General Catalog - John F. Kennedy University
General Catalog - John F. Kennedy University
General Catalog - John F. Kennedy University
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2007–2009<strong>General</strong> <strong>Catalog</strong>
<strong>General</strong> <strong>Catalog</strong>2007–2009
ContentsPresident’s Welcome..................................................................................................... ivForeword...........................................................................................................................v<strong>General</strong> Information...............................................................................................1Degrees, Majors, and Certificates....................................................................2admissions...........................................................................................................3academic Policies and Procedures..................................................................7Student Services................................................................................................18Financial Policies...............................................................................................22School of Education and Liberal Arts.............................................................27liberal Arts........................................................................................................29Education............................................................................................................41Museum Studies................................................................................................47Courses of Instruction.....................................................................................51School of Management........................................................................................69Undergraduate Division..................................................................................71Graduate Division.............................................................................................78Courses of Instruction.....................................................................................84School of Holistic Studies...................................................................................95arts & Consciousness......................................................................................97Counseling Psychology................................................................................. 105Integral Studies............................................................................................... 112Courses of Instruction.................................................................................. 125Graduate School of Professional Psychology............................................. 155Counseling Psychology................................................................................. 158Organizational Psychology.......................................................................... 166Sport Psychology............................................................................................ 170Doctor of Psychology (PsyD)....................................................................... 179Courses of Instruction.................................................................................. 184School of Law....................................................................................................... 201Appendices........................................................................................................... 205Board of Regents............................................................................................ 206administration............................................................................................... 207Faculty.............................................................................................................. 209Course Numbers and Abbreviations.......................................................... 223Maps and Floor Plans.................................................................................... 224academic Calendar....................................................................................... 233Index ...................................................................................................................... 243Directory...................................................................................... inside back cover
Foreword<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> (JFKU) was founded in 1964 as one of the firstuniversities in the United States dedicated solely to adult education. More than25,000 adults have attended classes at the university, and over 10,000 women andmen hold JFK <strong>University</strong> degrees. During the university’s early years, typical students wereworking adults who had completed two years of college, experienced an interruption intheir formal education (often to raise a family), and wanted to return to school to completetheir degree. By offering graduate and upper-level undergraduate programs, the universityhelped create educational opportunities for adult students.Students come to <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> from unusually rich and diverse backgroundswith 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 rangeof adult and traditional student needs. JFKU programs enable graduates to master theoreticalknowledge, gain a sense of personal power, and acquire skills to perform effectivelyin their chosen field. Through a broad range of career-oriented programs, the universityencourages intellectual inquiry, breadth of vision and spirit, and active contribution to thecommunity. As scholar-practitioners, the faculty collaborate with students in an environmentthat values individual and cultural differences while striving to forge bonds of commonunderstanding for an independent world.Today, the university’s five schools enroll over 1,800 students in degree and certificateprograms in the fields of education, liberal arts, management, psychology, holistic studies,and law. Eighty percent of students are enrolled in graduate programs.Accreditation and Recognition<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> is accredited by the Western Association of Schools andColleges (WASC). Accreditation entitles the university to participate in federal studentfinancial aid programs. The university is approved for veterans’ training.Students and graduates of the university are accepted by other colleges and universitiesupon transfer. In addition, many businesses, government agencies, industries, and otheremployers recognize the value of advanced study at the university and approve reimbursementto their employees for all or a portion of their tuition costs.Interested parties may contact WASC at:Western Association of Schools and CollegesAccrediting Commission for Senior Colleges and Universities985 Atlantic Avenue Suite 100Alameda CA 94501Phone: (510) 748-9001Fax: (510) 748-9797eMail: wascsr@wascsenior.orgInternet: http://www.wascweb.orgThe School of Law is accredited by the Committee of Bar Examiners of the State Bar ofCalifornia.The Doctor of Psychology (PsyD) program is accredited by the American PsychologicalAssociation (APA).<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Foreword v
Campuses and Centers<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> has three campuses, four counseling centers, a center forcareer development, and an art studio/gallery in the San Francisco Bay Area that provideoptimum 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 ofProfessional Psychology, the School of Law, the School of Education and Liberal Arts, andthe School of Management.At the university’s campus in Campbell, a suburb of San Jose, programs are offered fromthree JFK <strong>University</strong> schools: the School of Holistic Studies, the Graduate School ofProfessional Psychology, and the School of Education and Liberal Arts. The campushouses its own program administrative offices, classrooms, and library.The Berkeley campus offers courses from the Arts & Consciousness programs (throughthe School of Holistic Studies), the Counseling Psychology program (through theGraduate School of Professional Studies), and the Museum Studies programs (through theSchool of Education and Liberal Arts). The campus provides studio space for students andhouses an art gallery along with its own library. The Berkeley Campus Gallery shows thework of students as well as that of distinguished local artists whose work explores issuesrelated to human consciousness and spirituality.<strong>John</strong> F. <strong>Kennedy</strong> community counseling centers, operated by the Graduate School of ProfessionalPsychology, are located in Pleasant Hill, Pittsburg, and Sunnyvale. The Center forHolistic 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 integralpart of the Career Development program and a resource for university students, staff,alumni, and the public.Pleasant Hill Campus100 Ellinwood WayPleasant Hill, CA 94523-4817(800) 696-JFKU (5358)(925) 969-3300Berkeley Campus2956 San Pablo Ave., 2nd FloorBerkeley, CA 94702-2471(510) 649-0499Campbell CampusOne West Campbell AvenueCampbell, CA 95008-1052(408) 874-7700vi Foreword<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong>Information
<strong>General</strong> InformationDegrees, Majors, and CertificatesPre- Post- Post- First-Bachelor Bachelor’s Bachelor Master’s Master Doctoral Professional Teacher CIPProgram Certificate Degree Certificate Degree Certificate Degree Degree Certificate Code_____________________________________________________________________________________________________________________________________School of Education and Liberal ArtsAdministrative _____________________________________________________________________________________________________________________________________Services 1 GC 13.0401_____________________________________________________________________________________________________________________________________Essentials Coaching 2 UG 42.9999_____________________________________________________________________________________________________________________________________Museum Studies 3 GC Ma 30.1401Philosophy _____________________________________________________________________________________________________________________________________and Religion Ba 38.9999_____________________________________________________________________________________________________________________________________Psychology 4 Ba 42.0101Science, Health, andLiving _____________________________________________________________________________________________________________________________________Systems Ba 30.0601Social _____________________________________________________________________________________________________________________________________Ecology Ba 45.0101Teacher Education—_____________________________________________________________________________________________________________________________________Multiple Subjects Mat K–5 13.1202Teacher Education—Single _____________________________________________________________________________________________________________________________________Subject Mat 6–12 13.1205_____________________________________________________________________________________________________________________________________School of ManagementBusiness _____________________________________________________________________________________________________________________________________Administration BS MBa 52.0201Career _____________________________________________________________________________________________________________________________________Development MA GC 52.1099Legal _____________________________________________________________________________________________________________________________________Studies Ba 22.0302Paralegal _____________________________________________________________________________________________________________________________________UG 22.0302_____________________________________________________________________________________________________________________________________School of Holistic StudiesConsciousness and_____________________________________________________________________________________________________________________________________Transformative Studies Ma 30.9999Counseling Psychology—Holistic Studies 1 Ma 42.0601Somatic Psychology Ma 42.0601Transpersonal_____________________________________________________________________________________________________________________________________Psychology Ma 42.0601_____________________________________________________________________________________________________________________________________Dream Studies 2 GC 38.0101Holistic _____________________________________________________________________________________________________________________________________Health Education Ma 51.9999Integral _____________________________________________________________________________________________________________________________________Psychology Ma 30.9999Integral _____________________________________________________________________________________________________________________________________Theory GC Ma 30.9999_____________________________________________________________________________________________________________________________________Studio Arts 3 BFa MFa 50.0702Transformative _____________________________________________________________________________________________________________________________________Arts 3 Ma 50.0701_____________________________________________________________________________________________________________________________________Graduate School of Professional PsychologyClinical _____________________________________________________________________________________________________________________________________Training GC 42.0201_____________________________________________________________________________________________________________________________________Coaching 2 GC 52.1003Counseling Psychology—Marriage _____________________________________________________________________________________________________________________________________and Family 5 Ma 51.1505Exercise and Sport_____________________________________________________________________________________________________________________________________Performance GC 31.0599Organizational _____________________________________________________________________________________________________________________________________Psychology 2 GC MA 42.0901_____________________________________________________________________________________________________________________________________Psychology PsyD 42.0201Sport _____________________________________________________________________________________________________________________________________Management GC 31.0599Sport _____________________________________________________________________________________________________________________________________Psychology Ma 31.0599_____________________________________________________________________________________________________________________________________School of Law_____________________________________________________________________________________________________________________________________Law JD 22.01011Offered on the Campbell campus.2Program is discontinued. Contact the department for details.3Offered on the Berkeley campus.4Offered on both the Campbell and Pleasant Hill campuses.5Offered on the Berkeley, Campbell, and Pleasant Hill campuses.Key to Degree AbbreviationsBA Bachelor of ArtsBFA Bachelor of Fine ArtsBS Bachelor of ScienceGC Graduate CertificateJD Juris DoctorK–5 Teacher Certification Grades K–5MA Master of ArtsMAT Master of Arts in TeachingMBA Master of Business AdministrationMFA Master of Fine ArtsPsyD Doctor of Psychology6–12 teacher Certification Grades 6–12UG Undergraduate Certificate2 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> InformationAdmissionsThe admissions process examines both the academic and personalqualifications of all applicants. JFKU aims to ensure that studentsaccepted into its programs have the ability to benefit from andcontribute to the integrated educational experience at the university.Admissions decisions are also based on the congruence ofthe applicant’s educational interests with the philosophy and purposeof the program to which he or she is applying. JFKU valuesa diverse academic community and is committed by purpose andobligated by law to serve all people on an equal and non-discriminatorybasis. Admissions decisions are made independent of needfor financial aid.The admissions office welcomes applications for:• An undergraduate student in a program leading to abachelor’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, andpost-master’s levels; and• A non-degree student taking courses for personalenrichment.In addition to the university application and admissions requirements,many degree and certificate programs have additional specificrequirements described in the school and program sections ofthis catalog. (For information about law admissions, please reviewthe law catalog.) Failure to follow the required procedures, provideall requested documentation, or declare all prior enrollmentsin post-secondary institutions may result in a delay in the applicationprocess, denial of admission, or dismissal from the university.The university reserves the right to verify the authenticity of anydocument through contact with the issuing source.Application InformationAll applications must be submitted with a non-refundable applicationfee by the appropriate priority application deadline.Applications will be accepted after the stated deadline on a spaceavailablebasis. For programs that do not have specific applicationdeadlines, it is recommended that prospective students submittheir application and all required documentation at least twomonths prior to the quarter of intended enrollment. (Internationalapplicants [F-1 classification] should refer to informationon the following pages for deadlines.)The applicant is responsible for requesting and submitting alldocumentation necessary to complete the application process.All documentation submitted in support of an application foradmission becomes the property of the university and will notbe returned. Photocopies of documents submitted to support anapplication will not be given to applicants, students, or outsideparties. Documentation submitted in advance of the applicationwill be retained for one year. Incomplete applications and files forapplicants who were admitted but did not enroll will be discardedone year after the date of the application.Degree and Certificate StudentsIndividuals wishing to enroll in a degree or certificate programmust apply and be admitted to JFKU. All admission materials mustbe submitted directly to the admissions office by the applicationpriority deadline (if applicable). An application to JFKU includes,but is not limited to, the following:• Completed application form and non-refundableapplication fee.• Official transcripts from all previously attendedpost-secondary institutions.• As may be required by some programs, letters ofrecommendation, an academic writing sample, resume,personal/goal statement, art portfolio, or an interview.See the admissions requirements for specific programsin this catalog for more detailed information.Provisional AdmissionProvisional admission is primarily granted in cases where anapplicant is admitted without a complete academic record (e.g.,the admissions office has not received transcripts from everypreviously attended university or college) or in cases where anapplicant is completing the requisite degree at the time he or sheis applying to JFKU. In such cases, full admission will be grantedupon receipt of outstanding transcripts or the posting of degreeconferral.Provisional admission may also be given to an applicant whoseprevious college grade-point average is below the minimumrequired by the program. In such cases, completion of one quarterof full-time coursework at the university with grades of B or betterwill remove the provisional status. Financial aid is not availablefor students with provisional admittance. Students may hold provisionalstatus for only one quarter.Enrollment DepositUpon notification of acceptance into certain degree programs,students are required to submit a non-refundable enrollmentdeposit by the date on the acceptance letter in order to securetheir place in the program. Students who are admitted to a programbut who do not pay the deposit are not guaranteed a placein the program. The deposit is credited to the student’s accountand is applied toward tuition. Students who submit an enrollmentdeposit and do not enroll in the intended term or fail to requesta deferment will forfeit their enrollment deposit. Students whocannot submit a deposit but who intend to enroll must submit inwriting to the director of admissions an explanation which stateswhy he or she is unable to put forward the deposit and that he orshe is indeed planning to enroll.DefermentPending departmental approval and provided an enrollmentdeposit is paid (if required), applicants may defer enrollment up toone year from the time of initial acceptance. Applicants who fail to<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>General</strong> Information 3
<strong>General</strong> Informationenroll within one year after deferring will forfeit their place in theprogram and enrollment deposit and will be required to submitanother application if they choose to reapply. Requests for defermentmust be made in writing to the admissions office.ReadmissionStudents who leave the university must reapply before resumingtheir studies. Upon return, students must provide transcripts fromall schools attended during their absence from JFKU, complete areadmission application, and pay any reapplication fees. The universityhas established a leave of absence policy to accommodatestudents who must leave their studies for a period of time; see theLeave of Absence policy in this catalog for details.Students should note that after an absence of five years or more,their files may be destroyed. In that case, students must providenew copies of all transcripts, writing samples, portfolios, and meetany other admission requirement as prescribed for their programin addition to completing a new application form and fees.Program TransferSome students decide after matriculation that they are bettersuited for another program at the university. In such cases, studentsmay apply to transfer provided they have the new programcomplete a Program Transfer Application, which reflects the applicationrequirements the transferring student must meet in orderto be admitted into the new program. Please visit the registrar’soffice for more information.DenialDepartments may deny any applicant whose academic recordindicates a lack of adequate preparation for university study orwhose academic objectives are not congruent with those of theprogram to which the applicant applied. The department’s decisionis final, and appeals of the decision will not be considered.Due to the complexity of the admission and evaluation process, itis not possible to inform unsuccessful applicants of the reasons forthe decision of the department.Non-Degree StudentsIndividuals interested in taking courses for academic credit butnot in pursuing a degree should register as a non-degree student.While non-degree students are not required to undergo a formaladmissions process, some programs may require departmentalapproval prior to registering.Non-degree students who later decide to apply for admission to adegree program must submit an application, pay the appropriatenon-refundable fee, and complete all admission requirements forthe desired program. Admission as a non-degree student does notguarantee admission to a degree or certificate program. A maximumof 30 percent of a program’s requirements may be completedas non-degree, with the exception of the MA Counseling programwhere all coursework must be taken in residence and within thequalifying degree program as required by the California Board ofBehavioral Sciences.Non-degree students are not eligible for financial aid.AuditorsIndividuals who want to take a course for no academic credit mustregister as an auditor and pay the appropriate tuition and fees.Auditors do not pay student association fees, are not membersof the student association, and do not receive a student ID card.Audited courses do not appear on official transcripts.International StudentsThe university requires prospective international students (nonimmigrants)to have an academic background equivalent to theappropriate educational preparation in the United States, to fulfillthe specific admissions requirements of the degree or certificateprogram, and to speak and write English fluently. Internationalstudents are required to have sufficient financial resources to meetthe expenses of studying and living in the United States as thereare strict limitations on work authorizations and no financial aid isavailable for non-immigrant students.The Test of English as a Foreign Language (TOEFL) is requiredof 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 (600paper-based/250 computer-based/100 Internet-based for theMuseum Studies program) are considered for admission.The TOEFL exam must have been taken within two years prior tosubmitting an application. In addition to the TOEFL, applicantsand students may be required to take university-administeredwriting competency examinations.To apply for admission to the university as an internationalstudent, all applicants must submit to the university:• A completed application form,• The appropriate non-refundable application fee inU.S. dollars,• TOEFL score report if English is not the native language,• Certification of finances in U.S. dollars,• Official transcripts of all post-secondary work,• Certified translations of all school transcripts if not inEnglish including any post-secondary work and any degreesor certificates awarded, and• Transcript evaluation by an approved credential evaluationservice showing course-by-course and lower-/ upper-divisiondetailApplicants must also meet any additional requirement(s) establishedby the specific program within the university. (Please seethe admission requirements in the respective school and programsections of this catalog.) Applicants to a master’s program mustpossess an educational background equivalent to that of a UnitedStates bachelor’s degree from an institution whose accreditationis recognized by the Council for Higher Education Accreditation(CHEA), except for applicants to the Education or Doctor ofPsychology programs, whose education must be equivalent to thatof a United States bachelor’s degree from a regionally accreditedinstitution.4 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> Informationdistribution of units previously accepted in transfer, prior coursescompleted, where prior transfer units were completed, and currentstatus 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 previouslyawarded for a college course or (2) the exam content is at anacademic level below one at which the student has previouslydemonstrated competence (academic regression). Units awardedfor CLEP examination do not fulfill residency requirements. Theregistrar’s office should be contacted regarding the transferabilityand applicability of CLEP tests.Corporate or Government Agency CoursesThe American Council on Education (ACE) reviews selectedcourses offered by corporations or government agencies. Theuniversity considers ACE credit recommendations for coursesapplicable to a student’s degree program.DANTES Subject Standardized Tests (DSST)Credit may be allowed for DSST exams with consideration givento ACE recommendations. The amount of credit awarded dependson a number of variables including the number of units anddistribution of units previously accepted in transfer, prior coursescompleted, where prior transfer units were completed, andcurrent status relative to the university’s residency policy.The university does not allow credit for a DSST examination if(1) the exam content would duplicate transfer credit previouslyawarded for a college course or (2) the exam content is at anacademic level below one at which the student has previouslydemonstrated competence (academic regression). Units awardedfor DSST exam do not fulfill residency requirements. The registrar’soffice should be contacted regarding the transferability andapplicability of DSST tests.Military ServiceCredit for military service may be allowed with considerationgiven to ACE recommendations. A DD214, DD295, or officialmilitary transcript form is required to consider credit for militaryservice. A maximum of six quarter units will be allowed for militarybasic training. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> is a member ofService Members Opportunity Colleges (SOC).Registered Nurse’s TrainingEffective fall 2007, transfer credit may be granted for nursingcourses taken at a university, community college, or hospitalbasedRN program. Courses will be reviewed on a case-by-casebasis for eligibility. Students need not have graduated from theirnursing program to have their coursework considered for transfer;however, all other university requirements and credit limitsapply. Courses taken in LPN or LVN programs are not eligiblefor transfer.For nursing courses transferred prior to fall 2007, a maximum of90 quarter units may be allowed upon evaluation of hospital-basednursing school transcripts and presentation of a current Californianurse’s registry card. Nursing coursework taken at a universityor community college will be considered for transfer credit upto the 105 quarter-unit maximum with presentation of a currentCalifornia nurse’s registry card.Second Baccalaureate DegreeNormally, a student who has a bachelor’s degree is discouragedfrom working toward a second degree at the baccalaureate level.However, changes in academic objectives and other circumstancesmay make a second bachelor’s degree desirable. Students are neverpermitted to enroll in any degree program that is the same as orclosely related to a previously earned degree at the same level.To obtain a second undergraduate degree, an applicant mustcomplete at least 45 units of new work beyond the first degree,fulfill all university requirements for a bachelor’s degree (includingthe 36-unit residency requirement), and any requirements in themajor for the second degree that were not previously completed.Graduate ApplicantsApplicants to graduate programs must submit official transcriptsfrom all colleges and universities previously attended. Applicantsmust possess a bachelor’s degree from an institution whoseaccreditation is recognized by the Council for Higher EducationAccreditation (CHEA), except for applicants to the Education orDoctor of Psychology programs, which require a bachelor’s degreefrom a regionally accredited institution.Graduate Transfer CreditTransfer credit may be awarded for applicable graduate coursescompleted at other institutions whose accreditation is recognizedby the Council for Higher Education Accreditation (CHEA) withverification of transferability by the registrar’s office and approvalby the school dean. The Doctor of Psychology, the MA CounselingPsychology program in the Graduate School of ProfessionalPsychology, and master’s degree program in Education requiregraduate transfer work to have been completed at a regionallyaccredited institution. At least 70 percent of the work requiredfor a graduate degree must be completed in residence at theuniversity; some programs may require a residency greater than70 percent.Graduate-level courses will be considered for transfer credit ifrelevant to the degree program and completed with a grade of B(or equivalent) or higher. Graduate transfer credit and prerequisitecredit may be denied if the course was taken as pass/fail, credit/no credit, satisfactory/unsatisfactory, or another grading systemwithout letter grades.Graduate transfer credit is not allowed for undergraduate courseworkor for continuing education units and non-credit workshops.Graduate coursework applied toward completion of anotherdegree will not be considered for transfer except for the Doctorof Psychology program which may consider transfer credit from arelevant master’s degree.A maximum of nine quarter units from graduate-level extensioncourses may be allowed toward a master’s degree. Graduatetransfer credit is not allowed into linked-degree programs or intocertificate programs.6 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> InformationAcademic Policies and ProceduresRegistrationStudents may register to take courses for credit after complyingwith admission requirements. Students receive credit onlyfor courses in which they are officially registered and are notallowed to attend courses for which they are not registered.Official registration consists of enrolling in classes over the Internet(at https://express.jfku.edu), calling the registrar’s office, orcompleting the appropriate registration forms in person. Registrationis not complete until all tuition and fees are paid; studentswith unpaid balances may be removed from classes or placed onhold at the university’s discretion.Prior to each registration cycle, the registrar’s office will sendan eMail notice to all students advising them of their appointedregistration date and time. This information will also be on theuniversity’s website along with general registration informationand class schedule information.Schedule of ClassesThe university maintains scheduling information containingcourse offerings, registration appointments and instructions,forms, and other useful information for registration on its website.Printed class schedule information is also available in variousoffices throughout the university.Changes in RegistrationStudents are expected to register for classes—including fieldplacements, independent studies, and internships—during theregistration period before the first day of the quarter. A lateregistration fee will be imposed according to the registrationschedule published by the registrar prior to each term.If no written approval from the school is required, students maymake a change in registration by using the web portal (https://express.jfku.edu) or calling the registrar’s office at (925) 969-3353or (408) 874-7770. Do not leave a voice mail message to register orchange registration.Students are required to pay any additional tuition charges, andschedule changes are subject to a processing fee. Schedule changesresulting in a reduction of units will be credited according to therefund schedule described in the following sections.If the student is on academic probation, an approved ProbationForm must accompany the Add/Drop Form with each change ofregistration. Phone permission is not acceptable for studentson academic probation.Dropping CoursesApprovals and Refunds for Registration and Schedule ChangesStudents must drop courses using the web portal or by notifyingthe registrar’s office. Notifying an instructor or other office ofintent to drop does not constitute an official drop. Dropping acourse does not relieve the deferred payment obligation. Refundchecks and credits to credit card accounts are processed by theaccounting office after the fourth week of the academic session.Fees are not refundable.After the third week and up to the last day of instruction of thecourse, students may officially withdraw by notifying the registrar’soffice. Notifying an instructor or other office of intent to withdrawdoes not constitute an official withdrawal. Withdrawing from acourse does not relieve the deferred payment obligation. Studentswho withdraw are still responsible for the full amount of tuitionfor the course. A W (withdrawal) is posted on the transcript forwithdrawn courses.Students who fail to complete a course or to officially drop orwithdraw will receive a failing grade or UW (UnauthorizedWithdrawal). The UW has the academic weight of F in a lettergradedcourse or NC in a Credit/No Credit course.Law students who do not complete a course and fail to drop orwithdraw will receive a failing grade or a grade of FW (Failure toWithdraw) which has the academic weight of 50 in a numericallygraded course and NC in a Credit/No Credit course.Students on financial aid and withdrawing from all courses shouldcontact the financial aid office. Refunds are calculated followingfederal and state regulations and supersede university policy.Refunds of TuitionThe number of scheduled course meetings that have already beenheld at the time of the change in registration is the determiningfactor in granting refunds for dropped courses and in assessingprocessing fees. Non-attendance at course meetings has no bearingon eligibility for a refund._____________________________________________________________________________________________________________________________________Meeting 1 Initial Registration/Add Drop______________________________________________________________________________________________________________________Registration and Schedule Changes for Ongoing Courses_____________________________________________________________________________________________________________________________________Before the end of the second class meeting Special approval only if specified 100 percent refund of tuition less processing feeAfter second class meeting and before Approval from the department plus a80 percent refund of tuition less processing fee_____________________________________________________________________________________________________________________________________the end of the third class meeting$70 per-course late feeAfter the third class meeting but before Petition approved by the instructor, departtheend of the final class meetingment, and dean plus a $70 per-course late feeNo refund; withdrawal (W) posted on transcript_____________________________________________________________________________________________________________________________________After final class meetingPetition approved by the department, dean,Not allowed_____________________________________________________________________________________________________________________________________and provost plus a $185 per-course late fee_____________________________________________________________________________________________________________________________________Registration and Schedule Changes for Weekend Courses_____________________________________________________________________________________________________________________________________Prior to first meeting Special approval only if specified 100 percent refund of tuition less processing fee_____________________________________________________________________________________________________________________________________After course has started Not allowed Not allowed1Field placements, research, online courses, and other courses without a specified meeting pattern use the week of the term to determineapprovals and refunds. Courses longer than one weekend but shorter than the full term follow the same schedule listed here.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>General</strong> Information 7
<strong>General</strong> InformationAuditors_____________________________________________________________________________________________________________________________________Meeting Initial Registration/Add Drop Audit to Credit Credit to AuditBefore the end of the Grading criteria must be 100 percent refund of No approval necessary— No approval necessary;second class meeting LA, GA, DA, or CA tuition less processing fee processed the same as tuition differential is_____________________________________________________________________________________________________________________________________an addless the processing fee.after second class meet- May add with department 80 percent refund of tuition Instructor approval plus No approval necessary;ing and before the end of approval provided course less processing fee; course documentation and dean’s tuition differential isthe third class meeting has same grading criteria expunged from transcript approval; student pays the credited to student accountas above tuition differential plus a at 80 percent less the_____________________________________________________________________________________________________________________________________processing feeprocessing feeafter third class meeting May add with instructor No refund; course expunged Not allowed No refund; approvalbut before the end of the and department approval from transcript from instructor, dean,final class meeting provided course has same and provost_____________________________________________________________________________________________________________________________________grading criteria as above_____________________________________________________________________________________________________________________________________After final class meeting Not allowed Not allowed Not allowed Not allowedNon-Registered StudentsPersons whose names do not appear on the class list or rosterare not registered for the course. Fundamentally, a person who isnot registered has no relationship with the university and is notentitled to any services including instruction, testing, evaluation,disability services, or submission of a grade.Persons sitting in a course who have not arranged for paymentof tuition and fees or are deviating from the curriculum withoutapproval will be administratively deregistered. The school deanand the instructor will be notified of the deregistration.Persons who are sitting in class and are not on the class list orroster will be asked to leave the course until they are registered.Return to the class is only allowed when a copy of the StudentData Sheet showing enrollment in the course with stamped proofof payment is provided to the instructor.Graduate Work by UndergraduatesUndergraduates who are adequately prepared to undertakeadvanced work may enroll in master’s-level courses. Writtenpermission must be obtained from the student’s undergraduateadvisor and the dean or program chair of the graduate school priorto registration. In some circumstances, written approval must alsobe obtained from a graduate advisor. If approval is granted, thegraduate units apply only to the bachelor’s degree, unless the studenthas been admitted to a linked-degree program.Maximum Unit LoadBoth undergraduate and graduate students who wish to registerfor more than 12 units per quarter must obtain written approvalfrom the school dean.Independent StudyIndependent study offers students an opportunity for individualor tutorial instruction in areas not covered by regularly offeredcourses. Such study is student initiated and student planned, but itmust be directed by a JFK <strong>University</strong> faculty member.A student who wishes to undertake independent study mustobtain the permission of the school dean or program chair. Thestudent is expected to demonstrate to the dean’s satisfaction that:(1) the planned course of study cannot be completed through aregularly offered course; (2) the proposed study is demonstrablyupper-division or graduate-level academic work; (3) the studentworkload standard of 30 hours per unit of credit will be met; and(4) the content, objectives, and timetable of the study have beencarefully planned.When independent study is approved, the dean or program chairassists the student in selecting a faculty member to supervise theproject. The student and faculty supervisor prepare a Contractfor Independent Study detailing the objectives of the course, thematerials and projects to be completed, arrangements for meetingsbetween student and supervisor, units of credit to be given,number of student-applied hours required, number and dates ofexaminations and written assignments, and criteria for evaluation.The contract also establishes a date by which the student mustcomplete all specified work.When the Contract for Independent Study has been completed andsigned by both the dean or program chair and faculty supervisor,the student submits it to the registrar’s office and pays the tuitionand the appropriate non-refundable fees. The deadline for registrationis Friday of the sixth week of the quarter.No work should begin on an independent study project until allapproval and registration procedures have been completed. Formsand instructions may be obtained from the registrar’s office.The dean has immediate responsibility and the provost theultimate responsibility for the quality of independent study.Independent studies are reviewed periodically by the provostto ensure that completed work meets university standards ofacademic excellence.Credit by AssessmentMaster’s-degree students may use Credit by Assessment (CBA)to fulfill only undergraduate prerequisite requirements. A Bachelorof Science student who has completed at least six unitsat <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> or a Bachelor of Arts studentwho has completed nine units at the university with a cumulativeJFK <strong>University</strong> grade-point average of 2.7 or higher may petitionfor credit for prior learning through Credit by Assessment (CBA).The prior learning must directly relate to the student’s overallacademic program and be demonstrably of a level appropriateto that program. Learning experiences that may be assessed forcredit include formal but non-accredited classroom study suchas corporate training, professional workshops, seminars and conferences;licensure or certification; independent scholarship; and8 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> Informationappropriately supervised volunteer training. Learning shouldinclude both a theoretical and a practical understanding of thesubject and must be measurable. A minimum of two assessmenttechniques must be used to measure the learning.CBA cannot be used to obtain credit for coursework alreadycompleted, nor can it be used to fulfill lower-division generaleducationbreadth requirements. Deans may specify degreerequirements that may not be satisfied through CBA. Examplesof such courses include:• Senior Project; Service Learning B; and Education, Self,and Community II in the School of Education andliberal Arts; and• Case Studies in Organization and Management andPracticum in the School of Management.A maximum of 30 quarter units may be earned through Credit byAssessment, but a student may not register for more than 15 CBAunits in any given quarter. Furthermore, if a student registers for12 or more CBA units in a given quarter, the student may registerfor not more than nine units of coursework.The registration deadline for CBA is Friday of the sixth week ofthe quarter. Payment of the assessment fee does not guarantee theoutcome of the assessment or ensure that academic credit will beawarded. Units awarded through CBA will be graded on a Credit/No Credit basis. All units earned through CBA will be designatedas such on the transcript. Units earned through CBA do not fulfillresidency requirements.Each school may have additional CBA requirements, procedures,or restrictions. Students should consult a school advisor.Master’s ThesisWhen a thesis, research report, or comparable project is requiredto fulfill degree requirements, the student must arrange an initialconference with the thesis coordinator of the degree program atleast one year before expected graduation.In consultation with the thesis coordinator, the student preparesa formal application and receives thesis instructions specific tothe school or degree program. The form granting permission toenroll in thesis research must be obtained from and approved by thethesis coordinator prior to registration.Before beginning a project, the student’s writing abilities andpreparation for writing a research paper are assessed. A basiccomposition course may be required prior to the research courseand thesis work if, in the judgment of the thesis coordinator,the student needs to strengthen basic writing skills. Specificprograms with theses or final project components may requireenrollment in a course that instructs the student in writing andresearch methods.The thesis coordinator, in consultation with the student, appointsat least one other member of the university faculty to serve withthe coordinator as the thesis committee. One member of the committeeserves as faculty advisor. The student prepares a thesisproposal that must be approved by the thesis coordinator and thefaculty advisor at least two quarters before expected graduation.Approval must also be obtained from the faculty committee establishedto protect individual and university rights against legal andethical infringements.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>The student meets regularly with the faculty advisor for oral andwritten critiques of work in progress. The student will be asked towork with a writing instructor if the thesis draft is seriously deficient.Students needing writing assistance may want to contact theJFK <strong>University</strong> academic support center.When the rough draft has been approved by all members ofthe thesis committee, the student prepares the final draft.Instructions on format should be obtained from the thesiscoordinator. The thesis coordinator retains copies of all draftsof the proposal as well as copies of critiques written by membersof the thesis committee.The thesis coordinator has immediate responsibility and theprovost ultimate responsibility for guaranteeing that the instructionand student work meet the university’s academic qualitystandards.Students who plan to do thesis work in any of the schools mustenroll for at least three, and in some cases six, units of thesis orproject research. Students who need further help after completingthese courses must enroll for additional units as required bythe individual program. Additional units, however, do not counttoward fulfillment of unit requirements for the degree.Concurrent Enrollment at Other InstitutionsStudents may receive transfer credit for coursework being taken atanother institution concurrent with enrollment at JFK <strong>University</strong>.Prior to registration at the other institution, students shouldcontact 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 financialaid office. International students must have the written approvalof the international student advisor.Cross-RegistrationSome courses not offeredat JFK <strong>University</strong> may betaken through cross-registrationat the <strong>University</strong>of California, Berkeley;California State <strong>University</strong>,East Bay; Laney CommunityCollege; and ContraCosta College. Instructionsand forms are availablein the registrar’s office.Students enrolled in a course through cross-registration pay JFK<strong>University</strong> tuition and fees. Approval is granted only to studentsneeding these courses for their JFKU residency.Grading SystemThe grading system that appears on the next page governsgrading symbols and computations for all undergraduate andgraduate students of the university. All grades carry quality pointsand are computed in student GPAs. Students enrolled in theSchool of Law follow the grading system as it appears in the Schoolof Law catalog.<strong>General</strong> Information 9
<strong>General</strong> InformationGrade Undergraduate Master’s Level Doctoral Level Points_____________________________________________________________________________________________________________________________________A+ Exceptional Exceptional Exceptional 4.0_____________________________________________________________________________________________________________________________________A Exceptional Exceptional Exceptional 4.0_____________________________________________________________________________________________________________________________________A- Exceptional Exceptional Exceptional 3.7_____________________________________________________________________________________________________________________________________B+ Above average above average above average 3.3_____________________________________________________________________________________________________________________________________B Above average average average 3.0_____________________________________________________________________________________________________________________________________B- Above average Below average, but passing 1 Below average, but passing 2 2.7_____________________________________________________________________________________________________________________________________C+ Average Poor, but passing 1 Unacceptable 2.3_____________________________________________________________________________________________________________________________________C Average Poor, but passing 1 Unacceptable 2.0_____________________________________________________________________________________________________________________________________C- Below average, but passing 3 Unacceptable Unacceptable 1.7_____________________________________________________________________________________________________________________________________D Below average, but passing 3 Unacceptable Unacceptable 1.0_____________________________________________________________________________________________________________________________________F Failure Failure Failure 0.0_____________________________________________________________________________________________________________________________________1Grades 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.2A 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 willplace a student on academic probation.3Grades of C- and D are not acceptable in an undergraduate major, but can be applied toward a baccalaureate degree. An undergraduate student mustachieve 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.The following marks may be assigned to undergraduate, master’s,and doctoral courses and have the same meaning regardless of thelevel. By definition, marks differ from grades in that they do notcarry quality points or count in the GPA (except for the UW—seenote below).________________________________________________________________Mark Description________________________________________________________________AU Auditor________________________________________________________________CR 1 Credit________________________________________________________________I IncompleteIn progress; no grade or units granted until entireIP________________________________________________________________course sequence has been completed________________________________________________________________NC No creditNot reported. NR is replaced by the assigned gradeNR when course is complete and grade is posted by the________________________________________________________________registrar’s officeUnauthorized withdrawal; student failed to completeUW 2________________________________________________________________course requirements, but did not withdraw________________________________________________________________W Withdrawal1A Credit (CR) is the equivalent of a C or above for undergraduatestudents and the equivalent of a B or above for master’s- anddoctoral-level students.2In CR/NC courses, the UW is equivalent to NC. In letter-gradedcourses, the UW is equivalent to F. Refer to the following section foradditional information.________________________________________________________________Grade-Point AverageThe grade-point average (GPA) is determined by dividing thetotal number of grade points earned by the total number of unitscompleted in letter-graded (quality) courses. See the section onRepeating Courses in the following pages for information abouthow repeated courses alter the grade-point average calculation. Inletter-graded or numerically graded courses, units with marks ofW, I, NR, and IP are not computed in the GPA.In CR/NC-graded courses, the UW is equivalent to NC; it willappear on the transcript, but will not compute in the GPA. In10 <strong>General</strong> Informationletter-graded courses, the UW is equivalent to an F; it willcompute in the GPA as a failed course (0 points).In numerically graded courses, FW (Failure to Withdraw) has anumerical weight of 50.Credit/No Credit GradingCourses designated for Credit/No Credit (CR/NC) grading areindicated as CA or CN in the Grading Criteria (GR) column ofpublished course listings.A grade of Credit (CR) is equivalent to acceptable undergraduateor graduate performance (the equivalent of a C or higher forundergraduate students, a B or higher for graduate-level students,and a 70.0 or higher for law students). A No-Credit (NC) gradeindicates that the course was not mastered. CR and NC marks arenot included in computing the grade-point average. CR marks are,however, recorded as units completed and included as units satisfyingdegree requirements.Graduate students may request CR/NC grading as an alternativeto letter grading only in courses designated as fulfilling competencyrequirements or in undergraduate courses prerequisite to agraduate degree or certificate program. Undergraduate studentsmay request CR/NC grading only in elective courses outside theundergraduate major. A student on academic probation may enrollin CR/NC-graded courses only with the approval of the schooldean or program director.Requests for CR/NC grading must be submitted to the registrar’soffice before more than one-third of the scheduled course hourshave met. Students should be aware that many employers requireletter grades in all courses for tuition reimbursement. See the sectionon Registration for additional information.Letter Grading in CR/NC-Graded CoursesSome courses, including courses in the major, are designated forCR/NC grading by the school dean. In such courses, a letter gradenormally is not an option. A letter grade is granted in a CR/NCgradedcourse only if the student has written approval of the<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> Informationinstructor and the dean or program director of the school offeringthe course and has submitted the approval form to theregistrar before more than one-third of the scheduled coursehours have met.IncompleteStudents are expected to complete all coursework as outlined inthe class syllabus—usually by the last meeting date of the course.The mark of I (incomplete) may be granted when the student hasmaintained satisfactory attendance and work throughout most ofthe course (including independent study), but not completed all ofthe coursework as planned and when there is, in the judgment ofthe instructor, a reasonable probability that the student can completethe course successfully without attending further regularclass sessions.To receive an Incomplete, the student must formally request itof the instructor. The instructor is not required to approve therequest. If a request is not submitted, or if the instructor hasdenied the request, the instructor must assign a final grade basedupon the student’s work previously submitted.The student must have good reason for requesting an incompleteand must submit a request to the instructor before the date gradesfor the course are due to be recorded. Ordinarily, good reason willinvolve matters not wholly within the control of the student suchas illness. The mark may not be used to allow a student to improvea grade by performing additional work or by repetition of workalready submitted to the instructor.The mark of I is not appropriate when, in the instructor’sjudgment, it will be necessary for the student to regularly attendsubsequent sessions of the class. Should regular attendancebecome necessary, the student must register for the class for theterm in which attendance is planned. In the event of a secondregistration for the course, the mark of I for the original electionwill convert to F or NC (which will later be computed as repeatedcoursework) and the student will be assessed tuition and applicablefees 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 originalcourse election (one session for law courses). The responsibilityfor completing all coursework rests entirely with the student. Themark of I will be changed to a grade when the student completesthe coursework as arranged with the instructor or, if the instructorhas left the university, with the chairperson of the department.If the Incomplete is not made up in accordance with the abovepolicy, the instructor will assign the final grade or the Incompletegrade will be converted to a failing grade: F in a letter-gradedcourse, 50 in a numerically graded course, or No Credit (NC) ina Credit/No Credit course. Failing grades may affect a student’sgrade-point average.A student will not be allowed to graduate with an Incomplete onthe transcript.Grade ReportsFinal grades are available through the university’s web portal(https://express.jfku.edu) one week after the quarter ends. Printedgrade reports are mailed as soon as possible thereafter. Studentswho want to know a specific course grade prior to receiving the<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>official grade report should leave a self-addressed postcardwith the instructor. No grades will be given by telephone, eMail,or fax.Grade ChangesGrades, once entered upon a student’s transcript, are final. Nograde other than an Incomplete may be changed to reflect submissionof additional work by a student. No grade may be changed asa result of an instructor’s re-evaluation of a student’s work.If a clerical error has been made that can be documented, apetition for grade change with full supporting documentation(including computations) and the dean’s and provost’s signaturesmust be submitted to the registrar’s office.A petition form is originated by the student and must received bythe registrar’s office (with full supporting documentation) no laterthan the end of the quarter/session following the term in whichthe grade was assigned.Prerequisite Courses for Master’s ProgramsTo ensure that students have sufficient background for graduatework, most master’s degree programs require undergraduateprerequisite courses. Students who have not completed thecourses prior to admission are required to do so during thefirst year of graduate study. The School of Holistic Studiesrecommends that its students complete prerequisite courses inthe quarter prior to beginning the graduate program; however,students may integrate any required undergraduate courses intothe first year of graduate work.The Graduate School of Professional Psychology’s MA Counselingprogram requires that all prerequisite courses be completed inthe seven years prior to beginning graduate work. For additionalrequirements for the MA Counseling program, please see the programinformation later in this catalog.Prerequisite courses may be taken for Credit/No Credit gradingas an alternative to letter grading. If a prerequisite course is takenfor a letter grade, a grade of C or higher must be earned. Lettergrades for prerequisite courses completed at <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> are included in the cumulative grade-point averagefor the graduate program. Students should be aware that manyemployers require letter grades in all courses for tuitionreimbursement.Undergraduate prerequisite courses may be satisfied throughacceptable coursework at an institution whose accreditation isrecognized by the Council for Higher Education Accreditation(CHEA), through CLEP or DSST exam, or through Credit byAssessment. Additional information is available from theregistrar’s office.Prerequisite Courses for Doctoral ProgramsTo ensure that students have sufficient background for doctorallevelwork, the program requires undergraduate prerequisitecourses. These courses must be successfully completed prior toenrollment in the doctoral program. Prerequisite courses may betaken for Credit/No Credit grading as an alternative to letter grading.If a letter-graded prerequisite course is completed after thebachelor’s degree has been awarded, a grade of B- or higher mustbe earned.<strong>General</strong> Information 11
<strong>General</strong> InformationProgram TransferSome students decide after matriculation that they are bettersuited for another program at the university. In such cases,students may apply to transfer provided they have the newprogram complete a Program Transfer Application, which reflectsthe application requirements the transferring student must meetin order to be admitted into the new program. Please visit theadmissions office for more information.Repeating CoursesUndergraduate students may repeat a course in which they earneda C- and below. Graduate students may repeat a course in whichthey earned a B- and below. Students on probation must have thedean’s approval to repeat a course. Both the original and repeatenrollments will be noted on the student’s transcript; however, onlythe units and grade points earned for the higher passing grade arecomputed in the grade-point average. When both grades are equalor there is no basis to determine which is higher (as in the case, forexample, of a NC and an F or a CR and an A), the last occurrencewill apply to the grade-point calculation.Undergraduate Transfer CreditEffective fall 2006, transfer credit recorded has the computationaleffect of CR on the student’s record. See additional transfer creditinformation in the Admissions section in the front of this catalog.Scholastic PerformanceGood Scholastic StandingStudents must maintain a satisfactory minimum cumulativegrade-point average to be considered in good standing. Theminimum for an undergraduate student is 2.0 (C), for a graduatestudent, 3.0 (B). The minimum cumulative GPA for a law studentis 70.0.Linked students must maintain a minimum 3.0 GPA in graduatecourses and a 2.0 in undergraduate courses to be in goodstanding.Dean’s List of Honor StudentsAn undergraduate student who meets the following criteriaduring any one quarter will be placed on the Dean’s List of HonorStudents:• achievement of a minimum 3.2 GPA,• completion of six or more units of letter-graded coursework,• no grade lower than C, and• no marks of I, UW, or NC.Placement on the Dean’s List will be noted on the student’stranscript.Dean’s List for School of LawThe Dean’s List honors the top ten percent of law students in eachof the four classes (first-year, second-year, third-year, and fourthyear)based on students’ GPAs for that year (not on students’cumulative GPAs). First- through third-year students must haveearned at least 12 numerically graded units in residence duringthe academic year to be eligible for the Dean’s List. Fourth-yearstudents are eligible with at least seven numerically graded unitscompleted in residence.Students earning Dean’s List honors will have their names postedat the School of Law, will have their honors listed on their transcripts,and will receive letters acknowledging the honors withspring semester grade reports showing the transcript notations.Class Ranks for the School of LawAt the end of each academic year, class ranks will be posted foreach of the four classes (first-year, second-year, third-year, andfourth-year) based on cumulative GPA. The class rank list will bepublished in the School of Law.Unsatisfactory Academic PerformanceWhen an instructor notifies the registrar at midterm of a potentialunsatisfactory grade, the registrar will send a courtesy notice to thestudent and the school dean. Students so notified should schedulean academic counseling meeting with the dean or instructor.A student showing a non-completion pattern of W, UW, I, or NCmarks in two or more consecutive quarters will be referred to thedean, who may refer the student to the Academic Standards Committeefor review and advisement.Probation, Dismissal, and ReinstatementThe following academic policies and procedures apply to all studentsexcept those in the School of Law, for whom a separate setof academic policies and procedures apply.Academic ProbationA student is automatically placed on academic probation uponfailure to achieve and maintain a satisfactory grade-point average.The student will be so notified by the registrar. Satisfactory gradepointaverage is defined as a 3.0 (B) average for a graduate studentand as a 2.0 (C) average for an undergraduate student. A linkedstudent is placed on probation for failure to achieve and maintaina 3.0 GPA in all graduate courses and a 2.0 GPA in all undergraduatecourses completed during the period of linking. A student onacademic probation must have the dean’s written approval fora course of study each quarter the student is on probation. Nostudent on academic probation may enroll in any course on aCR/NC basis without written approval of the dean of the school.12 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> InformationProbationary status is removed when a probationary studentachieves a satisfactory cumulative grade-point average. Graduatestudents on probation can only use graduate-level courses toremove their probationary status.DismissalA student shall be subject to dismissal from the university if any ofthe following conditions exist:1. A student has been on academic probation for threeconsecutive academic quarters in which the student hasbeen enrolled,2. A graduate student has received a grade of D or F in anygraduate course,3. An undergraduate student has received a grade-pointaverage of 1.0 (D) or below in any single academic quarter,4. A student has committed plagiarism (see the section onplagiarism for more information), or5. A student has engaged in conduct incompatible withthe normal operation of the university.School Academic Standards CommitteesThe dean of each school shall appoint an academic standardscommittee during each academic year. Each committee shallconsist of at least three members, at least two of whom aremembers of the school’s faculty. The dean shall not be a memberof the committee.Academic Standards Committee ReviewThe case of each student subject to dismissal, as set forth above,shall be reviewed by the school’s academic standards committeeof the school in which the student is enrolled. The committeemay approve probation or continued probation subject to conditionsand for a length of time that the committee specifies, or thecommittee may schedule a hearing at which the student’s dismissalfrom the university will be considered. A student who is subjectto a decision reached by the committee without a hearing mayrequest a hearing if the student does not agree with the decisionof the committee. It is the responsibility of each student to ensurethat the university and the student’s school are informed of acurrent mailing address for receipt of official notices.Dismissal Hearing ProcessA hearing will be conducted in those instances when the academicstandards committee recommends dismissal. This hearing shallbe conducted before a body composed of the academic standardscommittee, all of whom shall have full voting rights. The studenthas the right to be accompanied to the hearing by an advocate ofhis or her choice. The dean may replace a member of the committeeif there is potential for conflict of interest. Each student scheduledfor 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 bythe committee. At the conclusion of the hearing or within five daysthereafter, the committee shall notify the student of its decisionwhich will be determined by majority vote.With regard to the academic deficiencies set forth in items 1–3above, after the hearing, the committee may refer the matter back<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>to the dean, it may place or continue the student on probationsubject 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 consideracademic performance, potential for academic success, and theextent to which extenuating circumstances interfered with academicperformance. With regard to the conduct set forth in items4–5 above, after the hearing, the committee shall decide firstwhether there is clear and convincing evidence that the studentdid engage in the alleged conduct. If the committee so finds, itmay place the student on probation under conditions and fora length of time it shall specify, it may order suspension fromthe university under terms and conditions it shall specify, or itmay order dismissal from the university. In reaching this determination,the committee shall consider the seriousness of theconduct, potential for improved behavior, and the extent to whichextenuating circumstances contributed to the conduct.AppealA decision of the committee may be appealed by filing a writtenpetition with the dean of the school within ten days after the studentis notified of the decision. In the petition, the student shouldstate in full the facts and arguments in favor of the appeal. Thedean will issue a written decision in the matter. The standard ofreview on appeal is whether, based on the facts presented to thecommittee at the time of the hearing, the decision was reasonable.In cases arising under items 1–3 above, the student may appeal thedecision of the dean by filing a notice with the provost within tendays after the student is notified of the dean’s decision. The provostwill review the school’s academic standards committee’s decision,the petition to the dean, and the dean’s decision. Great deferencewill be given to the dean, and the decision will be modified only ifit is found to be an abuse of discretion. The decision of the provostis final. In cases arising under items 4–5 above, the decision of thedean may be appealed by filing a notice with the provost within tendays after the student is notified of the dean’s decision. The provostwill review the school’s academic standards committee’s decisionand make a recommendation to the president of the university.The president will issue a written decision in the matter which willbe considered a final decision by the university. Great deferencewill be given to the deans, and the decision will be modified only ifit is found to be an abuse of discretion.ReinstatementA student dismissed for reasons set forth in items 1–3 abovemay petition for reinstatement to the same degree program afterone year. If dismissed, the student may apply for admission at anytime to another degree program. The petition shall state in fullthe circumstances of the dismissal and the actions taken by thestudent to correct the condition(s) that led to dismissal from theuniversity.PlagiarismPlagiarism is the presentation of words, ideas, or views of someoneelse as if they were one’s own. Plagiarism is intellectual dishonestyand, as such, is a serious academic offense. The potential penaltiesrange from an unsatisfactory grade in the course (an F or NC), aletter of sanction placed in the student’s permanent academic file,or even dismissal from the university.<strong>General</strong> Information 13
<strong>General</strong> InformationLeave of AbsenceMatriculated students are expected to maintain regular (continuous)enrollment in their program. Students who find it necessary notto enroll for one or more terms must complete a Petition for Leaveof Absence. This form is available in the registrar’s office and on theuniversity’s website. Leaves of absence may be granted for up tofour terms, whether consecutive or non-consecutive, including anyterm in which a student enrolled in but withdrew from all courses.Students are responsible for obtaining approval of the leave ofabsence as well as withdrawing from courses if necessary.Withdrawal from courses must be done via an Add/Drop Form;course withdrawals are not done automatically upon approval ofthe leave request.Non-attendance for one or more terms without an approved leavemay impact the student’s matriculation or residency status at theuniversity. Students who are absent without an approved leave orwho are absent for a term beyond the approved leave will be requiredto apply for readmission before enrolling in further coursework.Such students are subject to those admissions requirementsin place at the time of reapplication and are not automaticallyawarded credit for prior coursework upon readmission.Students who receive financial aid are strongly advised to contactthe financial aid office before requesting a leave of absence todiscuss the impact of the leave on financial aid eligibility and loanrepayment status. <strong>General</strong>ly, leaves of absence are treated as withdrawalsfor federal financial aid purposes and may cause federalloans to enter repayment status.Students should also consult the Readmission section in the frontof this catalog.Graduation RequirementsAll degree and certificate candidates are required to file a Petitionfor Degree or Petition for Certificate and pay the required fee. Petitionsmust be filed by the date specified in the following pages.All financial obligations to the university must be paid in full. Inaddition, students must complete the requirements in the followingtable, the additional requirements following the table, and allprogrammatic requirements as indicated in the university’s catalog.Although many administrative and faculty advisors are readyto help students in planning and checking the progress of theirdegree program, the final responsibility for completing all degreerequirements rests with the student.<strong>General</strong> Graduation Requirements by Program LevelBachelor’sDegreeMaster’sDegreeDoctor ofPsychology(PsyD)JurisDoctor(JD)CertificatesA minimum of 180 acceptablequarter units must be completed,of which at least 54 must be inupper-division courses.Varies by programA minimum of 180 acceptablequarter units must be completed.Successful completion of 84 unitsof study in accordance with theprescribed curriculum and incompliance with the residencyrequirement of the Committee ofBar Examiners of the State Bar ofCalifornia including a minimumof 68 units of numerically gradedcoursework. Successful completionof all required courses.Varies by programAt least 36 of the last 45 units must be completed in residence(i.e., once 135 units have been accumulated, only nine additionalunits may be transferred into a degree program). Unitstransferred from another institution or earned through CLEP,AP, DSST, or CBA do not fulfill residency requirements.The final course and the thesis, project, or master’s examinationmust be completed in residence. At least 70 percent ofthe work required for a master’s degree must be completedin residence at the university. Some programs may require aresidency greater than 70 percent. Refer to the program-specificsections of the catalog for the number of units requiredin residence at the university. Transfer credit is not permittedinto the Linked MA Sport Psychology/PsyD programs.Once admitted to a doctoral program, all requirements mustbe completed in residence. Refer to the program-specific sectionsof the catalog for the number of prior units which mightbe considered for transfer. Transfer credit is not permittedinto the Linked MA Sport Psychology/PsyD programs.Completion of the final two semesters of law study in residenceat <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> School of Law.Students enrolled in a certificate program must complete allcourses in residence.An overall grade-point average ofat least 2.0 must be achieved in allcoursework including transfer workprior to fall 2006.A minimum grade of C is requiredfor each course applied to a master’sdegree. An overall grade-point averageof at least 3.0 must be achieved in allwork for the declared master’s degree.A minimum grade of B- is requiredfor each course applied to the doctoraldegree. An overall grade-point averageof at least 3.0 must be achieved in allwork for the declared doctoral degree.Achievement of a cumulative gradepointaverage of 70.0 or higher in allnumerically graded courses and fulfillmentof all conditions imposed by theAcademic Standards Committee.An overall grade-point average ofat least 2.0 must be achieved in allwork completed for an undergraduatecertificate. A minimum grade of C isrequired for each course applied to agraduate certificate. An overall gradepointaverage of at least 3.0 must beachieved in all work completed for agraduate-level certificate.14 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> InformationBachelor’s DegreesAll candidates for a Bachelor of Arts or Bachelor of Sciencedegree from <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> must complete the followingrequirements.Major, Core, or TrackAll the requirements of an undergraduate major, core, or trackmust be satisfactorily completed. A minimum grade of C isrequired in all letter-graded courses applied to the major, core,or track. The CR/NC grading option may not be exercised forletter-graded courses applied to the major, core, or track; however,courses offered only on a CR/NC grading basis may be included.Competency AreasAll requirements for demonstration of competence in specifiedareas must be satisfactorily completed. Requirements are indicatedin the Bachelor of Arts and the Bachelor of Science programdescriptions in the School of Education and Liberal Arts and theSchool of Management sections of the catalog.<strong>General</strong>-Education BreadthThis group of requirements applies to all baccalaureate studentsexcept those in the BFA program. BFA students should consult theBFA program requirements located within the School of HolisticStudies.All requirements for lower- and upper-division general-educationbreadth must be satisfactorily completed. Upper-division requirementsare indicated in the BA and the BS program descriptionsin the School of Education and Liberal Arts and the School ofManagement sections of the catalog.Courses taken to fulfill the general-education breadth requirementscannot be used to satisfy a requirement of the major, core,or track. Consult the registrar’s office for appropriate use of anycourses in lower- and upper-division general-education breadthareas.Students must complete 45 units in lower-division generaleducationbreadth. Some upper-division courses offered by theSchool of Education and Liberal Arts may be applied to the lowerdivisiongeneral-education breadth requirements. The list ofapproved courses is available from the School of Education andLiberal Arts and the registrar’s office.Applicants to JFKU BA and BS degree programs will be consideredto have fulfilled all lower-division general-education breadthrequirements provided either of the following is true:• Applicant has a BA or BS degree from a regionally accreditedcollege or university (or the equivalent) or• Applicant has a California AA or AS degree.Applicants who have other degree titles—or who are applying toother degree titles—will not receive a blanket waiver for lowerdivisiongeneral-education breadth. These students are eligibleto apply to JFKU baccalaureate programs, but their credits willbe transferred on a course-by-course basis. After transfer creditis awarded, these applicants must satisfy all remaining generaleducationbreadth requirements.Lower-division requirements are outlined below:Composition. Nine units of composition. Up to three of thosenine 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 physicaland life sciences.Humanities. Twelve units chosen from courses in at least twoof the following areas: the arts (theory, history, or literaturepertaining to the arts), literature, philosophy, religion, humanities(interdisciplinary courses combining the previous four areas), andforeign languages.Social Science. Twelve units chosen from courses in at least twoof the following areas: cultural anthropology, cultural geography,economics, history, political science, psychology, social science,and sociology.Credential ProgramsRefer to credential requirements in the School of Education andLiberal Arts.Individualized ProgramsIn addition to the academic majors outlined in the sections onspecific degree programs, a student may be permitted to designan individual program of study. Such individually designedprograms are intended for mature students with well-defined,unique educational goals. The program may be an individuallyplanned specialization within a school of the university or a crossdisciplinaryconcentration integrating courses from more thanone school.Any student who wishes to undertake an individualized programshould prepare a written proposal that includes the followinginformation:• A rationale for the proposed program,• An outline of the proposed program with a list of coursesto be undertaken and a statement indicating how thesecourses form an organic program of study,• A statement of how comprehensive knowledge of thesubject area will be demonstrated (e.g., thesis, researchproject, master’s examination),• The proposed degree title, and• A list of two or more faculty who will be directly responsiblefor supervising the entire program.The student must obtain approval of the proposal from the supervisingfaculty, 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). Thestudent undertaking an individualized program must satisfy all ofthe university requirements for a bachelor’s or a master’s degree.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>General</strong> Information 15
<strong>General</strong> InformationOther InformationGraduation and CommencementA student is graduated on the next available date from when theregistrar’s office is notified that all degree or certificate requirementshave been completed. (Note that the petition itself is oneof the graduation requirements.) Degrees and certificates arenever backdated. A commencement ceremony is held each June tohonor students who have completed degree, certificate, or credentialprogram requirements during the academic year or who willbe completing requirements during the summer.Petition for Degree or CertificateDegrees and certificates are not awarded automatically uponcompletion of scholastic requirements. To be considered as acandidate for a degree or certificate, students must file a Petitionfor Degree or Petition for Certificate form to the registrar’s officeaccompanied by the appropriate non-refundable fee. Petitionsmust be on file before a degree or certificate will be awarded.Petition deadlines for all programs except Doctor of Psychologyare January 15 for June and September graduation; July 15 forDecember graduation; October 15 for March graduation. Thepetition deadline for the PsyD program is February 15 of the yearprior to beginning the internships.Review of Student RecordsUpon receipt of the petition, the registrar’s office will review thestudent’s records and notify the student of any remaining requirementsto be completed for the degree or certificate.Awarding of the Degree or CertificateAt the end of the quarter/semester of anticipated completion, asstated on the petition, the student’s records will be reviewed toverify completion of all requirements. If all requirements havebeen completed, the awarding of the degree or certificate willbe posted on the transcript and the student notified. Degreesor certificates will be dated as of the Monday after the last dayof the quarter/semester in which all requirements have been met.Students who have not fulfilled all requirements will be notified.Diplomas or CertificatesDiplomas or certificates are printed after all requirements havebeen completed and the degree or certificate has been postedon the transcript. They are mailed to the address of recordapproximately three months after the degree or certificate hasbeen awarded. Diplomas and certificates are printed using thestudent’s legal name on record. Students wishing a different nameon their diploma or certificate must file an official name changewith the registrar’s office prior to the issuance of the diploma orcertificate.Petition for Credential ProgramsA student must apply for credential program completion certificationby submitting a Petition for Credential Program CompletionCertification form to the registrar’s office and paying the appropriatefee. Petition deadlines are January 15 for June or Septembercompletion, July 15 for December completion, and October 15 forMarch completion. Upon receipt of the petition, the registrar’soffice will forward it to the credential analyst in the university’sdepartment of education.At the end of the quarter of anticipated completion as stated on thepetition, 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 studentis recommended to the California Commission on TeacherCredentialing for the credential. The credential analyst will alsonotify the registrar’s office that credential program completionshould be noted on the student’s transcript.Recognition of Academic HonorsUndergraduate StudentsStudents who demonstrate exceptionally high academic scoresare eligible for graduation honors. Academic honors are postedto the diploma and final transcript when the student’s degree isconferred. Graduation honors are based upon all courses appliedtoward the bachelor’s degree and are determined according to thefollowing table:HonorMinimum GPA________________________________________________________________Summa Cum Laude 3.85+________________________________________________________________Magna Cum Laude 3.75–3.849________________________________________________________________Cum Laude 3.50–3.749Students who are not eligible for graduation honors may be eligiblefor honors in the major instead. Only students whose cumulativeGPA is below 3.50 are eligible for honors in the major. To receivehonors in major, the student’s major GPA, which is computed asthe grade-point average of courses in the major program, must be3.60 or higher.Graduate StudentsGraduate students do not receive honors based on grade-pointaverage; however, each school selects an outstanding student tohonor at commencement (see below).Graduation with Honors for the School of LawStudents who have completed their degree requirements, havecompleted at least 39 of the 56 required numerically graded unitsin residence at the School of Law, and who have taken no morethan 17 terms (including summers) to complete their degreerequirements are eligible for graduation with honors as follows:HonorMinimum GPA________________________________________________________________Summa Cum Laude 88+________________________________________________________________Magna Cum Laude 85–87.99________________________________________________________________Cum Laude 83–84.99Academic honors will be posted on the students’ transcripts anddiplomas.Commencement CeremonyThe ceremonial recognition of graduation is a very specialoccasion at the university. Graduating students and prospectivegraduates who meet the requirements listed in the policiesbelow are encouraged to participate in this June event. Students16 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> Informationwho meet the following criteria are eligible to participate inthe commencement ceremony:• Prior fall and winter graduates,• Students who are completing all requirements as ofspring quarter or semester,• Students who have six or fewer quarter or four semesterunits to complete in summer.Students must also fulfill the master’s/doctoral examinationor thesis/master’s/doctoral dissertation project requirements ifrelevant to their degree programs. Students in programs requiringa master’s examination must either have passed the exam or bescheduled to take it during summer quarter. Thesis and doctoraldissertation students must have the rough draft of the thesis ordissertation project approved by May 15.Awards at the Commencement CeremonyOutstanding Student AwardAt the request of the president of the university, each schoolselects a student to honor at commencement who best exemplifiesacademic excellence, service to their school or the university, andservice to the community. Due to the high regard in which they areheld, these awards are the only awards presented to students at thecommencement ceremony.The Founding President Harry L. MorrisonDistinguished Teaching AwardA citation and monetary gift is given to honor the memory ofDr. Morrison, founding president of the university. The awardrecognizes special dedication to the university and its students andis made to the faculty member who best exemplifies excellence inteaching and creativity in the classroom as well as in program andcurriculum development and contribution to the enhancementand development of the faculty member’s field of study.TranscriptsStudents may obtain <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> official transcriptsby providing a written request that gives name, student IDnumber or social security number, current address, major, dates ofenrollment, degrees/certificates awarded, name on transcript (ifdifferent from current name), address to which the transcripts areto be sent, and any special instructions (e.g., holding for currentgrades or degree posting). Transcript Request Forms are availablein the registrar’s office and online. All transcript requests mustbe signed and accompanied by a $6 fee for each transcript. Rushtranscripts will be sent within one working day following receiptof request for a fee of $12. Rush processing cannot be guaranteedduring registration periods.A transcript is issued only if all financial obligations to theuniversity have been paid in full. Unofficial transcripts will not beissued to students. Transcripts are never faxed.Transferability of JFK <strong>University</strong> CoursesEach institution has its own policies for transfer credit and studentsare advised to contact the receiving institution to determinetransferability of JFKU coursework. JFKU courses taken credit/nocredit may not be accepted by other institutions.Unit CreditUnits described throughout this catalog, excluding law, are quarterunits (credits). The university subscribes to the national standard<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>for student workload, which is a minimum of 500 seat minutes perquarter unit of credit.The School of Law is on the semester system. One and one-half(1.5) quarter units equal one semester unit (credit).Academic TermThe university’s academic year, other than the School of Law, isdivided into four 11-week quarters, which include ten weeks ofinstruction and one week of final examinations. For financial aidpurposes, an academic year is defined as a minimum of threequarters of enrollment.The Counseling Psychology program offered on the Berkeley campusmeets in five academic sessions each year. However, contactand content is structured so that each course awards credit fullyequivalent to the university’s academic quarters.Fall and spring semesters for the School of Law are 18 weeks induration, which includes 15 weeks of instruction, a one-week readingperiod, and two weeks for final examinations. Summer sessionis 11 weeks in duration, which includes a three-day reading periodand four days for final examinations.Full-Time Unit LoadFull-time load is defined as 12 units per quarter for undergraduates;nine units per quarter for students in master’s degree, PsyD,or graduate certificate programs; and six units per semester forlaw students.AttendanceStudents are expected to attend all class meetings of courses inwhich they are enrolled and comply with attendance requirementsspecified in the course syllabus. Excessive unexcused absencesmay affect the course grade.Non-Degree StudentsMost courses are open to non-degree students. However, theapproval of the instructor or school dean may be necessary toregister for some courses including courses that are part of acertificate program. Refer to the Admission section in the front ofthis catalog for information regarding application as a non-degreestudent.AuditorsMany courses offered by the university may be taken withoutacademic credit. Auditors may participate in class discussionand activities, but do not complete written assignments or takethe final examination. Audited courses are not recorded ontotranscripts. Audited units are not counted in financial aid awarding.Class schedule information (available on the university’swebsite) indicates courses that may be audited by includingan A in the grading criteria code. If the grading criteria does notinclude an A, written permission from the dean or departmentchair is required.Auditors do not pay student association fees and are not consideredmembers of the Student Association nor are they viewedas students for employment purposes. Auditing a course doesnot fulfill the requirement of being in attendance in a degree orcertificate program.<strong>General</strong> Information 17
<strong>General</strong> InformationStudent ServicesAcademic CounselingStudents admitted to a degree or certificate program are entitledto formal academic counseling. Counseling appointments may bescheduled with a faculty advisor by contacting the appropriateschool. The registrar’s office will assist faculty advisors and isavailable to answer questions about transfer credit, residencyrequirements, and degree audits.Academic Support CenterThe <strong>John</strong> F. <strong>Kennedy</strong> academic support center’s mission is tofoster academic achievement by providing the necessarysupport to ensure undergraduate- and graduate-level students’success both at the university and in their subsequent professionalcareers. Through one-on-one instruction and quarterly workshops,the center offers students free assistance with study skillssuch as reading strategies, time-management tools, criticalinquiry, and research methods as well as with every stage of thewriting process—brainstorming, planning, drafting, revising,and documenting research. Appointments tailored to students’specific needs are available Monday through Saturday—on-site,via eMail, by fax, or by phone (note: specific hours vary quarterly).The center also offers a semiannual academic skills review (infall and spring quarters) and an intensive one-day interactiveworkshop designed specifically for incoming students. Unlikemany other higher-education writing centers that are staffedby students, the center is staffed by trained writing instructorswho have extensive classroom teaching experience and advanceddegrees.Alumni AssociationThe alumni association is comprised of all <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> graduates. The association provides a lifelong linkbetween alumni and the university. The association’s mission isto have as many alumni as possible serve as volunteers to foster theadvancement of the university. The association’s work is overseenby a council made up of alumni representing each of the schools.Career CenterThe JFK <strong>University</strong> career center is a resource for universitystudents, staff, alumni, and the public offering low-cost individualcounseling, workshops, and other services for career planning andmanagement. The center’s resource library contains informationon careers, labor market trends, potential employers, job-searchstrategies, and career-specific Internet job resource lists. Joblistings, for both part-time and full-time positions, arereceived daily. Use of the career resource center, access to joblistings, and use of computers for conducting a job search on theInternet are free. The center also offers workshops and writtenmaterials geared toward meeting the career-related needs of JFK<strong>University</strong> students and alumni.The career center is an integral part of the Master of Arts in CareerDevelopment program. Career counseling sessions are offeredby 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 withcareer counseling. Call the center for additional information andtheir current hours.ConductEnrolled students assume the obligation of conducting themselvesin a manner compatible with the university’s function as aneducational institution. Conduct incompatible with the normaloperation of the university or detrimental to the best interests ofother students in attendance will be sufficient cause for dismissal.Conflict ResolutionIt is the policy of the university to encourage students to resolvemisunderstandings or disagreements directly with the facultyor staff members involved. If such discussions do not produce asatisfactory outcome for the student, a review process is available.Procedures for conflict resolution are available in the registrar’soffice.Continuing and Extended Education<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>’s continuing and extended education(CEE) department provides non-academic programs of superiorquality that connect the university with the diverse needs ofalumni and surrounding communities.CEE provides courses for mental health professionals and registerednurses who must keep pace with the rapidly changingdemands within the fields of psychology and health care. Whetherthe student is fulfilling licensing or continuing education requirements,building new skill sets in an area of expertise, or lookingto take on a new career opportunity, CEE courses present a rareblend of practice and theory. CEE also offers focused certificateprograms which are designed to increase the student’s knowledgelevel in a particular subject matter.In addition, CEE sponsors a unique variety of professionaldevelopmentand personal-interest activities that emphasizeand reflect the distinctiveness of JFK <strong>University</strong>. CEE’s extendededucation programs are designed to meet the needs of educators,18 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> Informationlawyers, business professionals, and community members. Theseprograms are innovative in scope and provide adult educationopportunities that transcend the classroom. All CEE coursesand programs are taught by university-level instructors who areleading-edge practitioners and scholars in their respective areas.The CEE department is accredited by the American PsychologicalAssociation, the California Board of Behavioral Sciences, theCalifornia Board of Registered Nursing, the National Board ofCertified Counselors, the California Association of Alcoholismand Drug Abuse Counselors, and the State Bar of California.Continuing education (CE) or extension (X) courses cannotbe applied toward an academic degree or academic certificateprogram.For more information, contact the continuing and extendededucation office at:JFKU Continuing and Extended Education100 Ellinwood Way, Suite S205Pleasant Hill CA 94523-4817(925) 969-3150(800) 557-1384fax: (925) 969-3155Campus CrimeThe university will provide upon request all campus crimestatistics as reported to the U.S. Department of Education,http://www.ope.ed.gov/security. To request this information,contact the office of institutional research at (925) 969-3403 orvisit the website at http://www.jfku.edu/crimestats.Students with DisabilitiesThe office of disability services for students (ODS) supportsstudents with disabilities through equal access, empowerment,advocacy, resources, collaboration, and outreach. In additionto providing services and accommodations that allow studentswith disabilities to fully participate in all of the programs offeredon campus as mandated by state and federal laws, ODS worksclosely with faculty and staff to provide disability representation,information, diversity, and awareness throughout the universitycommunity.Students with disabilities who may require accommodationsor auxiliary aids should contact ODS early on to schedule anintake appointment. All accommodations, services, and useof auxiliary aids are determined on an individual basis and mustbe supported by sufficient documentation. Some examples ofaccommodations include note-taking assistance, testing accommodations(e.g., extended time, reduced distraction environment),assistive technology such as voice-recognition software, accessiblemedia (e.g., books on tape or electronic text), and sign languageinterpreters.Discrimination and Harassment<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> does not discriminate on the basis ofrace, color, national origin, religion, age, marital status, gender,sexual orientation, veteran status, or disability. The universityis committed to providing an environment that is free of all discriminationand harassment. In keeping with this commitment,the university maintains a strict policy prohibiting discriminatorybehavior and sexual, verbal, physical, and visual harassment.A student who believes he or she has been harassed or experienceddiscrimination should promptly report the facts to the dean ofthe school, who will investigate such claims and take appropriateaction.Drug and Alcohol Policy<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> has a vital interest in ensuring asafe and healthy environment for its students and employees.The university is aware that one of the greatest problems facingsociety is the abuse of drugs and alcohol. The university’s drugfreeawareness program has been established to promote thewell-being of the university community.Controlled SubstancesThe unlawful manufacture, distribution, dispensing, possession, oruse of a controlled substance on university premises, in universityvehicles, or while engaged in university activities is prohibited.Participation in <strong>University</strong> ActivitiesAll students are advised that full compliance is a condition to participatein university offerings and activities.Sanctions for ViolationAny student who violates this policy is subject to immediate disciplinaryaction up to and including dismissal from the university.<strong>University</strong> action will be taken independent of action by outsideagencies.A copy of the legal sanctions under federal and state law forunlawful possession or distribution of illicit drugs and alcohol isavailable in the registrar’s office.Drug-Free Awareness ProgramTo comply with federal regulations, <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>has adopted a referral program for students, staff, and faculty. Theprogram is designed to facilitate treatment of drug and alcoholdependencies. While the university does not have a treatmentprogram, it does have extensive referral lists. For a confidentialreferral, contact the office of human resources, located on thePleasant Hill Campus.Fire PreventionIn the interest of fire safety, the university prohibits any openflames, lit matches or lighters, or the burning of candles inside anyuniversity facility.Health InsuranceA student health insurance policy is available through SentryLife Insurance Company. A brochure is available in the registrar’soffice.HousingThe university has no dormitory facilities.<strong>General</strong> Information 19
<strong>General</strong> InformationLibrariesThe JFKU library system consists of the central Robert M.Fisher Library in Pleasant Hill and its branches on the Berkeleyand Campbell campuses. The law and career center libraries arealso located on the Pleasant Hill campus. All library holdings maybe searched via the library website (http://library.jfku.edu).The collections of the university’s libraries number more than100,000 volumes, 1,000 print and 10,000 electronic journal subscriptions,and 50 online databases. The libraries collect materialsin print, audio, video, and electronic formats. Media viewing andlistening stations are available at each campus.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> students with valid student identificationcards issued by the registrar’s office may borrow materialsfrom all circulating libraries. Currently registered students alsohave Internet access to the library databases. <strong>University</strong> alumnihave borrowing privileges and may search electronic databaseson site. Members of the public are welcome to access libraryresources on site on a fee basis. Please see the website for up-todateinformation about hours of operation, contacts, locations,and circulation policies.Reference assistance and research instruction are available byappointment or on a drop-in basis. In addition to formal libraryresearch course offerings, course-related workshops are providedby faculty request. Guides to library research methods andresources are available in print and on the library website; checkhttp://library.jfku.edu for more information.Changes of Name or AddressStudents are responsible for filing a Change of Name/Address Formin the registrar’s office if name, residence, phone number, or eMailaddress has changed since last registration.Name change requests must be accompanied by a copy of one ofthe following: court order, marriage certificate, dissolution decree,social security card, or driver’s license.Peer AdvisingPeer advising, sponsored by the student association, is a studentinformation and support service run by students for students.Peer advising offices are located on the Pleasant Hill and Campbellcampuses. All students are invited to come by and meet the peeradvising staff.SmokingIt is university policy to respond to the concerns of nonsmokerswho want to be protected against passive smoke as a health hazard.Smoking is not permitted at any time inside university facilitiesor within 20 feet of any entrance.Student AssociationThe purpose of the student association is to enhance the quality ofstudent life by making every student’s experience at JFK <strong>University</strong>pleasant and positive. The nominal fee charged each term enablesthe student association to publish the student newsletter and fundthe peer advising program and school-based graduation celebrationsas 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 Regentsand serve on various university-wide committees.Student Photo Identification CardsStudent ID cards are distributed by the registrar’s office at thetime of registration. The cards serve as student identification for avariety of on-campus services, including the library and computerlabs, and must be updated each year for a student to have libraryborrowing privileges.Textbooks and Course MaterialsTextbooks and related course materials (called coursepacks)are available through the university’s virtual bookstore,MBSDirect. Students can access MBSDirect by visitinghttp://direct.mbsbooks.com/jfku.htm. Links to MBSDirect arealso available from the university’s website.Family Educational Rights and Privacy ActThe Family Educational Rights and Privacy Act of 1974 (FERPA)affords students certain rights with respect to their educationalrecords. These rights include:• The right to inspect and review the student’s educationrecords within 45 days of the day the university receives arequest for access. (A list of the records that may not bereviewed by a student is available in the <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> Policy and the Family Educational Rights andPrivacy Act of 1974, expanded version, a copy of which maybe obtained in the registrar’s office, Pleasant Hill; the Schoolof Law, Pleasant Hill; and at the student services office,Campbell.)Students shall submit to the registrar, dean, head of theacademic department, or other appropriate official, a writtenrequest that identifies the record(s) they wish to inspect.If the records are not maintained by the university officialto whom the request is made, that official shall advise thestudent of the correct official to whom the request shouldbe addressed.The university official responsible for the records will makearrangements for access and notify the student of the timeand place where the records may be inspected.• The right to request the amendment of the student’s educationrecords that the student believes is inaccurate.Students may ask the university to amend a record that theybelieve is inaccurate. They should write the university officialresponsible for the record, clearly identify the part of therecord they want changed, and specify why it is inaccurate.If the university decides not to amend the record, theuniversity will notify the student of the decision in writingand advise the student of his or her right to a hearing.after the hearing, if the university still decides not to amendthe record, the student has the right to place a statement withthe records setting forth his or her view about the contestedinformation.20 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> Information• The right to file a complaint with the U.S. Department ofEducation concerning alleged failures by <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> to comply with the requirements of FERPA.The name and address of the office that administersFERPA is:Family Policy Compliance OfficeU.S. Department of Education400 Maryland Avenue SWWashington DC 20202-5920The university may disclose, without consent, directory information.At JFK <strong>University</strong>, directory information includes thefollowing:• Name, address, eMail address, and telephone number(s)• Major field of study• Period of enrollment• Awards and degrees received from JFK <strong>University</strong>• Current enrollment status—full-time/half-time.<strong>General</strong>ly, the university must have written permission from thestudent in order to release any information, other than directoryinformation, from a student’s education record. However, FERPAallows schools to disclose student records without consent to thefollowing parties or under the following conditions:• To personnel within the university who maintain educationalrecords and those with a legitimate educational interestincluding faculty or staff who deal with the student and carryout education duties and employees designated by them toassist in these tasks. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> defines“legitimate educational interest” as “needs the record(s)to carry out employment responsibilities.” Therefore, anyuniversity employee (or person acting on behalf of theuniversity) may have access to student records without thestudent’s written consent if that person needs the accessto carry out his or her employment responsibilities.• Other schools to which a student is transferring;• Specified university officials or contracted agents for auditor evaluation purposes;• Appropriate parties in connection with financial aid to astudent;• Organizations conducting certain studies for or on behalfof the university;• Accrediting organizations;• Appropriate parties in compliance with a judicial order orlawfully issued subpoena; and• Appropriate officials in cases of a health and safetyemergency.It is JFK <strong>University</strong>’s policy to release official transcripts only uponthe written and signed consent of the student and upon paymentof the fee for each. To protect each student, a record is kept for oneyear of transcripts issued and of any persons or institutions (otherthan JFK <strong>University</strong> officials) which have, upon student consent,been granted access to the student’s records.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>General</strong> Information 21
<strong>General</strong> InformationFinancial PoliciesTuition and FeesTuition and fees are charged as indicated and are subject to changewithout notice. All tuition charges are per unit unless otherwiseindicated. Tuition is payable by check, MasterCard, and Visa andis due in full at the time of registration. Checks should be madepayable to <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>. A $27 fee is assessed forchecks returned because of insufficient funds.Tuition is refundable on a percentage basis according to thedates published by the registrar’s office. (Refer to the Registrationsection in this catalog.) <strong>General</strong>ly, fees—including course materialsfees—are non-refundable. Students expecting to drop coursesor to seek a refund of tuition or fees should consult with theappropriate offices beforehand.TuitionAmount_______________________________________________________________________UndergraduatePer quarter unit_______________________________________________________________________Bachelor Completion Degrees, Pleasant Hill $ 340_______________________________________________________________________BFA Berkeley 375_______________________________________________________________________Campbell 355_______________________________________________________________________GraduatePer quarter unit_______________________________________________________________________arts & Consciousness courses $ 525_______________________________________________________________________Campbell 525_______________________________________________________________________Education, Campbell 320_______________________________________________________________________Field Placement, Pleasant Hill 570_______________________________________________________________________MBA 495_______________________________________________________________________Museum Studies 525_______________________________________________________________________Post Master’s 525_______________________________________________________________________Master’s Degrees, Pleasant Hill 475_______________________________________________________________________Teaching Credential MAT 440_______________________________________________________________________Doctorate 610_______________________________________________________________________PsyD Internship Fee 165_______________________________________________________________________Law SchoolPer semester unit_______________________________________________________________________law courses $ 685_______________________________________________________________________law Audit 235_______________________________________________________________________Law Alumni Audit 85_______________________________________________________________________Other Tuition ChargesPer quarter unit_______________________________________________________________________Credit by Assessment, per unit $ 235_______________________________________________________________________all Other Audit 155_______________________________________________________________________all Other Alumni Audit 60FeeAmount_______________________________________________________________________Application—_______________________________________________________________________Bachelor’s/Master’s Degree programs $ 55_______________________________________________________________________Doctoral/JD Programs 80_______________________________________________________________________Non-Degree/Certificate 35_______________________________________________________________________Application to Linked Programs 35_______________________________________________________________________Change in Registration—_______________________________________________________________________Add/Drop process, per transaction 22_______________________________________________________________________Competency Exams, per exam 20_______________________________________________________________________Deferred Payment—_______________________________________________________________________Set-up, per term 45_______________________________________________________________________Late Payment Charge, per missed payment 26_______________________________________________________________________Late Registration—Initial registration after date specified_______________________________________________________________________in registration schedule (per term) 100_______________________________________________________________________Adding a course after the second meeting (per course) 70_______________________________________________________________________Adding a course after term has ended (per course) 185_______________________________________________________________________Petitions to Graduate—_______________________________________________________________________Certificate/Credential Program Completion 40_______________________________________________________________________Degree, Bachelor’s 115_______________________________________________________________________Degree, Master’s/Doctoral/JD 145_______________________________________________________________________Student Activities Fee—_______________________________________________________________________Per quarter 11_______________________________________________________________________Per semester 14_______________________________________________________________________Technology Fee 1 —_______________________________________________________________________Per quarter 45_______________________________________________________________________Per semester 60_______________________________________________________________________Transcript, per copy—_______________________________________________________________________Regular 6_______________________________________________________________________Rush 12_______________________________________________________________________Library Use Fees (personal use)—_______________________________________________________________________Fisher Library (per quarter) 60_______________________________________________________________________Law Library (per semester) 60_______________________________________________________________________tuition Waiver (per term) 15_______________________________________________________________________law Exam Fee, annual 55_______________________________________________________________________law Exam Re-scheduling Fee, per exam 115_______________________________________________________________________PsyD Comprehensive Exam 95_______________________________________________________________________PsyD Dissertation Fee 70_______________________________________________________________________Returned Check Charge 27_______________________________________________________________________Replacement Diploma 451Effective winter 2008, the technology fee will be charged to students on all campuses including Campbell.Deferred Payment of TuitionStudents may be permitted to defer payment. Due dates fordeferred payment are established by the accounting office.Students are only conditionally registered until the request fordeferment is approved. Approval is not automatic; students arenotified if the deferment is not approved.A $45 deferred payment fee is charged for this service and a latepenalty of $26 per payment is charged for payments made beyondthe deferred payment deadlines. A Deferred Tuition Agreementand Promissory Note must be filed with the accounting office.Withdrawing from classes does not relieve the student from theobligation for full payment of deferred tuition. All accounts mustbe paid in full prior to registration for the following term.22 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> InformationRefund Policy<strong>University</strong> fees are non-refundable, regardless of when the studentdrops the course. Course fees are refundable unless the courseschedule indicates otherwise.Tuition is refundable according to the length of the course and thedate the registrar’s office is notified of the drop. Note that it is thestudent’s responsibility to visit or speak with the registrar’s officeto effect a drop. Consult the table in the Registration section of thiscatalog for additional information.Financial AidFinancial aid regulations change frequently. Students should checkwith the financial aid office for the latest information. Financial aidis available to any students who are permanent residents of theU.S. or certain Pacific Islands and any other eligible noncitizens(individuals who can provide documentation from the UnitedStates Citizenship and Immigration Services (USCIS) that they arein the United States for other than a temporary purpose with theintention of becoming a citizen or permanent resident). Studentsshould contact the financial aid office for specific requirementsregarding citizenship.The financial aid office provides financial assistance in the form ofloans, grants, and scholarships. Aid is intended to help studentswho, because of limited resources, would otherwise be unableto attend school, or who, with the aid, are able to take additionalcourses and graduate at an earlier date. The philosophy underlyingadministration of federally funded financial aid places primaryresponsibility for meeting educational costs on students and theirfamilies. As a result, most financial aid is available only to help fillthe gap between a student’s or family’s expected contribution anda student’s educational expenses.Students considering applying for financial aid are urged tocontact the financial aid office as eligibility for financial aidprograms is very individualized. Several booklets containingdetailed information about eligibility, procedures, and the financialaid programs available at the university are available from thefinancial aid office. Basic eligibility requirements include half-timeenrollment and enrollment must be in an eligible program. Inaddition, no prior student loans may be in default status.Grants and ScholarshipsGrants and scholarships are gifts of money that do not have to berepaid. These funds are extremely limited.Federal Pell Grants are federally funded entitlements for lowincomeundergraduates. Grant amounts range from $400 to $4,310per year and are prorated for half-, three-quarter-, and full-timeenrollment. 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 andpriority is given to students with extremely limited resources.Cal Grants A and B provide scholarship funds to undergraduatesto cover tuition, living expenses, and most fees. Cal Grant eligibil-ity is determined by the California Student Aid Commission andis based on grade-point average and student’s or parents’ financialneed.Assumption Program of Loans for Education (APLE) is a programthat assumes partial federal student loan repayment. It is forstudents enrolled in the teaching credential program at <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> scholarships are institutionally fundedawards for graduate and undergraduate students. Scholarshipsrange from $250 to $2,000 per year; they are designed to reducestudents’ reliance on loans and enable additional students toattend the university. Eligibility is based on extreme financialneed.Other grants and scholarships are periodically available from theuniversity and outside sources (e.g., private foundations). A binderwith all current scholarships is available in the financial aid office.A list of scholarship search websites is also available in the financialaid office and on the university website under the financial aidlinks. Scholarships currently available at the university include:• Joy Feinberg Scholarship (for museum studies students)• Olga Kendall Scholarship• Jacqueline <strong>Kennedy</strong> Scholarship• Management Scholarship• Marin Educational Foundation Scholarship• Soroptomist Training Award• Alice Walker ScholarshipFurther information regarding private sources of financial assistanceis available in the Fisher Library.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> welcomes contributions to theuniversity scholarship fund. All contributions are tax deductibleand may be sent to <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, Office of <strong>University</strong>Advancement, 100 Ellinwood Way, Pleasant Hill CA 94523-4817.LoansLoans are funds that must be repaid with interest. Students shouldcheck with the financial aid office for current information on loanlimits, interest rates, and terms.Federal Perkins Loans are five percent interest loans for graduateand undergraduate students. They are awarded by the financial aidoffice from funds consisting of a federal contribution, universitycontribution, and repayment from previous borrowers. MostFederal Perkins Loans range from $3,000 to $6,000 annually.Repayment begins nine months after graduation, withdrawal, orcessation of half-time enrollment. Repayment may take up to tenyears. Eligibility is based on unmet financial need. These funds areextremely limited.Federal Stafford Loans (subsidized and unsubsidized) are longterm,low-interest loans that are available from a bank, creditunion, or other financial institution. Both undergraduate andgraduate students are eligible for Federal Stafford Loans. Graduatestudents may borrow up to $20,500 per academic year; lowerdivisionundergraduates, up to $7,500 for the first academic yearand $8,500 for the second academic year; and upper-divisionundergraduates, up to $10,500 per academic year.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>General</strong> Information 23
<strong>General</strong> InformationSubsidized Stafford Loan repayment begins and interest startsto accrue six months after graduation, withdrawal, or cessationof half-time enrollment, and can take up to ten years. There areadditional repayment plans which may extend the repayment time.Interest charged on new loans is fixed at 6.8 percent. Eligibility isbased on financial need.The Unsubsidized Federal Stafford Loan was created for middleandhigher-income borrowers. With the exception of demonstratingfinancial need, the Unsubsidized Federal Stafford Loan hasthe same eligibility criteria as the regular Federal Stafford Loan.Family income or poor credit will not affect loan eligibility ordisqualify a student from obtaining an Unsubsidized FederalStafford Loan. Loan limits and interest rates are the same as thosefor the regular Federal Stafford Loan. Interest on new loans is fixedat 6.8 percent. Unlike Subsidized Stafford Loans, interest doesbegin accruing after the loan is disbursed.U.S. Department of Education regulations (Code of FederalRegulations §34CFR682.604g) requires all recipients of FederalStafford Student Loans (subsidized and unsubsidized) and FederalPerkins Loans to attend or complete an entrance interview priorto loan certification and an exit interview prior to graduation orwithdrawal from school. The exit interview includes informationon the average indebtedness of students, the average anticipatedmonthly repayments on the loan, and the options available tostudents for repayment and deferment of payment. Failure tocomplete an exit interview could result in a hold being placed onthe student’s diploma and academic transcripts.Application Forms and DeadlinesThe Free Application for Federal Student Aid (FAFSA) is used tocalculate eligibility for the Federal Perkins Loan, Federal Pell Grant,Federal Supplemental Educational Opportunity Grant (FSEOG),the <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> Scholarship, Stafford Loans, andCal Grants. The priority filing deadline for Perkins Loan, FSEOG,JFKU scholarship, or Cal Grant is March 2 for the followingacademic year. The Cal Grant application requires a separate GPAverification as well as filing of the FAFSA. Separate applicationforms are required for the Federal Subsidized Stafford Loan andthe Federal Unsubsidized Stafford Loan. Private aid requires separateforms. Students should contact the financial aid office withquestions regarding any applications for financial aid.• units that were transferred from another institution andaccepted by JFKU and• units from JFKU that were attempted for which the studentdid not receive any aid.The university complies with federal regulations to monitorstudent aid recipients’ academic progress toward a degree orcertificate in the following ways:QualitativelyThe financial aid office reviews students’ academic grades toensure they are consistent with requirements for receipt of adegree or certificate. Students must maintain a cumulativegrade-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 allgraduate courses during the period of linking if a studentis linking a bachelor’s program to a master’s program.• A score of 70.0 if a law student.QuantitativelyThe financial aid office reviews students’ academic records toensure they complete their program within a maximum timeframe.Because students at <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> pursue avariety of educational objectives, the number of units requiredfor completion will vary from program to program. A standardacademic year at <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> is defined as threeterms (either three quarters or three semesters). In order to beconsidered making quantitative satisfactory academic progress,however, all financial aid applicants and recipients must adhere tothe following guidelines:Unit Completion Ratio. Students must complete (receive creditfor or earn units in) at least 80 percent of all cumulative unitsattempted. The following marks are not considered unitssuccessfully completed: I, W, UW, AU, NC, F, NR.Students must apply each academic year to receive financial aid.Any student who knowingly submits incorrect, misleading, orincomplete information in applying for or receiving financial aidwill be subject to discontinuation of funds and may be subject todismissal from the university.Satisfactory Academic ProgressSatisfactory academic progress is defined as reasonable and timelyadvancement by students toward completion of their educationalgoal. All students who apply for federal, state, and most institutionalfinancial aid at <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> must maintainsatisfactory academic progress while receiving financial aid.The financial aid office at JFKU monitors academic progress atleast each term, monitoring all units attempted and completedincluding:24 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
<strong>General</strong> InformationMaximum Time Frame. Students will be ineligible for furtherfinancial aid when they exceed 150 percent of cumulative unitsattempted of their program length. Because of the time limit oneligibility, students are cautioned that excessive instances of withdrawals,incompletes, or repeated or failed courses may result infuture ineligibility for financial aid. For example, if a student isenrolled in a 60-unit program, he or she cannot receive federal aidfor more than 150 percent of the cumulative units, which, in thiscase, is 90 units (60 units x 150 percent = 90 units). Students arealso cautioned to be aware of limits on each student aid fund andnot to exhaust eligibility through slow progress.Financial Aid Probation/Disqualification. Any student who failsto meet the satisfactory progress standards for either GPA or unitscompleted percentage will be notified and placed on financial aidprobation for one academic year (three terms). Students are stilleligible to receive federal aid while on financial aid probation.By the end of the probationary period, the student’s cumulativeGPA and units completed percentage must meet the minimum:• 2.0 GPA for an undergraduate or for undergraduate coursescompleted during linking• 3.0 GPA for a graduate student or for graduate coursescompleted during linking• a score of 70.0 for law students.The student must also have completed at least 80 percent ofcumulative units attempted. That being the case, the studentwould have met the conditions of the probation and financial aidwould continue.When grades have been posted for the final term of the probationaryperiod, any student still failing to meet either the qualitativeor quantitative standards for satisfactory academic progress willbe disqualified from receiving further financial aid. In addition,students are granted only one probationary period. Once a studenthas used his or her probationary period and subsequentlyre-establishes eligibility, he or she will automatically be disqualifiedif he or she ever falls below the required minimums again.Students who are dismissed by the university become ineligible forfinancial aid and all aid will be immediately discontinued.Appeal Process. Any student who feels that unusual or mitigatingcircumstances contributed to his or her being placed on financialaid probation may file an appeal, along with appropriatedocumentation of the mitigating circumstances, to the directorof financial aid. Mitigating circumstances may include an illness,accident, or death in the family or other factors that are outsideof the student’s control. The Financial Aid Appeals Formis available in the JFKU financial aid office in Pleasant Hill. Thedirector of financial aid will review each appeal on a case-by-casebasis within 30 days upon receipt of the appeal. If the directorapproves the appeal, additional term(s) of probation may beoffered. If the appeal is denied, the student may submit an additionalappeal in writing to the financial aid appeals committee. Thecommittee will respond to the student, in writing, within 30 daysupon receipt of the additional appeal.Reinstatement. If, after a student has been disqualified fromreceiving federal aid, the student feels that he or she has improvedhis or her standing to comply within the financial aid academicstandards set above, the student may petition the directorof financial aid to have his or her financial aid eligibilityre-established from that point forward. Students may re-establisheligibility only one time.These policies are subject to federal, state, and institutional changewithout prior notice. The financial aid office will make everyattempt to advise students of impending change but cannot guaranteesuch notice. All students are subject 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 statestatute, regulation, or policy regarding student aid eligibility.Return of Title IV FundsReturn of Title IV funds is federally mandated policy that appliesonly to students who receive federal financial aid and who fullywithdraw, drop out, or are dismissed prior to completing 60percent of a term. Return of Title IV funds will be used to determinehow much aid, if any, must be returned to Title IV programs (federalStafford loans—subsidized and unsubsidized, federal PLUSloans—graduate or dependent, Perkins loan, Pell Grant, AcademicCompetitiveness Grant, National SMART Grant, and FSEOG).The return of Title IV funds calculation identifies two types offederal aid, earned and unearned. Earned aid is based on a percentagecalculated by dividing the number of days the studentcompleted by the number of days in the payment period.( total # of calendar days in term )# days completed up to the withdrawal date% earned = ----------------------------------------------------------------------------------A student who remains enrolled beyond the 60 percent pointearns all disbursed (received) and disbursable aid. Disbursable aidincludes aid received and the aid that could have been (but wasnot) disbursed as of the withdrawal date. If earned aid exceedsdisbursed aid, a post-withdrawal disbursement may be made.JFKU will first credit post-withdrawal disbursements towardunpaid tuition and fees. JFKU will offer the student any part ofthe post-withdrawal disbursement not credited to school charges.Within 30 days of determination that the student withdrew, thefinancial aid office will provide the student with notification ofany post-withdrawal funds that are available to the student. Nopost-withdrawal disbursements will be made if the student doesnot respond within 14 days of the notification.Unearned aid is any disbursed aid that exceeds the amount ofTitle IV aid the student earned. The unearned aid amount is to bereturned to the lender, a responsibility shared by JFKU and thestudent. JFKU is responsible for returning the lesser of the totalamounts of unearned aid or the JFKU institutional charges multipliedby the percentage of unearned aid.amount of aid disbursed(100% – % earned) x(toward institutional charges)JFKU’s charges used in the return of Title IV funds calculationinclude the amount that had been assessed to the student’saccount before the student’s withdrawal. The student is responsiblefor the difference between the total unearned amount andthe JFKU share.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong><strong>General</strong> Information 25
<strong>General</strong> InformationJFKU must return its share of unearned funds no later than 45days after it determines that the student withdrew. Funds returnedwill be distributed in the following order:• Unsubsidized FFELP• Subsidized FFELP• Perkins Loan• FFELP PLUS (graduate student)• FFELP PLUS (parent)• Pell Grant• Academic Competitiveness Grant• National SMART Grant• FSEOG• Cal GrantsAfter the return to Title IV funds policy is applied, all student aidis subject to the JFKU institutional refund policy.Cal Grant RefundsCal Grant recipients who withdraw from courses at JFKU will havetheir Cal Grant refund calculated using the JFKU institutionalrefund policy. Please see Dropping Courses and Refunds of Tuitionin this catalog for the institutional refund policy. If the recipientis eligible for payment at the time of Cal Grant disbursement,but drops below the required number of units applicable to thepayment received for the term, the recipient remains eligible forthe entire payment or school charges, whichever is less, unless arefund is due based on the university’s refund policy.The registrar’s office will notify the financial aid office whenstudents withdraw from courses. The financial aid office willdetermine the amount of Cal Grant funds that must be returnedto the California Student Aid Commission (CSAC) and willnotify the student in writing. The accounting office will send therefund check to CSAC.Withdrawal/Leave of AbsenceAll undergraduate, graduate, and law students who fully withdrawfrom JFKU during a quarter/semester must do so officially byInternet, telephone, or by completing an Add/Drop Form andsubmitting it to the registrar’s office.When a student withdraws from JFKU, the withdrawal date usedin determining the federal refund policy is the date:• The student files the Add/Drop Form with the registrar’s office,• The student completes the add/drop transaction on theInternet or officially notifies in writing or by phone to theregistrar’s office his or her intent to withdraw, or• The date JFKU determines most accurately reflects the last dateof attendance at an academically related activity of the student.If the student leaves without beginning JFKU’s official withdrawalprocess or otherwise providing official notification of his or herintent to withdraw, the withdrawal date will be the 50 percentpoint of the term. In this instance, JFKU could determine an earlierwithdrawal date if the circumstances beyond the student’s controlhave prevented him or her from beginning the official withdrawalprocess. JFKU could also determine the last date of an academicallyrelated activity of the student.The date used to determine the return of Title IV federal fundsmay be different from the date used by JFKU to determine institutionalrefunds.The financial aid office at JFKU does not recognize leaves ofabsence for financial aid purposes.Veterans’ Benefits<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> degree programs are approved bythe California Department of Education Bureau for PrivatePostsecondary and Vocational Education (BPPVE). Certificateprograms are not approved for VA benefits. Veterans who expectto receive VA educational benefits must complete a notice to theVA 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 eachquarter, the scheduled meeting dates of each course taken, andthe number of the veterans’ dependents. The minimum number ofunits for each classification is listed in the following table:Status Undergraduate Graduate Law_______________________________________________________________________Full-Time 12 9.0 6_______________________________________________________________________Three-Quarter-Time 9 6.0 4_______________________________________________________________________Half-Time 6 4.5 3Information on monthly benefits for the above attendance rates,for course attendance while on active duty, or for less than halftimeattendance may be obtained by calling (800) 827-1000.Disabled veterans are advised to contact the Vocational Rehabilitationand Counseling Division located at 1301 Clay Street,Oakland CA 94612-5209. Children of veterans qualify for benefitsonly if the veteran has a 100 percent service-related disability.All applicants and recipients of veterans’ benefits must maintain acumulative grade-point average (GPA) of 2.0 (C) if an undergraduateor 3.0 (B) if a graduate student. Linked students must maintaina cumulative GPA of 2.0 (C) in all undergraduate courses and acumulative GPA of 3.0 (B) in all graduate courses during theperiod of articulation.Students who fail to meet the minimum satisfactory GPA requirementswill be placed on academic probation and notified. If astudent remains on academic probation beyond two quarters orsemesters, the university will report a termination of benefits tothe Department of Veterans’ Affairs. The university may not continueto certify the enrollment of a veteran or eligible person whoseacademic progress remains below graduation requirements.The university must report the assignment of non-punitive grades(e.g., Incompletes) to the Department of Veterans’ Affairs within30 days from the date the grades are assigned. The student isrequired to submit corroborative evidence to substantiate thestudent’s claim of mitigating circumstances. This is necessaryto ensure compliance with statutory restrictions on benefit payments.If, at the end of one year from the date the Incomplete wasassigned, the student’s records still reflect a non-punitive gradefor the course, the Department of Veterans’ Affairs will informthe student that the benefit payments for the course must beretroactively terminated.26 <strong>General</strong> Information<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Educationand Liberal Arts
The School of Education and Liberal Arts provides a rich learning environmentwhere motivated, creative students and faculty collaborate in a spirit of inquiry,dialogue, and service. The faculty believes that education at its best encouragesimagination and innovation while grounding students in the diverse cultural traditions thathave formed contemporary life.School of Educationand Liberal ArtsThe school is governed by the premise that a liberal arts education is defined not by subjectmatter but by ways of teaching and learning. Educator Mortimer Adler once commentedthat carpentry and chemistry would be liberal arts subjects if they were taught in ways thatencouraged discovery by students, and that English and philosophy would not be liberal artssubjects if they were taught as facts to be memorized.Educational theorist Paulo Freire called education “the practice of freedom.” InPedagogy of the Oppressed, he wrote: “Education must begin with the solution of the teacher-studentcontradiction, by reconciling the poles of the contradiction so that both aresimultaneously teachers and students.”In problem-solving education, students and teachers develop their power to perceivecritically the way they exist in the world in which they find themselves; they come to see theworld not as a static reality, but as a reality in process and transformation. The liberal artsdo not exist in an ivory tower. Students and faculty live in the world and engage the problemsof the world. The school’s curricula explore the fundamental questions of our time: Howcan we learn to live with individual integrity—and live respectfully together as families andcommunities? How do we share opportunities and challenges among races, genders, sexualorientations, and socioeconomic groups? How do we find a balance between the humancommunity and the natural environment? How do we run our institutions, schools, andmuseums 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. Theyare also united in a common educational philosophy: they are interdisciplinary—acknowledging and building upon the interconnections among traditional fields ofstudy. 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 valuablecontributors to their communities. We aim particularly to cultivate in our students thecapacity to think critically and creatively, communicate effectively, engage in meaningful selfreflection,appreciate multiple perspectives, embrace diversity, and act with purpose andvision in the world at large.
