assessment in the initial stages of work with athletes,
methods of informal assessment, sport-specific assessment
tools, issues of reliability and validity with instruments,
and the ethical use of measures in the practice of sport
psychology.
199
PSP 5805 PSYCHOPATHOLOGY ASSESSMENT
3
Addresses psychological disorders from a clinical standpoint
while emphasizing their relation to consulting with teams,
athletes, and the field of sport psychology. Students gain a
working knowledge of psychopathology in order to identify
cases requiring referral.
PSP 5807 GROUP PROCESS FOR CONSULTANTS
3
1
PSP 5809 INTRODUCTION TO SPORT MANAGEMENT
2
2
This course examines the role of women in sports both as
athletes and consultants. Students will explore the history of
women in sports as well as identifying important issues to
consider when working with female athletes.
This course will provide an overview of the sport
management industry and its various models. An
understanding of intercollegiate and professional athletics will
be covered as well as information on the current and future
challenges of the field of sport management.
PSP 5822 TEAM BUILDING AND COMMUNICATION
PSP 5810 SPORT AND SOCIETY
PSP 5826 SPORT PSYCHOLOGY APPROACHES TO CHILD,
ADOLESCENT, AND FAMILY COUNSELING
2
Examines the role of sport in society and the interplay
between the two. Includes such aspects as cultural and
gender issues, effect of sport on development of youth, and
the potential of sport as a vehicle for social change.
PSP 5811 COUNSELING SKILLS I
3
Introduction to basic counseling skills and techniques relevant
to sport psychology consulting in a safe and supervised
environment. Included are tools for building rapport,
empathy, listening and life-development skills, treatment
versus consulting, ethics, closure, and termination. Students
will also develop skills in presenting sport psychology
intervention material.
PSP 5812 COUNSELING SKILLS II
3
This course goes into more depth in scope of practice,
ethics, dual relationships, and the referral process for sport
psychology consultants. Students acquire consulting role-play
and vignette experience, explore how a consultant works
with the dynamics of team and group issues, and examine
in-depth sport psychology cases for individuals and teams.
Prerequisite: PSP 5811.
PSP 5815 OPTIMAL SPORT PERFORMANCE A
3
Theory and practice of optimal performance are explored in
the realm of sport behavior. Includes motivation theory, stress
management, visualization, and mental rehearsal.
PSP 5816 OPTIMAL SPORT PERFORMANCE B
3
Focus is on individual and team consultation. Features role
play, case study, and videotaping. Coursework includes
introduction to external field placement opportunities. Second
half of a two-quarter sequence with PSP 5815. Prerequisite:
PSP 5815 (with same instructor or consent).
200
2
Different philosophies of coaching with a range of athlete
populations. Applied psychology provides the foundation
to study communication, interpersonal dynamics, decisionmaking and authority, group cohesion, and athlete
motivation.
PSP 5821 GENDER ISSUES IN SPORT
This course provides a general overview of theory and
research in sport psychology. Professional issues in the
field are addressed, and students are introduced to sport
psychology techniques used by consultants.
3
This advanced optimal-performance course emphasizes sport
psychology skill development and addresses different styles
of consulting. Students will be challenged by case studies and
will role-play actual consulting scenarios in which they can
develop and refine their own consulting style with feedback
from their peers. Prerequisite: PSP 5816.
PSP 5820 PSYCHOLOGY OF COACHING
Theory and practical application of group process. Students
will learn different styles and effective techniques of group
facilitation. They will also gain an understanding of group
dynamics and the relationship between sport activities and
one’s psychological processes.
PSP 5808 INTRODUCTION TO SPORT PSYCHOLOGY
PSP 5817 PERFORMANCE ENHANCEMENT
2
Theory and practice application of team building and
communication. Different styles and effective techniques of
group facilitation will be taught. The students will gain an
understanding of group and team dynamics.
2
Impact of sport activity on the development and well-being of
children and youth in relation to current psychological knowledge. Includes self-esteem, peer pressure, cooperative and
competitive behavior, role of coaches, group interaction and a
systems view of sport teams. May be applied toward PSY/PSJ
5309 for Sport Psychology Specialization students.
PSP 5827 ECONOMICS OF SPORT
2
This course will cover the basic theories of sport income and
expenditures in both public and private settings. The cost of
doing business in the sporting realm will be a focus of this
class as well as the practical implications of this aspect of
sport management.
PSP 5828 EVENT MANAGEMENT
3
This course will explore the logistics, management,
and planning of a sporting event. Fan experience and
expectations will be covered as well as attracting sporting
events to a particular city.
PSP 5829 MANAGEMENT STRATEGIES FOR SPORT
3
This course will explore traditional models of leadership and
management as they apply to sport. Management issues such
as leadership, team development, conflict resolution, and
group problem solving will also be addressed.
PSP 5830 SPORT MARKETING
3
The course will provide information on marketing principles,
promotion, sponsorship, and ticketing. Basic principles of
public and media relations and how they relate to sport
will also be covered. The role of public relations personnel
and how it pertains to the handling of the media will be
discussed.
PSP 5831 SPORT LAW
2
This course will focus on the legal and business aspects of
the professional sports industry. Specifically, the ways in
which contract, labor, tort, and antitrust law influence, impact,
and direct the development of relationships between leagues,
teams, athletes, agents, television, Internet, advertisers, and
fans. There will also be a critical analysis of professional
sports leagues, standard player contracts, collective-bargaining
agreements, and player-endorsement agreements.
PSP 5832 SPORT MEDICINE AND THE PSYCHOLOGY OF INJURY
3
Introduces students to the physical aspects of sport medicine
whereby they will gain the basic knowledge of the body
necessary to work with an injured athlete and to relate to the
anatomy of an injury. Includes on-site experience at a sport
medicine clinic. The psychology of injury phase of the course
teaches students how to work with an injured athlete using
mental training strategies for rehabilitation.
PSP 5833 KINESIOLOGY
4
This course introduces students to each of the major
biophysical sub-disciplines of kinesiology—anatomy,
biomechanics, exercise physiology, motor control, and sport
and exercise psychology. Includes an integrated study of
human movement and applies this knowledge to human
performance and physical activity across the lifespan.
PSP 5834 MOTOR LEARNING AND PERFORMANCE
4
4
This course examines the psychological antecedents and
consequences of physical activity relationships. Includes the
mental health benefits of exercise as well as motivational
factors involved in exercising and the many variables that
influence exercise behavior, e.g., stress, emotional states,
anxiety, and depression.
PSP 5836 SPORT AND EXERCISE NUTRITION
2
4
3
A practicum which includes rotating to three different sport
psychology internship sites. This exposure practicum enables
observation of sport psychology interns in action.
PSP 5858 SPORT MANAGEMENT PRACTICUM: FIELDWORK
3
In this course, students spend time observing and assisting
professionals in the field during a specific sporting event.
Class time is devoted to discussing what they observed in the
field and preparing to implement what they have learned in
future applied settings.
2
Group Supervision involves students who are concurrently
taking PSP 5855 Sport Psychology Practicum. Through group
and individual presentations, discussions, and role playing,
students experience a supportive environment for exploring
ethical and other issues relating to their practicum experience.
PSP 5995 INDEPENDENT STUDY IN PSYCHOLOGY
1–6
instructor and approval of the dean. May be repeated for
PSP 5996 MASTER’S PROJECT PROPOSAL
3
2/2/2
two quarters before anticipated graduation. A maximum of
6 units may be applied to the degree. Prerequisite: PSP 5996
PSP 5998 SUPPLEMENTAL PROJECT ASSISTANCE
1–6
Supplemental assistance addressing individual student needs
in completing the master’s project. Students consult with
relevant faculty to recruit a supplemental advisor.
COMPREHENSIVE EXAMINATIONS
PSP 9090 MA WRITTEN EXAM
3
Theory and practice of designing, organizing, and conducting
sport camps. Various models are explored, contrasted, and
evaluated. Required prior to doing a field placement at JFK
University’s sport camp. Prerequisite: consent of instructor.
PSP 5845 DEVELOPING A CONSULTING PRACTICE
PSP 5855 SPORT PSYCHOLOGY PRACTICUM
PSP 5997A–C MASTER’S PROJECT A–C
This course will allow students the opportunity to improve
their sport psychology techniques by way of presenting
techniques and to develop a strong theoretical and applied
base for teaching the performance enhancement techniques.
PSP 5840 THEORY AND PRACTICE OF SPORT
CAMPS AND CAMP PROCESS
1–3
Special topics and issues in the field of sport psychology
including such areas as consultation, assessment, ethics,
biomechanics, kinesiology, and women in sports. May be
to synthesize prior professional work or study in pursuit of a
specific area of research or application. Prerequisite: PSP 5054
or consent of instructor.
This course will describe the basic physiology of the
major systems, describe the food sources of macro- and
micronutrients, and discuss sports nutrition supplements.
Body weight, diet, and energy balance will also be addressed.
Students will learn the nuances of how nutrition affects sport
performance as well as the physical changes that take place
in our bodies during exercise.
PSP 5837 MENTAL SKILLS TRAINING
PSP 5850 SEMINAR IN SPORT PSYCHOLOGY
PSP 5860 GROUP SUPERVISION
This course will teach students how to apply the principles
of motor learning and performance in a variety of real-world
situations. Students will learn to identify solutions that address
many of the issues and obstacles encountered when teaching
and learning motor skills.
PSP 5835 EXERCISE PSYCHOLOGY
action plan for marketing their services as a consultant and
strategies for building a client base. Other areas of focus will
be networking, program development and contracts.
3
This course presents the basic marketing skills for the field of
sport psychology consultation. Students will learn to write an
0
Comprehensive written examination covering material of
Phase I, to be taken at the end of Phase I. Further guidelines
are available in the GSPP office.
PSP 9091 MA ORAL EXAM
0
Comprehensive oral examination covering material in all
phases of the program to be taken in the student’s last
quarter. Further guidelines are available in the GSPP office.
201
COUNSELING PSYCHOLOGY [PSY] AND [PSJ] COURSES
humanistic-existential. This course may be repeated for credit
Courses with a PSJ prefix are offered on the Campbell campus;
PSY/PSJ 5054 RESEARCH METHODS:
QUALITATIVE AND QUANTITATIVE
3
research article (including APA style), conduct research, and
discern the value of each application. Also the course helps
prepare students for conducting their master’s project.
PSY/PSJ 5115 THEORIES OF THERAPEUTIC PROCESS
3
Major theoretical approaches to therapy and personal growth.
Current models drawn from psychodynamic, existentialhumanistic, cognitive-behavioral, and interactive/systems
viewpoints. Prerequisite: PYC/PYJ 3200.
PSY/PSJ 5120 SPECIFIC THEORIES OF CHANGE
2
This course is for students who began the program before
fall quarter 2005. Students who began the program in fall
2005 or later should take PSY/PSJ 5120C, PSY/PSJ 5120F,
PSY/PSJ 5120G, and PSY/PSJ 5120I instead. Explores a
specific theoretical approach to psychotherapy selected from
such schools of thought as psychodynamic-psychoanalytic,
behavioral-cognitive, humanistic-existential. May be repeated
for credit with a change of topic. Prerequisite: Completion of
Phase I courses.
PSY/PSJ 5120C SPECIFIC THEORIES OF CHANGE: CHILD THERAPY
3
Explores a specific theoretical approach to psychotherapy
with children selected from such schools of thought as
psychodynamic, attachment, cognitive-behavioral, and
PSY/PSJ 5120F SPECIFIC THEORIES OF CHANGE: FAMILY THERAPY
3
with families and other systems selected from such schools
of thought as structural, strategic, object-relational, and
postmodern. This course may be repeated for credit with a
change of topic.
PSY/PSJ 5120G SPECIFIC THEORIES OF CHANGE: GROUP THERAPY
with groups selected from such schools of thought as
psychodynamic-object-relational, cognitive-behavioral, and
202
PSY/PSJ 5120I SPECIFIC THEORIES OF CHANGE:
INDIVIDUAL THERAPY
3
with individuals selected from such schools of thought as
psychodynamic-psychoanalytic, cognitive-behavioral, and
PSY/PSJ 5121 THEORY AND PRACTICE INTEGRATION
1
This course is for students who began the program before fall
quarter 2005. Students who began the program in fall 2005
or later should take PSY/PSJ 5120C, PSY/PSJ 5120F, PSY/PSJ
5120G, and PSY/PSJ 5120I instead. This one-unit, special
topics course is part of a three-unit requirement connecting
a theoretical framework with a practice of psychotherapy.
Taken while the student is in field placement working with
real clients, preparing real treatment plans.
PSY/PSJ 5142 ADVANCED FAMILY THERAPY
3
Considers the evaluation of individuals and families and the
formulation of treatment goals and treatment plans. Includes
the psychodynamic and interactive approaches to brief
therapy and the systems and structural approaches to family
therapy. Couple and family students only. Fulfills 3 units of
PSY/PSJ 5120F for couple and family students.
PSY/PSJ 5143 USE OF SELF AS FAMILY THERAPIST
3
Focuses on psychotherapeutic treatment strategies for clients
with particular character styles (e.g., hysteric, obsessive,
borderline narcissistic). Course concentrates on the “how” of
doing therapy with such clients. Couple and family students
only. Fulfills 3 units of PSY/PSJ 5309 for couple and family
students.
PSY/PSJ 5144 ADVANCED COUPLE THERAPY
3
Recurring issues in the life of a family. This course covers
developmental theory, critical incidents, problem assessment,
and family therapy treatment approaches. Couple and family
students only.
PSY/PSJ 5145 ADVANCED TREATMENT ISSUES
IN FAMILY THERAPY
1–3
Advanced topics and issues concerning specific approaches to
family therapy. Designed to help students learn and practice
ways of working with specific issues presented by families in
treatment. May be repeated for credit with a change in topic.
Couple and family students only. Fulfills PSY/PSJ 5140F for
couple and family students.
PSY/PSJ 5154 COUPLE THERAPY
3
Covers psychodynamic family-of-origin, behavior systems,
and social-psychological approaches to couple therapy.
Resistance, marital burnout, sexual jealousy, and working
with alcoholic couples are addressed.
3
PSY/PSJ/PSE 5156 SYSTEMIC THEORY AND FAMILY THERAPY
3
This course examines the historical emergence and use of systems theory in psychotherapy. This course includes modern,
psychodynamic, or family-of-origin approaches as well as
PSY/PSJ 5231 CLINICAL SKILLS TRAINING B:
THERAPEUTIC TECHNIQUES
first-order approaches (cybernetic, structuralist, functional),
and postmodern approaches (second-order cybernetic or
constructionist). Assessment and treatment planning from
these specific individual lenses are reviewed.
PSY/PSJ 5167 BRIEF THERAPY
3
Examines the theories and methods of time-limited verbal
therapy from both systemic and individual psychotherapy
perspectives. Topics include client selection, goal formulation,
resistance, and confrontation. The principles, practices, and
expectations of managed health care are also explored.
Prerequisite: Phase I courses.
PSY/PSJ/PSE 5179 BASIC ADDICTION STUDIES
3
This course is designed to provide basic information about
alcohol and drugs and to understand the differences between
experimentation, use, abuse, and dependence. The course
will take an integrated view of addiction using the genetic,
psychological, and behavioral components. Topics will
include the medical aspects of addiction, family systems, cooccurring disorder, assessment, and treatment planning.
PSY 5181 POSITIVE CONFRONTATION IN THE TREATMENT
OF ADDICTION
3
This course is designed to provide non-confrontational
methods of dealing with the denial of addiction to include
interviewing, assessment, and intervention for the purpose
of reducing resistance for the client. Coursework will include
developing healthy boundaries and limit setting. Assessment
and treatment planning will be focused on in depth.
3
Examines group approaches to facilitating interpersonal
communication and dealing with denial and resistance.
Includes techniques for the presentation of educational
materials to groups. Fulfills PSY/PSJ 5120G for Addiction
Studies specialization students. Prerequisite: PSY/PSJ 5179.
PSY/PSJ 5232 CLINICAL SKILLS TRAINING C:
ISSUES IN TREATMENT
3
Further refinement of assessment, diagnostic, and counseling
skills and understanding technical aspects of doing therapy
including integration of theory and practice, treatment
planning, crisis intervention, and clinical supervision. Students
are individually supervised and specifically directed in
understanding their own biases and frames of reference as
they apply to working with clients. Includes issues involving
ethnicity, gender, sexual orientation, and class. Coursework
includes an introduction to a JFK University Community
Counseling Center and external field placement opportunities.
This course is the second in the two-quarter sequence
with PSY/PSJ 5231. Prerequisites: PSY/PSJ 5231 (with same
instructor or consent of program chair) and PSY/PSJ 5403.
3
Review and practice of basic counseling skills. Topics include
rehearsal of various components of interview skills through
experiential exercises and role-play, videotaping, process
recording, and journal writing. Prerequisites: PSY/PSJ 5232
and consent of advisor.
PSY/PSJ/PSE 5238 SUPPLEMENTAL FIELDWORK
PSY/PSJ 5184 FAMILY APPROACHES IN THE
TREATMENT OF ADDICTION
3
Effective group leadership styles with chemically dependent
individuals, application of family techniques during each
phase of treatment with alcoholics, and structural family
therapy with families in long-term recovery treatment.
Prerequisite: PSY/PSJ 5179. Fulfills 3 units of PSY/PSJ 5309 for
Addiction Studies specialization students.
1–3
Special topics and problem areas in the field of addiction
studies. Topics include adolescent substance abuse, relapse
prevention, women and addiction, dual diagnosis and
others. May be repeated for credit with a change of topic.
Prerequisite: PSY/PSJ 5179.
PSY/PSJ/PSE 5230 CLINICAL SKILLS TRAINING A:
SELF AS CLINICIAN
Training in basic counseling skills including first sessions,
developing the therapeutic alliance, listening and observing
on individual and systems levels, recognizing therapeutic
themes and metaphors, tracking, focusing, reflecting,
mirroring, and deepening. Basic skills in recognizing process
vs. content, underlying or unconscious meanings, transference
and counter-transference, and the therapist’s relationship to
the system in family and couples work are addressed as well
as suicide assessment and the basic mental status exam. This
course is the first in the two-quarter sequence with PSY/PSJ
5232. Prerequisites: PSY/PSJ 5115, PSY/PSJ 5230.
PSY/PSJ 5235 REVIEW OF COUNSELING SKILLS
PSY 5182 GROUP APPROACHES IN THE
TREATMENT OF ADDICTION
PSY 5190 SEMINAR IN ADDICTION STUDIES
3
3
Focuses on the role of the therapist regarding expectations,
values, motivation, and attitudes. Students examine how their
own history and personality makeup may have influenced
their decision to enter the field of counseling psychology.
Includes the opportunity to explore self on a personal and
interpersonal dynamic; theoretical and experiential learning in
basic communication and counseling skills.
1–2
Outside placement in a field placement setting that offers
clinical training. Placement must meet BBS requirements
for hours of experience toward licensure. Consent of Field
Placement director, Specialization director, or School-Based
Program coordinator is required. Prerequisite: Completion of
Phase I.
PSY/PSJ 5249–54 SUPERVISED EXTERNAL
FIELD EXPERIENCE A–F
4/4/4/3/3/3
Outside placement in professional and field settings that offer
clinical training experiences. Includes one hour of individual
supervision and at least two hours of group supervision
per week. Prerequisite: Completion of Phase I and written
consent of field placement coordinator.
PSY/PSJ/PSE 5260–65 SUPERVISED INTERNAL
FIELD EXPERIENCE A–F
4/4/4/4/4/4
Field experience at the JFK University Community Counseling
Center in Pleasant Hill or Sunnyvale with individuals, couples,
families, and groups. Prerequisite: Completion of Phase I and
written consent of community counseling center director.
203
PSY/PSE 5266 SUPPLEMENTAL SUPERVISED
INTERNAL FIELD EXPERIENCE
PSY/PSJ 5405 PSYCHOLOGICAL TESTING
0–4
Outside placement in professional and field settings that
offer clinical training experiences. Prerequisite: Completion
of Phase I and the written consent of School-Based Program
Coordinator required.