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsBA in Philosophy and ReligionThe so-called “big questions” of life—questions about the natureof reality and the self—are not diversions or entertainments.It is through such questions that we define ourselves and ouraspirations; it is through them that we define our possibilities—as individuals, as a culture, as a species. Using a history of ideasapproach, the BA degree-completion program in Philosophyand Religion addresses these questions, drawing from disciplinesthroughout the humanities including literature, anthropology,music, philosophy, art, religion, psychology, and consciousnessstudies. Courses are designed to promote critical reflection onboth traditions and transitions, on the degree to which our pastinevitably defines us, and on the attempts throughout history torethink and redefine the human project.Program Learning Outcomes• Demonstrate the capacity for critical thinking and writing.• Demonstrate proficiency in conducting academic research.• Translate ideas into interdisciplinary contexts and understandideas through multicultural lenses.• Analyze philosophical and religious assumptions within ahistorical context.• Analyze and assess the social and personal consequencesimplicit in religious and philosophical assumptions.• Acquire appreciation and understanding of spiritual practices.• Develop the confidence and abilities needed for activeparticipation in the project of rethinking and recreatinghuman culture.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Lower-Division <strong>General</strong>-Education Breadth 1Composition 9_____________________________________________________________________________________________________________________________________Humanities 12_____________________________________________________________________________________________________________________________________Natural science 9_____________________________________________________________________________________________________________________________________Mathematics 3_____________________________________________________________________________________________________________________________________Social science 12_____________________________________________________________________________________________________________________________________Upper-Division <strong>General</strong>-Education Breadth_____________________________________________________________________________________________________________________________________Select ONE PYC course 3_____________________________________________________________________________________________________________________________________Select ONE SCI course 3_____________________________________________________________________________________________________________________________________Select ONE SEC course 3_____________________________________________________________________________________________________________________________________SEC 3330 Cultural Crossroads 3 —_____________________________________________________________________________________________________________________________________Liberal Arts Core 2_____________________________________________________________________________________________________________________________________COR 3001 Introduction to the BA Program 0 —_____________________________________________________________________________________________________________________________________COR 3000 Education, Self, and Community I 3 —_____________________________________________________________________________________________________________________________________COR 3100 Critical Thinking and Writing 3 lower-division composition course_____________________________________________________________________________________________________________________________________COR 3145 Research Writing 3 COR 3100_____________________________________________________________________________________________________________________________________COR 3146 Information Resources 1 —_____________________________________________________________________________________________________________________________________COR 3100COR 3300 Ways of Knowing 2{ COR 3146 or PLS 3002_____________________________________________________________________________________________________________________________________COR 4798 Education, Self, and Community II 1 —_____________________________________________________________________________________________________________________________________Major _____________________________________________________________________________________________________________________________________PHR 3003 Who Knows? Understanding the Self 3 —_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 3 —_____________________________________________________________________________________________________________________________________COR 4800 Service Learning A 2 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________COR 4805 Service Learning B 2 —COR 3000COR 4998 Senior Project A 3 COR 3300{_____________________________________________________________________________________________________________________________________Completion of 150 units (or 130 for linked programs)_____________________________________________________________________________________________________________________________________COR 4999 Senior Project B 3 —Select ANY 15 UNITS of PHR courses 15_____________________________________________________________________________________________________________________________________Select ANY 12 UNITS of undergraduate courses 3 12_____________________________________________________________________________________________________________________________________Free electives 4 67_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________1Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approvedupper-division courses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.2These 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 letter-graded courses.3Students 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 abroad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Arts curriculum.4Students may apply transfer coursework as electives. Units earned through CLEP and DANTES Subject Standardized Tests (DSST) examinationsand Credit by Assessment (CBA) may also be used as electives.30 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsBA in Psychology (Pleasant Hill)The BA degree-completion program in Psychology on thePleasant Hill Campus encompasses a wide variety of approachesto the study of psychology and spiritual growth and development.Students explore traditional and contemporary theories andmethods that provide a solid foundation in the field of psychologyand study innovative trends and applications as well. In coursesthat include lecture, dialogue, and practica, students investigatepsychodynamic, behavioral, cognitive, humanistic, and transpersonalmodalities. The curriculum fosters both intellectualdevelopment and personal growth while serving as a pathway to aprofessional career or graduate work.Program Learning Outcomes• Demonstrate the capacity for critical thinking and writing.• Demonstrate proficiency in conducting academic research.• Translate ideas into interdisciplinary contexts and understandideas through multicultural lenses.• Demonstrate knowledge and understanding of theories,concepts, and techniques in the field of psychology.• Demonstrate interpersonal communication skills, includingeffective speaking and listening.• Discuss and describe psycho-spiritual theories and techniques.• Demonstrate self awareness and the ability to apply theoreticalconcepts to issues and questions that are personally meaningfulto daily life.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Lower-Division <strong>General</strong>-Education Breadth 1Composition 9_____________________________________________________________________________________________________________________________________Humanities 12_____________________________________________________________________________________________________________________________________Natural science 9_____________________________________________________________________________________________________________________________________Mathematics 3_____________________________________________________________________________________________________________________________________Social science 12_____________________________________________________________________________________________________________________________________Upper-Division <strong>General</strong>-Education Breadth_____________________________________________________________________________________________________________________________________Select ONE PHR course 3_____________________________________________________________________________________________________________________________________Select ONE SCI course 3_____________________________________________________________________________________________________________________________________Select ONE SEC course 3_____________________________________________________________________________________________________________________________________SEC 3330 Cultural Crossroads 3 —_____________________________________________________________________________________________________________________________________Liberal Arts Core 2_____________________________________________________________________________________________________________________________________COR 3000 Education, Self, and Community I 3 —_____________________________________________________________________________________________________________________________________COR 3001 Introduction to the BA Program 0 —_____________________________________________________________________________________________________________________________________COR 3100 Critical Thinking and Writing 3 lower-division composition course_____________________________________________________________________________________________________________________________________COR 3145 Research Writing 3 COR 3100_____________________________________________________________________________________________________________________________________COR 3146 Information Resources 1 —_____________________________________________________________________________________________________________________________________COR 3100COR 3300 Ways of Knowing 2{ COR 3146 or PLS 3002_____________________________________________________________________________________________________________________________________COR 4798 Education, Self, and Community II 1 —_____________________________________________________________________________________________________________________________________Major _____________________________________________________________________________________________________________________________________PYC 3000 Many Faces of Psychology 3 —_____________________________________________________________________________________________________________________________________PYC 3303 Statistics and Human Experience 2 —_____________________________________________________________________________________________________________________________________COR 4800 Service Learning A 2 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________COR 4805 Service Learning B 2 —COR 3000COR 4998 Senior Project A 3 COR 3300{_____________________________________________________________________________________________________________________________________Completion of 150 units (or 130 for linked programs)_____________________________________________________________________________________________________________________________________COR 4999 Senior Project B 3 —Select ANY 15 UNITS of PYC courses 15_____________________________________________________________________________________________________________________________________Select ANY 12 UNITS of undergraduate courses 3 12_____________________________________________________________________________________________________________________________________Free electives 4 68_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________1Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approvedupper-division courses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.2These 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 letter-graded courses.School of Educationand Liberal Arts3Students 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 abroad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Arts curriculum.4Students may apply transfer coursework as electives. Units earned through CLEP and DANTES Subject Standardized Tests (DSST) examinationsand Credit by Assessment (CBA) may also be used as electives.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 31
School of Education and Liberal ArtsBA in Social EcologyThe BA degree-completion program in Social Ecology is aninnovative, transdisciplinary program designed to meet thedemands of a rapidly changing world. It examines the fluid,evolving relationships between individuals and our socialenvironments, seeking to expand our understanding of the worldand our role in it. The concept of “social ecology” recognizes thecomplex dynamics of a whole person (mind, body, psyche, spirit)integrated in a vast web of living systems. The program cultivatesdeeper understanding of both oneself and the larger multiculturalsociety and understands the self as an organic part of that largerecosystem. It values personal, intellectual, and spiritual growth asequally important dimensions of becoming an informed, empoweredagent committed to making the world a better place for allof us. In the words of Krishnamurti, “The society is ourselves, theworld is ourselves, the world is not different from us.” Studentsstudy cultural and spiritual practices as well as social and politicalinstitutions and processes. They become competent interpretersof surrounding social forces and effective communicators andparticipants in diverse communities. The curriculum is designed toprepare students with knowledge and skills necessary for meetingthe ongoing challenges of living in a multicultural global societyundergoing unprecedented rapid change. It provides theoreticaltools for understanding the interrelationships between individualsand society as well as practical tools for making meaningfulcontributions to the communities we inhabit.Program Learning Outcomes• Demonstrate the capacity for critical thinking and writing.• Demonstrate proficiency in conducting academic research.• Translate ideas into interdisciplinary contexts and understandideas through multicultural lenses.• Demonstrate cross-cultural and historical understanding ofthe relationship between self and society.• Demonstrate multicultural competence.• Critically analyze social systems, symbols, media, andcultural practices.• Analyze human social systems within the larger contextsof earth and spirit.School of Educationand Liberal ArtsCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Lower-Division <strong>General</strong>-Education Breadth 1Composition 9_____________________________________________________________________________________________________________________________________Humanities 12_____________________________________________________________________________________________________________________________________Natural science 9_____________________________________________________________________________________________________________________________________Mathematics 3_____________________________________________________________________________________________________________________________________Social science 12_____________________________________________________________________________________________________________________________________Upper-Division <strong>General</strong>-Education Breadth_____________________________________________________________________________________________________________________________________Select ONE PHR course 3_____________________________________________________________________________________________________________________________________Select ONE PYC course 3_____________________________________________________________________________________________________________________________________Select ONE SCI course 3_____________________________________________________________________________________________________________________________________SEC 3330 Cultural Crossroads 3 —_____________________________________________________________________________________________________________________________________Liberal Arts Core 2_____________________________________________________________________________________________________________________________________COR 3000 Education, Self, and Community I 3 —_____________________________________________________________________________________________________________________________________COR 3001 Introduction to the BA Program 0 —_____________________________________________________________________________________________________________________________________COR 3100 Critical Thinking and Writing 3 lower-division composition course_____________________________________________________________________________________________________________________________________COR 3145 Research Writing 3 COR 3100_____________________________________________________________________________________________________________________________________COR 3146 Information Resources 1 —_____________________________________________________________________________________________________________________________________COR 3100COR 3300 Ways of Knowing 2{ COR 3146 or PLS 3002_____________________________________________________________________________________________________________________________________COR 4798 Education, Self, and Community II 1 —_____________________________________________________________________________________________________________________________________Major _____________________________________________________________________________________________________________________________________SEC 3000 Self in the Web of Society 3 —_____________________________________________________________________________________________________________________________________COR 4800 Service Learning A 2 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________COR 4805 Service Learning B 2 —COR 3000COR 4998 Senior Project A 3 COR 3300{_____________________________________________________________________________________________________________________________________Completion of 150 units (or 130 for linked programs)_____________________________________________________________________________________________________________________________________COR 4999 Senior Project B 3 —Select ANY 18 UNITS of SEC courses 18_____________________________________________________________________________________________________________________________________Select ANY 12 UNITS of undergraduate courses 3 12_____________________________________________________________________________________________________________________________________Free electives 4 67_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________1Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approvedupper-division courses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.Continued next page.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 33
School of Education and Liberal Arts2These 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 letter-graded courses.3Students 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 abroad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Arts curriculum.4Students may apply transfer coursework as electives. Units earned through CLEP and DANTES Subject Standardized Tests (DSST) examinationsand Credit by Assessment (CBA) may also be used as electives.BA in Psychology (Campbell)School of Educationand Liberal ArtsThe Bachelor of Arts degree-completion program in Psychologyis designed to take students from a completed community collegeeducation to a Master of Arts in Counseling Psychology with anemphasis in marriage, family, and child counseling, or an emphasisin holistic studies. Courses are held at the South Bay campus inCampbell. The program is built upon a humanistic, philosophicalperspective, 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 majorcombines theoretical and applied studies. <strong>General</strong>-educationcoursework provides broad perspectives found in the liberalarts. Within general education, communication courses helpto refine writing, research, and critical and creative thinkingskills. Electives, taken as the last units in the BA in psychology,allow students the potential to begin graduate study in the linkedbachelor’s/master’s programs in counseling psychology offeredby the School of Holistic Studies and the Graduate Schoolof Professional Psychology. This synthesis of communicationskills, interdisciplinary perspectives, and coursework in theoreticaland applied psychology results in a strong baccalaureateeducation.34 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsProgram Learning Outcomes• Demonstrate the capacity for critical thinking and writing.• Demonstrate proficiency in conducting academic research.• Translate ideas into different disciplinary contexts andunderstand ideas through multicultural lenses.• Demonstrate knowledge and understanding of theories,concepts, and techniques in the field of psychology.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Lower-Division <strong>General</strong>-Education Breadth 1Composition 9_____________________________________________________________________________________________________________________________________Humanities 12_____________________________________________________________________________________________________________________________________Natural science 9_____________________________________________________________________________________________________________________________________Mathematics 3_____________________________________________________________________________________________________________________________________Social science 12_____________________________________________________________________________________________________________________________________Interdisciplinary Courses_____________________________________________________________________________________________________________________________________CUJ 3300 American Culture in Transition 3 —_____________________________________________________________________________________________________________________________________Select ONE of the following courses 3–4____________________________________________SCJ 3110 Anatomy and Physiology (4) —____________________________________________________________SCJ 4300 Nutrition and Behavior (3) —_____________________________________________________________________________________________________________________________________Select ONE of the following courses 3___________________________________________________________PHJ 3405 World Religions (3) —_______________________________________________________• Demonstrate interpersonal communication skills, includingeffective speaking and listening.• Demonstrate self-awareness and the ability to apply theoreticalconcepts to issues and questions that are personally meaningfulto daily life.• Discuss and apply theoretical constructs and techniquessalient to the practice of counseling.PHJ 4205 Literature and Psychology (3) —_____________________________________________________________________________________________________________________________________PYJ 4220 Cross-Cultural Psychology 3 —_____________________________________________________________________________________________________________________________________Communications Skills_____________________________________________________________________________________________________________________________________EDJ 3105 The Essay 3 —_____________________________________________________________________________________________________________________________________EDJ 3116 Library Research in the Electronic Age 2 —_____________________________________________________________________________________________________________________________________EDJ 3120 Critical Thinking 3 —_____________________________________________________________________________________________________________________________________PYJ 3300 Statistics for the Social Science 2 —_____________________________________________________________________________________________________________________________________PYJ 3301 Research Methods 2 —_____________________________________________________________________________________________________________________________________Major—Theory Courses_____________________________________________________________________________________________________________________________________PYJ 3000 Many Faces of Psychology 3 —_____________________________________________________________________________________________________________________________________PYJ 3100 Childhood and Adolescence 3 —_____________________________________________________________________________________________________________________________________PYJ 3105 Adulthood 3 —_____________________________________________________________________________________________________________________________________PYJ 3115 Death, Dying, and Bereavement 3 —_____________________________________________________________________________________________________________________________________PYJ 3200 Personality and Psychotherapy 4 —_____________________________________________________________________________________________________________________________________PYJ 3210 Social Psychology 3 —_____________________________________________________________________________________________________________________________________PYJ 4005 Learning and Cognition 3 —_____________________________________________________________________________________________________________________________________Major—Application Courses_____________________________________________________________________________________________________________________________________EDJ 4005 The Learning Process 2 —_____________________________________________________________________________________________________________________________________EDJ 4996A Senior Project I 1 .5 —_____________________________________________________________________________________________________________________________________EDJ 4996B Senior Project II 1 .5 —_____________________________________________________________________________________________________________________________________PYJ 3305 Introduction to Counseling 3 —_____________________________________________________________________________________________________________________________________PYJ 3310 Group Dynamics 3 —_____________________________________________________________________________________________________________________________________PYJ 4000 Community Psychology 3 —_____________________________________________________________________________________________________________________________________PYJ 4010 Psychology Assessment and Outcomes 3 —_____________________________________________________________________________________________________________________________________PYJ 4996 Field Project in Psychology 1 .5 —_____________________________________________________________________________________________________________________________________PYJ 4997 Field Project in Psychology 1 .5 —_____________________________________________________________________________________________________________________________________Free electives 2 68–69_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________School of Educationand Liberal Arts1Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upper-divisioncourses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.2Students may apply transfer coursework as electives. Units earned through CLEP and DANTES Subject Standardized Tests (DSST) examinationsand through Credit by Assessment (CBA) may also be used as electives.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 35
School of Education and Liberal ArtsTracks for BA ProgramsLiberal Arts students pursuing BA programs on the PleasantHill campus have the option to elect one of five specialtytracks. Each track consists of 12 units; students wishing tocomplete a track should replace 12 of their major units withthe corresponding track requirements. Students planning tofollow a track should consult with an advisor and also notifythe registrar’s office to ensure that the track is notated on thestudent’s official transcript.East/West SpiritualitySchool of Educationand Liberal ArtsThe track in East/West Spirituality is designed for those interestedin the dramatic transitions in values and outlook that are unfoldingin the 21st century. Courses will critically assess the variousspiritual traditions with their potentials and liabilities of Asia andthe West. Students can design a focus on individual spiritual concerns,on ecological perspectives, or on the potential of spiritualityin the emerging global culture.Courses Units Prerequisite(s) Co-Requisite(s)Select TWO of the following 6PHR 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 6SCI 4130 The Self-aware Universe (1) —SCI 4235 Science and Spirituality (1) —SEC 4125 Sacred-Spiritual Aspects of Silence (3) —Any PHR, PYC, SCI, or SEC course with advisor approval_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________Transpersonal StudiesThe Transpersonal Studies curriculum addresses the spiritualdimension of human identity and experience, what AbrahamMaslow called “the farther reaches of human nature.” Focus is onthe development and integration of the whole person includingthe mental, physical, emotional, and spiritual aspects of thehuman being. In addition, the individual is seen as part of a greaterwhole and our connectedness with all of life is explored.Courses investigate models of transpersonal development; thevarieties, causes, and effects of spiritual experiences; a studyof pioneers in the field of transpersonal studies; the spiritualdimensions of relationship; and our connections to society andthe natural world. Students will become knowledgeable aboutbasic concepts and theories and historical and current trends.They will also have opportunities to further their psycho-spiritualdevelopment through self-exploration and the application oftranspersonal principles and practices to their own lives.Courses Units Prerequisite(s) Co-Requisite(s)Select TWO of the following 6PYC 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 6PHR 4412 Introduction to Eastern MeditativePractices (2) —PHR 4413 Introduction to Western MeditativePractices (2) —SCI 3100 Introduction to Living Systems (3) —SCI 4118 Subtle Energies, Intentionality, andConsciousness (1) —SCI 4235 Science and Spirituality (1) —SEC 4205 Culture, Language, and Consciousness (3) —_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________36 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsIntegrative HealthIntegrative health acknowledges the whole ecology of humanhealth. Here we focus on the integrative nature of wellness. Integrativehealth links the social and cultural values and experiencesof humans and the connection of the mind and body in achievingwellness. It takes into account the influence of health beliefs andhealth behaviors and considers risk perceptions and social networksas they impact health and well-being. This course of studyprovides a comprehensive view of the body as a living system, andas such looks at various complementary approaches to sustaininghealth and obtaining health care and evaluates the utility of alternateapproaches to health maintenance.School of Educationand Liberal ArtsCourses Units Prerequisite(s) Co-Requisite(s)Select TWO of the following 6SCI 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) —_____________________________________________________________________________________________________________________________________Select TWO of the following 6PYC 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) —_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________Multicultural StudiesThe Multicultural Studies track is designed to equip students withmulticultural competency necessary for functioning effectively ina multicultural age. The curriculum provides an understandingof multicultural dynamics as well as tools for communicating andparticipating in diverse contexts, whether it be a professional,interpersonal, or activist context. Overall, courses examinecontrasting perspectives and experiences of different culturalgroups, dominant historical legacies that figure prominentlyin contemporary cross-cultural dynamics, the relations betweensocial ideologies and the inner landscape of individual consciousness,and the many alternative paths individuals forge to buildcross-cultural alliances and create nurturing community relations.Students will investigate the ways social categories such as race,ethnicity, nationality, class, gender, sexuality, and disability shapesocial relations at home and in global contexts. They will alsohave an opportunity to explore some of the creative paths individualsare choosing to pursue their dreams for social justice, such asturning to spiritual practices and the arts as sources of inspirationfor social transformation.Courses Units Prerequisite(s) Co-Requisite(s)Select TWO of the following 6SEC 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) —_____________________________________________________________________________________________________________________________________Select TWO of the following 6COR 3500 Sustainability: Meaning and Practice (3) —PHR 3405 World Religions (3) —PYC 4220 Cross-Cultural Psychology (3) —SCI 4320 Chinese Culture and Medicine (3) —_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 37
School of Education and Liberal ArtsWomen’s StudiesThe Women’s Studies track is designed to educate students aboutissues and ideas central to understanding women’s lives. Thecurriculum exposes students to theories and practices that givevoice to a wide range of women’s life experiences often overlookedwithin conventional studies and mainstream culture. Utilizingmulticultural perspectives, courses address both commonalitiesand significant differences between women. Students have anopportunity to explore issues vital to women’s well-being andempowerment including the newest developments in feministtheory and practice that offer frameworks for understandingand transforming the conditions of women’s lives. Course topicsrange from gender, sexuality, psychology, and health to language,culture, spirit, and social change.School of Educationand Liberal ArtsCourses Units Prerequisite(s) Co-Requisite(s)Select SIX UNITS of the following 6SEC 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 6PHR 4440 The Goddess Religion (2)PHR 3405 or the equivalentPYC 4225 Psychology of Women (3) —SCI 4310 Gender and Technology (1) —SCI 4312 Women and Integral Health (3) —_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________38 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsLinked-Degree Programs<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> offers linked bachelor’s and master’sdegree programs in fields where graduate study is compatible withan undergraduate degree program. Linked-degree programs allowqualified students to apply graduate-level units toward both thebachelor’s and master’s degrees. Students may only link once: theymay not link a master’s degree to a doctoral degree after linking abachelor’s degree to a master’s degree.Students interested in seeking linked degrees should work closelywith a faculty advisor in the School of Education and Liberal Artsand with the registrar’s office to ensure proper academic and proceduralplanning.Linked-degree programs are available in the areas listed below.Programs link a Bachelor of Arts with a Master of Arts. The maximumallowable linked units are indicated. In many programs,specific courses are approved for linking, while others areineligible. 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)• Holistic Health Education (up to 18 units)• Integral Psychology (up to 18 units)• Organizational Psychology (up to 18 units)• 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 ProcessTo be admitted to a linked-degree program, the student must:• Meet with an undergraduate advisor to ensure that upperdivisiontransfer units have been correctly applied and thatapproved course substitutions/waivers are documented forthe eligibility review.• Submit a Request for Linked Eligibility Review form anda Petition for Degree with the required fee and approvedstudy plan.• Submit an Application Supplement Form.• Submit any additional admission documentation requiredfor admission to the graduate program.• Have eligibility for linking formally verified by theregistrar’s office.• Be formally approved for admission to the graduate program.Eligibility and admission requirements must be completed beforethe start of the first quarter in which the student begins takinggraduate units. Students linking into some programs may haveadditional eligibility and admission requirements. Contact theregistrar’s office for further information.Graduate units completed at the university before admission to alinked-degree program, or beyond the specified maximum amountof linked units, may be applied to only one degree. Graduate transfercredit is not allowed in a linked-degree program.Linked-degree students must maintain a minimum 3.0 GPA ingraduate courses and a 2.0 GPA in undergraduate courses to bein good standing.Linked-degree students in the organizational psychology, counselingpsychology, sport psychology, and career developmentprograms must complete all bachelor’s degree requirements priorto beginning the field placement/internship portion of the graduateprogram. Linked Transformative Arts and Master of Fine Artsstudents must complete the bachelor’s degree before enrollingin studio or mentorship courses. Linked MAT students mustcomplete the bachelor’s degree before enrolling in SupervisedTeaching C.Linked-Degree ProceduresTo be eligible to apply, the student must have completed thefollowing:• At least 156 or 162 undergraduate units, depending uponthe desired advanced degree;• All lower-division general-education breadth requirements;• Achieved a GPA of at least 3.0 (B) in the area of emphasisor major; and• The requirements from one of the following two 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 CounselingPsychology, Sport Psychology, or MFA programs).All other BA programs• All upper-division breadth courses,• All core courses, and• All required courses in the major and all other courses inthe study plan except for nine anticipated linked units.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 39
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsEssentials Coaching CertificateNote: This program will be offered for academic credit throughspring 2008. No new students will be admitted to the certificateprogram. Students currently enrolled will be permitted tocomplete the academic program provided all requirements are metby spring 2008. Starting fall 2007, the Ford Institute will offer arange of continuing and extended education courses in coaching,personal development, and leadership.The Essentials Coaching undergraduate certificate programprovides comprehensive training in the essentials method of lifecoaching and is offered in partnership with the Ford Institutefor Integrative Coaching. It is designed for individuals seekingto become certified integrative coach professionals (CICP) orto complement students’ education in other undergraduate orgraduate degree programs by offering applied methods and skillsfor pursuing academic, personal, and professional goals.Students can take the certificate as a stand-alone program or fullyintegrate it into a BA degree. Anyone who completes the programis then eligible to apply for certification with the InternationalAssociation of Integrative Coaches, but many may choose to takethe program to enhance their personal and professional developmentwithout seeking external certification.Through direct observation, academic study, and applied practice,students become proficient in the essentials coaching conceptsand skills. The program emphasizes personal responsibility, integrity,accountability, and access to inner wisdom as the foundationfor personal development necessary for becoming a coach as wellas theories and techniques of the coaching model. Each coursein the program supports students in developing self-awarenessof one’s skills, strengths, and limitations (including ongoing selfandpeer-assessment) alongside the cognitive and applied learningnecessary for effective coaching practices.The Essentials Coaching program is taught by instructors who aremaster coaches and certified by the International Association ofIntegrative Coaches. The curriculum is designed to accommodatelocal, national, and international student participation withall weekly classes taking place via telephone bridge line and allhomework submitted and evaluated in a web platform. In additionto these distance-learning modalities, students also convenein three- or four-day residential intensives at two points during thecertificate program.Program Learning Outcomes• Students will understand the impact of self on thecoaching process.• Students will demonstrate the ability to meet ICF professionalstandards in the coaching relationship.• Students will demonstrate the capacity to co-create thecoaching relationship with a client.• Students will demonstrate the ability to communicateeffectively.• Students will show the capacity to facilitate the learningprocess and achieve results for themselves and for clients.Admission RequirementsStudents seeking entry to this program must complete thefollowing:• A completed Ford Institute for Integrative Coachingapplication packet which includes an application, asupplemental questionnaire, and a disclaimer,• An interview with the Ford Institute faculty to be conductedafter the application packet has been received, and• The continuing education workshop, Shadow Process, priorto registering for the first course in the certificate program.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________ECT 3001 Essentials One: Preparing the Self 1 4 — ECT 3002_____________________________________________________________________________________________________________________________________ECT 3002 Essentials One: Practicum 3 — ECT 3001ECT 3003 Essentials Coaching Program:4 ECT 3002_____________________________________________________________________________________________________________________________________The Experience of Being CoachedECT 3004 Essentials Coaching Training:4 ECT 3003The Practice of Being Coached_____________________________________________________________________________________________________________________________________ECT 3005 Essentials Coaching Training: Practicum 5 ECT 3004_____________________________________________________________________________________________________________________________________Total units required 20_____________________________________________________________________________________________________________________________________1Completion of the Shadow Process workshop is required as a condition of admission to the Essentials Coaching certificate program.40 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsDepartment of EducationThe 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 bringhumanistic methods and challenging, relevant content toteaching. Many courses are taught by master teachers—professionals who have significant experience in the classrooms ofSan Francisco, Alameda, and Contra Costa counties. The departmentis dedicated to:• Interdisciplinary teaching—relating the study of mathematicsand science to the humanities and social sciences andemphasizing communication skills in all subjects.• Multicultural teaching—examining bias, equity issues, andstrategies to bring multicultural perspectives and appreciationfor all cultures into the classroom.• Community-based teaching—creating a community oflearners and teachers that includes graduate students andfaculty, local teachers, parents, community members, youngpeople, district administrators, and school boards.• Visionary teaching—giving youngsters a vision of a morepeaceful world in which their lives have meaning and humankindrespects the natural world.The Department of Education works closely with communityinvolvementprograms in the training of teachers. Credentialcandidates benefit from current research on parent/communityinvolvement in education and receive guidance on how to buildpartnerships with families and the community.In addition to the credential and MAT programs, the departmentoffers courses for other professional development workshops forteachers already working in the field. Details are available throughthe Department of Education.Admission RequirementsApplicants must meet all university requirements for admission inaddition to those requirements listed here.• Official transcripts of all college and university work showinga broad distribution of challenging courses with an overallGPA of 3.0.• One of the following two degrees:• a bachelor’s degree from a regionally accreditedinstitution in a multiple-subject academic programapproved by the California Commission on TeacherCredentialing or• a bachelor’s degree from a regionally accreditedinstitution in a single-subject academic programapproved by the California Commission on TeacherCredentialing.• Statement of purpose: three to four double-spaced, typewrittenpages demonstrating creativity, maturity, dedicationto education and competence in writing.• Two letters of recommendation from academic orprofessional associates attesting to potential as a teacher.• Interview with the department chair. The Department ofEducation will contact applicants to schedule an interviewafter all the above documents are on file.School of Educationand Liberal ArtsApplication deadline for summer is March 1; for winter, October1. Late applications will be considered on a case-by-case basis ifspace is available. Additional requirements to be submitted to theDepartment of Education credential analyst:• Application for Certificate of Clearance (to verify absenceof a criminal record) including live scan fingerprinting andthe processing fee.• Copy of a tuberculosis test showing a negative result datedwithin one year of entering the program.• Passing score on the California Basic Education Skillstest (CBEST)• Passing score on the California Subject Examinations forteachers (CSET)• Verification of 40 hours of experience with youth of diversebackgrounds in a group setting (e.g., camp counselor orteacher’s aide). It is recommended that this be completedeither prior to or within the first two quarters of enrollment.Note that both CBEST and CSET exams must be passed prior toadvancing to EDN 5320 Supervised Teaching B.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 41
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsTeaching Credential ( Traditional and Intern )The one-year credential program provides preparation for teachingin elementary and secondary classrooms. Students typically beginthe program in the summer, complete it the following spring, andbegin their teaching careers in the fall. To further accommodateworking adults, alternate schedules may be discussed with thedepartment chair.Foundation courses provide students with broad knowledge oflearning and teaching theories with an emphasis on methods toenhance young people’s self-esteem and receptivity to learning.Coursework addresses classroom dynamics, language andcommunication, and teachers working with each other and withparents, school districts, and state and other agencies to improveeducation.Curriculum-development courses provide students with thetheoretical knowledge and practical skills necessary to createsuccessful, cogent, interdisciplinary curricula.The fieldwork component is designed to develop competence andconfidence in the classroom. Beginning with a short course inobservation, students are given increasingly responsible teachingopportunities. Supervising teachers observe progress in the classroomand hold regular meetings for problem solving, feedback,and support. Field placements provide students with teachingexperience with different age groups in both public and privateschools, and in both urban and suburban settings, working withdiverse populations.Program Content and SequenceThe curriculum develops over four or six quarters from theoreticalto applied work. The first several quarters are weighted towardacademic work focusing on fundamental concepts of teaching.As students progress, the curriculum moves from theoreticalacademic assignments to the application of theory and thepractice of teaching. During the last two quarters, students spendfour full days per week at their field placement, culminating in twoto three weeks of solo teaching. Throughout the program, studentsmeet regularly with their supervising teachers and universitysupervisors to reflect upon and critique their progress.Program Learning Outcomes• Assess learning and use data to inform teaching.• Make subject matter comprehensive and accessibleto students.• Engage and support students in learning.• Plan instruction and design learning opportunities.• Create/maintain effective environments for learning.• Reflect, assess and plan for professional development.Credentialing ProcessStudents complete a curriculum designed to prepare them to meetall standards of performance required by the California Commissionon Teacher Credentialing (CCTC) for the awarding of thecredential. All credential candidates are required to pass taskscontained in the California Teaching Performance Assessment(CA TPA) System as part of their eligibility for the preliminaryteaching credential.In both the multiple- and single-subject credential programs,students complete a 42-unit preliminary credential. Uponcompletion of the Multiple- or Single-Subject Credential programand with approval of representative faculty and the departmentchair, the university recommends the candidate to the CCTC forthe credential.The preliminary credential is recognized as the credential foremployment purposes and is valid for five years. The professionalclear credential, which is recommended by the employing district,must be obtained within five years after the date of the preliminarycredential.AdvisingTeaching is a sophisticated and demanding profession, and graduatestudents working to become teachers need careful advising todevelop academic, personal, and professional knowledge and skills.The program is organized to give students feedback each quarterand in every course and experience. The department chair workswith students to solve problems and assess progress throughoutthe program.The <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> Department of Education seeksto build a community of teachers and learners that supports andchallenges students and gives them a vision of a learning communitythey can carry throughout their careers.Credential RequirementsTo receive the university’s recommendation for the Californiamultiple- or single-subject preliminary credential, students mustcomplete the following:• An overall grade-point average of at least 3.0 (B) must bemaintained 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.• Apply online for credential authorizing public school servicewith the university’s department of education credentialanalyst.• Submit the Petition for Credential Program CompletionCertification 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 Californiamultiple- or single-subject professional clear credential, thestudent must complete the above six requirements plus the fourone-unit courses listed in the table below.Prerequisite Areas of KnowledgeIt is recommended that students complete coursework to satisfythe following areas of knowledge before beginning graduateeducation courses:• Human development and health• U.S. government and constitution (or pass exam offered bythe education department)42 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsMultiple-Subject CredentialCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Foundation CoursesEDN 5000 The Whole Child 3 —_____________________________________________________________________________________________________________________________________EDN 5005 Intro to Computer-Based Technology in Education 1 —_____________________________________________________________________________________________________________________________________EDN 5006 Technology, Learning, and Social Issues 1 —_____________________________________________________________________________________________________________________________________EDN 5020 A Passion for Reading 3 —_____________________________________________________________________________________________________________________________________EDN 5400 Theories of Language Acquisition 3 —_____________________________________________________________________________________________________________________________________Curriculum and Instruction_____________________________________________________________________________________________________________________________________EDN 5200 Theory of Curriculum Development 1 —_____________________________________________________________________________________________________________________________________EDN 5212 C&I: English-Language Arts 3 —_____________________________________________________________________________________________________________________________________EDN 5222 C&I: Mathematics 3 —_____________________________________________________________________________________________________________________________________EDN 5232 C&I: History/Social Science 3 —_____________________________________________________________________________________________________________________________________Teaching Performance Assessment_____________________________________________________________________________________________________________________________________EDN 9001 Teaching Performance Assessment—Task 1 0 —_____________________________________________________________________________________________________________________________________EDN 9002 Teaching Performance Assessment—Task 2 0 —_____________________________________________________________________________________________________________________________________EDN 9003 Teaching Performance Assessment—Task 3 0 —_____________________________________________________________________________________________________________________________________EDN 9004 Teaching Performance Assessment—Task 4 1 —_____________________________________________________________________________________________________________________________________Fieldwork_____________________________________________________________________________________________________________________________________EDN 5310 Supervised Teaching A 2 —_____________________________________________________________________________________________________________________________________EDN 5320 Supervised Teaching B 1 6 —_____________________________________________________________________________________________________________________________________EDN 5330 Supervised Teaching C 6 —_____________________________________________________________________________________________________________________________________EDN 5345 Supervised Teaching D 6 —_____________________________________________________________________________________________________________________________________Total units required 42_____________________________________________________________________________________________________________________________________1To advance to EDN 5320 Supervised Teaching B, Multiple-Subject students must submit an official passing score on the California Basic EducationalSkills Test (CBEST) and a passing score on the California Subject Examinations for Teachers (CEST:MSAT).Single-Subject CredentialCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Foundation CoursesEDN 5000 The Whole Child 3 —_____________________________________________________________________________________________________________________________________EDN 5005 Intro to Computer-Based Technology in Education 1 —_____________________________________________________________________________________________________________________________________EDN 5006 Technology, Learning, and Social Issues 1 —_____________________________________________________________________________________________________________________________________EDN 5021 Reading in Secondary Schools 3 —_____________________________________________________________________________________________________________________________________EDN 5400 Theories of Language Acquisition 3 —_____________________________________________________________________________________________________________________________________Curriculum and Instruction_____________________________________________________________________________________________________________________________________EDN 5200 Theory of Curriculum Development 1 —_____________________________________________________________________________________________________________________________________EDN 5215 C&I for Secondary Schools I 3 —_____________________________________________________________________________________________________________________________________EDN 5225 C&I for Secondary Schools II 3 —_____________________________________________________________________________________________________________________________________EDN 5235 C&I for Secondary Schools III 3 —_____________________________________________________________________________________________________________________________________Teaching Performance Assessment_____________________________________________________________________________________________________________________________________EDN 9001 Teaching Performance Assessment—Task 1 0 —_____________________________________________________________________________________________________________________________________EDN 9002 Teaching Performance Assessment—Task 2 0 —_____________________________________________________________________________________________________________________________________EDN 9003 Teaching Performance Assessment—Task 3 0 —_____________________________________________________________________________________________________________________________________EDN 9004 Teaching Performance Assessment—Task 4 1 —_____________________________________________________________________________________________________________________________________Fieldwork_____________________________________________________________________________________________________________________________________EDN 5310 Supervised Teaching A 2 —_____________________________________________________________________________________________________________________________________EDN 5320 Supervised Teaching B 1 6 —_____________________________________________________________________________________________________________________________________EDN 5330 Supervised Teaching C 6 —_____________________________________________________________________________________________________________________________________EDN 5345 Supervised Teaching D 6 —_____________________________________________________________________________________________________________________________________Total units required 42_____________________________________________________________________________________________________________________________________1To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test (CBEST) scoreand have verification of the completion of an approved academic program that waives the subject matter exams or a passing score on the CaliforniaSubject Examinations for Teachers (CSET).School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 43
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsMaster of Arts in Teaching (MAT)The Master of Arts in Teaching is a 60-unit program comprisingthe preliminary credential sequence and an additional 18 units ofgraduate coursework. The program is designed to provide schoolteacherswith both theoretical and experiential knowledge oflearning, teaching, and curricula issues and a comprehensiveunderstanding of the problems and potentials of education.Students fulfill the first 42 units of the program when they completethe preliminary credential program, generally finishing in springterm. Students then continue with the final 18-unit sequenceover the next year—while working as teachers in classrooms—tocomplete the master’s degree.Throughout the program, students examine the social, cultural,economic, and political issues facing the United States and explorehow teachers can address these issues in the classroom. Electivecourses may be selected from those offered by the Department ofEducation or from approved courses offered by other schools inthe university.The Research Writing and Methodology Proposal, ThesisResearch Project, and thesis requirements reinforce the relevanceof classroom theory and discussion and encourage realisticand committed action. Students design, complete, and evaluate aresearch and action project that addresses an issue of social justicein the education community. Research Writing and Methodologyintroduces students to inquiry-based action research methodologyand thesis proposal writing. In Proposal, students continueto refine the research project started in Research Writing andMethodology, complete a survey of the literature, and outlinea community research project. In Thesis Research Project,students’ projects promote social justice in the educationcommunity through work with children, parents, teachers,community agencies, or some combination of these. In Thesis,students describe and analyze the project and make recommendationsfor further work in the field. This sequence offers a vigorousapproach to studying education and innovative preparation for thecommunity classroom.Program Learning OutcomesStudents will demonstrate ability and capacity to:• Evaluate and critique educational research.• Apply qualitative methodology (with emphasis onaction research).• Integrate research methodology in educational settingto inform their work.• Develop in-depth expertise in a self-selected educational area.MAT/Multiple-Subject At least 55 units must be completed in residence; no more than nine units may be transferred into this program.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Prerequisite areas of knowledge 0–6Foundation Courses_____________________________________________________________________________________________________________________________________EDN 5000 The Whole Child 3 —_____________________________________________________________________________________________________________________________________EDN 5005 Intro to Computer-Based Technology in Education 1 —_____________________________________________________________________________________________________________________________________EDN 5006 Technology, Learning, and Social Issues 1 —_____________________________________________________________________________________________________________________________________EDN 5020 A Passion for Reading 3 —_____________________________________________________________________________________________________________________________________EDN 5400 Theories of Language Acquisition 3 —_____________________________________________________________________________________________________________________________________Curriculum and Instruction_____________________________________________________________________________________________________________________________________EDN 5200 Theory of Curriculum Development 1 —_____________________________________________________________________________________________________________________________________EDN 5212 C&I: English-Language Arts 3 —_____________________________________________________________________________________________________________________________________EDN 5222 C&I: Mathematics 3 —_____________________________________________________________________________________________________________________________________EDN 5232 C&I: History/Social Science 3 —_____________________________________________________________________________________________________________________________________Teaching Performance Assessment_____________________________________________________________________________________________________________________________________EDN 9001 Teaching Performance Assessment—Task 1 0 —_____________________________________________________________________________________________________________________________________EDN 9002 Teaching Performance Assessment—Task 2 0 —_____________________________________________________________________________________________________________________________________EDN 9003 Teaching Performance Assessment—Task 3 0 —_____________________________________________________________________________________________________________________________________EDN 9004 Teaching Performance Assessment—Task 4 1 —_____________________________________________________________________________________________________________________________________Fieldwork_____________________________________________________________________________________________________________________________________EDN 5310 Supervised Teaching A 2 —_____________________________________________________________________________________________________________________________________EDN 5320 Supervised Teaching B 1 6 —_____________________________________________________________________________________________________________________________________EDN 5330 Supervised Teaching C 6 —_____________________________________________________________________________________________________________________________________EDN 5345 Supervised Teaching D 6 —_____________________________________________________________________________________________________________________________________Thesis _____________________________________________________________________________________________________________________________________EDN 5990 Research Writing and Methodology 3 —_____________________________________________________________________________________________________________________________________EDN 5991 Thesis Proposal 2 —_____________________________________________________________________________________________________________________________________EDN 5992 Thesis Research Project 2 —_____________________________________________________________________________________________________________________________________EDN 5993 Thesis 2 —_____________________________________________________________________________________________________________________________________Electives 2 9_____________________________________________________________________________________________________________________________________Total units required 60–66_____________________________________________________________________________________________________________________________________Continued next page.44 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal Arts1To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test (CBEST) scoreand have verification of the completion of an approved academic program that waives the subject matter exams or a passing score on the CaliforniaSubject Examinations for Teachers (CSET).2Elective courses must be thematic and provide the foundation for the MAT proposal, thesis and project. Students may take approved graduate-levelcourses from other schools in the university as MAT electives.MAT/Single-Subject At least 55 units must be completed in residence; no more than nine units may be transferred into this program.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Prerequisite areas of knowledge 0–6Foundation Courses_____________________________________________________________________________________________________________________________________EDN 5000 The Whole Child 3 —_____________________________________________________________________________________________________________________________________EDN 5005 Intro to Computer-Based Technology in Education 1 —_____________________________________________________________________________________________________________________________________EDN 5006 Technology, Learning, and Social Issues 1 —_____________________________________________________________________________________________________________________________________EDN 5021 Reading in Secondary Schools 3 —_____________________________________________________________________________________________________________________________________EDN 5400 Theories of Language Acquisition 3 —_____________________________________________________________________________________________________________________________________Curriculum and Instruction_____________________________________________________________________________________________________________________________________EDN 5200 Theory of Curriculum Development 1 —_____________________________________________________________________________________________________________________________________EDN 5215 C&I for Secondary Schools I 3 —_____________________________________________________________________________________________________________________________________EDN 5225 C&I for Secondary Schools II 3 —_____________________________________________________________________________________________________________________________________EDN 5235 C&I for Secondary Schools III 3 —_____________________________________________________________________________________________________________________________________Teaching Performance Assessment_____________________________________________________________________________________________________________________________________EDN 9001 Teaching Performance Assessment—Task 1 0 —_____________________________________________________________________________________________________________________________________EDN 9002 Teaching Performance Assessment—Task 2 0 —_____________________________________________________________________________________________________________________________________EDN 9003 Teaching Performance Assessment—Task 3 0 —_____________________________________________________________________________________________________________________________________EDN 9004 Teaching Performance Assessment—Task 4 1 —_____________________________________________________________________________________________________________________________________Fieldwork_____________________________________________________________________________________________________________________________________EDN 5310 Supervised Teaching A 2 —_____________________________________________________________________________________________________________________________________EDN 5320 Supervised Teaching B 1 6 —_____________________________________________________________________________________________________________________________________EDN 5330 Supervised Teaching C 6 —_____________________________________________________________________________________________________________________________________EDN 5345 Supervised Teaching D 6 —_____________________________________________________________________________________________________________________________________Thesis _____________________________________________________________________________________________________________________________________EDN 5990 Research Writing and Methodology 3 —_____________________________________________________________________________________________________________________________________EDN 5991 Thesis Proposal 2 —_____________________________________________________________________________________________________________________________________EDN 5992 Thesis Research Project 2 —_____________________________________________________________________________________________________________________________________EDN 5993 Thesis 2 —_____________________________________________________________________________________________________________________________________Electives 2 9_____________________________________________________________________________________________________________________________________Total units required 60–66_____________________________________________________________________________________________________________________________________1To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test (CBEST) scoreand have verification of the completion of an approved academic program that waives the subject matter exams or a passing score on the CaliforniaSubject Examinations for Teachers (CSET).2Elective courses must be thematic and provide the foundation for the MAT proposal, thesis and project. Students may take approved graduate-levelcourses from other schools in the university as MAT electives. One suggested area of emphasis would be to choose the Cross-cultural Languageand Academic Development (CLAD) coursework (description and requirements appear in the following pages).School of Educationand Liberal ArtsAdministrative Services CredentialThe Administrative Services Credential program is offered on theCampbell campus. This program is a one-year, 36-unit, fourquarterprogram. The Tier I program is designed for peopleinterested in becoming educational leaders in the developmentof racial equity, social justice, and democracy in educationalsettings. Organized along a cohort model, students work andstudy with a group of peers and receive a strong foundationin educational theory, multicultural education, and leadershipdevelopment.Program Learning OutcomesStudents will demonstrate the ability and capacity to:• Practice systems literacy for transformative action.• Promote high quality teaching and learning forexcellent student outcomes.• Lead with care and spirit.• Promote ethical and reflective practices.• Promote democratic, collaborative leadership.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 45
School of Education and Liberal ArtsDepartment of Museum StudiesThe Department of Museum Studies is committed to preparingmuseum professionals to meet the demands of an increasinglycomplex profession. Today’s museum professionals must havethe knowledge and skills to serve diverse audiences, createcollaborative partnerships with communities, design innovativeexhibitions and programs, and develop a sustainable financial baseof support.faculty may assist applicants in their selection of the master’s orcertificate program.Individuals interested in taking only one or two courses may do soas non-degree students if space is available. Non-degree studentsmust hold a bachelor’s degree and have an interview with thedepartment chair before enrolling in courses.The curriculum covers a wide range of issues and provides fundamentalskills while challenging students to critically analyze andcreatively reform museums for a diverse society. The training isapplicable to all types of museums, historical sites, natural parks,and cultural and discovery 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 throughmuseum visits, guest speakers, and internships.The Master of Arts is the preferred credential and recommendedfor students who intend to pursue a full-time career in themuseum field. The department’s certificate option is designedfor professionals who have extensive experience in the field anddo not require a master’s degree. Prior advising with departmentProgram Learning Outcomes• Learn the purpose/history of museums as complexpublic organizations.• Develop and refine professional writing and oral and visualpresentation skills.• Demonstrate collaborative working practices, consistent withpractices in museum field.• Demonstrate a range of content expertise associated with amuseum studies specialization track.• Acquire and utilize tools for addressing administrative andfiscal challenges.• Demonstrate the capacity to engage professionally in themuseum field.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 47
School of Education and Liberal ArtsAdmission RequirementsMA in Museum StudiesSchool of Educationand Liberal ArtsApplicants must meet all university requirements for admission inaddition to the requirements listed here.• Interview with department faculty member. The departmentof Museum Studies will contact applicants to arrange for aninterview after the application file is complete. Telephoneinterviews will be arranged for applicants who live outsidethe Bay Area.• Bachelor’s degree from an institution whose accreditationis recognized by the Council for Higher Educationaccreditation (CHEA).• Personal statement: a double-spaced, three-page (typed)essay, carefully edited for content, grammar, and stylethat answers the following questions:• What is the role of the museum intoday’s world?• Given your response to question one,describe your specific career goals.• How has your education and experienceprepared you for graduate study inmuseum studies?• Three letters of recommendation.• Official transcripts from all colleges and universitiesattended.• International applicants must have a minimum TOEFLscore of 600 on the paper-based test, 250 on thecomputer-based test, or 100 on the Internet-basedtest with a minimum score of 4.5 in the writingsection.Application deadline is March 1. Late applications will be consideredon a case-by-case basis if space is available. Applicants for themaster’s degree are admitted only for the fall quarter.The department offers a Master of Arts in Museum Studies withthree specializations—administration, collections management,and education and interpretation. The administration specializationcovers financial management, fundraising, marketing, andadministration. Collections management trains individuals tomanage and care for collections. Education and Interpretationtrains students to interpret collections, develop an understandingof diverse audiences and their needs, plan and develop exhibitions,and design education programs in museums.All students complete the core curriculum, specializationcourses, and internships offering independent, individualizedstudy in a museum or museum-related institution. The master’sprogram concludes with a master’s project, which allows studentsto explore in depth a specific area of interest in a museum orrelated organization.Degree RequirementsIn addition to the university’s general requirements (outlined inthe <strong>General</strong> Information section of this catalog), students mustalso complete the following:• Upon admission, all students must demonstrate writingcompetency as determined by department evaluation ofwriting ability. Some students may be required to takecourses in writing in addition to the 58-unit requirementfor the degree.• Prerequisite courses as identified at the time of thestudent’s admission. Students desiring to specialize inadministration must demonstrate that they have completedtwo undergraduate courses in accounting.• No more than six graduate units will be accepted in transfer,and no more than six undergraduate units may be appliedto this program. See the program advisor for specificlimitations for undergraduate and transfer credit.• This degree program must be completed within five yearsof the initial date of enrollment.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________MUS 5003 Issues in Museums I: History and Theory 4 .5 —MUS 5004 Issues in Museums II: Finance and Administration 4 .5 —_____________________________________________________________________________________________________________________________________MUS 5005 Issues in Museums III: Planning and Development 4 .5 —_____________________________________________________________________________________________________________________________________MUS 5321 Museums and Communities 4 .5 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________MUS 5405 Exhibition Development I 4 .5 —MUS 5420 Museums, Interactive Technologies and4 .5 —_____________________________________________________________________________________________________________________________________Electronic Access_____________________________________________________________________________________________________________________________________MUS 5996 Master’s Project: Topic Development 1 1 —MUS 5997 Master’s Project: Research Methodology 4 .5 MUS 5996 with a grade of B or better_____________________________________________________________________________________________________________________________________MUS 5998 Master’s Project: Writing and Production 4 .5 MUS 5997 with a grade of B or better_____________________________________________________________________________________________________________________________________Specialization (choose one of the three specializations, below) 21 —_____________________________________________________________________________________________________________________________________Total units required 58_____________________________________________________________________________________________________________________________________1Under the supervision of a project coordinator, each student develops a project that reflects his or her expertise in a special subject area anddemonstrates understanding and application of museum studies theory and practice, analytical and imaginative thinking, and mastery of researchmethods and writing skills. All students must demonstrate proficiency in writing and research prior to beginning the master’s project. Thesecourses must be completed with a grade of B or better. The master’s project, including the oral presentation, must be completed in residence at<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>.48 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsAdministration SpecializationCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate prerequisite courses 1 0–6BUS 2000 Accounting A (3) —_____________________________________________________________________________________________________________________________________BUS 2001 Accounting B (3) BUS 2000Select FOUR of the following courses 12BUS 3160 Diversity in Organizations (3) 1 —BUS 5020 Financial Management (3) 1 BUS 3020 or BUS 5096BUS 5025 Human Resources Management (3) 1 —BUS 5030 Power, Leadership, and Integrity (3) 1 BUS 5035{ BUS 5475BUS 5035 Visionary Leadership and Sustainability (3) 1 —BUS 5040 Marketing Management (3) 1 BUS 5000BUS 5385 Leading a Global Workforce (3) 1 BUS 5035{ BUS 5475BUS 5455 Theory and Practice ofOrganizational Transformation (3) 1BUS 5151BUS 5460 Organizational Cultures, Myths, and Values (3) 1 BUS 5475BUS 5475 Organizational CommunicationsBUS 5151and Team Development (3)_____________________________________________________________________________________________________________________________________1MUS 5975 Internship 2 9 —_____________________________________________________________________________________________________________________________________Total units required 21–27_____________________________________________________________________________________________________________________________________1Business and management courses are offered by the university’s School of Management. Other business or management electives may be taken withthe approval of the department chair.2All museum studies students are required to complete one or more museum internship(s) in the area of specialization. Internships allow students toassume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum field under the guidanceof professionals. Students in the program have interned in local, national and international museums and museum-related institutions.School of Educationand Liberal ArtsCollections Management SpecializationCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________MUS 5501 Documentation of Collections 4 .5 —MUS 5502 Preventive Conservation 4 .5 —_____________________________________________________________________________________________________________________________________MUS 5975 Internship 1 12 —_____________________________________________________________________________________________________________________________________Total units required 21_____________________________________________________________________________________________________________________________________1Includes practicumEducation and Interpretation SpecializationCourses Units Prerequisite(s) Co-Requisite(s)MUS 5610 The Visitor Experience: Learning Theories and4 .5 —_____________________________________________________________________________________________________________________________________Understanding AudiencesMUS 5612 The Visitor Experience: Interpretive Methods4 .5 —_____________________________________________________________________________________________________________________________________and ApplicationsMUS 5975 Internship 1 12 —_____________________________________________________________________________________________________________________________________Total units required 21_____________________________________________________________________________________________________________________________________1All museum studies students are required to complete one or more museum internship(s) in the area of specialization. Internships allow studentsto assume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum field under theguidance of professionals. Students in the program have interned in local, national and international museums and museum-related institutions.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 49
School of Education and Liberal ArtsCertificate in Museum StudiesThe certificate in Museum Studies is designed for individualswho want to enhance their understanding of museum work butdo not need a master’s degree. The one-year program is open tostudents who have a Bachelor of Arts and substantial experienceas a museum employee or volunteer. Applicants without substantialmuseum experience may be admitted to the program but willbe required to complete an additional internship. The certificate isoffered with a specialization in either collections management oreducation and interpretation. Certificate students are required totake the first-year core courses applicable to the specialization andcomplete an internship in a museum. Students must also demonstrateproficiency in writing. For information about the internshipsee above.All students must demonstrate writing competency as determinedby the department evaluation of writing ability. Some studentsmay be required to take additional courses in writing beyond the30 units required for the certificate.School of Educationand Liberal ArtsCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________MUS 5003 Issues in Museums I: History and Theory 4 .5 —MUS 5004 Issues in Museums II: Finance4 .5 —and Administration__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________MUS 5321 Museums and Communities 4 .5 —MUS 5975 Internship 1 7 .5 —_____________________________________________________________________________________________________________________________________Select ONE of the following concentrations 9Collections Management Concentration—select BOTH coursesMUS 5501 Documentation and Collections (4.5) —MUS 5502 Preventive Conservation (4.5) —Education and Interpretation Concentration—select BOTH coursesMUS 5610 The Visitor Experience:Learning Theories and Understanding Audiences (4.5) —MUS 5612 The Visitor Experience:Interpretive Methods and Applications (4.5) —_____________________________________________________________________________________________________________________________________Total units required 30_____________________________________________________________________________________________________________________________________1All museum studies students are required to complete one or more museum internship(s) in the area of specialization. Internships allow studentsto assume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum field under the guidanceof professionals. Students in the program have interned in local, national and international museums and museum-related institutions.50 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsCredit by Assessment [CBA] CoursesCBA _____________________________________________________________________100 Credit by Assessment 1–5Units earned through assessment of prior learning experiencesuch as corporate training; professional workshops, seminars, andconferences; licensure or certification; independent scholarship;and appropriately supervised volunteer training.CBA _____________________________________________________________________106 Credit by Assessment 6–10Units earned through assessment of prior learning experiencesuch as corporate training; professional workshops, seminars, andconferences; licensure or certification; independent scholarship;and appropriately supervised volunteer training.CBA _____________________________________________________________________112 Credit by Assessment 11–15Units earned through assessment of prior learning experiencesuch as corporate training; professional workshops, seminars, andconferences; licensure or certification; independent scholarship;and appropriately supervised volunteer training.Core Curriculum [COR] CoursesCOR _____________________________________________________________________2100 The Developing Writer 3Emphasis on the mechanics and process of writing. Students honetheir writing skills through essay and journal exercises, editing,discussion, and revision. Common writing difficulties areaddressed. May be applied toward the lower-division generaleducationcommunication breadth requirement.confidently in small, large, informal, and formal groups. Accentis on developing authenticity in thought and expression. Courseworkincludes breathing and movement exercises, applying actors’and role-playing techniques, and learning how to value speaking,listening, and silence. May be applied toward lower-divisiongeneral-education communication breadth requirement.School of Educationand Liberal ArtsCOR _____________________________________________________________________3000 Education, Self, and Community I 3Explores various dimensions of the learning process including theinfluence of prior learning experiences; the social construction ofknowledge; the impact of culture, class, race, age, and gender onour educational experiences; and the possibilities for developingstimulating and fulfilling learning practices. At the same time, thecourse provides new students with a survey of the BA program—its vision, objectives and requirements—and offers them guidancein choosing a major and formulating a study plan.COR 3001 Introduction to theBachelor _____________________________________________________________________of Arts Program 0Introduction and orientation to the Bachelor of Arts program.COR _____________________________________________________________________3100 Critical Thinking and Writing 3Focuses on academic essay writing, rhetorical analysis, and criticalthinking; designed particularly to help upper-division studentscraft better academic essays. Students work on the organization,mechanics, and coherence of their writing and build greater confidencein themselves as writers. Students also discuss and practicethe fundamental tools of critical thinking, analyze rhetoricaldevices and targeted audiences of different texts, and attempt to applytheir understanding to their own expression. The course helpsstudents examine thesis, types of evidence, and counterargumentsas well as movements between concrete and abstract, personaland universal. Each quarter, the course will be organized around adifferent interdisciplinary theme. Required. Prerequisite: Any lower-divisioncomposition course. Pre- or co-requisite: COR 3146.COR _____________________________________________________________________3140 My Voice, My Self 3Emphasis on students “finding voice” to express their ideasand experiences, to enable them to value their views and speakCOR _____________________________________________________________________3145 Research Writing 3This course focuses on the writing of an academic researchpaper. Coursework is directed toward formulating and revising atopic, researching information, writing, and reviewing a qualityacademic paper. Emphasizes the importance of critical thinkingand rhetorical analysis. The course will focus on a different interdisciplinarytheme each quarter. Prerequisite: COR 3100.COR _____________________________________________________________________3146 Information Resources 1This course is designed to be taken prior to or concurrently withCOR 3100. Students receive a brief refresher on basic library andelectronic research. Students then focus on the research issuesinvolving their topics in the base course with hands-on work in thecomputer lab and guidance from the instructor.COR _____________________________________________________________________3300 Ways of Knowing 2Students will learn about some of the basic concepts of researchand how it might be relevant in their lives. Knowledge claimsbehind the two distinctly different approaches of quantitativeand qualitative research will be explored. The course will thenconcentrate on qualitative research as a method of inquiry thatbest fits with many questions asked in the social sciences. Studentswill be exposed to the most common qualitative researchapproaches through seeking out and reading research with aspecific methodology in their field of interest. Prerequisites:COR 3100 and either COR 3146 or PLS 3002.COR _____________________________________________________________________3500 Sustainability: Meaning and Practice 3This course will be a critical engagement of the three Es of sustainability—Environment,Economics, and social Equity. Attentionwill be brought to both the global and local dimensions of environmentaldegradation, to the role of multinational corporations in<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 51
School of Education and Liberal Artsgovernment regulation (or lack of it), to issues of social equity inregard to the emergence of Third World societies, and to theincreasingly urgent problems of social stratification within theindustrialized world. The course introduces systems concepts offeedback, autopoiesis, bifurcations, overshoot, and criticality. Itwill explore the viability of technological remedies and variouspolitical solutions.presenting a public policy proposal or writing a grant request fora nonprofit agency.COR _____________________________________________________________________4805 Service Learning B 2A continuation and conclusion of Service Learning A. (Seeabove.)School of Educationand Liberal ArtsCOR _____________________________________________________________________4106 Autobiography 3Focuses on identifying major themes, exploring inner meanings,and writing the first phase of an autobiography. As a supplement tothis substantial writing project, instructors may design this courseto involve an emphasis on some or all of the following: readingpublished autobiographies, dramatically performing elementsof one’s autobiography, painting or drawing a self-portrait, andresearching the social-historical context of one’s autobiography.COR _____________________________________________________________________4798 Education, Self, and Community II 1Calls upon students to articulate some of the ways in which theiracademic 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 whatextent and how they have changed through the program, to reflecton the JFK <strong>University</strong> liberal arts community, to share, and to celebrate.Required.COR _____________________________________________________________________4800 Service Learning A 2An opportunity for experiential learning, exploring career paths,and contributing to the community. With the service projectcoordinator, students select an internship appropriate to theirspecialization or interests and spend an average of six hours perweek over two academic quarters applying theories learned in theclassroom to supervised training and practice. With instructor’sapproval, students may forgo the second quarter of internship andinstead engage in other service projects such as researching andCOR _____________________________________________________________________4900 Topics in Core Studies 3Topics vary according to instructor and student interest. May berepeated for credit with a change in topic.COR 4995 Independent Studyin _____________________________________________________________________Interdisciplinary Core 1–3Studies and projects to be arranged with the instructor and the departmentchair. May be repeated for credit with a change of topic.COR _____________________________________________________________________4998 Senior Project A 3A consecutive two-quarter course which is intended to serve asthe capstone of the BA program. The course provides students theopportunity to thoroughly explore and research a topic of theirchoice within their area of emphasis and write a lengthy essayon their findings and conclusions. The course is divided intotwo quarters. The first quarter, Senior Project A, is dedicated toselecting a topic, conducting research, receiving feedback andassistance in writing, and drafting sections of what will becomethe final product. Prerequisite: COR 3000, COR 3300, and at least150 units (130 for students in linked programs).COR _____________________________________________________________________4999 Senior Project B 3A continuation and conclusion of Senior Project A. (See above.)Students concentrate on drafting, revising and polishing theiressays complete with appropriate bibliography and footnotesaccording to APA guidelines.BA Completion Program [CUJ] CourseCUJ _____________________________________________________________________3300 American Culture in Transition 3An examination of some of the major influences on U.S. lifeincluding politics, education, gender roles, multiculturalism,religion, and work. Emphasis is on the changes in values andpractices in recent decades. May be repeated for credit with achange in topic.Essentials Coaching [ECT] CoursesNote: The Essentials Coaching program will be offered for academic credit through spring 2008. No new students will be admitted to thecertificate program. Students currently enrolled will be permitted to complete the academic program provided all requirements are metby spring 2008. Starting fall 2007, the Ford Institute will offer a range of continuing and extended education courses in coaching, personaldevelopment, and leadership.ECT _____________________________________________________________________3001 Essentials One: Preparing the Self 4As the first step in the Essentials Coaching program, EssentialsOne provides a framework to develop self-awareness as a necessaryfoundation both for understanding the ability to guide othersin a coaching relationship and for achieving desired levels of successin life. Students will learn key concepts for bringing awarenessto prominent beliefs guiding decision making and meaning makingin their lives and they will learn tools to enhance inter- andintrapersonal communication skills. Co-requisite: ECT 3002.52 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsECT _____________________________________________________________________3002 Essentials One: Practicum 3This four-week practicum features a three-day, in-person intensiveemphasizing practical and experiential learning to deepen understandingof the core concepts introduced in ECT 3001. Studentswill engage in guided internal exercises along with dynamic groupprocesses to allow them to reclaim their power and integrate thefull range of personal expression available to them. Co-requisite:ECT 3001.ECT 3003 Essentials Coaching Program:The _____________________________________________________________________Experience of Being Coached 4In this course, students begin training as an essentials coach byobserving and experiencing this coaching model during weeklytelecourse coaching sessions. In a group setting with fellowcoaches in training, faculty and guest master coaches guidestudents through the essentials coaching process. In this way,students learn the coaching model and its key concepts first-handas they are coached by expert essentials coaches and witnessothers being coached in this model. Prerequisite: ECT 3002.ECT 3004 Essentials Coaching Training:Developing _____________________________________________________________________the Practice of Coaching 4This course builds upon the first three and is specially designedto teach advanced distinctions, skills, and techniques necessaryfor effective, empathetic communication in coaching relationships.Further emphasis is placed on understanding and usingclarifying questions, establishing healthy boundaries, distinguishingbetween coaching and counseling, fostering a strong code ofethics, managing conflict resolution, and holding self and othersaccountable. This course is a demarcation point where studentsbegin applying the skills of being an essentials coach through practicecoaching relationships with both peers in training and outsidepractice clients. Prerequisite: ECT 3003.ECT _____________________________________________________________________3005 Essentials Coaching Training: Practicum 5This capstone course in the training program focuses on applicationand mastery of all essentials coaching distinctions and skills.Through scheduled session reviews, instructors observe andcritique students’ practice and skills. Emphasizing the conductand standards of Certified Integrative Coach Professionals (CICP),students learn the crucial steps of building a coaching practicebased on integrity. This course culminates in a four-day residentialintensive in order to demonstrate the required proficiencies of aCICP. Assessment and skills demonstration from this course willdetermine whether students will be authorized to proceed withCICP certification. Prerequisite: ECT 3004.School of Educationand Liberal ArtsBA Completion in Education [EDJ] CoursesThese courses are offered on the Campbell campus.EDJ _____________________________________________________________________3105 The Essay 3Writing short papers on personal, general, and academic subjects,progressing from the simplest, most personal approach throughincreasing stages of complexity. Emphasizes discovering anddeveloping each student’s voice while building specific writingskills including unity, organization, development, and clarity ofthought. Fulfills upper-division general-education writing requirement.May be applied toward the lower-division general-educationcommunication breadth requirement if the upper-division writingcompetency exam was passed.EDJ _____________________________________________________________________3116 Library Research in the Electronic Age 2–3An introduction to accessing, critically evaluating, and using avariety of library research sources including reference books,indexes, CD-ROM, automated library catalogs, and remote accesstools such as the Internet. Fulfills upper-division general-educationlibrary research requirements.EDJ _____________________________________________________________________3120 Critical Thinking 3An introduction to logic, a tool that enables investigation of anysubject by reasoning. Develops skills for enhanced critical aware-ness of social and cultural conditioning and provides a workingknowledge of the tools of critical assessment and intuitiveapproaches to problem solving. Fulfills upper-division generaleducationcritical thinking requirement.EDJ _____________________________________________________________________4005 The Learning Process 2An exploration of theoretical and personal ways of learning andknowing. Students explore the effects that gender, ethnicity, race,learning and cognitive style, intelligence, personality, and historyhave on their learning process. Students will also explore the ideaof critical and creative thinking as it is applied to learning.EDJ _____________________________________________________________________4996A–B Senior Project I–II 1.5/1.5A focused, in-depth, 20–25 page capstone essay on a topic ofstudent’s choosing relating to their specializations. Including amajor research component, the two-quarter project providesstudents the opportunity to deepen their understanding of a topicthat has engaged them during their undergraduate program.It provides an opportunity to achieve and demonstrate masteryof a research and writing project of significant scope, under theguidance of both a faculty advisor and a course instructor. Prerequisites:Completion of all communication skills requirements.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 53
School of Education and Liberal ArtsEducation [EDN] CoursesThese are graduate-level Education courses.School of Educationand Liberal ArtsEDN _____________________________________________________________________5000 The Whole Child 3Explores ways to work effectively with children, adolescents, andparents with an emphasis on approaches that foster empathy andrespect for cultural, religious, sexual, socioeconomic, physical,and learning style differences.EDN 5005 Introduction to Computer-BasedTechnology _____________________________________________________________________in Education 1Students will learn about and begin to use entry-level computerknowledge and skills for communication, research, analysis, andpresentation as they relate to education.EDN 5006 Technology, Learning,and _____________________________________________________________________Social Issues 1Students will acquire knowledge and skills for integrating technologyinto teaching of subject-area curriculum and issues related tochild safety, copyright, and privacy.EDN 5007 Level 2—Induction:Technology _____________________________________________________________________Integration 1Students will be required to demonstrate their knowledge andskills for integrating computer-based technology in their teachingof subject-area curricula. Participants will use technology tocreate documents, communicate electronically, search and evaluateappropriate software to support standards-based learning,adjust teaching for special student populations, and assessment.EDN 5008 Health and SafetyEducation _____________________________________________________________________for Teachers 1Candidates will apply knowledge, skills, and abilities developedduring their professional preparation to provide comprehensivesupport for their students’ total well-being and health to promoteoptimal learning.EDN _____________________________________________________________________5009 Teaching Special Populations 1Candidates will extend their knowledge, skills, and abilitiesacquired during their professional preparation to ensure equitableaccess to learning and outcomes for students with disabilities,gifted and talented students, and students at risk.EDN _____________________________________________________________________5010 The Healthy Child 2Introduces students to the physiological and sociological effectsof drugs, alcohol, and tobacco use and abuse. Identifies youngpeople’s behaviors associated with these problems. Exploressexually transmitted diseases and nutritional needs of children.EDN _____________________________________________________________________5011 Teaching English Learners 1Candidates will extend their knowledge, skills, and abilitiesacquired during their professional preparation to ensure thedelivery of comprehensive, specialized instruction for Englishlearners.EDN _____________________________________________________________________5020 A Passion for Reading 3Stresses the development of skills necessary to make lifelongreaders of all youths. Includes effective ways to introduceliterature, choosing the best readers and materials, and readingfor pleasure, information, and educational success.EDN _____________________________________________________________________5021 Reading in Secondary Schools 3Introduces principles, methods, and processes that are fundamentalto developing literacy across the curriculum in middle and highschools.EDN _____________________________________________________________________5030 The Psychology of Teaching 3Focuses on communicating with students individually, in groups,and in presentations; fostering fair and friendly communicationin the classroom; and helping each young person communicateappropriately and effectively. Explores personal issues that affectdevelopment as a teacher.EDN _____________________________________________________________________5040 Politics and Power 3Explores effective ways to work with colleagues, school anddistrict administrations, and state and social service agencies.Emphasizes methods to empower classroom teachers.EDN _____________________________________________________________________5200 Theory of Curriculum Development 1Discusses the importance and effectiveness of interdisciplinaryapproaches. Using integrated themes, students examine the curriculumfrom kindergarten through 12th grade and work throughyearlong progressions of skill and knowledge development.EDN _____________________________________________________________________5210 Curriculum I: Humanities 3Focuses on the needs of kindergarten through third-gradechildren with emphasis on the humanities. Students work ingroups to develop interdisciplinary curricula that incorporatestudy in mathematics, science, and social science with study in thehumanities.EDN _____________________________________________________________________5211 Curriculum I: Secondary 3Provides a foundation in curriculum development (for the singlesubjectcredential program). Focuses on various formats fordeveloping lesson plans and on subject-area competency. Studentsdevelop familiarity with state frameworks (relevant to student areaof specialization) and begin to explore instructional materials.EDN _____________________________________________________________________5212 C&I: English-Language Arts (MS) 3Provides a foundation in curriculum and instructional planning.Candidates work in groups to develop interdisciplinary lessonsand units for teaching English language arts in self-containedsettings. Focuses on needs of kindergarten through third-gradechildren.54 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsEDN _____________________________________________________________________5215 C&I for Secondary Schools I 3Introduces principles, methods, and processes that are fundamentalfor teaching subject specific content in secondary schoolsettings.EDN 5220 Curriculum II:Math _____________________________________________________________________and Natural Science 3Emphasis is on teaching mathematics and science for fourththroughsixth-grade children. Working in groups, students createlesson plans centering on mathematics and science and addressingsocial science and the humanities.EDN _____________________________________________________________________5221 Curriculum II: Secondary 3Continued development of skills from Curriculum I. Emphasison applying skills to different ages, developing interdisciplinaryand more complex lessons and units, and assessing studentachievement.EDN _____________________________________________________________________5222 C&I: Mathematics (MS) 3Focuses on the California framework and academic content standardsand subject-specific pedagogy for teaching mathematics inK–8 classrooms.EDN _____________________________________________________________________5225 C&I for Secondary Schools II 3Focuses on application of principles of instructional design andcurriculum development for teaching specific subject areas insecondary schools. Candidates will develop lesson and unit planswith emphasis on providing their students with equitable accessto learning.EDN _____________________________________________________________________5230 Curriculum III: Social Science 3Emphasizes understanding the adolescent learner and such teachingstrategies as cooperative learning and other forms of groupwork along with continued development of skills from CurriculumI; development of more complex lessons and units anddevelopment of an integrated thematic unit of six to eight weeks’duration.EDN _____________________________________________________________________5231 Curriculum III: Secondary 3Addresses how to assess student achievement, manage theclassroom, develop a community of learners, and integratecurricula. Participants will develop an integrated thematic unitof six to eight weeks’ duration.EDN _____________________________________________________________________5232 C&I History/Social Science 3Focuses on developing curriculum and instructional lessons andunits for teaching history and social science content in K–8 usingCalifornia framework and standards. Emphasis given to multipleperspectives and approaches.EDN _____________________________________________________________________5235 C&I for Secondary Schools III 3Focuses on constructs of curriculum and instructional designfor developing subject-specific lessons and units for teaching insecondary schools.EDN _____________________________________________________________________5240 Computers in Education 3Explores the impact of computer technology on education.Students experiment with and evaluate educational softwaredesigned for tutorial and group instruction as well as classroommanagement. Strategies for incorporating technology into theexisting curriculum are discussed.EDN _____________________________________________________________________5310 Supervised Teaching A 2Students observe several diverse elementary classrooms or recreationalsettings. May include visits to the university’s expressivearts and sport camps, a preschool, or a setting for developmentallydisabled children. Weekly classes at the university for training incooperative teaching strategies are required.EDN _____________________________________________________________________5320 Supervised Teaching B 6Guided by a master teacher, students observe and assist themaster teacher, prepare lesson plans, and teach lessons four to fivemornings per week. Weekly meetings at the university for problemsolving, feedback, and support are required.EDN _____________________________________________________________________5321 Teaching Seminar B 1.5Emphasizes strategies for creating a collaborative and cooperativelearning environment to maximize learning, building school-homepartnerships, and developing complex interdisciplinary units.Introduces students to the portfolio assessment process.EDN _____________________________________________________________________5330 Supervised Teaching C 6A full-time, four-day-per-week classroom experience formultiple-subject students and a five-day-per-week classroomexperience for single-subject students—with responsibility—under the guidance of a master teacher. Weekly meetings at theuniversity required as in EDN 5320.EDN _____________________________________________________________________5331 Teaching Seminar C 1.5Introduces student to methodology for addressing emergingliteracy and teaching of ESL, cooperative conflict resolution,and community involvement. Teaches students selection andreflection phases of the portfolio assessment process.EDN _____________________________________________________________________5340 Supervised Teaching D 9This full-time, four-day-per-week classroom experience formultiple-subject students and a five-day-per-week experiencefor single-subject students includes observation and assistanceand lesson preparation and teaching—with increasing responsibility—culminatingin two weeks of full-time teaching. Weeklymeetings at the university are required as in EDN 5320.EDN _____________________________________________________________________5341 Teaching Seminar D 1.5Focuses on guiding students in their final preparation andpresentation of their portfolios, provides students with employmentsearch and preparation skills, and assists students withcomplete credential application process.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 55
School of Education and Liberal ArtsEDN _____________________________________________________________________5345 Supervised Teaching D 6Focuses on development of knowledge, skills, and abilitiesrequired for classroom teaching through fieldwork and supportingseminars.EDN _____________________________________________________________________5991 Thesis Proposal 2Students choose a research topic, complete a survey of the literatureon that topic, and outline a community research project. Anexpert in the field is chosen to guide the fieldwork.School of Educationand Liberal ArtsEDN _____________________________________________________________________5400 Theories of Language Acquisition 3Provides a foundation for understanding how language is acquiredby English learners. Explores current research on psychosocial,cultural, and political factors affecting the language developmentof the English learner.EDN 5410 Methods for Teachingthe _____________________________________________________________________English Learner 3Explores the basic methodologies in English Language Development(ELD) and bilingual education. Emphasis is on the practicalaspects of teaching the English learner including classroommanagement and organizational strategies.EDN 5420 Methods for TeachingIn-Depth _____________________________________________________________________Content 3Examines the teaching of content through Specially DesignedAcademic Instruction in English (SDAIE). Explores the transitionin approach from the elementary through middle school to highschool.EDN 5430 Assessment ofLinguistic _____________________________________________________________________Minority Students 3Focuses on the assessment of oral language proficiency level,literacy, and general background knowledge of the English learner.Special attention is given to understanding the component skills incommunicative and academic competence.EDN _____________________________________________________________________5500 American Culture in Transition 3Investigates how teachers can make the classroom a place wherestudents learn to believe in themselves, their communities, andtheir world. The course draws on the traditions of social and politicaltheorists, historians, and educators including writers such asStewart, Bellah, Terkel, Coles, Arendt, Lapp, and Shor.EDN _____________________________________________________________________5501 Cross-Cultural Communication 3The general theory of ethnicity and language is examined acrosscultures with an emphasis on the cultural differences that affectcommunication in the media and in education.EDN _____________________________________________________________________5900 Topics in Education 1–3Topics vary according to instructor and student interest. May berepeated for credit with a change in topic.EDN _____________________________________________________________________5990 Research Writing and Methodology 3Introduces participants to inquiry-based action research methodologyand thesis proposal writing. Participants will learn actionresearchstrategies that help them define questions and determinemethods for their research project.EDN _____________________________________________________________________5992 Thesis Research Project 2Students design and complete a research project that usesqualitative or quantitative methodology to promote social justicein the educational community. May involve working with children,parents, teachers, community agencies, or some combination ofthese. This project leads directly to the thesis.EDN _____________________________________________________________________5993 Thesis 2Based on the thesis proposal, the survey of the literature, andcommunity research project, the thesis includes analysis andrecommendations for further work in the field.EDN _____________________________________________________________________5995 Independent Study in Education 1–6Studies to be arranged with the instructor and the departmentchair. May be repeated for credit with a change of topic.Field Placements and WorkshopsEDN 9001 Teaching PerformanceAssessment _____________________________________________________________________(TPA)—Task 1 0Passage of TPA—Task 1 is required of all candidates workingtoward a California preliminary teaching credential. This coursewill provide candidates with test preparation, test administrationand scoring, and a record of outcomes for advising.EDN 9002 Teaching PerformanceAssessment _____________________________________________________________________(TPA)—Task 2 0Passage of TPA—Task 2 is required of all candidates workingtoward a California preliminary teaching credential. This coursewill provide test preparation to help candidates understand theassessment system and place where the test will be administered.EDN 9003 Teaching PerformanceAssessment _____________________________________________________________________(TPA)—Task 3 0Passage of TPA—Task 3 is required of all candidates workingtoward a California preliminary teaching credential. This coursewill provide test preparation to help candidates understand theassessment system and place where the test will be administered.EDN 9004 Teaching PerformanceAssessment _____________________________________________________________________(TPA)—Task 4 1Passage of TPA—Task 4 is required of all candidates workingtoward a California preliminary teaching credential. This coursewill provide test preparation to help candidates understand theassessment system and place where the test will be administered.56 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsEducation [EDU] CourseThis is an undergraduate Education course.EDU _____________________________________________________________________4010 Human Development and Health 3Introduces concepts of child and adolescent development andintegral health as they relate to learning in K–12 education.Administrative Credential [ENJ] CoursesThese courses are offered on the Campbell campus.ENJ 5000 Forging a Shared Vision ofLeadership and Learning for All Students 3_____________________________________________________________________This course provides candidates with multiple opportunitiesto engage in individual and collective reading, reflection, andwriting about leadership. Candidates will articulate and clarifytheir individual values, attitudes, and beliefs about leadership andlearning, about the purpose of education in a democratic society,and about the role of the school as a force for both stability andchange in the community.ENJ 5010 Leadership for Racial Equity,Social Justice, and Democracy 3_____________________________________________________________________This course explores both the current realities of school systemsand the ideals of education for a multicultural, democratic society.Candidates will examine the contemporary context of schoolsand schooling and the ways educational institutions perpetuateinequities for certain groups of children. This course examines theimpact of institutional racism on the lives and achievement ofthese students.ENJ 5020 Learner-CenteredInstructional Leadership 3_____________________________________________________________________This course provides knowledge about issues and elements ofeffective instruction and school improvement that foster teacherand student success. Much of the course is devoted to issuesof assessment and accountability. The course addresses a range ofissues that contribute to effective leadership in successful schools.ENJ 5030 Organizational Management I:Technology 1_____________________________________________________________________This course introduces candidates to the wide variety of technologicalresources and how these resources can be integratedthroughout educational programs in order to optimize learningfor students and staff. Candidates will learn to use technologyas a means to improve system practices including effectivecommunication, analysis, and interpretation of data to informstrategies around student achievement and overall effective schooladministration.ENJ 5040 Organizational Management II: Law 1_____________________________________________________________________This course introduces candidates to laws, legal practices, interpretations,and practice governing federal, state, county, and localschool administration.ENJ 5050 Organizational Management III:Finance 1_____________________________________________________________________This course introduces administrative candidates to the economicsof education, school finance, and school business administration.Candidates will continue to deepen their understanding of publicpolicy (from ENJ 5040) regarding the equitable distribution ofresources.ENJ 5100 The Whole Community:A Context for Educational Leadership 3_____________________________________________________________________This course provides administrative candidates with opportunitiesto work effectively with members of the community at large withinwhich a given school is situated. During this course and its fieldworkcomponent, candidates will have opportunities to assessand respond to diverse community interests and needs andalso to mobilize community resources in the service of studentwell-being, achievement, and success. The greater school communitywill serve as the primary context in which candidateswill develop their capacity for effective educational leadership ina diverse setting.ENJ 5110 The Whole Family:A Resource for Educational Leadership 3_____________________________________________________________________This course provides administrative candidates with opportunitiesto work effectively with students’ families and to recognizefamilies as essential resources on which to draw as school leaders.In both this course and its fieldwork component, candidates willnot only assess and respond to the interests and needs of diversefamilies, but also work to deepen relationships with families inservice of student well-being, achievement, and success.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 57
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsENJ 5120 The Whole Child:A _____________________________________________________________________Focus for Educational Leadership 3This course puts the child at the center of the leadershipequation. Administrative candidates will develop a deeperunderstanding of child development and student learning patternsalong with ways to assess and address the unique needs of certaingroups of students who historically have been underserved by theeducation system.ENJ 5130 The Whole School:A _____________________________________________________________________Locus for Educational Leadership 3Using the school site as locus for educational leadership development,this course provides opportunities for the administrativecandidates to examine, practice, and model a personal code ofethics including protecting the rights and confidentiality of students,staff, and families. This course and its fieldwork componentenable candidates to practice professional leadership capacityincluding shared decision making, problem solving, and conflictmanagement as well as to foster those skills in others. Candidateswill have opportunities to act effectively as spokesperson for theschool to the extended school community.ENJ 5300 Fieldwork: Community-BasedInquiry _____________________________________________________________________and Action Research 3This is the fieldwork counterpart to ENJ 5100. Candidates willengage in fieldwork that will provide them with opportunities tomake connections between what is learned in class and what isexperienced at the school site. Candidates will design a plan for30 hours of course-related fieldwork with the assistance of theuniversity supervisor and site mentor.ENJ 5310 Fieldwork: Deepening theRelationship _____________________________________________________________________between Home and School 3This is the fieldwork counterpart to ENJ 5110. Candidates willengage in fieldwork that will provide them with opportunities tomake connections between what is learned in class and what isexperienced at the school site. Candidates will design a plan for30 hours of course-related fieldwork with the assistance of theuniversity supervisor and site mentor.ENJ 5320 Fieldwork:Nurturing _____________________________________________________________________the Genius in Every Child 3This is the fieldwork counterpart to ENJ 5120. Candidates willengage in fieldwork that will provide them with opportunities tomake connections between what is learned in class and what isexperienced at the school site. Candidates will design a plan for30 hours of course-related fieldwork with the assistance of theuniversity supervisor and site mentor.ENJ 5330 Fieldwork:Effecting _____________________________________________________________________Lasting Change at the School Site 3This is the fieldwork counterpart to ENJ 5130. Candidates willengage in fieldwork that will provide them with opportunities tomake connections between what is learned in class and what isexperienced at the school site. Candidates will design a plan for30 hours of course-related fieldwork with the assistance of theuniversity supervisor and site mentor.Museum Studies [MUS] CoursesThese courses are offered on the Berkeley campus.MUS 5003 Issues in Museums I:History _____________________________________________________________________and Theory 4.5What is a museum? What is its role in society? How has theinstitution evolved since its beginnings? In this course, studentsanalyze, debate, and evaluate current theories of the museum asa social institution. Two in-depth writing assignments and sitevisits encourage students to look closely at the museum, its ethicalresponsibilities, and its public profile.MUS 5004 Issues in Museums II:Finance _____________________________________________________________________and Administration 4.5Review of basic nonprofit management in museums. Discussionand assignments to cover management, governance, fundraising,personnel, museum standards, and finance.MUS 5005 Issues in Museums III:Planning _____________________________________________________________________and Development 4.5Building on the theoretical and philosophical framework formuseum work, students propose a plan for a new museum andsupport it with written and oral presentations.MUS _____________________________________________________________________5321 Museums and Communities 4.5The purpose of this course is to explore issues of diverse communitiesand 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 4.5Conceptualization, planning, evaluation, development, design,and interpretation of museum exhibitions. The course emphasizeshow a collaborative approach to exhibition development can servediverse audiences. Students work in groups to develop and mountan exhibition.MUS 5420 Museums, InteractiveTechnologies, _____________________________________________________________________and Electronic Access 4.5This hands-on course explores how new technologies are impactingand changing museums.58 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsMUS _____________________________________________________________________5501 Documentation of Collections 4.5A practical exploration of the major duties of a museum registrarincluding developing collections policies, accessioning andde-accessioning, inventory, insurance and risk management, catalogingsystems and information management, collections storageand handling, and tracking, packing, and shipping exhibitions.MUS _____________________________________________________________________5502 Preventive Conservation 4.5Collections conservation with a focus on the physical nature ofmaterials, the agents of deterioration that affect them, and theoptions for their preventive care and maintenance. Presentspreservation guidelines to enable students to spot deleteriousconditions and assess and prioritize conservation problems. Manysessions are held in museums and conservation laboratories usingactual collections to illustrate the principles discussed.MUS 5610 The Visitor Experience: LearningTheories _____________________________________________________________________and Understanding Audiences 4.5The course examines learning theories from a historical perspectiveteaching techniques appropriate for diverse audiences andaudience development. Additional consideration given to museumphilosophy and educational methodology.MUS 5612 The Visitor Experience:Interpretive _____________________________________________________________________Methods and Applications 4.5Survey and discussion of educational materials and programsfrom a variety of museums. Emphasis is on program development,implementation, and evaluation for diverse museum audiences.MUS _____________________________________________________________________5975 Internship 1–12Work in a museum locally, nationally, or internationally underprofessional supervision. May be taken in any specialization:public programming, collections management, or administration.May also be taken as a practicum. Subject to availability and advisor’sapproval.MUS 5995 Independent Study inMuseum _____________________________________________________________________Studies 1–6Studies and projects to be arranged with the instructor and thedepartment chair. May be repeated with a change of topic.MUS _____________________________________________________________________5996 Master’s Project: Topic Development 1This is the first course of a three-part master’s project sequence.The purpose of this course is to support students in developinga master’s project topic that is relevant to the museum field andbuilds on prior literature and research in the field.MUS 5997 Master’s Project:Research _____________________________________________________________________Methodology 4.5This is the second of a three-part master’s project sequence.The purpose of this course is to assist students in developing acomprehensive master’s project methodology (design, purpose ofstudy, literature review, and limitations) in support of their topic.Prerequisite: MUS 5996 with a grade of B or higher.MUS 5998 Master’s Project:Writing _____________________________________________________________________and Production 4.5This is the third course of a three-part master’s project sequence.It assists students in producing a bound written thesis and finalproduct that reflects their expertise in museum studies thatdemonstrates understanding and application of museum studiesliterature, development of new ideas, analytical and imaginativethinking, mastery of research methods and writing skills, andmastery of oral presentation skills. Prerequisite: MUS 5997 witha grade of B or higher.School of Educationand Liberal ArtsPhilosophy and Religion [PHR] and [PHJ] CoursesCourses with a PHJ prefix are offered on the Campbell campus; all others are offered on the Pleasant Hill campus. Courses marked with anasterisk (*) fulfill the spiritual practice prerequisites for the School of Holistic Studies.PHR/PHJ 3003 Who Knows?Understanding _____________________________________________________________________the Self 3An online course that introduces the rich diversity of theoriesabout the human self and its potentials. Sociological, religious,philosophical, and poetic approaches to the self from around theworld will be engaged.PHR/PHJ _____________________________________________________________________3004 Human Values as Story 3An online course that explores the basis of human values and theconflict of human values through literary forms from culturesthroughout the world.PHR _____________________________________________________________________3103 Sacred Art and Poetry 3The course surveys religious art and poetry from various worldtraditions including Taoism, Zen, Christianity, Sufism, andshamanic movements.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>PHR 3300 Ethics andSocial _____________________________________________________________________Values 3An introduction to the basic concepts of ethical assessmentthrough direct application of ethical concepts to challengingissues facing society today. Issues include euthanasia, abortion,the death penalty, discrimination and affirmative action, and topicschosen through class consensus. May be applied toward the lowerdivisiongeneral-education humanities breadth requirement.PHR/PHJ 3303 Philosophyand _____________________________________________________________________Religion Foundation 3The Philosophy and Religion Foundation course serves as ageneral introduction to the field of the philosophy and religion.Topics will involve study of literature, art, film, music, philosophy,and religion.School of Education and Liberal Arts 59
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsPHR _____________________________________________________________________3310 Ancient Greek Myth and Religion 3The course will focus on the various Greek responses to issuescritical to understanding human nature and the place of humanswithin an overall view of reality. Attention will also be brought tothe ways in which ancient Greek religious ideas influenced—andwere overwhelmed by—the dominant Judeo-Christian tradition inthe West as well as the ways in which certain Greek ideas cast apowerful influence in the development of the Christian tradition.PHR _____________________________________________________________________3315 The 20th Century in Perspective 3The course surveys central figures in 20th-century philosophy,literature, religion, and art. Focus will be brought to the quest fornew bases of meaning after the revolutionary critiques of culturearticulated in the 19th century.PHR _____________________________________________________________________3320 The Development of the American Mind 3The course will be a historical investigation of the uniquely “American”mindset dating from the arrival of Europeans at PlymouthPlantation. Central themes will include the frontier, the belief inAmerica as the “New Israel,” and a rejection of the sophisticateddecadence of Europe.PHR/PHJ _____________________________________________________________________3405 World Religions 3Surveys seven religions: Hinduism, Buddhism, Confucianism,Taoism, Judaism, Christianity, and Islam. Readings and lecturesfocus on worldviews and teachings. The nature of mysticism isintroduced.PHR _____________________________________________________________________3700 Epics of the World 3Epics present foundational myths and archetypes. The courseexplores the epics that express the psyche of different culturesincluding Gilgamesh, the Ramayana, Chusingura, Beowulf, andothers.PHR _____________________________________________________________________4000 Myth and Archetype 3Examines the historical meanings of myth and archetype, theway individual and societal experience of these has changed,and the individual as participant in mythmaking. Fulfills the upperdivisiongeneral-education requirement for interdisciplinarystudies.PHR _____________________________________________________________________4007 Aikido 1This course will explore the theory and practice of Aikido.Students will gain direct experience of ancient movements andtechniques which, according to Chinese and Japanese philosophy,are grounded in the dynamic design of nature itself.PHR _____________________________________________________________________4010 Philosophy in the Street 3The course will examine the connection between theories ofhuman nature and political philosophy. We will explore and assessselected political philosophy in the West from Pericles to postmodernism.PHR _____________________________________________________________________4015 Nietzsche and the New Paradigms 3The course will critically assess Nietzsche’s claim that “God isdead” in its historical context. It will explore Nietzsche’s poeticcritique of religion and culture and the ways in which this critiqueserves as a foundation for emerging trends in psychology, religion,and philosophy.PHR _____________________________________________________________________4021 The Birth of Modern Consciousness 3In fields as diverse as science, religion, philosophy, and socialtheory, it is evident that a new understanding of consciousnessis emerging. The values of this new outlook are hotly disputed.But we know this much: Our view of consciousness powerfullyimpacts our understanding of culture and our hopes for futurecivilization. The course will examine the roots of the variousattempts to rethink human consciousness that crowd today’smarketplace of ideas. Topics will include proposals that questionthe roles of rationality, of consumerism, of evolutionary theory,and of society in the phenomenon of consciousness.PHR _____________________________________________________________________4023 Freud: Self and Civilization 3The course will treat Freud’s ideas in a history of ideas context. TheFreudian revolution will be considered as more than a historicalphenomenon—it will be examined as an urgently presentreality. Freud’s revolutionary assertions about the unconsciousand its relation to the conscious personality, the dynamics ofrepression, and the role of the irrational in human experience willbe elaborated. His critique of democracy will be assessed in lightof the emergence of public relations and the merchandising ofdesire rather than the promotion of the skills of critical analysisin the political arena.PHR 4025 Existentialism,Ethics, _____________________________________________________________________and Consciousness 3The focus of this course will be on answering modern existentialquestions exploring the theories of Ralph Waldo Emerson, SorenKierkegaard, Nietzsche, Jose Orgeta Gasset, J-P Sarte, and others.Questions addressed in the course include “How do we useexistential principles to explore ethical issues in the 21st century?”and “From what level of consciousness do our choices emerge?”PHR/PHJ _____________________________________________________________________4105 Film and Human Values 3An exploration of changing assumptions and values in popularcinema. Topics include social roles, conceptions of the sacred, andthe human confrontation with the unknown.60 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsPHJ _____________________________________________________________________4205 Literature and Psychology 3The human experience as studied and reported by greatwriters and filmmakers, organized around the unfolding stagesof psychological development from innocence and coming ofage through the approach of death. Fulfills the upper-divisiongeneral-education requirement for interdisciplinary studies.PHR 4210 Tai Chi:Introduction _____________________________________________________________________to Principles and Practices 2The course will explore the basic principles of Taoism and taichi chuan in relation to the integration of body, mind, and spirit.Introductory movements of tai chi, tai chi chuan, and Qi Gong willbe practiced. The implications of tai chi principles and practicesupon health and consciousness will be explored.PHR 4232 Science, Art and Religion:Meanings _____________________________________________________________________and Understandings 3This course offers a broad approach to experiences of knowingin science and religion. Drawing on topics central to physicsand neuroscience, Hinduism and Buddhism, and the Abrahamictraditions, the course examines the processes of knowledge thatare central to claims about reality and truth and to the formationsof worldviews. In this way, science and religion are placed in thecontext of consciousness and the living practices through whichpeople form understandings and shape their lives with purposeand value. The course will also look at perspectives from Easternand Western religions and scientific traditions. Guest speakersspecializing in various topics will be invited.PHR _____________________________________________________________________4411 East/West Meditative Practices 1This course is cross-listed with ISD 5303 and is an integrationof Eastern and Western meditative practices, including thephilosophy of these spiritual systems and experiential practices.This course is offered credit/no credit only.PHR/PHJ 4412 Introduction toEastern _____________________________________________________________________Meditative Practices* 2The course explores philosophies and meditative practices ofthe Hindu, Buddhist, and Taoist traditions. The insights ofancient texts as well as modern commentators will be broughtto an experiential engagement of Eastern models of meditation.PHR 4413 Introduction toWestern _____________________________________________________________________Meditative Practices* 2Introduces Western meditative practices from the Jewish, Christian,Islamic, and Nature traditions. The course will emphasizethe connections between meditative practices and basic religioustheoretical foundations.PHR _____________________________________________________________________4415 Taoism 2The course examines the origins of Taoism in Chinese cultureand the thought of Lao Tzu and Chuang Tzu. The developmentof Taoism is traced through its dialogue with Confucianism andits decisive influences on Ch’an, or Zen, Buddhism. The resonanceof Taoist ideas with contemporary movements in psychology andscience is also covered. Prerequisite: PHR 3405 or the equivalent.PHR _____________________________________________________________________4418 The Tao of the West 3The various understandings of the Tao (literally way) from thetraditions of China have found different resonances in the West.The course will examine and assess the varieties of expressionsin the West since the 18th century.PHR _____________________________________________________________________4420 Zen Buddhism* 2The course traces the spirit of Zen from the roots of Buddhismin India through the rise of Ch’an in China and its migration toJapan and North America. Taoist influences in Zen are highlighted,and psychological methodology of Zen meditation is criticallyassessed.PHR _____________________________________________________________________4430 Christian Mysticism* 2Mysticism in a Christian context has often been fraught withaccusations of heresy. The course examines a variety of Christianmystics from ancient times to present whose spiritual quest haschallenged orthodoxy and served as a basis for reevaluating theChristian vision. Prerequisite: PHR 3405 or the equivalent.PHR _____________________________________________________________________4435 Sufism* 2The course examines the development of the mystical Sufimovement in seventh-century Syria. The question of an ancient,pre-Islamic tradition, of which Sufism is an expression, and therelationship of the Sufi movement to orthodox Islam are alsoaddressed. Prerequisite: PHR 3405.PHR _____________________________________________________________________4445 Spirituality, Symbols, and Dreams 2In this course, we will explore dreaming as a spiritual practice.Dream symbols are often powerful guides which express ourhuman and spiritual potential. They bring insight, wisdom, lifepurpose, clarity, and illumination. Through readings, class discussion,and experiential exercises, we will befriend our dreamingguides and bring them to the light of day.PHR _____________________________________________________________________4460 Christianity: A Critical History 3Christianity is undergoing a sweeping process of self-analysisand revision—more so than any other major world religion. Thiscreative ferment is not new: it began with St. Paul. We will explorevarious attempts, both successful and unsuccessful, to rethinkChristianity that have defined the course of Christian history. Thecourse will be a historical presentation of Christianity and its rolein Western culture. Our investigation will begin with the Judaicand non-Judaic roots of the Christian outlook and end withan examination and assessment of contemporary attempts torefashion the Christian vision for the 21st century.PHR/PHJ _____________________________________________________________________4900 Topics in Philosophy and Religion 1–3Topics vary according to instructor and student interest. May berepeated for credit with a change in topic.PHR/PHJ 4995 Independent Study inPhilosophy _____________________________________________________________________and Religion 1–3Studies and projects to be arranged with the instructor and the departmentchair. May be repeated for credit with a change in topic.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 61
School of Education and Liberal ArtsBA Completion in Psychology [PYC] and [PYJ] CoursesCourses with a PYJ prefix are offered on the Campbell campus; all others are offered on the Pleasant Hill campus.School of Educationand Liberal ArtsPYC/PYJ _____________________________________________________________________3000 Many Faces of Psychology 3An investigation of historical and contemporary systems ofpsychological process and methods including the underlyingphilosophical assumptions. The course will consider what theoriginal questions were in psychology and explore present-daypsychological concerns including intelligence, psychotherapy, selfhelp,and the study of consciousness.PYC _____________________________________________________________________3005 Exploring Psychology 3Students 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 thegenerality of many of these “Western” notions of human behaviorto peoples of different cultures.PYC/PYJ _____________________________________________________________________3100 Childhood and Adolescence 3An exploration of infant, child, and adolescent behavior andgrowth within the context of developmental psychology andthe human life cycle. May be applied toward the lower-divisiongeneral-education social science breadth requirement.PYC/PYJ _____________________________________________________________________3105 Adulthood 3A study of the psychology of adulthood including individualdevelopment, sexuality, marriage, family life, work and careerchoices, social environment, mind and body interactions, andpeak experiences. May be applied toward the lower-divisiongeneral-education social science breadth requirement.PYC _____________________________________________________________________3110 Aging and Personal Growth 3Psychophysical processes and personal growth opportunities inaging are considered in a study of meaning and purpose in lateadulthood. Issues include dying, grief, loss, and transcendence.May be applied toward the lower-division general-educationsocial science breadth requirement.PYJ _____________________________________________________________________3115 Death, Dying, and Bereavement 3The problems and processes associated with death, dying, andbereavement are explored. Theories of dying and death frompsychological and religious perspectives are also considered.PYC/PYJ _____________________________________________________________________3200 Personality and Psychotherapy 4The major personality theories and therapeutic applications inclinical psychology are studied including body-oriented andtranspersonal psychotherapies. Surveyed theorists include Freud,Jung, Ellis, Perls, and Rogers. May be applied toward the lowerdivisiongeneral-education social science breadth requirement.PYC/PYJ _____________________________________________________________________3210 Social Psychology 3Studies human behavior in social settings and social phenomenasuch as attitude structure and change, conformity, interpersonalperception and communication, cultural influence and prejudice,and group dynamics and leadership. May be applied towardthe lower-division general-education social science breadthrequirement.PYC/PYJ _____________________________________________________________________3300 Statistics for Social Science 2–3The analysis of data in behavioral science research and practiceincluding descriptive statistics, probability, correlation, andhypothesis testing. Emphasis is on using statistics to understandbehavioral science subjects.PYJ _____________________________________________________________________3301 Research Methods 2This course will investigate research methodology in the field ofpsychology. The basic methods of quantitative and qualitativeresearch will be addressed. APA writing style will be reviewed.The history, assumptions, limits, challenges, and ethics of researchmethodologies will be explored.PYC _____________________________________________________________________3303 Statistics and Human Experience 2Emphasis is placed on the interpretation of data and the understandingof recently published material and research studies. Statisticalanalysis and research exercises address current social issueswhich provide students with meaningful, real-life knowledge.PYC/PYJ _____________________________________________________________________3305 Introduction to Counseling 3An exploration of the basic concepts of the helping professions forstudents who have little or no experience in the field. Exercisesto integrate practical skills with a conceptual framework areincluded. May be applied toward the lower-division generaleducationsocial science breadth requirement.PYC/PYJ _____________________________________________________________________3310 Group Dynamics 3Presents theories and techniques for improving communicationin personal and professional situations including interviewing andcounseling methods and practical exercises in communicationand group dynamics.PYC/PYJ _____________________________________________________________________3330 The Psychology of Relationships 1–3This course explores the psychology of relationships, both thedynamics of healthy relationships and patterns of relationshipsunder stress; it examines significant aspects of relationshipsincluding codependence and addictive relationships, lovingrelationships, and relationships in transition. May be repeatedfor credit with a change of topic.PYJ _____________________________________________________________________4000 Community Psychology 3Looks 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 theywork, conflict resolution and mediation, and diversity and how thefield of psychology relates to and can possibly help in regard tothese issues.PYC/PYJ _____________________________________________________________________4005 Learning and Cognition 3This survey course addresses historical and current theoretical62 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal Artsassumptions and approaches to learning and cognition. Specialattention is given to the relationship between learning andcognitive process. Topics addressed include operant conditioning,social learning theory, learning styles, perception, memory,problem solving, thinking, and intelligence.PYC/PYJ 4010 PsychologicalAssessments _____________________________________________________________________and Outcomes 3This course looks at the latitude and utilization of various psychologicalassessment tools. The assumptions, limits, and challengesto psychological assessment will also be addressed. The focus willbe on the construction and evaluation of psychological tests andtheir performance in clinical situations. Students will be engagedin self-assessment in their learning experience.PYC _____________________________________________________________________4120 Emotions, Intelligence, and Awareness 3Although emotions have long been considered to be secondary,if not detrimental, to our mental efficiency in finding successin life, mounting evidence demonstrates that thinking isliterally impossible without feeling, that it plays an organizingrole in thought itself, and that true success is totally dependentupon a highly developed emotional life. EQ is as important as, ifnot more so than, IQ. This course will examine the evidence andsearch for practical ways of developing an intelligent heart and acompassionate mind.PYC _____________________________________________________________________4200 Jungian Psychology 3An examination of Jung’s life and works including the basic structuresof Jungian theory, the nature and structure of the psyche, andthe four functions of consciousness.PYC _____________________________________________________________________4202 Psychology, Religion, and Spirituality 3This course begins with an examination of the psychology ofreligious experience in William James’s Varieties of ReligiousExperience. Concepts drawn from traditional religions that haverelevance to present-day psychotherapeutic practice are exploredthrough existential, humanistic, and transpersonal approaches topsychology. Topics include judgment, forgiveness, grace, religiousaspects of mental disorders, conversion experience, initiation,sacrifice, and prayer.PYC/PYJ _____________________________________________________________________4205 Transpersonal Psychology 3The philosophical and empirical foundations of transpersonalpsychology and the transpersonal principles used in counselingare explored. Theorists include Roberto Assagioli, Ken Wilber,Stanislav Grof, Francis Vaughn, and A.H. Almaas.PYC _____________________________________________________________________4215 Transpersonal Psychology of Children 3The varieties of transpersonal experience of children andadolescents are considered from the perspectives of psychologyand esoteric religions including peak experiences, clairvoyance,and psychokinesis.PYC/PYJ _____________________________________________________________________4217 Creativity and Intuition 3Explores from a psychological perspective the theories andprocesses in the development of creativity and intuition. Studentsexamine various forms of creative expression such as writing,drawing, and guided imagery.PYC/PYJ _____________________________________________________________________4220 Cross-Cultural Psychology 3An exploration of what it means to “act naturally” in differentcultures and the extent to which human experience is culturallyconstructed. Attention is given to unexamined assumptions ofdominant social and psychological theories, especially commonnotions about the role of aggression and biological determinismin human nature.PYC/PYJ _____________________________________________________________________4221 Abnormal Psychology 3The course focuses on developing a better understanding of thedefinitions, categories, and characteristics of abnormal behaviorsthrough biological, psychosocial, and sociocultural perspectives.While the course is descriptive in nature and sensitive to the culturalconstruction of “abnormality,” treatment concepts will beexamined.PYC/PYJ 4225 Psychology of Women:Psyche _____________________________________________________________________and Soul 3A study of how major 20th-century theories including feminist,psychoanalytic, Jungian, and transpersonal have addressedwomen’s psychological issues.PYC/PYJ _____________________________________________________________________4226 Psychology of Men 3Explores fundamental male issues including father-son andmale-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 1The basic concepts and techniques of psychosynthesis includingpresence and the art of guiding, subpersonality work, imagery, andidentification and disidentification.PYC _____________________________________________________________________4302 Psychology of Organizations 3This course presents an overview of the field of organizationalpsychology. Topics include organizational culture, leadership andmanagement, group dynamics, conflict and negotiation, empowermentand coaching, and work stress.PYC/PYJ 4900 Topics inPsychology _____________________________________________________________________and Consciousness 1–3Topics vary according to instructor and student interest and mayinclude health and illness, psychology and consciousness, andaltruism. May be repeated for credit with a change of topic.PYC/PYJ _____________________________________________________________________4995 Independent Study in Psychology 1–3Studies and projects to be arranged with the instructor and thedepartment chair. May be repeated for credit with a change of topic.PYJ _____________________________________________________________________4996–97 Field Project in Psychology A–B 1.5/1.5An opportunity for experiential learning, exploring career paths,and community service. Students will select a fieldwork placementsite appropriate to their specific focus in psychology. Studentsshould plan to commit to an average of three hours a week overtwo academic quarters.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 63
School of Education and Liberal ArtsScience, Health, and Living Systems [SCI] and [SCJ] CoursesCourses with a SCJ prefix are offered on the Campbell campus; all others are offered on the Pleasant Hill campus.School of Educationand Liberal ArtsSCI _____________________________________________________________________1310 Mathematics: A Human Endeavor 3Mathematics is a universal language, and this course is designedto equip students for the dialogue. As an introductory course,students are invited to increase their quantitative reasoning skillsand apply them to everyday problems. By understanding thefundamentals of number sequences, graphical methods,logarithms, and statistics, students will be better able to engagethe sciences and humanities. These tools are relevant in the marketplace, and students can approachtheir chosen professions withgreater confidence. May be applied toward the lower-divisiongeneral-education mathematics breadth requirement.SCI _____________________________________________________________________3050 Method, Myth, and Metaphor 3As the required foundation for entry into the specializationof science, health, and living systems, the aim of the course is tofamiliarize the student with the history of science and to explorethe various paradigms. Topics include pre-Socratic cosmologies,Greek philosophy and science, the Copernican revolution,Cartesian and Newtonian models, 18th-century chemistry, and19th-century views on systems, women scientists, and scientificinvention in the 20th century. The course also includes modernbiology (especially genetics and ethics) as well as developmentin physics and information science. The practice of science asa legitimizing process is evaluated. This course may be appliedtoward either the upper-division general-education requirementfor interdisciplinary studies or a lower-division general-educationscience breadth requirement. The course is the foundation coursefor the science, health, and living systems specialization.SCI _____________________________________________________________________3100 Introduction to Living Systems 3The basic concepts of systems theory as they relate to lifeprocesses are explored including both the dynamics and the levelsof complexity in natural and artificial systems and the interdependenceof microscopic and macroscopic orders. Special emphasisis given to the nature and quality of information, fractals, gametheory, artificial intelligence, consciousness, self-replication,genetic algorithms, and self-regulation via feedback that introducesconcepts such as autopoiesis and bifurcation points. Maybe applied toward the lower-division general-education sciencebreadth requirement.SCI _____________________________________________________________________3105 Psychobiology 3Explores 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 onemotions and may be applied toward the lower-division generaleducationscience breadth requirement.SCI/SCJ 3110 Anatomy and Physiology:Dynamic _____________________________________________________________________Living Systems Perspective 4This course explores the structure and function of the humanbody from a dynamic systems perspective. A traditional overviewof all body systems and anatomical features will be presented.Additionally, the course will explore the intersection of anatomyand physiology systems with the wellness and psycho-emotionaldimensions of embodiment. Various visual, auditory, andkinesthetic learning methods will be utilized to facilitateoptimum retention and practical application of primary termsand concepts.SCI _____________________________________________________________________3300 Mind, Brain, and Body Interaction 3We are privileged to live in an era of profound awakenings to theage-old mystery of Self—the mind/brain, the dimensions of thebody, and the meaning of the soul, spirit, and the multidimensionalityof self. We are able to ask scientifically deeper questions thatunabashedly look to human spiritual and psychic experiences fordeeper scientific understandings of this mystery. To explore thisrealm is to take on legitimate questions that never would havedared to have been asked twenty—or even ten—years ago. We willattempt to do just that in this course using the science of wholismas our guide to newer understandings and questions about ourmind/brain and mind/body and about the dimensions of realityin which they exist. Equally important in exploring these vistasis remaining grounded and attentive to the reductionistic sciencethat we have all grown up with. It offers valuable answers to questionsthat are looking at the specifics immediately in front of usand needs to be integrated with the gestalt patterns of wholism.[Wholism relates to the argument and philosophical discussionin science regarding reductionism and wholism retaining toexplanation of phenomena by its subunits, i.e., parts or as a whole.Wholism is a philosophical approach to understanding. Thisword wholism usually is used in the context of mind, body, andspirit. Holism, by contrast, is the integrative approach to problemsolving, emphasizing the importance of the whole and the interdependenceof its parts, such as in systems theory.]SCI _____________________________________________________________________3305 Biology and Consciousness 3This course provides an introduction to the nature, origins,contents, and theories of consciousness. Biological foundations ofperception, awareness, and consciousness will be emphasized. Thecourse will consider the phenomenology and causation of normaland pathologic consciousness.SCI _____________________________________________________________________3310 The Body as Patterns of Energy 1Introduces theories that view the body as a self-organizing, selfregulatorypattern entity. The course reviews electrochemicalprocesses of metabolism and explores how feedback andhomeostasis maintain an identity that constantly adapts, senses,responds, and grows.SCI _____________________________________________________________________3315 Science of Wholism: Practicalities 1We all know about IQ, and within the past 15 years have appreciatedmore and more the great importance of EQ or emotionalintelligence. Now is the time to focus on what can be called SQor spiritual intelligence. The spiritual dimension of our psycheunderlies all that transcends our limited ego—our need for mean-64 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal Artsing, for a sense of belonging to something greater than ourselves,for vision and value.SCI _____________________________________________________________________3400 Topics in Evolutionary Biology 3Despite the evidence provided by paleoanthropologists, archeologists,and geneticists, there is still much debate concerningDarwin’s thesis about the origins of species and inheritance oftraits. Course topics in this area will examine catch phrases suchas descent with variation, survival of the fittest, sociobiology,and genetic essentialism as a way of characterizing evolutionarytheory. The student will also be introduced to various geologicalepochs and basic taxonomy and cladistics.SCI _____________________________________________________________________3501 Truth, Lies, and Sustainability 3This course is designed to build on the foundations of COR 3500.It examines in depth the key issues facing us by way of casestudyanalysis. Factors like energy conservation and usage, waterresources, pollution, and new technologies will be discussed inlight of political and social contexts. Students are encouraged tothink critically within the disciplines of environmental science,ecology, psychology, politics, and economics. Special emphasiswill be given to cross-cultural issues and the global economy.SCI _____________________________________________________________________4110 Synchronicity 3Synchronicity can be defined as “the immediacy of certain humanexperiences and the distancing effects of the various rationaltheories that purport to explain the world,” according to physicistF. David Peat. This course explores the multidimensionality ofliving systems with an emphasis on erasing dualistic notionsabout mind and matter and introducing the ideas of complexity,chaos, feedback, patterning, and the role of models in the ways weunderstand “reality.” Many ideas gleaned from the “New Physics”will also be covered in depth.SCI 4115 The Matter Myth:Quandaries _____________________________________________________________________of Modern Physics 3Since the advent of the New Physics in the last century and thedevelopment of increasingly sophisticated instruments, manyphenomena at the subatomic level have been discovered thatchallenge long-held notions of time, space, and matter. The courseexplores the evolution of physics and the impact of these newtheories on the “real” and quantifiable.SCI 4118 Subtle Energies, Intentionality,and _____________________________________________________________________Consciousness 1As 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 beenoblivious to—such as precognitive dreams, distance healing,deepening intuition, lucid dreaming, psychokinesis, the power ofhealing touch, out-of-body experiences, etc. There is a courageous,but rapidly developing field of study, which providesevidence for these experiences and a valid theoretical foundation tosupport the findings. The objective of this course is to explore thisevidence in a non-technical fashion. Here, students will see howthe parameters of accepted science are changing and explore themultidimensionality of our body’s energies. They will also uncoverthe talents and abilities that go with them and the disciplines availablefor exploring them. The course will examine evidence for thebody’s energies and radiations. The content also includes the role ofintentionality in developing our evolving senses and the nature ofcoherence. Because the potential of the universe is ultimately storedin the organization of our body/minds, this course looks at how wemight begin to consciously participate in that evolution. The role ofwater in all these phenomena will be studied as well as the specialrole of the “heart center” and other areas of subtle energy research.SCI _____________________________________________________________________4120 Time through the Ages 3Examines the historical, cultural, philosophical, and scientific conceptualizationsof time. After addressing the unity and diversity ofthese views, students will examine how these ideas resonate with apersonal or psychological perspective. Introduces bizarre notionsof quantum theory and relativistic time. Fulfills the upper-divisiongeneral-education requirement for interdisciplinary studies.SCI _____________________________________________________________________4123 Living Creatively between Paradigms 1The materialistic paradigm (based on objectivity and separateness)is being challenged. The new paradigm is not yet clearlydelineated, but it will likely include the task of deciphering theenormous number of discoveries regarding the mind, its technologicalcapabilities, its larger ecological relationships, its capacitiesfor intuition and creativity, and the many dimensions of consciousnesson planet earth and the cosmos itself which we are a part ofand are responsible to. Despite the rising levels of antagonism andviolence, this paradigm is all the more important as it recognizesthe interconnectedness of all nature. This course will help studentsformulate a holistic vision, while at the same time dealing with ourown biases and limitations.SCI _____________________________________________________________________4150 Cancer, Health, and Politics 3This course studies the complicated political and social forces thatshape the research and treatment of cancer. Who or what directsthe “war on cancer?” What determines the research conducted,treatments advocated, and patients served? Who is looking atissues of prevention and why or why not? What is the role ofcultural practices such as the pink ribbon campaign and fundraisingwalks in the treatment of cancer? The course addresses bothconventional and alternative approaches to understanding cancer.SCI _____________________________________________________________________4200 Issues in Ecology 3Historic geopolitical boundaries are relatively insensitive to changingnatural habitats and bioregional features, and yet many of thepolicies and decisions are made within political boundaries for theshort term. In this course, we examine the overarching issues thatwill require a global perspective and multinational cooperationthat heretofore has been more an impediment than a help. We willalso look at energy alternatives, population pressures, pollution,and the unmitigated effects of continued economic growth.SCI _____________________________________________________________________4203 Feng Shui 1This course presents the concepts governing feng shui andincreases students’ awareness of spatial influences and subtleenergy forms. The course focuses on environmental relationshipsthat affect human behavior.School of Educationand Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Education and Liberal Arts 65
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsSCI _____________________________________________________________________4212 The Experience of Place 1“We shape our buildings and they shape us.” This course exploresthe behavioral influences of environment. Both subjective andobjective findings across such disciplines as anthropology, fengshui, sociology, psychology, and geomancy are evaluated. Methodsfor remediation will be assessed.SCI _____________________________________________________________________4215 Genethics, Ethics, and Public Policy 3How should the first generation to have the knowledge and powerto modify genes apply this information? The course examines thepromises of genetic engineering to provide better crops, preventincurable diseases, and perhaps even extend life. The course looksat basic genetics, cloning, and forensic science. The prospectsof molecular biology are evaluated in the context of ethicaljudgments.SCI 4220 Bioethics:Ethical _____________________________________________________________________Issues in Modern Medicine 3As technology increases our ability to intervene in the courseof natural events, the question arises as whether we ought to.Beyond the conventional wearing of eyeglasses or using a cane orhearing aid, we enter the problematic realm of xenogenic organtransplantation, animal experimentation, mechanical prosthesis,cosmetic surgery, gene manipulation, in vitro fertilization,surrogacy, life extension, and euthanasia. Selective breedingand the notion of eugenics has been around for centuries, butnow we have the means to effect great change rapidly. This courseconsiders the far-reaching impact of such tampering and alsoexplores potential costs and benefits within the context of fairnessand access with a mind to counseling individuals faced with suchdilemmas.SCI _____________________________________________________________________4225 Studies in Science and Technology 3Technology is not value free: tools change the user. Technologychanges what we do, how we think, and what we expect. It alsocreates its own specialized language and culture. Many of usmeasure our well-being and sense of self through the ownershipof things and esteem ourselves with the privilege and power thatsome technologies provide. Many of us prize efficiency, productivity,and progress. Many of us are technological optimists whilesome of us are technophobes. This course will examine the impactof information and access within the worlds of special knowledgeand examine the development of technology within a cultural andhistorical framework.SCI 4232 Science, Art, and Religion:Meanings _____________________________________________________________________and Understandings 3Same as PHR 4232.SCI _____________________________________________________________________4235 Science and Spirituality 1The journey of the intellect and the heart, each of which seeks tofind and experience the deepest truths of our existence, have mostoften not even dialogued with one another. They are now findingmutual ground and communicating with (and learning from) oneanother. Though their approaches are very different (as differentas the mind is from the heart), they are complementing andreinforcing understandings and we are the wiser for it. Thiscourse will explore quantum physics, parapsychology, and theperennial philosophical and mystical disciplines—plus astrology,which might inform one another. The coursework includesreadings on the New Physics—and embraces a living systemsperspective on the mystery of spirit. The coursework also takesreadings from the paranormal, mystical, and philosophicalperspectives in looking at the aspects of a common reality andmoving toward a new paradigm.SCI _____________________________________________________________________4300 Nutrition in Living Systems 3A survey of energy production and use in living systemsincluding 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 3Studies the effects of diet from conception through adulthoodon a variety of psychological and physiological states. Includesoptimal health, allergies, hyperactivity, hypoglycemia, learningdisabilities, eating disorders, delinquency, mental disorders, andsenility. Fulfills the upper-division general-education requirementfor interdisciplinary studies.SCI _____________________________________________________________________4310 Gender and Technology 1This course is designed to examine the many factors that leadto disproportionate representation of women in science andtechnology. It will compare cross-cultural experiences of womenentering science and technology careers and contrast male andfemale experiences within the scientific enterprise. In addition, thereading and discussions will examine the validity of the idea thatthere are “women’s ways of knowing” that are separate and distinctfrom a “male approach.” The student will understand the “leakypipeline” model as it applies to advancement of women in scienceand technology. These experiences of women in the sciences willbe viewed against the larger historical and political backdrop offeminism and women’s studies.SCI _____________________________________________________________________4312 Women and Integral Health 3Many of the health issues facing us today have more to do withbehavior than pathology. As the demands of work and familyincrease, we take less time to take care of ourselves and our healthinevitably suffers. We may not get sufficient sleep, palliate symptomswith pills, or eat the wrong foods. As we age, our bodieschange in significant ways. Beyond the usual life stages, we maybecome more susceptible to infection or allergy. Many of thesymptoms we treat medically could either be avoided or mitigatedwith changes in lifestyle or more integrative approaches. We knowthat support structures are important to our well-being andthat the quality of our relationships affects our health—as doour beliefs and expectations. This course looks at not only thehealth-care delivery system, but also the political and economiclandscape in which it operates. Students will learn about theirbodies, the history of medicine (particularly as it relates todifferences between standard Western and alternative models),and how politics and culture play an important role in whogets access.SCI _____________________________________________________________________4320 Chinese Medicine and Culture 3Examines the concepts that form the basis for one of the oldestand most complete medical systems in the world. Topics includeacupuncture, herbal medicine, tai chi and Qi Gong, massage andmanipulation, and nutrition.66 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Education and Liberal ArtsSCI _____________________________________________________________________4332 Cultural Attitudes in Healing 3Explores healing practices from many ancient cultures which arebridging the gap between Western allopathic and holistic systemsof medicine. Native American, African, Ayurvedic, Tibetan, andOriental beliefs and approaches to health will be discussed as theyrelate to integrating mental, physical, emotional, and spiritualaspects of life. Course material will be presented in didactic andexperiential learning methods to facilitate a whole-brain understandingof the various cultural perspectives of healing.SCI _____________________________________________________________________4335 Alternatives in Health Care 3An examination of alternative models of health care includingsubtle energies, holism, chiropractic, acupuncture, homeopathy,orthomolecular nutrition, kinesthetic therapies, various herbalremedies, lifestyle changes, and a range of hands-on interactiveapproaches that enhance the body’s curative powers. Using casestudies and recent research, these non-Western, new, and ancientmodalities will be evaluated as alternatives to current standardmethods.SCI _____________________________________________________________________4337 Stress and Health 3The objective of this course is to understand the most typicalphysical and psychological causes of stress. The course exploresthe underlying physiological mechanisms of stress adaptation andhow toxic situations first involve maladaptive behaviors that thenmight manifest as either physical or psychological diseases.SCI 4900 Topics in Science,Health, _____________________________________________________________________and Living Systems 1–3Topics vary according to curriculum design and integrity as wellas instructor and student interest. May be repeated for credit witha change of topic.SCI 4995 Independent Study in Science,Health, _____________________________________________________________________and Living Systems 1–4Studies and projects to be arranged with the instructor and thedepartment chair. May be repeated for credit with a changeof topic.School of Educationand Liberal ArtsSocial Ecology [SEC] CoursesSEC _____________________________________________________________________3000 Self in the Web of Society 3As the foundation course in social ecology, this class introducestheoretical and applied frameworks for understanding the interdependencebetween individual life experience and larger socialprocesses. Includes an exploration of the ways humans are shapedby larger social webs and, in turn, how individuals actively shapethe communities they inhabit.SEC _____________________________________________________________________3100 Introduction to Living Systems 3The basic concepts of systems theory as they relate to lifeprocesses are explored including both the dynamics and the levelsof complexity in natural and artificial systems and the interdependenceof microscopic and macroscopic orders. For example,in addition to genetic information, we might speak of thoughtcontagion and the role of culture in transmitting memes (like matrimonialtraditions and food customs). We can also look at familiesor business organizations in terms of “cognition” and adaptation toboth internal dynamics and external “market forces.”SEC _____________________________________________________________________3115 Cross-Cultural Communication 3All communication has its foundation in culture, and when we tryto cross cultures, miscommunication can happen in spite of ourbest intentions. The course will examine the dynamics of crossculturalcommunication and will consider both language andnonverbal behavior. Students will examine their own crossculturalcommunication, drawing information from anthropology,linguistics, other disciplines, and everyday life.SEC _____________________________________________________________________3116 Gender Talk 3Examines the concept of gender and its effects on the ways wecommunicate with each other. Topics include a multiculturalexploration of myths and realities about men’s and women’s speech;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>various theoretical frameworks for studying the role of genderin communication; gendered speech patterns in friendshipsand romantic relationships; gendered language in education,the workplace, and the media; and changes and challenges togendered dynamics.SEC _____________________________________________________________________3125 Consuming Images 3Living in a media-saturated society, we are highly fluent andefficient media consumers, but how conscious are we of thebarrage of messages we ingest throughout each day? This courseexamines the media industry, its many products, and the predictableand unexpected ways we consume media products. Studentswill gain knowledge of the media on a micro level (its impacton our psyches, identities, behaviors, values, and dreams) andon 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 medialiteracy” in a mass-mediated age.SEC _____________________________________________________________________3210 Metaphors of Dis-ease and Healing 3A cross-cultural, multidisciplinary seminar that blends thetechniques of linguistic analysis with the professional knowledgeand life experiences of practitioners, laypeople, researchers, andpatients. In examining medical metaphors, we explore theparadigms that condition us and our noun-oriented language thatfocuses on objects rather than relationships and actions.SEC _____________________________________________________________________3302 Variations on the American Family 3An examination of the many forms of family in American cultureand the impact of our families on our lives. Students will usesociological, metaphysical, and spiritual approaches to study manyforms of families including step, biracial, gay, and lesbian familiesas well as the “normal” stereotypical family.School of Education and Liberal Arts 67
School of Education and Liberal ArtsSchool of Educationand Liberal ArtsSEC _____________________________________________________________________3311 Diversity Workshop 1–3As U.S. society becomes increasingly more multicultural, we facenew challenges in crossing the bridges that may divide us and inlearning how to interact in healthy, compassionate ways. Thisexperientially based workshop provides a supportive context forexploring a variety of issues pertinent to healthy social interactionsin our magnificently diverse society. Participants have anopportunity to investigate belief systems, unlearn myths, and gainpractical knowledge applicable to work and social settings.SEC 3315 World Systems, World Societies 3_____________________________________________________________________This course examines the origin, structure, dynamics, andpotential destiny of the emerging world social system. The coursewill examine the technological changes brought about by thecomputer/electronics revolution. It will also analyze the globalizationof capitalism along with its strengths and weaknesses.SEC 3330 Cultural Crossroads 3_____________________________________________________________________We live and work in increasingly diverse communities and mustnow be prepared to interact effectively within this fast-changingcultural landscape. Utilizing creative exercises and assignments,the class provides a container for exploring major cultural shiftsof recent decades and the challenges and opportunities accompanyingthese changes. Emphasis is placed on understanding thestructural roots of cultural differences, identifying needs of diversecommunities, and developing multicultural competency.SEC 3415 Transformation andSocial _____________________________________________________________________Change through the Arts 3Explores the power of arts to transform communities and createsocial change. Discover how dance, music, stories, and visual artsare catalysts for social change globally and in our local communities.SEC 4000 Women’s Lives andSocial _____________________________________________________________________Transformation 1–3Investigates a range of contemporary issues affecting differentwomen’s lives. Topics may include economic and political conditions,relations between women and technology, cross-racial andcross-class relations, women’s movements locally and globally,cultural images of women, and women’s health.SEC _____________________________________________________________________4010 Feminist Mosaics 3This course explores the rich mosaics of theories (and the movementsthey’ve spawned) explaining gender roles and women’slives. Includes introduction to the basic concepts within feministtheories, the problematics of theorizing about women, andan overview of the major strands of feminist theory includingpsychoanalytic, materialist, Marxist, socialist, liberal, radical,poststructural, postmodern, postcolonial, multicultural, transnational,global, and ecofeminism.SEC _____________________________________________________________________4125 Sacred-Spiritual Aspects of Silence 3An examination of silence as it is practiced in mystical Christian,Buddhist, and Native American traditions. Although the primaryfocus will be on these three spiritual traditions, others includingJudaic/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 tolifelong questions.SEC _____________________________________________________________________4150 Cancer, Health, and Politics 3Same as SCI 4150.SEC _____________________________________________________________________4205 Culture, Language, and Consciousness 3A study of how language informs all aspects of social life andhuman consciousness. Explores language as the middle groundbetween thought and action and as the barrier to and vehicle forfull and clear communication.SEC _____________________________________________________________________4230 Native America 3This course seeks to understand multiple dimensions of indigenousNative American history, culture, spirituality, and politics. Examinesenduring struggles and lasting influence of Native Americansin the U.S. May include study of individual tribes and nations aswell as cross-tribe customs, values, events, practices. Repeatableon different topics.SEC _____________________________________________________________________4312 Women and Integral Health 3Same as SCI 4312.SEC _____________________________________________________________________4505 Making Race, Making Peace 3An examination of the historical construction of “race,” its continuinglegacies, and creative efforts to transform contemporaryracial relations. Uses history, social theory, literature, biography,media, and the arts to explore the dynamics of racism as well aspractices for healing and transforming racial relations. The courseitself models effective avenues to cross-racial communication.SEC _____________________________________________________________________4510 Living in a Global Village 3We are now globally interconnected in unprecedented ways. Howdoes globalization affect our own lives and influence our relationswith “community?” What are the new opportunities for globalconnection and the new challenges for global cooperation in thisexpansive social web? This course, repeatable with different topics,explores a wide variety of pressing issues facing our global villageincluding such topics as migration of spiritual practices, economicglobalization, human migration, our changing sense of identityand purpose in the world, shifting consumer practices, crossculturalbreaches and bridges, worldwide activism, environmentalimpacts, and sustainable living.SEC _____________________________________________________________________4520 African Culture through the Arts 3The African continent and diaspora come alive through thisexploration of the dances, music, chants, folktales, literature, andvisual arts of African peoples. Topics include exportation andmigration of African culture around the world, village life versusurban life, healing arts, rituals for life transitions, spiritual andreligious practices, and arts in the service of politics, justice, freedom,and struggle.SEC _____________________________________________________________________4900 Topics in Social Ecology 1–3Topics vary according to instructor and student interest. May berepeated for credit with a change in topic.SEC _____________________________________________________________________4995 Independent Study in Social Ecology 1–3Studies and projects to be arranged with the instructor and thedepartment chair. May be repeated for credit with a changein topic.68 School of Education and Liberal Arts<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School ofManagement
The JFK <strong>University</strong> 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. Ourcore values embrace the increasing relevance and acceptance of diversity of perspectives inthe global marketplace as well as a firm commitment to ethical and socially responsiblebusiness practices. Given the dynamic, changing nature of the management community, weconstantly review the current business and legal environment for which we prepare studentsto maintain currency with emerging trends and paradigms. Through coursework, research,and training opportunities, we encourage innovative thinking, teamwork, entrepreneurialspirit, and lifelong learning.The School of Management prepares students to become leaders and professionals inbusiness, nonprofit, and legal communities who are critical thinkers with strong analyticalskills, culturally competent, socially responsible, and prepared to influence positive change.Our community thrives on the values of honoring diverse perspectives, creating space fordialogue, and engaging the whole person in a transformative learning experience.School ofManagementStudents who complete programs in the School of Management learn and refine a variety ofcompetencies:• 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.Goals• Engage students in a dynamic learning environment that integrates theory andpractice to ensure that the knowledge, skills, and values they gain prepare themfor their careers;• Develop strong communication skills to enable students to participate effectivelyin their fields;• Emphasize the human side of management, creating a good balance between“soft” skills and analytical and technical skills;• Develop cultural awareness and the ability to communicate and work effectivelyacross cultures;• Create opportunities for transformative learning where students emerge with a newsense of self and the ability to reach their potential and contribute to a civil society;• Extend our reach outside our local communities to provide greater access to aJFKU education through international and online education.