PSY/PSJ 5302 SAND TRAY AND SANDPLAY THERAPY
2
This course provides an in-depth foundation in the theory
and practice of sandplay therapy. Using lecture, videos, and
slides, students will gain a cognitive understanding of the
theoretical concepts of sandplay; learn about the practical
aspects of using sandplay with clients; and, through viewing
slide presentations of clinical material, students will gain an
understanding of the sandplay process. Two complete case
presentations will be shown.
PSY/PSJ 5303 CHILD AND ADOLESCENT THERAPY:
ASSESSMENT AND TREATMENT A
PSY/PSJ 5406 PSYCHOPHARMACOLOGY
3
This course provides an introduction to the theory and
practice of child and adolescent treatment. Topics include
developmental theories, temperament, developmental stages,
childhood disorders, and diagnosis. This course is the first in
the two-quarter sequence with PSY/PSJ 5304. Prerequisite:
PYC 3100, PSY 5403, and PSY 5115.
PSY/PSJ 5304 CHILD AND ADOLESCENT
THERAPY: ASSESSMENT AND TREATMENT B
2
This course examines the theory and practice of child and
adolescent psychotherapy within an individual and systemic
context. Topics include clinical techniques, assessment,
diagnosis, and treatment planning. This course is the second
in the two-quarter sequence with PSY/PSJ 5303. Prerequisite:
PSY 5303 (with the same instructor or instructor consent).
PSY/PSJ 5306 ADVANCED CHILD THERAPY
3
Theory and practical approaches to clinical work with
children and their families. Topics include play-therapy
theories, therapeutic process, verbal and nonverbal
techniques, toys and materials, and parent involvement. This
course fulfills PSY/PSJ 5120C. Prerequisite: PSY/PSJ 5304.
PSY/PSJ 5307 ADVANCED ADOLESCENT THERAPY
3
Theory and practical approaches to clinical work with
adolescents and their families. Topics include refinement of
interviewing skills, diagnosis and assessment, therapeutic
process and special issues (e.g., adolescent substance abuse
and adolescent sexuality). Prerequisite: PSY/PSJ 5304.
PSY/PSJ 5309 SEMINAR IN CHILD, ADOLESCENT,
AND FAMILY COUNSELING
1–3
Special topics, current issues, and problem areas pertaining
to the field of family therapy. Includes such topics as child
and adolescent psychopathology, parent consultation skills,
narrative therapy, and women in midlife. May be repeated for
credit with a change of topic. Prerequisite: PSY/PSJ 5304.
PSY/PSJ 5403–04 DIAGNOSIS AND ASSESSMENT
OF PSYCHOPATHOLOGY A–B
3/2
A two-quarter sequence that examines notions of normalcy
and pathology from differing theoretical perspectives.
Explains the history, development, and use of the DSM-IV-TR
and issues of treatment from individual, familial, and systemic
perspectives. Prerequisites: PYC 3100 and PYC 3200.
204
3
An overview of tests utilized and interpreted in the practice of
marriage and family therapy with the goal that students learn
to develop referral questions and to review psychological
reports conducted by other professionals. Projective tests
(Rorschach, TAT), objective tests (Millon, MMPI), and
behavioral rating scales (Hamilton, Connors) will be covered
with the emphasis on managing and assessing client outcome.
Introduces the principles of intellectual and cognitive
assessment so that learning disability diagnosis can be
discussed. Ethical and legal issues involved in psychological
testing including the influences of gender, cultural, and
socioeconomic context are included.
3
Provides a comprehensive overview of psychotropic
medication options utilized to treat mental disorders including
biochemical makeup, function, and possible side effects.
Students will be exposed to the basic physiology and
function of the brain as it relates to the use of psychotropic
medications and some basic psychological dysfunctions,
e.g., mood disorders, ADHD, ADD, OCD, intermittent
explosive disorder, and psychotic disorders. Also examines
the increased collaboration among mental health and medical
practitioners as psychopharmacological interventions become
more common in client populations served by MFTs.
PSY/PSJ 5620 CROSS-CULTURAL AWARENESS
3
outcome in the therapeutic relationship. Exposure to specific
practical elements in cross-cultural counseling. Prerequisite:
PSY/PSJ 9001.
PSY/PSJ 5635 ETHICS AND THE LAW
3
Examines legal and ethical issues related to the professional
practice of psychotherapy and counseling, focusing on the
field of marriage and family theory. Includes therapeutic,
clinical, and practical considerations; legal trends; practitioner
values; sense of self; and professional behavior. Prerequisite:
PSY/PSJ 5231.
PSY/PSJ 5740 THEORY AND PRACTICE OF EXPRESSIVE ARTS CAMPS 3
Theory and practice of developing an expressive arts
laboratory for children. Child development and the
psychology of creativity are covered as well as the logistics of
planning and implementing a camp experience. Emphasizes
skill development in group facilitation and conflict resolution.
Required prior to field placement at JFK University’s
expressive arts camp. Prerequisite: consent of instructor.
PSY/PSJ 5760 EXPRESSIVE ARTS THERAPY: THE CREATIVE PROCESS
3
Historical and theoretical overview and the therapeutic use
of the creative process. Includes experiential exposure to a
variety of visual, movement, and other arts modalities and
media.
PSY/PSJ 5770 GROUP PROCESS AND EXPRESSIVE ARTS THERAPY
3
Participation in and study of group dynamics through the use
of expressive arts. Modalities such as movement/dance, visual
arts, music, and drama are used to facilitate and examine the
group process. This course fulfills PSY/PSJ 5120G.
PSY/PSJ 5995 INDEPENDENT STUDY IN PSYCHOLOGY
1–6
instructor and approval of the dean. May be repeated for
PSY/PSJ 5996 MASTER’S PROJECT PROPOSAL
PSY/PSJ 9000 CHILD ABUSE ASSESSMENT,
REPORTING, AND TREATMENT
3
to synthesize prior professional work or study in pursuit of a
specific area of research or application. Prerequisites: PSY/PSJ
5053 and consent of instructor.
PSY/PSJ 5997A–C MASTER’S PROJECT A–C
2/2/2
two quarters before anticipated graduation. A maximum of 6
units may be applied to the degree. Prerequisite: PSY/PSJ5996
PSY/PSJ 5998 SUPPLEMENTAL PROJECT ASSISTANCE
1–6
This course is designed to provide supplemental assistance
for individual student needs in completing the master’s
project. Students consult with relevant faculty to recruit a
supplemental advisor.
1–4
Advanced field experience at the JFK University Community
Counseling Center for students in the post-master’s training
program. Includes individuals, couples, groups, and families.
Must be taken each of the program’s three quarters. Postmaster’s students only.
PSY 6300 ADVANCED FAMILY THERAPY
3
Considers the evaluation of individuals and families and the
formulation of treatment goals and treatment plans. Includes
the psychodynamic and interactive approaches to brief
therapy and the systems and structural approaches to family
therapy.
PSY 6320 USE OF SELF AS FAMILY THERAPIST
Focuses on psychotherapeutic treatment strategies for clients
with particular character styles (e.g., hysteric, obsessive,
borderline narcissistic). Course concentrates on the “how” of
doing therapy with such clients.
3
1–3
Advanced topics and issues concerning specific approaches
to family therapy. This course is designed to help the student
learn and practice ways of working with specific issues
presented by families in treatment. May be repeated for credit
with a change in topic. Post-master’s students only.
PSY 6390 ADVANCED TOPICS IN PSYCHOLOGY
0
In this workshop, students engage in activities and
discussions designed to increase awareness of diversity issues
on both the personal and social levels. It is intended to be
taken in the first or second quarter and must be completed
prior to enrollment in PSY/PSJ 5620 and field placement. Corequisite: PSY/PSJ 5635.
0
This workshop uses exercises to identify individual values
and work-style preferences. Students review strategies
to expand professional contacts and opportunities, learn
techniques for writing effective resumes and cover letters, and
get tips for successful interviewing.
PSY/PSJ 9003 PROFESSIONAL DEVELOPMENT
WORKSHOP III: MFT CAREER ISSUES AND STRATEGIES
0
This no-credit workshop extends the discussion of personal
career goals and provides current information on trends and
options in the field. Students learn how to interview potential
supervisors and create successful careers as interns and
licensees. Updates in BBS regulations are provided. Open
only to masters students in Counseling Psychology program.
0
Addresses human sexual behavior pertaining to pairing,
sexual orientation, sexual intercourse, reproduction,
contraception, abortion, myths, and attitudes about sex. Major
areas of sexual dysfunction and the basic principles and
techniques of modern sex therapy are discussed.
PSY/PSJ 9007 SCHOOL-BASED PROGRAM WORKSHOP
Recurring issues and areas of difficulty in the life of a family.
Includes a developmental perspective, the emergence
of critical incidents, problem assessment, and treatment
approaches.
PSY 6340 ADVANCED TREATMENT ISSUES IN FAMILY THERAPY
PSY/PSJ 9001 PROFESSIONAL DEVELOPMENT WORKSHOP I:
DIVERSITY AWARENESS
PSY/PSJ 9004 HUMAN SEXUALITY WORKSHOP
3
PSY 6330 ADVANCED COUPLE THERAPY
0
This workshop covers the following topics: recognizing and
assessing physical, sexual, and emotional abuse and neglect;
legal definitions of child abuse; legal reporting requirements
and process; crisis intervention for the victim, families, and
abusers; cross-cultural concerns; counter-transference issues;
and community resources. It meets the requirement of AB141
for seven hours of training for MFT licensure and must be
taken prior to the beginning of field placement.
PSY/PSJ 9002 PROFESSIONAL DEVELOPMENT WORKSHOP II:
GENERAL CAREER ISSUES AND STRATEGIES
POST-MASTER’S COURSES
PSY/PSJ 6257 ADVANCED FIELD EXPERIENCE
AND INTERNSHIP: POST-MASTER’S
NON-CREDIT FIELD PLACEMENTS
AND WORKSHOPS
0
This workshop is taken in Phase II prior to a student
beginning the school-based experience. Students will be
oriented to the organization and dynamics of working in a
school-based setting. The politics of working with children
and adolescents in the schools will be addressed including
the legal and ethical issues inherent in the schools. Training
will be conducted regarding consultation with school
personnel and parents. Information regarding assessment
and treatment planning in the school system will be
conducted. Introduction into the specialized recordkeeping
and procedures of the school-based program will be
implemented.
1–3
Furthers and deepens the student’s understanding in current
areas of theory and treatment. May be repeated for credit
with a change of topic. Post-master’s students only.
205
PSY/PSJ 9075 PERSONAL PSYCHOTHERAPY
0
Students are encouraged to take responsibility for their
personal development and knowledge of self and to become
sensitive to the impact that they have on those around them.
Consequently, and consistent with the BBS guidelines for
MFT training, there is a non-credit requirement for at least
50 sessions of personal (individual, couple, family, or group)
psychotherapy. Students register in the quarter they will
complete the requirement or later. Further guidelines are
available at the GSPP office.
PSY/PSJ 9090 WRITTEN EXAM
PSY/PSJ 9091 ORAL EXAM
0
Comprehensive oral examination covering material in all
phases of the program to be taken in Phase III during fifth or
sixth quarter of fieldwork. Further guidelines available in the
GSPP office.
PSY/PSJ 9100 EXIT MEETING
0
This exit meeting formalizes the preparation of paperwork
that must be processed as students complete field placement
and change from trainee to intern upon graduation.
0
Comprehensive written examination covering material of
Phase I to be taken during the first or second quarter of
fieldwork in Phase II. Further guidelines are available in the
GSPP office.
206
SCHOOL OF LAW
207
John F. Kennedy University School of Law offers four-year
day and evening programs leading to the Juris Doctor. The
law program is specifically designed for people who want to
study law while maintaining family, work, or other outside
responsibilities. The School of Law is accredited by the
Committee of Bar Examiners of the State Bar of California.
scores are requested by the School of Law from the Law
School Admission Council. Transcripts and other documents
may also be accepted through LSDAS. In rare cases, LSAT
scores and transcripts may be accepted after the deadline.
Please contact the Admissions Coordinator for more
information.
The School of Law is committed to providing the highest
quality legal education in an environment that encourages
mutual support rather than competition. Students receive
a thorough grounding in both the theoretical and practical
skills necessary to become effective attorneys. The curriculum
emphasizes analytical and advocacy skills, with a focus on
law in its wider political, social, and economic contexts.
The school believes that law can be a tool for social change
and encourages its students to examine and share their
experiences to reach a more comprehensive understanding of
social justice.
For information on admission, course offerings, degree
requirements, academic policies, and faculty backgrounds
please visit www.jfku.edu/law. Prospective students are
invited to visit the school, attend some of the classes, and talk
with students, faculty, and staff about careers in law.
JFKU School of Law not only prepares individuals to successfully practice law, but also to become leaders in their
communities. To achieve this, the School of Law offers:
ACCREDITATION
John F. Kennedy University is accredited by the Western
Association of Schools and Colleges. The School of Law is
accredited by The Committee of Bar Examiners of the State
Bar of California. This accreditation permits graduates from
JFKU School of Law to take the California Bar Examination
upon graduation.
• World-class faculty—a faculty of full-time professors and
working professionals with outstanding records as lawyers
and judges, nationally and internationally, who bring the
most up-to-date professional perspectives to the classroom.
• Exceptional support—day and evening classes are available
to help students balance law school with other professional
and personal responsibilities and a faculty mentor is
assigned to each student to assist with everything from
course preparation to career planning. A wide range of
academic support services are offered including workshops
and teaching sessions to assist students in developing skills
essential to success on the Bar Exam and in legal practice
as well as in law school itself.
• Practical experience—students have the opportunity to
gain real-world legal experience either in the new Elder
Law Clinic located on the Pleasant Hill campus or through
placements in law offices, government agencies, and
the courts. These experiences teach practical legal skills,
expose students to a valuable professional network, and
provide a chance to engage in valuable public interest
work.
There are two entering classes each year: August (fall) and
January (midyear). The application deadline for fall admission
is July 17. The deadline for midyear admission is December 1.
Students begin the regular law program upon completion of
the Introduction to Law course.
Applicants are encouraged to apply before the deadline to
take advantage of a rolling admissions policy. As part of the
commitment to make law school a feasible reality, admissions
decisions for qualified students are made on an ongoing basis
to give students as much time as possible before starting the
program.
All applications must be on file by the deadlines in order
to ensure a timely admissions decision. This includes the
completed application form with fee, personal statement,
transcripts, and any other supporting documentation. LSAT
SCHOOL OF LAW
209
STUDENT BODY
ACADEMIC SUPPORT SERVICES
Law school students range in age from their early 20s into
their 60s, bringing a rich diversity of backgrounds and
life experiences. Some have advanced degrees and work
experience in law-related fields; others begin their studies
with no professional knowledge of the law.
The law school administration is dedicated to providing
academic support that is responsive to students’ needs. The
School of Law has an extensive Academic Support Program
(ASP) available throughout a student’s law school career,
focusing on skills and topics of particular interest to law
students. In addition, the university has an Academic Support
Center to help on issues ranging from time management to
writing.
CLASS SIZE AND TIMES
Classes are small—no more than 40 people per class—and
are offered during the day and evening. Most day classes are
scheduled Monday through Thursday from 9 a.m. to noon;
most evening classes are scheduled from 7 p.m. to 10 p.m.
LAW LIBRARY
The Law Library houses a collection of over 35,000 volumes
and more than 175 periodical titles. Primarily supporting
students, alumni, and faculty of the School of Law, the library
is also available to the public for a fee.
In addition to titles required by the California State Bar
for accreditation, the library’s collection includes practical
resources for law clerking and the practice of law. These
include California and federal form books, procedure guides,
and specialty materials in such areas as bankruptcy, criminal,
employment, environmental, family, immigration, property,
and tax law.
CLINICAL PROGRAM
After the second year of study, students are encouraged to
obtain practical experience at the on-site Elder Law Clinic or
through placement with government agencies, public interest
firms and clinics, or private law firms. During this experience,
students engage in a wide array of legal activities—legal
research, drafting legal documents, client and witness
interviewing, and trial preparation. Participation may be
voluntary or for academic credit.
210
SCHOOL OF LAW
The ASP provides an interactive learning environment for
law students. The goal of the program is to improve students’
understanding of the most challenging subject matter. For
first-year students, the program focuses on Contracts, Torts,
and Criminal Law. For second-year students, the focus is on
Real Property, Civil Procedure, and Evidence. For third-year
students, Constitutional Law is the focus. The program also
provides assistance to fourth-year students in the form of
preliminary Bar Exam preparation including exam writing and
multiple-choice testing skills.
For first- to third-year students, the ASP has three
opportunities for learning: Saturday workshops, Teaching
Assistant (TA) review sessions, and practice examinations.
• The Saturday workshops are periodically offered for Contracts, Torts, Civil Procedure, Evidence, and Real Property.
These sessions are led by an experienced master teacher
and are designed to provide students with issue spotting
and writing assistance in discrete areas of the law. The
Saturday workshops include a practice exam. Students may
turn their practice exams in for written feedback on their
examination performance.
• The TA review sessions are led by student teaching
assistants and focus on material selected by the master
teachers.
• Practice exam sets are from past JFKU law courses and past
California Bar Exams in most subject areas. Past JFKU law
exams (with answers) are available online or in the law
library. Past California Bar Exam sets are available with Barpublished answers from the library.
APPENDICES
BOARD OF REGENTS
REGENTS
REGENT EX-OFFICIO
Eric H. Hasseltine, PhD, Chair of the Board, John F. Kennedy
University. Hasseltine Consulting, Pleasant Hill.
Steven A. Stargardter, President, John F. Kennedy University.
Keith A. Archuleta, President, Emerald Consulting, Antioch
CA.
PARTICIPANTS
Victor J. Bacigalupi, Senior Executive Vice President, General
Counsel and Secretary, PMI Group, Inc., Walnut Creek.
Doug Balderston, Alumni Association Liaison to the Board of
Regents.
Ann B. Blackburn, PhD, Owner, Blackburn Organization and
Real Estate Advisory Services, Oakland.
Linda Mandel, President, Faculty Senate.
Mark Casillas, Attorney, Casillas Law Group, Tiburon.
REGENTS EMERITI
Richard Clark, Principal, Danville Associates, Danville.
Harold Ballew, Founder, Officer and Director, Poretics
Corporation (Retired).
Angela M. Coffee, Senior Vice President and Managing
Director Greater Bay Bank—Contra Costa Region, Walnut
Creek.
Robert M. Fisher, President Emeritus, John F. Kennedy
University.
Edward F. Del Beccaro, Managing Partner, Colliers
International, Walnut Creek.
Paul Handlery, Chairman and Chief Executive Officer,
Handlery Hotels, Inc.
Katharine H. Duane, Independent Writer and Editor, Berkeley.
Roger D. Jacoby, Senior Vice President, Citicorp Savings
(Retired).
Edwin M. Epstein, Associate Dean for International Relations,
International and Area Studies, and Professor of the
Graduate School, University of California, Berkeley.
William E. Gagen, Jr., Attorney, Gagen, McCoy, McMahon &
Armstrong, Danville.
Anne B. Golden, Managing Director, Trainer Wortham, San
Francisco.
Robin Greenway MacGillivray, President, Business
Communications Services AT&T, San Ramon.
Madeline McLaughlin, Attorney at Law.
Myron Rude, Secretary-Treasurer, Calpine Containers
(Retired).
Ruth Beahrs Spangenberg, Marriage, Family, and Child
Counselor.
UNIVERSITY OFFICERS EMERITI
Eric D. Horodas, Vice-Chair of the Board, John F. Kennedy
University. President, Greystone Hospitality, San Francisco.
Robert M. Fisher, President Emeritus.
Kathryn Mohan McDonald, Senior Product Strategist, Long/
Short Equity, AXA Rosenberg Investment Management,
Orinda.
Lind M. Higgins, Vice President Emeritus.
Charles E. Glasser, President Emeritus.
Michael R. McGill, Treasurer of the Board, John F. Kennedy
University. President, McGill Martin Self, Inc., Walnut Creek.