School of ManagementOverviewThe School of Management’s curriculum provides practicalknowledge and skills students will find immediately usable inattaining success in life as well as in the business and legal fields.A strong commitment to the global community prepares graduatesfor real-world work experience.The School of Management is a leader in creative, imaginativeeducation for busy professionals preparing for career changes orseeking academic credentials reflecting their experience and abilities.Classes are taught by successful practitioners in their fieldsso lessons learned in class can be applied on the job. The school’sdegrees reflect advanced professional training that can lead tooutstanding career opportunities.Dedicated faculty and staff in the School of Management havecreated a supportive learning community tailored to the particularrequirements of adult students. Customized career advising andassistance with financial aid are also available to <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> students.Future business conditions will undoubtedly require advancedtechnological skills. Of equal importance will be cross-culturalcollaboration, a greater understanding of human behavior, expertisein team building, and increased attention to environmentalissues and concerns.In order to succeed in tomorrow’s world, business leaders will haveto be socially responsible and innovative visionaries. The academicexcellence of the School of Management’s programs preparesstudents to assume leading management roles in all types ofbusiness and nonprofit organizations.Management students come to JFK <strong>University</strong> for a variety ofreasons—a career that’s on the rise, desire to follow a new careerpath, need for specific skills, ambition for career advancement,anticipation of return to the job market, desire to build upon anexisting degree, or advance their own personal growth—and theyall find their place within the School of Management.Admission RequirementsThe admissions process examines both the academic and personalqualifications of applicants. The School of Management seeks toensure that students accepted into its programs have the ability tobenefit from and contribute to the university’s integrated educationalexperience. JFKU values a diverse academic community andis committed by law and purpose to serving all people on an equaland non-discriminatory basis. Admissions decisions are madeindependently of need for financial aid.Applicants to the School of Management must complete theuniversity’s general admissions requirements as stated in the frontof this catalog. Individual programs have additional requirementswhich can be found in the following sections. It is stronglyrecommended that applicants submit all required documents inone envelope to the admissions office by the priority applicationdate. Submitting incomplete information will slow the admissionprocess. All transcripts should be sent directly to the applicantwho will forward the unopened envelopes to the university’sadmissions office.All School of Management applicants must complete a formaladmissions interview with the program chair or a faculty advisor.When the applicant’s file is complete with all required documentsreceived by the university’s admissions office, the School ofManagement will contact the applicant to schedule an interview ata mutually convenient time.International students must meet the university’s requirementsfor international students as stated in the front of this catalog—including proof of English proficiency.School ofManagementUndergraduate DivisionBS in Business AdministrationThe undergraduate business administration program is designedto develop managers for business, government, and nonprofitorganizations. Graduates possess solid technical skills in accounting,marketing, economics, and statistics. They also demonstratecreative leadership and problem-solving capabilities.The program provides a sound foundation in the basic managementfunctions of planning, leading, organizing, and decisionmaking. Students develop skills for identifying, analyzing, andproblem solving. Coursework expands students’ understanding ofan organization’s diverse, economic, legal, ethical, and technicalenvironments.Students focus their course of study in business with an emphasisin strategic management. The program helps create the basis foreach student’s continuing self-directed education and professionalgrowth.MissionThe mission of the Bachelor of Science program is to developand prepare students to become effective managers responsiveto the evolving demands of their diverse and global businesscommunities.Our academic programs encourage diversity and multiculturalismwithin our learning community and integrate management theorywith realistic goals, practical knowledge, and real world applicationthat support, foster, and enhance student learning and theirprofessional growth.Program Learning Outcomes• Management Effectiveness. Graduates will acquire a fullcomplement of skills in the areas of accounting, finance,marketing, human resource management, strategicmanagement, communication, and technology.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 71
School of Management• Critical Thinking and Inquiry. Graduates will have theability to build organizational capacity to identify problems,assess them rationally, solve them creatively, and implementsolutions effectively.• Diversity/Cultural Competence. Graduates will have theability to lead and manage a diverse workforce and be ableto communicate effectively across cultures.• Global Business Literacy. Graduates will have anunderstanding of business drivers, global strategies,and value maximization needed to establish and sustainmanagement effectiveness across cultural borders.• Design Change. Graduates will have the ability to develop abusiness case for change that aligns with the organization’sstrategic direction.Assessment TestsAll incoming students are required to demonstrate competency inwriting and mathematics by:• Successful completion of the School of Management’sUndergraduate Writing Exam (UWE) or BUS 2400 WritingSkills for Business.• Successful completion of the School of Management’sUndergraduate Mathematics Exam (UME) or one of thefollowing courses: SCI 1310 Mathematics: A HumanEndeavor or BUS 3180 Math for Managers.Students who pass one or both of the exams are not required tocomplete any further lower-division units in written communicationor mathematics.Students who need to take the UWE or UME are expected to doso before or during their first quarter of enrollment. Competencein writing must be demonstrated before taking BUS 3400 BusinessCommunications I. Competence in mathematics must bedemonstrated prior to taking BUS 2010 Microeconomics,BUS 2015 Macroeconomics, BUS 3020 Business Finance, or BUS3041 Statistics and Research Applications.Grading OptionsAll letter-graded courses in the major must be completed witha grade of C or higher. Students may not request Credit/NoCredit grading for letter-graded courses in the major. Thecore curriculum, practicum, and specialization courses comprisethe major.School ofManagementCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Lower-Division <strong>General</strong>-Education Breadth 1Composition 9_____________________________________________________________________________________________________________________________________Humanities 12_____________________________________________________________________________________________________________________________________Natural science 9_____________________________________________________________________________________________________________________________________Mathematics 3_____________________________________________________________________________________________________________________________________Social science 12_____________________________________________________________________________________________________________________________________Business Fundamentals__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________BUS 2030 Business Law 3 —_____________________________________________________________________________________________________________________________________BUS 3151 Principles of Management 3 —Successful completion of UWE orBUS 3400 Business Communications I 3 BUS 2400 or{_____________________________________________________________________________________________________________________________________Six units of lower-division composition_____________________________________________________________________________________________________________________________________BUS 3401 Business Communications II 3 BUS 3400Business Administration Core 2_____________________________________________________________________________________________________________________________________BUS 2000 Accounting A 3 —_____________________________________________________________________________________________________________________________________BUS 2001 Accounting B 3 BUS 2000_____________________________________________________________________________________________________________________________________BUS 2010 Microeconomics 3 —_____________________________________________________________________________________________________________________________________BUS 2015 Macroeconomics 3 BUS 2010_____________________________________________________________________________________________________________________________________BUS 3005 Marketing 3 —_____________________________________________________________________________________________________________________________________BUS 3020 Business Finance 3 BUS 2001__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________BUS 3032 Essentials of Human Resource Management 3 —BUS 3033 Problem Solving and Managerial3 —_____________________________________________________________________________________________________________________________________Decision Making_____________________________________________________________________________________________________________________________________BUS 3040 Management Information Systems 3 —Successful completion of UME orBUS 3041 Statistics and Research Applications 3 Algebra portion of QRT or{_____________________________________________________________________________________________________________________________________BUS 3180_____________________________________________________________________________________________________________________________________BUS 3043 eCommerce and Business 3 —_____________________________________________________________________________________________________________________________________BUS 3160 Diversity in Organizations 3 —BUS 4992 Case Studies in Organization and3 —_____________________________________________________________________________________________________________________________________ManagementContinued next page.72 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementCourses Units Prerequisite(s) Co-Requisite(s)Practicum 2,3_____________________________________________________________________________________________________________________________________BUS 4996 Practicum 1 3 BUS 4992_____________________________________________________________________________________________________________________________________BUS 4997 Practicum 2 3 BUS 4996_____________________________________________________________________________________________________________________________________Strategic Management Specialization 2,4_____________________________________________________________________________________________________________________________________BUS 3412 Business Plan Development 3 —_____________________________________________________________________________________________________________________________________BUS 3414 Project Management 3 —_____________________________________________________________________________________________________________________________________BUS 3416 Strategic Management 3 —_____________________________________________________________________________________________________________________________________BUS 4058 Managing Strategic Innovation and Change 3 —_____________________________________________________________________________________________________________________________________BUS 4475 Strategies for Communication and Team Building 3 —_____________________________________________________________________________________________________________________________________Free electives 5 63_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________1Students lacking these courses may take approved upper-division courses at JFKU, earn credit through CLEP or DANTES tests, or take approvedcourses from local community colleges.2All 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 lettergradedcourses in the major. The core curriculum, practicum, and specialization courses comprise the major.3Students must have completed all core requirements before taking the practicum courses. BUS 4996 Practicum 1 requires students to plan a workplaceintervention, taking into account all of the potential impacts and possible results. BUS 4997 Practicum 2 requires students to carry out a workplaceintervention and compare what they thought might occur to actual results.4Students who began the program prior to fall 2007 may elect a specialization in Leadership. Course requirements for the Leadership specializationappear on the next page.5Students must complete a minimum of 180 units for this degree program. Additional free electives may be required to bring this total to 180.SpecializationsThe Bachelor of Science in Business Administration programrequires a 15-unit specialization. The specialization in StrategicManagement is currently offered to students in the BusinessAdministration program.School ofManagementThe strategic management specialization prepares students to leadchange in an organization and allows students the flexibilityto select courses that match their personal and professionalobjectives. Students are encouraged to have frequent meetingswith their advisor to ensure their academic and professionalobjectives are being met.LeadershipNote: This specialization will not be offered after summer 2007.Students currently enrolled will be allowed to complete thisspecialization provided all requirements are met before summer2007; however, no new students may begin this specialization.Please consult with the department chair for details.The leadership specialization prepares students to lead change inorganizations or enter the consulting field.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________BUS 3414 Project Management 3 —BUS 4030 Personal Power and Leadership 3 —_____________________________________________________________________________________________________________________________________BUS 4385 Cultures and Comparative Management Styles 3 —_____________________________________________________________________________________________________________________________________BUS 4450 Evolutionary Models of Business 3 —_____________________________________________________________________________________________________________________________________BUS 4474 Strategies for Communication and Team Building 3 —_____________________________________________________________________________________________________________________________________Total units required 15_____________________________________________________________________________________________________________________________________<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 73
School of ManagementSchool ofManagementLinked BS and Masters’ ProgramsQualified undergraduate students may link to the MA in organizationalpsychology or to the MBA program. To be eligible to apply,a student must have been admitted to the undergraduate programand have:• Completed at least 165 undergraduate units.• Completed all requirements for the Bachelor of Science,except for 15 units in specialization or general electives ora combination of both.• Achieved a GPA of at least 3.0 (B) in the major.AdmissionTo be admitted to a linked program, the student must completethe following requirements prior to the beginning of the first quarterin which the student begins taking linked courses:• Submit a Request for Linked Eligibility Review, a Petitionfor Degree (for the BS degree) with the appropriate fee,and an Application Supplement with the appropriatenon-refundable fee to the admissions office. (Thesedocuments should be submitted together.)• Supply any additional documentation required foradmission to the MBA or MA program.• Have eligibility for linking formally verified by theregistrar’s office.• If eligible to link, arrange for a pre-admission interviewwith the MBA or MA program chair.• Be formally approved for admission to thegraduate program.Linked programs are a great way for students to continue theirstudies and take advantage of the overall savings in both time andmoney. Linked students can complete their undergraduate degreerequirements and jump start their graduate degree program at thesame time.Once accepted to either the MBA or MA program, linked studentswill begin taking the entry-level core/foundation courses in thatprogram and pay graduate-level tuition. Since linked students arestill undergraduate students, financial aid will be based onundergraduate tuition rates. Linked students receiving financialaid are encouraged to meet with a financial aid counselor forfull details. All students are reminded that they are personallyresponsible for the payment of all tuition and fees.Linked students must maintain a minimum 3.0 (B) grade-pointaverage in graduate courses. Graduate units completed at the universityprior to admission to the linked program or beyond the15-unit limit of linked units may be applied to only one degree.Graduate transfer credit is not permitted in a linked program.Legal Studies ProgramsJFK <strong>University</strong> is the only school in northern California to offera bachelor’s degree in Legal Studies along with a paralegalcertificate. The department’s mission is to provide a curriculumthat focuses on the practical application of the substantive lawwhile encouraging critical thinking, ethical conduct, and socialresponsibility. With this in mind, students will gain the knowledge,practical application skills, attitudes, and values that are necessaryto excel as legal professionals. Graduates are able to pursue careersas paralegals working for lawyers, law offices, corporations, andgovernmental agencies.Note that the policies and procedures in this section of the catalogapply to both the paralegal certificate and the BA program.MissionTo provide Legal Studies students with a curriculum that iscurrent and focuses on the practical application of substantive lawwhile encouraging critical thinking, ethical conduct, and socialresponsibility.Goals and ObjectivesThe Legal Studies program will provide students with the knowledge,skills, tools, and values necessary to be effective members ofa legal team. We will provide students with:• Analytical and critical thinking ability;• Strong written communication skills;• Proficiency in legal research and legal writing;• The knowledge of the ethical guidelines and limitationsgoverning the profession in the public and private sectors;• The ability to navigate the use of various technologies.Program Learning OutcomesThe specific goals of the Legal Studies program are to providestudents with the knowledge, skills, tools, and values necessary tobe effective members of a legal team. At the end of the program, allgraduates should be able to:• Demonstrate proficiency in legal writing.• Describe and assess the ethical obligations and limitationsof legal professionals in specific factual situations.74 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Management• Demonstrate proficiency in legal research.• Demonstrate clear and concise written communicationskills.• Be proficient in software applications used in legalenvironments.• Employ clear and concise oral communication skills.• Identify the legal questions triggered by specificfactual situations.• Practice analytical and critical thinking ability.• Appreciate cultural differences while working forsocial justice.Admission RequirementsApplicants with an associate’s degree or equivalent may beadmitted to the degree or certificate program. Applicantsmust have 54 quarter units (36 semester units) of college transferablecredit which include at least 24 quarter units (16 semesterunits) of general education.Freshman English or college composition must be completedwith a C or better prior to admission. In addition to composition,applicants must have completed courses from at least three of thefollowing disciplines prior to admission:Communication. Composition, rhetoric, literature, English, andsome journalism.Humanities. Art or music appreciation, art or music history,literature, religion, theater, philosophy, classics, music theory, filmhistory, logic, foreign language, sign language.Natural Science. Natural or physical science that is not vocationallyoriented.Mathematics. Any college-level mathematics course.Social Science. Government, economics, sociology, history,political science, anthropology, and psychology.State RegulationOur curriculum complies with California Business and ProfessionsCode §§6450–56 requiring paralegals to be educated at anaccredited institution offering a minimum of 37 quarter unitsof legal specialty coursework. Paralegals cannot provide legaladvice except as directed by an attorney, nor can they establish anattorney-client relationship or represent a client in court.AttendanceStudents are expected to attend all class meetings for the coursesin which they are enrolled and must attend at least nine of the 11scheduled class meetings. Students may not miss more than twoclass sessions per quarter. This is strictly enforced; students withexcessive absences will receive a failing mark for the course.Students who have extraordinary circumstances may petition thedean or assistant dean for an exception to this policy.Academic ProbationTo remain in good academic standing and to graduate, studentsmust maintain a 2.0 grade-point average (a C average). Studentswho fall below a 2.0 in their coursework will be placed onacademic probation. At that time, a probation letter will be sent tothe student requiring that the GPA be brought up to a 2.0 by thecompletion of the subsequent academic quarter. Students whodo not raise their grade-point average to 2.0 or higher in thesubsequent term are subject to dismissal from the university.Cases for academic dismissal are reviewed by the School ofManagement’s Academic Standards Committee.Credit by AssessmentThe Legal Studies programs do not accept credit by assessment.Students in these programs are not eligible to earn credit byassessment and existing credits by assessment may not be appliedto the degree or certificate programs in Legal Studies.Transfer of Previous Paralegal CourseworkStudents may transfer legal specialty courses if the transferredcourses were taken within the last five years, were from an ABAapprovedprogram, and carry upper-division credit. Students whowish to transfer their ABA-approved certificate for credit maybe required to take additional legal specialty courses. Applicantsshould consult with the Legal Studies department for specificinformation on transfer issues. Transfer students should notethat the Legal Studies department follows the university’s transfercredit policy with the following modifications:• Students beginning their JFKU career in the Legal Studiesprogram may only transfer courses with grades of C-or better.• Students who have previously completed courses atJFKU may transfer all JFKU courses and grades into thelegal Studies program regardless of the grade earned.Only passed courses may satisfy program and degreerequirements.• Students who have previously completed courses at JFKUwill have their transfer work reevaluated and may retaincourses with grades of C- or better. Transfer courses withgrades below C- may not be used toward Legal Studiesprograms and will be removed from the JFKU transcript.• Students who transfer out of the Legal Studies program toother JFKU programs must petition the registrar’s office tohave transfer work below a C reviewed for possible transfer.Applicants may consult with the Legal Studies department foradditional course transfer information.BA in Legal StudiesThe BA in Legal Studies builds upon the foundational legalspecialty courses by offering a curriculum that enhances students’critical thinking and analytical and theoretical skills. This combinationof legal specialty and liberal arts coursework ensuresthat each student develops an understanding of and respect fordifferent ways of knowing and a desire for lifelong learning.The Bachelor of Arts degree has two components—13 legal specialtycourses (37 quarter units) and 17 courses (48 quarter units)based in the theoretical study of law. Students must complete aminimum of 180 quarter units to graduate.School ofManagement<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 75
School of ManagementSchool ofManagementCourses Units Prerequisite(s) Co-Requisite(s)Lower-Division <strong>General</strong>-Education Breadth 1 90_____________________________________________________________________________________________________________________________________Upper-Division <strong>General</strong>-Education Breadth_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 3 —_____________________________________________________________________________________________________________________________________SCI 3100 Introduction to Living Systems 3 —_____________________________________________________________________________________________________________________________________SEC 3340 Cultural Crossroads 3 —_____________________________________________________________________________________________________________________________________Core Requirements_____________________________________________________________________________________________________________________________________BUS 3032 Essentials of Human Resource Management 3 —_____________________________________________________________________________________________________________________________________BUS 3033 Problem Solving and Managerial Decision Making 3 —_____________________________________________________________________________________________________________________________________BUS 3403 Software Applications 1 —_____________________________________________________________________________________________________________________________________COR 3100 Critical Thinking and Writing 3 lower-division composition course_____________________________________________________________________________________________________________________________________COR 3145 Research Writing 3 COR 3100_____________________________________________________________________________________________________________________________________COR 3100COR 3300 Ways of Knowing 2{ COR 3146 or PLS 3002_____________________________________________________________________________________________________________________________________PLS 3100 Law Office Administration 3 —_____________________________________________________________________________________________________________________________________PLS 3105 Jurisprudence 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PLS 3107 History of the U.S. since World War II 3 —PLS 3109 Constitution, Supreme Court,3 —_____________________________________________________________________________________________________________________________________and American Democracy_____________________________________________________________________________________________________________________________________PLS 3111 Law and Social Justice 3 —PLS 3113 Social, Cultural, and Political Issues in Business 3 —_____________________________________________________________________________________________________________________________________PLS 4998 Senior Project A 3 —_____________________________________________________________________________________________________________________________________PLS 4999 Senior Project B 3 —_____________________________________________________________________________________________________________________________________Legal Specialty Courses_____________________________________________________________________________________________________________________________________PLS 3001 Introduction to Law 2 3 —_____________________________________________________________________________________________________________________________________PLS 3002 Legal Research and Writing I 2 3 —_____________________________________________________________________________________________________________________________________PLS 3003 Legal Research and Writing II 3 PLS 3002_____________________________________________________________________________________________________________________________________PLS 3004 Ethics/Professional Responsibility 3 —_____________________________________________________________________________________________________________________________________PLS 3005 Tort Law 3 —_____________________________________________________________________________________________________________________________________PLS 3006 Contract Law 3 —_____________________________________________________________________________________________________________________________________PLS 3007 Property 3 —_____________________________________________________________________________________________________________________________________PLS 3008 Litigation I 3 PLS 3002_____________________________________________________________________________________________________________________________________PLS 3009 Litigation II 3 PLS 3008_____________________________________________________________________________________________________________________________________PLS 3010 Legal Technology Application 1 —_____________________________________________________________________________________________________________________________________Electives, select THREE of the following courses 9PLS 3001PLS 3015 Wills, Trusts, and Estate Planning (3){ PLS 3002PLS 3001PLS 3017 Probate and Estates Administration (3){ PLS 3002PLS 3001PLS 3019 Bankruptcy and Creditors’ Rights (3){ PLS 3002PLS 3001PLS 3021 Real Estate Law (3){ PLS 3002PLS 3001PLS 3023 Criminal Practice (3){ PLS 3002PLS 3001PLS 3025 Business Organizations (3){ PLS 3002PLS 3001PLS 3027 Family Law (3){ PLS 3002PLS 3001PLS 3029 Civil Trial Evidence (3){ PLS 3002PLS 3001PLS 3031 Intellectual Property (3){ PLS 3002PLS 3002 with a grade of B- or betterPLS 3040 Internship (1–3){ 3_____________________________________________________________________________________________________________________________________PLS 3008 with a grade of B- or betterElectives 6_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________Continued next page.76 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Management1Students may complete the lower-division coursework requirements by taking approved liberal arts courses, earning credit through the CollegeLevel Examination Program (CLEP), or taking recommended courses from local community colleges.2This course must be taken in the first term of enrollment.3The number of units earned will depend on the amount of time spent working at the internship. There is a classroom component to theinternship program.Paralegal CertificateThe Paralegal certificate curriculum provides students with thepractical skills, knowledge, and values necessary to becomeeffective members of a legal team. Outstanding faculty comprisedof practicing attorneys guide students in their courseworkand their professional goals. Students and alumni of thisprogram are supported by an extensive on-campus law library,access to LexisNexis, and job assistance. Our certificate programoffers the most relevant and recent cutting-edge educationavailable.Students will earn their Paralegal certificate upon successfulcompletion of 37 quarter units of legal specialty courses with aGPA of 2.0 or better. The curriculum includes:• 13 legal specialty courses (37 upper-division units), ofwhich ten are required courses and three are elective.• Students may take up to three legal specialty courseseach quarter, allowing them to complete the program inone year.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PLS 3001 Introduction to Law 1 3 —PLS 3002 Legal Research and Writing I 1 3 —_____________________________________________________________________________________________________________________________________PLS 3003 Legal Research and Writing II 3 PLS 3002_____________________________________________________________________________________________________________________________________PLS 3004 Ethics/Professional Responsibility 3 —_____________________________________________________________________________________________________________________________________PLS 3005 Tort Law 3 —_____________________________________________________________________________________________________________________________________PLS 3006 Contract Law 3 —_____________________________________________________________________________________________________________________________________PLS 3007 Property 3 —_____________________________________________________________________________________________________________________________________PLS 3008 Litigation I 3 PLS 3002_____________________________________________________________________________________________________________________________________PLS 3009 Litigation II 3 PLS 3008_____________________________________________________________________________________________________________________________________PLS 3010 Legal Technology Application 1 —_____________________________________________________________________________________________________________________________________Select THREE of the following courses 9PLS 3001PLS 3015 Wills, Trusts, and Estate Planning (3){ PLS 3002PLS 3001PLS 3017 Probate and Estates Administration (3){ PLS 3002PLS 3001PLS 3019 Bankruptcy and Creditors’ Rights (3){ PLS 3002PLS 3001PLS 3021 Real Estate Law (3){ PLS 3002PLS 3001PLS 3023 Criminal Practice (3){ PLS 3002PLS 3001PLS 3025 Business Organizations (3){ PLS 3002PLS 3001PLS 3027 Family Law (3){ PLS 3002PLS 3001PLS 3029 Civil Trial Evidence (3){ PLS 3002PLS 3001PLS 3031 Intellectual Property (3){ PLS 3002PLS 3002 with a grade of B- or betterPLS 3040 Internship (1–3){ 2_____________________________________________________________________________________________________________________________________PLS 3008 with a grade of B- or betterElectives 6_____________________________________________________________________________________________________________________________________Total units required 37_____________________________________________________________________________________________________________________________________School ofManagement1This course must be taken in the first term of enrollment.2The number of units earned will depend on the amount of time spent working at the internship. There is a classroom component to theinternship program.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 77
School of ManagementGraduate DivisionSchool ofManagementMaster of Business AdministrationBy concentrating on analytical, ethical leadership and businessrelatedskills, the Master of Business Administration (MBA)program prepares students for organizational careers at theprofessional and executive levels. Traditional and emergingsubjects are studied in an interactive environment that encouragescritical inquiry and maximizes understanding. The programaccommodates both experienced business professionals andindividuals who have acquired significant organizational andadministrative experience in a non-business setting.The MBA program provides students with a solid understandingof individual, group, and organizational behavior; financial analysisand management; quantitative decision making and other analyticalskills; practical ethics in the business arena; strategic planningand implementation; marketing theory and practices; the managementof change; the impact of technology; and international issuesand the expanding global economy.MissionThe Master of Business Administration (MBA) program isdesigned to prepare qualified students and working professionalsfor positions of responsibility as managers and leaders who arecapable of working collaboratively and making effective andethical business decisions in a challenging global environment. Weemphasize visionary, participatory leadership and strategic thinkingfrom a global viewpoint that values innovation and diversity.JFKU’s MBA program focuses on shaping leaders who can foreseeissues, understand their complex causes, shape viable plans andsolutions that benefit current and future generations, and gain thesupport to effectively implement them.Rooted in the core MBA competencies, JFKU’s MBA programoffers a holistic and transformative educational opportunity that:• Enables students to contribute to local and globalcommunities by being innovative and socially responsibleleaders and managers in organizations of their choice—forprofit, nonprofit, or public.• Blends theory and practice, equipping students with theperspectives, knowledge, and skills to:• lead collegially;• draw upon the talents and power of a diverse workforce;• engage employees and teams in planning, decisionmaking, and organizational change processes;• think and plan strategically;• analyze issues systematically;• devise fiscally sound, pragmatic, yet creative action plans;• communicate ideas and solutions; and• utilize an ethical decision making process.• Provides professionals with a student-oriented learningexperience founded in dialogue, critical reflection, creativeproblem-solving, and practical application.• Offers conveniently scheduled face-to-face and onlinecourses and provides a professional staff that enable studentsto take responsibility for their academic and professionalcareer development.Program Learning Outcomes• Lead ethically and collaborate with others in situationscharacterized by differing interests and objectives.• Develop and implement an organizational vision andoperational mode, identifying, selecting, and justifyingstrategies and courses of action from a system-thinkingapproach.• Manage a multicultural and diverse team-orientated workforceby a sense of mission, shared values, and high levelsof commitment and motivation.• Identify, diagnose, and innovatively problem-solve businessissues accurately and effectively in a complex organizationalenvironment, including management practices, accountingand financial management, operations, marketing, andstrategic management.• Develop pragmatic and socially responsible plans for theimplementation of strategies across a wide range of businessdomains and levels in a learning organization culture thatfosters diversity, job ownership, continuous learning, criticalthinking, creative decision making, and ethical leadershipdevelopment.• Envision, communicate, implement, and evaluate changestrategies and processes in a managerial role, includingeffective presentation of analysis, justification of recommendedactions, and persuasive messages intended toaffect the perceptions of others.SpecializationsWhile students master a core of knowledge in the MBA program,they also explore their particular interests in one of the followingareas of specialization: Leadership, Strategic Management,Program Management, or an individually planned specialization.Individually planned specializations give students a chance tocreate a customized specialization which would help in theircareer path. Individually planned specializations may be a crossdisciplinaryconcentration integrating more than one school.Refer to the <strong>General</strong> Information section of this catalog for moreinformation about designing an individualized program.Admission RequirementsIn addition to the university’s requirements, applicants to theMBA program must possess a bachelor’s degree from an institutionwhose accreditation is recognized by the Council for HigherEducation Accreditation (CHEA). Applicants must submit a JFK<strong>University</strong> application along with a statement of purpose. Thestatement of purpose should be two double-spaced, typewrittenpages describing educational and professional goals, includingwhat the applicant expects from and can contribute to theprogram. Finally, applicants must submit a resume of workexperience detailing professional background. While the GraduateManagement Admissions Test (GMAT) is usually not required foradmission, the school may require the applicant to take the examin some cases.78 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________BUS 5000 Management Communications 3 —BUS 5008 Operations and Supply Chain Management 3 —_____________________________________________________________________________________________________________________________________BUS 5020 Financial Management 3 BUS 3020 or BUS 5096_____________________________________________________________________________________________________________________________________BUS 5035 Visionary Leadership and Sustainability 3 —_____________________________________________________________________________________________________________________________________BUS 5040 Marketing Management 3 BUS 5000_____________________________________________________________________________________________________________________________________BUS 5052 Managerial Economics 3 —_____________________________________________________________________________________________________________________________________BUS 5020BUS 5040{BUS 5055 MBA Capstone: Business Strategy and Planning 3 BUS 5052BUS 5099BUS 5151__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________BUS 5096 Accounting for Managers 3 —BUS 5099 Organizational Ethics and Corporate3 —_____________________________________________________________________________________________________________________________________Social ResponsibilityBUS 5151 Systems Approach to Business Models3 —_____________________________________________________________________________________________________________________________________and Management_____________________________________________________________________________________________________________________________________BUS 5152 Management Information Systems 3 —BUS 5475 Organizational Communications and3 BUS 5151_____________________________________________________________________________________________________________________________________Team DevelopmentSelect ONE of the four specializations from the following pages 12 —_____________________________________________________________________________________________________________________________________Total units required 48_____________________________________________________________________________________________________________________________________School ofManagement<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 79
School of ManagementSpecializationsStudents complete a specialization in eCommerce, Leadership,Program Management, or Strategic Management by completing12 units in one of the specializations listed below. (See thespecial note for limitations on the eCommerce specialization.)Each specialization is 12 units. In addition, students may createa customized specialization by completing 12 units of graduatelevelcourses that are of special interest to the student. Studentsinterested in a customized specialization should see informationabout individualized programs in the <strong>General</strong> Information sectionof this catalog. Students should also note that customized specializationsmust be approved by the MBA chair before beginning anycoursework toward the specialization.eCommerceNote: This specialization will not be offered after summer 2009. Students currently enrolled will be allowed to complete this specialization provided allrequirements are met before summer 2009; however, no new students may begin this specialization. Please consult with the department chair for details.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________BUS 5153 eCommerce and Business 3 BUS 5152BUS 5192 eCommerce Marketing 3 BUS 5152_____________________________________________________________________________________________________________________________________BUS 5193 eCommerce Public Policy and Law 3 BUS 5152_____________________________________________________________________________________________________________________________________BUS 5194 Managing Operations for eCommerce 3 BUS 5152_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________School ofManagementLeadershipCourses Units Prerequisite(s) Co-Requisite(s)Select FOUR of the following courses 12BUS 5035BUS 5030 Power, Leadership, and Integrity (3){ BUS 5475BUS 5325 Dispersed Team Dynamics (3)BUS 5035BUS 5385 Leading a Global Workforce (3){ BUS 5475BUS 5450 Emerging Models of Business (3) BUS 5475BUS 5455 Theory and Practice of Organizationaltransformation (3)BUS 5151BUS 5460 Organizational Cultures, Myths, and Values (3) BUS 5475BUS 5900 Topics in Business Administration (1–3) —_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________Program ManagementCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________BUS 5315 Program Metrics and Measurement 3 —BUS 5320 Enterprise Relationship Management 3 —_____________________________________________________________________________________________________________________________________BUS 5325 Dispersed Team Dynamics 3 —_____________________________________________________________________________________________________________________________________BUS 5455 Theory and Practice of Organizational Transformation 3 BUS 5151_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________Strategic ManagementCourses Units Prerequisite(s) Co-Requisite(s)Select FOUR of the following courses 12BUS 5220 Sustainable Economics (3) BUS 5052BUS 5315 Program Metrics and Measurement (3) —BUS 5450 Emerging Models of Business (3) BUS 5475BUS 5455 Theory and Practice of OrganizationalTransformation (3)BUS 5151BUS 5460 Organizational Cultures, Myths, and Values (3) BUS 5475BUS 5472 Managing Strategic Innovation (3) BUS 5151BUS 5900 Topics in Business Administration (1–3) —_____________________________________________________________________________________________________________________________________Total units required 12_____________________________________________________________________________________________________________________________________80 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementMA in Career DevelopmentWide-ranging societal changes and the increasing complexityof the labor market have created an expanded, more significantrole for career development professionals. The Master of Arts inCareer Development program is one of few such programs in theUnited States.Academic coursework is balanced with fieldwork giving studentsthe opportunity to apply classroom lessons in a professionalenvironment. Local students typically begin their fieldwork at theuniversity’s career center located in Pleasant Hill which servesboth the university community and the general public. Subsequentinternships occur at external sites such as businesses, universities,or nonprofit organizations.The program concludes with a final project, in which studentsdemonstrate the competencies needed to function effectivelyas career development professionals. Projects are developed fordiverse settings and populations according to the student’s area ofprofessional interest.MissionThe <strong>John</strong> F. <strong>Kennedy</strong> School of Management Career Developmentprogram seeks to provide students with a transformative learningexperience which includes career theory, management techniques,humanistic psychology, and practical skills to prepare studentsto assist individuals and groups with career issues in a varietyof settings.An expected outcome for graduates of the Career Developmentprogram includes the enrichment of human understanding andself-awareness.Students who complete the Career Development program learnand refine a variety of competencies including:• Application of career development theories and proficiency inthe use of assessments;• Attainment of individual and group career counseling skills;• Proficiency in human growth development and careerdevelopment;• Understanding and appreciation of the art of careercounseling;• Proficiency in information resources and research, includinglabor market information and employment trends; and• Ability to work with diverse populations.Program Learning Outcomes• Identify, articulate, and apply career development theoriesin their work with career clients.• Demonstrate the understanding, appreciation, and practiceof individual and group career counseling ethics and skills.• Select appropriate assessment tools for individual and groupcareer clients and provide appropriate interpretation ofthese tools.• Identify counseling competencies appropriate for diversepopulations and identify alternative approaches to meetcareer planning needs for individuals of various diverspopulations.• Demonstrate knowledge of education, training, and employmenttrends; labor market information; and resources thatprovide information about jobs and future outlooks aboutthe world of work.• Apply the concept of career development in an organizationalsetting.• Demonstrate the ability to advance the field of careerdevelopment.Admission RequirementsIn addition to the university’s admission requirements, applicantsto this program must possess a bachelor’s degree from an institutionwhose accreditation is recognized by the Council for HigherEducation Accreditation (CHEA). Applicants who are interestedin graduate programs and who do not yet have an undergraduatedegree should refer to the description of the School of Management’slinked BS/MBA program.Applicants must also submit a statement of purpose: two doublespaced,typewritten pages describing educational and professionalgoals including what the applicant expects from, and can contributeto, the program. Please include your name on your statement.Finally, applicants must submit a resume of work experiencedetailing professional background.Experiential ComponentPrior to beginning the experiential component of the program,students must complete all prerequisites and the followingcourses: CDV 5001 Philosophy of Work, CDV 5020 Theories ofCareer Development, CDV 5045 Career Planning Resources,CDV 5100 Assessment Approaches in Career Development, CDV5230 Career Counseling Interview, and CDV 5240 ProfessionalOrientation Practicum. Experiential courses include CDV 5245Clinical Issues in Career Counseling; CDV 5810 Planning,Conducting, and Evaluating Workshops; CDV 5991 Research inCareer Development; and CDV 5700 Supervised Internship.With the approval of the career center director and the CareerDevelopment program chair, students who live in the SanFrancisco Bay Area will begin their internship at the university’sSchool ofManagement<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 81
School of Managementcareer center. Interns engage in individual counseling, careerassessment 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 atexternal sites such as business, colleges, universities, or nonprofitorganizations.Through the two-course sequence CDV 5992 Proposal Researchand Evaluation and CDV 5993 Project Development and Evaluation,students demonstrate the competencies needed to functioneffectively as career professionals. Before the final quarter of theirprogram, students develop a research-based written proposal thatpresents the design of their final project. Under the direction ofthe program chair, students design, complete, and evaluate anoriginal project with a tangible result.Field Studies ProgramStudents outside the San Francisco Bay Area may earn the Masterof Arts or post-graduate certificate in Career Developmentthrough the program’s field studies component. This guidedstudy program consists of coursework delivered through a varietyof methods including self-directed study, eMail, and phone.Students also complete an intensive two-week residency duringtwo summers of the program.Students may take some elective units and CDV 5250 GroupWork in Career Development at a local college or university asapproved by the program chair. Students who live outside ofthe San Francisco Bay Area will take all of their internship unitsat a business, college, university, or nonprofit organization intheir local area.School ofManagementCourses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1 0–7BUS 2015 Macroeconomics (3) BUS 2010PYC 3200 Personality and Psychotherapy (4) —_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________CDV 9000 Program Orientation Workshop 0 —_____________________________________________________________________________________________________________________________________CDV 5001 Philosophy of Work 3 —_____________________________________________________________________________________________________________________________________CDV 5020 Theories of Career Development 3 —_____________________________________________________________________________________________________________________________________CDV 5030 Workplace Issues and Trends 3 —_____________________________________________________________________________________________________________________________________CDV 5045 Career Planning Resources 2 —_____________________________________________________________________________________________________________________________________CDV 5061 Career Counseling for Diverse Populations 3 —_____________________________________________________________________________________________________________________________________CDV 5085 Basics of Resume Writing 1 —_____________________________________________________________________________________________________________________________________CDV 5088 Technology in Career Development 1 —_____________________________________________________________________________________________________________________________________CDV 5089 Interviewing Skills 1 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CDV 5100 Assessment Approaches in Career Development 3 —CDV 5190 Organizational Approaches to Career3 —_____________________________________________________________________________________________________________________________________Development_____________________________________________________________________________________________________________________________________CDV 5230 Career Counseling Interview 3 CDV 5100CDV 5240 Professional Orientation Practicum 3 CDV 5230_____________________________________________________________________________________________________________________________________CDV 5250 Group Work in Career Development 3 —_____________________________________________________________________________________________________________________________________CDV 9001 Core Competency Evaluation Workshop 0 —_____________________________________________________________________________________________________________________________________Experiential Component__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CDV 5245 Clinical Issues in Career Counseling 3 —CDV 5100CDV 5700 Supervised Internship 10 CDV 5230{_____________________________________________________________________________________________________________________________________CDV 5240CDV 5810 Planning, Conducting, and Evaluating3 —_____________________________________________________________________________________________________________________________________Workshops_____________________________________________________________________________________________________________________________________CDV 5991 Research in Career Development 2 —CDV 5992 Proposal Research and Evaluation 2 CDV 5991_____________________________________________________________________________________________________________________________________CDV 5993 Project Development and Evaluation 2 CDV 5992_____________________________________________________________________________________________________________________________________CDV 9002 Final Evaluation Workshop 0 —_____________________________________________________________________________________________________________________________________Electives 2 6_____________________________________________________________________________________________________________________________________Total units required 60–67_____________________________________________________________________________________________________________________________________1These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them priorto admission are expected to do so during the first year of graduate study.2Electives may be chosen from graduate-level courses offered throughout the university. In addition to regularly scheduled courses, the careerdevelopment program offers elective courses to promote the development of professional skills.82 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementCertificate in Career DevelopmentThe post-graduate certificate in Career Development providesadvanced training for professionals in related fields who wish todevelop their skills in career planning. Psychologists, social workers,human resource and employee development managers, trainers,and counselors use this program to increase their professionaleffectiveness and widen their personal horizons. The program maybe completed in approximately two years.Applicants must have a master’s degree in psychology, counseling,education, or a related field. The basic certificate consistsof 26 graduate units. Students who enter the program withoutthe relevant counseling background are required to take anadditional six units of Career Counseling Interview andProfessional Orientation Practicum. The certificate in CareerDevelopment may be earned through the field studies option(see previous page).Admission RequirementsIn addition to the university’s admission requirements, applicantsto this program must possess a master’s degree in a relatedfield from an institution whose accreditation is recognized by theCouncil for Higher Education Accreditation (CHEA).Applicants must also submit a statement of purpose: two doublespaced,typewritten pages describing educational and professionalgoals including what the applicant expects from, and can contributeto, the program. Please include your name on your statement.Finally, applicants must submit a resume of work experiencedetailing professional background.Courses Units Prerequisite(s) Co-Requisite(s)CDV 9000 Program Orientation Workshop 0 —_____________________________________________________________________________________________________________________________________CDV 5001 Philosophy of Work 3 —_____________________________________________________________________________________________________________________________________CDV 5020 Theories of Career Development 3 —_____________________________________________________________________________________________________________________________________CDV 5030 Workplace Issues and Trends 3 —_____________________________________________________________________________________________________________________________________CDV 5045 Career Planning Resources 2 —_____________________________________________________________________________________________________________________________________CDV 5061 Career Counseling for Diverse Populations 3 —_____________________________________________________________________________________________________________________________________CDV 5085 Basics of Resume Writing 1 —_____________________________________________________________________________________________________________________________________CDV 5088 Technology and Career Development 1 —_____________________________________________________________________________________________________________________________________CDV 5089 Interviewing Skills 1 —_____________________________________________________________________________________________________________________________________CDV 5100 Assessment Approaches in Career Development 3 —_____________________________________________________________________________________________________________________________________CDV 5190 Organizational Approaches to Career Development 3 —_____________________________________________________________________________________________________________________________________CDV 5230 Career Counseling Interview 1 3 CDV 5100__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CDV 5240 Professional Orientation Practicum 1 3 CDV 5230CDV 5100CDV 5700 Supervised Internship 3 CDV 5230{CDV 5240_____________________________________________________________________________________________________________________________________Total units required 26–32_____________________________________________________________________________________________________________________________________1This course may be waived for students who demonstrate a relevant background in counseling. This course may only be waived with the writtenconsent of the department chair.School ofManagementCareer CenterThe career center houses the resource library containingreference books, directories, periodicals, and newspapers relatedto careers, employers, and conducting a job search. The careerresource center receives many job listings for both part-time andfull-time positions from Bay Area employers.The career center is an integral part of the Master of Arts in CareerDevelopment program. Graduate students in the Career Developmentprogram offer free career counseling to JFK <strong>University</strong>students, alumni, and staff. A fee is charged for career assessments.Career counseling is offered to the public for a fee.The center also offers programs, presentations, and writtenmaterial geared toward the needs of students in specific programsin each of JFK <strong>University</strong>’s five schools.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 83
School of ManagementBusiness Administration [BUS] CoursesSchool ofManagementLower-Division CoursesBUS _____________________________________________________________________100 Credit by Assessment 1–5Units are earned through assessment of prior learning experiencessuch as corporate training; professional workshops, seminars,and conferences; licensure or certification; independentscholarship; and appropriately supervised volunteer training.BUS _____________________________________________________________________106 Credit by Assessment 6–10Units are earned through assessment of prior learning experiencessuch as corporate training; professional workshops, seminars,and conferences; licensure or certification; independentscholarship; and appropriately supervised volunteer training.BUS _____________________________________________________________________112 Credit by Assessment 11–15Units are earned through assessment of prior learning experiencessuch as corporate training; professional workshops, seminars,and conferences; licensure or certification; independentscholarship; and appropriately supervised volunteer training.BUS _____________________________________________________________________2000 Accounting A 3First course in accounting. Double-entry bookkeeping, accrualaccounting, 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 Accounting B 3Sales, trading, and depreciation of long-lived assets; short- andlong-term liabilities; organization and formation of the corporation;retained earnings: operations, equity changes, and dividends.Sale, conversion, and repurchase of capital stock. Statement ofcash flows. Prerequisite: BUS 2000.BUS _____________________________________________________________________2010 Microeconomics 3Business decision making within the firm in a variety of marketsituations. Topics include supply and demand forces, consumerbehavior, theories of cost and production, pricing, concepts ofmarginal analysis, and antitrust laws.BUS _____________________________________________________________________2015 Macroeconomics 3Examines national income measurement and accountingincluding determination of total national output, employment,prices, and the causes of inflation and deflation. Focus is also onmoney and the monetary system including the effect of monetarypolicy, government spending and taxation policies, and fiscalpolicy. Prerequisite: BUS 2010.BUS _____________________________________________________________________2030 Business Law 3This course provides students with the basic principles of lawthat are applicable to business transactions and the legal system.Topics include the legal and social forces that shape our governmentand business society.BUS _____________________________________________________________________2400 Writing Skills for Business 3A comprehensive review of effective written English in businessincluding grammar, sentence structure, paragraph building, spelling,and word choice. The course includes writing and editing,small-group writing exercises, and a library orientation.Upper-Division CoursesBUS _____________________________________________________________________3002 Bachelor of Science Orientation 0Describes program requirements, transfer units, residencyrequirements, competency exams, credit by assessment, lowerdivisioncourses, CLEP and DANTES, linking to graduateprograms, and research and other facilities of the school.BUS _____________________________________________________________________3005 Marketing 3This course emphasizes marketing from a product perspective.Topics include marketing strategies to a diverse and globalaudience, market planning, market research, product position,and promotion.BUS _____________________________________________________________________3020 Business Finance 3Examines capital and money markets including cost of financing,financing mix, capital budgeting, sources and uses of funds, andanalysis and interpretation of financial statements and documents.Also addresses analysis and use of financial ratios. Prerequisite:BUS 2001 or equivalent.BUS 3032 Essentials of HumanResource _____________________________________________________________________Management 3This course examines the building, development, and managementof human resources. It introduces theories of motivation,personality, leadership, and total quality. Students can explore theapplication of these theories to the management of individualsand diverse workgroups. Topics include organizational culture,job analysis, recruitment, retention, individual growth, and developmentand legal constraints in their impact.BUS 3033 Problem Solving andManagerial _____________________________________________________________________Decision Making 3This course develops critical thinking of data and argument appliedto business environments. Critical thinking skills are presented andenhanced through rigorous examination of management researchliterature, which is contrasted with various managerial decisionmakingnorms and processes. Case studies, decision analysis ofcritical incidents from the student’s own managerial experience,and a variety of team decision approaches are used to test currentthinking.BUS _____________________________________________________________________3040 Management Information Systems 3Information systems are key to business functions and studentsneed a fundamental understanding of the principles ofsystems theory to work with and manage such systems withinorganizations. Emphasis is placed on management and technical84 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Managementconcepts fundamental to business applications and managementcontrol of information systems. Covers the relationship betweenorganizations, management, and the networked enterprise; managinginformation systems in the digital firm; and assessment ofinformation technology infrastructure. The goal of this course isto provide a comprehensive overview of management informationsystem concepts useful to the student in future business courses,as a user of information systems, and as a future decision makerconcerned with the acquisition, application, and control of businessinformation systems.from defining the mission and setting the course to initiating,monitoring, and streamlining the plan. Prerequisite: BUS 4992.BUS _____________________________________________________________________3400 Business Communications I 3A review of basic writing skills and effective communication techniquesfor diverse situations. Emphasizes written communicationin a business environment. Prerequisite: successful completionof writing exam (UWE), BUS 2400, or six units of lower-divisioncomposition.BUS _____________________________________________________________________3041 Statistics and Research Applications 3Concepts and applications of statistics including probability,estimation, and hypothesis testing of means and proportions;sampling techniques; correlation and regression analysis;chi-square tests; and the nature, purpose, and applications ofresearch. Prerequisite: successful completion of mathematicsexam (UME) or algebra portion of QRT or BUS 3180.BUS _____________________________________________________________________3043 eCommerce and Business 3Introduces business-to-business eCommerce uses and directionswith a global perspective. Various business cases of successful anddeveloping ventures are examined for viability and competitiveedge.BUS _____________________________________________________________________3151 Principles of Management 3This course examines and critiques models of organizationaldesign and the present and potential effectiveness. Studentsexplore trends in a multicultural domestic and global societyand study the impact of the development and evolution oforganizations and employment.BUS _____________________________________________________________________3160 Diversity in Organizations 3Provides students the opportunity to explore how diversity canadd value to the work experience. Through learning aboutother cultures, students understand how cultural differences canbecome a strength and opportunity for new ways of working.Processes for effective cross-cultural communication, teambuilding, and valuing diversity in the workplace are presented.BUS _____________________________________________________________________3180 Math for Managers 3Introduces simple mathematics and quantitative reasoning foundations.Includes algebra, word problems, and probability andpractical applications in business situations.BUS _____________________________________________________________________3210 Investment Management 3Provides students with a working knowledge of various financialinstruments (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 isapplicable to corporate, personal, and institutional investing.BUS 3300 Strategic Planning forNonprofit _____________________________________________________________________Organizations 3This course helps to create and implement an effective strategicplan using a simple, seven-phase process that covers everythingBUS _____________________________________________________________________3401 Business Communications II 3Continuation of BUS 3400. Addresses both verbal and nonverbalcommunication with an emphasis on business presentations,cross-cultural communications, and discussion groupleadership. Prerequisite: BUS 3400.BUS _____________________________________________________________________3403 Software Applications 1Proficiencies with a variety of software applications and personalcomputing devices are critical for business communications oranalysis. In workshop format, students master skills using stateof-the-artsoftware applications for word processing, spreadsheetdevelopment, presentation graphics and design, and networkcapabilities.BUS _____________________________________________________________________3412 Business Plan Development 3This course-learning experience will expose students to theintegrative nature of business through the study of the activitiesassociated with the assessment, creation, development, andoperation of new and emerging ventures. Individuals will have theopportunity to develop their new venture-management skillsthrough a combination of classroom exercises, case analysis, andthe development of a business plan to support the initiation of anew venture.BUS _____________________________________________________________________3414 Project Management 3This course provides the theory and core methodology used tomanage projects. Students learn how to use project managementtechniques to plan, organize, control, document, and close outtheir projects successfully with minimum risk. Topics exploredinclude 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 statusreporting, and project wrap-up.BUS _____________________________________________________________________3416 Strategic Management 3A capstone course focusing on how organizations achievesustained success in a competitive global economy. Functionalskills acquired in other business classes are integrated in makingethical strategic decisions and applying them to the competitivepositioning process. The students’ experience in organizational lifeis a critical component in the learning process. From this experienceas a reference point, students will apply the strategic thinkingprocess to case examples, real-world business developments, andpersonal life as well.School ofManagement<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 85
School of ManagementSchool ofManagementBUS _____________________________________________________________________3510 Intercultural Communication 3This course will expose students to the many issues they will facein international situations with a particular focus on increasingawareness of and sensitivity to important verbal and nonverbalcultural differences that are present in meetings, business discussions,and negotiations. Emphasis will be on skill-building andcultural practices that lead to successful interaction.BUS _____________________________________________________________________4030 Personal Power and Leadership 3Explores how to understand and master one’s personal poweras a key to effective leadership. Organizations seek leaders whoinspire confidence, evoke loyalty, and use resources effectively andefficiently. This course focuses on students’ awareness of how theyuse and limit their power in various situations. It also exploresthe aspects of “self” that must be developed in order to enhanceeffectiveness.BUS _____________________________________________________________________4037 New Ventures: Market Planning 3Highlights the skills, behaviors, and business intelligence requiredfor creating and growing new ventures. Course includes evaluatingmarket opportunities, designing development and growthstrategies, assessing barriers to market entry and exit, building themanagement team, and incorporating new venture financing.BUS 4058 Managing StrategicInnovation _____________________________________________________________________and Change 3Explores the models and best practices associated with innovativebehavior, improvement, and risk-taking among businessventures through case studies, selected readings, primary research,and class discussion. This course will enable students to developcompetencies in managing for innovation and change; to integratetheories, models, and practice of innovative behavior; and toidentify sources of innovation for sustainable competitive edge.BUS _____________________________________________________________________4190 eCommerce Strategies and Models 3Builds strategic perspective and analytical skills for eCommercebusiness evaluation and planning; develops eCommerce tools andtechniques to model a plausible eCommerce business framework.Companion course to BUS 3043 eCommerce and Business.BUS _____________________________________________________________________4450 Evolutionary Models of Business 3Explores management experiments being successfully carried outby growing number of organizations, the “vanguard management”of organizations committed to optimal organizational performances,and employee satisfaction.BUS 4475 Strategies for Communicationand _____________________________________________________________________Team Building 3Examines interpersonal communication from analytical,critical, and practical perspectives. The focus is on understandingthe subtleties of interpersonal communication includinginteraction patterns, word bias, values, nonverbal behavior,tone and personal perceptions, and the role of leadership in selfmanagedteams. Prerequisite: BUS 4992.BUS _____________________________________________________________________4800 Business Internship 1–3Provides students the opportunity to explore specific job functionsby interning at companies and observing people performingthose jobs. Students may experience administrative operations,marketing, sales, finance, technology, and other departments invarious capacities.BUS _____________________________________________________________________4900 Topics in Business Administration 3Topics vary according to student interest. Past topics haveincluded nonprofit management, total quality management, andwomen, money, and empowerment. May be repeated for creditwith a change of topic.BUS 4992 Case Studies in Organizationand _____________________________________________________________________Management 3Using case studies, students apply theory and experience to analyzepractical business problems, develop solutions, and recommendcourses of action. Emphasis is on oral and written communicationof results. Prerequisite: completion of all core requirements.BUS 4995 Independent Study inBusiness _____________________________________________________________________Administration 1–6To be arranged with consent of instructor and approval of thedean. May be repeated for credit with a change of topic.BUS _____________________________________________________________________4996 Practicum 1 3The 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 apracticum project including a project description, the rationale forundertaking it, level of complexity undertaken, the methodologythat will be employed, the resources and sources to be used, abibliography of theoretical references and data sources, and competenciesto be demonstrated. Minimum competencies must bedemonstrated. At the end of the proposal phase, the student willmake a presentation of the written proposal to the practicum panelthat the student has recruited. Minimum representation on thepracticum panel includes a faculty advisor and at least one facultymember with expertise in the project subject area or an externalprofessional with graduate-level academic qualifications. Writtenapproval of the project proposal must be completed in order forthe student to progress to Practicum 2. Prerequisite: BUS 4992.BUS _____________________________________________________________________4997 Practicum 2 3The course demonstrates a student’s acquired knowledge, integrativeskills, and the readiness to progress to graduate work.Practicum 2 requires the student to complete the project usingthe approved methodology outlined in Part 1, submit a writtenreport of project outcomes, make an oral presentation to thepracticum panel, and complete a reflection paper of the projectprocess. The reflection paper discusses competencies demonstratedin the project, how theories and knowledge from priorcoursework were applied, how the project might have beenimproved, and how it could be expanded or continued to thenext level of performance. Prerequisite: BUS 4996.86 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementGraduate CoursesBUS _____________________________________________________________________5000 Management Communications 3Analyzes business needs for managerial communication includingmeetings, conferences, and general information disseminationand reporting and determines appropriate methods. Coursecovers business proposals, reports, and executive summaries andprovides practice in oral presentation.BUS 5008 Operations andSupply _____________________________________________________________________Chain Management 3This course provides an introduction to operations managementand explains how to deal with the challenges in these areas. Thiscourse covers issues in supply chain management, the balancedscorecard, and yield management. It covers basics including corecompetency, mass customization, benchmarking, business processdesign, and enterprise resource planning. It emphasizes the criticalrole operations management will play in the career paths studentschoose. Also includes new material on ERP, Lean, Six Sigma, servicedesign, and other critical topics. Examines outsourcing andthe impact that it has on operations management decisions.BUS _____________________________________________________________________5020 Financial Management 3This course explores the financial function of the contemporarybusiness enterprise. Introduction to theories of financial managementincluding cost of capital, financial leverage, capital structure,dividend policy, long-term capital, working capital, and financialanalysis and planning. Prerequisite: BUS 3020 or BUS 5096.BUS _____________________________________________________________________5025 Human Resources Management 3Introduction to human resources management including theoriesof motivation, functions of manager and staff, techniques forimproving the match between individuals and the organization,and encouraging individual growth and development.BUS _____________________________________________________________________5030 Power, Leadership, and Integrity 3Understanding organizational power and exemplifying professionalintegrity are critical to effective leadership. Organizationsseek leaders who inspire confidence, evoke loyalty, empower,motivate, and use resources effectively and efficiently. This coursediscusses the characteristics and dynamics of organizationalpower and politics and explores the ethical use of power byleaders when managing employees, creating alliances, makingcomplex decisions, delegating responsibilities, making changes,and resolving conflict.BUS _____________________________________________________________________5035 Visionary Leadership and Sustainability 3Great leaders possess a variety of competencies. Organizationaleffectiveness is grounded in professionals who have vision,continuously learn, take risks, are decisive and ethical, understandand care about their coworkers, empower the organization’s workforceto be creative, and employees take ownership of their jobs.Distinguishing leadership from management approaches, thiscourse critically analyzes the core qualities and skills that allleaders possess, plus explores the characteristics of various leadershipstyles, assessing strengths and limitations.BUS _____________________________________________________________________5040 Marketing Management 3Overview of marketing strategies, objectives, and policiesincluding managing sales and marketing organizations, marketresearch and site location, advertising and promotion, and analysisof buying processes of consumer and industrial markets. Prerequisite:BUS 5000.BUS _____________________________________________________________________5052 Managerial Economics 3The purpose of this course is to provide students with a basicunderstanding of economic theory—both microeconomics andmacroeconomics. Examines the impact of domestic and internationaleconomic policies and major issues for business economics.Topics include the effects of monetary policy, fiscal policy andtaxation, forces of supply and demand, theories of cost and production,and analysis of consumer behavior. In addition, thiscourse evaluates the response of markets to the forces of supplyand demand by using different quantitative and qualitativemeasures.BUS 5055 MBA Capstone:Business _____________________________________________________________________Strategy and Planning 3Integrates the key learning disciplines represented by the MBAexperience—including organizational leadership, finance, andmarketing—to build and enhance individual competencies indecision making and taking action. Topics include systems thinking,benchmarking, modeling and scenario building to exploreinnovative solutions for complex business challenges. Courseworkis focused on the practicum project. Prerequisites: BUS 5020, BUS5040, BUS 5052, BUS 5099, and BUS 5151.BUS _____________________________________________________________________5096 Accounting for Managers 3Introduces financial and managerial accounting to define the basicstructure of any business organized for managers who are nonaccountants.Areas of study include financial statement analysis,financial accounting concepts and principles, and managerial costsystems.School ofManagement<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 87
School of ManagementSchool ofManagementBUS 5099 Organizational Ethics andCorporate _____________________________________________________________________Social Responsibility 3This course approaches workplace organizations as humancommunities designed to produce goods and services and to makedecisions. From a civic perspective, corporate decisions aboutorganizational design, the quality of their products and services,and their overall role in society should meet ethical standards andpromote the common good. For organizational leaders to meetthese ethical requirements, they need to learn how to engagein ethical analysis of their organizations and how to workwith others in determining a fair understanding of a business’ssocial and environmental responsibilities. This course providesa framework for evaluating and improving an organization’sintegrity in terms of its culture, interpersonal relations, organizationalpurpose, social responsibilities, and environmentalobligations. The course also provides a dialogical method forconsidering alternative points of view on vital issues that affectboth business success and civic life.BUS 5151 Systems Approach toBusiness _____________________________________________________________________Models and Management 3Organizations are dynamic and complex systems that are continuouslyevolving. Applying systems theory to business strategy,organizational operations, and management practices, thiscourse explores business models and theoretical concepts withan emphasis on the nature and challenges posed by dispersedorganizations and a diverse workforce. Particular attention isgiven to participative organizational cultures and collaborativemanagement styles.BUS _____________________________________________________________________5152 Management Information Systems 3The goal of this course is to provide a comprehensive overviewof management information system concepts useful to the studentin 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. Emphasisis placed on management and technical concepts fundamentalto business applications and management control of informationsystems. Covers the relationship between organizations,management and the networked enterprise, managing informationsystems in the digital firm, and assessment of information technologyinfrastructure.BUS _____________________________________________________________________5153 eCommerce and Business 3This course will not be offered during the life of this catalog.Introduces business-to-business eCommerce uses and directionswith a global perspective. Various business cases of successful anddeveloping ventures are examined for viability and competitiveedge. Prerequisite: BUS 5152.BUS _____________________________________________________________________5180 Project Management 3This course provides the theory and core methodology used tomanage projects. Students learn how to use project managementtechniques to plan, organize, control, document, and close outtheir projects successfully with minimum risk. Topics exploredinclude 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 statusreporting, and project wrap-up.BUS _____________________________________________________________________5192 eCommerce Marketing 3This course will not be offered during the life of this catalog.Investigates development and applications for data mining,intelligent agents, segmentation, new product development,distribution, pricing, forecasting, alliance building, and competitiveadvantage to eCommerce business-to-business markets.Prerequisite: BUS 5152.BUS _____________________________________________________________________5193 eCommerce Public Policy and Law 3This course will not be offered during the life of this catalog.Examines the government policy, public interest, and legalissues of the Internet globally including applications for intellectualproperty rights, challenges to privacy and security, control,and taxation of transactions. Prerequisite: BUS 5152.BUS _____________________________________________________________________5194 Managing Operations for eCommerce 3This course will not be offered during the life of this catalog.Explores the supply-chain logistics and supporting mechanismsincluding online auctions by which competitive eCommercesolutions are realized for the customer. Identifies and examinesthe technology and services required for optimal delivery. Prerequisite:BUS 5152.88 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Managementand materials. With the multicultural nature of the globalworkplace as the context, this course introduces the coreconcepts of program management, and critically examinesthe issues and practices regarding the management of contracts,the supply chain, customer relationships, outsourcing, andoff-shoring.BUS _____________________________________________________________________5325 Dispersed Team Dynamics 3Often work is conducted with colleagues who are dispersednationally if not globally. Collaboration is supported by varioustypes of online meeting tools and information systems. Thiscourse critically discusses the socio-technical nature of virtualteams, successful strategies for building and managing a dispersedteam including developing communication channels, and howto establish trust, credibility, a sense of responsibility, and a feelingof community in a virtual work environment. Methods fordealing with cultural issues and working across time zones arealso addressed.BUS _____________________________________________________________________5220 Sustainable Economics 3This course examines financial and business decision making froma global business perspective with an emphasis on sustainabledevelopment. Subjects explored include integrating economicsuccess with environmental quality and social equity, social andenvironmental impacts, global economic influences, and sustainablemanagement. Prerequisite: BUS 5052.BUS _____________________________________________________________________5315 Program Metrics and Measurements 3Program management involves overseeing a portfolio of interrelatedprojects that must be aligned with the enterprise’s strategicgoals, and whose operational processes must be consistentwith the organization’s culture. Budgets need to be established,timelines set, reporting procedures established, and progressevaluation processes put in place. Risk management, benchmarking,and outcomes assessment are critical to successful programplanning and progress measurement. Focusing on designing andutilizing appropriate evaluation processes, this course analyzessuch methods as the balanced scorecard, six sigma, and totalquality management.BUS _____________________________________________________________________5320 Enterprise Relationship Management 3Program management is becoming a core competency oforganizations because large-scale product development, businessenterprise systems’ development, organizational expansion andchange usually involve multiple, interrelated projects. Effectivemanagement entails consistently communicating with internaland external stakeholders associated with the various projects,managing the relationships with project managers, recruitingteam members, and procuring the needed financial resourcesBUS _____________________________________________________________________5330 Success Built to Last 3There are numerous ways to understand and achieve success.Planning and accomplishment are usually emphasized, whilethe significance of resistance and value of failure are often notrecognized. This course critically examines an approach rooted inthe notion that success is about living and working in a mannerthat brings personal fulfillment and lasting relationships, plusmaking a difference in the world in which we live. Focusing ontheory, practice, and career development, this seminar discusseswhat it takes to have lasting professional and organizationalsuccess by exploring the careers of people who have had lastingimpact and sustainable success. It outlines the various elementsthat create success, examines how mindsets or profiles color howindividuals approach work and relationships, as well as discussesgoal setting, achievement, and the role of innovation.BUS _____________________________________________________________________5385 Leading a Global Workforce 3Globalized business practices, dispersed organizations, andoutsourcing have created a global work environment. This courseassesses the pros and cons of a global workforce, the challengesit poses for human resource practices, and the leadership,managerial, and team skills needed to successfully function ina geographically dispersed and culturally diverse workplace.Among the topics examined are the business customs andpractices in foreign countries with a primary focus on Europe andthe Pacific Basin.BUS _____________________________________________________________________5450 Emerging Models of Business 3Globalization, partnerships, innovation, and sustainability arewatchwords for the contemporary business enterprise. Organizationalagility, business vitality, and competitive advantage mustbe achieved and maintained while not harming people or theenvironment. With sustainability and organizational integrity asguiding principles, this course critically explores approaches tobusiness that enable strategic innovation through the use of clearbusiness models, developing collaborative work relationships withemployees and other business organizations, and creating a virtualknowledge sharing and collaborative workplace climate. Prerequisite:BUS 5475.School ofManagement<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 89
School of ManagementSchool ofManagementBUS 5455 Theory and Practice ofOrganizational _____________________________________________________________________Transformation 3In a highly competitive business environment, change is inevitable.Organizational leaders and staffs deal with it daily, often withoutunderstanding its nature, how it operates, and how its power canbe harnessed to unleash innovation to create the organization’sfuture. This course explores the nature of change, how it can bestrategically fostered and managed in complex organizations, thetypes of organizational cultures that support successful changemanagementprocesses as well as enable companies to benefitfrom change, and how change-agent leaders address resistanceand resolve conflict. Prerequisite: BUS 5151.BUS 5460 Organizational Cultures,Myths, _____________________________________________________________________and Values 3Organizational culture is as strategic to success as identified goalsand qualified human resources. This course discusses how toanalyze an organization’s present position and extrapolate itsfuture, assess its culture’s strengths and limitations, and uncoverits culture’s underlying assumptions, viewpoints and ethicalprinciples. It critically analyzes how organizational beliefs,values, traditions, and role models shape organizational policiesand politics, managerial practices, hiring practices, successionplanning efforts, and employee reward systems, as well as howthey impact organizational productivity, employee motivation,and job satisfaction. Prerequisite: BUS 5475.BUS _____________________________________________________________________5472 Managing Strategic Innovation 3Intellectual capital and innovation are vital components of anyorganization. This course discusses effective organization-widestrategic alignment, how to identify innovation and opportunitiesin the organization’s value chain, how to enable breakthroughthinking and workplace ingenuity, and how to develop ways toeffectively manage creative ideas and their application. PrimaryCareer Development [CDV] Coursesfocus is given to leading and managing knowledge professionalswho are internal and external to the organization. Prerequisite:BUS 5151.BUS 5475 Organizational Communicationsand _____________________________________________________________________Team Development 3Communication gives form to organizations. In an informationdrivenbusiness climate, organizations are complex systems ofnetworked employees and teams linked via electronic informationand communication systems. This course examines the wayscompanies self-organize in a socio-technical work environment,the nature of social networking in a digital age, and the characteristicsof effective interpersonal communication and relationshipbuilding in teams. Particular attention is given to the nature ofworkplace information flow and how to design strategic informationand communication systems. Prerequisite: BUS 5151.BUS _____________________________________________________________________5800 Business Internship 1–6This course provides students the opportunity to explore specificjob functions by interning at companies and observing peopleperforming those jobs. Students may experience administrative,operations, marketing, sales, finance, technology, and otherdepartments in various capacities.BUS _____________________________________________________________________5900 Topics in Business Administration 1–3Topics vary according to student interest. Past topics includeentrepreneurship and innovation and community issues thataffect managers. May be repeated for credit with a change oftopic.BUS 5995 Independent Study inBusiness _____________________________________________________________________Administration 1–6To be arranged with consent of instructor and approval of thedean. May be repeated for credit with a change of topic.CDV _____________________________________________________________________5001 Philosophy of Work 3Philosophical examination of work and changing views regardingwork. Examine work values as related to culture and socioeconomicstatus as well as the relationship between work, family,leisure, and education. Explore and develop one’s own philosophyof work and how this may influence working with clients as acareer counselor.CDV _____________________________________________________________________5020 Theories of Career Development 3Study of major theorists such as <strong>John</strong> Holland, Don Super, andAnne Roe, applying their ideas practically to career counseling.Covers current challenges to existing theories and explains emergingissues and trends.CDV _____________________________________________________________________5030 Workplace Issues and Trends 3An integrative approach to understanding the global, national,and regional workplace of today as it transitions to meet the21st-century challenges; recognition and integration of thisinformation for career counseling professionals. Examines labormarket information, how to find and use it with clients, in studyingall sectors of the economy.CDV _____________________________________________________________________5045 Career Planning Resources 2An overview and hands-on utilization of the resources necessaryto research and conduct a job search. Learn how to utilize relevantinformation in the career decision-making process. Topics includecareer information systems, networking, informational interviewing,career center resources.CDV 5061 Career Counselingfor _____________________________________________________________________Diverse Populations 3Techniques, resources, and appropriate processes for counselingpeople from diverse backgrounds including people defined bytheir ethnicity, age, sexual orientation, and disabilities. Studentsgain awareness of the complex issues facing these clients and ofthe resources available for practical application in counseling.90 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementCDV 5080 Career DevelopmentTechniques _____________________________________________________________________and Practices 1–3Seminars in a variety of practical and current aspects of careerdevelopment including clinical issues affecting career development,advanced assessment instruments, adult transitions,creative decision making, and job search resource development.CDV _____________________________________________________________________5245 Clinical Issues in Career Counseling 3Students will learn about some of the more common issues thatcome up in career counseling including depression, loss and grief,family influences, addictions, and the impact of the counselor’sown issues. Through information and in-class exercises, class willfocus on practical applications.CDV _____________________________________________________________________5085 Basics of Resume Writing 1This course explores resume writing from the career counselor’sperspective. Topics include styles of resumes (e.g., chronological,functional, and combination), necessary/unnecessary information,aesthetics, language usage, and division of labor betweencounselor and client.CDV _____________________________________________________________________5088 Technology and Career Development 1The role of technology in assessment, career counseling, virtualcareer services, and private practice will be addressed. Ethical andlegal guidelines as provided by the professional associations willbe reviewed.CDV _____________________________________________________________________5089 Interviewing Skills 1This course examines how career counselors coach their clientsfor successful interviews. Topics include types of interviews,preparation, appearance, salary negotiations, follow-up, possibleinterview questions, and common interview mistakes.CDV 5100 Assessment Approachesin _____________________________________________________________________Career Development 3Function of career assessment tools in the career counselingprocess and in employee development programs. Topics includestandards for test selection, construction, administration, andinterpretation.CDV 5190 Organizational Approachesto _____________________________________________________________________Career Development 3Examines how corporations use career development servicesand interventions as motivational and retention tools and hownonprofit organizations help their clients to be more successfuland satisfied in their work lives. Guest speakers offer real-timeexamples to show how career development improves the alignmentbetween individuals and workplaces.CDV _____________________________________________________________________5250 Group Work in Career Development 3A review of when and how groups can be useful in the workplaceand in career centers for assessment, counseling, job support, andmotivation. Group dynamics, adult learning models, and skills forleading and facilitating groups will be addressed through role-play,a team project, and guest speakers. Ethical guidelines for groupleaders will be addressed.CDV 5255 Developing aBusiness _____________________________________________________________________Consulting Practice 3Explores requirements of developing a consulting practice fromtargeting customers to financing to marketing new ventures.The attributes of successful entrepreneurs are examined sostudents can determine their appropriateness to starting theirown business. Other topics include establishing fees, determiningphysical space and environmental needs, legal aspects, forms ofbusiness, and acquiring new business.CDV _____________________________________________________________________5700 Supervised Internship 1–6Students who live in the San Francisco Bay Area will begintheir internship at the university’s career center. Subsequentinternships will occur at external sites such as businesses, colleges,universities, or nonprofit organizations. Students who live outsidethe Bay Area will take all their internship units at a site in theirlocal area. Students gain experience in areas including individualcounseling, career assessments, group facilitation, and careercenter management under the guidance of a supervisor. Master’sstudents take a total of ten internship units; post-graduatecertificate students take a total of three internship units. Prerequisites:CDV 5100, CDV 5230, and CDV 5240.School ofManagementCDV _____________________________________________________________________5230 Career Counseling Interview 3An examination of the techniques of client-counselor interviewingincluding setting goals, opening and closing the interview, anddeveloping the ability to determine and understand the client’sgoals. Prerequisite: CDV 5100.CDV _____________________________________________________________________5240 Professional Orientation Practicum 3This practicum provides students with extensive hands-on experience.Students focus on one client for the entire quarter. The clientmay receive a thorough assessment including standardizedand non-standardized tests, resume creation, job search strategydevelopment, and follow-up. Students participate in individualand group case analysis. Prerequisites: CDV 5230.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 91
School of ManagementCDV 5810 Planning, Conducting,and _____________________________________________________________________Evaluating Workshops 3Theories and methods of teaching and training adults. Studentsare taught how to design workshop materials and write workshopgoals and objectives and are introduced to marketing techniquesand assessment models. The design of a workshop is undertakenas a class project.CDV _____________________________________________________________________5900 Topics in Career Development 1–3These one-day workshops explore theories and applications ofcareer development. Topics vary according to student interest andhave included managing career change, special populations, andthe integration of career and personal counseling.School ofManagementCDV _____________________________________________________________________5991 Research in Career Development 2Focuses on career development research, aiding students inproposal development, and in building their skill base. Includesa process of framing a research question, developing a proposal,and gathering, analyzing, and synthesizing information andcommunicating results. Students will be able to develop their ownarea of interest and will be encouraged to explore new frontiers incareer development through theoretical and practical application.CDV _____________________________________________________________________5992 Proposal Research and Evaluation 2Students develop a written proposal based on research for a finalproject of their choice. Helps students formulate a statement ofintent for CDV 5993. The proposal must be completed prior toregistering for CDV 5993. Prerequisite: CDV 5991.CDV _____________________________________________________________________5993 Project Development and Evaluation 2This final project completes the program in career development.Students design, implement, and evaluate an original project thatresults in a service or instrument contributing to the career developmentfield. Prerequisite: CDV 5992.CDV 5995 Independent Studyin _____________________________________________________________________Career Development 1–6To be arranged with consent of instructor and approval of thedean. May be repeated for credit with a change of topic.Non-Credit WorkshopsCDV _____________________________________________________________________9000 Program Orientation Workshop 0Orientation to the university and School of Management policiesand procedures; plan student program and introduce concept ofcompetencies and building a portfolio. Field study students will besent a packet to read and discuss with program chair. Complete infirst quarter.CDV _____________________________________________________________________9001 Core Competency Evaluation Workshop 0Determine student’s progress in acquiring required competencies,and set new learning goals, and establish plans for external fieldwork,final project, and post graduation. Field studies studentsmust meet with program chair during their summer residency.All students must complete this workshop before enrolling inCDV 5700.CDV _____________________________________________________________________9002 Final Evaluation Workshop 0Assessment of learned competencies and skills; submission of finalportfolio. Field studies students may complete through discussionwith the program chair. Complete the last quarter of enrollmentbefore graduation.Paralegal Studies [PLS] CoursesPLS _____________________________________________________________________3001 Introduction to Law/Paralegal Studies 3This course provides students with an overview of the Americanlegal system and introduces students to various legal fields andtopics. Legal vocabulary will be emphasized. This course will alsoprovide an overview of the role of paralegals in a work environmentwhile concentrating on the various regulations and ethicalguidelines governing the work of paralegals.PLS _____________________________________________________________________3002 Legal Research and Writing I 3This course provides an introduction to legal research. It isdesigned to provide the student with a comprehensive knowledgeof research materials and tools including giving the studenta working knowledge of the use of primary and secondary sourceswith emphasis on research strategies. Students learn how to locatesources of law, the use of proper citation method, how to Shepardizecase law, and research codes and statutes. This course willalso focus heavily on the use of computer-assisted legal research.PLS _____________________________________________________________________3003 Legal Research and Writing II 3This course follows Legal Research and Writing I and introducesthe student to the art of analyzing legal problems, writing clear andconcise legal memoranda and briefs. This course will emphasizethe writing component of the paralegal profession by requiring thestudent to research various legal problems and communicate theirfindings in their proper written format. Prerequisite: PLS 3002.92 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of ManagementPLS _____________________________________________________________________3004 Ethics/Professional Responsibility 3This course provides an overview of the legal ethics facingparalegals today. This course will extensively cover the ethicalrules governing paralegals developed by the American BarAssociation in conjunction with the various local and stateregulations pertaining to the professional work of paralegals.Emphasis will be placed on the evaluation of real-life ethicaldilemmas encountered by paralegals in the workforce.PLS _____________________________________________________________________3005 Tort Law 3This course will introduce the student to the broad area of civil tortlaw including negligence, intentional torts, strict liability, productliability, and nuisance. Privileges and defenses to various torts willalso be introduced. Students will acquire the knowledge to defineand evaluate tort law to specific factual situations.PLS _____________________________________________________________________3006 Contract Law 3This course is designed to introduce the student to the area ofcontract law. Contract information will be emphasized along withevaluation of contract disputes, discharge of performance andresulting damages, and the various remedies available for breachof contract.PLS _____________________________________________________________________3007 Property 3This course will provide an overview of real property law. Studentswill be introduced to the various causes of action and defensessurrounding basic real property disputes, along with the types ofremedies available.PLS _____________________________________________________________________3008 Litigation I 3This course is designed to introduce the student to civil litigationin federal and state courts. The rules of civil procedure will be thefocus, with emphasis in the drafting of complaints, answers, andmotion practice. Students will be responsible for the draftingof numerous legal documents by way of practical exercises.Additionally, this course will provide students with variousinterviewing and investigating skills relevant to paralegal work ina law office setting. Prerequisite: PLS 3002.PLS _____________________________________________________________________3009 Litigation II 3This course covers evidence, discovery, trial preparation, trialpractice, appeals, and non-judgment matters. Students willcontinue building expertise in drafting legal documents andwill develop skills in organizing documents and preparing fortrial including the use of technology. Prerequisite: PLS 3008.PLS _____________________________________________________________________3017 Probate and Estates Administration 3This course will provide the student with instructions necessaryfor initiating testate and intestate administration through thefiling of a final accounting and distribution of assets. Emphasiswill be placed on California codes governing testacy and intestacy.Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3019 Bankruptcy and Creditors’ Rights 3Students will be introduced to bankruptcy law and procedure.Emphasis will be placed on forms utilized in bankruptcy courtunder chapters 7, 13, and 11. In addition, the rights of creditorswill be explored including garnishments and other judicial attachments.Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3021 Real Estate Law 3This course will provide an introduction to real estate lawincluding property rights, property, contracts, land ownershipand sale, recording of deeds, principles of leasing agreements,and other real estate concepts. Emphasis will be placed on workinga real estate file from the drafting of real estate documents frominception through closing. Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3023 Criminal Practice 3This course is designed to introduce the student to the areaof criminal law along with the roles and responsibilities ofparalegals working in the private and public sector of criminal law.Criminal procedure is the focus with emphasis placed on pre-trialinvestigation techniques, pre- and post-trial criminal motions,trial preparation, and criminal appeals. Prerequisites: PLS 3001and PLS 3002.PLS _____________________________________________________________________3025 Business Organizations 3This course will provide the student with the introduction to theformation, operation, and dissolution of various kinds of businessorganizations including the different kinds of corporations, soleproprietorships, and partnerships. Focus will be placed on thelaws that govern business organizations and the proceduresfor forming entities and maintaining compliance with statutoryrequirements. Prerequisites: PLS 3001 and PLS 3002.School ofManagementPLS _____________________________________________________________________3010 Legal Technology Application 1This course is designed to introduce students to various types oftechnology often used in legal environments. The student willinteract directly with the technology throughout the course.Required course for certificate program.PLS _____________________________________________________________________3015 Wills, Trusts, and Estate Planning 3This course will introduce the student to the concepts andprinciples of estate planning with emphasis on the drafting of willsand trusts. Prerequisites: PLS 3001 and PLS 3002.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Management 93
School of ManagementSchool ofManagementPLS _____________________________________________________________________3027 Family Law 3This course will introduce the student to the broad area of familylaw including the fundamental principles underlying the maritalrelationship, dissolution, child custody, and support. Students willlearn how to become an effective paralegal in a family-law practiceby the drafting of the various documents relating to domesticrelations. Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3029 Civil Trial Evidence 3This is a survey course designed to examine the basic principles ofevidence in the civil trial arena. This course will focus on both thefederal and California rules of evidence as well as the applicationof those rules in the civil trial process. Prerequisites: PLS 3001 andPLS 3002.PLS _____________________________________________________________________3031 Intellectual Property 3This is a survey course of the principal types of intellectualproperty—trade secrets, patents, copyrights, and trademarks—asset forth in federal and state statutes and further defined by caselaw. Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3040 Internship 1–3This course will provide the student an opportunity to gainpractical paralegal work experience in an office environment.The student must work a certain number of hours in the officeenvironment under the supervision of an attorney or experiencedparalegal. (Note: Students would be encouraged to take an internshipas one of their two electives, especially those who are notcurrently working in law firms. However, an internship is notrequired since many students may be working full time in otheremployment or have responsibilities that would preclude aninternship during regular office hours.) Prerequisite: PLS 3002 andPLS 3008, each with a grade of B- or better.PLS _____________________________________________________________________3100 Law Office Administration 3This course will focus on the role of the paralegal as an officeadministrator. The organizational structure of law offices willbe explored as well as the role of the paralegal within thesestructures. Students will be introduced to the day-to-dayduties and responsibilities of managing a legal office withemphasis placed on computer calendaring systems, accountingpractices and software, and overall law office management.Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3105 Jurisprudence 3This course studies the nature, purpose, and philosophy of law.Gives the student exposure to the roots of law historically andplaces the legal system in perspective by examining its antecedentsin religion, sociology, and philosophy. Prerequisites:PLS 3001 and PLS 3002.PLS _____________________________________________________________________3107 History of the U.S. since World War II 3An introductory course designed to provide a thought-provokingtreatment of the American past, focusing on the latter half of the20th century, which at least one historian has called the age ofextremes. This course is intended to put into historical perspectivethe dominant public events of the times. It comprises an approachto the study of history that seeks to identify possible connectionsamong many factors—the political, social, and economic trendsand cultural developments that have shaped and reshaped oursociety. Prerequisites: PLS 3001 and PLS 3002.PLS 3109 Constitution, Supreme Court,and _____________________________________________________________________American Democracy 3Introduces the student to major constitutional law decisions of theSupreme Court in selected areas and also explores the role of theSupreme Court in the American government system and the politicalimpact of its actions. Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________3111 Law and Social Justice 3This is a survey course examining the civil rights of the variousgroups studied including people of color, people with disabilities,and gays and lesbians. Sexual discrimination against both womenand men will be studied as well. Prerequisites: PLS 3001 and PLS3002.PLS 3113 Social, Cultural, andPolitical _____________________________________________________________________Issues in Business 3Addresses the interaction of law and business and the societalissues that must be a part of successful and responsible businessactivities. Prerequisites: PLS 3001 and PLS 3002.PLS _____________________________________________________________________4900 Topics in Paralegal Studies 3Topics vary according to need and interest. This course may berepeated for credit with a change in topic.PLS _____________________________________________________________________4998 Senior Project A 3A consecutive two-quarter course which is intended to serve asthe capstone of the BA program. The course provides studentsthe opportunity to thoroughly explore and research a topic oftheir choice within their area of emphasis and write a lengthyessay on their findings and conclusions. The course is divided intotwo quarters. The first quarter, Senior Project A, is dedicatedto selecting a topic, conducting research, receiving feedback andassistance in writing, and drafting sections of what will becomethe final product.PLS _____________________________________________________________________4999 Senior Project B 3A continuation and conclusion of Senior Project A. (See above.)Students concentrate on drafting, revising, and polishing theiressay complete with appropriate bibliography and footnotesaccording to APA guidelines.94 School of Management <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School ofHolistic Studies
The School of Holistic Studies provides integrative and transformativeacademic programs. We engage students in creative inquiry that fosters self-awarenessand 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 theessential foundation for meaningful and effective professional activity.The School of Holistic Studies offers innovative degree programs that encourage students topursue 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 fulfillingand socially responsible lives, aligning the personal body in conjunction with the worldbody and approaching that conjunction as an arena of soul-making. The School of HolisticStudies provides undergraduate and graduate programs that share a philosophical commitmentto holism. Holism includes a scholarly and experiential approach to the integrationof body, mind, spirit, environment, and culture. The holistic values of interconnectedness,compassion, diversity, imagination, and community service form the basis of our professionaldegree programs. Within the context of holism and East/West philosophicaltraditions, we offer academic degrees in consciousness and transformative studies, integralpsychology, holistic health education, transformative arts, studio arts, and counselingpsychology. Students in our counseling psychology program specializations do their fieldplacement at the Center for Holistic Counseling in Oakland and at external sites throughoutnorthern California. Each degree program shares a holistic approach to the understandingand expression of expanded consciousness.School ofHolistic StudiesThe School of Holistic Studies offers an educational experience that is now considered bymany to be essential for all people since prudent individuals know that to educate peopleproperly 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 andothers. They integrate holistic perspectives into their lives and work. They speak of the transformativepower of their education to develop an all-sided body-mind capable of thinkingfreely 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 whichthey view themselves, others, and reality itself. Students explore the shift from a linear,mechanistic worldview to one that is holistic, systems-oriented, and cognizant of spirit.The School of Holistic Studies recognizes the human spirit as central to learning. Weacknowledge the spiritual dimensions of reality and support our students with their personalpractices as they strive for fuller integration of their personal and public lives. We recognizethat one’s spirituality involves the quest for inner coherence that leads to intellectual,psychological, social, and bodily well-being. Holistic learning that connects knowledge andskills with personal aspirations for life liberates students from the bondage of thoughtlesshabit and behavior and prevents mechanized thinking that fragments talents. We believethat when education engages the personal aspirations of students, they relate intimately tomaterials of study in terms of their spirit.As Dr. <strong>John</strong> (Jack) P. Miller notes in The Holistic Curriculum: “A holistic education emphasizesrelationships between thinking and intuition, mind and body, individual and community,personal self and higher self (the spiritual dimension of experience). Holistic education seekstransformation, that is, the continuing growth of the person and society.”