Richard P. Pauletich, Secretary of the Board, John F. Kennedy
University. Chairman and CEO, First American Title
Guaranty Company, Walnut Creek (Retired).
Debra B. Rossi, Executive Vice President, Wells Fargo, Walnut
Creek.
Janet Winters Smith, Alumna of the Year, 2004, School of
Holistic Studies.
Cynthia C. Wordell, City Planner, City of Cupertino,
Cupertino.
APPENDICES
213
ADMINISTRATION
PRESIDENT’S LEADERSHIP TEAM
Steven A. Stargardter, President. Fordham University, BA;
Boston College, MA; PhD; University of Washington School
of Law, JD.
David Disend, Vice President, Advancement. New College,
FL, BA; Duke University, MAT.
K. Sue Duncan, Vice President, Enrollment Services. John F.
Kennedy University, BA; MA.
Alex Kramer, Chief Financial Officer, Kent State University,
BS; University of Pittsburgh, MBA.
Linda Mandel, Faculty Senate President. University of
California, Berkeley, BA; John F. Kennedy University, MA.
Diana Paque, Provost. Santa Clara University, BA; University
of Southern California, MSLS; MPA; DPA.
Paula L. Swain, Vice President, Human Resources. Saint
Mary’s College of California, BA; University of San
Francisco, MA.
Sandi Tatman, Adjunct Professor, Graduate School of
Professional Psychology; Director of Institutional Research.
Anna Maria College, BA; College of Notre Dame, MA;
Pacific Graduate School of Psychology, PhD.
Ann Marie Taylor, Associate Vice President, Development.
Scripps College, BA; University of Missouri, MA.
Laura Fernandez, Accounting Manager. California State
University, Fresno, BS.
Winnie Froehlich, Director of Career Center. University
of California, Santa Barbara, BA; San Francisco State
University, MA; University of Wisconsin, MS.
Bryan Hanson, Manager of Central Services. Minnesota State
University, BA; John F. Kennedy University, MA.
Penny Harrington, Administrative Director, Student Services,
Campbell Campus.
Scott Hassler, Director of Grants and Contracts. Oberlin
College, AB; University of California, Santa Barbara, MA;
PhD.
Laura Kay, Director, Academic Support Center. Antioch
University, BA; Mills College, MFA.
Susan Kwock, Dean, School of Education and Liberal Arts.
San Francisco State University, BA; University of San
Francisco, MA; EdD.
Joshua Lachs, Director, Continuing and Extended Education,
University of California, Berkeley, BA; Columbia University,
MEd; MA.
Michelle Leighton, Interim Dean, School of Law. University of
California, Davis, BA; Golden Gate University, JD; London
School of Economics, LLM.
Jeannie Adams, Assistant to the President. Napa Valley
College, AA.
William D. Parham, Dean, Graduate School of Professional
Psychology. University of California, Irvine, BA; MA;
Southern Illinois University, Carbondale, PhD.
ADMINISTRATION
Lisa Noshay Petro, Director of Disability Services for Students.
Audrey Cohen College, BPS; University of California,
Hastings College of the Law, JD.
Mindy Bergeron, Director of Financial Aid. University of
California, Berkeley, BA.
Donald Campbell, Associate Professor, School of
Management; Director, Asian Pacific Institute. San Francisco
State University, BA; John F. Kennedy University, MA.
Greg Canada, Director of Admissions. Virginia Wesleyan
College, BA; Boston College, MA.
Claudia Chester, Technical Services Librarian; Interim
University Librarian. San Francisco State University, BA;
University of California, Berkeley, MLIS.
Susan Davi, Chief Accountant. California State University,
Hayward, BS.
Peter Rojcewicz, Dean, School of Holistic Studies. Assumption
College, BA; Northeastern University, MA; University of
Pennsylvania, PhD.
David Sadler, Director of Facilities.
Nancy Southern, Adjunct Professor; Interim Dean, School of
Management. Sonoma State University, BA; Saint Mary’s
College of California, MBA; University of San Francisco,
EdD.
Adam J. Stone, Registrar. Aquinas College, BSBA; Wayne State
University, MBA.
Jacob Watkins, Director, Information Technology.
Steven R. Feller, Law Library Director. University of California,
Berkeley, BA; San Jose State University, MLIS; John F.
Kennedy University, JD.
214
APPENDICES
SCHOOL OF EDUCATION
AND LIBERAL ARTS
Susan Kwock, Dean, School of Education and Liberal Arts.
Francisco, MA; EdD.
Colleen Dowd, Associate Professor, School of Education and
Liberal Arts; Chair, Department of Education. University of
California, Berkeley, BA; University of California, Davis, MS;
Nova Southeastern University, EdD.
Cyd Jenefsky, Professor, School of Education and Liberal Arts;
Director, Ford Institute for Integrative Coaching. University
of California, Davis, BA; University of Wisconsin, MA; University of Wisconsin, PhD.
Maria Mattioli, Assistant Professor, School of Education and
Liberal Arts; Director, Bachelor of Arts in Psychology Program, Campbell Campus. San Jose State University, BA; MS.
Marjorie Schwarzer, Associate Professor, School of Education
and Liberal Arts; Chair, Department of Museum Studies.
Washington University, BA; University of California,
Berkeley, MBA.
Susanne West, Professor, School of Education and Liberal
Arts; Chair, Department of Liberal Arts. California State
University, Long Beach, BA; University of San Francisco,
California State Standard, Teaching Credential; John F.
Kennedy University, MA.
Nancy Southern, Adjunct Professor; Interim Dean, School of
EdD.
Janet Amador, Assistant Dean, School of Management. Saint
Mary’s College of California, BA; MA.
Gail Lynam Dutcher, Assistant Professor, School of Management; Chair, Career Development Program. Boston College,
BA; John F. Kennedy University, MA.
Lisa Hutton, Associate Professor, School of Management;
Program Director, Legal Studies Program, School of Management. Chico State University, BA; John F. Kennedy
University, JD.
Peter Rojcewicz, Adjunct Professor; Dean, School of Holistic
Studies. Assumption College, BA; Northeastern University,
MA; University of Pennsylvania, PhD.
Cynthia deHay, Assistant Director, Center for Holistic
Counseling. University of Hawaii, BA; John F. Kennedy University, MA.
Mary Jo Dierickx, Adjunct Professor, School of Holistic
Studies; Director, Center for Holistic Counseling. Southwest
Bridget Goin, Administrative Director, Campbell Campus.
University of California, Santa Cruz, BA.
Michael Grady, Professor; School of Holistic Studies; Chair,
Department of Arts and Consciousness. Tufts University,
BFA; Pratt Institute, MFA.
G. Ray Greenleaf, Professor, School of Holistic Studies; Chair,
Department of Counseling Psychology. University of California, Berkeley, BA; John F. Kennedy University, MA.
Mark Ludwig, Associate Professor, School of Holistic Studies;
Director, Somatic Psychology, Department of Counseling
Psychology. University of California, Berkeley, AB; MSW.
Brian Shames, Lecturer, School of Holistic Studies; Field
Placement Coordinator, Center for Holistic Counseling.
Sonoma State University, BA; John F. Kennedy University,
MA.
Miriam Smolover, Adjunct Professor, School of Holistic
Studies; Clinical Director, Center for Holistic Counseling.
University of Pittsburgh, BA; California State University,
Hayward, MS.
Vernice Solimar, Professor, School of Holistic Studies; Chair,
Department of Integral Studies. Hunter College, BA; Long
Island University, MS; California Institute of Integral Studies,
PhD.
Mary Tuchscherer, Adjunct Professor; Administrative Director,
School of Holistic Studies. North Dakota State University,
BS; Concordia University, BA; Holy Names College, MA.
Sue Ellen Wise, Associate Professor, School of Holistic Studies;
Chair, Counseling Psychology, Holistic Studies Specializations, Campbell. Western Michigan University, BS; Michigan
State University, MA; John F. Kennedy University, MA.
Patricia A. Lott, Associate Professor, School of Management;
Chair, Business Administration Program. University of San
Francisco, BS; John F. Kennedy University, MA.
Charlene Tuckerson, Administrative Director, School of
Management. California State University, Hayward, BA.
APPENDICES
215
GRADUATE SCHOOL
William D. Parham, Dean, Graduate School of Professional
Linda Belt, Administrative Director; Faculty Coordinator,
Graduate School of Professional Psychology. University of
California, Berkeley, BA.
Gail Kinsley-Dame, Professor, Graduate School of
Professional Psychology; Program Director, MA Counseling
Psychology Program. John F. Kennedy University, BA; MA.
SCHOOL OF LAW
Michelle Leighton, Interim Dean, School of Law. University of
California, Davis, BA; Golden Gate University, JD; London
School of Economics, LLM.
Sherrill M. Hall, Administrative Director, School of Law.
LIBRARIES
Fisher Library
Ann Littlewood, Administrative Director; Faculty Coordinator,
Graduate School of Professional Psychology, Campbell.
John F. Kennedy University, BA.
Bill Ames, Cataloging Librarian. Massachusetts Institute of
Technology, BS; California Institute of Technology, MS;
University of Washington, PhD; University of California,
Berkeley, MLIS.
Sukie Magraw, Professor, Graduate School of Professional
Psychology; Director, PsyD Program. Harvard University,
BA; California School of Professional Psychology, PhD.
Joan Bewley, Psychology and Collection Development
Librarian. Humboldt State University, BA; MA; University of
California, Berkeley, MLIS.
Rebecca Pegoda-Hallock, Associate Professor, Graduate
School of Professional Psychology; Director, Sunnyvale
Community Counseling Center. University of California,
Santa Cruz, BA; University of San Francisco, MA.
Claudia Chester, Technical Services Librarian; Interim University Librarian. San Francisco State University, BA; University
of California, Berkeley, MLIS.
Gail Solt, Professor, Graduate School of Professional
Psychology; Director, Sport Psychology Program. California
State University, Hayward, BA; John F. Kennedy University,
MA.
Berkeley Campus Library
John Taylor, Berkeley Campus Librarian. Oral Roberts
University, BA; University of Arizona, MLS.
Campbell Campus Library
Ann Buchalter, Campbell Campus Librarian. California State
University, Long Beach, BA; San Jose State University, MLIS.
Law Library
Steven Feller, Law Library Director. California State University,
Hayward, BA; John F. Kennedy University, JD.
Bettina T. Miller, Technical Services Librarian. University of
San Diego, BA; San Jose State University, MLIS.
Jane Chittenden Minor, Assistant Law Librarian. University of
California, Berkeley, BA; MLIS.
216
APPENDICES
FACULTY
SCHOOL OF EDUCATION
AND LIBERAL ARTS
Aaronson, Julie, Adjunct Professor, School of Education and
Liberal Arts. University of California, Los Angeles, BA.
Agudelo-Silva, Fernando, Adjunct Professor, School of
Education and Liberal Arts. Universidad de Caldas, BS;
University of California, Berkeley, PhD; Harvard University,
MA.
Anoveros, Paloma, Adjunct Professor, School of Education
and Liberal Arts. Complutense University, Madrid, BA; John
F. Kennedy University, MA.
Banda, Masankho, Adjunct Professor, School of Education
and Liberal Arts. College of Wooster, BA; Holy Names
College, MA.
Barone, Dennis, Lecturer, School of Education and Liberal
Arts. San Francisco State University, BA.; California State
University, Dominguez Hills, MA.
Beaudoin, Marie-Nathalie, Adjunct Professor, School of
Education and Liberal Arts. Montreal University, Quebec,
BS; Montreal University, Quebec, MS; Pacific Graduate
School of Psychology, PhD.
Bedrick, Ronald, Adjunct Professor, School of Education and
Liberal Arts. Brown University, BA; Antioch School of Law,
JD.
Berger, Illana, Adjunct Professor, School of Education and
Liberal Arts. California Institute of Integral Studies, BA;
California Institute of Integral Studies, PhD.
Cabral, Daramola, Associate Professor, School of Education
and Liberal Arts; Director, Science, Health, and Living
Systems. Emory University, BMSc; PA; University of
California, Berkeley, MPH; DPH.
Capecci, Gianna, Adjunct Professor, School of Education and
Liberal Arts. Bowling Green State University, BA; John F.
Cerney, Marenka, Lecturer, School of Education and Liberal
Arts. California Institute of Integral Studies, BA; MA.
Charm, Susana, Adjunct Professor, School of Education and
Liberal Arts. Smith College, BA; Harvard University, MA;
John F. Kennedy University, MA.
Coates, David, Lecturer, School of Education and Liberal Arts.
California Institute of Integral Studies, MA; University of
Colorado at Boulder, MS.
Coerver, Chad, Lecturer, School of Education and Liberal Arts.
Duke University, BA; Yale University, MPhil; MA.
Cohen, Harriet, Adjunct Professor, School of Education and
Liberal Arts. Hunter College, BA; Smith College, MA.
Cook, Mary, Adjunct Professor, School of Education and
Liberal Arts. California Baptist College, BA; San Jose State
University, MS; California Christian University, DMin.
Couturier, Andrew, Adjunct Professor, School of Education
and Liberal Arts. University of California, BA; San Francisco
State University, MA.
Cutts, Brianna, Lecturer, School of Education and Liberal Arts.
University of California, Davis, BS; John F. Kennedy University, MA.
Berthoud, Philippe, Adjunct Professor, School of Education
and Liberal Arts. University of Geneva, Switzerland, BA;
D’Alleva, Mary, Adjunct Professor, School of Education and
Liberal Arts. Fairfield University, BA; San Francisco State
University, MA.
Bertorello, Ardith, Adjunct Professor, School of Education and
Liberal Arts. San Francisco State University, BA.
Denlinger, Eileen (Lee), Adjunct Professor, School of
Education and Liberal Arts. Seton Hill College, BA; University of New Mexico, MA.
Bhatt, Shirley, Adjunct Professor, School of Education and
Liberal Arts. University of Pittsburgh, BS; University of
Pittsburgh, MA.
Birenbaum, Nancy, Lecturer, School of Education and Liberal
Arts. Towson State University, BS; Coppin State College,
MEd; University of LaVerne, EdD.
Dowd, Colleen, Associate Professor, School of Education and
Liberal Arts; Chair, Department of Education. University of
California, Berkeley, BA; University of California, Davis, MS;
Nova Southeastern University, EdD.
Brown, Kathleen, Adjunct Professor, School of Education and
Liberal Arts. McGill University, BA.
Durovchic, Janet, Adjunct Professor, School of Education and
Liberal Arts. University of California, Berkeley, BA; Golden
Gate University, MBA.
Burack, Charles (Chuck), Adjunct Professor, School of
Education and Liberal Arts. University of Michigan, BA;
University of Chicago, MA; Northwestern University, MA;
University of California, Berkeley, PhD.
Edwards, Clifford, Assistant Professor, School of Education
and Liberal Arts; Essentials Coaching Director, Ford Institute
for Integrative Coaching.
Burke, John, Adjunct Professor, School of Education and
Liberal Arts.
Enos, Randall, Adjunct Professor, School of Education and
Liberal Arts. University of California, Berkeley, AB.
Eyer, Shawn, Adjunct Professor, School of Education and
Liberal Arts. Defiance College, BA; John F. Kennedy University, MA.
APPENDICES
217
Fakour, Mehrdad, Adjunct Professor, School of Education
and Liberal Arts. Eastern Connecticut State University, BA;
California College of Arts and Crafts, BFA.; University of
California Berkeley, MA; University of California, Berkeley,
PhD.
Feder, Kayla, Adjunct Professor, School of Education and
Liberal Arts. John F. Kennedy University, BA; John F.
Fisher, Barbara, Adjunct Professor, School of Education and
Liberal Arts. University of Rochester, BA; Mills College,
MFA.
Ford, Debbie, Lecturer, School of Education and Liberal Arts.
John F. Kennedy University, BA.
Foster, Chriss Warren, Adjunct Professor, School of Education
and Liberal Arts. University of California, Berkeley, BA;
California State University, Dominguez Hills, MA.
Fournier, Leslie, Lecturer, School of Education and Liberal
Arts. University of California, Davis, BA; John F. Kennedy
University, MA.
Fraser, Mary, Lecturer, School of Education and Liberal
Arts. Sonoma State University, BA; University of Southern
California, MS; PhD.
Garcia, Andrew, Lecturer, School of Education and Liberal
Arts. Azusa Pacific University, BA, MA; Fuller Theological
Seminary, MDiv.
Garrett, William, Professor, School of Education and Liberal
Arts. San Francisco State University, BA; San Francisco State
University, MA; California Institute of Integral Studies, PhD.
Good, Lyle, Adjunct Professor, School of Education and
Liberal Arts. Cascade College, BA; University of Oregon,
MA; Fuller Theological Seminary, MA.
Gowack, Paul, Adjunct Professor, School of Education and
Liberal Arts. University of Tampa, BS; University of South
Florida, MS; California State University, Hayward, MA;
Grimm, Raymond, Adjunct Professor, School of Education and
Liberal Arts. San Francisco State University, BA; California
Graduate School of Psychology, PhD.
Halpern, Linda, Adjunct Professor, School of Education and
Liberal Arts. Beaver College, BA; New York University,
MAT.
Hare, Sandra, Adjunct Professor, School of Education and
Liberal Arts. California State Polytechnic College, BS; MA;
University of California, Los Angeles, MEd; EdD.
Hennum, Paulette Dunn, Adjunct Professor, School of
Education and Liberal Arts. University of California, San
Diego, BA.
Hutchins, David, Adjunct Professor, School of Education
and Liberal Arts. Western Illinois University, BS; California
Institute of Integral Studies, MA.
Irving, Yvette, Lecturer, School of Education and Liberal Arts.
San Jose State University, BA; University of San Francisco,
MA.
218
APPENDICES
Jackson, Theopia, Adjunct Professor, School of Education and
Liberal Arts. Howard University, BS; Howard University,
MS; The Wright Institute, PhD.
Janson, Carolyn, Adjunct Professor, School of Education and
Liberal Arts. San Jose State University, BA; San Francisco
Jenefsky, Cyd, Professor, School of Education and Liberal
Arts; Director, Ford Institute for Integrative Coaching.
University of California, Davis, BA; University of Wisconsin,
MA; University of Wisconsin, PhD.
Jensen, Carolyn, Adjunct Professor, School of Education and
Liberal Arts. Eastern Washington University, BA.
Joe, Frances, Adjunct Professor, School of Education and
Liberal Arts. San Francisco State University, BA; San Jose
State University, MS.
Jones, Ryan, Lecturer, School of Education and Liberal
Arts. University of California, Berkeley, BA; University of
London, MA.
Kadoyama, Margaret, Adjunct Professor, School of Education
and Liberal Arts. University of California, Davis, BS.
Kass, Michael, Adjunct Professor, School of Education
and Liberal Arts. University of Michigan, AB; Stanford
University, MA.
Kay, Laura, Adjunct Professor, School of Education and Liberal
Arts. Antioch University, BA; Mills College, MFA.
Kwock, Susan, Dean, School of Education and Liberal Arts.
Francisco, MA; University of San Francisco, EdD.
Law, Carol, Adjunct Professor, School of Education and
Liberal Arts. University of Texas, BA; San Francisco State
University, MA; John F. Kennedy University, MA.
Lehrman, Eric, Adjunct Professor, School of Education and
Liberal Arts. Hofstra University, BA; Temple University, MA;
Institute of Transpersonal Psychology, MA; PhD.
Lerro, Bruce, Adjunct Professor, School of Education and
Liberal Arts. Antioch University, BA; California Institute of
Integral Studies, MA.
Lipman, Donna, Assistant Professor, School of Education
and Liberal Arts; FIIC Continuing and Extended Education
Director.
Longerbeam, Sheila, Adjunct Professor, School of Education
and Liberal Arts. University of Pennsylvania, BA; John F.
Malone, Jeffrey, Assistant Professor, School of Education
and Liberal Arts; Fulfillment Director, Ford Institute for
Integrative Coaching. Oregon State University, BS; Stanford
University, MBA.
Marrero, Frank, Adjunct Professor, School of Education and
Liberal Arts. John F. Kennedy University, BA.