School of Holistic StudiesAdmission RequirementsApplicants to the School of Holistic Studies must meet alluniversity admission requirements as outlined in the front ofthis catalog. In addition, applicants must meet the followingschool-based requirements. Finally, programs may have additionalrequirements; see the corresponding section for details or contactan admissions representative.Admissions for individual programs in the School of HolisticStudies varies according to the department. Each program’s entrypoint is indicated in the departmental sections that follow.All applicants to graduate programs in the School of HolisticStudies must possess a bachelor’s degree from an institutionwhose accreditation is recognized by the Council for HigherEducation Accreditation (CHEA). Applicants interested in agraduate program who have not yet received an undergraduatedegree should refer to the description of the linked undergraduate/graduateprograms offered by the School of Education andLiberal Arts.Arts & ConsciousnessApplicants must submit a personal statement: five to ten (threeto five for MFA and MA in Transformative Arts) double-spaced,typewritten pages describing personal or professional growthwork or events that have shaped the applicant’s life (e.g., personality,beliefs, health, values), reasons for applying to the area ofspecialization, any study (academic or otherwise) pursued in thisarea of interest, and future professional and personal goals.Applicants must complete an admissions interview. Upon receiptof the personal statement and application, the applicant will becontacted 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 forgraduate study in the degree area.The Department of Arts & Consciousness (A&C) offers programsfor artists who are interested in exploring the deepest personal,social, and spiritual dimensions of art. The curriculum encompassesstudio art, academic investigation, personal growth, artsand healing, and the creation of a new multicultural context forart. New methods of artistic expression and community interactionare made possible. The spiritual aspect of art is emphasizedas it relates to the individual, the environment, and the role of theartist in contemporary society.Students bring a diversity of experiences, techniques, and intereststo 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 andaffect human growth and consciousness.School ofHolistic StudiesAll courses are designed to encourage the integration of body,mind, and spirit through the exploration of individual creativesources and the cultural and philosophical contexts which giveart meaning. The program stresses the student’s use of directexperience as an artist for the creation of objects, events, andactivities which facilitate growth and wellness in others. Sometimesthis takes the form of professional performances andexhibitions, sometimes it manifests as teaching, healing, or ritual.Students are encouraged to explore a variety of media as part oftheir 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 assculpture, ceramics, film, music, and photography.The department of Arts & Consciousness offers three degreeprograms. The Bachelor of Fine Arts in Studio Arts (BFA) offersstudents a strong technical, formal, and philosophical foundationin studio art. Emphasis is placed on the development of art as aspiritual practice. Self-inquiry, skill, social, and cultural relevancyand transcendent connection to greater consciousness are corefeatures of the degree.The Master of Fine Arts (MFA) expands the connections betweenart, culture, and spirituality into a highly intensive use of critiqueand advanced philosophical inquiry. In the MFA program,students learn to contextualize their spiritual and artistic searchwithin the framework of contemporary social-cultural dialectic.Emphasis is placed on technical and conceptual achievement aswell as the development of critical skills based on academic studyand intensive studio critique.The Master of Arts in Transformative Arts (MA) supportsstudents in their development of links between personal creativeexpression and social and cultural change. Strong emphasis isplaced on self-inquiry and development of skills which will enable<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 97
School of Holistic StudiesSchool ofHolistic Studiesstudents to deepen self-awareness while simultaneously learningto serve others. Transformative Art refers to art that helps theindividual or community achieve improved states of wellness andself-integration through art. Technical and formal issues relatedto art-making are an important part of the MA in TransformativeArts. The greatest emphasis, however, is placed on the spiritualand psychosocial dimensions of art.FacilitiesThe JFK <strong>University</strong> arts annex allows A&C students to workand exhibit together in a multidisciplinary arts community. This15,000 square-foot facility is located in Berkeley, California,approximately 20 miles from the main Pleasant Hill campus.It is here that Arts & Consciousness courses are offered. Thedepartment of Museum Studies, in the School of Education andLiberal Arts, is also located at the arts annex. There is a largegeneral-purpose studio and a separate critique and movementstudio. A professional-quality gallery space is available for theexhibition of student work as well as the work of distinguishedartists from the community. The arts annex houses a smallcomputer graphics facility for student use as well as digital videoequipment. The arts annex library extension includes a collectionof books and periodicals pertaining to the arts and museumstudies. The arts and healing network slide archives includesslides, written materials, and a computer database documentingthe work of approximately 400 contemporary artists from theUnited States whose artwork deals with some aspect of healing.The arts annex offers a limited number of private studios tostudents in the MA and MFA programs. These spaces averageapproximately 200 square feet, are available at extra cost, andoffer 24-hour access to work spaces. The studios often function asthe center for informal creative dialogues and exchanges. <strong>General</strong>access to other studio spaces is available to all students providingthat use of these common studios does not interfere with regularlyscheduled classes. Arts organizations located within a fewminutes’ walk of the arts annex offer access to excellent facilitiesfor printmaking, ceramics, photographic processing, andsculpture. Students often use these excellent facilities on apay-as-you-go basis. Live/work studio space is also availablein many nearby neighborhoods.MentorshipsA&C students often choose to work with specially selectedartists and organizations in the Bay Area. These mentorships arean integral part of the A&C curriculum and allow students toexplore a broader range of technical and professional perspectivesthan would be possible in a more traditional academicenvironment. Students select artists or community organizationswhose work is related to their own interests and they workindividually with the mentor for a specified period, with clearlystated goals and objectives. Individual mentorships often formthe basis for long-term professional relationships with otherartists and they introduce A&C students to the Bay Area artscommunity. Community mentorships give A&C students anopportunity to use their training to serve the community ashealers and teachers. Group mentorships allow students to workin small groups with a single mentor in order to facilitatecollaborative works or to explore areas of special interest.ExhibitionsThe Arts & Consciousness gallery, located in the arts annex,offers a significant exhibition and performance space for Bay Areaartists—particularly those working with some aspect of artand spirituality. Exhibitions and gallery lectures by invited artistsgive students direct contact with the art and artists who aretransforming the world. These exhibitions also allow the largercommunity to participate in the exciting new developments inarts and consciousness. Approximately 3,500 people each yearvisit the Arts & Consciousness gallery.Student exhibitions are also held throughout the year. MFAstudents generally finish the program with a solo exhibition inthe A&C gallery. Other student exhibitions are held for groupsof MA or MFA students whose work explores common areasrelated to their studies in studio or transformative arts. An annualexhibition of transformative arts students’ work shows originalartwork as well as documentation of community projects andpublic artworks.Visiting ArtistsAn important aspect of the Arts & Consciousness program is thefrequent presence of prominent visiting artists, whose work givesstudents a sense of their own connection to the outside art world.Gallery lectures are generally offered by artists whose work isexhibited in the A&C gallery. Artists are frequently invited tooffer non-credit lectures and workshops through the JFK<strong>University</strong> continuing education program. In addition, eachquarter, visiting artists are invited to offer special classes toA&C students as part of the regular A&C curriculum (as a wayof facilitating dialogue with artists whose work connects to themission of A&C). Many classes taught throughout the year featureinvited guests whose lectures are open to all A&C students.98 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesMFA in Studio ArtsAdmission to the MFA program is based on artistic achievement,prior academic performance, and a demonstrated commitmentto art. Students participate in a lively and active community ofartists through formal critiques, mentorships with artists in thecommunity, and a stimulating range of courses that help studentsintegrate art-making with personal growth and culturalexpression. There are no distinctions between artists of differentmedia in the MFA program. The A&C community is composed ofpainters, performance artists, video artists and installation artists,photographers, printmakers, sculptors, and those whose artworkdefies categorization. Through a rigorous combination of studiowork, critique, and academic investigation, a common languageof inner process and artistic intent is developed. Students forma strong community to support each other in the search forimmanent and transcendent meaning in art. The programconcludes with the development of an extensive artist’s statementand a final exhibition or performance of the student’s artworkthat meets the department’s standards for artistic excellence.Program Learning Outcomes• Skill. Technical and formal resolution of artwork, consistentwith highest contemporary standards for professional artists.• Cultural competence. Integration of cultural conceptsfrom multiple sources and awareness of cultural pluralism.• Creative process. Ability to discuss verbally and inwriting, as well as demonstrate through artwork, anawareness and commitment to ongoing creative process,including insight into the psycho-cultural implicationsof creativity and self-expression as relevant issues incontemporary art.• Professional practice. Demonstration of professionalpresentation of artwork and knowledge of personal andprofessional practices associated with the candidate’schosen career path in the arts.• Academic competence. Knowledge of contemporaryand historical philosophical foundations for art.Knowledge of cultural, conceptual, and formaldimensions of contemporary arts criticism and itsimpact on the candidate’s artwork. Demonstration ofwritten and verbal skill which enable participation inphilosophical dialogue in contemporary arts.• Spirituality and personal transformation.Demonstrated awareness of links between inner andouter realities. Evidence of substantial personal andspiritual growth as a result of creative self-expressionand cultural signification. Recognition of spiritualissues in contemporary art and culture.Admission RequirementsAlthough an undergraduate degree in an arts-related field is mostcommon for MFA applicants, a bachelor’s degree in any fieldwill suffice for the purpose of admission. Applicants to the MFAprogram must have completed a world art history survey course,a course in the history of modern art, and at least one course incontemporary art history dealing with 20th-century European andAmerican art, completed within the past five years.The department of Arts & Consciousness admits students tothe MFA program in the fall quarter only with an applicationdeadline of June 15. Late applications will be considered on aspace-available basis. The department prefers that all requiredsupporting documentation also be submitted by the deadline.Applicants must submit a portfolio documenting their creativework. For most visual arts, submit 10–20 color slides on a CD orDVD, clearly marked with the artist’s name, slide number, andorientation for viewing (dots or arrows indicating top). Includea separate sheet listing the artist’s name and slides in numericalorder, indicating title, medium, technique, size, and date producedas well as a self-addressed, stamped envelope for return of theslides. For work in performance, installation, or other time-basedmedia, a VHS tape, DVD, or CD-ROM of 5–10 minutes in lengthshould be submitted along with appropriate stamped packagingfor return.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 99
School of Holistic StudiesSchool ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1A&C 4020 History of Contemporary Art 0–3 —_____________________________________________________________________________________________________________________________________A&C 4022 Art of the World 0–3 —_____________________________________________________________________________________________________________________________________A&C 4024 History of Modern Art 0–3 —_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________Any approved spiritual practice course 0–2_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —_____________________________________________________________________________________________________________________________________Theory and Process_____________________________________________________________________________________________________________________________________A&C 5310 Art and the Symbolic Process 3 —_____________________________________________________________________________________________________________________________________A&C 5312 Creativity and Consciousness 3 —_____________________________________________________________________________________________________________________________________A&C 5350 Artist in Society 3 —_____________________________________________________________________________________________________________________________________A&C 5501 Philosophy of Art 3 —_____________________________________________________________________________________________________________________________________A&C 5505 Contemporary Arts Theory and Criticism 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A&C 5675 Artists Resources: Career Pathways 3 —Select 9 UNITS from the following courses 9a&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 and the Arts (3) —a&C 5342 History of Sacred Arts (3) —a&C 5360 Beyond the Studio: CommunityCollaboration A (3) —a&C 5361 Beyond the Studio: Community_____________________________________________________________________________________________________________________________________Collaboration B (3) —Studio Arts_____________________________________________________________________________________________________________________________________A&C 5010 Image and Process 3 —_____________________________________________________________________________________________________________________________________A&C 5660 Individual Mentorship 2 1–5 —_____________________________________________________________________________________________________________________________________A&C 5662 Community Mentorship 2 1–3 —_____________________________________________________________________________________________________________________________________A&C 5663 Group Mentorship 2 1–3 —_____________________________________________________________________________________________________________________________________A&C 5800 Studio Critique Seminar 18 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Studio Arts ElectivesSelect 15 UNITS from the following courses 15a&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<strong>General</strong> Electives 4 9_____________________________________________________________________________________________________________________________________Final Project 5_____________________________________________________________________________________________________________________________________A&C 5550 MFA Review: Midpoint 1 —_____________________________________________________________________________________________________________________________________A&C 5981 MFA: Final Project A 2 —_____________________________________________________________________________________________________________________________________A&C 5982 MFA: Final Project B 2 —_____________________________________________________________________________________________________________________________________Total units required 90–104_____________________________________________________________________________________________________________________________________1These undergraduate courses or their approved equivalents are prerequisite to the MFA program. Students who have not completed them prior toadmission are required to do so during the first year of graduate study.2Students must elect a total of ten units from A&C 5660, A&C 5662, and A&C 5663.3Students may elect studio practice from a variety of areas such as painting, monoprint, video, and new genres. Consult with an advisor for guidance.4Any graduate-level courses offered within the university may be used to satisfy this requirement including all A&C courses. With approval of the programchair, transfer credit from other graduate degree programs may be used in this category, up to the specified maximum number of allowable transfer units.5An approved final review, exhibition and artist’s statement.100 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesMA in Transformative ArtsThe process of artistic growth and expression offers powerful toolsfor human transformation. Through this degree program, studentsuse their own experience as creative artists to develop a techniqueor project for positive community interaction. The programcombines philosophical, academic, personal growth, and creativework.Through their choice of electives, students explore and grow intheir area of special interest. Although individual artwork is anessential core of the program, students in transformative arts arenot primarily concerned with the critique or exhibition of theirartwork. Instead, they learn to use the insights gained through theartistic process to serve the world as transformative teachers andhealers. Although the MA in Transformative Arts does not offerany professional certification, it is possible for students to articulatetheir study in transformative arts with the teaching credentialprogram offered through the JFK <strong>University</strong> School of Educationand Liberal Arts. Completion of the teacher credential programrequires at least one additional year of study. Details of this procedureare available from department staff.Each student creates a unique way of using art as a healing forcein the world. Specific coursework addresses the practical applicationsof creativity through group and individual work. This degreeculminates with a community arts project in which the studentapplies the information and understanding gained in the program.A final paper is then submitted in which the community project isdiscussed and examined within the context of both the student’spersonal experience of the creative process and the academicmaterial related to the activity.Program Learning Outcomes• Skill. Demonstration of technical and formal skills associatedwith creative activity. Clear understanding and competence inat least three artistic media.• Cultural competence. Integration of cultural conceptsfrom multiple sources and awareness of cultural pluralism.Familiarity with cultural perspectives appropriate to workin contemporary society and cultural differences whichinfluence creative self-expression and personal growth.• Creative process. Demonstrated awareness of creativepotential and modalities of expression available to groups.Relationship between creativity and group dynamics aswell as links between individual creative process anddevelopment of pedagogical structures for creative workwith others. Demonstrated commitment to ongoing, selfdirected,creative activity which informs and inspirescommunity activity.• Professional practice. Ability to inspire and encourageothers in the creative process. Competence in all professionalpractices associated with the candidate’s chosen career pathin the arts. Awareness of potential venues for developingindividual approaches to creativity in the community.• Academic competence. Knowledge of contemporary andhistorical philosophical foundations for art as healingand social intervention. Demonstration of competentawareness of contemporary philosophical and psychologicalprinciples related to candidate’s creative work and communityactivity. Demonstration of ability to research and analyzecreative activities using APA style and accepted forms ofacademic writing.• Spirituality and personal transformation. Demonstratedawareness of links between inner and outer realities. Evidenceof substantial personal and spiritual growth as a result ofcreative self-expression. Articulation of links betweenpersonal creative experience and spiritual awareness.Admission RequirementsApplicants to the MA degree in Transformative Arts have oftenbeen admitted with undergraduate degrees in areas other than art.Students enter from the humanities and the sciences as well asfrom backgrounds in the arts.The department of Arts & Consciousness admits students to theMA program in fall or spring quarters.An undergraduate degree in art is not required for admission tothe MA in Transformative Arts program. However, it is essentialthat students have some previous background in the arts.Applicants to the MA in Transformative Arts program mustcomplete at least six units of work in studio art, musical composition,poetry, or another primary art form. Applicants must alsocomplete a survey of art history course.In addition to the university and school-based admissionrequirements (listed previously), applicants to this program mustsubmit an artist’s statement addressing the applicant’s artisticdevelopment and goals. This may be included in the personalstatement. Applicants must also submit a portfolio of originalartwork which may be submitted in person during an admissionsinterview. Slides, VHS cassette, audio cassette, or CD/DVD areacceptable. Portfolios may include artwork in non-visual media,e.g., poetry, dance and movement, or writing.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 101
School of Holistic StudiesSchool ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1A&C 4020 History of Contemporary Art 0–3 —_____________________________________________________________________________________________________________________________________A&C 4022 Art of the World 0–3 —_____________________________________________________________________________________________________________________________________A&C 4024 History of Modern Art 0–3 —_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________Any approved spiritual practice course 0–2_____________________________________________________________________________________________________________________________________Art Background 0–6_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —_____________________________________________________________________________________________________________________________________Theory and Process_____________________________________________________________________________________________________________________________________A&C 5310 Art and the Symbolic Process 3 —_____________________________________________________________________________________________________________________________________A&C 5312 Creativity and Consciousness 3 —_____________________________________________________________________________________________________________________________________A&C 5360 Beyond the Studio: Community Collaboration A 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________A&C 5361 Beyond the Studio: Community Collaboration B 3 —_____________________________________________________________________________________________________________________________________A&C 5675 Artist Resources: Career Pathways 3 —Select TWO of the following courses 6a&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 and the Arts (3) —a&C 5342 History of Sacred Arts (3) —a&C 5350 Artist in Society (3) —_____________________________________________________________________________________________________________________________________Studio Arts 9_____________________________________________________________________________________________________________________________________A&C 5331 Media of Sacred Arts 2 (6) —_____________________________________________________________________________________________________________________________________A&C 5670 Group Studio Practice 2 (6) —_____________________________________________________________________________________________________________________________________Any A&C course 5601–63_____________________________________________________________________________________________________________________________________Transformative Arts_____________________________________________________________________________________________________________________________________A&C 5100 Introduction to Transformative Arts 3 —_____________________________________________________________________________________________________________________________________A&C 5200 Transformative Arts Education 2 6 —_____________________________________________________________________________________________________________________________________A&C 5255 Transformative Arts Seminar 2 6 —_____________________________________________________________________________________________________________________________________A&C 5260 Transformative Arts Teaching Practicum 3 —_____________________________________________________________________________________________________________________________________<strong>General</strong> Electives 3 9_____________________________________________________________________________________________________________________________________Final Project_____________________________________________________________________________________________________________________________________A&C 5555 MA Transformative Arts: Midpoint Review 1 —_____________________________________________________________________________________________________________________________________A&C 5988 Transformative Arts: Final Project A 2 —_____________________________________________________________________________________________________________________________________A&C 5989 Transformative Arts: Final Project B 2 —_____________________________________________________________________________________________________________________________________Total units required 68–88_____________________________________________________________________________________________________________________________________1These undergraduate courses or their approved equivalents are prerequisite to the MA in Transformative Arts program. Students who have notcompleted them prior to admission are required to do so during the first year of graduate study.2This course is a variable-unit topics course (1–3 units), and subsequent registrations count for additional credit.3Any graduate-level courses offered within the university may be used to satisfy this requirement including all A&C courses. With approval of theprogram chair, transfer credit from other graduate degree programs may be used in this category, up to the specified maximum number ofallowable transfer units.102 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesBFA in Studio ArtsThe BFA program is dedicated to the practice of creativity as ameans of achieving increased awareness of personal identity andconnection to meaningful work in the world. The programcombines studio practice and development of skill with otheractivities—spiritual practice, ritual, academic research, andintensive self-inquiry. The BFA in Studio Arts is designed for thosewho have already completed a significant amount of college-levelwork and have some background in the arts. The BFA is designedto help move experienced students to a deeper level of self-inquiry,technical skill, and cultural connection through art. The programis a bridge to either the MA in Transformative Arts or the MFAin Studio Arts through a linking program that makes possible thesimultaneous enrollment in undergraduate and graduate programsin the final year. Students who already have undergraduate degreesin fields outside of the arts or who feel they need some extra workon development of a portfolio before attempting graduate workin the art are also encouraged to enroll. In addition to technicaland creative growth, BFA students gain important insights intohow they fit into the constantly changing worlds of contemporaryart, healing, and community transformation.Program Learning Outcomes• Skill. Demonstration of technical and formal skills associatedwith creative activity. Clear understanding and competencein at least three artistic media.• Cultural competence. Awareness of cultural pluralism.• Creative process. Demonstrated achievement of ongoingcreative practice using specific media. Ability to createnew artworks without external direction or assignment anda clearly defined sense of artistic interest and direction.articulation and analysis of artwork from formal,conceptual, and psychosocial perspectives.• Professional practice. Awareness of contemporary venuesfor artistic practice. Determination of appropriate careerpath in the arts and development of an appropriate careerplan related to artistic interests and goals.• Academic competence. Knowledge of academic materialrelated to contemporary art practice. Demonstration ofintegral awareness of academic material in individualartistic practices.• Spirituality and personal transformation. Demonstratedawareness of links between inner and outer realities. Evidenceof substantial personal and spiritual growth as a result ofcreative self-expression. Demonstration and narrative ofpersonal inquiry through creative practice resulting inpositive change in perspective and awareness.Admission RequirementsThe department of Arts & Consciousness admits students to theBFA program in the fall quarter only.Two sets of academic transcripts from all colleges or universitiesattended are required. Applicants to the BFA program arenormally expected to have completed at least 60 quarter units atanother college prior to admission. Applicants should check withan academic advisor as to the necessary course prerequisites. Toschedule an interview with an academic advisor, applicants shouldcontact the department of Arts & Consciousness at arts@jfku.eduor (510) 649-0499.Applicants must submit a portfolio of 10–15 original artworksin any media that have been completed within the last two years.This may occur during the pre-admission interview or throughthe 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 of installations or time-basedartwork, such as movement or performance art. Written materialsuch as conceptual documentation, poetry, or other art forms ofwritten 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’sartistic background and aesthetic interests, as well as thereasons for applying to the BFA program, is required. Referencesto sources of artistic inspiration, personal history, and interestsin spiritual practice, philosophy, or community interactions areappropriate subjects for inclusion in the personal statement.In addition, a meeting with an academic advisor is requiredupon admission. At this meeting, the advisor will discuss transfercredits, degree requirements, and courses necessary for entry intothe program. An individualized education plan for completionof the BFA program will be developed.CurriculumThe BFA requires the completion of 189 units of undergraduatecredit. Of these, 60 units will have been completed at another collegeor university. These credits are normally completed prior toenrolling in the BFA program, but in some cases may be completedconcurrent with enrollment at JFK <strong>University</strong>. Current courseSchool ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 103
School of Holistic Studiesofferings in the School of Education and Liberal Arts form the coreof the BFA program’s academic requirements and are offered atthe Berkeley campus as well as at the Pleasant Hill and Campbellcampuses. Arts & Consciousness (A&C) courses, offered only atthe Berkeley campus, include special studio-intensive courses inthe painting; drawing; digital media; photography; improvisation,movement, and poetics; and sculpture and installation art.Other A&C courses required for the BFA include special academiccourses—A&C 4510 Visual Culture A and A&C 4520 VisualCulture B—a two-quarter sequence of courses which exploreidentity, art, and spirituality. Studio-elective classes aimed atincreasing personal creativity and expression are an importantpart of the BFA. A special course introducing new students toself-inquiry techniques using the creative process—A&C 4530 Art,Archetype, and Creative Process—is required in the first quarterof the program as are a rich variety of courses which combinestudio, academic, and experiential learning.The general-education breadth requirements for the BFA programare different from the university requirements earlier in thiscatalog. Consult the following table.School ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Lower-Division Prerequisite Courses 1Composition 6_____________________________________________________________________________________________________________________________________Humanities 9_____________________________________________________________________________________________________________________________________Natural Science 3_____________________________________________________________________________________________________________________________________Mathematics 3_____________________________________________________________________________________________________________________________________Social Science 6_____________________________________________________________________________________________________________________________________Studio Art 9_____________________________________________________________________________________________________________________________________Electives 24_____________________________________________________________________________________________________________________________________<strong>General</strong> Education_____________________________________________________________________________________________________________________________________COR 3100 Critical Thinking and Writing 3 lower-division composition course_____________________________________________________________________________________________________________________________________COR 3145 Research Writing 3 COR 3100_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 3 —_____________________________________________________________________________________________________________________________________Select EITHER of the following 2PHR 4412 Introduction to Eastern Meditative Practices (2) —PHR 4413 Introduction to Western Meditative Practices (2) —_____________________________________________________________________________________________________________________________________Any TWO Humanities electives 6Any Religion elective 3Any Social Science elective 6<strong>General</strong> education electives 21_____________________________________________________________________________________________________________________________________History of Art_____________________________________________________________________________________________________________________________________A&C 4020 History of Contemporary Art 3 —_____________________________________________________________________________________________________________________________________A&C 4022 Art of the World 3 —_____________________________________________________________________________________________________________________________________A&C 4024 Modern Art 3 —_____________________________________________________________________________________________________________________________________Any Art History electives 6_____________________________________________________________________________________________________________________________________A&C 4800 BFA Studio Critique Seminar 2 12 —_____________________________________________________________________________________________________________________________________Theory and Process_____________________________________________________________________________________________________________________________________A&C 4510 Visual Culture A 3 —_____________________________________________________________________________________________________________________________________A&C 4520 Visual Culture B 3 —_____________________________________________________________________________________________________________________________________A&C 4530 Art, Archetype, and Creative Process 3 —_____________________________________________________________________________________________________________________________________A&C 4670 Media of Sacred Arts 3 9 —_____________________________________________________________________________________________________________________________________A&C 4981 BFA Final Project 4 4 —_____________________________________________________________________________________________________________________________________Studio Arts Electives 5 33_____________________________________________________________________________________________________________________________________Total units required 189_____________________________________________________________________________________________________________________________________1Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upper-divisioncourses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.2Students must elect this 3-unit course four times for a total of 12 units.3This is a repeatable, variable-unit course (1–3). Students in this program are required to complete nine units of this course.4Students must elect this two-unit course twice for a total of 4 units.5Studio arts electives are fulfilled by taking A&C 4660 and A&C 4675 courses.104 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCounseling PsychologyThe department of Counseling Psychology offers a Master of Artsin Counseling Psychology with three specializations: somaticpsychology, transpersonal psychology, and holistic studies (anintegration of somatic and transpersonal). Built on the traditionsof modern psychology, the foundation of all three specializationsadds a holistic perspective which integrates body, mind, spirit, andculture into the curriculum.The Master of Arts in Counseling Psychology is designed forstudents who are interested in working psychotherapeuticallywith individuals, couples, families, and groups. Students receivea strong foundation in basic counseling theory and practice whilemeeting the educational requirements for the California Marriageand Family Therapist (MFT) license. Specializations are offeredin somatic psychology, transpersonal psychology, and holisticstudies (offered only at the Campbell campus). Students in theholistic and transpersonal specializations are admitted in fall andspring. Students in the somatic specialization are admitted in fallonly. Prerequisites may be taken in the winter or summer quartersprior to the respective fall or spring admission times.The curriculum encompasses core courses in holistic studies,basic counseling skills, diagnosis and assessment; marriage andfamily counseling courses; and courses in the student’s chosenspecialization. Students complete a yearlong supervised traineeshipat the school’s center for holistic counseling in Oakland,JFKU’s community counseling centers in Sunnyvale or Pittsburg,or an approved community-based site.The three-year program is divided into three areas of emphasis.Year one focuses on basic theory and acquisition of personaltherapy skills such as receptivity, presence, tracking, and effectivecommunication. Year two emphasizes the development of coreclinical skills in the area of assessment and treatment, marriage,and family interventions, and training in the specializations. Inthe third year, students are in their supervised field placement andall courses are focused on work with clients.Central to the program is the perspective that holistic learningoccurs both cognitively and experientially. Only through knowingoneself can the therapist obtain the clarity, compassion, andwisdom necessary to help others. The curriculum therefore placessignificant emphasis upon the student’s self-exploration andpersonal growth combined with critical thinking and theacquisition of clinical skills. Graduates of the program willknow themselves well as professionals who are skilled and capable.Graduates will competently use the counseling skills of empathiclistening, clear and direct communicating presence, and selfreflection.They will understand and know professional theoriesof individual and family development and therapy as well asdevelop basic professional skills in clinical diagnosis and assessment.Students of the program will also learn the importanceof attunement to issues relating to diversity, ethnicity, andmulticulturalism in providing professional services. Theywill know the laws of the state of California as they pertain tothe profession of counseling psychology and be practiced inmaking ethical choices and decisions.Program Learning Outcomes• Display the capacity to build a therapeutic relationshipwith client.• Demonstrate a high level of clinical skills.• Articulate theoretical comprehension and applycritical thinking.• Exhibit holistic self-awareness.• Articulate the principles of the program specializations(transpersonal, somatic, holistic).• Embody professionalism.Field PlacementStudents in the counseling psychology program gain therapeuticexperience and develop their clinical skills through arequired 12 units of field placement. Students complete theirfield placement at the school’s center for holistic counseling,JFKU’s community counseling centers in Sunnyvale or Pittsburg,or at another approved community-based site.The 12 units (four consecutive quarters) of supervised fieldplacement are integral to students’ clinical training. Students aretrained in conducting screening interviews, crisis intervention,assessment, referral, and community outreach. Students haveample opportunity to share their clinical experience with othertrainees and to receive feedback on their work from skilledpractitioners. Working with the guidance of experienced, licensedtherapists, trainees are assisted in developing therapeutic skillsthrough 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 audioandvideotaping. Students may sometimes be required or have theoption to take a fifth quarter of field placement.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 105
School of Holistic StudiesSchool ofHolistic StudiesSupplemental field placement is for students who wish to gainclinical experience in addition to their required 12 units offield practicum and wish to count those hours of experiencetowards BBS licensure. In order to be eligible, a student musthave completed at least 18 quarter units of graduate courseworkin the counseling program. Those 18 units must includeEffective Communication A–B (HSJ 5105–06, SPC 5323–24, orTPC 5213–14), Group Process A–C (HSJ 5101–03, SPC 5004–06,or TPC 5004–06), and Ethics and the Law (HSJ 5235, SPC 5631, orTPC 5235). After receiving permission from the field placementcoordinator and the program chair or director, a student mustregister for the one-unit supplemental fieldwork course for eachquarter of experience.MA in Counseling PsychologySomatic Psychology SpecializationThe central principle of somatic psychology is that soma andpsyche are indivisible. Cognitive, emotional, spiritual, and bodilyexperience must therefore be actively included in therapeuticwork. The MA degree program in Counseling Psychology withan emphasis in Somatic Psychology is a professional training inpsychotherapeutic practice from an integrative, whole-personmodel. It provides students with professional clinical skills ofassessment, diagnosis, and treatment with a particular emphasison somatic processes, such as sensate experience, sensorimotordevelopment, muscular movement, and structure. This master’slevelprogram is one of a very few in the world that integrates thestudy of the body and psycho-emotional process in the practice ofpsychotherapy.The program offers a strong foundation in basic counseling theoryand practice. It combines theoretical and experiential learningmodalities and emphasizes personal attitudes, and beliefsbecome embodied in one’s physical structure, posture, expression,or voice. Movement seminars explore the reciprocal relationshipbetween movement and the psyche. Students learn to utilizemovement and somatic awareness techniques to work throughemotional blocks, allow tension patterns to unravel, and cultivatebody-mind-spirit integration. Students are encouraged to pursueboth spiritual practices and somatic disciplines as a foundation fortheir work with others.As an integrative program, the JFKU Somatic Psychology programis informed by several disciplines, including attachment theory,psychodynamic and humanistic therapy models, prenatalpsychology, neurodevelopmental and psychobiological perspectives,traumatology, psycho-evolutionary theory, and ethology.In addition to a core curriculum, the somatic program offersstudents the opportunity to explore contemporary schools ofsomatic psychology such as neo-Reichian work, Hakomi, Bodynamics,bioenergetics, authentic movement, biosynthesis, somaticexperiencing, and sensorimotor psychotherapy.Performance Review and EvaluationFollowing 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 fallsbelow the standards of the Counseling Psychology program, astudent may be required to take additional coursework, completeadditional supervised field experience, undertake personal growthwork, take a leave of absence, or withdraw from the program.After one year in the program and completion of the courses listedbelow, students are given a year-end progress review. This yearendreview is a supportive team process involving the review ofwritten faculty feedback and evaluation, overall grade standing,and an assessment of the individual’s overall readiness to proceedfurther in the program.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1,2PYC 3100 Childhood and Adolescence 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________SCI 3110 Anatomy and Physiology 0–4 —_____________________________________________________________________________________________________________________________________Any approved spiritual practice course 3 0–2_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —_____________________________________________________________________________________________________________________________________SPC 5000 Introduction to Somatic Psychology Program 1 0 —_____________________________________________________________________________________________________________________________________Somatic Psychology Specialization__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SPC 5220 Principles of Somatic Psychology 1 3 —SPC 5241 The Cultural Body: Society, Body, Image,2 —_____________________________________________________________________________________________________________________________________and the Self_____________________________________________________________________________________________________________________________________SPC 5430 Movement Seminar A: The Self in Movement 3 —_____________________________________________________________________________________________________________________________________SPC 5431 Movement Seminar B: Clinical Technique 2 SPC 5430SPC 5512 Somatic Psychology Perspectives2 —_____________________________________________________________________________________________________________________________________on Stress and Psychobioimmunology_____________________________________________________________________________________________________________________________________SPC 5572 Body-Oriented Psychotherapies 2_____________________________________________________________________________________________________________________________________SPC 5612 Supervised Practica in Somatic Psychology 4 2 —SPC 5620 Somatic Psychology Approaches to Trauma3 —_____________________________________________________________________________________________________________________________________and PTSDContinued next page.106 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________<strong>General</strong> CounselingSPC 5004 Group Process A 1 2 —_____________________________________________________________________________________________________________________________________SPC 5005 Group Process B 1 2 SPC 5004_____________________________________________________________________________________________________________________________________SPC 5006 Group Process C 2 SPC 5005_____________________________________________________________________________________________________________________________________SPC 5204 Diagnosis, Assessment and Therapeutic Strategy A 3 —_____________________________________________________________________________________________________________________________________SPC 5205 Diagnosis, Assessment and Therapeutic Strategy B 3 —_____________________________________________________________________________________________________________________________________SPC 5323 Therapeutic Communication A 1 3 —_____________________________________________________________________________________________________________________________________SPC 5324 Therapeutic Communication B 1 3 SPC 5323_____________________________________________________________________________________________________________________________________SPC 5520 Psychopharmacology 3 —_____________________________________________________________________________________________________________________________________Marriage and Family Therapy_____________________________________________________________________________________________________________________________________SPC 5115 Cross-Cultural Issues in Counseling 3 —_____________________________________________________________________________________________________________________________________SPC 5216 Sexuality 2 —_____________________________________________________________________________________________________________________________________SPC 5250 Basic Addiction Studies 3 —_____________________________________________________________________________________________________________________________________SPC 5530 Psychological Testing 3 —_____________________________________________________________________________________________________________________________________SPC 5535 Individual Development and Family Life Cycle A 1 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SPC 5536 Individual Development and Family Life Cycle B 1 3 —{PYC 3100PYC 3200SPC 5540 Child Therapy 3SPC 5535SPC5536_____________________________________________________________________________________________________________________________________SPC 5535SPC 5551 Marriage and Family Counseling A 3{ SPC 5536_____________________________________________________________________________________________________________________________________SPC 5552 Marriage and Family Counseling B 3 SPC 5551 or permission of the advisor__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________SPC 5631 Ethics and the Law 3SPC 5703 Clinical Skills: Partner and Spousal2 —_____________________________________________________________________________________________________________________________________abuse, Elder Care_____________________________________________________________________________________________________________________________________SPC 5705 Counseling Case Seminar 3 — SPC 5762SPC 9005 Personal Psychotherapy 0 —_____________________________________________________________________________________________________________________________________SPC 9015 Child Abuse Assessment and Reporting 0 —_____________________________________________________________________________________________________________________________________Field Placement_____________________________________________________________________________________________________________________________________SPC 5761 Field Placement A 3 —_____________________________________________________________________________________________________________________________________SPC 5762 Field Placement B 3 SPC 5761 SPC 5705_____________________________________________________________________________________________________________________________________SPC 5763 Field Placement C 3 SPC 5762_____________________________________________________________________________________________________________________________________SPC 5764 Field Placement D 3 SPC 5763_____________________________________________________________________________________________________________________________________Integrative Final Project_____________________________________________________________________________________________________________________________________SPC 5993 Integrative Final Project 1 —_____________________________________________________________________________________________________________________________________SPC 5994 Integrative Final Project 2 SPC 5994_____________________________________________________________________________________________________________________________________Total units required 92–105_____________________________________________________________________________________________________________________________________School ofHolistic Studies1This requirement must be completed prior to year-end review.2These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them priorto admission are required to do so during the first year of graduate study.3Choose from PHR 4407, PHR 4412, PHR 4413, PHR 4420, and PHR 4430. See course listings for details or consult an advisor for further information.4This course is a topics course (one-half unit per each election), and subsequent registrations count for additional credit. Somatic Psychology studentsare required to take a total of two units (four elections) of this course.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 107
School of Holistic StudiesTranspersonal Psychology SpecializationThe transpersonal perspective includes the wisdom and methodsof the psychoanalytic, behaviorist, and humanistic orientations,and expands them to create a more integral/holistic perspectivethat includes the spiritual aspects of human experience.This perspective emphasizes the counselor’s presence, openness,and authenticity as central to the therapeutic process. It maintainsa respect for the client’s self-healing capacities and views emotionaldysfunction as an opportunity for growth. Transpersonal psychotherapistsare interested in exploring the interaction and integrationof personality, feelings, and spirit, empowering their clients toconnect with their essential self and to fulfill their soul’s purpose.Using traditional psychotherapeutic tools as well as tools such asdream work, presence, guided visualization, expressive arts, andmeditation, transpersonal therapists facilitate processes that supporttheir clients’ self discovery and access their inner wisdom.The program offers a strong foundation in basic counseling theoryand practice. It combines theoretical and experiential learningmodalities and emphasizes personal growth and development.Transpersonal courses investigate the relationship between selfand spirit, self and body, and body and spirit. In addition to thein-depth core curriculum of the Counseling Psychology program,students explore contemporary schools of transpersonal, holistic,and integral psychology. Students are encouraged to pursue bothspiritual and psychological practices as foundation for their workwith others.Performance Review and EvaluationFollowing 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 fallsbelow the standards of the counseling psychology program, astudent may be required to take additional coursework, completeadditional supervised field experience, undertake personal growthwork, take a leave of absence, or withdraw from the program.After one year in the program and completion of the courses listedbelow, students are given a year-end progress review. This yearendreview is a supportive team process involving the review ofwritten faculty feedback and evaluation, overall grade standing,and an assessment of the individual’s overall readiness to proceedwith the Counseling Psychology program.School ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1,2PHR 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________PYC 3100 Childhood and Adolescence 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________Core Curriculum__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —TPC 5000 Introduction to the Transpersonal0 —_____________________________________________________________________________________________________________________________________Psychology Program_____________________________________________________________________________________________________________________________________Transpersonal Psychology SpecializationTPC 5140 Expressive Movement 3 —_____________________________________________________________________________________________________________________________________TPC 5141 Spiritual Systems (topics vary) 4 —_____________________________________________________________________________________________________________________________________TPC 5161 Fundamentals of Transpersonal Counseling A 2 PYC/PYJ 3200_____________________________________________________________________________________________________________________________________TPC 5162 Fundamentals of Transpersonal Counseling B 2 tPC 5161_____________________________________________________________________________________________________________________________________TPC 5171 Systems of Transpersonal Counseling A 3 —_____________________________________________________________________________________________________________________________________TPC 5172 Systems of Transpersonal Counseling B 3 —_____________________________________________________________________________________________________________________________________TPC 5205 Diagnosis, Assessment and Therapeutic Strategy C 2 —_____________________________________________________________________________________________________________________________________<strong>General</strong> Counseling_____________________________________________________________________________________________________________________________________TPC 5004 Group Process A 1 2 —_____________________________________________________________________________________________________________________________________TPC 5005 Group Process B 1 2 tPC 5004_____________________________________________________________________________________________________________________________________TPC 5006 Group Process C 1 2 tPC 5005_____________________________________________________________________________________________________________________________________TPC 5203 Diagnosis, Assessment and Therapeutic Strategy A 3 —_____________________________________________________________________________________________________________________________________TPC 5204 Diagnosis, Assessment, and Therapeutic Strategy B 3 tPC 5203_____________________________________________________________________________________________________________________________________TPC 5213 Therapeutic Communication A 1 3 —_____________________________________________________________________________________________________________________________________TPC 5214 Therapeutic Communication B 1 3 tPC 5213_____________________________________________________________________________________________________________________________________TPC 5235 Psychological Testing 3 —_____________________________________________________________________________________________________________________________________TPC 5245 Psychopharmacology 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Marriage and Family TherapytPC 5006TPC 5152 Marriage and Family Counseling A 3 tPC 5161{_____________________________________________________________________________________________________________________________________TPC 5193_____________________________________________________________________________________________________________________________________TPC 5153 Marriage and Family Counseling B 3 tPC 5152Continued next page.108 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________TPC 5158 Child Therapy 3 —TPC 5192 Individual Development and the Family Life Cycle A 3 —_____________________________________________________________________________________________________________________________________TPC 5193 Individual Development and the Family Life Cycle B 3 tPC 5192_____________________________________________________________________________________________________________________________________TPC 5231 Sexuality 2 —_____________________________________________________________________________________________________________________________________TPC 5250 Basic Addiction Studies 3 —_____________________________________________________________________________________________________________________________________TPC 5325 Ethics and the Law 3 —_____________________________________________________________________________________________________________________________________TPC 5422 Cross-Cultural Issues in Counseling 3 —_____________________________________________________________________________________________________________________________________TPC 5703 Clinical Skills: Partner and Spousal Abuse, Elder Care 2 —_____________________________________________________________________________________________________________________________________TPC 5705 Counseling Case Seminar 3 —_____________________________________________________________________________________________________________________________________TPC 9005 Personal Psychotherapy 0 —_____________________________________________________________________________________________________________________________________TPC 9015 Child Abuse Assessment and Reporting 0 —_____________________________________________________________________________________________________________________________________Field Placement_____________________________________________________________________________________________________________________________________tPC 5751 Field Placement A 3 —_____________________________________________________________________________________________________________________________________tPC 5752 Field Placement B 3 tPC 5751_____________________________________________________________________________________________________________________________________tPC 5753 Field Placement C 3 tPC 5752_____________________________________________________________________________________________________________________________________tPC 5754 Field Placement D 3 tPC 5753_____________________________________________________________________________________________________________________________________Professional Integrative Project Sequence_____________________________________________________________________________________________________________________________________tPC 5104 Professional Integrative Project A 1 —_____________________________________________________________________________________________________________________________________tPC 5105 Professional Integrative Project B 2 tPC 5104_____________________________________________________________________________________________________________________________________Total units required 92–102_____________________________________________________________________________________________________________________________________1This requirement must be completed prior to year-end review.2These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them priorto admission are required to do so during the first year of graduate study.Holistic Studies SpecializationThe Master of Arts in Counseling Psychology with aspecialization in Holistic Studies prepares students for careers aspsychotherapists, with a special emphasis on transpersonal andsomatic approaches to psychotherapy. This program is offeredat our Campbell campus only. Students are admitted into fall orspring cohorts for this program specialization.This degree program offers a strong foundation in basiccounseling theory and practice. The program combines theoreticaland experiential learning modalities and emphsizespersonal growth and development. Students engage in selfreflectionthroughout the program, particularly in understandingthe role of the family system in shaping their attitudes, beliefs,behaviors, and way of relating with others. Core courseworkallows students an opportunity to develop awareness of theirown process while developing counseling, interpersonal, andcommunication skills. Students also explore the integration ofbody, mind, emotions, and spirit in their work through coursesin body-oriented psychotherapies, transpersonal counseling, andJungian psychology.Transpersonal psychology addresses many of the same clientissues and utilizes many of the same methods as more traditionallyoriented therapies. However, transpersonal psychology alsoemphasizes the quality of presence and authenticity of thetherapist, an openness to non-ordinary states of consciousness,and a trust in the client’s innate health and inner guiding wisdom.Transpersonal therapists may also utilize some form of meditation,yoga, breath awareness, or imagery methods. The coursework intranspersonal psychology deepens students’ knowledge of the role<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>of meditation, dreams, archetypes, myth, and ritual in fosteringpsychological and spiritual well-being.Somatic psychology courses investigate the ways emotions,attitudes, and beliefs become embodied in one’s physicalstructure, posture, expression, or voice. Movement seminarsexplore the reciprocal relationship between movement and thepsyche. Students learn to utilize movement and body meditationtechniques to work through emotional and energetic blocksand to cultivate body-mind-spirit integration. Students areencouraged to pursue both spiritual practices and somaticdisciplines as a foundation for their work with others.Performance Review and EvaluationFollowing 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 fallsbelow the standards of the counseling psychology program, astudent may be required to take additional coursework, completeadditional supervised field experience, undertake personal growthwork, take a leave of absence, or withdraw from the program.After one year in the program and completion of the courses listedbelow, students are given a year-end progress review. This yearendreview is a supportive team process involving the review ofwritten faculty feedback and evaluation, overall grade standing,and an assessment of the individual’s overall readiness to proceedwith the Counseling Psychology program. All students enteringthe Master of Arts in Counseling Psychology with a specializationin Holistic Studies are required to demonstrate their abilityto write a well-developed, coherent essay. Students who cannotwrite a well-developed, coherent essay will be required to take anon-credit writing workshop.School of Holistic Studies 109School ofHolistic Studies
School of Holistic StudiesSchool ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1,2PHJ 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________PHJ 4412 Introduction to Eastern Meditative Practices 0–2 —_____________________________________________________________________________________________________________________________________PYJ 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________SCJ 3110 Anatomy and Physiology 0–4 —_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________HSJ 5000 Introduction to Holistic Studies Program 1 0 —_____________________________________________________________________________________________________________________________________HSJ 5010 Paradigms of Consciousness 1 3 —_____________________________________________________________________________________________________________________________________Holistic Studies Specialization_____________________________________________________________________________________________________________________________________HSJ 5100 Seminar in Holistic Studies A 1,3 2 —_____________________________________________________________________________________________________________________________________HSJ 5115 Fundamentals of Transpersonal Counseling 3 —_____________________________________________________________________________________________________________________________________HSJ 5130 Movement Seminar 3 —_____________________________________________________________________________________________________________________________________HSJ 5200 Seminar in Holistic Studies B 3 2 HSJ 5100_____________________________________________________________________________________________________________________________________HSJ 5205 Body-oriented Psychotherapies 3 HSJ 5106_____________________________________________________________________________________________________________________________________HSJ 5220 Jungian Psychology 3 —_____________________________________________________________________________________________________________________________________<strong>General</strong> Counseling_____________________________________________________________________________________________________________________________________HSJ 5101 Group Process A 1 2 —_____________________________________________________________________________________________________________________________________HSJ 5102 Group Process B 1 2 HSJ 5101_____________________________________________________________________________________________________________________________________HSJ 5103 Group Process C 1 2 HSJ 5102_____________________________________________________________________________________________________________________________________HSJ 5105 Effective Communication A 1 3 —_____________________________________________________________________________________________________________________________________HSJ 5106 Effective Communication B 1 3 HSJ 5105_____________________________________________________________________________________________________________________________________HSJ 5201 Diagnosis, Assessment and Therapeutic Strategy A 3 —_____________________________________________________________________________________________________________________________________HSJ 5202 Diagnosis, Assessment and Therapeutic Strategy B 3 HSJ 5201_____________________________________________________________________________________________________________________________________HSJ 5520 Psychopharmacology 3 —_____________________________________________________________________________________________________________________________________HSJ 5530 Psychological Testing 3 —_____________________________________________________________________________________________________________________________________Marriage and Family Therapy_____________________________________________________________________________________________________________________________________HSJ 5120 Individual Development and Family Life Cycle A 1 3 PYJ 3200_____________________________________________________________________________________________________________________________________HSJ 5121 Individual Development and Family Life Cycle B 1 3 HSJ 5120_____________________________________________________________________________________________________________________________________HSJ 5126 Cross-Cultural Issues in Counseling 3 —_____________________________________________________________________________________________________________________________________HSJ 5210 Child Therapy 3 — HSJ 5121_____________________________________________________________________________________________________________________________________HSJ 5215 Marriage and Family Counseling A 3 HSJ 5121_____________________________________________________________________________________________________________________________________HSJ 5216 Marriage and Family Counseling B 3 HSJ 5215_____________________________________________________________________________________________________________________________________HSJ 5225 Basic Addiction Studies 3 —_____________________________________________________________________________________________________________________________________HSJ 5230 Sexuality 2 —_____________________________________________________________________________________________________________________________________HSJ 5235 Ethics and the Law 3 —_____________________________________________________________________________________________________________________________________HSJ 5313 Advanced Clinical Skills: Being the Psychotherapist 2 —_____________________________________________________________________________________________________________________________________HSJ 5315 Case Seminar: Individuals 3 —_____________________________________________________________________________________________________________________________________HSJ 5330 Clinical Skills: Partner and Spousal Abuse, Elder Care 2 —_____________________________________________________________________________________________________________________________________HSJ 9005 Personal Psychotherapy 0 —_____________________________________________________________________________________________________________________________________Field Placement_____________________________________________________________________________________________________________________________________HSJ 5301 Supervised Field Practicum A 3 —_____________________________________________________________________________________________________________________________________HSJ 5302 Supervised Field Practicum B 3 HSJ 5301_____________________________________________________________________________________________________________________________________HSJ 5303 Supervised Field Practicum C 3 HSJ 5302_____________________________________________________________________________________________________________________________________HSJ 5304 Supervised Field Practicum D 3 HSJ 5303_____________________________________________________________________________________________________________________________________Professional Integrative Project Sequence_____________________________________________________________________________________________________________________________________HSJ 5350 Final Integrative Project A 1 —_____________________________________________________________________________________________________________________________________HSJ 5351 Final Integrative Project B 2 HSJ 5350_____________________________________________________________________________________________________________________________________Total units required 91–104_____________________________________________________________________________________________________________________________________1This requirement must be completed prior to year-end review.2These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them priorto admission are required to do so during the first year of graduate study.3This is a one-unit course and must be elected twice.110 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCenter for Holistic CounselingThe Center for Holistic Counseling, operated by the university, islocated in nearby Oakland. The center’s dual mission is to providesupervised training for advanced students in the counseling psychologyprogram and offer high-quality, affordable psychotherapyto the community. The center has provided comprehensive andconfidential counseling services to the diverse ethnic and socioeconomiccommunities of the East Bay for over 20 years.The center offers a safe setting where adults, children, adolescents,and seniors have the opportunity to find inner strength and directionthrough personal counseling. Clients are actively supportedas they grow personally and spiritually from the pain and joy foundin their everyday experiences and relationships. A wide varietyof issues are addressed including family conflicts and parenting,relationship problems, anxiety and depression, sexuality, grief, andspiritual crises.The counseling center provides a one-year traineeship forstudents preparing for the Marriage and Family Therapist license.Advanced students are offered a supportive atmosphere to workwith clients in a therapeutic setting. The center also helps studentsground their spiritual aspirations in practical service to others.Students receive extensive training in clinical skills while workingwith individuals, children, couples, families, and groups under thesupervision and guidance of experienced, licensed therapists.Individual PsychotherapyThe program considers it essential that a practicing therapistunderstand the therapy process on a first-hand and personal basis.All students in the counseling psychology program are requiredto complete at least 12 months, or 48 hours, of weekly individualpsychotherapy with a licensed therapist while in the program. Insome cases, students may be required to complete more than the12-month minimum requirement. Students receive no academiccredit for this and must make financial arrangements directly withthe therapist. Students must start their psychotherapy requirementon or before the quarter prior to starting their field placement.Individual therapy gives students the opportunity to work onpersonal concerns and issues that may affect their work withclients. The therapist acts as an exemplar: students studying tobecome therapists have an opportunity to extend their expertiseby direct supervision from an experienced professional. Thesehours can also be applied toward MFT licensing requirements.Spiritual Practice RequirementIn keeping with the school’s recognition that daily spiritual practiceis fundamental to growth in consciousness, students are requiredto practice a daily spiritual discipline while in the program. Sittingmeditation; somatic disciplines such as tai chi, yoga, or aikido;or the practice of other comparable disciplines are all acceptablepossibilities. Students determine which discipline will best servetheir needs and are expected to discuss how the discipline has contributedto their individual growth during the year-end review.California MFT Licensing RequirementsThe Master of Arts in Counseling Psychology with a specializationin somatic psychology, transpersonal psychology, or holisticstudies meets the educational requirements for the CaliforniaMarriage and Family Therapist (MFT) license. Licensing statutesand regulations are subject to future legislative or administrativerevisions. Counseling psychology students will be kept informedabout MFT licensing requirements and changes as they occur.A description of the requirements of the law (Business andProfessional Code §§4980.37 and 4980.38), and the way in whichthe program meets these requirements, are available from theSchool of Holistic Studies.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 111
School of Holistic StudiesIntegral StudiesAt the heart of the Integral Studies department is a passion forinvestigating the deepest and most profound levels of humanexistence. Programs in the Integral Studies department have acommon vision of personal, social, and cultural transformationbased on self-inquiry, academic study, and personal experientialresearch. The department offers three separate degree programs,each of which honors diverse theoretical and practical traditionsin philosophy, psychology, and health from a particular academicand professional perspective: a Master of Arts in Consciousnessand Transformative Studies, a Master of Arts in Holistic HealthEducation, and a Master of Arts in Integral Psychology. TheDepartment of Integral Studies also administers online certificateand master’s programs in Integral Theory. All programs preparestudents for careers as scholars, teachers, or agents of socialchange whose work is based upon the integration of inner truthand external reality.Admissions RequirementsStudents are admitted to the Integral Studies department infall and spring quarters. For Consciousness and TransformativeStudies, Integral Psychology, and Holistic Health Education, theapplication for spring is February 1; for fall, August 1.Some course requirements and electives in the program may befulfilled through completion of a certificate program. Certificatesoffered at JFKU include integral theory, coaching, and organizationalpsychology.Students who wish to focus their MA more deeply in one area mayelect to declare an optional specialization in one of five areas:• Dream Studies. Interdisciplinary exploration of dreamsfrom scientific, psychological, spiritual, indigenous, andcontemporary perspectives.• East/West Philosophy and Religion. Exploration ofEast/West spiritual traditions and philosophic perspectivesto expand global awareness and consciousness.• Science and Consciousness. Investigation of the relationshipbetween consciousness and the brain, mind, and body.• Culture and Consciousness. Exploration of the role andimpact of culture in creating global paradigms.• Consciousness and Healing. Exploration of the relationshipbetween consciousness and our ability to heal ourselvesphysically, mentally, emotionally, and spiritually.School ofHolistic StudiesMA in Consciousnessand Transformative StudiesThe MA in Consciousness and Transformative Studies offers amultifaceted approach to the exploration of consciousness, theunfolding of human potential, and the implementation of newparadigm thinking. This holistic curriculum integrates five majorfields of study—psychology, philosophy, spirituality, ecology, andnew science.The program provides a 68-unit curriculum with courses thatchallenge students’ beliefs, examine the relationship betweenconsciousness and the world, and explore new possibilities forpersonal, social, and global transformation.Courses in New Physics, environmental sustainability, andneurophilosophy provide a new scientific paradigm for thestudy of consciousness and transformation. Personal growth andcreativity are explored through courses in myth, symbol, dreams,and indigenous knowledge. The examination of East/West traditionspresents different paths to spiritual awareness. The nature ofintelligence, insight, and human consciousness is explored throughcourses in transpersonal and integral psychologies.Learning outcomes for the program include awareness andunderstanding systems theory, innovative thinking, psychospiritualtransformation, whole-brain learning and metacognition,intra- and interpersonal intelligence, transformational change,and life service.Students may choose 5–7 units of electives plus an additionalthree units of self-exploration from various programs throughoutthe university. There are two options for completing thedegree program, either a four-unit thesis or a two-unit integrativeproject.Program Learning Outcomes• Define and discuss the nature of consciousness from theperspectives of philosophy, psychology, ecology, spirituality,and science.• Demonstrate the ability to engage in self-reflection and selfinquiry(in class discussions and written assignments) toobtain deeper awareness of their own physical, mental,emotional, and spiritual states.• Demonstrate the use of systems thinking to describeunderlying relationships and patterns in situations and issuesthat face us individually, socially, culturally, and globally.• Demonstrate the ability to recognize different paradigms ofperception and apply both a holistic and an integral paradigmto issues in one’s life and in the world at large.• Demonstrate the ability to recognize and appropriatelyexpress one’s own needs, assumptions, values, and perspectivesand to appropriately recognize and acknowledgethose held by others.• Demonstrate the ability to recognize the strengths of peopleof different races, cultures, religions, genders, and sexualorientations and to appropriately apply that knowledge ininterpersonal interactions.• Apply a holistic and integral perspective to an area ofprofessional development that the student would like topursue as a career.• Explore (experientially) a professional career objective thatdemonstrates an orientation to helping or serving others inthe world.112 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1COR 3145 Research Writing 0–3 COR 3100_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —_____________________________________________________________________________________________________________________________________CNS 5015 Body Consciousness/Body Wisdom 2 —_____________________________________________________________________________________________________________________________________CNS 5017 Introduction to Integral Theory 1 —_____________________________________________________________________________________________________________________________________CNS 5020 Archetypal Mythology 3 —_____________________________________________________________________________________________________________________________________CNS 5023 Shamanic Traditions 2 —_____________________________________________________________________________________________________________________________________CNS 5025 Quantum Approaches to Consciousness 3 —_____________________________________________________________________________________________________________________________________CNS 5027 Non-Ordinary States of Consciousness 2 —_____________________________________________________________________________________________________________________________________CNS 5030 Sleep, Dreams, and States of Consciousness 2 —_____________________________________________________________________________________________________________________________________CNS 5033 Consciousness and Psychology 2 CNS 5017_____________________________________________________________________________________________________________________________________CNS 5035 Consciousness and Philosophy of Mind 3 —_____________________________________________________________________________________________________________________________________CNS 5037 Neurophilosophy of Consciousness 3 CNS 5010__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CNS 5039 Self-Exploration (topic varies) 3 —CNS 5049 Introduction to Consciousness and0 —_____________________________________________________________________________________________________________________________________transformative Studies_____________________________________________________________________________________________________________________________________CNS 5055 Existentialism, Ethics, and Consciousness 3 —CNS 5119 Research and Degree Completion 0 —_____________________________________________________________________________________________________________________________________CNS 5120 Diversity, Community, and Consciousness 3 —_____________________________________________________________________________________________________________________________________CNS 5126 Qualitative Research A 1 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CNS 5127 Qualitative Research B 2 CNS 5126CNS 5284 Consciousness and Sustainability:2 —_____________________________________________________________________________________________________________________________________Solutions for the 21st Century_____________________________________________________________________________________________________________________________________ISD 5015 Effective Communication A: Emotional Dynamics 3 PYC 3200 (may be taken as pre- or co-requisite)ISD 5016 Effective Communication B: Intersubjectivity 3 ISD 5015_____________________________________________________________________________________________________________________________________ISD 5455 Exploring Professional Identity A 2 —_____________________________________________________________________________________________________________________________________ISD 5460 Exploring Professional Identity B 1 ISD 5455__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Select SIX UNITS of approved Professional Development 2 6 —_____________________________________________________________________________________________________________________________________Select FOUR UNITS of Religious Studies 3 4 —Select EITHER Integrative Project or Thesis, below 9 —Integrative Project OptionISD 5610 MA Integrative Project (2) CNS 5026 or HHE 5200 or IPP 5052Electives (7) 4Thesis OptionISD 5600 Planning a Thesis (1) —ISD 5615 Thesis (3) ISD 5600Electives (5) 4_____________________________________________________________________________________________________________________________________Total units required 68–78_____________________________________________________________________________________________________________________________________School ofHolistic Studies1These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them priorto admission are required to do so during the first year of graduate study.2Consult with advisor for appropriate course selections.3This requirement must be satisfied by taking ISD courses 5300–5399. Consult an advisor for guidance.4Students taking the Integrative Project option complete seven units of electives. Students writing a thesis complete five units of electives. Electivesmay be chosen from graduate courses offered throughout the university. Students admitted to certificate programs may also apply these coursestoward their electives.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 113
School of Holistic StudiesDream Studies SpecializationThe specialization in dream studies is one of the only accreditedinterdisciplinary dream studies curricula in existence. The 16 unitsof courses that make up the specialization are taught by experts,authors, and researchers who have dedicated their lives toexploring this important state of consciousness. Graduates whocomplete the dream studies specialization use their specializeddream studies knowledge in a variety of careers, including teaching,personal coaching, research, writing, art, and other creativeendeavors.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5030 Sleep, Dreams, and States of Consciousness 2 —CNS 5216 Lucid Dreaming 2 —_____________________________________________________________________________________________________________________________________CNS 5280 Dreams, Archetypes, and Personal Mythology 2 —_____________________________________________________________________________________________________________________________________CNS 5282 Dreams: Initiation and Indigenous Ways of Knowing 2 —_____________________________________________________________________________________________________________________________________CNS 5344 Dream Groups: Facilitation and Ethics 2 —_____________________________________________________________________________________________________________________________________CNS 9210 Dream Studies Fieldwork 0 —_____________________________________________________________________________________________________________________________________ISD 5012 Psychology of Dreams 2 —_____________________________________________________________________________________________________________________________________ISD 5030 Integral Approach to Dream Work 2 —_____________________________________________________________________________________________________________________________________ISD 5347 Spirituality, Symbols, Dreams 2 —_____________________________________________________________________________________________________________________________________Total units required 16_____________________________________________________________________________________________________________________________________East/West Philosophy and Religion SpecializationIn our increasingly polarized global society, beset by deepschisms in philosophies and spiritual traditions, our abilitiesto understand both Eastern and Western philosophic and spiritualperspectives is crucial. The 16 units in this specializationallow students to focus deeply on the wisdom of both the Eastand the West in order to foster new awareness of self, culture,and the global community.School ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5035 Consciousness and Philosophy of Mind 3 —CNS 5037 Neurophilosophy of Consciousness 3 CNS 5010_____________________________________________________________________________________________________________________________________CNS 5055 Existentialism, Ethics, and Consciousness 3 —_____________________________________________________________________________________________________________________________________Electives 1 7_____________________________________________________________________________________________________________________________________Total units required 16_____________________________________________________________________________________________________________________________________1Topics courses such as CNS 5800 and ISD 5307 may be used to satisfy this requirement.Science and Consciousness SpecializationEmerging research in quantum physics, neurophysiology, andbrain science is revealing remarkable new connections betweenthe objective brain and the subjective mind with importantcorrelations for understanding human consciousness. The 16units in this specialization allow students to explore these emergingtopics and their dramatic implications for consciousness.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5025 Quantum Approaches to Consciousness 3 —CNS 5037 Neurophilosophy of Consciousness 3 CNS 5010_____________________________________________________________________________________________________________________________________IPP 5032 Neuropsychology 3 —_____________________________________________________________________________________________________________________________________Electives 1 7_____________________________________________________________________________________________________________________________________Total units required 16_____________________________________________________________________________________________________________________________________1Topics courses such as CNS 5270 may be used to satisfy this requirement.114 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCulture and Consciousness SpecializationThe role of culture throughout the world has been to providepersonal and collective meaning that supports and enriches ourhuman experience. The increasing fragmentation of postmodernWestern society and our planetary ecological crisis is bringingwith it a profound loss of personal and collective meaning. This16-unit specialization allows students to explore the deeper levelsand patterns of our personal and collective experience to createnew meaning for the future.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5020 Archetypal Mythology 3 —_____________________________________________________________________________________________________________________________________CNS 5120 Diversity, Community, and Consciousness 3 —CNS 5284 Consciousness and Sustainability:2 —Solutions for the 21st Century_____________________________________________________________________________________________________________________________________Electives 1 8_____________________________________________________________________________________________________________________________________Total units required 16_____________________________________________________________________________________________________________________________________1Courses such as CNS 5030, CNS 5039, CNS 5620, IPP 5030, and ISD 5347 may be used to satisfy this requirement.Consciousness and Healing SpecializationThe relationship between consciousness and physical, mental,emotional, and spiritual healing has been well documented inrecent years. Many studies show a direct relationship betweenobjective brain and body functioning and subjective states of mindand consciousness. The 16 units in this specialization allowstudents to explore the fascinating implications of the mind/body/spirit equation in terms of physical health, psychologicalwell-being, and personal longetivity.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5015 Body Consciousness/Body Wisdom 2 —CNS 5027 Non-Ordinary States of Consciousness 2 —_____________________________________________________________________________________________________________________________________ISD 5015 Effective Communication A: Emotional Dynamics 3 PYC 3200 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________Electives 1 9_____________________________________________________________________________________________________________________________________Total units required 16_____________________________________________________________________________________________________________________________________1Courses such as CNS 5039, CNS 5205, CNS 5620, HHE 5125, and IPP 5054 may be used to satisfy this requirement.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 115
School of Holistic StudiesSchool ofHolistic StudiesMA in Holistic Health EducationThe Master of Arts in Holistic Health Education reflects cuttingedgeunderstanding of theory and practice in health educationfrom a holistic perspective, embracing body, mind, spirit, and anon-local understanding of energy. One of the most importantvalues of this paradigm applied to health is a focus on wellness.All courses aim to enable graduates to be leaders in integratingalternative and mainstream approaches, East and West thoughtapproaches, science and spirit, and concept and applications.Personal transformation is an essential component. The programoffers opportunities for students to enhance their own health andwell-being, for example, through working with movement, diet,and developing or solidifying a spiritual practice. The programalso recognizes the potential of the holistic health perspectiveto facilitate positive societal transformation. It seeks to providean educational experience that enables representatives of thisperspective to clearly articulate their position to others. Graduatescan also participate in, and contribute meaningfully to, the multifacetedprocess of transformative health education.The program provides the concepts, applications, and practicenecessary so that students can develop themselves personally andprofessionally to meet their own aspirations to work as teachers,researchers, writers in holistic health, consultants, and professionalswho start their own businesses and healing centers, developprograms, or become health coaches, to name a few.Optional specializations include holistic nutrition; health,consciousness, and spirituality; and somatic education.Program Learning Outcomes• Demonstrate an integral perspective. In clear language andwithout jargon, graduates will be able to define health—body,mind, and spirit—from an integral perspective that recognizesthe inherent value of traditional, allopathic, and holisticworldviews and healing paradigms.• Demonstrate knowledge—general. (1) of theories relevantto holistic health education, (2) of current research andhealth information, and (3) of models and issues related tointegrative health.• Demonstrate knowledge—specific. Graduates will chooseand be able to demonstrate understanding of theory, issues,health information, research, and applications in an area offocus or specialization within holistic health education.• Explain about healing modalities. In clear language andwithout jargon, graduates will be able to explain the basicphilosophies of health and healing and the basics of diagnosisand treatment (to the level appropriate for health educators)in a variety of modalities of health care, conventional andalternative, East and West. Also to demonstrate familiaritywith up-to-date research that substantiates the benefitsof these modalities.• Practice holistic health professionally. Apply an integralperspective of health, education, and knowledge of bestpractices in the field as a foundation for professional practicein health education.• Embody a healthy approach. Graduates will be able todemonstrate a functioning personal practice of wellness,integrally defined.• Act from values. Graduates will act from the followingvalues in the practice of health education: professional ethics,respect for diversity, interest in integrative approaches,desire to be an agent of change, desire to be of service,commitment to access to health care for all, respect for theimplications of the interconnection of all life.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1COR 3145 Research Writing 0–3 COR 3100_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________SCI 3110 Anatomy and Physiology 0–4 —_____________________________________________________________________________________________________________________________________Program Matters_____________________________________________________________________________________________________________________________________HHE 5001 Introduction to Holistic Health Education 0 —_____________________________________________________________________________________________________________________________________HHE 5505 Student Review: Midpoint 0 —_____________________________________________________________________________________________________________________________________Conceptual Framework_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —_____________________________________________________________________________________________________________________________________HHE 5120 Integrative Health 2 HHE 5001_____________________________________________________________________________________________________________________________________HHE 5225 Principles of Holistic Health 2 HHE 5001 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________Overview of Modalities_____________________________________________________________________________________________________________________________________HHE 5225HHE 5125 Energy Models of Healing 2 { PHR 3405_____________________________________________________________________________________________________________________________________HHE 5001HHE 5126 Asian Approaches to Healing 2 { PHR 3405_____________________________________________________________________________________________________________________________________HHE 5425 Moving and Sensing 3 HHE 5001 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________Continued next page.116 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Foundational KnowledgeCOR 3145HHE 5130 Concepts of the Body 3 { HHE 5001_____________________________________________________________________________________________________________________________________HHE 5135 Health-Care Economics and Politics 2 HHE 5200_____________________________________________________________________________________________________________________________________HHE 5140 Culture, Community, and Health 2 HHE 5001_____________________________________________________________________________________________________________________________________COR 3145HHE 5145 Health, Environment and Sustainability 2 { HHE 5001_____________________________________________________________________________________________________________________________________Basics of Wellness_____________________________________________________________________________________________________________________________________HHE 5150 Mind/Body Approaches to Self-Care 2 HHE 5001_____________________________________________________________________________________________________________________________________HHE 5155 Foundations of Holistic Nutrition 2 HHE 5001_____________________________________________________________________________________________________________________________________HHE 5156 Comparative Dietary Approaches 2 HHE 5155_____________________________________________________________________________________________________________________________________HHE 5001HHE 5512 Physiology and Psychology of Stress 3 { SCI 3110_____________________________________________________________________________________________________________________________________Preparing for Professional Roles__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________HHE 5147 Health Education for the 21st Century 3 HHE 5200COR 3145HHE 5200 Integral Research in Health Education 3 HHE 5120{_____________________________________________________________________________________________________________________________________HHE 5225_____________________________________________________________________________________________________________________________________HHE 5575 Supervised Internship 1 Permission of instructorISD 5455 Exploring Professional Identity A 2 —_____________________________________________________________________________________________________________________________________Personal Practice of Wellness_____________________________________________________________________________________________________________________________________HHE 5160 Embodying Spirit 2 HHE 5155_____________________________________________________________________________________________________________________________________HHE 5615 Practicum in Holistic Health 2 4 HHE 5001 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________ISD 5015 Effective Communication A: Emotional Dynamics 3 PYC 3200 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________ISD 5016 Effective Communication B: Intersubjectivity 3 ISD 5015_____________________________________________________________________________________________________________________________________Select EITHER Integrative Project or Thesis, below 15Integrative Project OptionISD 5610 MA Integrative Project (2) CNS 5026 or HHE 5200 or IPP 5052Electives (13) 3Thesis OptionISD 5600 Planning a Thesis (1) —ISD 5615 Thesis (3) ISD 5600Electives (11) 3_____________________________________________________________________________________________________________________________________Total units required 68–82_____________________________________________________________________________________________________________________________________1These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them priorto admission are required to do so during the first year of graduate study.2This is a half-unit course which must be taken eight times to total four units.3Electives may be chosen from the holistic health course listings or from any of the course offerings of the School of Holistic Studies or a graduatecourse within the university. Students taking the Integrative Project option complete 13 units of electives. Students writing a thesis complete 11 unitsof electives. Students admitted to certificate programs may also apply these courses toward their electives.School ofHolistic StudiesHolistic Nutrition SpecializationCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________HHE 5155 Foundations of Holistic Nutrition 2 HHE 5001HHE 5156 Comparative Dietary Approaches 2 HHE 5155_____________________________________________________________________________________________________________________________________HHE 5167 Nutritional Consultation 2 HHE 5156_____________________________________________________________________________________________________________________________________SCI 3110HHE 5169 Healing Foods A 2 { HHE 5156_____________________________________________________________________________________________________________________________________HHE 5171 Healing Foods B 2 HHE 5169_____________________________________________________________________________________________________________________________________HHE 5173 From Farm to Table 3 HHE 5001_____________________________________________________________________________________________________________________________________HHE 5156HHE 5175 Psychology and Physiology of Health at Every Size 2 { HHE 5512_____________________________________________________________________________________________________________________________________HHE 5177 Hunger of the Spirit 2 HHE 5001_____________________________________________________________________________________________________________________________________Total units required 17_____________________________________________________________________________________________________________________________________<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 117
School of Holistic StudiesHealth, Consciousness, and Spirituality SpecializationCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —CNS 5039E Self-Exploration: Alchemy 2 —_____________________________________________________________________________________________________________________________________HHE 5225HHE 5125 Energy Models of Healing 2 { PHR 3405_____________________________________________________________________________________________________________________________________HHE 5160 Embodying Spirit 2 HHE 5155__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________IPP 5027 Integral Spirituality and Practice 2 —_____________________________________________________________________________________________________________________________________TPC 5141 Spirituality: Descent into the Body 2 —Select FOUR UNITS from the following courses 4CNS 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 5347 Spirituality, Symbols, Dreams (2) —_____________________________________________________________________________________________________________________________________Total units required 17_____________________________________________________________________________________________________________________________________Somatic Education SpecializationSchool ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________CNS 5015 Body Consciousness/Body Wisdom 2 —CNS 5039E Self-Exploration: Alchemy 2 —_____________________________________________________________________________________________________________________________________COR 3145HHE 5130 Concepts of the Body 3 { HHE 5001_____________________________________________________________________________________________________________________________________HHE 5150 Mind-Body Approaches 2 HHE 5001__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________HHE 5160 Embodying the Spirit 2 HHE 5155{CNS 5015HHE 5130HHE 5180 Somatic Education A 2HHE 5425IPP5025_____________________________________________________________________________________________________________________________________HHE 5181 Somatic Education B 2 HHE 5180_____________________________________________________________________________________________________________________________________HHE 5425 Moving and Sensing 3 HHE 5001 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________IPP 5025 Somatic Psychology 2 —_____________________________________________________________________________________________________________________________________TPC 5141 Spirituality: Descent into the Body 2 —_____________________________________________________________________________________________________________________________________Total units required 22_____________________________________________________________________________________________________________________________________MA in Integral PsychologyStudents in the Master of Arts in Integral Psychology programdevelop a strong base in the theory and practice of Westernpsychology as well as the wisdom of the world’s spiritual traditions.Students study human psycho-spiritual development and stagesof consciousness in a variety of contexts including psychoanalytical,behavioral, humanistic/existential, transpersonal,and integral. The program also fosters a deep understanding ofinterpersonal dynamics and effective communication skills.This integral approach results in a clearer understanding of humanpotential and physical, emotional, cognitive, and spiritual growth.Graduates of the program can apply this degree in fields as diverseas education, consulting, coaching, human resources, management,and organizational development.The degree consists of core courses, studies in sacred psychology,and skill-based professional development classes. Drawing onthe world’s wisdom traditions, theories on the evolution ofconsciousness, and Eastern and Western psychological theory, thecurriculum explores the entire spectrum of human developmentas the unfolding of the self through the integration of matter,body, mind, soul and spirit. The impact of each of these stages of118 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic Studiesdevelopment on the ecological and social issues of the planet isalso examined. Students can use their professional developmentand elective courses to focus on specific areas such as communication,publishing and media, teaching skills and curriculumdevelopment, or work toward certificates in coaching and organizationalpsychology.Program Learning Outcomes• Demonstrate an integral perspective. In clear language,graduates will be able to define reality from an integral(AQAL) perspective that recognizes the insight providedby the major disciplines of knowledge, from premodern,modern, and postmodern perspectives.• Describe from experience various practices of transformation.In first-person descriptive language, graduates willbe able to discuss and explain different psycho-spiritualpractices of inquiry and meditation.• Employ various methods of first-, second-, and thirdpersoninquiry. Graduates will be able to identify andmake use of informal and formal practices of investigationand research that access subjective, intersubjective, and(inter)objective aspects of reality.• Apply the integral (AQAL) model. Graduates will beable to apply integral principles at various scales and withinmultiple contexts. Graduates will act from the followingvalues in their personal and professional lives—commitmentto ongoing personal inquiry, commitment to skillful action,commitment to ethical relationships, and commitment tocreating sustainable systems while respecting differentperspectives.• Embody an integral life practice. Graduates will beable to demonstrate a functioning personal practice oftransformation that exercises multiple dimensions ofthemselves—body.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1COR 3145 Research Writing 0–3 COR 3100_____________________________________________________________________________________________________________________________________PHR 3405 World Religions 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________CNS 5010 Paradigms of Consciousness 3 —_____________________________________________________________________________________________________________________________________IPP 5000 Introduction to Integral Psychology 0 —_____________________________________________________________________________________________________________________________________IPP 5010 Human Development 3 COR 3145 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________IPP 5015 Social and Cultural Psychology 3 —_____________________________________________________________________________________________________________________________________IPP 5017 Integral Theory A 3 COR 3145_____________________________________________________________________________________________________________________________________IPP 5018 Integral Theory B 3 IPP 5017_____________________________________________________________________________________________________________________________________IPP 5020 Cognitive Theory 2 —_____________________________________________________________________________________________________________________________________IPP 5025 Somatic Psychology 2 —_____________________________________________________________________________________________________________________________________IPP 5030 Planetary Psychology 3 —_____________________________________________________________________________________________________________________________________IPP 5031 Evolutionary Psychology 3 —_____________________________________________________________________________________________________________________________________IPP 5032 Neuropsychology 3 —_____________________________________________________________________________________________________________________________________IPP 5049 Transpersonal Psychology 2 —_____________________________________________________________________________________________________________________________________IPP 5051 Integral Research A 2 IPP 5900_____________________________________________________________________________________________________________________________________IPP 5052 Integral Research B 2 IPP 5051_____________________________________________________________________________________________________________________________________IPP 5054 Enneagram Assessment 3 PYC 3200_____________________________________________________________________________________________________________________________________IPP 5900 Research Preparation 0 —_____________________________________________________________________________________________________________________________________ISD 5015 Effective Communication A: Emotional Dynamics 3 PYC 3200 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________ISD 5016 Effective Communication B: Intersubjectivity 3 ISD 5015_____________________________________________________________________________________________________________________________________ISD 5455 Exploring Professional Identity A 2 —_____________________________________________________________________________________________________________________________________ISD 5460 Exploring Professional Identity B 1 ISD 5455__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Sacred Psychology_____________________________________________________________________________________________________________________________________ISD 5310 Integral Yoga 2 —Select SIX UNITS from the following courses 6 —ISD 5309 Taoism (2) —ISD 5315 Christian Mysticism (2) —ISD 5318 Seminar in Sacred Psychology andReligions (1–3) —ISD 5320 Sufism (2) —ISD 5335 Diamond Approach (2) —_____________________________________________________________________________________________________________________________________ISD 5340 Nature Spirituality (2) —Continued next page.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 119
School of Holistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Professional DevelopmentSelect SIX UNITS from the following courses 6ISD 5410 Teaching Practicum A (2) —ISD 5411 Teaching Practicum B (2) ISD 5410ISD 5415 Curriculum Development (2) —ISD 5420 Principles of Mediation and ConflictResolution A (3) —ISD 5440 Principles of Organizational Consulting (3) —ISD 5447 Advanced Writing and Publishing (2) —ISD 5453 Integral Coaching (2) —ISD 5505 Starting Your Own Business (2) —_____________________________________________________________________________________________________________________________________ISD 5507 Media and Publishing (2) —Select EITHER Integrative Project or Thesis, below 8Integrative Project OptionISD 5610 MA Integrative Project (2) CNS 5026 or HHE 5200 or IPP 5052Electives (6) 2Thesis OptionISD 5600 Planning a Thesis (1) —ISD 5615 Thesis (3) ISD 5600Electives (4) 2_____________________________________________________________________________________________________________________________________Total units required 68–78_____________________________________________________________________________________________________________________________________1These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them prior toadmission are required to do so during the first year of graduate study.2Students taking the Integrative Project option complete six units of electives. Students writing a thesis complete four units of electives. Electives maybe chosen from graduate courses offered throughout the university. Students admitted to certificate programs may also apply these courses towardtheir electives.School ofHolistic Studies120 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesMA in Integral TheoryOffered in partnership with Integral Institute, the online Masterof Arts in Integral Theory at <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> is themost rigorous and complete training available in the integralmodel. Pioneered by Ken Wilber, the integral model is a unifyingand comprehensive framework that resonates with people seekingmore integrative ways to understand and respond to thecomplexity of today’s world.This 68-unit online program is designed to educate the nextgeneration of integrally informed scholar-practitioners to skillfullyapply the integral approach to real-world challenges in avariety of fields. The online program will include students fromaround the globe and will form the heart of the world’s firstintegral theory learning community.The courses, taught by leading integral scholar-practitioners,deliver a practical and theoretical foundation in all aspects ofthe integral model. Students also gain access to the world’s mostextensive integral knowledge library, including subscriptionsto AQAL Journal, Integral Multiplex, and the Integral SpiritualCenter.The curriculum interweaves experiential learning, perspectivetaking, academic inquiry, integral research, and professionalapplication. Transformational self-inquiry and intellectuallyrigorous scholarship are emphasized within a highly supportivestudent community. A sense of community is fostered by weeklyonline and telephone contact in addition to two residential intensivesper year.Program Learning Outcomes• Demonstrate an integral perspective. Demonstrate theability to analyze, interpret, and synthesize knowledge frompsychology, science, sociology, and religion as well as frompremodern, modern, and postmodern perspectives. Thiswill include demonstrating the ability to cognitively “see”different perspectives, interpersonally communicate withindividuals holding divergent perspectives, and personallyinhabit the worldview and understanding of variousperspectives.• Compare and contrast theories of human developmentand transformation. Employ different practices of selfinquirythat involve bringing attention to one’s own bodymindconnection, interior states (emotional, somatic, mental,transpersonal), psychological structures, emotional reactions,shadow material, and object-relations.• Employ various methods of first-, second-, and thirdpersoninquiry. Identify and use both qualitative andquantitative research methodologies that access subjective,intersubjective, and (inter)objective aspects of reality. Demonstrateunderstanding of the enacted nature of phenomenathat relate with ontology, epistemology, and methodology(or being, knowing, and doing) in a research context.• Apply the integral (AQAL) model. Apply integral theory atvarious scales and within multiple contexts in which theysynthesize different disciplines of knowledge and demonstrateunderstanding of the interrelatedness of being, knowing, anddoing. Demonstrate skillful means in dialogue and embodyself-inquiry in their applications of the model.• Embody an integral life practice. Demonstrate thefollowing values in their personal and professional lives:commitment to ongoing personal inquiry, skillful action,ethical relationships, and respect for different perspectives.Admission RequirementsEnrollment is available only to students who have an undergraduatedegree from an accredited institution. In addition to satisfyingthe entrance standards of JFKU, admission requires the following:• A writing sample (five to ten pages, double-spaced);• Two letters of recommendation;• A five- to ten-page, double-spaced personal statement thatdiscusses one’s use of integral principles in life.The application deadline is July 1. Applications received after thedeadline will be considered on a space-available basis.International applicants whose native language is not Englishmust comply with JFKU standards. Requirements relating to theForeign Student Financial Statement and immigration status willnot be applicable as students will not be in residence in the U.S. Ifforeign students decide to attend the annual face-to-face gatherings,they will be responsible for obtaining visas and making theirown travel arrangements.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 121