Mattioli, Maria, Associate Professor, School of Education
and Liberal Arts; Director, Bachelor of Arts in Psychology
Program, Campbell Campus. San Jose State University, BA;
MS.
McHenry, Gary, Visiting Professor, School of Education
and Liberal Arts. University of California, San Diego, BA;
Stanford University, AM.
Rosengard, Melissa, Adjunct Professor, School of Education
and Liberal Arts. University of California, Los Angeles, BA;
University of Illinois, MA.
McManus, Mary Ellen, Adjunct Professor, School of Education
and Liberal Arts. State University of New York, BS; Syracuse
University, MS.
Rotman, Judith, Lecturer, School of Education and Liberal
Arts. City University of New York, BA; Bank Street College
of Education, New York, MS.
Metzler, Marilyn, Adjunct Professor, School of Education
and Liberal Arts. San Jose State University, BA; Saint Mary’s
College of California, MA.
Molnar, Cheri Lynn, Adjunct Professor, School of Education
and Liberal Arts. California Polytechnic State University, San
Luis Obispo, BA; John F. Kennedy University, MA.
Morales, Rey, Adjunct Professor, School of Education and
Liberal Arts. University of California, Davis, BS; California
State University, Hayward, MS.
Nelson, Karen, Adjunct Professor, School of Education and
Liberal Arts. California State University, San Bernardino, BA;
MA.
Newton, Gregory, Adjunct Professor, School of Education
and Liberal Arts. Cornell University, BS; John F. Kennedy
University, MA.
Nickel, Tricia, Adjunct Professor, School of Education and
Liberal Arts. Saint Mary’s College of California, BA; John F.
Nowacki, Melissa, Lecturer, School of Education and Liberal
Arts. California Polytechnic State University, BA.
Osborne, Sheldeen (Shelly), Adjunct Professor, School
of Education and Liberal Arts. University of California,
Berkeley, BA; State University Teachers College, Oneonta,
MA.
Palloff, Rena, Adjunct Professor, School of Management.
University of Wisconsin, BA; MSW; Fielding Graduate
Institute, MA; PhD.
Parsons, Christina, Adjunct Professor, School of Education
and Liberal Arts. University of San Diego, BA; San Diego
Sarraf, Brigitte, Adjunct Professor, School of Education and
Liberal Arts. Fresno State University, BA; University of
Redlands, MA.
Schlageter, Taryn, Lecturer, School of Education and Liberal
Arts. California State University, East Bay, BA; San Jose
State University, MLIS.
Schmitt, Mary Frances, Adjunct Professor, School of
Education and Liberal Arts. Marian College of Fond du Lac,
BA; Marquette University, MA; State University of New York
Downstate Medical Center, PhD.
Schwarzer, Marjorie, Professor, School of Education and
Liberal Arts; Chair, Department of Museum Studies.
Washington University, St. Louis, BA; University of
California, Berkeley, MBA.
Seaberry, Benny, Adjunct Professor, School of Education and
Liberal Arts. University of Oregon, BS; California State
University, Los Angeles, MA.
Shapiro, Richard, Lecturer, School of Education and Liberal
Arts. University of California, Berkeley, BA; MA.
Shekerjian, Laura, Adjunct Professor, School of Education
and Liberal Arts. Oakland University, BA; University of
Michigan, MA; California Institute of Integral Studies, MA.
Shogan, Jo Ann, Lecturer, School of Education and Liberal
Arts. Westminster College, BS; University of Pittsburg, MEd.
Shulakoff, Allen, Adjunct Faculty, School of Education and
Liberal Arts. Michigan State University, BA; San Francisco
State University, MA; University of Pittsburg, MA.
Simmons, Charline, Adjunct Professor, School of Education
and Liberal Arts. Columbia University, BA; Tulane Medical
School, MD.
Smith, Arlando, Adjunct Professor, School of Education and
Liberal Arts. California State University, Fullerton, BA; MA.
Petty, Louanne, Lecturer, School of Education and Liberal
Arts. California State University, Long Beach, BS; California
State University, Hayward, MS.
Somburu, Zakiya, Lecturer, School of Education and Liberal
Arts. California State University, Hayward, BA; University of
California, Berkeley, MPH.
Poon, Henry, Adjunct Professor, School of Education and
Liberal Arts. Santa Clara University, BS; California Institute
of Integral Studies, MA; PhD.
Speno, Ann Marie, Lecturer, School of Education and Liberal
Arts. Boston University, BA; University of North Carolina,
MA; John F, Kennedy University, MA.
Price, Isabella, Lecturer, School of Education and Liberal Arts.
University of Zurich, MA.
Spero, Susan, Associate Professor, School of Education and
Liberal Arts. Ohio State University, BA; MA; PhD.
Quinn, Dan, Adjunct Professor, School of Education and
Liberal Arts. John F. Kennedy University, BA.
Stangl, Kristin, Adjunct Professor, School of Education
University of Illinois at Urbana-Champaign, MA.
Razak, Arisika, Adjunct Professor, School of Education and
Liberal Arts. University of California, Berkeley, BA; MPH.
Remba, Alina, Adjunct Professor, School of Education and
Liberal Arts. University of California, Berkeley, BFA; State
University of New York at Buffalo, MA.
Rinehart, Richard, Adjunct Professor, School of Education and
Liberal Arts. University of Oregon, BFA.
Stargardter, Steve, Professor, School of Education and Liberal
Arts. President, John F. Kennedy University. Fordham
University, BA; Boston College, MA, PhD; University of
Washington School of Law, JD.
Stark, Marilee, Adjunct Professor, School of Education and
Liberal Arts. University of California, Los Angeles, BA;
International College, MA; Sierra University, PhD.
APPENDICES
219
Stenger, Mel, Adjunct Professor, School of Education and
Liberal Arts. Duns Scotus College, BA; California State
University, Hayward, MS.
Stephens, Noreen, Lecturer, School of Education and Liberal
Arts. San Francisco State University, BA.
Sung, Kenzo, Adjunct Professor, School of Education and
Liberal Arts. University of California, Berkeley, BA; Howard
University, MEd.
Sutton, Mary Jo, Adjunct Professor, School of Education and
Liberal Arts. University of California, Berkeley, BA.
Tan, Suzanne, Lecturer, School of Education and Liberal Arts.
University of Colorado, BA; John F. Kennedy University,
MA.
Townsend, Karen, Adjunct Professor, School of Education and
Liberal Arts. John F. Kennedy University, BA; MA.
Tutashinda, Kweli, Lecturer, School of Education and Liberal
Arts. University of Arkansas, BA.
Vinson, Debra, Adjunct Professor, School of Education and
Liberal Arts. Greenville College, BA; John F. Kennedy
University, MA.
Walbridge, Michael, Adjunct Professor, School of Education
California State University, San Bernardino, MA.
Warren, Nicholas, Adjunct Professor, School of Education
Columbia University, MA; PhD.
Weineapple, Jane, Adjunct Professor, School of Education
and Liberal Arts. American College of Traditional Chinese
Medicine, MS.
Wells, Andrea, Adjunct Professor, School of Education and
Liberal Arts. University of California, Santa Cruz, BA; John
West, Susanne, Professor, School of Education and Liberal
Arts; Chair, Department of Liberal Arts. California State
University, Long Beach, BA; University of San Francisco,
California State, Standard Teaching Credential; John F.
Williams, Sylvia, Adjunct Professor, School of Education and
Liberal Arts. San Francisco State University, BA.
Wilson, Uncheedah, Adjunct Professor, School of Education
and Liberal Arts. San Jose State University, BA; MA;
Wise, Susan, Adjunct Professor, School of Education and
Liberal Arts. University of Pennsylvania, BA.
Yorba, Jonathan, Adjunct Professor, School of Education and
Liberal Arts. San Francisco State University, BA; MA.
Young, Katharine, Adjunct Professor, School of Education
University of Pennsylvania, MA; PhD.
220
APPENDICES
Aiken, Sue, Adjunct Professor, School of Management.
Colorado College, BA; John F. Kennedy University, MA.
Amato, Thomas, Lecturer, School of Management. Columbia
University, BS; Hofstra University, MBA.
Artega, Danielle, Adjunct Professor, School of Management.
San Francisco State University, BA; John F. Kennedy
University, JD.
Artel, Linda, Lecturer, School of Management. University of
Balassi, Steven, Adjunct Professor, School of Management.
Sonoma State University, BA; Saint Mary’s College of
California, MBA.
Barrie, Bruce, Lecturer, School of Management. California
State University, BS; John F. Kennedy University, MBA.
Beckhusen, Lesah, Adjunct Professor, School of Management.
San Diego University, BA; MS.
Brown, Marvin, Adjunct Professor, School of Management.
Wesleyan University, BA; Union Theological Seminary,
MDiv; Graduate Theological Union, PhD.
Campbell, Donald, Associate Professor, School of
Management; Director, Asian Pacific Institute. San Francisco
Cannon, Edward, Lecturer, School of Management.
Morehouse College, BA; Golden Gate University, MBA;
DBA.
Carlson, Bruce, Adjunct Professor, School of Management.
University of Akron, BSBA; MBA; The American University,
JD.
Carter, Laura, Adjunct Professor, School of Management.
University of Illinois, BS; John F. Kennedy University, MA.
Chow, Robert, Adjunct Professor, School of Management. San
Francisco State University, BS; Golden Gate University, MS.
Darden, William, Jr., Adjunct Professor, School of
Management. North Carolina State University, BA; Campbell
University, MBA.
Darling, Frank, Adjunct Professor, School of Management.
California State University, Sacramento, BS; Pepperdine
University, MBA.
Davis, William, Adjunct Professor, School of Management.
University of California, Santa Cruz, BA; University of the
Pacific, JD.
Deju, Raul, Lecturer, School of Management. New Mexico
Institute of Mining and Technology, BSc; PhD.
Dutcher, Gail Lynam, Assistant Professor, School of
Management; Chair, Career Development Program. Boston
College, BA; John F. Kennedy University, MA.
Elefant, David, Adjunct Professor, School of Management.
University of California, Berkeley, BA; Hastings College of
Law, JD.
Elsdon, Ronald, Adjunct Professor, School of Management.
University of Leeds, England, BS; Cambridge University,
England, PhD; John F. Kennedy University, MA.
Foster, Twilla, Adjunct Professor, School of Management.
University of California, Berkeley, BA; Harvard University,
JD.
Gemmet, Rich, Adjunct Professor, School of Management. San
Francisco State University, BA; MA.
Genin, Larisa, Adjunct Professor, School of Management.
University of San Francisco, BSBA; Golden Gate University,
MBA; PhD.
Genin, Vladimar, Lecturer, School of Management. Tver State
Technical University, BS; MS; Moscow State University of
Civil Engineering, PhD.
Giles, Christine, Adjunct Professor, School of Management.
University of California, Berkeley, AB.
Guterman, Mark, Adjunct Professor, School of Management.
University of California, Los Angeles, BA; Sonoma State
University MA.
Hardle, Dennis, Adjunct Professor, School of Management.
Stanford University, BS.
Herkenhoff, Linda, Adjunct Professor, School of Management.
University of Western Ontario, Canada, BS; University of
California, Berkeley, ME; Saint Mary’s College of California,
MBA; University of Western Australia, Australia, PhD.
Hess, William, Adjunct Professor, School of Management.
Purdue University, BS; Ball State University, MA; St. Louis
University/International University of America, PhD.
Hill, Grace, Adjunct Professor, School of Management.
Albertson College of Idaho, BS; California State University
Northridge, MA.
Hutton, Lisa, Associate Professor, School of Management;
Program Director, Legal Studies Program, School of
Management. Chico State University, BA; John F. Kennedy
University, JD.
Knudson, Kathy, Lecturer, School of Management. San Jose
State University, BA; San Francisco State University, MS.
Kolpin, Marc, Adjunct Professor, School of Management.
Swiss Institute of Technology, Switzerland, MA;
Massachusetts Institute of Technology, PhD.
Lindgren, Yvonne, Adjunct Professor, School of Management.
University of California, Los Angeles, BA; Hastings College
of Law, JD.
Lott, Patricia, Associate Professor, School of Management;
Chair, Business Administration Program. University of San
Francisco, BS; John F. Kennedy University, MA.
Lundberg, Linda, Adjunct Professor, School of Management.
California State University, Chico, BA; John F. Kennedy
University, MA.
Madison, Sandra, Lecturer, School of Management. University
of California, Berkeley, BA; MA.
Mahaley, Terry, Adjunct Professor, School of Management.
Ohio State University, BA; California State University,
Hayward, MS.
Mandel, Linda, Adjunct Professor, School of Management.
University of California, Berkeley, BA; John F. Kennedy
University, MA.
Martin, Carole, Adjunct Professor, School of Management.
San Jose State University, BA; John F. Kennedy University,
MA.
Meshriy, Norman, Adjunct Professor, School of Management.
San Francisco State University, BA; San Francisco State
University, MS.
Morgan, Leslie, Adjunct Professor, School of Management.
Lincoln University Law School, LLB.
Nawrocki, Adriene, Adjunct Professor, School of Management.
Edinboro University of Pennsylvania, BS; Pennsylvania State
University, MEd; Carnegie Mellon University, MPM.
Newman, David, Adjunct Professor, School of Management.
New York Institute of Technology, BS; John F. Kennedy
University, MA.
Nordstrum, Cazeaux, Lecturer, School of Management.
University of Arizona, BA; John F. Kennedy University, MA.
O’Flaherty, Dannie, Adjunct Professor, School of
Management. Mount St. Mary’s College, BA; San Francisco
Pantell, Steven, Adjunct Professor, School of Management.
California State University, Chico, BA; California State
University, Fresno, MA; American School of Professional
Psychology (formerly California Graduate School of
Psychology), PhD.
Panter, Deborah, Adjunct Professor, School of Management.
University of California, Irvine, BA; Golden Gate University
School of Law, JD.
Peter, Ken, Adjunct Professor, School of Management.
Southern Illinois University, BA; MBA.
Phillips, Laurie, Adjunct Professor, School of Management.
Cornell University, BA; University of Pennsylvania, JD.
Piazza, Charles, Adjunct Professor, School of Management.
Saint Mary’s College of California, BA; University of San
Francisco, MA.
Pratt, Craig, Lecturer, School of Management. University of
California, Berkeley, AB; MSW.
Ramrattan, Lall, Adjunct Professor, School of Management. St.
Francis College, BA; New School University, MA; PhD.
Ray, Theresa, Adjunct Professor, School of Management, John
F. Kennedy University, JD.
Rhyne, William, Lecturer, School of Management. University
of Hawaii, Manoa, BA; Erasmus University, IMScEC;
University of California, Davis, MBA.
APPENDICES
221
Rizzi, April, Lecturer, School of Management. University of
San Francisco, BS; John F. Kennedy University, MBA.
Robertson, Carol, Adjunct Professor, School of Management.
Idaho State University, BA; University of Nevada Reno, MA;
University of California, Berkeley, JD.
Rosenthal, Samuel, Adjunct Professor, School of Management.
Harvard University, AB; Stanford University, MBA; LaSalle
Extension University, LLB.
Russell, Martha, Adjunct Professor, School of Management.
Texas Woman’s University, BS; California State University,
Sacramento, MS.
Schaefer, Christine, Adjunct Professor, School of Management.
University of Nebraska at Omaha, BS; John F. Kennedy
University, MA.
Schaeffer, Donna, Adjunct Professor, School of Management.
Florida International University, BS; MBA; Claremont
Graduate School, PhD.
Schippmann, Joan, Adjunct Professor, School of Management.
Mills College, BA; John F. Kennedy University, MA.
Schmid, Peter, Adjunct Professor, School of Management.
University of California, Santa Cruz, BA; BA; John F.
Kennedy University, JD.
Shabazi, Shabaz, Lecturer, School of Management. College of
Accountancy, Tehran, Iran, BA; Tehran University, School
of Law and Political Science, BS; College of Accountancy,
Tehran, Iran, MA; University of Texas at Dallas, MA; PhD.
Shankar, Gopal, Adjunct Professor, School of Management.
State University of New York at Stony Brook, MS; St. John’s
University, MBA.
Siegert, Frank, Adjunct Professor, School of Management.
Loyola College, BS; John F. Kennedy University, MBA.
Simmons, Ronald, Adjunct Professor, School of Management.
Michigan State University, BA; Golden Gate University
School of Law, JD.
Smith, Shelley, Adjunct Professor, School of Management.
California State University, Chico, BA; San Jose State
University, MBA.
Swain, Paula, Lecturer, School of Management; Vice
President, Human Resources. Saint Mary’s College of
California, BA; University of San Francisco, MA.
Swann, Eugene, Adjunct Professor, School of Management.
Temple University, BS; University of Massachusetts, MA;
University of California, Berkeley, LLB.
Terry, Pamela, Adjunct Professor, School of Management.
University of San Francisco, BS; Golden Gate University,
MS.
Terry, William, Adjunct Professor, School of Management.
Massachusetts Institute of Technology, BS; MS.
Van Atta, Sue, Adjunct Professor, School of Management.
University of California, Berkeley, BA; MA; PhD.
Walsh, Suzanne, Adjunct Professor, School of Management.
Newton College, BA; John F. Kennedy University, MA.
Warner, Deborah, Adjunct Professor, School of Management.
University of San Francisco, BS; John F. Kennedy
University, MA.
Weitzner, Judith, Lecturer, School of Management. University
of California, Berkeley, BA.
White, Kimberly, Adjunct Professor, School of Management.
San Francisco State University, BS; California State
University, Hayward, MBA.
Young, Kevin, Adjunct Professor, School of Management.
Loyola College, Montreal, BA; Princeton University, MA.
Young, Probal, Adjunct Professor, School of Management.
University of California, Santa Barbara, BA; Golden Gate
University School of Law, JD.
Zamora, Cynthia, Adjunct Professor, School of Management.
University of the Philippines, Philippines, BS; University of
California, Los Angeles, MBA.
Sneider, Dena, Adjunct Professor, School of Management. San
Francisco State University, BA; John F. Kennedy University,
MA.
Sobilo, Richard, Adjunct Professor, School of Management.
DePaul University, BSc; Golden Gate University, MBA.
Sorrells, Galen, Adjunct Professor, School of Management.
Columbia University, BA; Santa Clara University School of
Law, JD.
Southern, Nancy, Adjunct Professor; Interim Dean, School of
EdD.
Statler, Suzanne, Lecturer, School of Management. Illinois
State University, BS; John F. Kennedy University, MA.
Stearns, Sharon, Adjunct Professor, School of Management.
Syracuse University, BS; John F. Kennedy University, MA.
Strongman, Kenneth, Adjunct Professor, School of
Management. University of California, Davis, BS; Golden
Gate University, MBA; John F. Kennedy University, JD.
222
APPENDICES
Anderson, Elizabeth, Adjunct Professor, School of Holistic
Studies. State University of New York at Geneseo, BA; State
University of New York at Albany, MLS; John F. Kennedy
University, MA.
Auerbach, Loyd, Adjunct Professor, School of Holistic Studies.
Northwestern University, BA; John F. Kennedy University,
MS.
Austin, Stephanie, Adjunct Professor, School of Holistic
Studies. Bradley University, BA; John F. Kennedy
University, MA.
Bark, Linda, Adjunct Professor, School of Holistic Studies.
University of Nevada, Reno, BS; Fielding Graduate Institute,
MA; California Institute of Integral Studies, PhD.
Bartner, Robert, Adjunct Professor, School of Holistic Studies.
University of Washington, BA; University of California,
Hayward, MS; Center for Psychological Studies, PhD.
Barton-Cayton, Amy, Assistant Professor, School of Holistic
Studies. University of California, Santa Cruz, BA; University
of California, Berkeley, MLS; University of California, Santa
Cruz, MA; California Baptist University, MS., University of
California, Santa Cruz, PhD.
Bauman, Edward, Adjunct Professor, School of Holistic
Studies. Syracuse University, BA; University of
Massachusetts, MEd; University of New Mexico, PhD.
Becker, Thomas, Lecturer, School of Holistic Studies.
University of the Pacific, BA; California College of the Arts,
MFA.
Beckerman, Dani, Lecturer, School of Holistic Studies.
University of Vermont, BA; Illinois School of Professional
Psychology, MA; PsyD.
Bennett, Duncan, Adjunct Professor, School of Holistic
Studies; Supervisor, Center for Holistic Counseling.
California State University, Hayward, BA; MS.
Berbower, Sharon, Adjunct Professor, School of Holistic
Studies. California State University, Hayward, BS; MS.
Bernhardt, Peter, Adjunct Professor, School of Holistic Studies.
Antioch University, BA; John F. Kennedy University, MA.
Blackwell, Margaret, Adjunct Professor, School of Holistic
Studies. Open University, England, BA; Dartington College
of Arts, England, MPhil.
Bodin, Aric, Adjunct Professor, School of Holistic Studies.
University of Washington, BA; University of Massachusetts,
MEd.; EdD.
Bogart, Greg, Associate Professor, School of Holistic Studies.
Wesleyan University, BA; California Institute of Integral
Studies, MA; Saybrook Institute, PhD.
Bogzaran, Fariba, Adjunct Professor, School of Holistic
Studies. University of Wisconsin, BS; California Institute of
Integral Studies, MA; PhD.
Brewer, Linda, Adjunct Professor, School of Holistic Studies.
Brucker, Carola, Adjunct Professor, School of Holistic Studies.
Business Huber & Wiedemann, Switzerland, Executive
Business Diploma; Ludwig-Maximilians University,
Germany, MA; PhD.
Bulkeley, Kelly, Adjunct Professor, School of Holistic
Studies. Stanford University, BA; Harvard University, MTS;
University of Chicago, PhD.
Burns, Beverly, Adjunct Professor, School of Holistic Studies.
Converse College, BS.
Caplan, Mariana, Adjunct Professor, School of Holistic
Studies. University of Michigan, BA; California Institute of
Integral Studies, MA.
Cashell, Donna, Adjunct Professor, School of Holistic Studies.
Supervisor, Center for Holistic Counseling. Ohio State
University, BS; Purdue University, MA; PhD.
Catskill, Clover, Adjunct Professor, School of Holistic Studies.
Antioch College, BA; John F. Kennedy University, MA.
Chai, Ilan, Adjunct Professor, School of Holistic Studies. The
Hebrew University of Jerusalem, MA; Alliant International
University, PhD.
Chalquist, Craig, Lecturer, School of Holistic Studies.
California Lutheran University, BA; MS; Pacific Graduate
Institute, PhD.
Chase, Michele, Professor, School of Holistic Studies. Bowling
Green State University, BA; Michigan State University, MA;
PhD.
Ching, Calvin Kaleonahe, Adjunct Professor, School of
Holistic Studies. University of Hawaii, BFA; University of
New Mexico, MA.
Cockrell, Susanne, Adjunct Professor, School of Holistic
Studies. Burlington College, BA; California College of Arts
and Crafts, MFA.
Collier, Lucy, Lecturer, School of Holistic Studies; Supervisor,
Center for Holistic Counseling. Swathmore College, BA;
Conley, Michael Anne, Adjunct Professor, School of Holistic
University of Tennessee, BS; John F. Kennedy University,
MA.
Coster, Peter, Adjunct Professor, School of Holistic Studies.
Supervisor, Center for Holistic Counseling. Ohio University,
BA; Pacific School of Religion, MDiv; MA.
Coyne, John, Lecturer, School of Holistic Studies. World
College West, BA; California Institute of Integral Studies,
MA; PhD.
Craven, Patricia, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. San Francisco
State University, BA; California State University Hayward,
MS.
Bowen, Bill, Lecturer, School of Holistic Studies. California
State University, Long Beach, BA; San Francisco Fine Art
Institute, MFA.
Degarrod, Lydia, Lecturer, School of Holistic Studies.
University of Hawaii, Manoa, BA; MA; University of
California, Los Angeles, MA; PhD.
Bradford, Kenneth, Adjunct Professor, School of Holistic
Studies. Antioch University, BA; Sonoma State University,
MA; Saybrook Institute, PhD.
Dello Joio, Victoria, Adjunct Professor, School of Holistic
Studies. Sarah Lawrence College, BA
APPENDICES
223
Denney, Myron (Mike), Adjunct Professor, School of Holistic
Studies. University of Michigan, MD. Pacific Graduate
Institute, PhD.
Glickman, Charles, Lecturer, School of Holistic Studies. Brown
University, BS: Union Institute and University, PhD.
de Quincey, Christian, Adjunct Professor, School of Holistic
Studies. John F. Kennedy University, BA; MA; California
Institute of Integral Studies, PhD.
Goldenberg, Cliff, Adjunct Professor, School of Holistic
Studies. Rutgers University, BA; San Francisco State
University, MS.
Devine, Jane, Adjunct Professor, School of Holistic Studies.
University of Montana, BA; John F. Kennedy University,
MA.
Golin, Cindy, Adjunct Professor, School of Holistic Studies.
California State University Long Beach, BA; University of
Santa Monica, MA; Institute of Transpersonal Psychology,
MA.
Diamond, Ivan, Lecturer, School of Holistic Studies. University
of New Mexico, BA; Family Studies Center, MA; William
Lyon College—International College, PhD.
Dierickx, Mary Jo, Adjunct Professor, School of Holistic
Studies; Director, Center for Holistic Counseling. Southwest
Minnesota State University, BA; John F. Kennedy University,
MA.
Duncan, K. Sue, Adjunct Professor, School of Holistic Studies;
Vice President, Enrollment Services. John F. Kennedy
University, BA; MA.
Eaton, Scott, Adjunct Professor, School of Holistic Studies.
Colby College, BA; California Institute of Integral Studies,
MA.
Elium, Donald, Adjunct Professor, School of Holistic Studies.
Wake Forest University, BS; John F. Kennedy University,
MA.
Esbjorn-Hargens, Sean, Associate Professor, School of
Holistic Studies; Program Director, Integral Psychology,
Integral Theory, Integral Studies Department. Lewis & Clark
College, BS; California Institute of Integral Studies, MA.
Esbjorn-Hargens, Vipassana, Lecturer, School of Holistic
Studies. University of California, Berkeley, BA; Institute of
Transpersonal Psychology, MA; PhD.
Ezra, David, Adjunct Professor, School of Holistic Studies.
Antioch University, BA; MA.
Fahrenbach, Christine, Adjunct Professor, School of Holistic
Studies. University of Notre Dame, BA; Jesuit School of
Theology, MDiv; California State University, Hayward, BS;
California School of Professional Psychology, PhD.
Ferraris, Nina, Adjunct Professor, School of Holistic Studies.
Saint Mary’s College of California, BS; John F. Kennedy
University, MA.
Finch, Karen, Lecturer, School of Holistic Studies; Supervisor,
Center for Holistic Counseling. University of California,
Berkeley, BA; John F. Kennedy University, MA.
Fisher, Robert, Adjunct Professor, School of Holistic Studies.
Knox College, BA; Norwich University, MA.
Fowler, Marilyn, Associate Professor, School of Holistic
Studies; Program Director, Consciousness and
Transformative Studies, Integral Studies Department. San
Diego State University, BA; John F. Kennedy University,
MA.
Fox, C. John, Adjunct Professor, School of Holistic Studies.
Bard College, AB.
Friedman, Ellen, Adjunct Professor, School of Holistic Studies.
Newcomb College, BA; Antioch University, MA.
224
APPENDICES
Goodman, Kenith, Adjunct Professor, School of Holistic
Studies. University of Southern California, Los Angeles, BA;
California Institute of Integral Studies, MA.
Grady, Michael, Associate Professor; School of Holistic
Studies; Chair, Department of Arts and Consciousness. Tufts
University, BFA; Pratt Institute, MFA.
Greenberg, Robin, Adjunct Professor, School of Holistic
Studies. University of California, Santa Barbara, BA; Mills
College, MA; California Institute of Integral Studies, MA.
Greenleaf, G. Ray, Professor, School of Holistic Studies.
Chair, Department of Counseling Psychology. University of
Hadlock, Donald, Adjunct Professor, School of Holistic
Studies. San Jose State University, BA.
Harris-Thomas, Dudleasa, Adjunct Professor, School of
Holistic Studies.
Heckler, Richard, Adjunct Professor, School of Holistic
Studies. Hobart and William Smith Colleges, BA; Antioch
New England Graduate School, MEd.; University of
Pittsburgh, PhD.
Henderson, Sheila, Lecturer, School of Holistic Studies.
Simmons College, BA; University of Chicago, MBA; Santa
Clara University, MA; Stanford University, PhD.
Hiller, Marsha, Adjunct Professor, School of Holistic Studies.
State University of New York at Stony Brook, BA; Bank
Street College of Education, MEd; John F. Kennedy
University, MA.
Hirsch, Glenn, Lecturer, School of Holistic Studies. University
of Santa Cruz, BA; San Francisco Art Institute, MFA.
Hobson, Mary, Lecturer, School of Holistic Studies. Vassar
College, BA; University of New Mexico, Albuquerque, MA.
Hoeber, Gary, Associate Professor, School of Holistic Studies.
State University of New York at Fredonia, BA; Sonoma State
University, MA.
Ireland, Lynn, Associate Professor, Counseling Psychology,
School of Holistic Studies. Catholic University of America,
BA; West Georgia Technical College, MA; California
James, Kathryn, Adjunct Professor, School of Holistic Studies.
Oregon State University, BS.
Johnson, Kimmy, Adjunct Professor, School of Holistic
Studies. University of California, Berkeley, BA; California
Joseph, Andrew, Lecturer, School of Holistic Studies.
Wesleyan University, BA; The Naropa Institute, MA.
Kennedy, Alexandra, Adjunct Professor, School of Holistic
Studies. University of California, Santa Cruz, BA; Santa Clara
University, MA.
Klein, Jayla, Adjunct Professor, School of Holistic Studies.
University of California, Berkeley, BA; Mills College, MA;
University of San Francisco, MA.
Kokin, Lisa, Adjunct Professor, School of Holistic Studies.
California College of the Arts, BFA; California College of the
Arts, MFA.
Koppman, Debra, Adjunct Professor, School of Holistic
Studies. University of California, Berkeley, BA; MFA.; New
York University, Doctor of Arts.
Krauter, Cheryl, Adjunct Professor, School of Holistic Studies.
Supervisor, Center for Holistic Counseling. California State
University, Fullerton, BA; Sonoma State University, MA.
Kreisberg, Joel, Adjunct Professor, School of Holistic Studies.
Wesleyan University, BA; New York Chiropractic College,
PhD.
Lesny, Heidi, Lecturer, School of Holistic Studies; Supervisor,
Center for Holistic Counseling. California State University,
Northridge, BA; California Family Study Center, MA.
Marco, Marilyn, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. University of
California, Berkeley, BA; San Francisco State University,
MA.
Martin, Fred, Adjunct Professor, School of Holistic Studies.
University of California, Berkeley, BA; MA.
Matheny, Dawn, Adjunct Professor, School of Holistic Studies.
University of California, Santa Cruz, BA; Sonoma State
University, MA; California Institute of Integral Studies, PhD.
McCourt, Kim, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. Southern
Methodist University, BA; John F. Kennedy University, MA.
McHugh, Jamie, Adjunct Professor, School of Holistic Studies.
University of Wisconsin, BS.
Mischke-Reeds, Manuela, Adjunct Professor, School of
Holistic Studies. Naropa University, BA; California Institute
of Integral Studies, MA.
Mitnick, Mordecai, Adjunct Professor, School of Holistic
Studies. Long Island University, C. W. Post Campus, BS;
Adelphi University, MSW; University of California, Berkeley,
MA.
Monsour, Louise, Assistant Professor, School of Holistic
Studies. Ohio State University, BS; National University, MA.
Levin, Alan, Adjunct Professor, School of Holistic Studies.
University of Florida, BA.
Moorhead, W. Douglas, Adjunct Professor, School of Holistic
Studies. Furman University, BS; Emory University, MD.
Levy, Mark, Adjunct Professor, School of Holistic Studies.
Clark University, AB; Indiana University, MA; Indiana
University, PhD.
Morgan, Jeremy, Adjunct Professor, School of Holistic Studies.
University of Oxford, England, Certificate of Fine Art; Royal
Academy Schools, England, Advanced Diploma in Fine
Arts; San Francisco Art Institute, MFA.
Lind, Jane, Adjunct Professor, School of Holistic Studies. San
Diego State University, BA; John F. Kennedy University,
MA.
Lindsey, Margaret, Adjunct Professor, School of Holistic
Studies. California State University, Chico, BA; John F.
Kennedy University, MFA.
Linn, Diana, Adjunct Professor, School of Holistic Studies.
University of California, Berkeley, BA; University of
California, San Francisco, MA; Institute of Transpersonal
Psychology, MA.
London, Peter, Visiting Professor, School of Holistic Studies.
Queens, College, BA; Columbia University, MFA; EdD.
Lowe, S. Cambria, Lecturer, School of Holistic Studies.
Oberlin College, BA: California Institute of Integral Studies,
MA.
Luchakova, Olga, Adjunct Professor, School of Holistic
Studies. Leningrad Pediatric Medical Institute, Russia, MD;
Academy of Medical Sciences of USSR, PhD.
Ludwig, Mark, Associate Professor, School of Holistic
Studies; Program Director, Somatic Psychology, Counseling
Psychology. University of California, Berkeley, AB; MSW.
Luskin, Frederic, Lecturer, School of Holistic Studies. State
University of New York at Binghamton, BS; San Jose State
University, MS; Stanford University, PhD.
MacBride, Bonnie, Lecturer, School of Holistic Studies.
University of California, Berkeley, AB; John F. Kennedy
University, MA.
Morrison, Frederic, Adjunct Professor, School of Holistic
Studies; Supervisor, Center for Holistic Counseling. Minot
State University, BS; University of Arizona, MEd.
Munoz-Keihne, Marisol, Adjunct Professor, School of Holistic
Studies. University of Puerto Rico, Puerto Rico, BA; MA;
Florida State University, MS; PhD.
Owen, Mary, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. Northwestern
University, BS; Boston University, EdM.
Palmer, Wendy, Adjunct Professor, School of Holistic Studies.
Sarah Lawrence College, BA.
Parker, Charlotte, Lecturer, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. DePaul
University, BS; John F. Kennedy University, MA.
Parlee, Bert, Adjunct Professor, School of Holistic Studies.
University of New Brunswick, BA; Naropa Institute, MA;
Peticolas, Michelle, Adjunct Professor, School of Holistic
Studies. Rutgers University, BA; Indiana University, MA;
PhD.
Pleasants, David, Lecturer, School of Holistic Studies.
University of North Carolina, BA; John F. Kennedy
University, MA.
Poletti, Frank, Lecturer, School of Holistic Studies. University
of Washington, BA; John F. Kennedy University, MA.
Mansbach, Manny, Adjunct Professor, School of Holistic
Studies. University of California, Santa Cruz, BA; California
Institute of Integral Studies, MA.
APPENDICES
225
Polevoy, Justine, Assistant Professor, School of Holistic
Studies. California College of Arts and Crafts, BFA;
Sirabella, Mirabruna, Adjunct Professor, School of Holistic
Studies. Universitá di Bologna, Italy, Dottorato di Laurea;
California State University Sacramento, MS.
Pope, Thomas, Adjunct Professor, School of Holistic Studies.
Eckerd College, BA.
Siskin, Sharon, Adjunct Professor, School of Holistic Studies.
Temple University, BFA; University of New Mexico, MA;
University of California, Berkeley, MFA.
Porter, Eugene, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. Antioch
University, BA; MA.
Purves, Theodore, Adjunct Professor, School of Holistic
Studies. University of Illinois, BS; Ohio University, MFA.
Readett, Brenden, Adjunct Professor, School of Holistic
Studies. State University of New York at Buffalo, BA;
Michigan State University MA; PhD.
Reddel, Michelle, Adjunct Professor, School of Holistic
Studies. Indiana University, BA; Boston College, MA.
Regan, Marianne, Adjunct Professor, School of Holistic
Studies; Supervisor, Center for Holistic Counseling. State
University of New York at Buffalo, BA; John F. Kennedy
University, MA.
Rojcewicz, Peter, Adjunct Professor; Dean, School of Holistic
Studies. Assumption College, BA; Northeastern University,
MA; University of Pennsylvania, PhD.
Rubin, Sheila, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. Maryhurst
College, BA; California Institute of Integral Studies, MA.
St. Thomas, Susan, Adjunct Professor, School of Holistic
Studies. California State University, Long Beach, BA; John F.
Sjoholm, Karen, Associate Professor, School of Holistic
Studies. California College of Arts and Crafts, BFA; John F.
Smith-Yamagata, Janice, Adjunct Professor, School of
Holistic Studies. University of Illinois, BA; John F. Kennedy
University, MA.
Smolover, Miriam, Adjunct Professor, School of Holistic
Studies; Clinical Director, Center for Holistic Counseling.
University of Pittsburgh, BA; California State University,
Hayward, MS.
Solimar, Vernice, Professor, School of Holistic Studies; Chair,
Department of Integral Studies. Hunter College, BA; Long
Island University, MS; California Institute of Integral Studies,
PhD.
Stallings, John, Adjunct Professor, School of Holistic Studies.
University of Virginia, BA; John F. Kennedy University, MA.
Steck, Ron, Lecturer, School of Holistic Studies. Humboldt
Stephens, Michael, Lecturer, School of Holistic Studies.
Fresno State University, BS; John F. Kennedy University,
MA.
Stern, Joan, Lecturer, School of Holistic Studies. University of
Missouri, BJ; John F. Kennedy University, MA; MA.
Salman, Meira, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. University of
Maryland, BA; John F. Kennedy University, MA.
Taylor, Jeremy, Adjunct Professor, School of Holistic Studies.
State University of New York at Buffalo, BA; MA.
Schlatter, Frances, Adjunct Professor, School of Holistic
Studies. University of Toledo, BA; Mercy Hospital School of
Medicine, MT; Medical College of Ohio, MD.
Timpe, Victoria, Lecturer, School of Holistic Studies. Cornell
University, BA: John F. Kennedy University, MA.
Schneier-Miedzinski, Sanjen, Adjunct Professor, School of
Holistic Studies. Pennsylvania State University, BS; City
University of New York, MPhil; PhD.
Selby, Judith, Lecturer, School of Holistic Studies. Pitzer
College, BA; San Francisco State University, MA.
Shames, Brian, Lecturer, School of Holistic Studies; Field
Placement Coordinator, Center for Holistic Counseling.
Sonoma State University, BA; John F. Kennedy University,
MA.
Shelby, Robert, Adjunct Professor, School of Holistic Studies;
Supervisor, Center for Holistic Counseling. DePauw
University, BA; John F. Kennedy University, MA.
Shirazi, Bahman, Adjunct Professor, School of Holistic Studies.
Iowa State University, BS; California State University,
Hayward, MS; California Institute of Integral Studies, PhD.
Siegel, Connie, Adjunct Professor, School of Holistic Studies.
University of Colorado, BFA; University of Colorado, MFA.
Teish, Luisah, Adjunct Professor, School of Holistic Studies.
Toews, Margaret, Adjunct Professor, School of Holistic
Studies. San Jose State University, BA; University of San
Francisco, MA.
Tuchscherer, Mary, Adjunct Professor, School of Holistic
Studies; Administrative Director, School of Holistic Studies.
North Dakota State University, BS; Concordia University,
BA; Holy Names College, MA.
Vanderburgh, Susan, Adjunct Professor, School of Holistic
California State University, Hayward, BA; MS; Graduate
Theological Union, MDiv.
Velonis, Ursula, Adjunct Professor, School of Holistic Studies.
Vohryzek, Eleanor, Adjunct Professor, School of Holistic
University of California, Irvine, BA; John F. Kennedy
University, MA.
Silow, Theresa, Associate Professor, School of Holistic Studies.
Stiftungsfachhochschule Munich, Germany, MSW; Ohio
State University, PhD.