School of Holistic StudiesSchool ofHolistic StudiesNote: The certificate in Integral Theory serves as the first year of the master’s program.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Core TheoryITH 5005 Integral Theory: The Five Elements 3 —_____________________________________________________________________________________________________________________________________ITH 5006 Integral Theory: Integral Methodological Pluralism 3 —_____________________________________________________________________________________________________________________________________ITH 5009 Integral Theory: Applications 3 —_____________________________________________________________________________________________________________________________________Core Applied_____________________________________________________________________________________________________________________________________ITH 5043 Integral Life Practice 2 —_____________________________________________________________________________________________________________________________________ITH 5101 Integral Research 3 —_____________________________________________________________________________________________________________________________________ITH 5610 Integral Final Project 1 4 —_____________________________________________________________________________________________________________________________________Core Integral Courses_____________________________________________________________________________________________________________________________________ITH 5039 Developmental Psychology 3 —_____________________________________________________________________________________________________________________________________ITH 5047 Phenomenological Inquiry 2 —_____________________________________________________________________________________________________________________________________ITH 5054 Types: Enneagram 3 —_____________________________________________________________________________________________________________________________________ITH 5057 Multiple Intelligences 2 —_____________________________________________________________________________________________________________________________________ITH 5059 States of Consciousness 2 —_____________________________________________________________________________________________________________________________________ITH 5061 Integral Spirituality 2 —_____________________________________________________________________________________________________________________________________ITH 5210 Subtle Energy Systems 3 —_____________________________________________________________________________________________________________________________________ITH 5211 Perspectives on the Body 3 —_____________________________________________________________________________________________________________________________________ITH 5212 Ecological Medicine 2 —_____________________________________________________________________________________________________________________________________ITH 5213 Cognitive Science 3 —_____________________________________________________________________________________________________________________________________ITH 5214 Intersubjectivity 3 —_____________________________________________________________________________________________________________________________________ITH 5215 Cultural Development 3 —_____________________________________________________________________________________________________________________________________ITH 5216 Social Systems 2 —_____________________________________________________________________________________________________________________________________ITH 5217 Neuro-Religion 2 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ITH 5218 Ethics and Compassion 2 —_____________________________________________________________________________________________________________________________________ITH 5219 Emergence 3 —Select TEN UNITS from the following courses 10 —Integral Applications CoursesITH 5300 Integral Ecology (2) —ITH 5301 Integral Business (2) —ITH 5302 Integral Art (2) —ITH 5303 Integral Politics (2) —ITH 5304 Integral Medicine (2) —ITH 5305 Integral Science (2) —Integral Religion CoursesITH 5400 Integral Buddhism (2) —ITH 5401 Integral Christianity (2) —ITH 5402 Integral Kabbalah (2) —Integral Inquiry CoursesITH 5450 Non-Duality (2) —ITH 5451 Vision-Logic (2) —ITH 5452 Shadow (2) —ITH 5453 Evolutionary Theory (2) —_____________________________________________________________________________________________________________________________________Total units required 68_____________________________________________________________________________________________________________________________________1This course is a variable unit course, one to four units. Students must elect a total of four units to complete this degree program.Certificate in Integral TheoryOffered in partnership with the Integral Institute, the IntegralTheory certificate program at <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> exploresthe integration of body, mind, and spirit in the realms of self,culture, and cosmos. This 25-unit, online program emphasizesthe value of utilizing multiple perspectives by offering studentsan in-depth understanding of the integral (AQAL) model associatedwith integral theory. The fundamental purpose of the integralmodel is to ensure that one’s analysis considers all the pertinentaspects of a problem or issue situated in its context.The Integral Theory certificate program provides studentsin-depth understanding of ways to integrate knowledge fromdifferent disciplines, areas, or domains. The integral model is122 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic Studiesideal for realizing more effective solutions to complex social andorganizational problems and enhancing personal development.Program Learning Outcomes• Demonstrate an integral perspective. In clear language,graduates will be able to define reality from an integral(AQAL) perspective that recognizes the insight providedby the major disciplines of knowledge, from premodern,modern, and postmodern perspectives. Graduates willbe able to cognitively “see” different perspectives, interpersonallycommunicate with individuals holding divergentperspectives, and personally inhabit the worldview andunderstanding of various perspectives.• Describe from experience various practices oftransformation. In first-person descriptive language,graduates will be able to discuss and explain differentpsycho-spiritual practices of inquiry and meditation.Graduates will actively use different practices of self-inquiryto continually become aware of their own body/mindconnection, interior states (emotional, somatic, mental,transpersonal), psychological structures, emotionalreactions, shadow material, and object-relations.• Employ various methods of first-, second-, and thirdpersoninquiry. Graduates will be able to identify and makeuse of informal and formal practices of investigation andresearch that access subjective, intersubjective, and (inter)objective aspects of reality.• Apply the integral (AQAL) model. Graduates will be ableto apply integral principles at various scales and withinmultiple contexts. Graduates will act from the followingvalues in their personal and professional lives: commitmentto ongoing personal inquiry, commitment to skillful action,commitment to ethical relationships, and commitment tocreating sustainable systems while respecting differentperspectives.• Embody an integral life practice. Graduates will beable to demonstrate a functioning personal practice oftransformation that exercises multiple dimensions ofthemselves—body.Admission RequirementsEnrollment is available to students who have an undergraduatedegree from an accredited institution. In addition to satisfying theentrance standards of JFKU, admission requires the following:• A writing sample (five to ten pages, double-spaced);• Two letters of recommendation;• A five- to ten-page, double-spaced personal statement thatdiscusses one’s use of integral principles in life.International applicants whose native language is not Englishmust comply with JFKU standards. Requirements relating to theForeign Student Financial Statement and immigration status arenot applicable. If foreign students decide to attend the annualface-to-face gatherings, they are responsible for obtaining visa andmaking travel arrangements.CurriculumThe online Integral Theory certificate program is delivered usinga cohort system in which a strong sense of community emergesamong students. A cohort of 10 to 24 students begins every falland progresses through the program at the same rate. Studentstake on average six units each quarter for four quarters (one year).This part-time format is ideal for working adults and studentswho have full-time careers or families and allows more time forstudent integration of the course material. The online deliveryalso offers round-the-clock course access, providing studentsmaximum scheduling flexibility.There are two face-to-face meetings each year—one in the fall, andanother in the spring. These gatherings last three to five days. Onetakes place in Denver (where the Integral Institute is located) andthe other in the San Francisco Bay Area (where JFKU is located).Courses comprising the 25-unit certificate are divided into twocategories—core theory courses and core element courses. A coretheory course is offered each quarter, providing the theoreticalfoundations for the integral model. Core element courses(also taught each quarter) provide professional developmentby training students to successfully apply the integral model topersonal and professional goals and purposes.School ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Core TheoryITH 5005 Integral Theory: The Five Elements 3 —_____________________________________________________________________________________________________________________________________ITH 5006 Integral Theory: Integral Methodological Pluralism 3 —_____________________________________________________________________________________________________________________________________ITH 5009 Integral Theory: Applications 3 —_____________________________________________________________________________________________________________________________________ITH 5043 Integral Life Practice 2 —_____________________________________________________________________________________________________________________________________Core Elements—Professional Development_____________________________________________________________________________________________________________________________________ITH 5039 Developmental Psychology 3 —_____________________________________________________________________________________________________________________________________ITH 5047 Phenomenological Inquiry 2 —_____________________________________________________________________________________________________________________________________ITH 5054 Types: Enneagram 3 PYC 3200_____________________________________________________________________________________________________________________________________ITH 5057 Multiple Intelligences 2 —_____________________________________________________________________________________________________________________________________ITH 5059 States of Consciousness 2 —_____________________________________________________________________________________________________________________________________ITH 5061 Integral Spirituality 2 —_____________________________________________________________________________________________________________________________________Total units required 25_____________________________________________________________________________________________________________________________________<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 123
School of Holistic StudiesCertificate in Dream StudiesNote: This certificate will not be offered after spring 2009. Studentscurrently enrolled will be allowed to complete this certificateprovided all requirements are met before summer 2009; however,no new students may begin this certificate. Students enrolled in theMA in Consciousness and Transformative Studies program mayelect a specialization in dream studies instead. Please consult withthe department chair for details.The certificate in Dream Studies offered by the School of HolisticStudies 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 toexploring this important state of consciousness. This certificate isdesigned for students and professionals who desire to work withand explore dreams for use in education, research, consulting, andwriting. The certificate can be earned alone or combined with amaster’s degree.The certificate consists of 26 units, and offers three optionalspecializations. These specializations provide additional skillsin teaching, research, or consulting. Students who choose tocomplete a specialization should notify the registrar’s office sothe appropriate notation can be made on the student’s transcript.However, students are not required to complete a specialization toearn this certificate.Program Learning Outcomes• Describe relevant scientific research and interdisciplinarytheories and practices used to understand andinterpret dreams.• Integrate various dream theories and practices to foster aninterdisciplinary perspective of dream work.• Apply dream-work theories and practices to their owndreams for insight and direction about waking life issues.• Apply dream-working theories and skills to dreams in aprofessional context, such as research and group facilitation.• Apply dream-studies knowledge and skills in a professionalfield such as teaching or consulting.School ofHolistic StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1COR 3145 Research Writing 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________A&C 5315 Dreams, Art, and the Inner Worlds 3 —_____________________________________________________________________________________________________________________________________CNS 5030 Sleep, Dreams and States of Consciousness 2 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CNS 5039A Language of the Dream 1 —CNS 5039C Self-Exploration: Fairytales as Signpostsof the Soul 2 —_____________________________________________________________________________________________________________________________________CNS 5211 Cross-Cultural History of Dreams 2 —_____________________________________________________________________________________________________________________________________CNS 5216 Lucid Dreaming 2 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________CNS 5280 Dreams, Archetypes, and Personal Mythology 2 —CNS 5282 Dreams: Initiation and Indigenous Waysof Knowing 2 —_____________________________________________________________________________________________________________________________________CNS 5344 Dream Groups: Facilitation and Ethics 2 —_____________________________________________________________________________________________________________________________________CNS 5345 Shamanism and Dreams 1 —_____________________________________________________________________________________________________________________________________CNS 9210 Dream Studies Fieldwork 0 —_____________________________________________________________________________________________________________________________________ISD 5012 Psychology of Dreams 2 —_____________________________________________________________________________________________________________________________________ISD 5013 Dreams and the Body 1 —_____________________________________________________________________________________________________________________________________ISD 5030 An Integral Approach to Dream Work 2 —_____________________________________________________________________________________________________________________________________ISD 5347 Spirituality, Symbols, Dreams 2 —_____________________________________________________________________________________________________________________________________Total units required 26–33_____________________________________________________________________________________________________________________________________1These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed themprior to admission are required to do so during the first year of graduate study.124 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesArts & Consciousness [A&C] CoursesThese courses are offered on the Berkeley campus.Undergraduate CoursesA&C _____________________________________________________________________4020 History of Contemporary Art 3Examination and discussion of art since 1980. Concepts andphilosophies 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 independentresearch papers are required.A&C _____________________________________________________________________4022 Art of the World 3A survey of world art from the Paleolithic to Early Modern era.Emphasis is placed on diverse cultural perspectives and comparisonsof various cultural approaches to art and its place in culture.Comparisons of east Asian, Islamic, European, and tribal art willbe the central focus of the course. Slide lectures, assigned reading,and independent research papers are required.A&C _____________________________________________________________________4024 Modern Art 3This course explores European Modernism and its impact onworld culture and contemporary ideas of art and creativity. Ideassuch as automatism, expressionism, abstraction, and conceptualismwill be examined as a way of contextualizing and clarifying therole of contemporary art in society.A&C _____________________________________________________________________4307 Visual Communication A 3An introduction to the skills and conceptual foundations ofeffective visual communications. Using a combination of digitaland traditional art materials, the class will explore the technicaltools and philosophical assumptions regarding the nature of communicationthrough symbol, image, text, color, and composition.Through weekly assignments and critiques, class members willdevelop skills and insights needed for further exploration of thefield. Basic competence in appropriate digital media will be acentral outcome as will broadened awareness and ability in the useof cultural signifiers and signs in visual art.A&C _____________________________________________________________________4308 Visual Communication B 3Continuation of work in A&C 4307, this course emphasizesadvanced skills in digital image-making. Develops further abilityto integrate conceptual skills into development of powerful andeffective visual images. Expands digital skills to include websitedesign and the use of appropriate software for the creation of basiconline venues for visual communication. Individual projects andindividual work with the instructor strengthen the links betweengraphic work and primary artistic interests and direction for eachstudent. Students develop improved technical ability and clearlymarketable career skills in design and digital art.A&C 4338 Introduction to Movement,Improvisation, _____________________________________________________________________and Poetics 3An introduction to the foundational modalities, practices, andcontexts of movement, improvisation, and poetics as solo andensemble explorations in performance. Using the body and voiceas the primary media of expression, the class will introducestudents to the basic forms and traditions of movement,improvisation, and poetics as a gateway into personal and socialtransformation. The class will provide ample structures andopportunities for creative experimentation and self-discovery. Wewill strengthen the mind-body connection and deepen intuitiveimpulses, exploring a range of traditions in the performing arts.A&C _____________________________________________________________________4510 Visual Culture A 3An exploration of the relationship between art and culture,specifically pertaining to the visual arts. Using examples from avariety of societies, the notions of visuality and representationas integral to the concept of culture will be discussed. Of centralimportance will be the presentation of the visual culturesdeveloped from the time of modernity to the present. Some of theissues discussed will be the development of different technologiesand their impact on ethics, concepts of ownership authenticity,representation, and the making of societies of spectacle. First partof a two-quarter sequence.A&C _____________________________________________________________________4520 Visual Culture B 3The 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 inparticular, either contemporary or historical, from which tocreate original artwork made with that culture’s cultural perspectivesand philosophical perspectives. Students will work in anymedia of their choice. Specific cultural requirements and formalexpectations will be carefully considered in discussion andevaluation of student artwork.A&C _____________________________________________________________________4530 Art, Archetype, and Creative Process 3An examination of individual identity within the context ofhistory, cultural philosophy, and creative process. Strongemphasis is placed on the making of images and objects as tools forself-inquiry. Links between creativity, spirituality, and the physicalprocess of object-making will be explored in depth. Relationshipsbetween meaning, aesthetic intent, and psychological archetypewill 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 selfexamination,studio practice, and academic study will help studentsexplore the universal dimensions of their individual artwork.A&C _____________________________________________________________________4660 Individual Mentorship 1–5Individual studio practice with an approved mentor selected froma network of working visual artists in the Bay Area is provided.Students meet individually with mentors several times over thecourse of the quarter to develop technical, conceptual, and professionalskills. A written assessment of the mentorship is required.A&C _____________________________________________________________________4665 Mentorship Extension 1–3Students are permitted to continue working on an individual, community,or group mentorship without incurring an incomplete.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 125
School of Holistic StudiesSchool ofHolistic StudiesA&C _____________________________________________________________________4670 Media of Sacred Arts 1–3Varying courses explore the relationship between creativity andspiritual practice. Courses highlight the creation of art intendedspecifically for sacred and transformative process. Various courseswill focus on mask-making, music, movement, or mixed media inthe creation of sacred art. Courses address the use of sacred artfrom diverse cultural settings. Students are engaged in studioassignments. This course may be retaken for additional credit.A&C _____________________________________________________________________4675 Group Studio Practice 1–3Group studio practice involves any of a variety of courses thataddress the formal, technical, and experiential aspects of artmaking.Varying courses exploring the transpersonal aspects ofdrawing, painting, multimedia, installation, and performance areoffered. Other courses may be offered based on student interest.This course may be retaken for additional credit.A&C _____________________________________________________________________4800 BFA Studio Critique Seminar 3An intensive course which requires students to present originalartwork created throughout the term for group critique anddiscussion. A supportive community of inquiry, technical andformal assessment, and emotional and aesthetic response isdeveloped. Through this process, students acquire and developthe foundations of art criticism and creative process. The courseis repeated throughout the BFA program to enable an effectivecritical community to develop thereby supporting and witnessingeach student’s artistic grown and development. Emphasis isplaced on integration of technical/formal skills with psychoculturalawareness and critical skill.A&C _____________________________________________________________________4900 Topics in Arts and Consciousness 1–3Topics vary according to need and interest. This course may berepeated for credit with a change in topic.A&C _____________________________________________________________________4981 BFA Final Project 2An assessment of learning for the BFA program. A written project,final review, and participation in the annual BFA graduation exhibitionwill all be required parts of the BFA final project. Followingsimilar procedures to the review in MA and MFA programs, thisprocess will be condensed into a single quarter and will involve adifferent standard for the written project and will involve a groupexhibition rather than a solo show. A review committee of fourfaculty will review and assess each candidate for graduation fromthe BFA program ensuring the department’s standards for learninghave been achieved.Graduate CoursesA&C _____________________________________________________________________5010 Image and Process 3Students in this course investigate the formal integration of art andinner awareness. Exploration of artistic paradigms from a varietyof cultures and historical periods creates a broadened base forunderstanding artistic growth and development. Integrationof these principles into individual artwork is stressed. Throughintensive studio assignments, readings, and class discussions, acommon vocabulary of artistic dialogue is developed.A&C _____________________________________________________________________5100 Introduction to Transformative Arts 3This course will introduce students to the various methodologiesand theories related to the use of art and personal creativity ashealing forces in the world. A wide variety of topics—includingpsychological, spiritual, and shamanic approaches to artwork andits relationship to the healing process—will be examined. Studentswill be led through a variety of experiential projects intended tooffer insight into art and its uses as more than a mere decorativeor academic exercise. Students are encouraged to draw from theirown experiences of creativity and expression as a basis for workin the class.A&C _____________________________________________________________________5200 Transformative Arts Education 1–3Students choose among selected topics investigating the uses ofcreativity as a vehicle for human growth and healing. Variouscourses will explore aspects of creativity related to teaching, personalspiritual practice, physical healing, and emotional counseling.By participating in a variety of creative modalities, studentssimultaneously strengthen their own creative processes and forma basis for future professional practice.A&C _____________________________________________________________________5210 Transformative Arts: Group Process 3This course explores theories and techniques for the developmentof group dynamics in transformative arts practice. Modelsof group educational and therapeutic processes are considered.Human interaction as a formative element in the development ofcreativity will be discussed. Group exercises, assigned readings,and experiential projects are utilized.A&C _____________________________________________________________________5255 Transformative Arts Seminar 3This seminar is based on in-class presentation of students’ creativework. Group dialogue focuses on issues of personal growth andhealing implicit in the student’s creative expression. The instructorfacilitates meaningful insights into each student’s work as well asleading discussion of practical implications of work discussed asit pertains to work in the community. Students are introduced toadvanced theories of transformative arts. Class assignments andreadings are given to help accentuate the link between creativeprocess and work with others.126 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesA&C _____________________________________________________________________5260 Transformative Arts Teaching Practicum 3The field of transformative arts offers a new way to think ofteaching as a primary activity related to the promotion of humangrowth. Students combine theoretical information with hands-onexperience of teaching. Class lectures introduce relevant materialto be used as the basis for a practical demonstration by eachstudent of an approach to teaching that is directly related to thatstudent’s own experience of the transformative power of creativeexpression. A written proposal for a course or community artsproject is required.A&C _____________________________________________________________________5300 Applied Alchemy 3An introduction to the transformational symbolic image systemof alchemy and its powerful applications to studio art-making.Discussion of historical alchemical processes and the modern useof alchemical metaphor and symbol in art. This course includesassigned reading and studio assignments.A&C _____________________________________________________________________5305 Art and Altered States of Consciousness 2This course introduces subtle states of consciousness and alteredstates of consciousness where inspiration, creativity, and insightmight arise. Students explore practices meant to access states ofheightened lucidity and multidimensional awareness. This classrequires studio exercises involving music, movement, and visualarts as well as lecture, readings, and written assignments.A&C _____________________________________________________________________5307 Visual Communication A 3An introduction to the skills and conceptual foundations ofeffective visual communications. Using a combination of digitaland traditional art materials, the class will explore the technicaltools and philosophical assumptions regarding the nature of communicationthrough symbol, image, text, color, and composition.Through weekly assignments and critiques, class members willdevelop skills and insights needed for further exploration of thefield. Basic competence in appropriate digital media will be a centraloutcome as will broadened awareness and ability in the use ofcultural signifiers and signs in visual art.A&C _____________________________________________________________________5308 Visual Communication B 3Continuation of work in A&C 5307, this course emphasizesadvanced skills in digital image-making. Develops further abilityto integrate conceptual skills into development of powerful andeffective visual images. Expands digital skills to include websitedesign and the use of appropriate software for the creation of basiconline venues for visual communication. Individual projects andindividual work with the instructor strengthen the links betweengraphic work and primary artistic interests and direction for eachstudent. Students develop improved technical ability and clearlymarketable career skills in design and digital art.A&C _____________________________________________________________________5310 Art and the Symbolic Process 3Students in this course explore the philosophy of symbolism.Philosophical and experiential insight into the nature of symbolfrom a variety of cultural and individual perspectives is the goal.Students are led to the discovery of their own archetypal visualvocabulary through a combination of personal practice and theacademic investigation essential to creative process. Experientialexercises, required reading, and written project. Required for MAand MFA.A&C _____________________________________________________________________5312 Creativity and Consciousness 3Students will engage the essential questions associated with thecreative process: “Why do we make art? What is the mysterysubstance emerging from emptiness? What is creativity?” In- andout-of-class studio assignments, group discussions, and assignedreadings help students explore the essence of their individualcreative process from cultural, psychological, and spiritualperspectives. Class will emphasize development of personalapproaches to creative process and the identification and eliminationto blocks to creativity. Required for MA and MFA.A&C _____________________________________________________________________5315 Dreams and the Arts 3This course explores the connection between the dreaming mindand the act of creation. Slide lectures, experiential exercises, andstudio work will help students understand the transition betweensymbolic dream imagery and the multidimensional spaces of theinner world. Reading, written project, and studio assignments arerequired.A&C _____________________________________________________________________5325 Faces of the Soul 3Students undergo an intensive exploration of the relationshipbetween Asian traditions of Qi Gong and energetic healing withmask-making, movement, and other individual creative acts.Special emphasis is placed on the use of creative self-expressionto develop and heal the body and to develop stronger self-image.A&C _____________________________________________________________________5328 Inner Dynamics of Drawing and Color 3This course combines the system of color developed by JohannesItten (The Art of Color) with energetic principles inherent inmeditation and therapy, finding the roots of color theory andcomposition in forms and visual vocabulary that bridges aestheticform with the transformative healing powers inherent in color.Studio and reading assignments are required.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 127
School of Holistic StudiesSchool ofHolistic StudiesA&C _____________________________________________________________________5331 Media of Sacred Arts 1–3Varying courses explore the relationship between creativity andspiritual practice. Courses highlight the creation of art intendedspecifically for sacred and transformative process. Various courseswill focus on mask-making, music, movement, or mixed media inthe creation of sacred art. Courses address the use of sacred artfrom diverse cultural settings. Students are engaged in studioassignments. This course may be retaken for additional credit.A&C 5338 Introduction to Movement,Improvisation, _____________________________________________________________________and Poetics 3An introduction to the foundational modalities, practices, andcontexts of movement, improvisation, and poetics as solo andensemble explorations in performance. Using the body and voiceas the primary media of expression, the class will introducestudents to the basic forms and traditions of movement,improvisation, and poetics as a gateway into personal and socialtransformation. The class will provide ample structures andopportunities for creative experimentation and self-discovery. Wewill strengthen the mind-body connection and deepen intuitiveimpulses, exploring a range of traditions in the performing arts.A&C _____________________________________________________________________5342 History of Sacred Arts 3Students will survey sacred art throughout history as seen froma variety of cultural perspectives. Topics will include visual art,architecture, music, and dance as well as philosophical andreligious concepts from numerous traditions including Greco-Roman, classical Chinese, shamanism, Buddhism, Christianity,and Islam. Emphasis rests upon how these concepts relate to thedevelopment of artistic process of each student. Reading and termpaper are required.A&C _____________________________________________________________________5350 Artist in Society 3This course surveys the various archetypal roles of the artistas teacher, thinker, magician, warrior, etc. Students explorehow artists integrate personal, creative process within the largercommunity. Guest lecturers and a written project challenge eachstudent.A&C 5360 Beyond the Studio:Community _____________________________________________________________________Collaboration A 3The course allows students to become familiar with a varietyof models and methods for the integration of art into the largercommunity. Exploration of art as a vehicle for community transformation,political activism, and human development will beconsidered in the first of a two-quarter sequence. Assignedreadings, guest lectures, and field trips enable students to planand initiate a short volunteer project putting these principlesto practical use.A&C 5361 Beyond the Studio:Community _____________________________________________________________________Collaboration B 3After initiating short-term individual community arts projectsin Community Arts A, intensive follow-up and advisement ispursued. Students meet both as a group and individually withthe instructor to discuss experiences and related avenues of communityinteraction. Class presentations of final projects provideinsight into the relationship between creative process and communityservice. Emphasis is on practical activity and personalinsight as well as related academic and artistic material.A&C _____________________________________________________________________5501 Philosophy of Art 3Aesthetic philosophies and critical issues in art lie at the core ofthis course. Students develop insight through integration ofcultural history, critical intent, and personal creative experience.Sources of artistic imagery and the dynamics of aestheticexperience are examined. Students are encouraged to connectartistic development and issues of meaning, intent, signification,and reception. Studio assignments, reading, and a written projectare required.A&C _____________________________________________________________________5505 Contemporary Arts Theory and Criticism 3Students undergo an intensive exploration of new developmentsin contemporary art and the philosophical concepts upon whichthey are based. Various examples of art criticism are consideredas expressions of current philosophies of art. The effects of thesewritings on contemporary art and culture are examined in detail.Written assignments, readings, and field trips to local galleriesand museums are integral to the course. Emphasis is placed onthe development and expression of individual critical philosophythrough a unique writing style.128 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesA&C _____________________________________________________________________5550 MFA Review: Midpoint 1At the completion of the midpoint of the MFA program (completionof 45 units), a review is required to ensure the candidate’sappropriate progress through the program. A representativebody of the candidate’s artwork is examined and discussed bya committee of faculty who provide feedback regarding thestrengths and weaknesses of the artwork presented. The reviewoffers the candidate an opportunity for reflection on artisticachievements and personal growth made in the program.A&C 5555 MA Transformative Arts:Midpoint _____________________________________________________________________Review 1The midpoint review requires students in the MA TransformativeArts program to submit original artwork and a comprehensiveself-assessment to the faculty review committee. The committeeoffers feedback and insight into the student’s progress through theprogram and discusses the student’s overall goals and interestswithin the context of the MA program.A&C _____________________________________________________________________5603 Advanced Time-Based Seminar 3This seminar calls for group critique of individual artworkscreated by class members. Students explore complex aspectsof time- and space-based artwork. Open only to students withsubstantial experience in new genres, this seminar satisfiesstudio critique seminar requirements for MFA students.A&C _____________________________________________________________________5604 Time-Based Laboratory: Black Box 3This laboratory provides students with a studio-based approachto the personal exploration of new genres. Centered around the“Black Box” at the arts annex, students participate in class assignmentsas well as the presentation of individual works whichexplore time, space, light, and concept as formal elements ofindividual artwork. Special emphasis is placed on development ofpersonal approaches to working in experimental media and theawareness of the evolution and progression of the work over time.A&C _____________________________________________________________________5610 Drawing from the Body 3Students explore the technical and psychological dimensions ofdrawing from direct observations of the human form. Drawingfrom live models, class assignments, and group critiques helpstudents to develop their skills and awareness of the drawingprocess and its relationship to our own bodies.A&C _____________________________________________________________________5612 Ink, Brush, and Paper 2In this course, students examine the techniques and philosophiesassociated with east-Asian painting traditions. An introduction toAsian painting materials, techniques and imagery are importantparts of the course. Both calligraphy and landscape painting willbe introduced from the Asian perspective. Exercises in tai chi andQi Gong emphasize the relationship between Asian painting techniquesand cultural traditions of energetic flow of nature—“chi.”A&C _____________________________________________________________________5615 Poetics Seminar 3Exploration of poem-making as an expression of voice, feeling,and truth. Individual presentation of original poetry to the groupin conjunction with experiential exercises aimed at connectingthe process of poem-making to individual self-affirmation andwellness. The power of language as a transformative tool andindividual development of poetry as an artistic means of selfexpressionare emphasized.A&C _____________________________________________________________________5620 Book Arts 3The practice of contemporary book arts embraces conceptsthat are wide ranging and inclusive of every form and materialimaginable including installation and worldwide mail artsprojects. Students explore the multidimensional symbolism of“the book” through integration of content structure, story, text,and spirit. Studio assignments, readings, class discussions, andlectures challenge the students.A&C _____________________________________________________________________5632 Advanced Painting Seminar 3This seminar is an intensive studio for students who havesubstantial experience in the field of painting either with oils oracrylics. Individual and group critiques as well as lectures anddemonstrations will be offered on alternating weeks, with openstudio sessions. Emphasis is placed on developing the philosophical,personal, and formal elements of painting.A&C _____________________________________________________________________5660 Individual Mentorship 1–5Individual studio practice with an approved mentor selected froma network of working visual artists in the Bay Area is provided.Students meet individually with mentors several times over thecourse of the quarter to develop technical, conceptual and professionalskills. A written assessment of the mentorship is required.A&C _____________________________________________________________________5662 Community Mentorship 1–3Students choose projects that allow them to work as a volunteerfor an approved community organization such as an art gallery,community workshop, school, or counseling center. Studentscomplete specific projects under the supervision of a designatedstaff member from the sponsoring institution.A&C _____________________________________________________________________5663 Group Mentorship 1–3In special situations, several students may work with the samementor at the same time. These arrangements sometimes allowfor a wider exchange of experiences and ideas than might occurin an individual mentorship.A&C _____________________________________________________________________5670 Group Studio Practice 1–3Group studio practice involves any of a variety of courses thataddress the formal, technical, and experiential aspects ofart-making. Varying courses exploring the transpersonal aspectsof drawing, painting, multimedia, installation, and performanceare 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 3Students examine the skills and practices necessary for artists toapply creative work to society and marketplace. Grants, galleries,teaching, and other career-related issues are discussed. Resourcesfor the pursuit of appropriate avenues of professional developmentare examined in depth.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 129
School of Holistic StudiesSchool ofHolistic StudiesA&C _____________________________________________________________________5800 Studio Critique Seminar 3The Studio Critique Seminar allows students an ongoing criticaldialogue with their peers under the supervision of an experiencedartist. Students present original artwork to the group and receivein-depth responses regarding issues of technical and formalresolution as well as more profound insight into issues ofmeaning and culture. Students work to develop critical awarenessand a sense of community as well as fostering the development oflanguage for the examination of issues critical to a fully functioningartist. The course is repeated eight times, with the possibilityof different instructors and seminar members each time.A&C _____________________________________________________________________5805 MFA Review: Final 1In the final quarter of enrollment in the MFA program (completionof 83 units), a review is required to ensure the candidate’scompletion of a body of original artwork that meets the department’sstandards for technical resolution, academic insight, andauthentic personal expression. The candidate submits the finishedartist’s statement as a definitive assertion of his or her personalphilosophy of art and artistic ambition.A&C _____________________________________________________________________5900 Topics in Arts and Consciousness 1–3Topics in arts and consciousness vary and may be repeated forcredit with a change in topic.A&C _____________________________________________________________________5981 MFA: Final Project A 2This project is the first part of a two-quarter sequence tocomplete the MFA in Studio Arts. Final Project A consists ofindividual meetings with a faculty advisor to complete the firstdraft of the MFA corollary statement, an integral aspect of thefinal exhibition, offering a clear academic and artistic contextfor the artwork being exhibited. The preliminary draft of thestatement is submitted to the faculty review committee at thefinal review. In this review, the original artwork which will bethe core of the final exhibition is also presented for facultyinput. The student then works with the final project advisor tointegrate the comments of faculty into the final version of theexhibition and corollary statement, to be refined and completedin the next quarter.A&C _____________________________________________________________________5982 MFA: Final Project B 2This project is the second part of a two-quarter sequence requiredto complete the MFA in Studio Arts. Final Project B consistsof individual meetings with a faculty advisor to complete thefinal draft of the MFA corollary statement (see above). The finalexhibition is mounted during Final Project B. The final versionof the corollary statement is also presented for approval by thefinal review committee which meets with the student to offerfinal comments and critique.A&C _____________________________________________________________________5988 Transformative Arts: Final Project A 2The project is the required first of a two-part sequence to completethe MA in Transformative Arts. It consists of individual meetingswith a faculty advisor that initiates the final paper and completesthe student’s experience in the program. A final review of thestudents’ artwork and a first draft of the final paper is also required.Final Project A supports the student’s integration and resolutionof the issues of personal inquiry, creative self-expression,community involvement and transformation as integral aspectsof the creative journey.A&C _____________________________________________________________________5989 Transformative Arts: Final Project B 2This project is the second part of a two-quarter sequence tocomplete the MA in Transformative Arts. Final Project Bconsists of continued individual meetings with a faculty advisorto finish the final paper which completes the student’s experiencein the program. This portion focuses on the finalization andapproval by faculty review committee of the final paper. It isalso a period in which issues of career and personal growthare considered deeply.A&C 5995 Independent Study inArts _____________________________________________________________________& Consciousness 1–6To be arranged with consent of instructor and approval of thedepartment chair and dean. May be repeated for credit with achange of topic.130 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesConsciousness and Transformative Studies [CNS] CoursesCNS _____________________________________________________________________5010 Paradigms of Consciousness 3This course examines the nature and structure of paradigms andparadigm shifts in scientific, psychological, social, and metaphysicalthinking, and emphasizes living systems theory and integraland holistic philosophies as they relate to ecology, health, creativity,and conflict resolution.CNS _____________________________________________________________________5015 Body Consciousness/Body Wisdom 2This experiential course gives students the opportunity to exploretheir own body sensations, and in so doing, to make contact withits wisdom and power. We explore various areas and systemsof the body, listening to their messages about what makes us feelsupported, trusting, and strong; what makes us feel alive andpassionate; what is right for us; what makes us feel satisfied;what do we care for and what do we want to give; what are ourboundaries and what do we want to express; and what makes usfeel protected and safe. Along the way, we consider messagesthat signal stress, anxiety, hunger, fear, and vulnerability.CNS _____________________________________________________________________5017 Introduction to Integral Theory 1In this course, students are introduced to the five elementsof Ken Wilber’s integral theory including quadrants, levels,lines, states, and types. Class activities examine the relevanceof this model as a framework for conscious evolution in themodern age.CNS _____________________________________________________________________5020 Archetypal Mythology 3In this course, students will learn why Freud, Jung, and so manyothers intrigued by the depths—writers, philosophers, painters,filmmakers, culture critics—have outgrown the notion of mythas “untruth” to encounter its central role in the life of the psyche.This will prepare us to explore archetypal modes of consciousnessand deepen our understanding of how archetypes and mythsaddress us every day in our dreams, our relationships, ourconflicts, and our mishaps.CNS _____________________________________________________________________5023 Shamanic Traditions 2Shamanic practices and rituals that acknowledge and strengthenrelationship to family, community, and the earth are sorely lackingin our modern culture, yet with each person’s ancestral lineagescan be found evidence of earth-based spirituality, nurtured andsupported through shamanic traditions. In this class, studentswill research shamanic practices within their ancestral lineageswith the intention of integrating these practices with present-dayknowledge.CNS _____________________________________________________________________5025 Quantum Approaches to Consciousness 3In recent years, with advances in brain research and insights fromquantum theory, new light has been shed on the vital question of“what is consciousness?” In this course, students will learn howthe brain may take advantage of the strange and revolutionaryaspects of quantum theory, deciding for itself how reality mayunfold.CNS _____________________________________________________________________5027 Non-Ordinary States of Consciousness 2This course will examine the intersection between the subjectiveand objective experience of various non-ordinary states ofconsciousness. Students will explore the brain-based neurophysiologyas well as the subjective experience of various non-ordinarystates of consciousness. Subjects may include the work of Stan Grof(Holotropic Breathwork, exploration of native science), CharlesTart (psy phenomena), shamanic consciousness, deep meditation,the use of hallucinogenic drugs, and other non-ordinary states.CNS 5030 Sleep, Dreams,and _____________________________________________________________________States of Consciousness 2Students will examine recent scientific research in sleep anddreams and explore varieties of techniques in working withdreams. The course focuses on the states of consciousness withinsleep and different phenomena of the dreaming mind. Studentswill also explore their own dreams through different experientialand creative explorations.CNS _____________________________________________________________________5033 Consciousness and Psychology 2This course will take a critical and appreciative look at transpersonaltheoretical principles in the work of Carl Jung, A.H. Almaas,Roberto Assagioli, Stanislav Grof, and Sri Aurobindo. In classdiscussions, readings, and experiential exercises, studentsexplore ways in which consciousness, psyche, and spirit intersectin the work of each of these theorists. Prerequisite: CNS 5017.CNS _____________________________________________________________________5035 Consciousness and Philosophy of Mind 3This course provides a scholarly grounding in the core philosophicalissues surrounding the study of consciousness. This coursewill explore the three main “problems” in philosophy of mind:(1) the “mind-body” problem (how does consciousness relate tothe physical world), (2) the “problem of other minds” (how canwe know if other people, animals, plans, or even rocks have consciousness?),and (3) the “problem of free will” (do we really havechoice, or are we determined by genetics and environment?).CNS _____________________________________________________________________5037 Neurophilosophy of Consciousness 3The results from recent brain research have sent shockwaves farbeyond the boundaries of neurophysiology and neuropsychology.The implications reach into the very nature of the humanexperience, both personally and culturally. Much of the researchhas validated what many of us have long suspected to be true:consciousness does indeed affect the brain and thus the entireindividual. Our thoughts and feelings directly affect the chemistryof the brain, which in turn largely determines the health of ourentire being—both as single organisms and as a species. In thiscourse, students will examine the timely and exciting intersectionbetween neuroscience, philosophy of mind, and ethics. Prerequisite:CNS 5010.CNS _____________________________________________________________________5039 Self-Exploration 1–3This is a seminar course that explores teachings and practiceswhich encourage self-knowledge and a deeper understanding ofthe self’s psycho-spiritual journey toward greater consciousness.Focus varies with instructor and student interest. May berepeated for credit with a change of topic.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 131
School of Holistic StudiesCNS 5039A Self-Exploration:Language _____________________________________________________________________of the Dream 1Become more fluent with the language of your dreams. Archetypaldream images are explored through slides from natureand art history and amplified through mythology, culturalanthropology, biology, religion, literature, and the arts. Thiscourse is offered in a three-part series: Part I adresses thefour elements—landscape, color (black, white, and red), shapes(circle, square, triangle), and animals (dog, cat, bear, bull).Part II concentrates on the four seasons—the body, colors(yellow, green, blue, brown), shapes (spiral, cross, egg, labyrinth),animals (whale, eagle, owl, horse). Part III focuses on numbers,dwellings, transport, animals (elephant, turtle, peacock), theserpent, symbols of the self. This course is repeatable and thethree parts may be taken in any order.CNS _____________________________________________________________________5039B Self-Exploration: Dreams and the Body 1The body is a vehicle in which the dream is experienced. Thebody is impacted by the emotional state of the dreamer and thedreams. Drawing upon cross-cultural studies on the importanceof body awareness, students will learn about the role of emotionalbody and its impact in dreaming and waking. Through somaticpractices such as breathing, movement, dream postures, anddream body mapping, students will experience and bring mindfulnessinto the relationship between their waking body anddreaming body.CNS 5039C Self-Exploration:Fairy _____________________________________________________________________Tales as Signposts of the Soul 2In this course, students will focus upon a selection of Grimm’sfairy tales to highlight the cognitive imagination’s role in apprehendingthe nature of imaginal reality. Critical perspectives to beused 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 2Ancestral stories, family traditions, and the great teaching storiesfrom our culture shape us and condition our perception ofpresence. In this course, we will examine the “breaking points” inour ancestral heritages—the places where our ancestors may havesuffered a loss of connection to place, community, language,traditions, and spirituality. Through readings, class discussion, andpersonal research, students will learn how to access and reclaimthe strengths and wisdom within our ancestral heritage.CNS _____________________________________________________________________5039E Self-Exploration: Alchemy 2In this class, students will study the basic principles, history, andpractices of alchemy—East and West, exoteric and esoteric,ancient and modern. This course also examines the alchemicalstates which bring about physical, emotional, mental, and personaltransformation.School ofHolistic Studies132 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesCNS 5049 Introduction to Consciousnessand _____________________________________________________________________Transformative Studies 0This course introduces new students to the Consciousness andTransformative Studies program.CNS 5055 Existentialism, Ethics,and _____________________________________________________________________Consciousness 3The focus of this course will be on answering modern existentialquestions exploring the theories of Ralph Waldo Emerson, SorenKierkegaard, Nietzsche, Jose Orgeta Gasset, J-P Sarte and others.Questions addressed in the course include: How do we useexistential principles to explore ethical issues in the 21st century?From what level of consciousness do our choices emerge?CNS _____________________________________________________________________5060 Philosophy of Consciousness 1–3Explores the major Western philosophical approaches to understandingthe relationship between body and mind as well as thenature of truth and reality, postmodern cosmology, and processphilosophy.CNS _____________________________________________________________________5119 Research and Degree Completion 0This course will present the requirements and expectations for keyprofessional courses in the second and third year of the program.This course will prepare students for CNS 5126–27 QualitativeResearch A–B, externship, and the final integrative project orthesis. Students will begin to explore how to connect and extendtheir education and coursework into areas of professionalapplication.CNS _____________________________________________________________________5120 Diversity, Community, and Consciousness 3This course presents a 21st-century approach to social issues andincludes discussion of racial, ethnic, and cultural differences alongwith ways to build community, harmony, and understanding—diversity in oneness.CNS _____________________________________________________________________5126 Qualitative Research A 1This course provides students with an introduction to the basicsand applications of several qualitative research methodologies.Students examine the strengths and weaknesses of qualitativeversus quantitative approaches and are asked to explore theimplications in terms of master’s-level research. Discussionand exercises in class are geared toward pursuing and developinga research question or topic, discovering its fit with the methodologiesintroduced in this course, and opening it up with variousresearch skills (triangulation, searching the literature, datacollection, etc.).CNS _____________________________________________________________________5127 Qualitative Research B 2This course continues the multi-perspective approach of CNS5126 into a deeper understanding of how these approaches andskills translate into a key component of the course—developingthe actual research proposal. Students will also survey the researchprocess from proposal stage through completion and discusseffective ways to present the research findings. Prerequisite:CNS 5126.CNS _____________________________________________________________________5200 Seminar in Consciousness Studies 1–3In-depth research and analysis of specific topics in consciousnessstudies. Class format consists of lectures, self-directed study, andgroup discussions. Includes such topics as chaos and complexitytheory, myth and archetype, and ecopsychology.CNS _____________________________________________________________________5201 Introduction to Living Systems 3Explores basic concepts of systems theory related to life processesincluding both the dynamics and the levels of complexity innatural and artificial systems and interdependence of microscopicand macroscopic orders.CNS 5202 Women’s Reality:Presence, _____________________________________________________________________Power, and Self-Expression 1Examines systems and beliefs that silence women’s experiencesand voices. Through readings and discussion of women’s psychologyand spirituality, we will explore models of consciousness thatsupport women toward self-expression and conscious choicemakingin creating a more just and compassionate society.CNS _____________________________________________________________________5211 Cross-Cultural History of Dreams 2This course explores the sophisticated dream teachings andtraditions of cultures from all around the world including ancientGreece, India, China, and the indigenous cultures of Northand South America. Issues to be discussed include theories aboutthe divine origins of dreaming; the ties between dreams, myths,and religion; and practical methods of dream interpretation andexpression.CNS _____________________________________________________________________5216 Lucid Dreaming 2Lucid dreaming is the act of becoming conscious while dreaming.In this course, scientific research in the field of lucid dreaming willbe explored and students will learn methods to become consciousin sleep. This course will interweave cognitive, experimental, andexperiential approaches to explore this state of consciousness.CNS _____________________________________________________________________5219 Dream Practicum 1–3Participants in the class will share and work with their dreams,drawing upon contemporary theories and practices in the field ofdream studies.CNS _____________________________________________________________________5270 Issues in Science and Consciousness 1–3In-depth research and analysis of specific topics in science andconsciousness. Topics may include genetics, chaos, synchronicity,complexity, and biology of consciousness.CNS 5280 Dreams, Archetypes,and _____________________________________________________________________Personal Mythology 2In this course, students will explore the recurrent dream archetypesthat help dreamers become aware of themes generating apersonal mythology for one’s life.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 133
School of Holistic StudiesSchool ofHolistic StudiesCNS 5282 Dreams: Initiation andIndigenous _____________________________________________________________________Ways of Knowing 2Everyone carries ancestral knowledge memory deep within.Through myths and dreams, individuals are able to recover innatewisdom present and potential in the environment. With the worldof 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 ofrecovery in ancestral ways of knowing. Through dreams andmyths, students explore initiation into native mind.CNS 5284 Consciousness and Sustainability:Solutions _____________________________________________________________________for the 21st Century 2This course explores the issues, theories, research, and practicesin order to understand/take action on healing and “greening” theplanet. Students will examine the current practices and approachesin ecology and sustainability that are making a difference andimproving the planet. Students will select a topic of interest in thearea of sustainability to research, focusing on innovative practicescurrently being explored or developed.CNS _____________________________________________________________________5300 Sacred Intention, Sacred Manifestation 1Examines the sacred dimension and importance of clarifyingintentions and values. Course also addresses the existentialmeaning of will and intentionality and their role in directingconsciousness, dispelling confusion, empowering vision, andcreating a new reality.CNS _____________________________________________________________________5344 Dream Groups: Facilitation and Ethics 2This course explores the ethical implications of working withdreams in a group setting. Students also examine issues of cultural,gender, and class bias in regard to dream work. Students have theopportunity to gain hands-on experience leading a dream group.Holistic Health Education [HHE] CoursesCNS _____________________________________________________________________5345 Shamanism and Dreams 1This 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. Shamanicstates of consciousness and the practice of drumming as a tool forentering the dream state will be introduced. This class will be heldon the Berkeley campus.CNS _____________________________________________________________________5620 Issues in Consciousness Studies 1–3Issues will vary according to student interests. May be repeated forcredit with a change of topic.CNS _____________________________________________________________________5800 Issues in Philosophy 1–3In-depth research and analysis of specific topics in philosophy andconsciousness. Focus varies with instructor and student interest.CNS 5995 Independent Studyin _____________________________________________________________________Consciousness Studies 1–3To be arranged with consent of instructor and approval of thedepartment chair and dean.Non-Credit FieldworkCNS _____________________________________________________________________9210 Dream Studies Fieldwork 0In this course, students will complete a field project related todream studies. The specific nature of the project will vary basedon student’s interests and available mentors and often includesattendance at a dream conference; however, all work must beapproved prior to its onset.HHE 5001 Introduction toHolistic _____________________________________________________________________Health Education Program 0A required, no-cost, no-credit course for all students entering theprogram. It prepares students to get the most out of the programand lets them know what they need to do in order to complete it.HHE _____________________________________________________________________5120 Integrative Health 2This course examines issues and challenges of integratingallopathic and holistic, East and West, science and spirit. Studentsreview the foundations of modern scientific medicine as well ashealing in ancient traditions, and explore integrative approachesto healing in a postmodern world. Prerequisite: HHE 5001.HHE _____________________________________________________________________5125 Energy Models of Healing 2This course presents a brief history of theories of energy andvibrational modes of healing from the earliest “scientific” andvitalist philosophers through Mesmer and more recently Burr,Becker, Hunt, and Brennan. “Energetic anatomy” and prominentmodalities are covered. The course explores the role of technologyin energy healing and also how to define and explain theories andpractices to laypeople and medical professionals. Prerequisites:HHE 5225 and PHR 3405.HHE _____________________________________________________________________5126 Asian Approaches to Healing 2Two of the oldest holistic systems of medicine—Chinese andAyurvedic medicine—are presented in this introductory course.Their basic philosophy, principles, and standards of treatment willbe explored both didactically and experientially. The course willnot focus on comparing the two systems, but the diversities of eachwill be outlined with emphasis on their spiritual roots, cultural andsocial perspectives, and their growing appeal as global alternativesin health care. Prerequisites: HHE 5001 and PHR 3405.HHE _____________________________________________________________________5130 Concepts of the Body 3Theoretical and philosophical conceptualizations of the bodyinfluence health and healing. This course will provide anopportunity to read, discuss, and analyze classical and contemp-134 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic Studiesorary views of the body including those found in art, religion, andliterature as well as work on language, metaphors and the body,body image and sexuality, and embodiment practices. Commonbodywork modalities will be introduced. Prerequisites: COR 3145and HHE 5001.HHE _____________________________________________________________________5135 Health-Care Economics and Politics 2The health of our health-care system is a political and economicalmatter. This course explores the roles economics and politics playin treatment options, funding for research, government regulation,and insurance coverage. We will consider various scenariosincluding systemic and nationwide consequences if the system isnot reformed. Possibilities for transformation harnessing politicaland economic forces will be considered along with possible rolesplayed by holistic health educators operating from an integrativeand integral paradigm. Prerequisite: HHE 5200.HHE _____________________________________________________________________5140 Culture, Community, and Health 2This course explores relationships between cultural definitionsof health and illness and health-seeking behaviors in a pluralisticsociety. It also considers the relationship between being marginalizedand social status (e.g., race, class, gender, sexual orientation,religious status, or immigration) and health and illness in variouspopulations in the United States and abroad. Strategies for workingeffectively with multicultural populations in regard to healthcare are presented. Prerequisite: HHE 5001.HHE _____________________________________________________________________5145 Health, Environment, and Sustainability 2Explores connections between perspectives on health and illnessand ways of thinking about the environment, nature, and the earth.Sustainability is compared to the mechanism of homeostasis in thebody, its innate healing ability, and movement toward growth andhigher organization. Environmentally related illnesses are lookedat from these larger perspectives. Prerequisites: COR 3145 andHHE 5001.HHE _____________________________________________________________________5147 Health Education for the 21st Century 3This course maps out the field of health education and explores thehistory of the health education role, introduces the Associationof Health Educators, considers the philosophical basis of healtheducation, and predicts directions for the future of the profession.Practical skills needed by health educators are covered, andstudents have the opportunity to practice them including basicteaching methods and coaching. Models of health education aspart of the mainstream health-care system and in other settingsare explored. Professionals in their field are brought to share theirexperiences. Prerequisite: HHE 5200.HHE _____________________________________________________________________5150 Mind/Body Approaches to Self-Care 2Educating people in ways they can promote their own healingand maintain a high degree of wellness is a major part of aholistic approach to health. This course discusses motivating andfacilitating healthy changes in lifestyle and self-care practices.Students will be introduced to ways of educating people in mindfulbreathing, movement and exercise, guided meditation, andenhanced awareness of everyday life. Prerequisite: HHE 5001.HHE _____________________________________________________________________5155 Foundations of Health Nutrition 2Covers the essential issues and principles in the field of nutritiontoday including the effects of food on health promotion, diseaseprevention, and recovery from illness and injury. A whole-foods,plant-based model will be introduced and contrasted with theUSDA food pyramid. Students will be instructed in formulatinga personal dietary plan based upon one’s metabolic tendencies,health status, and commitment to improving dietary habits andchoices. Prerequisite: HHE 5001.HHE _____________________________________________________________________5156 Comparative Dietary Approaches 2An overview and analysis of contemporary dietary approaches thatprovide health professionals and consumers a broad spectrum ofchoice for how best to nourish and heal body, mind, and spirit.Picking up from the previous course, this one looks at Westerndiets from A–Z (Atkins, Ornish, and Zone) and the Asian dietaryapproaches of Ayurveda and macrobiotics. The nutritional value,potential benefit, and risk for each approach will be discussed andapplied to case histories. Prerequisite: HHE 5155.HHE _____________________________________________________________________5160 Embodying Spirit 2The ultimate goal of a spiritual practice is awakening, but othergifts include psychological, intellectual, and physical benefits; agreater sense of joy in living; purpose; and a feeling of belongingand community. Abundant research shows a strong link betweenhealth and spirituality. This course helps students develop ordeepen a spiritual practice through exploring ideas and exercisescommon to many religious traditions—purifying our motivation,cultivating love and compassion, training our attention, clarifyingour awareness, developing ethics, cultivating wisdom, and engagingin service to others. Prerequisite: HHE 5155.HHE _____________________________________________________________________5167 Nutritional Consultation 2In this course, students learn about analyzing the nutrientcontent of foods and meal plans using the most efficient, upto-datemethods. The main course focus is on the goals ofnutrition counseling—effective rapport building, listening,and interviewing; keys to motivation; the stages of change(transtheoretical model); behavior change strategies; barriersto change; goal setting and evaluation; effective documentation;and non-food interventions to improve health. Prerequisite:HHE 5156.HHE _____________________________________________________________________5169 Healing Foods A 2This course introduces the foods, ways of eating, and nutritionaltherapies that help to bring about and maintain the most vibranthealth and also introduces the nutritional deficiencies thatcontribute to ill health and lack of well-being. Nutrition for men’sand women’s health, a healthy immune system, cardiovascularhealth, gastrointestinal health, and adrenal stress syndrome willbe covered. Emphasis is on preventing illness and maintainingwellness. Prerequisites: HHE 5156 and SCI 3110.HHE _____________________________________________________________________5171 Healing Foods B 2Complementing HHE 5169, this course will provide the foundationfor 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.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 135
School of Holistic StudiesSchool ofHolistic StudiesHHE _____________________________________________________________________5173 From Farm to Table 3In this course, students analyze how the production, harvesting,marketing and distribution, shopping, cooking, serving, andenjoying of food determine a wide variety of social processes withprofound consequences for the earth and its populations. The roleof health educators as advocates of healthier approaches is considered,one that will benefit earth communities, families, and everyindividual. Socially transformative programs involving sustainablegardens, programs in schools and communities, and other innovationswill be examined. Prerequisite: HHE 5001.HHE 5175 Psychology andPhysiology _____________________________________________________________________of Health at Every Size 2The psychology behind issues related to nourishment and poorbody image is considered in this course along with socioculturalfactors that play a role. Some common eating disorders such asanorexia nervosa, bulimia nervosa, and compulsive overeating willbe discussed. An alternative model of looking at weight and sizeis introduced—health at every size and how to work with clientsis developed within this model that stresses health rather thandieting to reach certain ideals. Weight and fitness issues and theconnection between diet, exercise, self-esteem, and social supportare presented as essential components of sound, healthy weightmanagement. The course will teach students how to help clientsovercome resistance and creative body/mind techniques ofsupport for changes in diet. Specific weight managementsituations will be considered such as working with people undergoingbariatric surgery. Prerequisites: HHE 5156 and HHE 5512.HHE _____________________________________________________________________5177 Hunger of the Spirit 2In this course, students explore the spirit behind eating and selfnourishmentof all kinds along with metaphors of food and eatingto be found in all spiritual traditions. We come from a perspectivethat problems with eating in individuals and in societies can ina sense be mirroring the disconnect between body and spirit.Energetics of food and food preparation are explored from avariety of perspectives including Ayurvedic and traditionalChinese medicine. Who we are spiritually and who we want to beas reflect in our eating choices is considered as well as eating as amindfulness practice. Prerequisite: HHE 5001.HHE _____________________________________________________________________5180 Somatic Education A 2This course presents a review of somatic modalities includingthose that are movement- and awareness-based and those that aretouch-based. A strong experiential component is included so thatstudents may enhance their own somatic awareness and function.Prerequisites: CNS 5015, HHE 5130, HHE 5425, and IPP 5025.HHE _____________________________________________________________________5181 Somatic Education B 2This course provides theory and techniques for how health educators(non-practitioners) may work with people one on one and ingroups or classes to facilitate development of somatic awarenessand enhanced function. Application possibilities and settingsare considered. The course may also cover issues such as thosethat might come up while teaching movement classes and bodyawareness classes from basics of making people comfortableand adapting classes to particular health challenges, touch,and consequences of teaching practices such as yoga and Qi Gongdivorced from the traditional spiritual component. Prerequisite:HHE 5180.HHE _____________________________________________________________________5183 Starting an Integrative Center 2Since the early 90s, many integrative center prototypes have beentried and inherent business challenges have been discovered.Some centers have survived and some have not. For a center to besuccessful, the business model must be as developed as the vision.In this course, students will research what kind of integrativecenters are currently in operation nationally. We will investigatethe models that have been successful and see how those bestpractices could be combined with the student’s vision for startingan integrative center. Students will work step by step on developingan initial business plan. Prerequisite: HHE 5001.HHE _____________________________________________________________________5200 Integral Research in Health Education 3This course covers issues related to reading and publishingresearch in holistic/integrative health, for example the notionthat only evidence-based research is valid and what researchmethods are most appropriate in a holistic/integrative paradigm.Wilber’s integral model provides a framework for surveyingresearch methods belonging in each of the four quadrants inintegrative health contexts. Prerequisites: COR 3145, HHE 5120,and HHE 5225.HHE _____________________________________________________________________5225 Principles of Holistic Health 2An overview of holistic principles of health including defininghealing as restoring and strengthening connection with innate136 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic Studiessources of life and well-being; integration of health on levels ofbody, mind, spirit, family, community, and world; focus on thepersonal and the person as well as on self-care, prevention, andwellness; and attention to nature and relationships. Studentsinvestigate design of educational programs for professionalsand patients, how holistic healing is advertised and practiced,reference sources for professionals in this discipline, and considercareer options. Pre- or co-requisite: HHE 5001.HHE _____________________________________________________________________5340 Support Group Facilitation 2This course will train students in the facilitation of supportgroups. Students will examine how groups work including howto establish trust, create safety, and handle common problems.Various models of support group facilitation will also beaddressed. Prerequisite: HHE 5001.HHE _____________________________________________________________________5425 Moving and Sensing 3Movement expresses various qualities—structured, free-flowing,linear, waving, fast, slow, etc.—and happens on all differentlevels, from visible externally to barely felt on the inside.Sensations are the very flesh of our inner experience, thoughour kinesthetic sense has often been overlooked. This coursepresents a conceptual and experiential inquiry into movingand sensing, covering current movement/somatic approaches.Students develop tools to enrich their own sensory awareness aswell as to facilitate such growth in clients. Pre- or co-requisite:HHE 5001.HHE _____________________________________________________________________5429 Whole-Health Coaching 3This course introduces a coaching approach to holistic healthand teaches skills and practices needed for working as a wholehealthcoach. Students learn how to listen deeply, ask masterfulquestions, create awareness, design actions, set goals, manageprogress, and provide accountability—all at a mind, body, energy,spirit level. Issues and challenges particular to health coaching arecovered. With this course as a foundation, students can go on totake additional hours of training and complete the necessary hoursof practice and testing to become certified as a coach throughAsOne Coaching Institute and the International Coach Federation.Prerequisite: HHE 5001.HHE _____________________________________________________________________5505 Student Review: Midpoint 0At the completion of the midpoint of the HHE program (i.e.,the completion of 35 units), a review is required to ensure thestudent’s appropriate progress through the program. Studentsreceive feedback regarding strengths and weaknesses/areasof challenge. The review also offers the student an opportunityfor reflection on their personal and professional growth in theprogram.HHE _____________________________________________________________________5512 Physiology and Psychology of Stress 3Examines the theory and practice of stress reduction throughexploration of the nature and function of stress, the role ofperceptual awareness of stress, and several modalities thathave been shown to be beneficial. This course reviews currentphysiological and theoretical research and considers the use ofstress as a positive developmental agent from the perspective ofnutrition, health counseling, and movement. Prerequisites: HHE5001 and SCI 3110.HHE _____________________________________________________________________5575 Supervised Internship 1–3In this course, students work with ways of bridging their work asstudents with what they hope to do as professionals and find a sitein which they can do a health education internship. They work ina professional setting under the guidance of a mentor, keeping ajournal and describing their work in a paper. This course may berepeated for credit. Prerequisite: Permission of instructor.HHE _____________________________________________________________________5615 Practicum in Holistic Health 0.5Practica are designed to give students exposure to variousmodalities of holistic health and cover both an introductionto principles and experience in the work as it relates to theirown health. In addition to modalities, practica will be offeredin practices such as Qi Gong, yoga, aikido, and movement.Topics such as the politics of health care, issues in working withdifferent age groups, death and dying, and setting up a wellnesscenter will be offered. Pre- or co-requisite: HHE 5001.HHE _____________________________________________________________________5720 Seminar in Holistic Health 1–3A variety of courses that are offered once or twice from the field ofholistic health. Pre- or co-requisite: HHE 5001.HHE _____________________________________________________________________5900 Topics in Holistic Health 1–3Topics vary. May be repeated for credit with a change in topic.Pre- or co-requisite: HHE 5001.HHE _____________________________________________________________________5995 Independent Study in Holistic Health 1–3To be arranged with consent of instructor and approval of thedepartment chair and dean. May be repeated for credit with achange of topic.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 137
School of Holistic StudiesCounseling Psychology [HSJ] CoursesSchool ofHolistic StudiesThese courses are offered by the School of Holistic Studies on theCampbell campus.HSJ _____________________________________________________________________5000 Introduction to Holistic Studies Program 0This course will introduce students to the School of Holistic Studiesand detail program requirements and student responsibilities.All students entering the Holistic Studies program are required totake this no-cost, no-credit course during their first quarter.HSJ _____________________________________________________________________5010 Paradigms of Consciousness 3An introduction to the philosophical concepts of holism. Byexploring consciousness, the nature and structure of paradigms,and paradigm shifts in psychological thinking, students will gainthe theoretical foundation necessary to integrate transpersonaland somatic theories. Students will consider implications of livingsystems theory and the philosophy of holism as they relate to thefield of counseling psychology.HSJ _____________________________________________________________________5100 Seminar in Holistic Studies A 1This course gives students in-depth exposure to various modalitiesof somatic and transpersonal counseling and provides practicein the application of clinical and educational skills to the psychotherapyof individuals, groups, and families. Seminars will beoffered on a variety of modalities, including, but not limited to,Hakomi, Feldenkrais, and meditation. Students will take twocourses during their first year of study. This course may be retakenfor additional creditHSJ _____________________________________________________________________5101–03 Group Process A–C 2/2/2Using traditional, transpersonal, and somatic counseling techniques,students examine and work with their own and others’feelings, motivations, and patterns of behavior. Through classparticipation, students learn group theory and group facilitationskills. Must be taken in three consecutive quarters during the firstyear of graduate study.HSJ _____________________________________________________________________5105 Effective Communication A 3An introduction to some basic principles and practices of effectivecommunication. Students explore the use of communication inday-to-day life, relationships, counseling, teaching, employmentsettings, and other forms of working with people. Topics includepresence, centering, listening skills, and discriminating betweencontent and process.HSJ _____________________________________________________________________5106 Effective Communication B 3This course will allow students to continue to practice skillsand principles learned in the first quarter. The major defensemechanisms will be examined and strategies explored to deepentherapeutic process and classroom participation. Trainingin recognizing transference and countertransference issuesand making effective therapeutic interventions. Assessmentof communication patterns in dysfunctional, functional, andoptimal individual and couple, family, and educational systemsare explored. Prerequisite: HSJ 5105.HSJ 5115 Fundamentals ofTranspersonal _____________________________________________________________________Counseling 3This course will cover the basic principles and practices of transpersonalpsychology. Beginning with the origins and history ofthe field, the major theorists will be covered. The relationshipbetween spirituality and psychology will be examined andstudents will develop an understanding of how their spiritualpractice supports them as a psychotherapist.HSJ 5120 Individual Developmentand _____________________________________________________________________Family Life Cycle A 3A review of the stages of individual development and the works oftraditional theorists including Freud, Mahler, and Erickson as wellas those of contemporary somatic theorists. Introduction to theconcept of family life cycle. Prerequisite: PYJ 3200.HSJ 5121 Individual Developmentand _____________________________________________________________________Family Life Cycle B 3Focuses on family life cycle and the ways in which it is influencedby, and is independent of, the developmental experiences offamily members in their families of origin. Major theoriesof healthy and dysfunctional family development are coveredincluding the somatic theories, relating events in the family lifecycle to each member’s health. Prerequisite: HSJ 5120.HSJ _____________________________________________________________________5126 Cross-Cultural Issues in Counseling 3Provides an overview of the field of cross-cultural issues relatedto counseling. Special emphasis is placed on fostering an understandingof cross-cultural dynamics in counseling through anexamination of the historical, political, and sociocultural issuesthat impact the lives of ethnic minority clients.HSJ _____________________________________________________________________5130 Movement Seminar 3A holistic approach to working with movement in educational andtherapeutic settings. Students explore movement developmentand articulation, re-patterning, and expression and integration.At the end of the course, students will have an understandingof movement in relation to themselves as well as experience inexploring movement with others.HSJ 5150 Supplemental FieldworkExperience _____________________________________________________________________Monitoring 1Individual evaluative consultations which review students’ progressin supplemental external fieldwork placement. Student andfaculty meet a minimum of once per quarter to review placement,evaluations, and fulfill BBS requirements for hours of experiencetoward licensure. Prerequisites: SPC 5324 and SPC 5631.HSJ _____________________________________________________________________5200 Seminar in Holistic Studies B 1This course gives advanced practice in the application of variouscounseling modalities of somatic and transpersonal psychologyand provides clinical and educational skills to the psychotherapyof individuals, groups, and families. Students take two coursesduring their second year of study. This course may be retaken foradditional credit. Prerequisite: HSJ 5100.138 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesHSJ 5201–02 Diagnosis, Assessmentand _____________________________________________________________________Therapeutic Strategy A–B 3/3An examination of traditional and somatic diagnostic systemsincluding the DSM-IV-TR and somatic typologies. Assessmentmethods and therapeutic strategies appropriate to differentdiagnostic categories are covered.HSJ _____________________________________________________________________5205 Body-Oriented Psychotherapies 3Students examine psychological attitudes and learn how theseattitudes are embodied in a particular physical structure. Therelationships between Freudian, Jungian, and somatic approachessuch as Reichian therapy or bioenergetics are covered. Prerequisite:HSJ 5106.HSJ _____________________________________________________________________5210 Child Therapy 3Examines the psychological issues of childhood from traditionaland somatic perspectives. Reviews a variety of therapeutic methodsfor working with children and addresses the child’s expressionof energy, physical motility, and health. Prerequisite: HSJ 5121.HSJ _____________________________________________________________________5211 Child Therapy B 2This advanced course examines the theory and practice of childand adolescent therapy in the school setting. Childhood disorders,basic child interviewing skills, and intervention decisions are alsoaddressed. Prerequisite: HSJ 5210.HSJ _____________________________________________________________________5215 Marriage and Family Counseling A 3Introduction to the principles and methods of marriage and familycounseling including family systems theories, methods for assessmentof family interaction patterns, and intervention strategiesappropriate to different types of family dysfunction. Therelationship between family systems and principles of holismare discussed. Prerequisite: HSJ 5121.HSJ _____________________________________________________________________5216 Marriage and Family Counseling B 3Application of principles and methods of marriage and familycounseling and marriage and family systems theory to specificfamily problems such as terminal illness, psychosomatic disorders,and addictive behavior. Prerequisite: HSJ 5215.HSJ _____________________________________________________________________5220 Jungian Psychology 3Presents basic Jungian concepts, models of the psyche, andprocesses. The contributions of Jung and Jungian-orientedtherapists to the field of transpersonal and somatic psychologywill be explored. Includes the nature of archetypes, myth, ritual,dreams, and how to work with clients using these resources as wellas how these elements are present in our own lives and culture.HSJ _____________________________________________________________________5225 Basic Addiction Studies 3Basic information about alcoholism and chemical dependencyincluding definitions, impact upon the users and their envronments,medical aspects, current theories of the etiology ofsubstance abuse, major treatment approaches, and communityresources. Topics are covered from a systems perspective andinclude spiritual and nutritional issues in chemical dependency.HSJ _____________________________________________________________________5230 Sexuality 2The sexual response cycle, male and female sexuality, and sexualdevelopment and dysfunction are discussed from physiological,psychological, sociocultural, and somatic perspectives. Explorestherapeutic approaches as they apply to individuals, couples, andfamilies.HSJ _____________________________________________________________________5235 Ethics and the Law 3Students become familiar with the existing legal and ethical issuesfacing therapists. MFT licensing requirements and California lawsfor psychotherapists are studied.HSJ 5301–04 SupervisedField _____________________________________________________________________Practicum A–D 3/3/3/3Supervised clinical experience in marriage and family therapyin approved settings. Students gain first-hand knowledge andexperience working with clients and receive weekly supervisionby qualified, licensed therapists. Supervised field practicum spansfour academic quarters. Permission required to register.HSJ _____________________________________________________________________5305 Supervised Field Practicum 1–3This course may be required if a student needs additionalclinical work. Students may also choose to do an extra quarterof placement.HSJ _____________________________________________________________________5307 Expressive Arts Camp Prep 3Theory and practice of developing an expressive arts laboratoryfor children. Child development and the psychology of creativityare covered as well as the logistics of planning and implementinga camp experience. Emphasizes skills development in groupfacilitation and conflict resolution. Required prior to field placementat JFKU’s expressive arts camp.HSJ 5313 Advanced Clinical Skills:Being _____________________________________________________________________the Psychotherapist 2This course, designed for third-year students in field practicum,explores the professional use of clinical interventions fromsomatic, transpersonal, and holistic perspectives. Case materialfrom the trainee’s current MFT placement will serve as thestarting point for discussion, role-play, dyad work, and lecture.This course is taken concurrently with the student’s third quarterof field practicum.HSJ _____________________________________________________________________5315 Case Seminar: Individuals 3Clinical case supervision for students in supervised fieldpracticum. Case presentations from the student’s currentplacement serve as a starting point for lecture, discussion,role-play, and self-exploration. To be taken concurrently withthe student’s second quarter of supervised field practicum.HSJ _____________________________________________________________________5320 Case Seminar: Families 3Students in supervised field practicum develop formal casepresentations of families and receive feedback from the courseinstructor and peers. This course enables students to comparedifferent ways of working with families and family problems.Prerequisite: HSJ 5315. Co-requisite: HSJ 5303.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 139
School of Holistic StudiesSchool ofHolistic StudiesHSJ _____________________________________________________________________5325 Case Seminar: Families 2Students in supervised field practicum develop formal casepresentations of families and receive feedback from the courseinstructor and peers. This course enables students to comparedifferent ways of working with families and family problems.Prerequisite: HSJ 5315. Co-requisite: HSJ 5303.HSJ 5330 Clinical Skills:Partner _____________________________________________________________________and Spousal Abuse, Elder Care 2This course looks at the whole family system and the impactof violence and abuse upon it. Trauma issues and their impacton each family member will be discussed, as well as the physiologicaleffect of trauma on the brain. Topics include identification andtreatment of abusers; victims and the children and teens livingwith them; attachment and physiological issues that keep couplestogether; identification, treatment, and reporting issues of elderand child abuse; cultural, religious, and GLBT issues and abuse;and countertransference issues. In addition, mental healthissues in aging and long-term care will be addressed. Therapeuticstrategies will be presented to enhance collaboration betweenfamilies and care providers and maximize quality of life for theelder client.HSJ _____________________________________________________________________5350 Final Integrative Project A 1This course examines the philosophical, personal, and professionalissues raised in the course of graduate study in counselingpsychology. Students develop an outline for an integrative paperthat includes their understanding of holistic studies, transpersonaland somatic psychology, and their own personal growth work.This is the first in a two-course sequence.HSJ _____________________________________________________________________5351 Final Integrative Project B 2This is the second in a two-course sequence. Students completetheir integrative paper and give an oral presentation on their topic.Students take this course when ready to complete their paper.Prerequisite: HSJ 5350.HSJ _____________________________________________________________________5520 Psychopharmacology 3This course offers an introduction and general overview ofthe field of psychopharmacology as it relates to the practiceof psychotherapy. Current medications, research in psychopharmacology,and psychoneurology will be covered. In addition,alternative medicine, natural remedies, and cultural issues from aholistic perspective will be covered as will the relationship betweenthe psychotherapist and physician in medication management.HSJ _____________________________________________________________________5530 Psychological Testing 3This survey course is designed to help students understand thebasic concepts and applications of psychological testing and thepsychometric properties of psychological tests. This course willemphasize the appropriate applications and limitations of many ofthe current psychological tests—especially with regard to their usewith people of non-dominant cultures. Issues of validity and ethicswill be reviewed in this regard.HSJ _____________________________________________________________________5792 Practice of Group Psychotherapy 2Students receive comprehensive training and supervision in thepractice of group psychotherapy. As an MFT trainee, the studentco-facilitates a weekly therapy group and participates in groupsupervision for two hours each week. Students learn how to planand publicize a group as well as how to establish and maintain atherapeutic group culture.HSJ 5793 Child and AdolescentTherapy _____________________________________________________________________in the School 2Students receive comprehensive training and supervision in thepractice and treatment of children and adolescents in the schoolsetting. As an MFT trainee, the student will work with childrenand adolescents and participate in group supervision for twohours each week.HSJ _____________________________________________________________________5900 Topics in Holistic Studies 1–3Topics vary and may be repeated for credit with a change intopic.Non-Credit Workshopsand Special CoursesHSJ _____________________________________________________________________9000 Group Process—New Cohort 0This course is reserved for students who have returned to theprogram after an absence or who have transferred into thisprogram from another department. This course offers noacademic credit, but allows students to enter into the groupprocess sequence with a new cohort. Students enrolling in thiscourse will attend the same sessions as students enrolling in HSJ5101. Permission of the department is required to take this course.Offered as needed; credit/no credit only.HSJ _____________________________________________________________________9005 Personal Psychotherapy 0Students must register for this course when they have completedtheir personal psychotherapy requirement.HSJ _____________________________________________________________________9010 Effective Communication—New Cohort 0This course is reserved for students who have returned to theprogram after an absence or who have transferred into thisprogram from another department. This course offers noacademic credit, but allows students to enter into the effectivecommunication sequence with a new cohort. Students enrollingin this course will attend the same sessions as students enrollingin HSJ 5105. Permission of the department is required to take thiscourse. Offered as needed; credit/no credit only.HSJ _____________________________________________________________________9015 Child Abuse Assessment and Reporting 0This course covers topics including recognizing child abuse, sexualabuse, neglect, and physical and emotional abuse; legal definitionsof child abuse; legal reporting requirements; crisis intervention forvictims, families, and abusers; cross-cultural concerns; countertransferenceissues; and community resources.140 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesIntegral Psychology [IPP] CoursesIPP _____________________________________________________________________5000 Introduction to Integral Psychology 0Introduces new students to the Integral Psychology master’sdegree program. This is a required no-cost, no-credit course thatincludes information for successful completion of the program.IPP _____________________________________________________________________5010 Human Development 3Explores how the development of the self is conceptualized andperceived within a variety of perspectives including Piaget, Kegan,object-relations theory, and self-psychology. These theories willbe expressed within an integral development model. Pre- orco-requisite: COR 3145.IPP _____________________________________________________________________5015 Social and Cultural Psychology 3Examines existing research on the way human beings influenceand affect each other’s behavior in group settings.IPP _____________________________________________________________________5017 Integral Theory A 3This course begins with an introduction of the five elements ofKen Wilber’s integral theory, including quadrants, levels, lines,states, and types, and examines their relevance as a frameworkfor today’s world. Topics include models of consciousnessand human development, the relationship of Self/self, and thepotential of integral psychology to deepen our understanding ofand help bring about personal psycho-spiritual development aswell as social/global change. Prerequisite: COR 3145.IPP _____________________________________________________________________5018 Integral Theory B 3Building on the foundation laid down in IPP 5017, this coursecontinues the inquiry into the nuances of integral theory. Inparticular, we will delve more deeply into Ken Wilber’s AQALtheory—studying the relationship between the domains ofsubjectivity, intersubjectivity, and objectivity. In addition, wewill explore how these three domains of reality interface at eachlevel of being in the world. Students will study the integral methodologicalpluralism (IMP) of Wilber’s more advanced writings.Prerequisite: IPP 5017.IPP _____________________________________________________________________5020 Cognitive Theory 2Explores the integral power of cognitive theory, the nature ofconditioning, and the role of mental schemas in constructingmeaning and interpreting reality.IPP 5021 Integral Applications toGlobal _____________________________________________________________________and Social Issues 2This course will explore how integral is being applied to globaland social issues. We will look at examples of how integral theoryprofoundly deepens and diversifies current approaches to suchissues. Students will learn about integral work taking place invarious countries to address poverty, the environment, post-wartrauma, leadership, good governance, community well-being, andHIV/AIDS. For their final paper, students will develop their ownintegral application to an issue of concern. Familiarity with integraltheory is recommended, although not required. Real-life applicationsof integral are an inspiration for how we can best respond totoday’s most pressing issues.IPP _____________________________________________________________________5023 Jung and Archetypal Psychology 2This course will push beyond the basics of Jungian and archetypalpsychology to discuss the uses of his key concepts as a pathfor transformation. “No one grows alone,” said Jung, and ourjourney through his thought and some of its offshoots, includingthe work of James Hillman, will reflect off the alchemical imageof the chymical wedding to discuss individuation as a practice ofconsciousness between people as well as within the self. We willalso consider Jung’s claim that alchemy, the ancient art of goldmaking,was a historical counterpart and forerunner of Jung’scomplex psychology.IPP _____________________________________________________________________5025 Somatic Psychology 2This course explores the basic concepts in the field of somaticpsychology. Through breath, movement, and the study of somaticprinciples, students examine the body/mind connection and theimportance of embodied life experiences.IPP _____________________________________________________________________5027 Integral Spirituality and Practice 2This course explores different spiritual traditions and meditativepractices within the context of an integral model.IPP _____________________________________________________________________5029 Integral Field Course 2This course provides students an opportunity to learn how toapply integral theory to real-world situations. The course isdesigned in partnership with local organizations, oriented aroundfield trips and daily activities, and involves guided reflection processes.Both in design and curriculum, this course provides a transformative,insightful, and service-oriented educational experience.IPP _____________________________________________________________________5030 Planetary Psychology 3This course focuses on the relationship between psyche andnature. Environmental psychology, ecological psychology, ecopsychology,and conservation psychology will be addressed withan integral context.IPP _____________________________________________________________________5031 Evolutionary Psychology 3Evolutionary psychology draws on evolutionary biology, paleoanthropology,genetics, and cognitive psychology to understandthe mind from an evolutionary perspective. This course exploresintrapsychic processes, cooperation, mating and sex, parentalcare, perception and language, and environmental aesthetics.These explorations will be situated within an integral frameworkand contrasted with other evolutionary approaches to psychology,consciousness, and society.IPP _____________________________________________________________________5032 Neuropsychology 3In this course, students look at the role the body and emotions playin creating the experience of self, both neurologically and psychologically.The course explores the development of neural pathwaysin the brain in response to intersubjective relationships as well asan integral approach to psychopharmacology. The relationshipbetween mystical experiences and the brain is also examined. Thecourse includes clinical research as well as experiential exercises.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 141
School of Holistic StudiesSchool ofHolistic StudiesIPP _____________________________________________________________________5045 Integral Inquiry 1–3This course offers a variety of topics related to communication andmethods of self-exploration from an integral perspective.IPP _____________________________________________________________________5049 Transpersonal Psychology 2This course explores the basic theorists in transpersonal psychologyincluding the work of Carl Jung, Robert Assogioli, Stan Groff,and A.H. Almaas among others.IPP _____________________________________________________________________5051 Integral Research A 2This course is designed to expose students to the foundations ofintegral research and guide them in beginning a research projectto be completed in the companion course, IPP 5052. Studentswill explore the history and concept of research design; identifytopics for research using the first-, second-, and third-personapproaches; and explore the tradition of action inquiry. Finally,students will complete a project proposal that will serve as theirresearch guide for IPP 5052. Prerequisite: IPP 5900.IPP _____________________________________________________________________5052 Integral Research B 2In this course, students will continue to use the principles ofIPP 5051 and complete a research project and paper. Prerequisite:IPP 5051.IPP _____________________________________________________________________5054 Enneagram Assessment 3The Enneagram will be presented as a model for understandingdefense strategies against experiencing and expressing one’sessential self. The course will focus on developmental perspectivesand intersubjective dynamics. Prerequisite: PYC 3200.IPP _____________________________________________________________________5510 Psychosynthesis 2Explores the principles and practices of psychosynthesis,a transpersonal psychology developed by Roberto Assagioli.Topics include the integration of sub-personalities, developmentof different aspects of the will, the use of guided imagery, andother techniques for integrating body, mind, and spirit.IPP _____________________________________________________________________5900 Research Preparation 0This course will present the requirements and expectations forkey professional courses in the second and third years of theprogram. This course will prepare students for IPP 5051–52Integral Research A–B, externship, and the final integrativeproject or thesis. Students will begin to explore how to connectand extend their education and coursework into areas of professionalapplication.Integral Studies [ISD] CoursesISD _____________________________________________________________________5012 Psychology of Dreams 2This course provides students with theoretical and practicalknowledge of the Western psychology of dreams. Course includesthe work of S. Freud, C.G. Jung, M. Boss, F. Perls, C. Hall and othercontemporary psychologists. The strengths and weaknesses ofeach tradition will be examined and special attention given to thepractical methods of dream interpretation in each tradition.ISD _____________________________________________________________________5013 Dreams and the Body 1The body is a vehicle in which the dream is experienced. The bodyis impacted by the emotional state of the dreamer and the dreams.Drawing upon cross-cultural studies on the importance of bodyawareness, students will learn about the role of emotional bodyand its impact in dreaming and waking. Through somaticpractices such as breathing, movement, dream postures, anddream body mapping, students will experience and bring mindfulnessinto the relationship between their waking body anddreaming body.ISD 5015 Effective Communication A:Emotional _____________________________________________________________________Dynamics 3This course is an introduction to some basic principles andpractices of effective communication. Students explore the useof communication in day-to-day life, relationships, counseling,teaching, employment settings, and in other contexts forworking with people. Topics include presence, centering, listeningskills, and discriminating between content and process. Pre- orco-requisite: PYC 3200.ISD 5016 Effective Communication B:Intersubjectivity _____________________________________________________________________ 3This course continues to practice skills and principles of effectivecommunication: Topics include emotional dynamics, conflictmanagement, and the importance of communication in social andglobal issues. Prerequisite: ISD 5015.142 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesISD _____________________________________________________________________5030 Integral Approach to Dream Work 2A multidimensional, holistic perspective of dream work thatincludes multiple ways of gaining insights into the natureand meaning of dreams. We will explore how dreams affectour body, emotions, mind, spirit, and community. Ken Wilber’sfour-quadrant model will also be discussed in relation to levels ofconsciousness, dream work, and the practitioner’s worldview.ISD _____________________________________________________________________5303 East/West Meditative Practices 1This course is an integration of Eastern and Western meditativepractices and includes the philosophy of these spiritual systemsas well as experiential practices. This course is offered credit/nocredit only.ISD _____________________________________________________________________5307 Issues in Religious Studies 1–3This course explores changing topics in religious studies such asAdvaita Vedanta, women’s spirituality, and creation spirituality.May be repeated for credit with a change of topic.ISD _____________________________________________________________________5309 Taoism 2This course examines the origins of Taoism in Chinese culture andthe thought of Lao Tzu and Chuang Tzu. The resonance of Taoistideas with contemporary living is also covered.ISD _____________________________________________________________________5310 Integral Yoga 2This course explores the integral yoga philosophy of Sri Aurobindoand Haridas Chaudhuri as an evolutionary model of psychologicaland spiritual growth. Course includes integration of the yogas,different levels of mind, and cellular evolution. Spiritual principlesand experiential practices are also discussed.ISD _____________________________________________________________________5314 Shakti-Kundalini Yoga 2This course examines the philosophy and spiritual practice ofIndia’s kundalini yoga as a model of human development and mapof consciousness.ISD _____________________________________________________________________5315 Christian Mysticism 2The course examines a variety of ancient and contemporaryChristian mystics whose spiritual quests have challengedorthodoxy and served as a basis for re-evaluating the Christianvision.ISD _____________________________________________________________________5316 Jewish Mysticism 2The essentials of Judaism as presented in the Tanakh and itsexpression in the movements of Gnosticism, Kabbalah, andHasidism.ISD _____________________________________________________________________5317 Advaita Vedanta: Self-Realization 2Advaita Vedanta (the teachings of non-duality) is the meditativeand psycho-philosophical system directed at the experientialrecognition of the individual “I” as timeless self, sole-existingreality and being/consciousness/bliss. The direct recognitionof this identity frees one from sorrow and limitations. Courseinvestigates Vedantic philosophy and meditative practicesincluding Sri Ramana Maharshi’s method of subsiding the“I” sense in the heart.ISD 5318 Seminar inSacred _____________________________________________________________________Psychology and Religion 1–3Topics in this seminar vary and include spiritual principles andpractices from different religious traditions. Topics include integralyoga, Buddhist psychology, nature spirituality, Sufism, Diamondapproach, Kabbalah, and feminine spirituality among others.ISD _____________________________________________________________________5319 Seminar in Religious Studies 1–3In-depth research and analysis of specific topics in religiousstudies. Topics include kundalini yoga, teachings of Jesus, anda mystic’s vision.ISD _____________________________________________________________________5320 Sufism 2The course examines the development of the mystical Sufi movementin 17th-century Syria, the relationship of the Sufi movementto orthodox Islam, and Sufism’s relevance in the modern world.ISD _____________________________________________________________________5326 Tibetan Buddhism 2This course explores the confluence of original Indian elementsof Buddhism with tantric outlooks as well as with Persian andChinese sources. Attention is brought to the psychology andmeditative practices of the Tibetan tradition.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 143