226
APPENDICES
Wade, Jenny, Adjunct Professor, School of Holistic Studies.
Texas Christian University, BA; The Fielding Institute, MA;
The Fielding Institute, PhD.
Webster, Mary, Adjunct Professor, School of Holistic Studies.
Hollins College, AB; University of North Carolina, MA; San
Francisco Art Institute, BFA; Mills College, MFA.
Weinstein, Julian, Adjunct Professor, School of Holistic
Studies; Supervisor, Center for Holistic Counseling. Stockton
State College, BA; John F. Kennedy University, MA.
Wells, Sharon, Lecturer, School of Holistic Studies; Supervisor,
Center for Holistic Counseling. University of Oregon, BA;
Wilford, Anne, Lecturer, School of Holistic Studies. Grand
Valley State College, BA; John F. Kennedy University, MA.
Wilt, Barbara, Adjunct Professor, School of Holistic Studies.
Wittenberg University, BA; Washington University, MA.
Wise, Sue Ellen, Associate Professor, School of Holistic
Studies; Chair, Counseling Psychology, Holistic Studies
Specializations, Campbell Campus. Integral Studies
Department. Western Michigan University, BS; Michigan
State University, MA; John F. Kennedy University, MA.
Withington, Deborah, Adjunct Professor, School of Holistic
California State University, Sacramento, BA; John F.
Wolz, Birgit, Lecturer, School of Holistic Studies. Freie
Universitaet, Berlin, Germany, MBA; Med; PhD; John F.
Wong, Lee, Adjunct Professor, School of Holistic Studies.
Rollins College, BA; Alliant International University, MA;
PsyD.
GRADUATE SCHOOL
Al-Asad, Muwafaqu, Adjunct Professor, Graduate School of
Professional Psychology. Institute of Higher Education,
Romania, BS; IASI Institute of Medicine and Pharmacy,
Romania, MD.
Anderson, Aaron, Adjunct Professor, Graduate School of
Professional Psychology. University of Connecticut, BS;
Indiana University, MS; University of Michigan, MA; PhD.
Annes, Deborah, Adjunct Professor, Graduate School of
Professional Psychology. California State University,
Northridge, BA; Alliant International University, MS; PhD.
Anselmi, Sheri, Lecturer, Graduate School of Professional
Psychology. San Diego State University, BS; MS; Pacific
Graduate School, PhD.
Baker, Rina, Adjunct Professor, Graduate School of
Professional Psychology. San Diego State University, BA;
University of California, Berkeley, MA; PhD.
Barbee, Margaret, Associate Professor, Graduate School
of Professional Psychology; Director, Organizational
Psychology Program. Denison University, BA; Northern
Illinois University, MA; Colorado State University, PhD.
Barker, Eileen, Adjunct Professor, Graduate School of
Professional Psychology. Indiana University, BA;
Georgetown University, JD.
Barker, Glen, Adjunct Professor, Graduate School of
Professional Psychology. University of British Columbia, BS;
University of Oregon, MS.
Barron, William, II, Professor, Graduate School of Professional
Psychology; University of Texas, BA; BJ; John F. Kennedy
University, MA.
Barsky-Ex, Bryna, Adjunct Professor, Graduate School of
Professional Psychology; California State University,
Northridge, BA; Alliant International University, MA; PhD.
Benson, Donald, Adjunct Professor, Graduate School of
Professional Psychology. Arizona State University, BS.
Berman, Diane, Adjunct Professor, Graduate School of
Professional Psychology. Temple University, BA; Santa
Clara University, MA.
Bernstein, Ben, Adjunct Professor, Graduate School of
Professional Psychology. Bowdoin College, AB; University
of Toronto, Canada, MEd; PhD.
Bethanis, Susan, Adjunct Professor, Graduate School of
Professional Psychology. Occidental College, BA; University
of San Francisco, DE.
Bettner, Louise, Adjunct Professor, Graduate School of
Professional Psychology. Illinois Wesleyan University, BA;
Adelphi University, MA; Adelphi University, PhD.
Bishop, Kaye, Adjunct Professor, Graduate School of
Professional Psychology. San Jose State University, BA;
Santa Clara University, MA.
Brockman, Tonia, Adjunct Professor, Graduate School of
Professional Psychology. University of South Florida, BA;
APPENDICES
227
Brodeur, Kristy, Adjunct Professor, Graduate School of
Professional Psychology. California Polytechnic State
University, BS; John F. Kennedy University, MA.
Ehrlich, Paul, Adjunct Professor, Graduate School of
Professional Psychology. Sonoma State University, MA.
Brown, Dawn, Lecturer, Graduate School of Professional
Psychology.
Elliott, Elizabeth, Adjunct Professor, Graduate School of
Professional Psychology. University of Arizona, BA; MA.
Butah, Jenny, Adjunct Professor, Graduate School of
Professional Psychology. University of San Francisco, BA;
MA.
Esposito, Sasha, Adjunct Professor, Graduate School of
Professional Psychology. San Francisco State University, BA;
John F. Kennedy University, MA
Carlson, Erika, Adjunct Proessor, Graduate School of
Professional Psychology. Colorado State University, BS;
Carroll, Sarah, Associate Professor, Graduate School of
Professional Psychology; Director of Research, PsyD
Program. Duke University, BA; The Wright Institute, PhD.
Chambers, Lucia, Adjunct Professor, Graduate School of
Professional Psychology. University of Colorado, BA; Santa
Clara University, MA.
Chapin, Margo, Adjunct Professor, Graduate School of
Professional Psychology. University of Wisconsin, BA; MA;
California State University, Hayward, MS.
Clark, Craig, Adjunct Professor, Graduate School of
Professional Psychology. University of California, Santa
Cruz, BA; John F. Kennedy University, MA.
Coble-Temple, Assistant Professor, Graduate School of
Professional Psychology. Santa Clara University, BS; John F.
Kennedy University, MA; PsyD.
Cockshott, Randall, Adjunct Professor, Graduate School
of Professional Psychology. University of California,
Berkeley, BA; John F. Kennedy University, MA; Florida State
University, PhD.
Cohen, Harvey, Professor, Graduate School of Professional
Psychology. California State University, Northridge, BA;
Combs, Dellajean, Assistant Professor, Graduate School of
Professional Psychology. Aquinas College, BS; John F.
Corsiglia, Victor, Lecturer, Graduate School of Professional
Psychology; Supervisor, Sunnyvale Community Counseling
Center. University of California, Davis, AB; University of the
Pacific, MA; California School of Professional Psychology,
PhD.
Cramer, Aubrey, Adjunct Professor, Graduate School of
Professional Psychology. Temple University, BS; MS.
Crawford, Janet, Adjunct Professor, Graduate School of
Professional Psychology. University of California, Berkeley,
BA; Stanford University, MA.
DeLapa, Paul, Adjunct Professor, Graduate School of
Professional Psychology. Center College of Design, BA;
DePetro, Joann, Adjunct Professor, Graduate School of
Professional Psychology. William Patterson College, BA;
Sonoma State University, MA.
Dreher, Francis, Adjunct Professor, Graduate School of
Professional Psychology. Portland State University, BA;
John F. Kennedy University, MA; American School of
Professional Psychology, PhD.
228
APPENDICES
Estrada, Alejandrina, Associate Professor, Graduate School of
Professional Psychology. University of Puerto Rico, BA; The
Wright Institute, PhD.
Fisher-Luck, Cindy, Lecturer, Graduate School of Professional
Psychology. John F. Kennedy University, BA; MA.
Ford, John, Adjunct Professor, Graduate School of
Professional Psychology; Director, Conflict Resolution
Program. University of Cape Town, South Africa, BA; LLB.
Foster, Mary, Adjunct Professor, Graduate School of
Professional Psychology. University of Oregon, BA; John F.
Francisco, Richard, Adjunct Professor, Graduate School of
Professional Psychology.
Freeman, Jennifer, Adjunct Professor, Graduate School of
Professional Psychology. Antioch University, BA; John F.
Freemire, Catherine, Adjunct Professor, Graduate School
of Professional Psychology. Connecticut College, BA;
University of California, Berkeley, MSW.
Freemire, Steven, Adjunct Professor, Graduate School of
Professional Psychology. Yale University, BA; New College
of California, MA.
Friedeberg, Laura, Lecturer, Graduate School of Professional
Psychology. California State University, Chico, BA, John F.
Kennedy University, MA
Front, Cynthia, Associate Professor, Graduate School of
Professional Psychology; Director, School-Based Program,
Pleasant Hill. Alliant International University, BS; John
F. Kennedy University, MA; Pacific Graduate School of
Professional Psychology, PhD.
Gardetto, Diane, Adjunct Professor, Graduate School of
Professional Psychology. Ripon College, BA; John F.
Giorgi, Amedeo, Visiting Professor, Graduate School of
Professional Psychology. St. Joseph’s College, AB; Fordham
University, MA; PhD.
Giorgi, Barbro, Professor, Graduate School of Professional
Psychology. Director of Research, MA Programs. York
University, BA; MA; University of Quebec, Canada, PhD.
Glaser, Kathy, Lecturer, Graduate School of Professional
Psychology. Immaculate Heart College, BA; John F.
Goldrich, Lori, Adjunct Professor, Graduate School of
Professional Psychology. University of California, Los
Angerles, BA; Antioch University, MA; California Institute of
Integral Studies, PhD.
Gradwell, Lois, Adjunct Professor, Graduate School of
Professional Psychology. Indiana University, BA; John F.
Greenwald, Jeffrey, Adjunct Professor, Graduate School of
Barbara, BS; John F. Kennedy University, MA.
Guaspari, Jeanne, Adjunct Professor, Graduate School of
Haas, Michael, Adjunct Professor, Graduate School of
Professional Psychology. Harvard University, BA;
Professional School of Psychology, MA.
Haase, Sharon, Adjunct Professor, Graduate School of
Professional Psychology.
Hancock, Kristin, Professor, Graduate School of Professional
Psychology. University of California, Berkeley, BA;
California State University, Hayward, BA; MS; Alliant
International University, PhD.
Herb, Ellyn, Adjunct Professor, Graduate School of
Professional Psychology. University of Cincinnati, BA; San
Jose State University, MA; The Fielding Institute, PhD.
Santa Clara University, MA.
King, Ellen, Lecturer, Graduate School of Professional
Psychology. Cleveland State University, BA; Center for
Humanistic Studies, MA.
Keeler, Bruce, Lecturer, Graduate School of Professional
Psychology. University of California, Los Angeles, BS; MS;
PhD.
King, Marilee James, Adjunct Professor, Graduate School of
Professional Psychology. Florida Atlantic University, BA;
Kinoy, Ellen, Lecturer, Graduate School of Professional
Psychology. University of Sussex, Brighton, England, BA;
New College of California, MA.
Kinsley-Dame, Gail, Professor, Graduate School of
Professional Psychology; Director, MA Counseling
Psychology Program. John F. Kennedy University, BA; MA.
Hilton, Alexandria, Adjunct Professor, Graduate School of
Professional Psychology. California State University, Long
Beach, BA; John F. Kennedy University, MA.
Lachman, Larry, Adjunct Professor, Graduate School
of Professional Psychology. University of LaVerne,
BA; California State University, Fullerton, MS; Alliant
International University, MA; PsyD.
Holt, Michelle, Adjunct Professor, Graduate School of
BA; San Francisco State University, MSW.
Lazarus, Jeffrey, Adjunct Professor, Graduate School of
Professional Psychology. Beloit College, BA; Alliant
International University, MA; PhD.
Hunter, Elizabeth, Adjunct Professor, Graduate School of
Professional Psychology. Colorado State University, BA;
Leavy, Julianne, Adjunct Professor, Graduate School of
Professional Psychology. San Diego University, BA; John F.
Husack, George, Lecturer, Graduate School of Professional
Psychology. San Diego State University, BS; University of
San Francisco, MBA.
Lee, Catherine, Adjunct Professor, Graduate School of
Professional Psychology. Wilkes College, BA; California
School of Professional Psychology, PhD.
Jacobson, Anne, Adjunct Professor, Graduate School of
Professional Psychology. Pomona College, BA; San
Francisco State University, MS; Professional School of
Psychology, PhD.
James, Rhonda, Adjunct Professor, Graduate School of
Sacramento, BA; John F. Kennedy University, MA.
James, Sheridan, Adjunct Professor, Graduate School of
Professional Psychology. Boston University, BS; Brooklyn
College, MS.
Jarosz, Emily, Adjunct Professor, Graduate School of
Professional Psychology. University of Washington, BA;
Golden Gate University, MA.
Lewis, Lisa, Adjunct Professor, Graduate School of
Professional Psychology. University of the Pacific, BA; John
Locke, Dana, Adjunct Professor, Graduate School of
Professional Psychology. University of Kansas, BA; John F.
Lowen, Lanz, Adjunct Professor, Graduate School of
Professional Psychology. University of San Francisco, BS;
San Francisco State University, MS.
Magraw, Sukie, Associate Professor, Graduate School of
Professional Psychology; Director, PsyD Program. Harvard
University, BA; Alliant International University, PhD.
Johnson, Bret, Adjunct Professor, Graduate School of
Professional Psychology. University of Colorado, BA; Alliant
Martin, Ann, Lecturer, Graduate School of Professional
Center. San Jose State University, BA; John F. Kennedy
University, MA.
Johnston, Tonya, Adjunct Professor, Graduate School of
Martin, Caroline, Adjunct Professor, Graduate School of
Professional Psychology. University of Nebraska, BA; John
Joseph, Christine, Lecturer, Graduate School of Professional
Psychology. State University of New York at Oneota, BS;
Martinez, John, Adjunct Professor, Graduate School of
Professional Psychology. San Jose State University, BA; San
Jose State University, MSW.
Kandels, Lori, Adjunct Professor, Graduate School of
Professional Psychology. University of Minnesota, BA; Saint
Mary’s College of California, MA.
Mattar, Sandra, Associate Professor, Graduate School of
Professional Psychology. Universidad Catolica Andres
Bello, Venezuela, BS; Massachusetts School of Professional
Psychology, MA; PhD.
Kaplinsky, Jean, Adjunct Professor, Graduate School of
APPENDICES
229
McCullagh, Penny, Lecturer, Graduate School of Professional
Psychology. State University College, Brockport, BS;
University of Washington, MS; University of Wisconsin,
PhD.
Ostrem, Francine, Adjunct Professor, Graduate School of
Professional Psychology. University of Wisconsin, BA;
Merwin, Michele, Adjunct Professor, Graduate School of
Professional Psychology; Assistant Director, Sunnyvale
Santa Cruz, BA; John F. Kennedy University, MA.
Oveissi, Mohammad Ali, Adjunct Professor, Graduate School
of Professional Psychology. Pars College, BS; California
State University, Hayward, MS; University of San Francisco,
EdD.
Methfessel, Diana, Adjunct Professor, Graduate School of
Professional Psychology; Director, Pleasant Hill Community
Counseling Center. San Francisco State University, BA; John
Parham, William D., Dean, Graduate School of Professional
Michaels, Carolyn Ruth, Lecturer, Graduate School of
Professional Psychology. University of Michigan, BA,
University of Manitoba, MA.
Michaelsen, Rachel, Adjunct Professor, Graduate School of
Cruz, BA; Smith College, MSW.
Pegoda-Hallock, Rebecca, Associate Professor, Graduate
School of Professional Psychology; Director, Sunnyvale
Santa Cruz, BA; University of San Francisco, MA.
Michahelles, Thomas, Professor, Graduate School of
Professional Psychology. University of Munich, Germany,
MA; John F. Kennedy University, MA.
Penn, Stephen, Adjunct Professor, Graduate School of
Professional Psychology. California State University, Los
Angeles, BS; Pepperdine University, MBA; Glendale College
of Law, JD; Golden Gate University, MS; John F. Kennedy
University, MA.
Mickelis, Angela, Adjunct Professor, Graduate School of
Professional Psychology. National University, BA; John F.
Pereira, Sharon, Lecturer, Graduate School of Professional
Center. Sophia College, India, BA; Marywood College, MA.
Milner-Brown, H. Alexander S., Adjunct Professor, Graduate
School of Professional Psychology. University of Ottawa,
Canada, BS; MS; University of Alberta, Canada, PhD.
Pojman, Andrew, Professor, Graduate School of Professional
Psychology. Adams State College, BA; University of
Northern Colorado, MA; EdD.
Mimms, Tiffany, Assistant Professor, Graduate School of
Professional Psychology. Claremont McKenna College, BA;
Fuller Theological Seminary, PhD.
Polcin, Douglas Lawrence, Adjunct Professor, Graduate
School of Professional Psychology. Thomas Jefferson
College, BPh; San Francisco State University, MS;
Northeastern University, EdD.
Mock, Matthew, Adjunct Professor, Graduate School of
Professional Psychology. Brown University, BA; Alliant
Moilanen-Harper, Jennifer, Assistant Professor, Graduate
School of Professional Psychology. Metro State College of
Denver, BA; John F. Kennedy University, MA; MBA.
Monette, Maurice, Adjunct Professor, Graduate School of
Professional Psychology. St. Stephen’s College, BA; Boston
University, MEd; Weston School of Theology, MDiv.;
Columbia University, MA; EdD.
Montenegro, Haydee, Professor, Graduate School of
Professional Psychology; Director of Training, PsyD
Program. New School for Social Research, MA; Rutgers
University, PhD.
Morin, Tom, Adjunct Professor, Graduate School of
Professional Psychology. Louisiana State University, BA;
Mulgrew, Sharon, Adjunct Professor, Graduate School
of Professional Psychology; Advisor, Organizational
Psychology Research. Towson University, BA; Yale
University, MPH.
Nelson, Sheryl, Adjunct Professor, School of Management.
University of Oregon, BS; Texas A&M University, MA; John
Noel, Judith, Adjunct Professor, Graduate School of
Professional Psychology. Lesley College, BS; University of
New Hampshire, MA.
230
APPENDICES
Polin, Stephen, Adjunct Professor, Graduate School of
Professional Psychology. City College of the City University
of New York, BA; San Jose State University, MA.
Ramsay, C. A., Adjunct Professor, Graduate School of
Professional Psychology. California State University, Long
Beach, BA; John F. Kennedy University, MA.
Ravizza, Kenneth, Adjunct Professor, Graduate School of
Professional Psychology. Springfield College, BS; University
of Southern California, MA; PhD.
Retzlaff, Anne, Lecturer, Graduate School of Professional
Psychology. Concordia College, BA; North Dakota State
University, RN; John F. Kennedy University, MA; Rosebridge
Graduate School of Integrative Psychology, PhD.
Reynolds, Robin, Lecturer, Graduate School of Professional
Psychology. Hunter College, BA; New York University,
MPA.
Rhodius, Alison, Associate Professor, Graduate School of
Professional Psychology; Research Coordinator, Sport
Psychology Program. University of Stirling, Scotland,
BSc(Hons.); Liverpool John Moores University, England,
MSc; PhD.
Rider, Eva, Adjunct Professor, Graduate School of Professional
Psychology. McGill University, BA; John F. Kennedy
University, MA.
Riniti, Jo Ann, Adjunct Professor, Graduate School of
Professional Psychology. Rutgers University, BA; San Jose
State University, MS; Georgia State University, PhD.
Rivera-Lopez, Hector, Adjunct Professor, Graduate School of
Professional Psychology. University of Puerto Rico, Puerto
Rico, BA; Caribbean Center for Advanced Studies, MS; The
Wright Institute, PhD.
Rome, Kate, Adjunct Professor, Graduate School of
Professional Psychology. Williams College, BA; John F.
Ross, Merry, Adjunct Professor, Graduate School of
Professional Psychology. George Washington University,
BA; Webber Douglas Academy of Dramatic Arts, MA;
Rossi, Kaye, Adjunct Professor, Graduate School of
Barbara, BA; San Francisco State University, MA; John F.
Rubin, Judith, Adjunct Professor, Graduate School of
Professional Psychology. Connecticut College, BA; Bryn
Mawr College, MSS.
Rubinstein, Terri, Adjunct Professor, Graduate School of
Professional Psychology. Cornell University, BA; John F.
Ruchlis, Janice, Lecturer, Graduate School of Professional
Psychology. San Francisco State University, BA; MS; John F.
Saltzman, Ben, Adjunct Professor, Graduate School of
Sanchez, Shellie, Adjunct Professor, Graduate School of
Cruz, BS; California State University, Hayward, MS.
Sardella, Stephen, Adjunct Professor, Graduate School of
Professional Psychology. John F. Kennedy University, BA;
MA.
Satchell, Linda, Adjunct Professor, Graduate School of
Professional Psychology. Sierra Nevada College, BA; John F.
Sbragia-Zoricic, Paula, Lecturer, Graduate School of
BA.
Schmuckler, Jan, Professor, Graduate School of Professional
Psychology; Director, Coaching Certificate Program. Temple
University, AB; MEd; The Wright Institute, PhD.
Scott, Beverly, Associate Professor, Graduate School
of Professional Psychology; Director, Organizational
Psychology Field Experience. University of Puget Sound,
BA; University of Iowa, MA.
Shankar, Sandaya, Adjunct Professor, Graduate School of
Professional Psychology. Bangalore University, India,
BA; MSW; National Institute of Mental Health and Neuro
Sciences, India, MPhil.
Siebe, Jo Ann, Adjunct Professor, Graduate School of
Professional Psychology. George Mason College, BA;
Sonoma State University, MA.
Simmons, Cheryl, Adjunct Professor, Graduate School of
Hayward, BA.
Simons, Jeffrey, Lecturer, Graduate School of Professional
Psychology. University of California, Davis, BA; University
of California, Davis, MA University of Illinois, PhD.
Smith, Matthew, Lecturer, Graduate School of Professional
Psychology. University of California, Santa Cruz, BA; John
Smith, Maureen, Adjunct Professor, Graduate School of
Professional Psychology. Ithaca College, BS; MS; Ohio State
University, MA.
Smith, Teri, Lecturer, Graduate School of Professional
Psychology. Shippensburg State College, BA; San Francisco
Smith-Combe, Moyra, Adjunct Professor, Graduate School of
Professional Psychology. University of San Francisco, BS;
Solomon, Gloria, Adjunct Professor, Graduate School of
Professional Psychology. University of Oregon, BS; MS;
University of California, Berkeley, PhD.
Solt, Gail, Professor, Graduate School of Professional
Psychology; Director, Sports Psychology Program. California
State University, Hayward, BA; John F. Kennedy University,
MA.
Soltani, Sophie, Adjunct Professor, Graduate School of
Professional Psychology. Roosevelt University, BS; John F.
Kennedy University, MA; Alliant International University,
PsyD.
Soo-Hoo, Terry, Adjunct Professor, Graduate School of
Northridge, BA; San Francisco State University, MS;
Spector, Helen, Adjunct Professor, Graduate School
of Professional Psychology. Brown University, BA;
Northwestern University, MA.
Stone, Jessica, Adjunct Professor, Graduate School of
Professional Psychology. Antioch University, BA; Alliant
Stoneham, Donna, Lecturer, Graduate School of Professional
Psychology. Trinity University, BA; Lesley College, MA;
Sugarman, Karlene, Associate Professor, Graduate School
of Professional Psychology; Field Placement Coordinator;
Director of Certificates, Sport Psychology Program.
Saint Mary’s College of California, BA; John F. Kennedy
University, MA.
Tatman, Sandi, Adjunct Professor, Graduate School of
Professional Psychology; Director of Institutional Research.
Anna Maria College, BA; College of Notre Dame, MA;
Turner, Jimmie, Professor, Graduate School of Professional
Psychology. University of California, Berkeley, BA; MA;
PhD.
Ucko, Thomas, Adjunct Professor, Graduate School of
Professional Psychology. Fordham University, MBA;
Columbia University, MA.
Urquhart-Brown, Susan, Adjunct Professor, Graduate School
of Professional Psychology. Allengheny College, BA;
College of Notre Dame, MA.
APPENDICES
231
Van Oot, Peter, Professor, Graduate School of Professional
Psychology. University of Delaware, BA; University of
British Columbia, MA; Pennsylvania State University, PhD.
Vogel, Eric, Assistant Professor, Graduate School of
Cruz, BA; John F. Kennedy University, PsyD.
Wallace, Stephen, Lecturer, Graduate School of Professional
Psychology. Kent State University, BS; MA; University of
Wisconsin, PhD.
Walt, James, Professor, Graduate School of Professional
Psychology. California State University, Sacramento, BA;
MA.
Weintraub, Paula, Adjunct Professor, Graduate School of
Professional Psychology. Michigan State University, BA;
Wentworth, Bonnie, Lecturer, Graduate School of Professional
Psychology. Saint Mary’s College of California, BA; John F.
Wildt, Theresa, Adjunct Professor, Graduate School of
Professional Psychology. University of Oregon, BS; MS.
Wise, April, Adjunct Professor, Graduate School of
Professional Psychology. Shiller College, Germany, BA;
California State University Hayward, MS.
Yokoyama, Kayoko, Assistant Professor, Graduate School
of Professional Psychology. American University, BA;
Columbia University, MA; MEd; Arizona State University,
PhD.
232
APPENDICES
COURSE NUMBERS AND ABBREVIATIONS
COURSE NUMBERING SYSTEM
COURSE PREFIXES
Courses of instruction are numbered according to the
following system:
Prefixes ending in J designate courses offered at the
Campbell campus.
1000–2999
Lower-Division Courses
A&C
Arts and Consciousness (Berkeley)
3000–4999
Upper-Division Courses
BUS
5000–5999
Graduate Courses
CBA
6000–6999
Post-Master’s Courses
CDV
Career Development
7000–7999
Doctoral Courses
CNS
Consciousness and Transformative Studies
9000–9999
Non-Credit Field Placement
and Workshops
COR
Core Curriculum
CUJ
BA Completion Program (Campbell)
ECT
Essentials Coaching
EDJ
BA Completion Program (Campbell)
EDN
Education
EDU
Education (undergraduate)
ENJ
Administrative Credential (Campbell)
HHE
Holistic Health Education
HSJ
Counseling Psychology (Campbell)
HUJ
Humanities (Campbell)
IPP
Integral Psychology
ISD
Integral Studies
MUS
Museum Studies (Berkeley)
PHR
Philosophy and Religion
PLS
Paralegal Studies
PSD
Doctor of Psychology
PSE
Counseling Psychology (Pittsburg)
PSJ
Counseling Psychology (Campbell)
PSO
PSP
Sport Psychology
PSY
PYC
BA Completion in Psychology
PYJ
BA Completion in Psychology (Campbell)
SCI
Science, Health, and Living Systems
SCJ
Science, Health, and Living Systems (Campbell)
SEC
Social Ecology
SPC
Somatic Psychology
TPC
Transpersonal Psychology
APPENDICES
233
MAPS
Pleasant Hill Campus
N
KEN
F.
N
E
DY
JOH
100 Ellinwood Way
(800) 696-JFKU (5358)
(925) 969-3300
1964
T
N
APPENDICES
Y
U
234
I
I
V E
R S
Campbell Campus
One West Campbell Avenue
Campbell CA 95008-1052
(408) 874-7700
to OAKLAND/ FREMONT
880
280
to 680
Winchester Blvd.
San Tomas Expressway
Sar
ato
ga
Ave
nue
Moorpark Ave.
Latimer St.
Williams Rd.
17
SAN JOSE
N
Lawrence Expressway
to San Francisco
Hamilton
Avenue
Campbell
Avenue
to SANTA CRUZ
Berkeley Campus
2956 San Pablo Avenue
Second Floor
Berkeley CA 94702-2471
(510) 649-0499
APPENDICES
235
Pittsburg Campus and Community Counseling Center
60 Civic Avenue
Pittsburg CA 94565-3815
(925) 473-9907
Pleasant Hill Community Counseling Center
380 Civic Drive, Suite 200
(925) 798-9240
236
APPENDICES
Sunnyvale Community Counseling Center
Cupertino Union School District
572 Dunholme Way
Sunnyvale CA 94087-3300
(408) 524-4900
The Center for Holistic Counseling
2501 Harrison Street
Oakland CA 94612-3811
(510) 444-3344
APPENDICES
237
ACADEMIC CALENDAR
Dates are subject to change. The following calendar governs all university programs except the School of Law.
SUMMER 2006
FALL 2006
EDUCATION DEPARTMENT
New student registration .........................................Mon., June 5
Classes for new students begin .......... Fri., June 9–Sat., June 10
Registration appointments ..............Mon., June 12–Fri., June 16
Classes for continuing students begin ..................Mon., June 19
Late registration fee and add/drop fee begins.....Mon., June 19
Independence Day holiday—no classes;
library and administrative offices closed ............Tues., July 4
Labor Day holiday—classes meet;
library and administrative
offices closed................................. Sat., Sept. 2–Mon., Sept. 4
Classes end ................................................................Sat., Sept. 2
Grade posting ends ................................................... Fri, Sept 15
Grades available to students ...................................Sat., Sept. 16
Registration appointments ........ Mon., Aug. 28–Tues., Aug. 29
Classes begin ........................................................ Tues., Sept. 5
Late registration fee and add/drop fee begins.... Tues., Sept. 5
Veterans’ Day—classes meet; library
open; administrative offices closed ................... Fri., Nov. 10
Classes end .......................................................... Mon., Nov. 20
Grade posting ends ................................................ Fri., Dec. 22
Grades available to students ..................................Sat., Dec. 23
ALL OTHER DEPARTMENTS
Registration appointments ............. Mon., June 12–Fri., June 16
Classes begin ........................................................ Mon., June 26
Late registration fee and add/drop fee begins.... Mon., June 26
library and administrative offices closed ........... Tues., July 4
Labor Day holiday—classes meet;
offices closed.................................Sat., Sept. 2–Mon., Sept. 4
Classes end ............................................................... Sat., Sept. 9
Grade posting ends .................................................. Fri., Sept 15
Grades available to students .................................. Sat., Sept. 16
238
APPENDICES
Registration appointments .............. Tues., Sept. 5–Fri., Sept. 8
Late registration fee and add/drop fee begins...Mon., Sept. 18
Classes begin ..........................................................Mon., Oct. 2
open; administrative offices closed ................... Fri., Nov. 10
Thanksgiving holiday—no classes;
offices closed.........................Thurs., Nov. 23–Sun., Nov. 26
Classes end .............................................................Sat., Dec. 16
Grade posting ends ................................................ Fri., Dec. 22
Grades available to students ..................................Sat., Dec. 23
Winter holiday—no classes;
offices closed................................Sat., Dec. 23–Mon., Jan. 1
WINTER 2007
SUMMER 2007
Registration appointments ............ Mon., Dec. 11–Fri., Dec. 15
Late registration fee and add/drop fee begins...Tues., Dec. 26
Classes for new students begin ............. Fri., Jan. 5–Sat., Jan. 6
Classes for continuing students begin ................... Mon., Jan. 8
Martin Luther King Jr., birthday—classes meet;
library open; administrative offices closed ..... Mon., Jan. 15
President’s Day—classes meet;
library open; administrative offices closed .....Mon., Feb. 19
Classes end ............................................................. Sat., Mar. 24
Grade posting ends .................................................Fri., Mar. 30
Grades available to students .................................. Sat., Mar. 31
Registration appointments ............... Thurs., June 7–Fri., June 8
Classes for new students begin ........ Fri., June 15–Sat., June 16
Classes for continuing students begin ................. Mon., June 18
library and administrative offices closed ............Wed., July 4
Labor Day holiday; classes meet;
Grade posting ends ................................................. Fri., Sept. 14
Registration appointments ............ Mon., Dec. 11–Fri., Dec. 15
Late registration fee and add/drop fee begins...Tues., Dec. 26
Classes begin .......................................................... Mon., Jan. 8
library open; administrative offices closed ..... Mon., Jan. 15
library open; administrative offices closed .....Mon., Feb. 19
Classes end ............................................................. Sat., Mar. 24
Grade posting ends .................................................Fri., Mar. 30
Grades available to students .................................. Sat., Mar. 31
SPRING 2007
Registration appointments .............. Mon., Mar. 19–Fri., Mar. 23
Classes begin ........................................................... Mon., Apr. 2
Late registration fee and add/drop fee begins....... Mon., Apr. 2
Memorial Day holiday—classes meet;
library open; administrative
offices closed............................... Sat., May 26–Mon., May 28
Classes end .............................................................. Sat., June 16
Commencement exercises ...................................... Sat., June 16
Grade posting ends ..................................................Fri., June 22
Grades available to students ................................... Sat., June 23
Registration appointments ............. Mon., June 11–Fri., June 15
library and administrative offices closed ............Wed., July 4
FALL 2007
Registration appointments ..........Mon., Aug. 27–Tues., Aug. 28
Classes begin ......................................................... Tues., Sept. 4
Late registration fee and add/drop fee begins..... Tues., Sept. 4
open; administrative offices closed ................. Mon., Nov. 12
Classes end ........................................................... Mon., Nov. 19
Grade posting ends ................................................. Fri., Dec. 21
Grades available to students ................................... Sat., Dec. 22
Registration appointments ................Tues., Sept. 4–Fri., Sept. 7
Late registration fee and add/drop fee begins....Mon., Sept. 17
Classes begin ........................................................... Mon., Oct. 1
open; administrative offices closed ................. Mon., Nov. 12
offices closed.......................... Thurs., Nov. 22–Sun., Nov. 25
Classes end .............................................................. Sat., Dec. 15
library and administrative offices
closed .........................................Tues., Dec. 25–Tues., Jan. 1
APPENDICES
239
WINTER 2008
SUMMER 2008
Registration appointments ............. Mon., Dec. 10–Fri., Dec. 14
Late registration fee and add/drop fee begins.... Mon., Dec. 24
Classes for new students begin .............. Fri., Jan. 4–Sat., Jan. 5
Classes for continuing students begin .....................Mon., Jan. 7
library open; administrative offices closed .......Mon., Jan. 21
library open; administrative offices closed ......Mon., Feb. 18
Classes end .............................................................. Sat., Mar. 22
Grade posting ends .................................................. Fri., Mar. 28
Grades available to students ................................... Sat., Mar. 29
Registration appointments ............... Thurs., June 5–Fri., June 6
Classes for new students begin ........ Fri., June 13–Sat., June 14
Classes for continuing students begin ................. Mon., June 16
library and administrative offices closed ...............Fri., July 4
offices closed............................... Sat., Aug. 30–Mon., Sept. 1
Classes end .............................................................. Sat., Aug. 30
Registration appointments ............. Mon., Dec. 10–Fri., Dec. 14
Late registration fee and add/drop fee begins.... Mon., Dec. 24
Classes begin ............................................................Mon., Jan. 7
library open; administrative offices closed .......Mon., Jan. 21
library open; administrative offices closed ......Mon., Feb. 18
Classes end .............................................................. Sat., Mar. 22
Grade posting ends .................................................. Fri., Mar. 28
Grades available to students ................................... Sat., Mar. 29
SPRING 2008
Registration appointments .............. Mon., Mar. 17–Fri., Mar.
Classes begin .........................................................Mon., Mar.
Late registration fee and add/drop fee begins.....Mon., Mar.
Memorial Day holiday—classes meet;
library open; administrative
offices closed............................... Sat., May 24–Mon., May
Classes end .............................................................. Sat., June
Commencement exercises ...................................... Sat., June
Grade posting ends ..................................................Fri., June
Grades available to students ................................... Sat., June
21
31
31
26
14
14
20
21
Registration appointments ................ Mon., June 9–Fri. June 13
library and administrative offices closed ...............Fri., July 4
offices closed............................... Sat., Aug. 30–Mon., Sept. 1
FALL 2008
Registration ..................................Mon., Aug. 25–Tues., Aug. 26
Classes begin ......................................................... Tues., Sept. 2
Late registration fee and add/drop fee begins..... Tues., Sept. 2
open; administrative offices closed .................Tues., Nov. 11
Classes end ........................................................... Mon., Nov. 17
Registration appointments ................Tues., Sept. 2–Fri., Sept. 5
Late registration fee and add/drop fee begins....Mon., Sept. 15
Classes begin ........................................................... Mon., Oct. 6
open; administrative offices closed .................Tues., Nov. 11
offices closed.......................... Thurs., Nov. 27–Sun., Nov. 30
Classes end .............................................................. Sat., Dec. 20
offices closed.......................... Thurs., Dec. 25–Thurs., Jan. 1
240
APPENDICES
INDEX
INDEX
A
A&C courses ..............................................................................139
Academic
calendar .................................................................................238
counseling ...............................................................................16
honors. See Honors list; Recognition of academic honors.
performance. See Unsatisfactory academic performance.
policies and procedures .........................................................18
programs and degrees ..............................................................2
progress (financial aid). See Satisfactory academic progress.
Standards committee review ..................................................21
See also Satisfactory academic progress; School academic
standards committees.
Support Center ........................................................................16
term .........................................................................................26
Accreditation and recognition .....................................................vi
Graduate School of Professional Psychology ......................187
School of Law .......................................................................209
School of Management ...........................................................81
Addiction Studies specialization ...............................................172
Adding courses ............................................................................13
Address changes. See Changes of name or address.
Administration, university .........................................................214
Administrative Services credential ..............................................53
courses [ENJ] ...........................................................................63
Admissions .....................................................................................3
Advanced Placement (AP) ........................................................6
application.................................................................................3
auditors ......................................................................................4
College Level Examination Program (CLEP) ...........................6
corporate or government agency courses ...............................6
DANTES Subject Standardized Tests (DSST) ...........................6
deferment ..................................................................................4
degree and certificate students ................................................3
denial .........................................................................................4
enrollment deposit ....................................................................3
extension and correspondence courses ..................................6
graduate.....................................................................................7
international students ...............................................................5
linked programs
School of Education and Liberal Arts ................................45
School of Management ......................................................86
School of Psychology .......................................................184
military service ..........................................................................6
non-degree ................................................................................4
program transfer .......................................................................4
provisional admission ...............................................................3
readmission ...............................................................................4
registered nurse’s training ........................................................6
second baccalaureate degree ...................................................6
transfer credit
graduate ................................................................................7
undergraduate ......................................................................5
undergraduate ...........................................................................5
See also schools and individual programs.
Advanced Placement (AP) ............................................................6
Advancement to Candidacy ......................................................189
Advising, peer ..............................................................................17
Alcohol. See Drug and alcohol policy.
Alumni Association ......................................................................16
American Council on Education (ACE) ........................................5
American Psychological Association (APA)..............................187
AP Credit. See Advanced Placement.
Appeal process (financial aid) ....................................................10
See also Probation, dismissal, and reinstatement.
Appendices ................................................................................211
Application information ................................................................3
fees .........................................................................................12
financial aid ...............................................................................9
See also individual programs.
Arts and Consciousness ............................................................110
courses [A&C] ........................................................................139
exhibitions .............................................................................111
facilities..................................................................................110
mentorships ...........................................................................110
Studio Arts
BFA....................................................................................116
MFA ...................................................................................112
Transformative Arts ...............................................................114
visiting artists.........................................................................111
Art gallery, Berkeley campus ......................................................vii
Attendance ...................................................................................26
Assessment tests ....................................................................82, 87
Auditors ........................................................................................27
B
Bachelor’s degree
completion program. See Liberal Arts.
graduation requirements ........................................................22
second .......................................................................................6
listing. See Academic programs and degrees.
Berkeley campus .......................................................................235
Board of Regents .......................................................................213
Breadth requirements ..................................................................23
Bachelor of Science ................................................................82
assessment tests ..................................................................82
E-Commerce specialization................................................84
Leadership specialization ...................................................84
linked BS/MBA program ....................................................86
certificate .........................................................................87
specialization ...................................................................85
See also Career Development; Legal Studies.
courses [BUS] ..........................................................................97
Master of..................................................................................91
admission requirements .....................................................91
E-Commerce specialization................................................92
Leadership specialization ...................................................93
Strategic Management specialization ................................93
C
Calendar, university ...................................................................238
See also Academic term.