School of Holistic StudiesSchool ofHolistic StudiesISD 5330 Tai Chi Chuan:Introduction _____________________________________________________________________to Principles and Practices 2Tai chi chuan, an ancient art of cultivating the body’s vital energy(called chi or Qi), is based on the Taoist philosophy of living inharmony with nature. Students will learn 17 movements of theshort Yang form and specific Taoist principles related to spiritualgrowth.ISD _____________________________________________________________________5335 Diamond Approach 2This 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-spiritualdevelopment.ISD _____________________________________________________________________5340 Nature Spirituality 2Explores the historical role of nature in spiritual experience aswell as practices that enhance the integration of body, mind, andspirit.ISD _____________________________________________________________________5347 Spirituality, Symbols, and Dreams 2In this course, we will explore dreaming as a spiritual practice.Dream symbols are often powerful guides which express ourhuman and spiritual potential. They bring insight, wisdom,life purpose, clarity, and illumination. Through readings, classdiscussion, and experiential exercises, we will befriend ourdreaming guides and bring them to the light of day.ISD _____________________________________________________________________5410 Teaching Practicum A 2Students learn to develop teaching outlines and lesson plans foradult education. Course includes class presentations, assessmentsof personal teaching styles, and philosophical principles of holisticeducation.ISD _____________________________________________________________________5411 Teaching Practicum B 2Using the skills acquired in ISD 5410, students plan, develop, andpresent workshops on topics of their choice. Prerequisite: ISD5410.ISD _____________________________________________________________________5415 Curriculum Development 2Students will learn how to prepare an academic syllabus andweekly lesson plans for college courses. Topics include holisticteaching philosophy, course objectives and description, readingand research materials, assignments, student evaluations, and thebalance between cognitive and experiential learning.ISD 5420 Principles of Mediation andConflict _____________________________________________________________________Resolution A 3Explores the theory and practice of conflict resolution. Studentslearn how to play a neutral role when intervening in conflicts, howconflicts originate and evolve, and how to develop a case studyfrom the initial intake through resolution. Theory, lecture, andsimulations provide students with practical and strategic skillsand greater understanding of anger, power, and ways of workingthrough an impasse.ISD 5421 Principles of Mediation andConflict _____________________________________________________________________Resolution B 3Continues in-depth study of mediation practices and examines thenature of conflict related to gender, age, sexual orientation, race,religion, personality differences, and social values. Students areexposed to different types of conflict resolution (e.g., mediation,negotiation, collaboration, and conciliation) and also learn variousapproaches (e.g., single, co-mediation, and use of panels). Studentsbegin to work with a mentor and have an opportunity to interviewand work with conflict mediators in the field.ISD 5423 Conflict Resolution andCultural _____________________________________________________________________Sensitivity 3Enhances students’ knowledge and awareness of the role thatcultural and lifestyle differences can play in conflict. Studentsalso learn how to effectively address issues of diversity in conflictresolution.ISD _____________________________________________________________________5430 Communication/Publishing/Media 3Preparing, packaging, and disseminating information to bothgeneral and specific audiences. Topics include writing bookproposals and query letters, assessing markets, and dealingeffectively with contracts, agents, editors, and publishers.Presentations and delivery skills, self-promotion through themedia, personal and public relations, and interviews are alsocovered.ISD _____________________________________________________________________5435 Coaching: Evoking Excellence 3This course focuses on the leader as coach. Students learn abehavioral approach to working with others to build confidenceand self-esteem, diagnose and correct problems, enhance motivation,and create performance excellence.ISD _____________________________________________________________________5440 Principles of Organizational Consulting 3Designed to help the student understand the nature of organizationalconsulting and the differences between the practice ofinternal and external consulting. Coursework integrates managerial,psychological, and transformational methodologies. Studentsalso study the different phases of organizational consulting andlearn how to achieve their respective goals.144 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesISD _____________________________________________________________________5447 Advanced Writing and Publishing 2This course is intended for students who wish to publish theirresearch professionally. Students must bring to the course aresearch paper from a previous class with an A or A+ grade.The focus of the class will be to refine and edit the researchpaper into a high-quality article that will be submitted forpublication to a professional journal.ISD _____________________________________________________________________5453 Integral Coaching 2This is a practical, hands-on class to define and provide coachingskills for managers, consultants, and those in private practice.The course will emphasize and apply an integral approach tocoaching based on the work of Ken Wilber. In addition, studentswill practice basic coaching skills offered by Laura Whitworth’sco-active approach. The emphasis is on practical applications ofcoaching skills in real-life professional situations. Offered credit/no credit only.ISD _____________________________________________________________________5455 Exploring Professional Identity A 2Encourages students to begin an inquiry into their futurecareer goals and application of principles learned in their degreeprogram.ISD _____________________________________________________________________5460 Exploring Professional Identity B 1Students integrate career goals and degree principles by attendinga particular internship site. Prerequisite: ISD 5455.ISD _____________________________________________________________________5505 Starting Your Own Business 2For those considering opening a practice as a consultant, coach,therapist, bodyworker, or developing a start-up company, thisclass will examine the basics needed to turn a great idea into abusiness reality. Among the topics covered are analyzing lifevalues and priorities, determining business goals and strategies,launching and managing the business, and dealing with financesand marketing.ISD _____________________________________________________________________5507 Issues in Integral Studies 1–3This course offers different perspectives on topics related tointegral studies.ISD _____________________________________________________________________5510 Seminar in Integral Studies 1–3This course offers a variety of topics on issues related to integraland holistic philosophies.ISD _____________________________________________________________________5600 Planning a Thesis 1Students prepare a master’s proposal under the supervision of aselected faculty member. Thesis writing is optional.ISD _____________________________________________________________________5610 MA Integrative Project 2In this class, students prepare their final integrative paper andpresentation. This includes a personal statement, psychologicaland spiritual theory, and application of coursework within a professionaland social context. Prerequisite: CNS 5026, HHE 5200,or IPP 5052.ISD _____________________________________________________________________5615 Thesis 1–3Students write a master’s thesis under the supervision of selectedfaculty members. Prerequisite: ISD 5600.ISD _____________________________________________________________________5995 Independent Study in Integral Studies 1–3Independent study allows students to do in-depth research on aparticular topic. Students work independently with consent andsupervision by a faculty member.School ofHolistic StudiesIntegral Theory [ITH] CoursesThese courses are only offered online.Core Theory and Applied CoursesITH _____________________________________________________________________5005 Integral Theory: The Five Elements 3This course will be an introduction to the theoretical model thatprovides the foundation and structure for the proposed program.It will be the first course in the sequence of three integral theorycourses. This course will provide a basic introduction to the centralfive elements of the theoretical model guiding the program.It will provide the foundation upon which more in-depth understandingof the model will be developed.ITH 5006 Integral Theory:Integral _____________________________________________________________________Methodological Pluralism 3This course provides an exploration of the advanced core conceptsof integral theory and their applications. The material builds ontopics covered in ITH 5005 and extends the discussion into thesophisticated underpinnings of the integral approach focusingon the eight methodological families, post-metaphysics, andperspectives.ITH _____________________________________________________________________5009 Integral Theory: Applications 3This course provides students with an opportunity to explore theintegral approach in action. Through exploring various applicationsof both the basic and advanced components of the integralmodel, students gain a working understanding of how to apply themodel to their own lives and professions.ITH _____________________________________________________________________5039 Developmental Psychology 3This course explores how the development of the self is conceptualizedand perceived within a variety of perspectives includingPiaget, Kegan, object-relations theory, self-psychology, and others.Full spectrum development from pre-personal to personal andtranspersonal will be covered. These theories will be expressedwithin an integral developmental model.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 145
School of Holistic StudiesSchool ofHolistic StudiesITH _____________________________________________________________________5043 Integral Life Practice 2This course focuses on applying the integral model to an individual’sown path of transformation. Using various modules, studentsconstruct a practice program for their own lives that meets themat their growing edge.ITH _____________________________________________________________________5047 Phenomenological Inquiry 2This 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 willbe placed on the experiential correlates to various developmentalstages.ITH _____________________________________________________________________5054 Types: Enneagram 3The Enneagram will be presented as a model for understandingdefense strategies against experiencing and expressing one’sessential self. The course will focus on developmental perspectivesand intersubjective dynamics.ITH _____________________________________________________________________5057 Multiple Intelligences 2This course will present the research for the various lines ofdevelopment and help students explore their own capacities(cognitive, interpersonal, moral, somatic) and how to developthese dimensions of themselves.ITH _____________________________________________________________________5059 States of Consciousness 2This course examines altered states of consciousness includinghypnosis, mediation, and dreams as well as creative, ecstatic,and mystical states. Students explore characteristics and scientificimplications of these states and research current thinking throughpersonal projects and study.ITH _____________________________________________________________________5061 Integral Spirituality 2This course will look at the world’s great religions andexamine their unique role in premodern times as well astheir increasingly important yet surprising role in the modernand postmodern world. Based largely on Wilber’s recent bookIntegral Spirituality, students will explore in depth what thesereligions might offer today’s world. Key concepts to be coveredinclude integral post-metaphysics, myths of the given, and theconveyor belt. Specific emphasis is placed on first-, second-, andthird-person methodologies for understanding this material andfor synthesizing and applying it to one’s life practice.ITH _____________________________________________________________________5101 Integral Research 3In this course, students learn basic principles of qualitative andquantitative research methodology and clarify their goals regardinga research topic. Students will also formulate researchquestions and begin a literature review of books and articlesrelevant to their topic. Students will complete a small-scale projectusing six different methodologies and write a final research paper.Core Integral CoursesITH _____________________________________________________________________5210 Subtle Energy Systems 3This course provides students with an overview of the variousmodels of subtle energy. The various esoteric traditions are examinedas well as current research.ITH _____________________________________________________________________5211 Perspectives on the Body 3This course examines the many ways the body has been understoodhistorically, philosophically, experientially, and physically.Students will be given opportunities to read, discuss, and analyzeclassical and contemporary views of the body, including thosefound in works of art, religion, and literature as well as work onlanguage, metaphors, body image and sexuality, and embodimentpractices. The work of somatic theorists such as Reich, Lowen,and Keleman will also be introduced as well as common bodyworkmodalities.ITH _____________________________________________________________________5212 Ecological Medicine 2This course provides students with the opportunity to makeconnections between their own health and the health of thenatural environment around them. Issues of sustainability andenvironmental toxicity will be covered.ITH _____________________________________________________________________5213 Cognitive Science 3This course examines the recent research about the brain andbehavior coming from cognitive science as well as autopoiesis.Particular focus will be placed on the embodied mind and howcognitive research can benefit from phenomenological inquiry.ITH _____________________________________________________________________5214 Intersubjectivity 3This course explores a number of perspectives on the spacebetween people. Theories of object relations, postmodernism,and infant development are covered. Students use various exercisesto explore their own lived experience of intersubjectivity.146 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic Studiesentrepreneurship as well as the global economic context formultinational business. Students will learn how to use quadrants,lines, and levels of integral theory in leadership development,capacity building, and conscious communication in a businesscontext. Dr. William Torbert and Dr. Cook Greuter’s work on selfdevelopmentand organizational development will be a key part ofthis course curriculum.ITH _____________________________________________________________________5215 Cultural Development 3This course explores the evolution of consciousness in culturethrough a seven-stage journey drawing on Gebster’s research. Therelationship between individual and cultural development will behighlighted.ITH _____________________________________________________________________5216 Social Systems 2This course exposes students to systems theory and its relevanceto society. Luhman’s work on systems and autopoiesis is used toexplore the role of communication within social systems.ITH _____________________________________________________________________5217 Neuro-Religion 2This course explores the neurological correlates of meditativestates, investigating the researches and theories relating to this.ITH _____________________________________________________________________5218 Ethics and Compassion 2This course will connect existential perspectives and religiousunderstandings in a personal and meaningful way for studentsusing various practices and small-group exercises.ITH _____________________________________________________________________5219 Emergence 3This course examines the role of living systems in the phenomenaof emergence. It will draw on the systems sciences of complexityand chaos as well as evolutionary theory. Whitehead’s philosophywill serve as a foundation for exploring these topics.Integral Application CoursesITH _____________________________________________________________________5300 Integral Ecology 2This course will focus study on the field of ecology using theintegral model to make sense of the man perspectives andapproaches to ecology as well as how to work with differencesin values and worldviews on ecological systems.ITH _____________________________________________________________________5301 Integral Business 2In this course, students will learn about applying an integralapproach to business with particular focus on both small-scaleITH _____________________________________________________________________5302 Integral Art 2In this course, students will explore how the consciousness of theartist gives rise to the artwork itself and will examine the work ofcertain artists from different stages of consciousness and culturalcontexts.ITH _____________________________________________________________________5303 Integral Politics 2This course investigates the complex realm of politics using anintegral approach, particularly focusing on the many dimensionsof the political left and right, and what a transcendent synthesisof these might become. In this course, students will look at bothhealthy and unhealthy expressions of power from different levelsof awareness, explore the issue of corruption, and learn about theemergence of good governance. Other aspects to be explored hereis how to use skillful means for communicating and working withmultiple worldviews present in any population and how to integratespirituality into the field of politics.ITH _____________________________________________________________________5304 Integral Medicine 2This course will look at various modalities of medicine and healthfrom the perspectives of Ken Wilber’s integral all-quadrants/alllevels(AQAL) model.ITH _____________________________________________________________________5305 Integral Science 2This course will look at various scientific principles from the perspectivesof Ken Wilber’s integral all-quadrants/all-levels (AQAL)model.Integral Religion CoursesITH _____________________________________________________________________5400 Integral Buddhism 2This course will engage a deep inquiry into Buddhism framedby the integral approach. Importance lineages will be covered.Students will learn about and analyze the premodern, modern,and postmodern practices of the religion and explore its relevancein different regions of the world today.ITH _____________________________________________________________________5401 Integral Christianity 2This course will examine Christianity using the integral approach.Importance denominations will be covered including the premodern,modern, and postmodern expressions of the religionin various regions across the world. Students will learn boththeoretically and practically these various expressions throughexperiential exercises and will learn how an integral Christianitymight serve to address some of the global issues present in boththe global North and South today.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 147
School of Holistic StudiesSchool ofHolistic StudiesITH _____________________________________________________________________5402 Integral Kabbalah 2This course will explore the mystical path of Kabbalah usingthe integral approach. Importance lineage holders, leaders, andtheorists will be covered. The course will also cover some ofthe premodern, modern, and postmodern expressions of theKabbalah, students will investigate the tradition in first-, second-,and third-person methods.Integral Inquiry CoursesITH _____________________________________________________________________5450 Non-Duality 2Students will learn about the ways non-duality has been experiencedand explained in different philosophical, spiritual, andscientific disciplines. Students will examine both the theoriesand practices of these traditions and will explore how to applythis to their professional and personal lives.ITH _____________________________________________________________________5451 Vision-Logic 2Drawing upon certain theorists who have studied the higherstages of cognitive development such as Piaget, Aurobindo,and Kegan, students will focus on the emergence of the stageof cognition termed vision-logic. Through experiential, reflective,and cognitive practices, students will learn about the nuance ofthis particular stage of cognitive development, and synthesize thisknowledge in application.ITH _____________________________________________________________________5452 Shadow 2This course will examine the critical contributions about theshadow aspects of the psyche, drawing on the work of keySomatic Psychology [SPC] Coursespsychologists. This will be examined in context to integral theoryand integral life practice, and students will learn both the theoryand practice for working with the shadow.ITH _____________________________________________________________________5453 Evolutionary Theory 2This course will explore theories on evolution presented bydifferent structures of awareness including premodern folktheories, traditional or religious theories, conventional modernor scientific theories, postmodern alternative theories, andintegral theories. Key theorists from each will be covered.Other CoursesITH _____________________________________________________________________5610 Integral Final Project 1–4In this course, students will prepare their final integrativepaper and presentation which include personal statement,psychological and spiritual theory, and application of courseworkwithin a professional and social context.ITH _____________________________________________________________________5900 Topics in Integral Theory 1–3Topics vary. Students may repeat this course for credit with achange in topic.ITH _____________________________________________________________________5995 Independent Study in Integral Theory 13To be arranged with consent of instructor and approval of thedepartment chair and dean. May be repeated for credit with achange in topic.SPC 5000 Introduction toSomatic _____________________________________________________________________Psychology Program 0This is a required, no-cost, no-credit course for all students enteringthe Somatic Psychology program. Taken during the student’sfirst quarter, this course will orient students to departmental standardsand procedures and provide other information that studentswill need to complete their program.SPC _____________________________________________________________________5004–06 Group Process A–C 2/2/2Using 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 agroup context. Through class participation, students experienceand learn group theory and group facilitation skills. This classmust be taken in three consecutive quarters.SPC _____________________________________________________________________5115 Cross-Cultural Issues in Counseling 3This course provides an overview of the field of cross-culturalissues related to counseling. Special emphasis is placed on fosteringan understanding and awareness of cross-cultural dynamicsin 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 3This course is an examination of traditional diagnostic categoriesincluding psychodynamic models and DSM-IV-TR. Assessmentmethods, therapeutic strategies, and best practices for differentdiagnostic categories and cross-cultural contexts are covered.SPC 5205 Diagnosis, Assessment,and _____________________________________________________________________Therapeutic Strategy B 3This course focuses on specific diagnosis, assessment, and treatmentskills and concepts from traditional and somatic psychologyperspectives including character analysis, formative psychology,and other somato-psychological systems for evaluating and developingpsychotherapeutic treatment strategies.148 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesSPC _____________________________________________________________________5216 Sexuality 2The sexual response cycle, male and female sexuality, genderdiversity, sexual development, and sexual dysfunction arediscussed from physiological, psychological, multicultural,and somatic psychology perspectives. The course explorestherapeutic approaches as they apply to individuals, couples,and families from a variety of sexual orientations.SPC _____________________________________________________________________5220 Principles of Somatic Psychology 3This course is an introduction to the fundamentals of somaticpsychology, the field, and its basic concepts and values. Areas offocus include history, issues, and practices with attention to theorigins and psycho-emotional consequences of the mind-bodysplit. Students are introduced to basic practices such as sensoryself-tracking, centering, and self-forming, and the concepts ofdynamic systems and self-regulation.SPC 5241 The Cultural Body:Society, _____________________________________________________________________Body Image, and the Self 2This course will look at the manner in which family, society, andculture act as intervening variables in our relationship to bodies.Beliefs (personal, familial, social, and cultural) and mythologiesregarding the body and the impact of these beliefs on our somatopsychologicalexperience will be examined. Eating disorderssuch as anorexia nervosa, bulimia, and compulsive eating areexamined as specific examples of cultural distortion of bodilyself-awareness. In addition, the course will also look at crossculturaldifferences in the manner and meaning of embodimentand the ramifications for clinical practice.SPC _____________________________________________________________________5250 Basic Addiction Studies 3Basic information about alcoholism and chemical dependency—definitions, impact upon the users and their environments, medicaland neurological aspects, current theories of the etiology ofsubstance abuse, cross-cultural issues, and somatic psychologyperspectives on addiction major treatment approaches including12-step and harm-reduction approaches and a survey of the communityresources available.SPC _____________________________________________________________________5323 Therapeutic Communication A 3This course is an introduction to basic principles and practices oftherapeutic communication. Students will study and practice basicpsychotherapeutic concepts, skills, and self-awareness. Throughlectures, films, and experiential practice, students will be helpedto develop the clinical skills of somatic reflection, awareness, clearcommunication, flexibility, insight, compassion, cross-culturalsensitivity, and personal presence.SPC _____________________________________________________________________5324 Therapeutic Communication B 3This course introduces students to specific somatic psychologyclinical processes and practices within a holistic and psychodynamicmodel. Training in recognizing transference andcountertransference issues and in developing effective therapeuticinterventions is the focus. The emphasis is on understanding andworking with nonverbal and verbal communication and somatopsychologicaldefense patterns in individuals, couples, and familysystems. Prerequisite: SPC 5323.SPC 5430 Movement Seminar A:The _____________________________________________________________________Self in Movement 3This course is an experiential and theoretical introduction tomovement as a point of theoretical inquiry, clinical exploration,and therapeutic intervention. Students will become familiarwith a wide variety of both directive and free-movementapproaches including psychodynamic traditions, developmentalmovement, authentic movement, body mind centering, andcontinuum movement.SPC 5431 Movement Seminar B:Clinical _____________________________________________________________________Technique 2This course focuses on the learning and practice of movementbasedpsychotherapy interventions with diverse populations in avariety of therapeutic settings. Students explore the developmentof movement patterns, the process of re-patterning, and the useof movement for exploration, expression, and psycho-emotionalintegration in the psychotherapy process. Prerequisite: SPC 5430.SPC 5512 Somatic Psychology Perspectiveson _____________________________________________________________________Stress and Psychobioimmunology 2This course introduces students to the neurobiology of stress,stress profiling, and stress reduction techniques for clinical practicein everyday life. Psychobioimmunological theory and practiceis also explored. Among the technical approaches which will beintroduced are stress evaluation, autogenic training, progressiverelaxation, guided meditation, visualizations, and somaticallybased techniques such as parasympathetic breathing, grounding,mindful movement, and conscious self-regulation throughawareness.SPC _____________________________________________________________________5520 Psychopharmacology 3An introduction and general overview of psychopharmacologyas it relates to the practice of psychotherapy. Current medication,research in psychopharmacology, and psychoneurology will becovered. The course will also look at alternative remedies, naturalmedicine, and cultural issues from a holistic perspective as wellas the relationship between psychotherapist and physician inmedication management.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 149
School of Holistic StudiesSchool ofHolistic StudiesSPC _____________________________________________________________________5530 Psychological Testing 3This survey course is designed to help students understand thebasic concepts and applications of psychological testing and thepsychometric properties of psychological tests. The course willemphasize the appropriate applications and limitations of manyof the current psychological tests—especially with regard to theiruse with people of non-dominant cultures. Issues of validity andethics will be reviewed in this regard.SPC 5535 Individual Developmentand _____________________________________________________________________Family Life Cycle A 3This course introduces students to classic developmentaltheorists from a dynamic living systems and somatic psychologyperspective. The emphasis is placed on early bodily and sensoryorganization and on the primacy of relationship in development.A holistic theory of self and ego development is presented. Thiscourse will consider how Freud, Reich, Mahler, Winnicott, Piaget,Bowlby, Stern, Schore, Seigel, Fogel, and Greenspan help usunderstand the process by which we come to inhabit ourembodied self across the lifespan. Developmental profiles aredrawn from diverse cultural contexts.SPC 5536 Individual Developmentand _____________________________________________________________________Family Life Cycle B 3This course focuses on the phase-specific, holistic process ofdevelopment from adolescence to the end of life. A biopsychosocialperspective is applied to the areas of cognitive, emotional,and relational development. Contemporary family life is exploredthrough the in-class use of the family genogram (an adultattachment scale) and through discussion of multiculturalfamily patterns and the “family body.” Sources include the StoneCenter group, McGoldrick, Greenspan, Erickson, Keleman, andKubler-Ross.SPC _____________________________________________________________________5540 Child Therapy 3This course provides an overview of theories and “best practices”approaches in the treatment of children. Students will becomefamiliar with therapeutic work in various treatment settingsand develop an appreciation of the overarching importanceof multicultural, social, and developmental contexts in understandingchild behavior. Students will develop skills for workingin collaborative relationships in child therapy and studypsychodynamic and child centered approaches to child therapy.Prerequisite: PYC 3100, PYC 3200, SPC 5535, and SPC 5536.SPC _____________________________________________________________________5551 Marriage and Family Counseling A 3This is an introduction to the principles and methods of marriageand family counseling including family systems theories, methodsfor assessment of family/couples interaction patterns, and interventionstrategies appropriate to different types of dysfunctions.Clinical interventions include experiential and somatic techniques.The relationship between family systems and principles ofholism are discussed. Multicultural family and relational diversityis a focus. Prerequisites: SPC 5535 and SPC 5536.SPC _____________________________________________________________________5552 Marriage and Family Counseling B 3This course focuses on the application of principles andmethods of experiential and somatic techniques, marriage andfamily counseling, and marriage and family systems theory tospecific family problems—terminal illness, psychosomaticdisorders, addictive behavior, relational conflict, divorce,blended families, and multiracial families. Prerequisite: SPC 5551or permission of the advisor.SPC _____________________________________________________________________5572 Body-Oriented Psychotherapies 2This course examines the conceptual themes and clinicalapproaches common to all somatic psychotherapies andexposes students to the theory and practice of a number ofcontemporary modalities through guest lecturers in Hakomi,somatic experiencing, formative psychology, bioenergetics,core energetics, Bodynamics, integrative body psychotherapy,biosynthesis, and process work.SPC 5612 Supervised Practicain _____________________________________________________________________Somatic Psychology 0.5Through a variety of different practica, students explore holistichealth practices that can be used with individuals, couples, andfamilies. These practica provide students with the opportunityto practice and experience the application of somatic psychologyclinical skills.SPC 5620 Somatic PsychologyApproaches _____________________________________________________________________to Trauma and PTSD 3This course provides an overview of the history of the traumaconcept and trauma treatment and a basic understanding of thepsychobiology and neurobiology of trauma. Conceptual and treatmentdistinctions will be made between shock, developmentaltrauma, and PTSD. The topics covered include phase-orientedtreatment, mapping arousal states, tracking autonomic systemactivation, traumatic transference and countertransference, andbuilding somatic and relational resources. This course draws onthe work of Levine, Ogden, Rothschild, and van der Kolk.SPC _____________________________________________________________________5631 Ethics and the Law 3Students become familiar with the existing legal and ethicalissues facing therapists. Students will make an in-depth study ofthe power of dynamics in the therapeutic relationship. Californialaws for psychotherapists are studied.150 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesSPC 5703 Clinical Skills:Partner _____________________________________________________________________and Spousal Abuse, Elder Care 2This course looks at the whole family system and the impact ofviolence and abuse upon it. Trauma issues and their impact oneach family member will be discussed, as well as the physiologicaleffect of trauma on the brain. Topics include identification andtreatment of abusers; victims and the children and teens livingwith them; attachment and physiological issues that keep couplestogether; identification, treatment, and reporting issues of elderand child abuse; cultural, religious, and GLBT issues and abuse;and countertransference issues. In addition, mental health issuesin aging and long-term care will be addressed. Therapeutic strategiesare presented to enhance collaboration between families andcare providers and maximize quality of life for the elder client.SPC _____________________________________________________________________5705 Counseling Case Seminar: Individuals 3This course focuses on clinical case presentation for students infield placement. Case presentations from the student’s currentplacement serve as a starting point for lecture, clinical discussion,exploration of diversity issues, role-play, and self-explorationwithin a somatic psychology perspective. This class supportsstudents in acquiring professional competence in the importantclinical skill of case presenting. Co-requisite: SPC 5762.SPC 5760 Supplemental FieldworkExperience _____________________________________________________________________Monitoring 1This course consists of individual consultations which reviewstudents’ progress in supplemental external fieldwork placement.Student and faculty meet a minimum of once per quarter toreview placement and evaluations and to fulfill BBS requirementsfor hours of experience toward licensure. The permission of theprogram director and advisor is required.SPC _____________________________________________________________________5761–64 Field Placement A–D 3/3/3/3In this four-quarter sequence, the focus is clinical fieldworkunder supervision. Students train at community mental healthsites, schools, hospitals, hospice centers, therapeutic nurseries,the JFKU Center for Holistic Counseling, or other sites. Studentsgain 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 2This course may be required if a student needs any additionalquarters of clinical work.SPC _____________________________________________________________________5792 Practice of Group Psychotherapy 2In this course, students receive comprehensive supervision fortheir field placement practice in group psychotherapy. MFTtrainees who are facilitating weekly therapy groups participatein group supervision for two hours each week. Students learnhow to plan and publicize a group and to maintain a therapeuticgroup culture.SPC 5793 Child and AdolescentTherapy _____________________________________________________________________in the Schools 2Comprehensive training and supervision for the counseling ofchildren and adolescents in the school setting. MFT trainees workwith children and adolescents and participate in group supervisionfor two hours each week.SPC _____________________________________________________________________5900 Topics in Somatic Psychology 1–3Topics vary and may be repeated for credit when the subjectmatter changes.SPC _____________________________________________________________________5993 Integrative Final Project 1This course is a personal reflection, research, and writingseminar which supports students in organizing and writingthe final project of the Somatic Psychology program. Theclass includes examination of the philosophical, personal, andprofessional issues raised in their course of graduate studyin somatic psychology. Students develop an outline for anintegrative paper about their work and explore their specialprofessional interests. This is the first in a two-course sequence.SPC _____________________________________________________________________5994 Integrative Final Project 2This is the second in a two-course sequence. Students completean integrative final project paper and give a presentation of theirwork within the class. Students take this course when ready tocomplete their paper. Prerequisite: SPC 5993.Non-Credit Workshopsand Special CoursesSPC _____________________________________________________________________9000 Group Process—New Cohort 0This course is reserved for students who have returned to theprogram after an absence or who have transferred into thisprogram from another department. This course offers noacademic credit, but allows students to enter into the groupprocess sequence with a new cohort. Students enrolling in thiscourse will attend the same sessions as students enrolling in SPC5004. Permission of the department is required to take this course.Offered as needed; credit/no credit only.SPC _____________________________________________________________________9005 Personal Psychotherapy 0Students must register for this course in the quarter in which theyexpect to complete their personal psychotherapy requirement of48 therapy hours.SPC _____________________________________________________________________9010 Effective Communication—New Cohort 0This course is reserved for students who have returned to theprogram after an absence or who have transferred into thisprogram from another department. This course offers noacademic credit, but allows students to enter into the effectivecommunication sequence with a new cohort. Students enrollingin this course will attend the same sessions as students enrollingin SPC 5323. Permission of the department is required to take thiscourse. Offered as needed; credit/no credit only.SPC _____________________________________________________________________9015 Child Abuse Assessment and Reporting 0This course covers topics including recognizing child abuse, sexualabuse, neglect, and physical and emotional abuse; legal definitionsof child abuse; legal reporting requirements; crisis intervention forvictims, families, and abusers; cross-cultural concerns; countertransferenceissues; and community resources.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 151
School of Holistic StudiesTranspersonal Psychology [TPC] CoursesSchool ofHolistic StudiesTPC 5000 Introduction to theTranspersonal _____________________________________________________________________Psychology Program 0This course will orient students to how the program flows andwhat they need to know in order to complete their program.TPC _____________________________________________________________________5004–06 Group Process A–C 2/2/2In a group context, students use traditional and transpersonalcounseling techniques to examine and work with their own andothers’ feelings, motivations and patterns of behavior. Topicsinclude group theory and dynamics, stage development, leadershipand implications for group therapy. During the third quarter,students gain first-hand experience in facilitating the group (withthe instructor as consultant).TPC _____________________________________________________________________5104 Professional Integrative Project A 1This first course in a two-course sequence helps students clarifytheir professional focus and articulate their theoretical perspective.Students develop an outline for an integrative paper abouttheir work that explores their transpersonal directions.TPC _____________________________________________________________________5105 Professional Integrative Project B 2Students take this course when ready to complete their paperand give an oral presentation on it. This is the second in a twocoursesequence. Prerequisites: TPC 5104 and permission of theinstructor.TPC _____________________________________________________________________5140 Expressive Movement 3This course will be a holistic, experiential journey through themoving body, exploring the mind, body, spirit connection andsome educational/therapeutic uses of expressive movement. Thecoursework will include readings, drawing, writing, movement,and visualization.TPC _____________________________________________________________________5141 Spiritual Systems 2Students select from a variety of spiritual systems, exploringthe underlying theory of the system and engaging in in-depthpractice. Sample topics may include African-based spirituality,music and spirituality, art as a spiritual practice, and nature-basedspirituality, among others.TPC _____________________________________________________________________5152 Marriage and Family Counseling A 3An introduction to major family systems theories, methods forassessment of interaction patterns, and intervention strategiesappropriate to separation, divorce, and family dysfunction.Spousal or partner abuse assessment, detection, and interventionwill be addressed. Also covers relationships between familysystems theory and transpersonal theory. Prerequisites: TPC 5006,TPC 5161, and TPC 5193.TPC _____________________________________________________________________5153 Marriage and Family Counseling B 3Applies principles and methods of marriage and family counselingand marriage and family systems theory to specific problems (e.g.,spousal abuse, terminal illness, psychosomatic family members,and addictive families). Transpersonal issues in working withoptimal family systems are also explored. Prerequisite: TPC 5152.TPC _____________________________________________________________________5158 Child Therapy 3Psychological/developmental issues of childhood are exploredfrom traditional and transpersonal perspectives. The developmentalimpact of such issues as family dysfunction and child abuse arediscussed. Various practical therapeutic methods for working withchildren are reviewed.TPC 5161–62 Fundamentals ofTranspersonal _____________________________________________________________________Counseling A–B 2/2Covers basic postulates of transpersonally oriented counseling.Surveys Jungian psychology, transpersonal approaches to psychoanalyticand existential therapy, psychosynthesis, imagery andmovement psychology, and myth, art, and ritual in counseling.Prerequisite: PYC/PYJ 3200.TPC 5171–72 Systems ofTranspersonal _____________________________________________________________________Counseling A–B 3/3A specific therapeutic approach to psychotherapy is explored indepth (e.g., psychosynthesis, Jungian-archetypal, expressive artstherapy, existential-transpersonal psychotherapy, or transpersonallyoriented analysis). May be repeated for credit with achange of topic.TPC 5192 Individual Developmentand _____________________________________________________________________the Family Life Cycle A 3Covers how the development of the self is conceptualized andperceived, both personally and therapeutically, from a varietyof traditional and transpersonal perspectives including Jungian,object relations, self-psychology, and self-in-relation theory.Deepens understanding of how developmental arrest hasan impact on adult development and becomes expressed inrelationships.TPC 5193 Individual Developmentand _____________________________________________________________________the Family Life Cycle B 3Focuses on traditional and transpersonal views of the family lifecycle and ways it is influenced by and independent of the developmentalexperiences of individual members in their familiesof origin. By drawing on research, literature, and personalexperience, students explore specific dynamics of the family lifecycle. Prerequisite: TPC 5192.TPC 5203–05 Diagnosis, Assessment,and _____________________________________________________________________Therapeutic Strategy A–C 3/3/2A review of traditional and transpersonal diagnostic systemsincluding DSM-IV-TR and alternative typologies (such as theEnneagram, a phenomenological approach, or a body-orientedapproach), assessment methods including interviewing andprojective and objective testing, and therapeutic strategiesappropriate to different diagnostic categories.152 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Holistic StudiesTPC _____________________________________________________________________5213 Therapeutic Communication A 3Development and application of communication skills toindividual, couple, and family therapy. Students learn centering,attention and listening skills, and means of discriminatingbetween content and process.TPC _____________________________________________________________________5214 Therapeutic Communication B 3Training in recognizing transference and countertransferenceissues and in making effective therapeutic interventions. Assessmentof communication patterns in dysfunctional, functional,and optimal individual, couple, and family systems are explored.Prerequisite: TPC 5213.TPC _____________________________________________________________________5231 Sexuality 2The sexual response cycle, male and female sexuality, and sexualdevelopment and dysfunction are discussed from physiological,psychological, sociocultural, and transpersonal perspectives.Therapeutic approaches are explored as they apply to individuals,families, and couples.TPC _____________________________________________________________________5235 Psychological Testing 3This survey course is designed to help students understand thebasic concepts and applications of psychological testing and thepsychometric properties of psychological tests. This course willemphasize the appropriate applications and limitations of manyof the current psychological tests—especially with regard to theiruse with people of non-dominant cultures. Issues of validity andethics will be reviewed in this regard.TPC _____________________________________________________________________5240 Brief Therapy 3This course examines brief therapy from a transpersonal anddepth perspective and considers both traditional and innovativetechniques of brief therapy through experiential and didacticmethods. Students synthesize those approaches with a transpersonal/holisticorientation. May be repeated with a changeof topic.TPC _____________________________________________________________________5245 Psychopharmacology 3An introduction and general overview of psychopharmacology asit relates to the practice of psychotherapy. Current medications,research in psychopharmacology and psychoneurology will becovered. In addition alternative medicine, natural remedies andcultural issues from a holistic perspective will be covered as willthe relationship between the psychotherapist and physician inmedication management.TPC _____________________________________________________________________5250 Basic Addiction Studies 3Basic information about alcoholism and chemical dependencyincluding definitions, effects on substance users and theirenvironments, medical aspects, etiology of substance abuse, majortreatment approaches, and available community resources. Thecourse is taught from a systems perspective and covers spiritualand nutritional issues in chemical dependency.TPC _____________________________________________________________________5325 Ethics and the Law 3This course familiarizes students with the existing legal and ethicalissues facing therapists including MFT licensing requirements andCalifornia laws for psychotherapists. Issues are explored throughthe examination of personal values and biases. Must be taken priorto field placement.TPC 5340 Development and Maintenanceof _____________________________________________________________________a Private Clinical Practice 1Topics include development of referral sources, billing andmalpractice issues, professional continuing education, appropriateoffice procedures, and recordkeeping and related factors neededfor a well-functioning private clinical practice.TPC _____________________________________________________________________5422 Cross-Cultural Issues in Counseling 3An overview of cross-cultural issues related to counseling. Specialemphasis is placed on fostering an understanding of cross-culturaldynamics in counseling through an examination of the historical,political, and sociocultural issues that impact ethnic minorityclients.TPC 5703 Clinical Skills:Partner _____________________________________________________________________and Spousal Abuse, Elder Care 2This course looks at the whole family system and the impact ofviolence and abuse upon it. Trauma issues and their impact oneach family member will be discussed as well as the physiologicaleffect of trauma on the brain. Topics include identification andtreatment of abusers; victims and the children and teens livingwith them; attachment and physiological issues that keep couplestogether; identification, treatment, and reporting issues ofelder and child abuse; cultural, religious, and GLBT issuesand abuse; and countertransference issues. In addition, mentalhealth issues in aging and long-term care will be addressed.Therapeutic strategies will be presented to enhance collaborationbetween families and care providers and maximize quality of lifefor the elder client.School ofHolistic Studies<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Holistic Studies 153
School of Holistic StudiesSchool ofHolistic StudiesTPC _____________________________________________________________________5705 Counseling Case Seminar: Individuals 3Students present internship cases from the field to be used assources of discussion and analysis. Open only to students in thecounseling degree program. Prerequisite: TPC 5751 or TPC 5756.TPC _____________________________________________________________________5715 Counseling Case Seminar: Families 2Students in field placement develop formal case presentationson clients and receive feedback from the course instructor andpeers. This course enables students to compare ways of workingwith families and family problems. Open only to students in thecounseling degree program. Prerequisites: TPC 5751–52.TPC 5749 Supplemental FieldworkExperience _____________________________________________________________________Monitoring 1Individual evaluative consultations which review students’progress in supplemental external fieldwork placement. Studentand faculty meet a minimum of once per quarter to reviewplacement, evaluations, and fulfill BBS requirements for hoursof experience toward licensure. Prerequisites: TPC 5214 andTPC 5325.TPC _____________________________________________________________________5751–54 Field Placement A–D 3/3/3/3In this four-quarter sequence, the focus is clinical fieldworkunder supervision. Students train at community mental healthsites, schools, hospitals, hospice centers, therapeutic nurseries,the JFKU Center for Holistic Counseling, or other sites. Studentsgain 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 1–3A fifth quarter of field placement may be arranged by specialpermission.TPC _____________________________________________________________________5792 Practice of Group Psychotherapy 2Students receive comprehensive training and supervision in thepractice of group psychotherapy. As an MFT trainee, the studentco-facilitates a weekly therapy group and participates in groupsupervision for two hours each week. Students learn how to planand publicize a group as well as how to establish and maintain atherapeutic group culture.TPC 5793 Child and AdolescentTherapy _____________________________________________________________________in the School 2Students receive comprehensive training and supervision in thepractice and treatment of children and adolescents in the schoolsetting. As an MFT trainee, the student will work with childrenand adolescents and participate in group supervision for twohours each week.TPC _____________________________________________________________________5900 Topics in Transpersonal Psychology 1–3Topics vary and may be repeated for credit with a change intopic.TPC 5995 Independent Study inTranspersonal _____________________________________________________________________Counseling Psychology 1–6To be arranged with consent of instructor and approval of thedepartment chair and dean. May be repeated for credit with achange of topic.Non-Credit Workshopsand Special CoursesTPC _____________________________________________________________________9000 Group Process—New Cohort 0This course is reserved for students who have returned to theprogram after an absence or who have transferred into thisprogram from another department. This course offers noacademic credit, but allows students to enter into the groupprocess sequence with a new cohort. Students enrolling in thiscourse will attend the same sessions as students enrolling inTPC 5004. Permission of the department is required to take thiscourse. Offered as needed; credit/no credit only.TPC _____________________________________________________________________9005 Personal Psychotherapy 0Students must register for this course when they have completedtheir personal psychotherapy requirement.TPC _____________________________________________________________________9010 Effective Communication—New Cohort 0This course is reserved for students who have returned to theprogram after an absence or who have transferred into thisprogram from another department. This course offers noacademic credit, but allows students to enter into the effectivecommunication sequence with a new cohort. Students enrollingin this course will attend the same sessions as students enrollingin TPC 5213. Permission of the department is required to takethis course. Offered as needed; credit/no credit only.TPC _____________________________________________________________________9015 Child Abuse Assessment and Reporting 0This course covers topics including recognizing child abuse,sexual abuse, neglect, and physical and emotional abuse; legaldefinitions of child abuse; legal reporting requirements; crisisintervention for victims, families, and abusers; cross-culturalconcerns; countertransference issues; and community resources.154 School of Holistic Studies <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School ofProfessional Psychology
The Graduate School of Professional Psychology (GSPP) providesaspiring clinicians, educators, and consultants an array of opportunities to develop theknowledge, skills, and understanding needed to help individual, group, and organizationalclients reach their potential. Each of our school’s four academic programs (viz., Doctorof Psychology in Clinical Psychology, MA in Counseling Psychology, MA in Sport Psychology,and MA in Organizational Psychology) provide a solid foundation in the theoreticalbases of psychology, options for specialized study, and an abundance of supervised traineeships.Certificates in the Sport Psychology program (Sport Management and Exercise andSport Performance) and the Organizational Psychology program (Coaching and OrganizationalPsychology) offer additional learning and career preparation options that position ourgraduates to assume positions as consultants in a variety of business, industry, and athleticcommunities. All of our programs are also designed to help graduates solidify their commitmentand confidence to be effective change agents. At GSPP, the academic environment isrigorous, supportive, and exciting.This is an inspiring and challenging time to enter the helping profession. California continuesto undergo major shifts in the diversity of its population and myriad existing challengesand opportunities relative to the environment, community relationships, family structures,education, health care, housing, employment, and engagement in the political process havebecome more complex as a result of this ever-changing demographic profile. Events such as9/11, Hurricanes Katrina and Rita, and the crisis in affordable health care that test our characteras a nation have never been more prominent or felt more in urgent need of solutions.The world is wonderfully complex and alluring with its abundant treasures and resources.At the same time, events such as the international AIDS epidemic, war in the Middle East,cultural and religious persecution, and genocide and global warming remind us that there isa global community that is frighteningly out of control and starved for ways to restore a senseof balance and harmony. The Graduate School of Professional Psychology prepares itsstudents to be able to engage in the discourse about regional, national, and global challengesand to participate with integrity in generating solutions aimed at calming the seeminglyuniversal disarray. We bring the science and practice of psychology to daily living.Graduate Schoolof ProfessionalPsychologyOur Doctor of Psychology in Clinical Psychology program is accredited by the AmericanPsychological Association (APA) and a multicultural emphasis is infused in every aspectof the didactic and experiential training. For clinical training, students have over 100community, mental health, and hospital sites to choose from. The MA in CounselingPsychology program has an important focus on marriage, family, and child counselingleading to MFT licensure. Three community counseling centers serve the multicultural BayArea and are used as captive training/field placement sites for our MA Counseling Psychologystudents. A strong field placement component also defines our MA in Sport Psychologyprogram that can also be linked to the Doctor of Psychology program. The OrganizationalPsychology program boasts an organizational development and consultation skills focus.Innovative and progressive certificate programs in the Organizational Psychology and SportPsychology programs round out the list of offerings for career preparation, career advancement,and personal growth through self-discovery.The Graduate School of Professional Psychology provides students with far more than a solidgrounding in the basics of counseling and consultation. Intrinsic to all of its programs is anappreciation of the concepts of human dignity, integrity, and social advocacy. True educationtakes place within a solid ethical framework, one that is based on equality. The schoolstrives to create this environment in the classroom and encourages students to explore theseissues and incorporate what they learn into their traineeships and, ultimately, their futureprofessional lives.
Graduate School of Professional PsychologyAdmission RequirementsStudents applying to the Graduate School of ProfessionalPsychology must complete the university’s admission requirementsas outlined in the front of this catalog. In addition, theGraduate School of Professional Psychology has instituted thefollowing requirements for applicants to its MA programs:• Pre-admission interview with a faculty advisor, programdirector, or dean. Once an application for admission iscompleted, qualified applicants will be contacted by theGraduate School of Professional Psychology to arrange aninterview. Prospective counseling psychology studentsinterested in a specialization may interview with one ofthe program advisors from that area of interest.applicants who live outside the Bay Area may fulfill thepre-admission interview requirement by submitting threeletters of recommendation in addition to the other requireddocuments. Upon arrival in the Bay Area, admittees will berequired to meet with the program director or faculty advisor.• Personal statement, no longer than four double-spaced,typewritten pages. The statement should reflect theapplicant’s interests and goals for graduate school and thefield of psychology as well as strengths and weaknesses as astudent and as a potential therapist, counselor, or consultant.For PsyD admissions, refer to the PsyD section of this catalog.Non-Degree StudentsIndividuals interested in taking courses for academic credit butnot in pursuing a degree should register as a non-degree student.While non-degree students are not required to undergo a formaladmissions process, the programs in the Graduate School ofProfessional Psychology require that individuals interested intaking courses obtain departmental approval prior to registering.Note: only students admitted to the PsyD program may takePsyD classes.Non-degree students who later decide to apply for admission toa degree program must submit an application, pay the appropriatenon-refundable fee, and complete all admission requirementsfor the desired program. Admission as a non-degree student doesnot guarantee admission to a degree or certificate program.For students interested in MFT licensure, the California Boardof Behavioral Sciences requires that all coursework for the MACounseling program be taken in residence and within the qualifyingdegree program.Educational and Community ServicesCommunity Counseling CentersThe university operates community counseling centers inconjunction with its Pleasant Hill and Campbell campuses.The centers’ dual mission is to provide supervised training foradvanced students in the counseling psychology program and tooffer 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 firstcommunity counseling center in Concord in 1974. Today thecenter, now located in Pleasant Hill, is one of the largest community-based,outpatient mental health facilities in the greaterSan Francisco Bay Area. Under the supervision of licensedprofessionals, over 100 graduate trainees serve approximately5,000 clients per year. A new counseling center opened in Pittsburgin 2006 to serve the growing East County community. Thegraduate trainees provide compassionate, affordable counseling atthe counseling center and in the Pittsburg Unified School District.The center also provides support groups and psycho-education,such as ACT—Adults and Children Together against Violence.The Community Counseling Center in Sunnyvale is located atthe Cupertino Union School District’s Center for Children andFamilies. Counseling services are provided by graduate trainees,who may also serve as counselors on-site in the school district’selementary and junior high schools.School-Based Counseling ProgramGraduate-level psychology students and post-master’s internsprovide on-site counseling services at elementary, middle, andhigh school campuses. JFKU counselors are supervised byexperienced clinicians licensed in psychology, social work, andmarriage and family therapy.Services to schools include individual and group counseling withchildren and adolescents as well as collaterals with the youths’parents. JFKU students may also provide psycho-education,parent workshops, and teacher and administrative consultation.Types of issues addressed include behavior problems, abuse,academic difficulties, peer relationship conflicts, self-esteem,grief and loss, anxiety, depression, family changes, and otherdevelopmental and adjustment challenges.Counseling utilizes a variety of treatment approaches, such asexpressive arts, play therapy, cognitive behavioral techniques,talk therapy, and group work. Services are tailored to the needsof the clients and interests of the schools being served.<strong>University</strong> CampsThe Graduate School of Professional Psychology has offeredsummer camps through its expressive arts and sport psychologyprograms since 1982. The camps provide students in the expressivearts and sport psychology specializations and certificateprograms with the opportunity to apply classroom learningthrough supervised internships. The camps also provide aunique setting in which children and adolescents can acquire newskills 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 atthe Pleasant Hill Campus and, in cooperation with communityagencies, at other sites in the San Francisco Bay Area. In recentyears, the program has also focused on how sport psychologycamps can assist in the rehabilitation of juveniles residing atdetention camps in Contra Costa county.Expressive arts camps offer latency-aged children a richopportunity to explore the creative process through a variety ofart modalities including visual arts, movement, and drama. Campsare offered on both the Pleasant Hill and Campbell campuses.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 157
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyCounseling PsychologyMA ProgramEncompassing the mission of <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> and theGraduate School of Professional Psychology, the Master of Artsin Counseling Psychology supports student learning and facultyinvolvement that integrates academic endeavor, clinical practice,and the unique development of each student. The goal of theprogram is to nurture the developing practitioner by providingan intimate classroom experience, offering hands-on supervisoryfeedback in clinical practicum settings, and encouraging personalexploration and growth in the student’s own psychotherapyexperience. Graduates of the program proceed to licensure andprofessional positions providing mental health services in a varietyof settings. The necessity of post-degree learning is encouragedand emphasized.The MA degree program in Counseling Psychology with anemphasis in marriage and family therapy is designed to preparestudents for future clinical practice as marriage and familytherapists (MFTs) in private practice as well as in communitybasedagencies. The curriculum provides in-depth exposure tomany theoretical approaches examining and applying bothsystemic and individual approaches to psychological treatmentthrough a combination of experiential learning, theory, andintensive fieldwork. Students are required to increase their selfknowledgethrough an ongoing examination of their personalvalues, individual strengths and weaknesses, and their awarenessof diversity and social context. This innovative, applied79-unit program is composed of three phases: Phase I (coursework),Phase II (field placement, coursework, and written comprehensiveexam), and Phase III (field placement coursework andoral comprehensive exam). Successful completion of each phaseis required in order to advance to the next phase. Phases II andIII consist primarily of field placement with individual and groupsupervision, but also include advanced coursework.Students have a choice of full- or part-time programs at thePleasant Hill or Campbell campuses. In addition, an acceleratedfull-time cohort program is available at the Berkeley campus.Program Learning OutcomesThe American Association of Marriage and Family Therapists(AAMFT) published objectives for marriage and family therapisttraining programs in 2004. The faculty of the <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> Master of Arts in Counseling Psychology programselected from that publication the objectives which best describethe program’s desired learning results. From the AAMFT objectives,faculty developed the following program learning outcomes(PLOs):• Knowing the self. Students can articulate and evaluate therole of the self in marriage and family therapy.• Understanding the client. Students can assess and diagnoseclient problems systematically and contextually.• Connecting with the client. Students can establish,maintain, evaluate, and utilize the therapeutic relationshipto serve the mental health needs of the client.• Facilitating improved interpersonal relationships.Students can utilize concepts, structures, and theoriesappropriate to the practice of marriage and family therapy.• Providing psychotherapy within legal and ethicalmandates. Students can identify, explain, and applystate, federal, and local laws that govern the provision ofpsychotherapy and can employ ethical decision-makingprocesses.• Providing culturally sensitive services. Students canrecognize their own potential biases and deliver culturallysensitive treatment.Program PhasesPhase I—Foundation courses of Phase I combine current andtraditional theory applied within the context of the classroomusing didactic and experiential methods. Coursework includesthe core competencies of the program: theory, diagnosis andassessment, clinical skills, legal and ethical issues, and treatmentapproaches and modalities.Phase II—The focus shifts to clinical training as the first oftwo fieldwork placements begins, simultaneously completingadditional coursework. Most students have their first directclinical experience at a JFK <strong>University</strong> Community CounselingCenter in Pleasant Hill, Pittsburg, or Sunnyvale. All studentsdo a clinical placement in a school, working with children. Thecounseling centers provide an in-vivo, dynamic, and immenselyrewarding experience for the training student-psychotherapistsand their clients. Students may also choose from a wide varietyof community-based mental health agencies, schools, and hospitalswithin the greater Bay Area. During this component, studentscomplete the written portion of the MA comprehensive exam,modeled after the state’s MFT licensure examination.Phase III—While continuing advanced coursework, studentscontinue to focus on their second field placement, receiving bothindividual and group supervision. Late in Phase III, studentscomplete the oral portion of the MA comprehensive exam.Students who choose to complete an optional, in-depth MAproject do so during this phase.158 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyStudents pursue the master’s degree with its emphasis in marriageand family therapy and may also elect to add an area of emphasisto further sharpen a focus of study for future practice. Thisis accomplished by concurrent enrollment in one or more ofthe specialization areas including addiction studies, child andadolescent therapy, couple and family therapy, expressive artstherapy, sport psychology, and individual study. Each specializationrequires additional coursework and a specific population forone fieldwork placement.The student body is highly motivated and diverse. Attendance iscontinuous, but may be done at a self-developed pace. Faculty arean experienced group of practitioner-scholars who bring currentknowledge and professional experience to the classroom.Alumni of this program enjoy a high pass rate on the state’s MFTexaminations. They are considered some of the best, most comprehensivelytrained providers of psychotherapy and counselingservices in the San Francisco Bay Area, and are highly sought afterby agencies and other employers upon graduation and licensure.Admissions/Course Prerequisite PolicyTo ensure that students have sufficient background for master’slevelwork, the program requires an undergraduate GPA of C+ orbetter. Upon discretion of the advisor, a lower GPA can be deemedacceptable if made up for by life experience. In addition, thefollowing undergraduate prerequisites need to have been takenwith an earned grade of B or better in the seven years prior to thebeginning of the program. Prerequisite courses include a humandevelopment course, a personality and psychotherapy course,a statistics course, and a methodology (qualitative and quantitative)course.Leave of Absence PolicyMA Counseling Psychology students must have an approvedleave for any absence from the program. Auditing a course doesnot fulfill the requirement of being in attendance in a degree orcertificate program. The duration of the leave is not to exceed oneyear from the conclusion of the last quarter of enrollment.An exit interview with the program director or faculty advisoris required. If the leave is approved, the program director,school dean, or faculty advisor will notify the registrar’s office,indicating the duration of the leave. A student with an approvedleave of absence will not be subject to degree, certificate, orcredential requirement changes that occur during the approvedleave. However, a student may be subject to any Board ofBehavioral Sciences (BBS) changes in coursework or fieldplacement requirements which come into effect during thestudent’s leave from the program and which must be completedduring the degree program. Prior to returning, the student mustcontact the registrar’s office and again meet with the programdirector or faculty advisor.The student is responsible for obtaining the Leave of Absence Formfrom the GSPP office and for submitting it to the dean.Students absent without approved leaves of absence and studentswhose leaves of absence have expired will need to applyfor readmission and fulfill any new admission and programrequirements in effect at the time of readmission.Financial aid does not recognize leaves of absence and loanrepayments may be required. (See the financial policiessection of the catalog for more information about financial aid.)Performance Review and AdvisementAdvising is readily available with a program chair, programdirector, or faculty advisor. Students are required to meet with anadvisor at least once per academic quarter.Following admission, an ongoing process of evaluation begins.When such evaluation indicates that a student’s performancefalls below the standards of the Counseling Psychology program,the student will be referred to the Review and AdvisementCommittee. The committee requires individual consultationwith a faculty advisor and may require changes in the student’sprogram such as additional coursework, an additional supervisedfield experience, or a leave of absence. Students who do not maintaina minimum B grade average will be referred to an advisor.Supervised Field ExperienceThe 21–24 units of supervised field experience completed inPhases II and III are the clinical core of the Counseling Psychologyprogram and may not be completed in less than five quarters.Students usually complete the first three academic quartersof their field experience in a placement at one of the school’scommunity counseling centers, either in Pleasant Hill,Pittsburg, or Sunnyvale. The Pleasant Hill Community CounselingCenter was originally established in Concord in 1974 asa public service and training facility. A new center was openedin 2006 in Pittsburg. The counseling center in Sunnyvale wasestablished in 1994 to provide service to the South Bay communityand it serves as the hub of school-based counseling services tothe Cupertino Union School District. All counseling centersdraw upon the teaching and supervisory skills of psychologists,marriage and family therapists, and clinical social workers, alllicensed 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 adjustmentproblems of adolescents and children are among the manyfamily issues encountered at the counseling centers. Variousteaching tools, including one-way mirrors and audio and videoaids, provide direct feedback and help students develop theirtherapeutic skills. Students are also responsible for the intakeprocedure with new clients and participate in the administrativeoperations of the center.During the first three quarters of placement, students participatein weekly clinical group supervision in which each studentmakes one comprehensive case presentation. The instructorfacilitates discussion of the theory and practice relevant to theissues at hand. The seminar also serves as a support group forstudents as they meet the challenges of providing therapy toclients from the surrounding community. Concurrent with thesefirst quarters of fieldwork, students complete theory andpractice integration courses in which they directly relate aspecific theory to their clinical case.After completing the first three quarters of the field placement,students either remain at one of the university’s communitycounseling centers to complete an advanced program or begin anexternal field placement. To select an external placement, studentsmeet with the external field placement coordinator at least oneacademic quarter before the start-up date. The Graduate Schoolof Professional Psychology maintains ongoing relationships with aGraduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 159
Graduate School of Professional PsychologyGraduate School ofProfessional Psychologyrange of agencies throughout the greater San Francisco Bay Area.These include community mental health programs, privatenonprofit outpatient clinics, residential treatment programs, andinpatient and outpatient hospital settings. Other placementsinclude those appropriate for students pursuing specializations,including substance abuse treatment centers which serve diversepopulations and settings that use specialized approaches such assport psychology or expressive arts therapy.Students are required to have 150 hours of direct client contactwithin their graduate studies in order to pursue MFT licensure.Typically, students satisfy this requirement during their fieldplacement. Occasionally, students who are unable to achieve theseminimum hours of direct contact must enroll in PSY 5266 SupervisedFieldwork Experience for an additional quarter of fieldwork.Units earned in PSY 5266 do not apply toward the 79 graduateunits required for the degree.In addition, all students are required to purchase their ownmalpractice insurance and be fingerprinted prior to beginningfieldwork. Students who have concerns about the fingerprintingrequirement are encouraged to speak with a faculty advisorand also to contact the Board of Behavioral Sciences early intheir educational process to determine any impact with regard tolicensure.Didactic TrainingAs part of our commitment to helping students meet practicumand workshop hours for licensure, students attend a didactictraining series that covers specialized topics in the field ofpsychology. Speakers from public and private agencies, thehealth care industry, and schools bring the latest in innovativenew theories and ideas in the field. The didactic training series isa required part of the field placement experience.Comprehensive Master’s ExaminationAll counseling psychology students must demonstrate an understandingof the theoretical material and their capacity to functioneffectively and ethically as professional clinicians. As part of theassessment of these competencies, students complete a two-partcomprehensive master’s examination similar in format to that ofthe California MFT Examination. Students must register throughthe registrar’s office for the master’s examination and pay theappropriate non-refundable fee one quarter prior to taking thefirst component, the written examination (PSY 9090).Students must take the written exam, which is based on Phase Icoursework, during the first or second quarter of Phase II (i.e.,approximately midway through the Counseling Psychologyprogram). This exam is offered twice a year. It is preceded by anorientation meeting and optional practice session to be attendedone quarter before the exam. Students must successfully completethe written exam before proceeding to Phase III, which includesthe second three-quarter sequence of the field experiencecomponent and the oral examination. Students who are requiredto retake the written exam must re-register and pay theappropriate non-refundable fee. Students have three chances topass the written exam. A student who fails the written exam mustmeet with the Review and Advisement Committee.At the end of the fifth or sixth quarter of field placement, studentscomplete the oral component of the Comprehensive Master’sExamination. (Students must register through the registrar’soffice for the oral comprehensive examination, PSY 9091, and160 Graduate School of Professional Psychologypay the appropriate non-refundable fee.) The exam consists ofa take-home vignette that the candidate presents to the twoexaminers which is then followed by an ad hoc case variationgiven to the candidate after the case presentation. Examinerswill then ask predetermined questions. Both parts of the oralexam provide students with the opportunity to demonstratecompetence and the breadth and depth of knowledge necessary tobecome an effective therapist. Students have three opportunitiesto pass the oral exam. Students who are required to retake the oralexam must re-register and pay the appropriate non-refundable fee.A student who fails the oral exam must meet with the Review andAdvisement Committee.Students who are required to retake the oral exam must re-registerand pay the appropriate non-refundable fee.Master’s Project/Master’s ThesisStudents often ask what the differences are between a master’sproject and a master’s thesis. The master’s project consists of athorough, academically sound, and clearly presented explorationof a topic relevant to counseling psychology. It may also involvethe development of a program or other project (e.g., a manual ona new approach to working with single parents) relevant to counselingpsychology. Master’s projects, in their final written form,include an explanation of the project’s importance, a review ofproject-related work in the field, a description of the developmentof the project, and a discussion of its application. Upon completionof the project, the write-up is presented to faculty and students.The master’s thesis consists of thorough, academically sound,and clearly presented research on a topic relevant to counselingpsychology. The master’s thesis includes (1) an introduction inwhich the importance of the study is presented, (2) a review of theliterature relevant to the study, (3) a thorough description of themethodology employed in the study, (4) a report of the results ofthe study, and (5) a discussion of the results. Either quantitative orqualitative methods may be used. Upon completion of the thesis,the study is presented to faculty and students. The completion ofa master’s thesis is appropriate for students who intend to pursuethis work for publication, who intend to work in academic settings,or who wish to continue their education at the doctoral level.For the master’s project/master’s thesis option, the requiredsequence of courses is PSY 5054 Research Methods: Qualitativeand Quantitative, PSY 5996 Master’s Project Proposal, and threequarters (two units each) of PSY 5997 Master’s Project, namelyPSY 5997A, PSY 5997B, and PSY 5997C.In terms of sequence, students must complete PSY 5054 ResearchMethods before enrolling in PSY 5996 and PSY 5996—includingthe master’s project proposal, which students will develop in thatclass—before enrolling in PSY 5997A and starting on the master’sproject itself. This means that students must finish the researchproposal during the first quarter.Once students finish the proposal and enroll in PSY 5997A, theymust progress to PSY 5997B and PSY 5997C without missing anyquarters in between. This means being registered for a minimumof three consecutive quarters. Upon completion of PSY 5997Aand PSY 5997B, students will receive an in progress (IP) mark ontheir transcript. After submission of the final bound project andoral presentation of the project findings, the IPs will convert tocredits. However, units of the PSY 5997 classes are not appliedtoward the total unit requirements for the degree.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyStudents who have not completed their project at the end ofPSY 5997C will be required to take PSY 5998 SupplementalProject Assistance for one unit each quarter until the project iscompleted. These supplemental units do not count toward thedegree’s unit requirements. The project must be completed andapproved before the degree can be awarded.Thesis or Project Option: Students choosing to complete amaster’s thesis or project may complete five quarters of practicumas opposed to the requisite six quarters with project orthesis work counting as the last quarter.Note that there will be no leaves of absence granted throughoutthis research process unless there are urgent extenuating circumstancesand you obtain permission from the instructor.Professional Development WorkshopsAs a part of the MA in Counseling Psychology program, studentsattend a series of workshops designed to enhance their developmentas professionals as well as their post-master’s internshipand employment opportunities. In Phase I, students enroll in PSY9010 HIV and AIDS training, which satisfies BBS requirementsfor seven hours of coursework covering characteristics andmethods of assessment and treatment of people living with HIV.Phase I students also take PSY 9001 Professional DevelopmentWorkshop I: Diversity Awareness, which is a prerequisite to PSY5620 Multicultural Awareness.Phase II students take PSY 9009 Domestic Violence Workshop,which satisfies the BBS requirement for persons who begin graduatestudies on or after January 1, 2004, to complete 15 hours ofcoursework in domestic violence.Before Phase III, students enroll in PSY 9000 Child Abuse Assessment, Reporting, and Treatment which fulfills the AB 141requirement for seven hours of training. Phase III studentsenroll in PSY 9008 Aging and Long-Term Care, which satisfiesBBS requirements for persons who begin graduate studies onor after January 1, 2004, to complete a minimum of ten hours ofcoursework in aging and long-term care. PSY 9007 School-Basedprogram Workshop is an orientation to the school-based programand is a prerequisite to school-based placement.The final workshop is PSY 9004 Human Sexuality, which may betaken at any time during the program.Personal PsychotherapyThroughout their course of study, students are encouraged to takeresponsibility for their personal development and knowledge ofself and to become sensitive to the impact that they have on thosearound them. Consistent with this, there is a non-credit requirementthat students participate in at least 50 sessions of personal(individual, couple, family, or group) psychotherapy. Guidelinesfor the student psychotherapy experience are available in thegraduate school office. Students will register for PSY 9075Personal Psychotherapy in the quarter during which they will becompleting this requirement. Students who receive therapy froma licensed therapist may count those hours to meet BBS hours ofexperience requirements.California MFT Licensing RequirementsThe MA in Counseling Psychology program meets the educationalrequirements for the California Marriage and FamilyTherapist (MFT) license. Licensing statutes and regulationsare subject to future legislative or administrative revisions.Counseling psychology students will be kept informed aboutMFT licensing requirements and any changes that occur.A description of the requirements of the law (Business andProfessional Code §§4980.37 and 4980.38) and how the programmeets these requirements is available from the Graduate School ofProfessional Psychology offices in Pleasant Hill and Campbell.Individual Program of StudyStudents may create their own individually designed MA inPsychology. Such an MA degree needs to follow the genericrules as outlined in the Graduation Requirements chapter of thiscatalog. A program designed according to these rules must beclearly different from any MA program already offered by GSPP.Typically, an individual program emphasizes a special area ofinterest or a cross-disciplinary concentration. The program mustinclude a thesis that focuses on the particular area of interest. Itshould be at least 72 units total and needs to be approved by twoadvisors, the coordinator of individualized programs, the dean, andthe provost. Students who choose this option need to be aware ofthe fact this program does not fulfill the educational requirementsof the BBS for MFT licensure.Note that Counseling Psychology courses are offered in Pleasant Hill (PSY), Campbell (PSJ), Pittsburg (PSE), and Berkeley (PSB).For simplicity’s sake, all courses listed in this catalog will have the PSY prefix, although they also may be offered as PSJ, PSE, or PSB.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites (upper-division) 1Any course in human developmentNote: May be fulfilled by taking PYC/PYJ 3100_____________________________________________________________________________________________________________________________________Childhood and Adolescence (3)Any course in personality and psychotherapydevelopment/historyNote: May be fulfilled by taking PYC/PYJ 3200_____________________________________________________________________________________________________________________________________Personality and Psychotherapy (4)Statistics (3)Research Methods (Qualitative and Quantitative) (3)Note: Both the Statistics and Research Methods courses maybe fulfilled by taking PSY 5054 (a 3-unit graduate course)_____________________________________________________________________________________________________________________________________Total undergraduate units required 0–13_____________________________________________________________________________________________________________________________________Continued next page.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 161
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Phase I 2PSY 5115 Theories of Therapeutic Process 3 PYC/PYJ 3200_____________________________________________________________________________________________________________________________________PSY 5156 Systemic Theory and Family Therapy 3 —_____________________________________________________________________________________________________________________________________PSY 5179 Basic Addiction Studies 3 —_____________________________________________________________________________________________________________________________________PSY 5230 Clinical Skills Training A: Self as Clinician 3 —_____________________________________________________________________________________________________________________________________PSY 5115PSY 5231 Clinical Skills Training B: Therapeutic Techniques 3{ PSY 5230_____________________________________________________________________________________________________________________________________PSY 5231PSY 5232 Clinical Skills Training C: Issues in Treatment 3_____________________________________________________________________________________________________________________________________{ PSY 5403PYC 3100PSY 5303 Child and Adolescent Therapy:3 PSY 5115Assessment and Treatment A {_____________________________________________________________________________________________________________________________________PSY 5403PSY 5304 Child and Adolescent Therapy:2 PSY 5303_____________________________________________________________________________________________________________________________________Assessment and Treatment BPYC 3100PSY 5403 Diagnosis and Assessment of Psychopathology A 3_____________________________________________________________________________________________________________________________________{ PYC 3200PSY 5404 Diagnosis and Assessment of Psychopathology B 2 PSY 5403_____________________________________________________________________________________________________________________________________PSY 5620 Multicultural Awareness 3 PSY 9001_____________________________________________________________________________________________________________________________________PSY 5635 Ethics and the Law 3 PSY 5231__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSY 9000 Child Abuse Assessment, Reporting, and Treatment 0 —PSY 9001 Professional Development Workshop I:0 — PSY 5635_____________________________________________________________________________________________________________________________________Diversity Awareness_____________________________________________________________________________________________________________________________________PSY 9010 HIV and AIDS Training 0 —_____________________________________________________________________________________________________________________________________Phase II 3Select THREE of the following courses 9PSY 5120C Specific Theories of Change: Child Therapy (3) —PSY 5120F Specific Theories of Change: Family Therapy (3) —PSY 5120G Specific Theories of Change: Group Therapy (3) —PSY 5120I Specific Theories of Change: Individual Therapy (3) —_____________________________________________________________________________________________________________________________________PSY 5167 Brief Therapy 3_____________________________________________________________________________________________________________________________________Select EITHER of the following course sequences 12PSY 5249–51 External Field Experience (12) —PSY 5260–62 Internal Field Experience (12) —_____________________________________________________________________________________________________________________________________PSY 9009 Domestic Violence Workshop 0 —_____________________________________________________________________________________________________________________________________PSY 9007 Introduction to School-Based Program 0 —_____________________________________________________________________________________________________________________________________PSY 9090 Written Exam 0 —_____________________________________________________________________________________________________________________________________Phase III 3_____________________________________________________________________________________________________________________________________PSY 5154 Couple Therapy 3 —_____________________________________________________________________________________________________________________________________Select EITHER of the following course sequences 4 9–12PSY 5252–54 Supervised External Field Experience (9) —PSY 5263–65 Supervised Internal Field Experience (12) 4 —_____________________________________________________________________________________________________________________________________PSY 5309 Seminar in Child, Adolescent, Family Counseling 5 3 PSY 5304_____________________________________________________________________________________________________________________________________PSY 5405 Psychological Testing 3 —_____________________________________________________________________________________________________________________________________PSY 5406 Psychopharmacology 3 —_____________________________________________________________________________________________________________________________________PSY 9008 Aging and Long-Term Care Workshop 0 —_____________________________________________________________________________________________________________________________________PSY 9004 Human Sexuality 6 0 —_____________________________________________________________________________________________________________________________________PSY 9075 Personal Psychotherapy 0 —_____________________________________________________________________________________________________________________________________PSY 9091 Oral Exam 0 —_____________________________________________________________________________________________________________________________________PSY 9100 Exit Meeting 0 —_____________________________________________________________________________________________________________________________________Total units required 79–95_____________________________________________________________________________________________________________________________________1These courses or their approved equivalents are prerequisite to the graduate program. Students who have not completed them prior to admissionare required to do so before the second quarter of graduate study (except for statistics and research methods which need to be completed by the end ofPhase I). Note that at the discretion of the faculty, based on undergraduate work done, an additional upper-division prerequisite course may be required.2Successful 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 iftheir prerequisites have been met.3The successful completion of Phase II, including written comprehensive examination, is required to advance to Phase III.4Students registering for Supervised Internal Field Experience are required to take four units.5This is a variable unit course (1–3 units). Students in this program are required to take three units.6This course may be taken in any of the three phases.162 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologySpecializationsCounseling psychology students may choose to enrich theirstudies by concentrating in a particular area. The program’sfive specializations provide the clinical training necessary tomeet present and anticipated needs in the community. Studentsdevelop a depth of special knowledge that may be a significantasset in acquiring a post-master’s internship or in developingfuture employment opportunities. Specializations are offeredin addiction studies, child and adolescent therapy, couple andfamily 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 Studiesare offered in Campbell.Students may pursue a special area of interest while completingthe psychology core and MFT coursework by selecting courseoptions within the specialization. In addition to the specializa-tion coursework specified below, students must complete fieldexperience and group supervision seminars in their area ofspecialization. At least three quarters of related field experienceare required for the specialization. With careful course selection,students may complete a specialization in 12 to 17 units beyondthe 79 units required for the Master of Arts in CounselingPsychology.Candidates for a specialization must be interviewed by thespecialization program director and submit a Declaration ofSpecialization Form. Prior to graduation, students must filethe Application for Specialization Form. Both forms must besubmitted to the Graduate School of Professional Psychology.With the exception of Sport Psychology, all specializations willbe required to have 15 units, six of which will substitute for coreclasses.Addiction StudiesCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSY 5179 Basic Addiction Studies 3 —PSY 5181 Positive Confrontation in the Treatment of Addiction 3 —_____________________________________________________________________________________________________________________________________PSY 5182 Group Approaches in the Treatment of Addiction 1 3 PSY 5179__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSY 5184 Family Approaches in the Treatment of Addiction 2 3 PSY 5179PSY 5309 Seminar in Child, Adolescent, and3 PSY 5304_____________________________________________________________________________________________________________________________________Family Counseling 3Approved Field Experience_____________________________________________________________________________________________________________________________________4Total units required 15_____________________________________________________________________________________________________________________________________1This course fulfills PSY 5120G.2This course fulfills PSY 5309. Note that PSY 5309 courses are variable unit.3Courses must have an Addiction Studies focus. Note that PSY 5309 courses are variable unit.4Of the six quarters of field experience, three must be in Addiction Studies.Child and Adolescent TherapyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSY 5120C Child Therapy 1 6 —PSY 5302 Sand Tray and Sandplay Therapy 2 —_____________________________________________________________________________________________________________________________________PSY 5306 Advanced Child Therapy 2 3 PSY 5304__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSY 5307 Advanced Adolescent Therapy 3 PSY 5304PSY 5309 Seminar in Child, Adolescent, and1 PSY 5304_____________________________________________________________________________________________________________________________________Family Counseling 3Approved Field Experience_____________________________________________________________________________________________________________________________________4Total units required 15_____________________________________________________________________________________________________________________________________Graduate School ofProfessional Psychology1This is a repeatable course and must be elected twice.2This course fulfills PSY 5120C.3Courses must have a Child and Adolescent Therapy focus. Note PSY 5309 courses are variable unit.4Of the six quarters of field experience, three must be in Child and Adolescent Therapy.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 163
Graduate School of Professional PsychologyCouple and Family TherapyNine units of the Couple and Family Therapy program courses are offered at a JFK <strong>University</strong> community counseling center.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSY 5120F Family Therapy 3 —PSY 5142 Advanced Family Therapy 1 3 —_____________________________________________________________________________________________________________________________________PSY 5143 Use of Self as Family Therapist 2 3 —_____________________________________________________________________________________________________________________________________PSY 5144 Advanced Couple Therapy 3 —_____________________________________________________________________________________________________________________________________PSY 5145 Advanced Treatment Issues in Family Therapy 3 —_____________________________________________________________________________________________________________________________________Approved Field Experience 3_____________________________________________________________________________________________________________________________________Total units required 15_____________________________________________________________________________________________________________________________________1This course fulfills PSY 5120F.2This course fulfills PSY 5309. Note PSY 5309 courses are variable unit.3Of the six quarters of field experience, three must be in Couple and Family Therapy.Expressive Arts TherapyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSY 5770 Group Process and Expressive Arts 1 3 —PSY 5238 Supplemental Fieldwork 1 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSY 5302 Sand Tray and Sandplay Therapy 2 —PSY 5309 Seminar in Child, Adolescent, and3 PSY 5304_____________________________________________________________________________________________________________________________________Family Counseling 2_____________________________________________________________________________________________________________________________________PSY 5740 Theory and Practice of Expressive Arts Camp 3 Instructor consentPSY 5760 Expressive Arts Therapy: The Creative Process 3 —_____________________________________________________________________________________________________________________________________Approved Field Experience 3_____________________________________________________________________________________________________________________________________Total units required 15_____________________________________________________________________________________________________________________________________1This course fulfills PSY 5120F.2This course fulfills PSY 5309. Note PSY 5309 courses are variable unit.3Of the six quarters of field experience, three must be in Couple and Family Therapy.Sport PsychologyGraduate School ofProfessional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)PSP 5822 Psychology of Group Interpersonal3 —_____________________________________________________________________________________________________________________________________Communication_____________________________________________________________________________________________________________________________________PSP 5826 Psychological Dimensions of Youth Sport 1 2 —PSP 5800A Sport Psychology 3 —_____________________________________________________________________________________________________________________________________PSP 5815 Performance Enhancement A 3 —_____________________________________________________________________________________________________________________________________PSP 5816 Performance Enhancement B 3 PSP 5815_____________________________________________________________________________________________________________________________________Approved Field Experience 2_____________________________________________________________________________________________________________________________________Total units required 15_____________________________________________________________________________________________________________________________________1This course fulfills PSY 5120F.2This course fulfills PSY 5309. Note PSY 5309 courses are variable unit.3Of the six quarters of field experience, three must be in Couple and Family Therapy.Individualized SpecializationIn addition to the above-mentioned specializations, students maydesign their own course of specialized study in an area of particularpersonal interest, thereby providing an opportunity to developin-depth knowledge and experience in an area of their choice. Thegoal is to stimulate students to think creatively about addressingtheir individual learning needs and to design a program consistingof 12 extra units and three quarters of fieldwork in a setting thatprovides experience in the specialty chosen.Students who are interested in completing an individualizedspecialization are encouraged to meet with an advisor early intheir program to begin the planning process.164 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyBerkeley Cohort ProgramIn fall 2007, <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> launched a new twoyearMaster of Arts in Counseling Psychology program inBerkeley. This program will duplicate the successful Pleasant Hilland Campbell programs, emphasizing experiential learning,theory and substantial fieldwork, and leading to licensure inMarriage and Family Therapy (MFT), but with some uniquedifferences. Both programs satisfy all BBS requirements forlicensure. Key differences are highlighted in the following table:Berkeley CohortPleasant Hill and Campbell• A cohort model that lets • Students complete thestudents complete the program at their own pace.program as a group._______________________________________________________________• A maximum cohort size of • Open class sizes.only 20 students._______________________________________________________________• Five 9-week sessions each • Four 11-week quarters, withyear with three classes each classes taken part-time orterm.full-time._______________________________________________________________• Year 1 (5 terms) classesmeet Thursday evenings andall day Saturdays.• Year 2 (5 terms) one classmeets Thursday eveningsand students accumulatepracticum hours at aninternship site as schedulerequires.• Classes on various days ofthe week throughout theprogram._______________________________________________________________• All primary courses held • All primary courses andin Berkeley.comprehensive master’sexamination held atPleasant Hill or Campbellcampus._______________________________________________________________• Six required workshops and • Six required weekendthree elective units during workshops at Pleasant Hillthe two years plus the or Campbell campus.comprehensive master’sexamination held at thePleasant Hill or Campbellcampus._______________________________________________________________• Two-year program• Two and one-half year(full-time only).program for full-time study,longer for part-time study._______________________________________________________________• Fall entry only. Prerequisites • Fall and spring entrymust be completed prior to (students may enter inPhase II.winter and summer only tocomplete prerequisites).Prerequisites must becompleted prior to Phase II._______________________________________________________________The field placement component of the program emphasizes ourcommunity service orientation as well as hands-on training andwill give students direct contact with their own counseling clients.Students complete their field placements at carefully identifiedcommunity-based agencies in geographically convenient locationswhere they receive both individual and group supervisionfrom licensed marriage and family therapists (MFTs), licensedclinical social workers (LCSWs), and licensed psychologists(PhDs). As with our Pleasant Hill and Campbell programs,this fieldwork will help students amass significantly more hourstoward licensure than many other MA counseling programs innorthern California.Currently, students who wish to choose a specialized area of focusmust take the additional courses at the Pleasant Hill or Campbellcampuses.Clinical Training CertificateThe post-master’s clinical training offers advanced, individualizedtraining to clinicians who have completed a master’s degree inpsychology or a related field and are registered with the Board ofBehavioral Sciences as an MFT intern, as a pre-licensed registeredsocial worker, or with the Board of Psychology as a psychologicalassistant. The advanced degree must have been received froman institution with regional accreditation, an example being theWestern Association of Schools and Colleges (WASC).Students have the opportunity to acquire new skills whileearning hours toward licensure. The program is individuallydesigned and created to be completed within a year or less.Examples of concentrations of interest could be child therapy,psychodynamic therapy, couple and family therapy, addictionstudies, or expressive arts. Other interests and specialties areopen to consideration. A combination of courses and clinicalplacements are used for the acquisition of new skills.Each person in the post-master’s clinical training program hasan individualized program established to meet his or her uniqueneeds. Courses and fieldwork make up the certificate. The numberof units in the program depends on student needs.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 165
Graduate School of Professional PsychologyOrganizational PsychologyGraduate School ofProfessional PsychologyMA ProgramNote: This program will not be offered after spring 2010. Studentscurrently enrolled will be allowed to complete this programprovided all requirements are met before the end of spring 2010;however, no new students may begin this program. Please consultthe department for details.The Master of Arts in Organizational Psychology programeducates practitioners in the field organizational change. The 60-quarter-unit MA program fosters the competencies they need asinternal or external consultants, managers, and change leaders tohelp organizations achieve desired results by becoming morehumane, diverse, sustainable, and socially responsible.Through academic coursework, a master’s project, and fieldexperience, the program builds student competencies to conductindividual/organizational assessments, design and implementinterventions, and lead and facilitate groups. It teaches consultingapproaches that increase organizational learning, appreciatediversity, encourage social responsibility, and promote ethicalpractices. It develops personal aptitudes, inner strength, andmental agility needed to impact corporate, public, and nonprofitorganizations.The program teaches both practice and theory. It aims, in otherwords, to nurture practitioner-scholars. Effective consultingin today’s organizations requires more than a toolbox of skills.Organizations are becoming more diverse in membership, moreglobally connected, more rapid-paced, chaotic, and complex.Change practitioners need to be able to:• practice self-observation and be selective in the midstof change, confusion, and complexity;• think critically;• assess human systems utilizing theoretical constructs thatsuggest new applications;• know oneself;• establish client relationships; and• utilize all of the above to influence human systems.Aligned with the mission of <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> and of theGraduate School of Professional Psychology, the OrganizationalPsychology program supports student and faculty learning thatintegrates practice and theory, self and relationships, uniquenessand diversity, tradition and innovation, and foundational knowledgeand specialization. The program also provides extensivesupervised field experience, ongoing personal feedback, andinstruction from faculty who excel at the skills they teach.Graduates of the Organizational Psychology program serve ina variety of roles including line and executive manager, teamdevelopment specialist, organizational change consultant, organizationdevelopment manager, human resource business partner,organizational learning manager, project leaders, trainer, leadershipcoach, mediator, and conflict management specialist.Program Goals• To educate organizational change practitioners and setthem on a path to growth as critically reflective practitionerscholarswho can assist client organizations to achieve desiredresults and become more human, diverse, sustainable, andsocially responsible.• To strengthen student competencies in consulting,organizational assessment, organizational intervention,group leadership and development, action research andappreciative inquiry, and in ethics, diversity, and socialresponsibility.• To nurture a community of practice in which students,faculty, and alumni reflect on experience, create knowledgethrough dialogue, and discover best practices.Program Learning OutcomesUpon graduation, students will be able to demonstrate competencein these areas:• Consulting. Students can engage in consulting relationshipseffectively and authentically, with self-awareness, receptivityto feedback, and appreciation.• Action research/appreciative inquiry. Students can engageas a partner with the client in an educational and appreciativeconsulting process which surfaces information and providesinformed choice.• Organization assessment and intervention. Students cansurface, understand, and interpret organizational dynamicsfrom multiple perspectives, utilizing various methodologieswith impartiality and compassion. Students can determineappropriate change interventions for organizations, groupsand individuals that foster organizational learning and buildon success.• Group leadership and development. Students can assess,lead and facilitate group and team development.• Ethics, diversity, and social responsibility. Students canmodel ethical, diversity-sensitive and socially responsiblebehavior in the consulting relationship and inspireorganizations to creative action around controversialissues involving ethics, diversity and social responsibility.166 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyPractice ValuesThe MA program in Organizational Psychology educates practitionersto inspire organizational systems to be humane, diverse,sustainable, socially responsible, and ethical.• Humane organizations are “good places to work” becausethey respect people and relationships and treat people assubjects, not objects; as collaborators, not resourcesto be used.• Diverse organizations appreciate and respect the cultural,racial, gender, and sexual orientations within the workforceand in the community they serve. They also recognize andharness the power of differences and the contributions ofdiverse perspectives to the decision-making process.• Sustainable organizations make careful use of materialresources because they recognize that the natural environmentis a finite resource that requires replenishment. Theyrecognize that people also need to reflect and rest. Theyknow that productivity requires the synergy of manysystems, each with their own requirements.• Socially responsible organizations seek the commongood. They recognize their work as a contribution to thecommunity, the nation, and the world beyond. If they arefor-profit entities, they seek profit in a way that works forthe common good.• Ethical organizations respect working agreements, rules,and laws. They are conscious of ethical dilemmas, takethese seriously, intentionally deliberate the issues, andseek solutions that do no harm.Academic CourseworkThe academic coursework includes both core and electivematerial. Core courses emphasize organization dynamics,self-awareness, communication, team development, groupfacilitation, consulting skills, project management, and crossculturalsensitivity. Elective courses enable students to pursuespecialized interests in Organizational Psychology and relatedsubjects taught in the School of Management and the School ofHolistic Studies. Students may also pursue certificates in OrganizationalPsychology and in Coaching.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Field ExperienceStudents gain valuable practical experience in developing theirconsulting skills by completing 300 hours of field experiencein an organization of their choice. The 300 hours are normallycompleted in three quarters and include weekly individual andgroup supervision through the field experience seminar, for a totalof nine units.This is an opportunity to apply classroom learning in a real,practical organization experience. Student projects offerexperience in the consulting process skills of entry, makingagreements, assessment, analysis, and intervention. Fieldexperience also offers the opportunity to work with seasonedprofessionals and to test oneself in an actual work setting.Master’s ProjectThe master’s project is a research experience that allowsstudents to pursue in depth a subject area in OrganizationalPsychology. The required sequence of courses is PSO 5054Research Methods: Qualitative and Quantitative, PSO 5996Master’s Project Proposal, and three quarters (totaling six units)of PSO 5997 Master’s Project.PSO 5054 Research Methods: Qualitative and Quantitative mustbe completed successfully before enrolling in PSO 5996 Master’sProject Proposal. The student must receive credit for PSO 5996Master’s Project Proposal before enrolling in PSO 5997A Master’sProject A. The research process is then one of continuous enrollmentfrom PSO 5997A Master’s Project A through PSO 5997Band PSO 5997C. The student will be registered for a minimum ofthree consecutive quarters during this process. Once the studenthas completed study in Master’s Project A and B, he or she willreceive an In Progress mark (IP). Students will not receive finalcredit for PSO 5997A, PSO 5997B, or PSO 5997C until they havesubmitted their final approved and bound project and orallypresented their research findings to the program.If the project is not completed at the end of PSO 5997C Master’sProject C, the student will take PSO 5998 Supplemental ProjectAssistance for one unit until the master’s project is completedThese supplemental units do not apply toward the 63–70-unitrequirement for the degree. A maximum of six units ofGraduate School of Professional Psychology 167Graduate School ofProfessional Psychology