Campbell campus ......................................................................235
Camps, university (Sport Psychology) .....................................166
Campus crime ..............................................................................28
Campuses and centers ................................................................vii
maps ......................................................................................234
Career center ...............................................................................17
INDEX
243
Career development
admission requirements .........................................................94
certificate in .............................................................................96
courses [CDV] ........................................................................103
educational and community services ....................................96
experiential component .........................................................94
field studies .............................................................................94
Master of Arts in......................................................................94
See also Business Administration; Legal Studies.
Catalog changes............................................................................ ii
CBA courses.................................................................................58
Centers .........................................................................................vii
Career development center (Pleasant Hill) ...........................96
Center for holistic counseling (Oakland) ....................126, 237
Community counseling center
Pleasant Hill ......................................................................236
Sunnyvale .........................................................................237
Certificate programs
petition for ..............................................................................25
listed. See Academic programs and degrees.
Certificates/diplomas ...................................................................33
Change of grade. See under Grading system.
Change of name or address ........................................................27
Change of program. See Program transfer.
Changes of registration ...............................................................13
fees .........................................................................................12
Changes to catalog. See Catalog changes.
CHEA. See Council for Higher Education Accreditation.
Child and Adolescent Therapy specialization ..........................172
CLAD. See Cross-Cultural Language and Academic
Development.
Class ranks for the School of Law ..............................................20
Class schedule .............................................................................11
Coaching
certificate ...............................................................................178
Essentials .................................................................................46
College Level Examination Program (CLEP) ................................6
Commencement ceremony .........................................................26
Committee of Bar Examiners ................................................6, 209
Completion program. See Liberal Arts.
Consciousness and Transformative Studies .............................128
courses [CNS] ........................................................................144
Controlled substances. See Drug and alcohol policy.
Concurrent enrollment at other institutions ...............................16
Conduct ........................................................................................27
Conflict resolution .......................................................................27
Consulting specialization ..........................................................136
Continuing and extended education ..........................................14
Continuing education units (CEUs) .........................................6
Core curriculum [COR] courses ..................................................58
Corporate or government agency courses ...................................6
Correspondence courses. See Extension and
correspondence courses.
Council for Higher Education Accreditation ........................... 5, 7
244
INDEX
Counseling
academic .................................................................................16
centers .....................................................................................vii
Career development center (Pleasant Hill) .......................96
Community counseling center (Pleasant Hill) ................236
Community counseling center (Sunnyvale) ....................237
The Center for holistic counseling (Oakland) ........126, 237
Psychology
field placement .........................................................119, 168
Holistic Studies specialization .........................................124
courses [HSJ] ..................................................................149
individual psychotherapy ................................................126
MFT emphasis ..................................................................167
courses [PSY/PSJ] ..........................................................202
Post-Master’s Clinical Training certificate.....................174
specializations ...............................................................172
MFT licensing requirements ....................................127, 169
Somatic Psychology specialization ..................................120
courses [SPC] .................................................................156
spiritual practice requirement ..........................................127
Transpersonal Psychology specialization ........................122
courses [TPC] .................................................................159
Couple and Family Therapy specialization ..............................173
Course(s)
Education and Liberal Arts .....................................................58
Holistic Studies......................................................................139
Management ............................................................................97
materials. See Textbooks and course materials.
numbering system ................................................................233
prefixes ..................................................................................233
Professional Psychology .......................................................192
Credential Program......................................................................48
Multiple Subject ......................................................................49
Single Subject ..........................................................................49
See also under Education; Teaching.
Credit by Assessment (CBA) .......................................................15
courses ..............................................................................58, 97
fees .........................................................................................12
Credit/No Credit, grading ...........................................................19
letter grading in CR/NC graded courses ................................19
Crime. See Campus crime.
Cross-Cultural Language and Academic Development .............52
Cross-Registration ........................................................................16
CUJ courses..................................................................................59
D
DANTES Subject Standardized Tests (DSST) ................................6
Dean’s list for School of Law ......................................................20
See also Honors list; Recognition of academic honors.
Deferment (admission) .................................................................4
Deferred payment of tuition .......................................................13
fee .........................................................................................12
Degree programs. See Academic programs and degrees.
Degree requirements, university
bachelor’s ................................................................................22
certificate .................................................................................24
doctoral ...................................................................................23
individualized programs .........................................................24
Juris Doctor .............................................................................24
master’s ....................................................................................23
Denial (admission) ........................................................................4
Diplomas or certificates ..............................................................25
Directed study .............................................................................32
Disabled students. See Students with disabilities.
Discrimination and harassment ..................................................27
Dismissal hearing process ...........................................................21
Disqualification
financial aid .............................................................................10
Distinctions. See Recognition of academic honors.
Doctor of Psychology. See under Psychology.
Dream Studies ...........................................................................136
Dropping courses ........................................................................13
fee .........................................................................................12
refunds ....................................................................................13
See also Withdrawing from courses.
Drug and alcohol policy .............................................................28
DSST. See DANTES Subject Standardized Tests.
E
East/West Spirituality track..........................................................42
E-Commerce specialization
BS program .............................................................................84
MBA program ..........................................................................92
ECT courses .................................................................................59
Education .....................................................................................47
Administrative Services credential .........................................53
courses [ENJ] .......................................................................63
courses
EDJ ......................................................................................60
EDN.....................................................................................60
EDU.....................................................................................63
Cross-Cultural Language and Academic Development.........52
Master of Arts in Teaching .....................................................50
multiple subject ..................................................................50
single subject ......................................................................51
Teaching credential.................................................................48
multiple subject ..................................................................49
single subject ......................................................................49
See also Liberal Arts; Museum Studies; Teaching.
Enrollment deposit ........................................................................3
Essentials Coaching certificate ....................................................46
courses [ECT] ...........................................................................59
Examinations
competency. See individual programs.
College Level Examination Program (CLEP) ...........................6
DANTES Subject Standardized Tests (DSST) ...........................6
Test of English as a Foreign Language. See International
students.
Exercise and Sport Performance certificate .............................182
Expressive Arts Therapy specialization ....................................173
Extended education. See Continuing and extended education.
Extension and correspondence courses .......................................6
F
Faculty .......................................................................................217
Family Education Rights and Privacy Act (FERPA) ....................27
Fees. See Tuition and fees.
Field studies. See Career development.
Financial aid ..................................................................................7
appeal process ........................................................................10
application forms and deadlines ..............................................9
grants and scholarships ............................................................8
loans ..........................................................................................8
probation/disqualification ......................................................10
Financial aid (continued)
reinstatement ...........................................................................10
repeating courses ......................................................................9
return of Title IV funds...........................................................10
satisfactory academic progress .................................................9
withdrawal/leave of absence .................................................10
Financial support, university........................................................ ii
Fire prevention ............................................................................28
Foreword ......................................................................................vi
Full-time unit load .......................................................................26
G
General-education breadth .........................................................23
Good scholastic standing ............................................................20
See also Unsatisfactory academic performance.
Government courses. See Corporate or government
agency courses.
Grade-point average required for graduation. See under
Graduation requirements.
Grading system ............................................................................18
credit/no credit grading ..........................................................19
grade changes .........................................................................20
grade-point average ................................................................19
grade reports ...........................................................................19
incomplete ..............................................................................19
letter grading in CR/NC-graded courses ................................19
prerequisite courses for doctoral program ............................20
prerequisite courses for master’s programs ...........................20
repeating courses ....................................................................20
Graduate School of Professional Psychology ..........................163
admission requirements .......................................................165
courses ..................................................................................192
educational and community services ..................................166
community counseling centers ........................................166
university camps ..............................................................166
non-degree students .............................................................165
See also Counseling Psychology; Organizational
Psychology; Psychology (Doctor of); Sport
Psychology.
Graduate work by undergraduates.............................................13
Graduation
bachelor’s degrees ..................................................................22
general-education breadth .................................................23
certificates ...............................................................................24
commencement ceremony ...............................................25, 26
credential programs ................................................................48
Doctor of Psychology (PsyD) degrees...................................23
individualized programs .........................................................24
Juris Doctor (JD) degrees .......................................................24
master’s degrees ......................................................................23
petition
credential programs ...........................................................25
degree or certificate ...........................................................25
recognition of academic honors ............................................25
requirements ...........................................................................22
Grants (financial aid).....................................................................8
Green practices ............................................................................. ii
H
Harassment. See Discrimination and harassment.
Holistic Health Education .........................................................130
courses [HHE]........................................................................146
INDEX
245
Holistic Studies ..........................................................................107
admission requirements .......................................................109
Center for Holistic Counseling .....................................126, 237
courses of instruction ...........................................................139
specialization.........................................................................124
See also Arts and Consciousness, Counseling Psychology;
Integral Studies.
Honors list ...................................................................................20
Housing ........................................................................................27
HSJ courses ................................................................................149
Humanities [HUJ] courses ...........................................................64
I
Identification cards. See Student photo identification cards.
Incomplete (grade policy) ..........................................................19
Independent study ......................................................................14
Individual
psychotherapy .......................................................................126
study ......................................................................................173
Individualized programs .............................................................24
Integral Studies ..........................................................................128
Consciousness and Transformative Studies .........................128
courses [CNS] ....................................................................144
courses [ISD] .........................................................................153
Dream Studies certificate ......................................................136
Consulting specialization .................................................136
Research specialization ....................................................137
Teaching specialization ....................................................137
Holistic Health Education .....................................................130
courses [HHE] ...................................................................146
Holistic Nutrition specialization ......................................132
Health, Consciousness, and Spirituality specialization...132
Somatic Education specialization ....................................133
Integral Psychology ..............................................................134
courses [IPP] .....................................................................152
Integral Theory certificate ....................................................138
Integrative Health track ...............................................................43
International students ....................................................................5
J
Juris Doctor. See School of Law.
L
Lapse in attendance. See Leave of absence; Readmission.
Late registration fee .....................................................................12
Latin honors. See Honors list; Recognition of academic honors.
Law, School of ...........................................................................207
Leadership specialization
BA program .............................................................................84
MBA program ..........................................................................93
Leave of absence .........................................................................22
See also Withdrawal/leave of absence.
Legal Studies ................................................................................88
academic probation ................................................................88
attendance ...............................................................................88
BA program .............................................................................88
courses [PLS]..........................................................................105
Paralegal certificate .................................................................90
state regulation........................................................................88
transfer credit ..........................................................................88
See also Business administration; Career development.
Letter grading in CR/NC-graded courses....................................19
246
INDEX
Liberal Arts ...................................................................................31
BA in Philosophy and Religion ..............................................33
courses [PHR]......................................................................66
BA in Psychology
Campbell.............................................................................40
courses [PYC/PYJ] ..............................................................69
Pleasant Hill ........................................................................34
BA in Science, Health, and Living Systems ...........................36
courses [SCI/SCJ] ................................................................71
BA in Social Ecology ..............................................................38
courses [SEC] ......................................................................75
East/West Spirituality track .....................................................42
Essentials Coaching certificate ...............................................46
Integrative Health track ..........................................................43
Linked degree programs ........................................................45
Multicultural Studies track ......................................................43
School of Education and ........................................................29
academic policies ...............................................................32
admission requirements .....................................................29
courses of instruction .........................................................58
Transpersonal Studies track....................................................42
Women’s Studies track ............................................................44
See also Education; Museum Studies; Teaching.
Libraries........................................................................................17
fees .........................................................................................12
Licensure
doctoral program ..................................................................190
Marriage and Family Therapy ......................................127, 169
Linked programs
Liberal Arts ..............................................................................45
Management ............................................................................86
Psychology ............................................................................184
Loans (financial aid) ......................................................................8
Lower-division general-education breadth. See General
education breadth.
M
Major, honors in. See Recognition of academic honors.
Management, School of ..............................................................79
courses ....................................................................................97
graduate division ....................................................................91
undergraduate division ...........................................................82
See also Business Administration; Career Development;
Legal Studies.
Maps and addresses ..................................................................234
Master’s exams ...........................................................................168
thesis ........................................................................................15
Maximum unit load .....................................................................13
Mentorships ...............................................................................110
MFT requirements .............................................................127, 169
Military service ...............................................................................6
Mission statement .............................................. inside front cover
Multicultural Studies track ...........................................................43
Multiple Subject
credential .................................................................................49
Museum Studies...........................................................................54
certificate in .............................................................................57
courses [MUS] ..........................................................................65
Master of Arts in......................................................................55
Administrative specialization .............................................56
Collections Management specialization ............................57
Education and Interpretation specialization .....................57
N
Name changes. See Changes of name or address.
Non-degree
admission policy .......................................................................4
students ...................................................................................26
Non-discrimination ....................................................................... ii
Non-registered students ..............................................................13
Numbering of courses ...............................................................233
Nurse’s training. See Registered nurse’s training.
O
certificate in ...........................................................................179
Coaching certificate ..............................................................178
courses [PSO] ........................................................................196
Master of Arts ........................................................................175
P
Paralegal certificate .....................................................................90
Courses [PLS] .........................................................................105
Peer advising .............................................................................171
Performance review
School of Holistic Studies ................................120, 122, 124
Graduate School of Professional Psychology .................167
Organizational Psychology ...................................................177
Sport Psychology ..................................................................180
Petition for degree or certificate .................................................25
fees .........................................................................................12
Philosophy and Religion, Bachelor of Arts in............................33
courses [PHR] ..........................................................................66
Photo ID cards. See Student photo identification cards.
Pittsburg campus and community counseling center..............236
Plagiarism .....................................................................................22
Pleasant Hill
campus ..................................................................................234
community counseling center ..............................................236
Post-Master’s Clinical Training certificate .................................174
Prefixes, course .........................................................................233
Prerequisite courses
doctoral program ....................................................................20
master’s programs ...................................................................20
President’s letter ............................................................................v
Privacy rights. See Family Educational Rights and Privacy Act.
Probation, dismissal, and reinstatement .....................................21
See also Financial aid probation/disqualification.
Professional development workshops .....................................169
Professional Psychology. See Graduate School of Professional
Psychology.
Program transfer ............................................................................4
Programs and degrees. See Academic programs and degrees.
Provisional admission ...................................................................3
PSJ courses .................................................................................202
PSO courses ...............................................................................196
PSP courses ................................................................................199
PSY courses ...............................................................................202
Psychology
Bachelor of Arts
Campbell.............................................................................40
courses [PYC/PYJ] ..............................................................69
Pleasant Hill ........................................................................34
Doctor of ...............................................................................187
accreditation .....................................................................187
admission requirements ...................................................187
courses [PSD] ....................................................................192
degree requirements ........................................................190
licensure ...........................................................................190
MA in Clinical Psychology ...............................................189
satisfactory progress .........................................................189
transfer credit ...................................................................188
See also Clinical psychology.
Psychotherapy, individual .........................................................126
R
Ranks. See Class ranks for the School of Law.
Readmission (after lapse in attendance) ......................................4
Recognition
of academic honors ................................................................25
See also Accreditation and recognition.
Refunds of tuition ........................................................................13
Regents, Board of ......................................................................213
Registered nurse’s training ............................................................6
Registration ..................................................................................11
adding courses ........................................................................13
changes in registration ...........................................................13
concurrent enrollment at other institutions ...........................16
continuing and extended education ......................................14
credit by assessment ...............................................................15
cross-registration .....................................................................16
deferred payment of tuition ...................................................13
dropping courses ....................................................................13
graduate work by undergraduates .........................................13
independent study ..................................................................14
master’s thesis .........................................................................15
maximum unit load ................................................................13
non-registered students ..........................................................13
refunds of tuition ....................................................................13
schedule of classes .................................................................11
tuition and fees .......................................................................12
withdrawing from courses......................................................13
Reinstatement
financial aid .............................................................................10
university. See Probation, dismissal, and reinstatement.
Repeating courses .......................................................................20
financial aid ...............................................................................9
Requirements for degrees and certificates
credential completion certification ........................................48
individualized program ..........................................................24
university .................................................................................22
Research specialization .............................................................137
Residency requirements
bachelor’s degree ....................................................................22
certificate .................................................................................24
doctoral degree .......................................................................24
Juris Doctor .............................................................................24
master’s degree .......................................................................23
Return of Title IV funds ..............................................................10
Review of student records for graduation .................................25
INDEX
247
S
Satisfactory academic progress
financial aid ...............................................................................9
PsyD program .......................................................................189
See also Good scholastic standing; Probation, dismissal,
and reinstatement.
Schedule of classes ......................................................................11
Scholarships ...................................................................................8
Scholastic performance ...............................................................20
Class ranks for the School of Law .........................................20
Dean’s list for School of Law .................................................20
Good scholastic standing .......................................................20
Honors list ...............................................................................20
Unsatisfactory academic performance ...................................21
Scholastic standing. See Good scholastic standing.
School academic standards committees .....................................21
School of
Education and Liberal Arts .....................................................29
Holistic Studies......................................................................107
Law .......................................................................................207
Management ............................................................................79
Professional Psychology, Graduate......................................163
Science, Health, and Living Systems ..........................................36
courses [SCI/SCJ] .....................................................................71
SEC courses .................................................................................75
Second baccalaureate degree .......................................................6
Service Members Opportunity Colleges. See Military service.
Single Subject
credential .................................................................................49
Smoking .......................................................................................28
Social Ecology, Bachelor of Arts in ............................................38
courses [SEC] ...........................................................................75
Somatic Psychology specialization ...........................................120
courses [SPC] .........................................................................156
Sport Psychology
courses [PSP] .........................................................................199
Exercise and Sport Performance certificate .........................182
linked program .....................................................................184
MA program ..........................................................................180
specialization.........................................................................173
Sport Management certificate ...............................................182
certificate in .............................................................................87
specialization
BA program ........................................................................85
MBA program .....................................................................93
Student association ......................................................................17
fee .........................................................................................12
Student photo identification cards..............................................17
Student services .............................................................................3
Students with disabilities .............................................................16
Studio Arts. See under Arts and Consciousness.
Subject
codes. See Course prefixes.
Standardized Tests. See DANTES Subject Standardized Tests.
Substance abuse policy. See Drug and alcohol policy.
Sunnyvale community counseling center ................................237
Support. See Academic Support Center.
T
Teaching.......................................................................................48
Administrative Services credential .........................................53
248
INDEX
Teaching (continued)
Credential ................................................................................48
Multiple Subject ..................................................................49
Single Subject .....................................................................49
Cross-Cultural Language and Academic Development.........52
Multiple Subject ..................................................................50
Single Subject .....................................................................51
specialization.........................................................................137
See also Education.
Term. See Academic term.
See also Academic calendar.
Test of English as a Foreign Language. See International
students.
Textbooks and course materials .................................................17
Thesis, master’s ............................................................................15
TPC courses ...............................................................................159
Transcripts ....................................................................................26
fees .........................................................................................12
Transfer credit
graduate.....................................................................................7
undergraduate ...........................................................................5
See also individual schools and programs.
Transferability of JFK University courses ...................................26
Transformative Arts ...................................................................114
See also Consciousness and Transformative Studies.
Transpersonal Psychology specialization .................................122
courses [TPC] .........................................................................159
Transpersonal Studies track ........................................................42
Tuition and fees...........................................................................12
deferred payment ...................................................................13
refunds ....................................................................................13
U
Undergraduate
graduate work by ...................................................................13
transfer credit ............................................................................5
Unit
credit ........................................................................................26
load
full-time...............................................................................26
maximum ............................................................................13
University
administration .......................................................................214
requirements for degrees and certificates .............................22
University’s right to modify catalog ............................................. ii
Unsatisfactory academic performance .......................................20
See also Financial aid: satisfactory academic progress; Good
scholastic standing; Probation, dismissal, and reinstatement.
Upper-division general-education breadth. See Generaleducation breadth.
V
Veterans’ benefits.........................................................................11
W
Western Association of Schools and Colleges. See Accreditation
and recognition.
Withdrawing from courses ..........................................................13
refund ......................................................................................13
unauthorized. See Grading system.
Withdrawal/leave of absence (financial aid) .............................10
See also Leave of absence.
Women’s Studies track ................................................................44
Workshops, professional development ....................................169
www.jfku.edu

JFK University Catalog 2006-2007

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