Graduate School of Professional PsychologyPSO 5997A–C Master’s Project A–C may be applied towardthe 63–70-unit degree requirement. There will be no leavesof absence granted throughout this research process unlessthere are extenuating circumstances and the student obtainspermission from the instructor. The master’s project must becompleted and approved before the degree can be awarded.Performance Review and AdvisementStudents meet every quarter with a faculty advisor to selectcourses, evaluate academic progress, and integrate facultyfeedback. When performance falls below the standardsof the program, students are referred to the Review andAdvisement Committee. Committee recommendations mayinclude additional coursework, additional supervised fieldexperience, remedial writing assistance, counseling, or a leave ofabsence. Students who do not maintain a minimum B average arereferred to an advisor.Flexible, Individual ProgramWorking adult students choose JFK <strong>University</strong>’s OrganizationalPsychology MA program because of its flexibility. The programallows them to start at any quarter, take courses at their own pace,tailor the program to their needs, interact with a diverse learningcommunity, engage in real-world consultation in organizationalsettings, study with faculty who practice what they teach, andcomplete the program in two-and-a-half years.Graduate School ofProfessional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —Select EITHER of the following courses 0–3PYC 3210 Social Psychology (3) —PYC 4302 Psychology of Organizations (3) —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Core CoursesPSO 5054 Research Methods: Qualitative_____________________________________________________________________________________________________________________________________and Quantitative 3 —_____________________________________________________________________________________________________________________________________PSO 5270 Organizational Psychology Field Experience 2 9 —Select EITHER of the following courses 3PSO 5314 Facilitating Group Decision Making (3) —PSO 5472 Strategies for Communication andteam Building (3) —_____________________________________________________________________________________________________________________________________PSO 5461 Organizational Dynamics 3 —_____________________________________________________________________________________________________________________________________PSO 5462 Organizational Assessment 3 —_____________________________________________________________________________________________________________________________________PSO 5463 Organizational Interventions I 3 PSO 5461_____________________________________________________________________________________________________________________________________PSO 5464 Organizational Interventions II 3 PSO 5461_____________________________________________________________________________________________________________________________________PSO 5466 Self as Instrument 3 —_____________________________________________________________________________________________________________________________________PSO 5475 Principles of Organizational Consulting 3 —_____________________________________________________________________________________________________________________________________Select ONE of the following courses 3PSO 5620 Multicultural Awareness (3) PSY 9001PSO 5362 Conflict Management andCultural Sensitivity (3) —PSO 5363 Group Process in Organization (3) PSO 5461_____________________________________________________________________________________________________________________________________PSO 5996 Master’s Project Proposal 3 PSO 5054 or instructor consent_____________________________________________________________________________________________________________________________________PSO 5997A Master’s Project A 2 PSO 5996_____________________________________________________________________________________________________________________________________PSO 5997B Master’s Project B 2 PSO 5997A_____________________________________________________________________________________________________________________________________PSO 5997C Master’s Project C 2 PSO 5997B_____________________________________________________________________________________________________________________________________Electives 3 18_____________________________________________________________________________________________________________________________________Total units required 63–70_____________________________________________________________________________________________________________________________________1These courses or their approved equivalents are prerequisites to the MA program. Students who have not completed them prior to admission areexpected to do so during the first year of graduate study.2This is a repeatable three-unit course. Students in this program must elect this course three times for a total of nine units.3Students select elective courses that meet their own learning objectives. The elective courses are described in the course listings for Graduate Schoolof Professional Psychology. Students may also choose to take elective units in the certificate program in Organizational Coaching and receive acertificate upon completion.168 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyCertificate ProgramsThe Organizational Psychology program offers certificates inCoaching and Organizational Psychology.CoachingNote: This certificate will not be offered after spring 2010. Studentscurrently enrolled will be allowed to complete this certificateprovided all requirements are met before the end of spring 2010;however, no new students may begin this certificate. Please consultthe department for details.The mission of the Coaching certificate program is to educateexceptionally effective coaches. It fosters the competencies theyneed as coaches to enable clients to achieve the dreams andobjectives of their personal and professional lives. The programis unique among coaching programs because, as an academicprogram, it fosters critical reflection on a variety of coachingtheories and approaches.The Coaching certificate program supports student and facultylearning that integrates practice and theory, self and relationships,uniqueness and diversity, tradition and innovation,and foundational knowledge andspecialization. The program alsoprovides extensive supervisedpractice, ongoing personal feedback,and instruction from facultywho excel at the skills they teach.A bachelor’s degree from aninstitution whose accreditation isapproved by the Council forHigher Education Accreditation(CHEA) is required for admissionto this program. Students in theCoaching certificate program mayapply certificate courses as electives in the MA in OrganizationalPsychology, 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 servein a variety of organizational roles that include coaching. Thosewho opt to complete a master’s program in psychology along withthe Coaching program significantly expand their career options ascounselors, organizational consultants, and managers.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate PrerequisitesPYC 3105 Adulthood 0–3 —_____________________________________________________________________________________________________________________________________PYC 3200 Personality and Psychotherapy 0–4 —_____________________________________________________________________________________________________________________________________PSO 5410 Orientation: Coaching Certificate 0 —_____________________________________________________________________________________________________________________________________PSO 5412 Introduction to Coaching 1 —_____________________________________________________________________________________________________________________________________PSO 5414 Starting a Coaching Practice 1 —_____________________________________________________________________________________________________________________________________PSO 5423 Crafting the Coaching Relationship 2 —_____________________________________________________________________________________________________________________________________PSO 5424 Coaching Practicum A 1 — PSO 5423_____________________________________________________________________________________________________________________________________PSO 5425 Communicating in Coaching 2 PSO 5423 PSO 5426_____________________________________________________________________________________________________________________________________PSO 5426 Coaching Practicum B 2 — PSO 5425_____________________________________________________________________________________________________________________________________PSO 5427 Facilitating Learning and Results 2 PSO 5425 PSO 5428_____________________________________________________________________________________________________________________________________PSO 5428 Coaching Practicum C 2 — PSO 5427__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSO 5430 Paradigms of Coaching 2 —PSO 5434 Coaching Practicum D: Advanced Coaching— PSO 5435_____________________________________________________________________________________________________________________________________Internship 1 2_____________________________________________________________________________________________________________________________________PSO 5435 Coaching Competency 1 2 PSO 5427 PSO 5434_____________________________________________________________________________________________________________________________________PSO 5437 Coaching Competency Supplement 1 1 PSO 5435_____________________________________________________________________________________________________________________________________PSO 5466 Self as Instrument 3 —Select SIX UNITS from the following courses 6PSO 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 toCareer Development (3) —PSO 5446 Career Planning Resources (2) —PSO 5461 Organizational Dynamics (3) —_____________________________________________________________________________________________________________________________________Total units required 28–35_____________________________________________________________________________________________________________________________________1Students who need additional assistance in demonstrating competency in coaching will be required to enroll in PSO 5437 Coaching CompetencySupplement (1 unit). Units of PSO 5437 do not apply toward the unit requirements for the certificate.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 169
Graduate School of Professional PsychologyOrganizational PsychologyNote: This certificate will not be offered after spring 2010.Students currently enrolled will be allowed to complete thiscertificate provided all requirements are met before the end ofspring 2010; however, no new students may begin this certificateafter fall 2007. Please consult the department for details.This certificate program serves professionals in the field or inallied fields who wish to pursue organizational studies and receiverecognition for doing so. It also serves students in various JFKUMA programs who wish to supplement their programs withOrganizational Psychology electives and receive a certificate.A bachelor’s degree from an institution whose accreditation isapproved by the Council for Higher Education Accreditation(CHEA) is required for admission to this program.The certificate can be completed in one year. It consists of 18elective units—any courses in the Organizational Psychologyprogram that meet the student’s needs and interests. Studentswith no previous exposure to the field are encouraged to selectthe following:Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSO 5314 Facilitating Group Decision Making 3 —PSO 5363 Group Process in Organizations 3 PSO 5461_____________________________________________________________________________________________________________________________________PSO 5461 Organizational Dynamics 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSO 5466 Self as Instrument 3 —PSO 5472 Strategies for Communication and3 —_____________________________________________________________________________________________________________________________________team BuildingPSO 5475 Principles of Organizational Consulting 3 —_____________________________________________________________________________________________________________________________________Total units required 18_____________________________________________________________________________________________________________________________________Sport PsychologyMA ProgramThe MA Sport Psychology program curriculum is designed toexpose students to an integrated model of sport psychologyeducation that includes performance enhancement techniques,counseling skills, and sport science. The program consists of 77units which students can complete within a two-year process.Emphasis is placed on training students to understand the theoriesbehind sport psychology and be able to apply performanceenhancement techniques in diverse settings.Graduate School ofProfessional PsychologyThis program is offered at the Pleasant Hill campus and is oneof the few in the United States specifically designed to integrateperformance enhancement techniques, counseling skills, andsport science within the field of sport psychology. The sportpsychology coursework covers research, theory, and the applicationof psychology to such areas as optimal performance, at-riskyouth and group dynamics. The counseling skills courses includetheoretical and experiential learning in fundamental counselingskills, group dynamics, psychopathology, and cross-culturaldynamics. Sport science courses expose students to majorbiophysical subdisciplines of kinesiology, biomechanics, sportinjury, and exercise physiology. Students also study the fundamentalsof consultation and the theories and techniques ofproblem solving processes. Students learn how to develop theirown consultation practice.In addition to coursework, students complete four quarters ofsupervised field experience in sport psychology. The first placementis generally at the university’s summer sport camp followedby the LEAP Project (in the LEAP—Life Enhancement throughAthletic and Academic Participation). Student interns work withhigh school students both on and off the playing field. Theyteach athletic teams how to utilize performance-enhancementtechniques across all areas of their lives. The subsequent fieldexperiences include community and recreation organizations,high schools, universities, at risk youth treatment facilities, andclub sport. Concurrent with all field placements, students mustparticipate in individual and group supervision.170 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyAt the end of the first year, students take a written exam. In theirsecond year, students are required to complete a master’s projectin which they pursue in depth a sport psychology research interestof their choice. At the end of the program, students complete anoral examination in which they present a case from their fieldworkexperience. Students are required to respond to sport psychologyscenarios by the faculty examiners and demonstrate an ability tointegrate the theoretical models, research, ethical principles, andissues of diversity within their formulation responses.Mission StatementThe JFKU Sport Psychology program provides academically rigoroustraining to help students become effective sport psychologypractitioners. Experiential training is guided by theoreticalmodels, research, ethical principles and how diversity impactsthe field of sport psychology. Students who successfully completethe innovative program are able to integrate the core elements ofperformance enhancement, counseling skills, and sport sciencewithin their practice.Program Learning OutcomesUpon graduation, students will be able to demonstrate competencein these areas:• Application/intervention. The students will be able todescribe, explain, and apply performance-enhancementtechniques with individual performers and teams.• Theory. The students will be able to describe, explain,synthesize, and apply theoretical perspectives in sportpsychology.• Assessment. The students will be able to conduct thoroughassessment(s) of clients.• Counseling skills. The students will be able to utilizecounseling skills to develop a working relationshipwith clients.• Diversity. The students will be able to identify sources of biaswithin themselves, integrate concepts, and adapt their skillsto work with a diverse range of populations.• Ethics and professionalism. The students will be able toidentify and apply ethical principles in a professional manner.• Research. The students will be able to summarize, apply,and conduct research in the field of sport psychology.PoliciesStudents enrolled in the Sport Psychology program are expectedto be aware of and adhere to the following policies.Classroom AttendanceThere are no absences allowed unless a student expressly askspermission to miss a class due to extraordinary circumstances.All work missed during the class must be completed to thesatisfaction of the instructor. Any unexcused absences will result inlosing five percent of the final grade for each class session missed.If the class has credit/no credit grading, unexcused absences mayresult in no credit for the class. See the class syllabus for specificcourse requirements on attendance.Review and AdvisementIt is our responsibility to maintain high academic and ethicalstandards. Our sport psychology students serve as interns inpublic, private, and community agencies. In order to maintainthe desirable level of competence, all students should receiveevaluations from every instructor and supervisor. On occasion,students have difficulties that require intervention at an administrativelevel. The following list outlines the academic and ethicalcompetency review and advisement process.Timing of Evaluation• Each student is evaluated at the end of each course orinternship by the instructor or supervisor.Method of Evaluation• Performance reviews and grades as assessed by thecourse instructors.Person(s) or Committee(s) Responsible for Evaluation• Course instructor or fieldwork experience supervisor;• Faculty advisors;• Review and Advisement Committee;• Program Director/Chair;• Dean.Possible OutcomesStudents who are seen by the Review and Advisement Committeefor one or more of the following areas may be asked to discontinuetheir studies:• Receiving less than a C grade in a graded class (note thatthe cumulative GPA may be affected by receiving lessthan a B grade);• Receiving a NC in a CR/NC class;• Writing difficulties in more than one quarter;• Failing the written exam;• Failing the oral exam;• Being on academic probation for more than two quarters;• Not meeting the requirements of a fieldwork experience orengaging in conduct incompatible with the standards ofgraduation education or the practice of sport psychology.Student Appeal ProcessStudents may appeal the decision of the review and advisementcommittee by submitting their case (in order) to the followingoffices:• Review and Advisement Committee;• Program Director or Chair;• Dean;• Provost.Written ExamThe master’s written exam in the sport psychology program (boththe MA and the MA/PsyD linked program) is taken at the end ofthe first phase of the program (end of year one for linked students).It is offered at the end of the first summer quarter (for studentswho started the program in the previous fall quarter) and at theend of the fall quarter (for students who started the program in theprevious winter quarter).Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 171
Graduate School of Professional PsychologyThe exam allows students to be assessed on various aspects of theclasses that they have taken up to this point in the program. Thequestions consist mainly of a multiple-choice format with someopen-ended questions to allow for explanations and elaborations.In order to assess whether students are able to move into PhaseII of the program, the written exam is used in conjunction withevaluations of the students’ progress in their first internshipexperience.All seven sport psychology learning outcomes (PLOs) are assessedthrough this written exam:• Application/Intervention;• Theory;• Assessment Strategies;• Counseling Skills;• Diversity;• Ethics and Professionalism;• Research.The student can either pass or fail the written exam. The pass markis 70 percent in each section. Passing the written exam does notnecessarily mean that the student is eligible to move into Phase IIof the program or start the next internship (see above). Failure topass the written exam on the first attempt will result in reviewing(with the student) the answers given, making suggestions for extrareading and revision, and allowing one opportunity to retake theexam at a time agreed upon with the examiner.completed study in Master’s Project A and B, he or she will receivean In Progress mark (IP). Students will not receive final credit forPSP 5997A, PSP 5997B, or PSP 5997C until they have submittedtheir final approved and bound project and orally presented theirresearch findings to the program.If the project is not completed at the end of PSP 5997C Master’sProject C, the student will take PSP 5998 Supplemental ProjectAssistance for one unit until the master’s project is completedThese supplemental units do not apply toward the 77-unitrequirement for the degree. A maximum of six units of PSP5997A–C Master’s Project A–C may be applied toward the 77-unit degree requirement. There will be no leaves of absencegranted throughout this research process unless there areextenuating circumstances and the student obtains permissionfrom the instructor. The master’s project must be completedand approved before the degree can be awarded.Graduate School ofProfessional PsychologyOral ExamThe oral exam is a comprehensive exam carried out at the end ofthe student’s master’s program. This is an interactive exam wherethe student will be given vignettes that the students will beresponding to, and the examiners will be asking follow-upquestions to help assess proficiency in certain areas.Two examiners will sit in on this oral exam to evaluate the student’scompetency in areas consistent with all seven program learningoutcomes (PLOs):• Application/Intervention;• Theory;• Assessment Strategies;• Counseling Skills;• Diversity;• Ethics and Professionalism;• Research.Students will also be evaluated on promptness, attire, and attitude.The student can either pass, pass with conditions, or fail the oralexam.Research ProcessPSP 5054 Research Methods: Qualitative and Quantitative mustbe completed successfully before enrolling in PSP 5996 Master’sProject Proposal. The student must receive credit for PSP 5996Master’s Project Proposal before enrolling in PSP 5997A Master’sProject A. The research process is then one of continuous enrollmentfrom PSP 5997A Master’s Project A through PSP 5997B andPSP 5997C. The student will be registered for a minimum of threeconsecutive quarters during this process. Once the student has172 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1any course in personality and psychotherapy 0–4_____________________________________________________________________________________________________________________________________Note: May be fulfilled by taking PYC 3200Any course in neuropsychology 0–2_____________________________________________________________________________________________________________________________________Any course in psychopharmacology 0–2_____________________________________________________________________________________________________________________________________Core Curriculum_____________________________________________________________________________________________________________________________________PSP 5054 Research Methods: Qualitative and Quantitative 3 —_____________________________________________________________________________________________________________________________________PSP 5800A Sport Psychology A 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSP 5800B Sport Psychology B 2 PSP 5800APSP 5803A Ethics and Professional Issues in_____________________________________________________________________________________________________________________________________Sport Psychology A 1 —PSP 5803B Ethics and Professional Issues in2 PSP 5803A_____________________________________________________________________________________________________________________________________Sport Psychology B_____________________________________________________________________________________________________________________________________PSP 5804 Assessment Strategies 2 —PSP 5805A Psychopathology Assessment A 1 —_____________________________________________________________________________________________________________________________________PSP 5805B Psychopathology Assessment B 2 PSP 5805A_____________________________________________________________________________________________________________________________________PSP 5810 Sport and Society 2 —_____________________________________________________________________________________________________________________________________PSP 5811 Counseling Skills A 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSP 5812 Counseling Skills B 3 PSP 5811PSP 5814 Comprehensive Exploration of Diversity2 —_____________________________________________________________________________________________________________________________________in Sport_____________________________________________________________________________________________________________________________________PSP 5815 Performance Enhancement A 3 —PSP 5816 Performance Enhancement B 3 PSP 5815__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSP 5817 Performance Enhancement C 3 PSP 5816PSP 5822 Psychology of Group Interpersonal3 —_____________________________________________________________________________________________________________________________________Communication_____________________________________________________________________________________________________________________________________PSP 5824 Psychological Elements of Addiction in Sport 1 —PSP 5826 Psychological Dimensions of Youth Sport 2 —_____________________________________________________________________________________________________________________________________PSP 5832 Psychology of Injury 1 —_____________________________________________________________________________________________________________________________________PSP 5833 Kinesiology 4 —_____________________________________________________________________________________________________________________________________PSP 5834 Motor Learning and Performance 2 —_____________________________________________________________________________________________________________________________________PSP 9090 Written Exam 0 —_____________________________________________________________________________________________________________________________________PSP 9091 Oral Exam 0 —_____________________________________________________________________________________________________________________________________Supervised Field Experience_____________________________________________________________________________________________________________________________________PSP 5280 Fieldwork 2 16 —_____________________________________________________________________________________________________________________________________Master’s Project_____________________________________________________________________________________________________________________________________PSP 5996 Master’s Project Proposal 3 PSP 5054 or instructor consent_____________________________________________________________________________________________________________________________________PSP 5997A Master’s Project A 2 —_____________________________________________________________________________________________________________________________________PSP 5997B Master’s Project B 2 PSP 5997A and completed project contract_____________________________________________________________________________________________________________________________________PSP 5997C Master’s Project C 2 PSP 5997B and completed project contract_____________________________________________________________________________________________________________________________________Workshops_____________________________________________________________________________________________________________________________________PSP 9020 Town Hall Meetings 3 0 —_____________________________________________________________________________________________________________________________________PSP 9025 Speaker Series 4 0 —_____________________________________________________________________________________________________________________________________PSP 9030 Developing a Consulting Practice 0 —_____________________________________________________________________________________________________________________________________Electives 5 4 —_____________________________________________________________________________________________________________________________________Total units required 77–85_____________________________________________________________________________________________________________________________________1These courses or their approved equivalents are prerequisites to the MA program. Students who have not completed them prior to admission areexpected to do so during the first year of graduate study.2Students in this program must elect this course four times and earn a total of 16 units.3Attendance is required at all meetings.4Minimum requirement is two meetings.5Students are required to complete four 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.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 173
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyInternship OverviewThe internships in the Sport Psychology program are a key componentof the educational process. The fieldwork experience is thecornerstone of the program. It allows students to gain a handsoneducation in the role of being a sport psychology professional.Because of the importance placed on the internships, studentsshould approach this aspect of the program with a willingness tostructure his or her experience in a manner that will optimize theeducational value.The internships will help students:• Learn how to teach optimal performance techniques inan applied setting.• Increase awareness of the interpersonal relationshipsbetween themselves and their clients.• Learn to be aware of their personal style and approach.• Learn to integrate theories and techniques of sportpsychology into diverse settings.• Learn how to conduct oneself as a professional in the areas offlexibility, accountability, ethical behavior, and responsibility.• Become skilled in educating potential clients on the benefitsof sport psychology skills and securing an internship site.• Network with others in the field as well as with potentialemployers.• Use sport psychology techniques with clients as both lifeskills and mental training skills for sport.Students should develop internships to work with specific groupsthey may not have worked with in the past. This includes groupand individual clients, unfamiliar sport experiences, athletes ofvarious sports and developmental levels, and any other setting thatwill increase effectiveness. Approaching the fieldwork experiencein this fashion will allow students to gain competence in manyareas toward becoming effective sport psychology professionals.The interns are monitored by the fieldwork coordinator. Duringthe internship, students will work one on one with a supervisorassigned by the fieldwork coordinator. Here the students will workon various areas as they pertain to the internship experience. Theywill assess their strengths and weaknesses which may be improvedupon as a sport psychology consultant. Students will also attend agroup supervision class (case seminar). Students can share ideaswith their classmates and get feedback from the case instructor.To receive credit for each internship, students must follow theinternship contract and policies and fulfill all internship requirements(see internship packet). Samples of reasons a student wouldnot get credit for an internship are:• Not receive a passing score on the Supervisor’s Assessmentof Intern (see form for details);• Failure to turn in weekly tapes to supervisor;• Failure to meet weekly with supervisor;• Failure to attend case class consecutively during the courseof the internship;• Failure to stay with clients through the end of the season(even if this exceeds 11 weeks);• Consistently acting in an unprofessional and unethicalmanner at his/her internship;• Failure to get minimum required contact hours;• Failure to turn in all informed consents to fieldworkcoordinator after first week of internship;• Failure to turn in all completed paperwork by their due dates.Students who are not meeting the requirements of a fieldworkexperience or who engage in conduct incompatible with thestandards of graduate education or the practice of sport psychologymay be dismissed.PrerequisitesStudents need to complete the following courses before startingany internships:• PSP 5815 Performance Enhancement A• PSP 5816 Performance Enhancement BLEAP ProgramThe mission of the Life Enhancement through Athletic andAcademic Participation program (LEAP) is to help at-risk childrenand adolescents to succeed in school and life. The “hook” of theLEAP program is participation in interactive and non-traditionalgames or in organized sports. LEAP uses sport participation as acatalyst to help youth learn more effective life skills and copingtechniques.The LEAP program provides a bridge to opportunity by helpingyouth:• Improve personal decision making;• Recognize choices have consequences;• Promote personal responsibility and accountability;• Improve positive self-concept, self-worth, and self-confidence;• Learn skills to deal with anger and frustration inappropriate ways;• Learn to work together to solve problems;• Learn the discipline necessary to be successful in sports,school, and life.LEAP accomplishes these goals through participation in eitheran interactive and non-traditional games environment or takingpart in sports. The LEAP program tailors the sport psychologyprinciples and techniques to the needs of each specific group.Who LEA P Works With• Student Athletes. The LEAP program works with at-riskhigh school student-athletes. The overall goal of the LEAPprogram is to work with athletic teams on the field and inthe classroom helping students, teachers, and coaches builda positive environment where learning is possible. Throughworking with the athletic teams, the LEAP program providesstudents with an opportunity to receive academic supportand life-skills education and in the athletic arena to learnteam-building skills and sport psychology techniques toimprove their performance on the field.174 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional Psychology• Challenge Camp. The LEAP Challenge Camp works withyouth at Orin Allen Youth Rehabilitation Facility (OAYRF).The core philosophy of the LEAP Challenge Camp is tohelp juvenile offenders focus on their future. Through aninteractive games environment, the LEAP Challenge Campprovides youth with an opportunity to build social skills;learn cooperation, communication, and listening skills; topractice problem-solving, decision-making, and planningskills; and to learn appropriate outlets for anger and stress.• Sport Specific Camp. The LEAP Sport Specific Campfocuses on working with girls in sport. The camps providean opportunity for girls to learn mental strategies that theycan use both in the sporting arena and in their life. Teambuilding, communication, and group problem solving skills;positive self-talk; and goal setting are the focal point of thecamp. These skills are taught to the girls through participationin their sport and then transferred to the classroom andtheir life.• Life Skills Workshops. The LEAP Life Skills workshopswork with at-risk children and adolescents in the Pittsburgcommunity. Through an interactive and non-traditionalgames environment, youth are taught life skills to help themmake better choices and navigate the obstacles and stressorsthey face in life.Certificate ProgramsSport ManagementThe field of sport management is a rapidly growing field. Thesports industry, which encompasses recreational sports, clubsports, athletic clubs, university athletics as well as professionalsports, grows each year, and the need for trained professionalincreases from year to year. With this Sport Management certificate,students may pursue careers in organizations such as sportevent planning, professional sports, university athletic programs,and in-club sport associations.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSP 5808 Introduction to Sport Psychology 1 —PSP 5809 Introduction to Sport Management 2 —_____________________________________________________________________________________________________________________________________PSP 5810 Sport and Society 2 —_____________________________________________________________________________________________________________________________________PSP 5827 Economics of Sport 2 —_____________________________________________________________________________________________________________________________________PSP 5828 Event Management 3 —_____________________________________________________________________________________________________________________________________PSP 5829 Management Strategies for Sport 3 —_____________________________________________________________________________________________________________________________________PSP 5830 Sport Marketing 3 —_____________________________________________________________________________________________________________________________________PSP 5831 Sport Law 2 —_____________________________________________________________________________________________________________________________________PSP 5858 Sport Management Practicum: Fieldwork 3 —_____________________________________________________________________________________________________________________________________Total units required 21_____________________________________________________________________________________________________________________________________Exercise and Sport PerformanceThe Exercise and Sport Performance certificate is designed to giveprofessionals in the health, sport, and fitness world; coaches;athletes; sport psychology consultants; sport administrators;psychologists; MFTs; and others knowledge in the areas of sportand exercise psychology, sport physiology, kinesiology, andnutrition. This 23–25-unit certificate will provide eligiblepsychologists, marriage and family therapists, and sport psychologyconsultants the necessary coursework required to apply forAssociation for Applied Sport Psychology (AASP) certification.Courses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSP 5280 Fieldwork 4 PSP 5816PSP 5800A Sport Psychology A 3 —_____________________________________________________________________________________________________________________________________PSP 5815 Performance Enhancement A 3 —_____________________________________________________________________________________________________________________________________PSP 5816 Performance Enhancement B 3 PSP 5815_____________________________________________________________________________________________________________________________________PSP 5833 Kinesiology 4 —_____________________________________________________________________________________________________________________________________PSP 5834 Motor Learning and Performance 2 —_____________________________________________________________________________________________________________________________________PSP 5835 Exercise Psychology 2 —_____________________________________________________________________________________________________________________________________Select ONE of the following courses (or both if needed) 2–4PSP 5810 Sport and Society (2) —PSP 5820 Psychology of Coaching (2) —_____________________________________________________________________________________________________________________________________Total units required 23–25_____________________________________________________________________________________________________________________________________Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 175
Graduate School of Professional PsychologyLinked MA Sport Psychology/Clinical Doctor of PsychologyNote: Students may not link a bachelor’s degree to a master’s degreeand then link the master’s degree to a doctoral degree.As the field of psychology continues to diversify and expand therange of specialties, it is important for educational institutions tostay on the cutting edge of program development. <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> has achieved this by linking the MA in Sport Psychologyprogram with the clinical doctoral program, the PsyD. Unlikea research-based PhD, the PsyD program is designed to producepractitioners, not researchers, while providing the same highlevel of scholarly study. Both the MA in Sport Psychology and thePsyD offer the highest level of available training in applied sportand clinical psychology respectively. In the past, students couldearn a master’s degree in two years and a Doctorate of Psychologyin an additional four years. This innovative linked programallows completion of both degrees within five years of full-time,intensive study (part-time options are also available). Having bothdegrees will enable graduates to use the title “Sport Psychologist,”allow them to apply for either master’s or doctoral certificationthrough the Association for Applied Sport Psychology (AASP),and work with both clinical and athletic clients by applying theskills and knowledge developed from both fields. Eligibility to takethe psychology licensing exam for the state of California will alsobe earned.The full-time student starts in the sport psychology programfor the first year and then moves into the PsyD program for thefollowing four years. Once in the PsyD program, the linked studentfulfills all the same curricular and training requirements askedof all PsyD students. The MA component of the linked programconsists of 41 units in the Sport Psychology program (completedduring the first year), and 36 units in the PsyD program (completedduring the first two years of the PsyD program, i.e., yearstwo and three of full-time study). Upon successful completionof these 77 units and the master’s written and oral exams, amaster’s degree will be conferred. Upon successful completionof the fifth year of full-time study in the linked program and allrequirements for the PsyD, a PsyD degree will also be awarded.For information on the practicum, internship exams, and advancementto candidacy, refer to the PsyD section of this catalog.Admission RequirementsApplicants must possess a bachelor’s degree from a regionallyaccredited institution. Prospective students should apply to theMA program and the PsyD program concurrently. In the eventthat a student in good standing in the Sport Psychology programis not accepted into the PsyD program, the student may continuethe master’s degree program. A student must be accepted into thePsyD program before enrollment in a PsyD course is permitted.MA Degree OptionsA student will be awarded an MA degree when he or she hassatisfactorily completed all first-, second-, and third-year coursesof the linked program (i.e., year one is completed in the Sport Psychologyprogram, years two and three are completed in the PsyDprogram), is a student in good standing, and has passed the MAwritten and oral exams in the Sport Psychology program and thecomprehensive written examination of the PsyD program.Linked students have a choice of receiving one of three master’sdegrees—an MA in Sport Psychology, an MA in Clinical Psychology,or a joint MA in Sport Psychology/Clinical Psychology.Graduate School ofProfessional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Undergraduate Prerequisites 1Introduction to Psychology_____________________________________________________________________________________________________________________________________Theories of Personality_____________________________________________________________________________________________________________________________________Diversity-related course_____________________________________________________________________________________________________________________________________Statistics_____________________________________________________________________________________________________________________________________First Year_____________________________________________________________________________________________________________________________________PSP 5280 Fieldwork 8 —_____________________________________________________________________________________________________________________________________PSP 5800A Sport Psychology A 3 —_____________________________________________________________________________________________________________________________________PSP 5800B Sport Psychology B 2 —_____________________________________________________________________________________________________________________________________PSP 5803A Ethics and Professionalism in Sport Psychology A 1 —_____________________________________________________________________________________________________________________________________PSP 5804 Assessment Strategies 2 —_____________________________________________________________________________________________________________________________________PSP 5810 Sport and Society 2 —_____________________________________________________________________________________________________________________________________PSP 5811 Counseling Skills A 3 —_____________________________________________________________________________________________________________________________________PSP 5815 Performance Enhancement A 3 —_____________________________________________________________________________________________________________________________________PSP 5816 Performance Enhancement B 3 PSP 5815_____________________________________________________________________________________________________________________________________PSP 5822 Psychology of Group Interpersonal Communication 3 —_____________________________________________________________________________________________________________________________________PSP 5826 Psychological Dimensions of Youth Sport 2 —_____________________________________________________________________________________________________________________________________PSP 5832 Psychology of Injury 1 —_____________________________________________________________________________________________________________________________________PSP 5833 Kinesiology 4 —_____________________________________________________________________________________________________________________________________PSP 5850 Electives 4 —_____________________________________________________________________________________________________________________________________PSP 9090 Written Exam 0 —_____________________________________________________________________________________________________________________________________PSP 9091 Master’s Oral Exam: Sport Psychology 0 —_____________________________________________________________________________________________________________________________________Continued next page.176 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Second Year 2PSD 7003 History and Systems of3 —_____________________________________________________________________________________________________________________________________Professional Psychology_____________________________________________________________________________________________________________________________________PSD 7007 Clinical Interviewing Skills I 3 3 —PSD 7008 Clinical Interviewing Skills II 3 3 PSD 7007_____________________________________________________________________________________________________________________________________PSD 7015 Adult Psychopathology I 3 3 —_____________________________________________________________________________________________________________________________________PSD 7016 Adult Psychopathology II 3 PSD 7015_____________________________________________________________________________________________________________________________________PSD 7035 Practicum I 4 6 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSD 7046 Group Process 4 3 —PSD 7047 Multicultural Awareness in6 —_____________________________________________________________________________________________________________________________________Professional Psychology 4_____________________________________________________________________________________________________________________________________PSD 7052 Writing Like a Psychologist 1 .5 —_____________________________________________________________________________________________________________________________________PSD 7104 Social and Cultural Bases of Behavior 3 —PSD 7121 World Cultures: Diverse Perspectives3 —_____________________________________________________________________________________________________________________________________on Psychological Theory and PracticePSD 7122 Psychodynamic Theory and Its3 —_____________________________________________________________________________________________________________________________________Application to Diverse PopulationsPSD 7123 Cognitive Behavioral Theory and Its3 —_____________________________________________________________________________________________________________________________________Application to Diverse Populations_____________________________________________________________________________________________________________________________________PSD 7141 Ethical and Legal Issues in Professional Psychology 3 —PSD 7151 Research Methods and Statistics I 3 3 —_____________________________________________________________________________________________________________________________________PSD 7225 Lifespan Development I: Child and Adolescent 3 —_____________________________________________________________________________________________________________________________________PSD 7250 Research Methods and Statistics II 3 PSD 7151_____________________________________________________________________________________________________________________________________Third Year__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSD 7107 Biological Bases of Behavior 3 3 —PSD 7115 Assessment I/Intellectual and Cognitive PSD 70084_____________________________________________________________________________________________________________________________________Assessment and Lab { PSD 7016PSD 7116 Assessment II /Personality Assessment I4 PSD 7115and Lab_____________________________________________________________________________________________________________________________________PSD 7117 Assessment III/Personality Assessment II4 PSD 7116_____________________________________________________________________________________________________________________________________and LabPSD 7124 Family Systems Theory and Its3 —_____________________________________________________________________________________________________________________________________Application to Diverse Populations_____________________________________________________________________________________________________________________________________PSD 7131 Psychology of Addiction 3 3 PSD 7016PSD 7007PSD 7016{PSD 7135 Practicum II 4 6PSD 7035_____________________________________________________________________________________________________________________________________PSD 7141{PSD 7007PSD 7016PSD 7146 Advanced Group Process 4 3PSD 7046_____________________________________________________________________________________________________________________________________PSD 7141{PSD 7007PSD 7147 Multicultural Proficiency in PSD 70163Professional Psychology 4 PSD 7047_____________________________________________________________________________________________________________________________________PSD 7141PSD 7016PSD 7160 Psychopharmacology 3_____________________________________________________________________________________________________________________________________{ PSD 7107PSD 7226 Lifespan Development II: Adulthood and Aging 3 —_____________________________________________________________________________________________________________________________________PSD 7251 Qualitative Research: Critical Review 3 PSD 7250_____________________________________________________________________________________________________________________________________PSD 7252 Clinical Dissertation Proposal I 3 2 PSD 7251_____________________________________________________________________________________________________________________________________PSD 7253A Clinical Dissertation Proposal II 3, 5 2 PSD 7252_____________________________________________________________________________________________________________________________________PSD 7253B Clinical Dissertation Proposal II 3, 5 1 .5 PSD 7252_____________________________________________________________________________________________________________________________________PSD 7254A Clinical Dissertation Proposal III 3, 6 2 PSD 7253_____________________________________________________________________________________________________________________________________PSD 7254B Clinical Dissertation Proposal III 3, 6 1 .5 PSD 7253_____________________________________________________________________________________________________________________________________Comprehensive Written Exam 7 0 —_____________________________________________________________________________________________________________________________________Continued next page.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 177
Graduate School of Professional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Fourth YearPSD 7025 Child and Adolescent Issues: PSD 70163_____________________________________________________________________________________________________________________________________Psychopathology and Treatment { PSD 7225_____________________________________________________________________________________________________________________________________PSD 7108 Cognitive and Affective Bases of Behavior 3 —PSD 7016PSD 7215 Consultation and Education in Psychology 3 PSD 7253 (may be taken as pre- or co-requisite){_____________________________________________________________________________________________________________________________________PSD 7245 (may be taken as pre- or co-requisite)PSD 7230 Management and Supervision: Self,PSD 7253 (may be taken as pre- or co-requisite)3_____________________________________________________________________________________________________________________________________Other, and Organization{ PSD 7245 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________PSD 7235 Practicum III 4 9 PSD 7135PSD 7245 Contemporary Issues in Professional PSD 71463_____________________________________________________________________________________________________________________________________Psychology { 4 PSD 7147PSD 7253PSD 7302 Dissertation Completion 4 1.5–2_____________________________________________________________________________________________________________________________________{ PSD 7254Electives 16_____________________________________________________________________________________________________________________________________Clinical Proficiency Exam 0_____________________________________________________________________________________________________________________________________Advancement to Candidacy 0_____________________________________________________________________________________________________________________________________Fifth Year_____________________________________________________________________________________________________________________________________PSD 7400 Internship 36 —_____________________________________________________________________________________________________________________________________Total units required 221_____________________________________________________________________________________________________________________________________1These courses or their approved equivalents are prerequisites to the Doctor of Psychology program. All prerequisite courses must be completed priorto attending first-year PSD courses, with official transcripts documenting successful completion on file in the registrar’s office.2In year two, the student moves into the PsyD program. Four units of fieldwork and the oral examination will be taken after year one.3This is a linked course; it will apply toward both degree programs.4This is a repeatable course and must be taken multiple times to total the number of units indicated. The first election is linked to both degree programs.Note: Students who began prior to fall 2006 may take PSD 7302 four times for a total of two units.5Students who began in fall 2006 or prior take PSD 7253A for two units. All others take PSD 7253B for 1.5 units.6Students who began prior to fall 2006 take PSD 7254A for two units. All others take PSD 7254B for 1.5 units.7Students in good standing who have passed the comprehensive written and oral examinations will be awarded an MA in Sport Psychology or an MAin Clinical Psychology or a joint MA in Sport Psychology/Clinical Psychology. This degree is non-terminal and non-licensable.Graduate School ofProfessional Psychology178 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyDoctor of Psychology (PsyD)The PsyD degree was first recognized by the APA in 1973.Today, many PsyD programs are offered nationwide. The Doctorof Psychology (PsyD) program is designed for individualsseeking the highest level of training to become appliedpsychologists. Graduates are prepared for the multiple roles whichcontemporary psychologists must fill to competently serve theircommunities: clinician, program administrator and evaluator,consultant, educator, supervisor, assessor, and critical consumerof psychological research. Practical applications, advanced clinicaltraining, and specialized fieldwork are emphasized throughout thecourse of the program.A dedicated faculty of practitioner-scholars offers a studentfacultyratio of approximately ten to one. In the selection offaculty, staff, and students, the PsyD program aims to reflectthe diversity of California’s community including gender, race,physical ability, sexual orientation, and class. The PsyD programincorporates issues of diversity into all courses in the curriculum.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 (fourquarters per year) plus weekly practicum hours each of the firstthree years. After the three full-time years of coursework, aone-year, full-time internship, or two half-time internships, arerequired for graduation. Students are also required to completea clinical dissertation project. Part-time students work with theiradvisor to develop a modified schedule tailored to each individualstudent’s needs.Program Learning Outcomes• Systemic and theoretical foundations. Students canidentify, describe, and apply foundational knowledge,theory, and systems in psychology and their relevance todiverse populations.• Relationship. Students can develop, articulate, and maintainconstructive and culturally sensitive working relationshipswith clients, colleagues, supervisors, and others with whomthey interact professionally• Multicultural competence. Students can recognize andreflect upon their world view, biases, values, and assumptions;appreciate and respect others’ cultures and world views;understand the psychological impact of privilege and power;and use this awareness in the provision of psychologicalservices.• Assessment. Students can describe, conceptualize,characterize, predict, and present clinically relevant aspectsof clients (e.g., character, behavior, strengths, challenges,symptoms, relationship quality, functioning) in sociopoliticaland cultural context.• Intervention. Students can engage in culturally sensitiveactivities that promote, restore, sustain, or enhance positivefunctioning and a sense of well-being in clients throughpreventive, developmental, or remedial services.• Research and evaluation. Students can conduct asystematic and culturally relevant mode of inquiry involvingproblem identification, selection of appropriate methodology,analysis and interpretation of data, and clear and accuratecommunication of findings pertaining to psychologicalphenomena.• Professional roles. Students can conduct themselvesethically and legally in their professional activities. Studentscan articulate the basic activities associated with consultation,education, management, and supervision in a multiculturalprofessional environment. Students can communicate (orallyand in writing) in a clear, accurate, and professional manner.AccreditationThe Doctor of Psychology (PsyD) program at <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong> is accredited by the American Psychological Association(APA). Interested parties may contact the APA at:Committee on AccreditationAmerican Psychological Association750 First Street NEWashington DC 20002-4242(202) 336-5979Admission RequirementsIn addition to the university requirements listed previously in thiscatalog, 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 theequivalent of a U.S. bachelor’s degree.)• A personal statement, no longer than four double-spaced,typewritten pages. The statement should reflect theapplicant’s interest in the field of psychology and diversityand rationale for applying to this program.• A resume/vitae.• Applicants must submit a recent and representative sampleof academic writing (sample academic paper). The sampleshould be no longer than ten pages and should include theapplicant’s name.• Three letters of recommendation which attest to theapplicant’s suitability for a Doctor of Psychology program arerequired. Two of the three recommendations will preferablybe from former or current instructors.• Applications will be evaluated by the PsyD AdmissionsCommittee. Applicants deemed most appropriate foradmission will be contacted by the program to schedule apersonal interview.• The Graduate Record Examination (GRE) score is notrequired of applicants.The application deadline is January 2 for application and allsupporting documentation. Applicants are admitted for fallGraduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 179
Graduate School of Professional PsychologyGraduate School ofProfessional Psychologyquarter only. Late applications will be considered on a case-bycasebasis if space is available.The following four classes are required prior to enrollment in thePsyD program. These classes need to have been taken at a regionallyaccredited university within the past ten years with a grade ofC or better in an undergraduate program or a B- or better in postundergraduatework:• Diversity-related class• Introduction to Psychology• Survey course on Theories of Personality• StatisticsTransfer CreditStudents holding a master’s degree may be eligible to transfer upto 18 units of credit. Students requesting course transfer creditneed to have attained a grade of “Credit” or a letter grade of B orhigher from a regionally accredited institution. The course(s) inquestion must have been taken within the last eight years. Studentstransferring from another doctoral program may transfer up to 30units of credit. Although transfer credit may reduce the cost of theprogram, it will not reduce the overall length of the program.Transfer credit is not permitted into the linked MA SportPsychology/PsyD programs.AdvisementAfter matriculating into the program, students are assigned afaculty advisor with whom they meet at least once per quarter.Student performance in coursework and practica is evaluated onan ongoing basis, with formal yearly reviews. Each year must becompleted satisfactorily to be advanced in the program. Failure tomeet requirements for advancement will result in a referral to theReview and Advisement Committee to remediate the difficulty. Insome instances, students may be required to supplement or repeatcertain areas of the program or to take a leave from the program.Competency AreasThe curriculum is designed around seven competency areas:relationship, research and evaluation, assessment, interventions,systemic and theoretical foundations, professional roles andconduct, and multicultural competence. A perspective of diversityis integrated throughout the coursework and clinical training.Integrated Professional SeminarThe Integrated Professional Seminar (IPS) is a key component ofthe program. This composite of courses is designed to integratecoursework with practicum throughout the program. Small groupsof students meet together with a faculty member over threeconsecutive quarters. Depending on the year, IPS emphasizesdifferent areas such as working with diverse populations, examiningone’s own belief systems, worldview, biases, group process,and clinical case presentations. The IPS provides a supportivesetting in which students may collaboratively integrate theirapplied and academic experiences.Practicum IIn contrast to both Practicum II and Practicum III which areclinical placements, Practicum I is an ethnographic placementexperience. The first-year ethnographic practicum lays thefoundation for culture- and diversity-sensitive training as well aspractice in self-reflection and self-awareness. The ethnographicexperience involves immersion in environments that provideunique and diverse cultural experiences for the trainees. Thisimmersion establishes an understanding of diversity and therelationships with power, privilege, and oppression in the practiceof psychology.To this end, the purpose of the ethnographic practicum(Practicum I) is to provide first-year doctoral trainees withexperience in an unfamiliar culture/setting. For a minimumof eight hours per week, first-year trainees engage in a culturalimmersion experience in a setting specifically selected to exposetrainees to a population with whom they have had little or no priorcontact.The ethnographic practicum (Practicum I) is not a clinical placement.Indeed, Practicum I trainees are not permitted to engagein clinical work. This placement is, however, integrally relatedto trainee development as clinical psychologists. It is one of theprincipal means by which trainees establish the foundationnecessary to work with the diversity of clients that they willencounter in their subsequent clinical placements as well as theirfuture work as professionals. This practicum (Practicum I) and itsaccompanying Integral Professional Seminar (IPS-I) are designedto focus on diversity.Practicum IIPracticum II is a clinical placement at one of over 100 availablesites. The focus of Practicum II is on the supervised integrationand application of knowledge gained from Practicum I placementexperience and ongoing doctoral coursework. In Practicum II,trainees work 16–20 hours per week to develop skills in doingtherapy including accurate assessment, conceptualization,and formulation of client cases from a multicultural/diversityperspective.Practicum IIIPracticum III again is a clinical placement at one of over 100available sites, this time for 20–24 hours per week. The focus ofPracticum III is on the supervised integration and application ofknowledge gained from previous practica and ongoing doctoralcoursework. As with Practicum II, trainees develop skills inaccurate assessment, conceptualization, and formulation ofclient cases from a multicultural/diversity perspective. However,the focus in Practicum III is extended to include advanced skillsin the development of systematic and empirically justifiable plansfor intervention with individuals, groups, or communities withinthe larger context of human diversity and social change.Pre-Doctoral InternshipTrainees apply for pre-doctoral internship when they are inthe third year of the full-time curriculum. Trainees need to be180 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional Psychologyregistered for the relevant number of internship units for eachquarter in which they are accruing internship hours.JFK <strong>University</strong> PsyD trainees may apply for full-time or part-timeinternship programs that are accredited by CAPIC, APPIC, orAPA. To be considered full time, trainees must work a minimumof 35 hours per week. A full-time internship is completed in fourquarters at nine units per quarter for a total of 36 units.Comprehensive Written ExaminationThe comprehensive examination is similar to the written examinationfor California licensure. A comprehensive written examconsisting of 200 multiple choice questions is administered at theend of the second year.Clinical Proficiency ExaminationIn the spring of year three, students present a written clinical casereport to two faculty members who examine the student on thecase.Satisfactory ProgressSatisfactory levels of proficiency in all competency areas in courseworkand practica must be met by each student to proceed tothe next year of the program. Failure to meet requirements foradvancement to the next year may result in a student’s beingrequired to supplement or repeat certain areas of the program or astudent’s termination from the program.MA Degree in Clinical PsychologyA student will be awarded a MA degree in Clinical Psychologywhen he or she has satisfactorily completed all first- and secondyearcourses, is a student in good standing, and has passed thecomprehensive written examination. This degree is non-terminaland non-licensable. Students who come into the PsyD programwith an MA in Psychology are not awarded a second master’sdegree.Clinical Dissertation ProjectThe clinical dissertation project is an intensive study in an area ofinterest. Projects must reflect the program’s emphasis on diverseor underserved populations as well as the Doctor of Psychology’sclinical focus. The dissertation should integrate research findings,relevant literature, and original thought, deriving input from thepopulation under study and contributing to the field of appliedpsychology. Traditional quantitative methodologies may beutilized or students can explore and utilize other research forms.Projects may take the form of a program evaluation, theoreticalexploration, meta-analysis, case study or series of case studies,phenomenological study, ethnography, grounded-theory exploration,or other qualitative methodology. The dissertation proposalmust be completed prior to accepting a pre-doctoral internship.Dissertation ExtensionStudents who have not completed a clinical dissertation projectprior to beginning the internship must register for PSD 7302Dissertation (0.5 units) and pay a dissertation fee for each quarterthat the dissertation remains unfinished. PSD 7302 may be takena maximum of three times for credit (1.5 units). The student mustcontinue to retake PSD 7302 until the dissertation is complete,but will not receive more than 1.5 units in total. (Students whobegan prior to fall 2006 may take PSD 7302 four times for credit.)Advancement to CandidacyIn order to advance to candidacy at the end of year three of theprogram, each student must have satisfactorily completed allcoursework, practica, the clinical proficiency exam, and yearlyreviews and successfully defended the clinical dissertation proposal.The student may then enter into an approved internship andbegin the final phase of the program.Individual PsychotherapyAll students in the Doctor of Psychology program are requiredto complete at least 50 hours of individual psychotherapy withinan 18-month time period prior to beginning internship. Psychotherapymust be with a licensed therapist. Students do not receiveacademic credit for psychotherapy.LicensureCompletion of the PsyD from <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> preparesstudents to sit for the Psychologist Licensing Examination.The licensure process is regulated by the California Board ofPsychology which currently requires a minimum 3,000 hoursof board-approved supervised training. Licensing statutes andregulations are subject to future legislative or administrativerevisions. Doctor of Psychology students will be kept informedabout licensing requirements and any changes that occur. ThePsyD program maintains an active relationship with the licensingboard.The Board of Psychology may be contacted directly at:1422 Howe Avenue Suite 22Sacramento CA 95825-3200phone: (916) 263-2699eMail: bopmail@dca.ca.govwebsite: http://www.psychboard.ca.govDegree RequirementsTo receive the Doctor of Psychology, the student must completethe following:• After admission to the Doctor of Psychology program, allacademic requirements must be completed in residence.• A minimum grade of B- is required in each course appliedto the degree.• An overall grade-point average of 3.0 must be achieved inall work for the PsyD.• Candidates for doctoral degrees are required to file aPetition for Degree and pay the required fee by February 15of the year prior to beginning internship.• A comprehensive written examination in year two anda clinical proficiency exam in year three, internship,psychotherapy, dissertation, and course requirementsas outlined above.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 181
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________Prerequisites 1Introduction to Psychology_____________________________________________________________________________________________________________________________________Theories of Personality_____________________________________________________________________________________________________________________________________Diversity-related course_____________________________________________________________________________________________________________________________________Statistics__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________First YearPSD 7003 History and Systems of ProfessionalPsychology 3 —_____________________________________________________________________________________________________________________________________PSD 7007 Clinical Interviewing Skills I 3 —_____________________________________________________________________________________________________________________________________PSD 7008 Clinical Interviewing Skills II 3 PSD 7007_____________________________________________________________________________________________________________________________________PSD 7015 Adult Psychopathology I 3 —_____________________________________________________________________________________________________________________________________PSD 7016 Adult Psychopathology II 3 PSD 7015_____________________________________________________________________________________________________________________________________PSD 7035 Practicum I 2 6 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSD 7046 Group Process 2 3 —PSD 7047 Multicultural Awareness in Professional6 —_____________________________________________________________________________________________________________________________________Psychology 2_____________________________________________________________________________________________________________________________________PSD 7052 Writing Like a Psychologist 1 .5 —_____________________________________________________________________________________________________________________________________PSD 7104 Social and Cultural Bases of Behavior 3 —PSD 7121 World Cultures: Diverse Perspectives3 —_____________________________________________________________________________________________________________________________________on Psychological Theory and PracticePSD 7122 Psychodynamic Theory and Its3 —_____________________________________________________________________________________________________________________________________Application to Diverse PopulationsPSD 7123 Cognitive Behavioral Theory and Its3 —_____________________________________________________________________________________________________________________________________Application to Diverse PopulationsPSD 7141 Ethical and Legal Issues in Professional3 —_____________________________________________________________________________________________________________________________________Psychology_____________________________________________________________________________________________________________________________________PSD 7151 Research Methods and Statistics I 3 —PSD 7225 Lifespan Development I: Child and Adolescent 3 —_____________________________________________________________________________________________________________________________________PSD 7250 Research Methods and Statistics II 3 PSD 7151_____________________________________________________________________________________________________________________________________Second Year__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSD 7107 Biological Bases of Behavior 3PSD 7115 Assessment I/Intellectual and Cognitive PSD 70084_____________________________________________________________________________________________________________________________________Assessment and Lab { PSD 7016_____________________________________________________________________________________________________________________________________PSD 7116 Assessment II /Personality Assessment I and Lab 4 PSD 7115_____________________________________________________________________________________________________________________________________PSD 7117 Assessment III/Personality Assessment II and Lab 4 PSD 7116PSD 7124 Family Systems Theory and ItsApplication to Diverse Populations 3 —__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________PSD 7131 Psychology of Addiction 3 PSD 7016PSD 7007PSD 7016{PSD 7135 Practicum II 2 6PSD 7035_____________________________________________________________________________________________________________________________________PSD 7141{PSD 7007PSD 7016PSD 7146 Advanced Group Process 2 3PSD 7046_____________________________________________________________________________________________________________________________________PSD 7141{PSD 7007PSD 7147 Multicultural Proficiency in Professional PSD 70163Psychology 2 PSD 7047_____________________________________________________________________________________________________________________________________PSD 7141PSD 7016PSD 7160 Psychopharmacology 3_____________________________________________________________________________________________________________________________________{ PSD 7107PSD 7226 Lifespan Development II: Adulthood and Aging 3 —_____________________________________________________________________________________________________________________________________PSD 7251 Qualitative Research: Critical Review 3 PSD 7250_____________________________________________________________________________________________________________________________________PSD 7252 Clinical Dissertation Proposal I 2 PSD 7251_____________________________________________________________________________________________________________________________________PSD 7253A Clinical Dissertation Proposal II 3 2 PSD 7252_____________________________________________________________________________________________________________________________________Continued next page.182 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyCourses Units Prerequisite(s) Co-Requisite(s)_____________________________________________________________________________________________________________________________________PSD 7253B Clinical Dissertation Proposal II 3 1 .5 PSD 7252PSD 7254A Clinical Dissertation Proposal III 4 2 PSD 7253_____________________________________________________________________________________________________________________________________PSD 7254B Clinical Dissertation Proposal III 4 1 .5 PSD 7253_____________________________________________________________________________________________________________________________________Comprehensive Written Exam 5 0__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Third YearPSD 7025 Child and Adolescent Issues: PSD 70163_____________________________________________________________________________________________________________________________________Psychopathology and Treatment { PSD 7225_____________________________________________________________________________________________________________________________________PSD 7108 Cognitive and Affective Bases of Behavior 3PSD 7016PSD 7215 Consultation and Education in Psychology 3 PSD 7253 (may be taken as pre- or co-requisite){_____________________________________________________________________________________________________________________________________PSD 7245 (may be taken as pre- or co-requisite)PSD 7230 Management and Supervision: Self,PSD 7253 (may be taken as pre- or co-requisite)3_____________________________________________________________________________________________________________________________________Other, and Organization{ PSD 7245 (may be taken as pre- or co-requisite)_____________________________________________________________________________________________________________________________________PSD 7235 Practicum III 2 9 PSD 7135PSD 7245 Contemporary Issues in Professional PSD 71463_____________________________________________________________________________________________________________________________________Psychology { 2 PSD 7147PSD 7253PSD 7302 Dissertation Completion 2 1.5–2_____________________________________________________________________________________________________________________________________{ PSD 7254Electives 16 —_____________________________________________________________________________________________________________________________________Clinical Proficiency Exam 0 —_____________________________________________________________________________________________________________________________________Advancement to Candidacy 0 —_____________________________________________________________________________________________________________________________________Fourth Year_____________________________________________________________________________________________________________________________________PSD 7400 Internship 36 —_____________________________________________________________________________________________________________________________________Total units required 180_____________________________________________________________________________________________________________________________________1These courses or their approved equivalents are prerequisites to the Doctor of Psychology program. All prerequisite courses must be completed priorto 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 atany regionally accredited approved college or university.2This is a repeatable course and must be taken multiple times to total the number of units indicated. Note: Students who began prior to fall 2006 maytake PSD 7302 four times for a total of two units.3Students who began in fall 2006 or prior take PSD 7253A for two units. All others take PSD 7253B for 1.5 units.4Students who began prior to fall 2006 PSD 7254A for two units. All others take PSD 7254B for 1.5 units.5Students in good standing who have passed the comprehensive written examination will be awarded an MA degree in Clinical Psychology aftersatisfactorily completing all first- and second-year courses. This degree is non-terminal and non-licensable.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 183
Graduate School of Professional PsychologyDoctor of Psychology (PSD) CoursesGraduate School ofProfessional PsychologyPSD 7003 History and Systemsof _____________________________________________________________________Professional Psychology 3Studies the evolution of modern psychology with regard to varioustheories, systems, and practices. There is an examination ofthe philosophical, cultural, and sociopolitical contexts and consequencesof the major systems in the development of contemporarypsychology. A critical understanding of the weakness, biases, andlimitations of the given systems will be emphasized.PSD _____________________________________________________________________7007 Clinical Interviewing Skills I 3Students learn skills required to initiate and maintain a therapeuticrelationship. They learn the importance of culturalsensitivity, confidentiality, the therapeutic alliance, empathy,listening, reflecting, focusing, and gentle confrontation.Emphasis is placed on students’ awareness of and ability tomanage their own feelings as they arise in the therapeuticcontext.PSD _____________________________________________________________________7008 Clinical Interviewing Skills II 3Students will continue to learn and practice skills required toinitiate and maintain therapeutic relationships. Additionally,students will learn clinical strategies with individuals presentingwith various diagnostic issues. Issues of termination, frame maintenance,and clinical empathy will continue to be emphasized. Thecultural implications of assessment and diagnoses will be discussedas well as the clinical implications of working with clients who areculturally different from the clinician. Prerequisite: PSD 7007.PSD _____________________________________________________________________7015 Adult Psychopathology I 3An introduction to the symptoms, classification, and diagnosisof adult mental disorders. Students will learn the mental statusexamination and other approaches to the clinical evaluationof adult psychopathology. In this course, disorders classified anddescribed in the DSM-IV-TR will be reviewed. Students will learnto assess mental disorders and to render a multi-axial (DSM-IV-TR) diagnosis. Explanations regarding the etiology of these disorderswill be discussed from various theoretical perspectivesand approaches to treatment will be examined. The limitationsand qualifications of the current DSM-IV-TR system with regardto people of non-dominant cultural background are considered.PSD _____________________________________________________________________7016 Adult Psychopathology II 3This course continues the exploration of the symptoms, classification,and diagnosis of adult mental disorders and introduces theformulation of treatment plans to the assessment process. It alsoincludes a critical evaluation of the DSM-IV-TR system. Multiculturaland feminist critiques will be explored as well as the use ofempirical research in the construction of the DSM-IV-TR. Alternativediagnoses will also be introduced. Prerequisite: PSD 7015.PSD 7025 Child and Adolescent Issues:Psychopathology _____________________________________________________________________and Treatment 3This course includes an exploration of the symptoms, diagnosis,and treatment of child and adolescent psychopathology. Childand adolescent development are considered from a range oftheoretical perspectives. The strengths and limitations ofexisting theoretical and clinical approaches to pathology withregard to cultural and related variables are examined. Studentswill learn assessment and evaluation, treatment interventions,specific therapeutic techniques, and parent and collateral contactskills. Prerequisites: PSD 7016 and PSD 7225.PSD _____________________________________________________________________7035 Practicum I 2Students are placed for eight hours per week in settings, generallyschools or community mental health agencies, that allow themto engage in an ethnographic observation/participation ofindividuals and groups that are culturally different from thestudents in significant ways. The goal is to enhance culturalcompetence by broadening the student’s exposure and appreciationof “others,” while gaining an in-depth understanding of his orher own assumptions, stereotypes, and biases.PSD _____________________________________________________________________7046 Group Process 1Students function as a group during the three-quarter IPS. Theyreflect upon the group dynamics of their practicum placement,their own collective experience within the IPS and the range ofperspectives encountered in their assigned academic reading, andan exploration of cultural differences in a group context.PSD 7047 Multicultural Awarenessin _____________________________________________________________________Professional Psychology 2This part of the IPS curriculum focuses on theories of diversityand the history of racism and other “isms.” Students examine theeffects of power and privilege—or lack thereof—on psychologicalfunctioning. Students will be encouraged to develop self-awarenessand a heightened sensitivity to their own values, cultural identity,and biases to understand how these serve as both resourcesand barriers to the effective delivery of mental health services todiverse populations.PSD _____________________________________________________________________7052 Writing Like a Psychologist 1.5This course is designed to ground first-year doctoral psychologystudents in the principles of effective, appropriate, professionalcommunication. Topics addressed will include ethics in writing,issues of cultural diversity relevant to the process of professionalwriting, an introduction to the dissertation process, and researchwriting skill acquisition. Students are expected to participate inclass discussions and to turn in weekly writing assignments.PSD _____________________________________________________________________7104 Social and Cultural Bases of Behavior 3This course provides students with an overview of social psychologyand related domains of psychological research addressingthe influence of culture and other collective structures on humanbehavior. The course focuses strongly on social justice–orientedsocial-psychology work, theories of prejudice and racism, and theethical issues common to social psychology methods.PSD _____________________________________________________________________7107 Biological Bases of Behavior 3Offers a practical, clinical description of the functional anatomyand physiology of the human nervous system. Information is184 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional Psychologydiscussed to provide an understanding of the normal and pathologicaldevelopment and functioning of the nervous system. Thisincludes concepts of genetics, sleep, arousal and altered states ofconsciousness, the acquisition and retention of information, andthe ability of people to adapt to the environment. Exploring theapplication of this information to clinical practice, rehabilitation,research, and personal philosophy is encouraged.PSD 7108 Cognitive and AffectiveBases _____________________________________________________________________of Behavior 3This course provides students with an overview of classical andrecent research in the areas of cognitive psychology and theoriesof emotion with an emphasis on the relevance of these models andfindings to diversity-competent clinical practice and research.PSD 7115 Assessment I/Intellectual _____________________________________________________________________and Cognitive Assessment and Lab 4This course provides an introduction to intelligence and cognitiveassessment. It includes a historical examination of major theoriesof intelligence and the multicultural implications of these models.One hour of lab is included each week to help students acquireskills in the administration, scoring, and interpretation of cognitivetests. Prerequisites: PSD 7008 and PSD 7016.PSD 7116 Assessment II/Personality _____________________________________________________________________Assessment I and Lab 4Focuses on the various ways personality is assessed throughobjective measures. Students learn to administer, score, andinterpret personality inventories with emphasis on the MMPI-2.One hour of lab each week is included to help the student acquireskills in the administration, scoring, and interpretation ofobjective personality measures. In addition, emphasis is placed onthe integration of cognitive and objective personality test findingswithin the context of history, mental status, behavioral observations,SES, and culture. Students learn to integrate these data intoa psychological test report which provides a clear description ofthe subject and his or her strengths and weaknesses and relevanttreatment recommendations. Prerequisite: PSD 7115.PSD 7117 Assessment III/Personality _____________________________________________________________________Assessment II and Lab 4An introduction to the use of projective techniques to assesspsychological functioning. Particular attention will be given tothe Rorschach and the TAT/CAT. One hour of lab each week isincluded 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, andprojective personality test findings within the context of history,mental status, behavioral observations, SES, and culture. Studentslearn to integrate these data into a psychological test report whichprovides a clear description of the subject and his or her strengthsand weaknesses and relevant treatment recommendations.Prerequisite: PSD 7116.PSD 7121 World Cultures: Diverse Perspectiveson _____________________________________________________________________Psychological Theory and Practice 3Exposes students to non-traditional psychological theory as itapplies to non-dominant and non-conforming groups, both withinand outside the U.S. It contrasts traditional and non-traditionaltheories and considers postmodern thinking within social andpolitical contexts.PSD 7122 Psychodynamic Theory andIts _____________________________________________________________________Application to Diverse Populations 3This course reviews drive theory and ego psychology, objectrelationstheory, self-psychology, and intersubjective approachesto therapy. The paradigm shift in psychoanalytic thought from adrive theory to a relational theory model and the implications ofthis shift for clinical practice are examined. A critical review ofpsychodynamic theory and practice from a cultural perspective isincluded.PSD 7123 Cognitive Behavioral Theory andIts _____________________________________________________________________Application to Diverse Populations 3This course reviews the basic tenets and principles of cognitivebehavioraltheory and therapy and its specific application toanxiety and mood disorders. Cognitive-behavioral theory isexamined from a postmodern perspective.PSD 7124 Family Systems Theory and ItsApplication _____________________________________________________________________to Diverse Populations 3This course offers the basics in family systems theory and thehistorical context from which it arose. Students learn the applicationof systems theory to the treatment of a variety of familysystems. A comparison and critique of systems theory from apostmodern perspective is included. The limitations of systemstheory to families of diverse backgrounds is considered as well asmodifications of the approaches typical of system models to meetthe needs of such families.PSD _____________________________________________________________________7131 Psychology of Addiction 3Focuses on the identification, assessment, and treatment ofindividuals who are abusing substances. The influence ofsocioeconomic class and cultural context and the variations insubstance use and abuse across groups will be considered. Prerequisite:PSD 7016.PSD _____________________________________________________________________7135 Practicum II 2The second-year practicum is a clinical placement where studentsapply the knowledge and skills they have acquired in the first year.The practicum is part of the three-quarter integrated professionalseminar sequence in which students discuss clinical and diversityissues. Prerequisites: PSD 7007, PSD 7016, PSD 7035, and PSD7141.PSD 7141 Ethical and Legal Issuesin _____________________________________________________________________Professional Psychology 3This course focuses on the ethics and laws to which psychologistsmust adhere and their implications for a professional practice. Wewill examine contextual issues such as gender, race, and widelydiffering worldviews of therapist and client and their implicationsfor an ethical professional practice. Students will be introduced tomethods of critically evaluating their professional behavior.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 185
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyPSD _____________________________________________________________________7146 Advanced Group Process 1In this component of the second-year integrated professionalseminar, key aspects of the leader role will be examined with anemphasis on the effects of different theoretical orientationsor group models on the leader role and leadership style. Thedynamics of conflict and techniques for conflict resolution willbe a particular area of emphasis with attention to the impact ofdiversity on conflict management. Prerequisites: PSD 7007, PSD7016, PSD 7046, and PSD 7141.PSD 7147 Multicultural Proficiencyin _____________________________________________________________________Professional Psychology 1In year two of the integrative professional seminar, the multiculturaldimension shifts toward examining and experiencinghow integral aspects of the therapeutic interchange from diversecultural perspectives are actually experienced in the clinicalsetting. Focus will be on examining clinical treatment interventionswith specific populations and exploring their relativeeffectiveness and the impacts on both therapist and client.Prerequisites: PSD 7007, PSD 7016, PSD 7047, and PSD 7141.PSD _____________________________________________________________________7151 Research Methods and Statistics I 3This course is designed to present an overview of basic researchdesigns and methods including both qualitative and quantitativeapproaches to research. Additionally, the course covers ethics inresearch, issues of cultural diversity relevant to the processof research, and an introduction to descriptive statistics andcorrelational analyses.PSD _____________________________________________________________________7160 Psychopharmacology 3A general overview of the field of psychopharmacology as itrelates to the practice of psychology. Introductory lectures reviewthe history and current status of pharmacological researchmethodology and our current understanding of the variablesinfluencing drug effects (e.g., the placebo effect), basic neurophysiology,synaptic functioning, neurotransmitters, metabolicpathways, and pharmacokinetics. The remaining lecturesaddress the diagnosis and pharmacological treatment of several ofthe most commonly encountered classes of psychiatric disorders.Throughout the course, clinical, theoretical, and ethical considerationsof pharmacotherapy will be discussed. Prerequisite: PSD7016 and PSD 7107.PSD 7170A–C ClinicalNeuropsychology _____________________________________________________________________I–III 2–3 / 2–3 / 2–3This three-quarter course provides a grounding in functionalneuroanatomy and neuropathology in the context of how theseare manifested in cognition, emotion, and behavior. The firstquarter emphasizes functional neuroanatomy in greater depththan that offered in the Biological Basis of Behavior course. Thesecond quarter explores normal variation in brain functioningand various commonly encountered pathological processes.Basic neuropsychological principles and test procedures arediscussed and demonstrated during these quarters to solidify thecontent areas. The third quarter, finally, focuses on the battery andprocess approaches to neuropsychological assessment, and theapplication of such assessment in a number of clinical contexts.Experiential knowledge of the tests is encouraged by havingstudents undergo their own neuropsychological assessment givenby the instructor or the T.A. Prerequisites: PSD 7107, PSD 7115,PSD 7116, and PSD 7117.PSD 7215 Consultation andEducation _____________________________________________________________________in Psychology 3Introduces students to the consultative and educational processesin psychology and their application to work with diverse populations.Students become familiar with consultation in both itstechnical and process forms and integrate assessment, design,implementation, and evaluative phases. To this end, studentslearn to tailor, design, implement, and evaluate a consultationor educational module including objectives, methods, activities,materials, and evaluation. Prerequisite: PSD 7016, PSD 7253 (maybe taken as pre- or co-requisite), and PSD 7245 (may be taken aspre- or co-requisite).PSD 7225 Lifespan Development I:Child _____________________________________________________________________and Adolescent 3Covers the early years of development through adolescence withregard 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 beaddressed.PSD 7226 Lifespan Development II:Adulthood _____________________________________________________________________and Aging 3Lifespan issues from adulthood through aging and death arediscussed in this course. Theory, clinical applications, and currentresearch 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 3Aspects of the supervisory process are presented through the useof theoretical and case materials. Each student has the opportunityto participate as a supervisor in training and have his or herwork critiqued. This course also includes information and skillsrelated to supervising organizations, i.e., understanding andmanaging multiple levels of a system including one’s own privateor group clinical practice. Prerequisite: PSD 7235 (may be takenas pre- or co-requisite) and PSD 7245 (may be taken as pre- orco-requisite).PSD _____________________________________________________________________7235 Practicum III 3Practicum III gives students credit for their third-year trainingplacement. To receive credit for PSD 7235, students must meetthe terms of the placement contract, carry an adequate caseload,and receive a satisfactory evaluation by the practicum supervisor.In class, this component of the third-year integrated professionalseminar revolves around case presentations and emphasizes theintegration of theory into practice, case formulation, and atten-186 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional Psychologytion to issues of culture, power, and oppression. This class alsoprepares students for their clinical proficiency exam. Prerequisite:PSD 7135.PSD 7245 Contemporary Issues inProfessional _____________________________________________________________________Psychology 1This component of the third-year IPS examines the increasinglycomplex interplay of legal, ethical, social, and other concernsencountered in the practice of professional psychology. Issues ofdiversity are highlighted. Questions, concerns, and case examplesfrom year three practica experiences will be explored in depth.Microanalysis of case problems will be a central feature ofthis year’s seminar as students fine tune their clinical skills andinterests. Prerequisites: PSD 7146 and PSD 7147.PSD _____________________________________________________________________7250 Research Methods and Statistics II 3This course is designed to provide students with knowledge ofinferential statistics through two-way ANOVA and post hocanalysis with an introduction to selected multivariate techniques.Emphasis is placed on conceptual understanding and appropriateuse of statistics including knowledge of assumptions and limitationsof specific techniques. Critical review of published empiricalliterature and critique of culturally appropriate analysis and interpretationis an integral part of the course. Students are introducedto the dissertation process and are guided to begin formulating adissertation research question. Prerequisite: PSD 7151.PSD _____________________________________________________________________7251 Qualitative Research: Critical Review 3Responding to the program’s mission of applied, socially relevant,and culturally congruent research, this course covers major qualitativeapproaches to research and data analysis and the developmentof critical thinking skills. Skills will be used to assess therelevance, appropriateness, and utility of various methods withregard to specific research questions, populations, and socialcontexts. Prerequisite: PSD 7250.PSD _____________________________________________________________________7252 Clinical Dissertation Proposal I 2This 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 theprocess of developing a dissertation committee. Prerequisite: PSD7251.PSD _____________________________________________________________________7253A–B Clinical Dissertation Proposal II 2/1.5This course is designed to assist students in completing literaturereviews, obtain a dissertation committee, and develop an appropriatelydetailed methodology section for their projects. Separatequalitative and quantitative methodology sections are provided.Students who began in fall 2006 or prior take PSD 7253A for twounits. All others take PSD 7253B for 1.5 units. Prerequisite: PSD7252.PSD _____________________________________________________________________7254A–B Clinical Dissertation Proposal III 2/1.5This course designed to assist students in completing the dissertationproposal. Quantitative and qualitative sections will be offered.It is anticipated that by the end of this quarter, students will havesuccessfully defended their dissertation proposals. Students whobegan prior to fall 2006 take PSD 7254A for two units. All otherstake PSD 7254B for 1.5 units. Prerequisite: PSD 7253.PSD _____________________________________________________________________7302 Dissertation Completion 0–0.5Following successful oral defense of the dissertation proposal, eachstudent enrolls in PSD 7302 until completion of the dissertation.Students work independently under the direction of theirdissertation committees with assistance from research facultyuntil successful final defense of the dissertation project. Coursemay be repeated for credit three times. After three repetitions,students must continue to enroll in PSD 7302 to completion ofdissertation project. A maximum of 1.5 units will apply towardthe degree program. (Students who began prior to fall 2006 maketake PSD 7302 four times for credit.) Prerequisite: PSD 7253 andPSD 7254.PSD _____________________________________________________________________7309 Topics in Doctoral Psychology 1–3Various elective courses are taught according to student andfaculty interest. For example, lesbian, gay, and bisexual issuesin psychotherapy; multicultural consultation; and psychology oftrauma.PSD 7330 Case Management andClinical _____________________________________________________________________Interventions 0–3Review of psychological states and psychopathology issues forculturally diverse clients through a survey of literature and casepresentations.PSD _____________________________________________________________________7400 Internship 4.5–9Students will apply for approved internship sites anywhere in thecountry that are consistent with their individual interests, trainingneeds, and professional goals. Students will build competency inthe diverse clinical skills required of a professional psychologist.Students are required to complete either one full-time, yearlonginternship or two-half-time, yearlong internships completed overtwo years’ time.PSD 7601 Internship Application andInterview _____________________________________________________________________Process 0This is not a course of study but, rather, is required meetings withthe training office to inform students and answer questionsregarding the application and interview process for internshipsPSD _____________________________________________________________________7602 Summer Field Placement 0Summer field placement.PSD _____________________________________________________________________7604 Summer Internship Placement 0For half-time internship students who either need to finish hoursor attend early orientation.PSD _____________________________________________________________________7995 Independent Study 1–4Allows for individual study in a special interest area not offered asa regular course. To be arranged with consent of instructor andapproval of the program director.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 187
Graduate School of Professional PsychologyOrganizational Psychology [PSO] CoursesGraduate School ofProfessional PsychologyPSO 5054 Research Methods:Qualitative _____________________________________________________________________and Quantitative 3Research methods allows a brief introduction to various forms ofresearch methods, both quantitative and qualitative, with particularattention to qualitative methods. The course will address issuesaround data collection, interviewing, and data analysis. The coursewill encourage students to focus on research that has been used intheir appropriate fields. It will help prepare students for the MAresearch project process and aid understanding of research onceworking as a practitioner.PSO _____________________________________________________________________5234 Seminar in Organizational Psychology 1–4Special issues in the field of consulting psychology includingconflict resolution in organizations, exploring group dynamics,and others. May be repeated for credit with a change of topic.PSO _____________________________________________________________________5268 Organizational Psychology Practicum 1–4Includes placement, individual advisement, and group supervision.Practicum gives the student an opportunity to applythe theory and methodology from the classes of PSO 5462Organizational Assessment, PSO 5463 Organizational InterventionsI, PSO 5464 Organizational Interventions II, and PSO5314 Facilitating Group Decision Making. The student works asan apprentice in a real-but-limited consulting engagement workingunder the direction or in collaboration with JFKU faculty or anapproved, experienced OD practitioner. An alternative practicummay be an instructor-organized, simulated classroom experience.Practicum offers directed practice and skill development and maymeet up to two of the three required quarters of field experience.PSO 5270 Organizational PsychologyField _____________________________________________________________________Experience 3–4Field placement, individual advisement, and group supervisionfor students in the Organizational Psychology program. In groupsupervision sessions, case presentations from current placementsites serve as the starting point for lecture, role-play, and discussionof consultation issues.PSO 5271 Supplemental OrganizationalPsychology _____________________________________________________________________Field Experience 1This supplemental course allows students who have not completedthe required hours of field experience for PSO 5270 during aparticular quarter to complete their hours in the following quarter.Students receive an “In Progress” grade at the end of the incompletequarter and receive retroactive credit for PSO 5270 and PSO5270 on completion of the required work experience. Prerequisite:written consent of director and completion of at least 60 hours offield experience.PSO _____________________________________________________________________5314 Facilitating Group Decision Making 3This course considers the dynamics and functioning of task groupsand the role of the consultant in their facilitation. Topics includephases in group development, leadership function and skills, andhelping groups to begin, maintain themselves, and end.PSO _____________________________________________________________________5360 Principles of Conflict Management 3Explores the theory and practice of conflict management.Students learn how conflicts originate and evolve and how toresolve interpersonal conflicts. Theory, lecture, and simulationsprovide students with practical and strategic skills and a greaterunderstanding of anger, power, and ways of working throughimpasse.PSO _____________________________________________________________________5361 Principles of Mediation 3Building on the student’s understanding of the dynamics ofconflict, this class provides a comprehensive introduction tomediation theory and practice. Students are exposed to differentmodels of mediation (facilitative, evaluative, and transformative)as are used to deal with organizational conflict within differentsettings (internal, agency, and court). Role-plays are usedextensively to provide a safe learning environment.PSO 5362 Conflict Managementand _____________________________________________________________________Cultural Sensitivity 3Enhances the student’s knowledge and awareness of the role thatcultural and lifestyle differences play in conflict. Students alsolearn how to effectively address issues of diversity in conflictmanagement.PSO _____________________________________________________________________5363 Group Process in Organizations 3An examination of concepts, principles, and necessary activitiesof effective work groups. Topics are considered within the contextof developmental stages: joining; identifying and making use ofdifferences; identifying and resolving conflict; building trust,cohesion, and inter-member relationships; structuring a groupto increase collaborative effort, results-based performance andeffective decision making; and closing down the work. This courseidentifies stage-specific tasks for group members as well as appropriatefacilitative behaviors for leaders and members. Prerequisite:PSO 5461.PSO _____________________________________________________________________5410 Orientation: Coaching Certificate 0Introduces new students to each other and orients them to theCoaching certificate program, policies, and advisement procedures.PSO _____________________________________________________________________5412 Introduction to Coaching 1An overview of the field and the four models of coaching used inthe field. Reviews professional coaching competencies as taught inthe Coaching certificate program. Provides opportunities to assessone’s coaching skill in practice. Examines the appropriate applicationof coaching as contrasted to counseling and consulting.PSO _____________________________________________________________________5414 Starting a Coaching Practice 1Focuses on techniques for marketing a coaching practice. Subjectsinclude attracting and enrolling clients, developing marketing andcollateral materials, creating alliances with other professionals, andspeaking persuasively about your coaching practice as well assetting fees and billing for services.188 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyPSO _____________________________________________________________________5423 Crafting the Coaching Relationship 2Focuses on meeting professional standards including understandingthe distinctions between coaching and other relatedprofessions, setting up the coach/client relationship, establishingtrust and intimacy with the client, and developing a coachingpresence. Students discuss and practice ways to create and maintainthe coaching relationship based on understanding diversity,mutual respect, and trust and established ethical guidelinesincluding confidentiality.PSO _____________________________________________________________________5424 Coaching Practicum A 1During practicum, students will practice coaching techniquestaking into consideration issues of power, trust, confidentiality,boundaries, and setting an appropriate arena for the coachingrelationship. Students will practice the co-active coaching modelin their coaching. Co-requisite: PSO 5423.PSO _____________________________________________________________________5425 Communicating in Coaching 2During this course, students will practice communication skillsfor effective coaching. Active listening includes hearing the client’sconcerns and goals, paraphrasing, and accepting expression offeelings and perceptions. The skill of powerful questioning opensthe client’s perspective to challenge self-limiting assumptionsand hidden talents. Direct communication is the ability tocommunicate effectively understanding the diversity issues.Prerequisite: PSO 5423. Co-requisite: PSO 5426.PSO _____________________________________________________________________5426 Coaching Practicum B 2Students 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 2Students will learn the skills necessary to successfully facilitateclients’ learning, goal achievement, and desired outcomes andresults. Course content includes discussion and practice inevaluating client needs from diversity perspective, developing aneffective 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 2Students will practice relevant coaching skills such as creatingawareness, designing actions, planning and goal setting, andmanaging progress and accountability. Students practice in-themomentcoaching model. Co-requisite: PSO 5427.PSO _____________________________________________________________________5430 Paradigms of Coaching 2Explores methods of coaching from the conceptual level ofparadigms or worldviews. Most coaching is taught from a singleperspective and from the conceptual level of technique and practice.By comparing and understanding paradigms, coaches havemore flexibility to select appropriate interventions to meet theclient’s needs. Students review all coaching models in the programand decide on their signature presence in coaching.PSO _____________________________________________________________________5432 Leadership Development 3Examines 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 2This 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 2Students demonstrate key coaching competencies through casestudies and coaching demonstrations. They assess, together withtheir professors, the quality of their coaching, their ability todemonstrate the quality of critical reflection, and self-developmentas coaches. Prerequisite: PSO 5427. Co-requisite: PSO 5434.PSO _____________________________________________________________________5437 Coaching Competency Supplement 1Provides one-on-one supplemental advisement toward developingskills required for the coaching competency course including:case studies, self-development plans, and coaching observation.Students who need additional assistance in demonstratingcompetency in coaching will be required to enroll in PSO 5437.Units of PSO 5437 do not apply toward the unit requirements forthe certificate. Prerequisite: PSO 5435.PSO _____________________________________________________________________5440 Paradigms of Consciousness 3Examines the nature and structure of paradigms and paradigmshifts in scientific, psychological, social, and metaphysicalthinking. Emphasizes living systems theory and the philosophyof holism as they relate to ecology, health, creativity, and conflictresolution.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 189
Graduate School of Professional PsychologyPSO _____________________________________________________________________5441 Integral Psychology A 3This course examines different integral and transpersonalpsychologies 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 understandingof and help bring about personal psycho-spiritualdevelopment as well as social and global change.PSO _____________________________________________________________________5444 Basics of Resume Writing 1This course is cross-listed with CDV 5085. This course exploresresume writing from the career counselor’s perspective. Topicsinclude styles of resumes (e.g., chronological, functional, andcombination), necessary/unnecessary information, aesthetics,language usage, and division of labor between counselor andclient.PSO 5445 Organizational Approaches toCareer _____________________________________________________________________Development 3This course is cross-listed with CDV 5190. Examines howcorporations use career development services and interventionsas motivational and retention tools and how nonprofit organizationshelp their clients to be more successful and satisfied in theirwork lives. Guest speakers offer real-time examples to show howcareer development improves the alignment between individualsand workplaces.PSO _____________________________________________________________________5446 Career Planning Resources 2This course is cross-listed with CDV 5045. An overview andhands-on utilization of the resources necessary to research andconduct a job search. Learn how to utilize relevant informationin the career decision-making process. Topics include careerinformation systems, networking, informational interviewing, andcareer center resources.PSO _____________________________________________________________________5453 Organizational Conflict Management 3Effective conflict management strategies within organizationsemerge through a continuous improvement process acknowledgingthe existence of the conflict-management system. Studentsare introduced to systems thinking and its relationship to conflictmanagement, methods for conducting a needs assessment,designing organizational interventions, implementing a conflictmanagementprogram, and evaluating a conflict-managementsystem.PSO _____________________________________________________________________5460 Organizational Cultures, Myths, and Values 3Teaches students how to understand organizations and theircultures, analyze an organization’s present position and envisionits future, and assess its underlying assumptions and beliefs.Specific organizations and situations are used as course material.PSO _____________________________________________________________________5461 Organizational Dynamics 3This course introduces the theoretical foundations of organizationalpsychology and organization behavior as underpinning thepractice of organization development. We will cover the historyand practice of OD and the process of change in the actionresearchmodel. We will study the phases of that model withspecial emphasis on analysis and assessment.PSO _____________________________________________________________________5462 Organizational Assessment 3Organizational assessment is a fundamental lever for initiatingchange and transformation in organizations. Students achievethe organizational psychology competency in organizationalassessment when they can surface, understand, and interpretorganizational dynamics from multiple perspectives, utilizingvarious methodologies with impartiality and compassion. Theprimary purpose of this course is to help learners examine andapply organizational diagnostic skills (concepts, behaviors,methods, and tools) in their change-management interventions.Students will apply these skills in a client organization in realtime.Graduate School ofProfessional PsychologyPSO _____________________________________________________________________5463 Organizational Interventions I 3This course introduces and provides an overview of two categoriesof interventions—human process interventions, which includesinterpersonal, group process as well as large group and organizationprocesses, and techno-structural interventions, whichincludes restructuring, employee involvement, and work-designapproaches. We will build on the prerequisite course PSO 5461Organization Dynamics which introduces the process of changeand consulting with major emphasis on the application of theoryto OD practice through analysis and assessment. In this course,using analysis and assessment, we will discuss appropriate interventionsand the theoretical underpinning for their application.PSO _____________________________________________________________________5464 Organizational Interventions II 3This course introduces and provides an overview of the finaltwo categories of interventions—human resource managementinterventions, which includes performance management, careerdevelopment, and diversity, and strategic interventions, whichincludes strategic change, transformation, organization learning,and cultural change. We will build on the prerequisite course190 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyPSO 5461 Organization Dynamics which introduces the processof change and consulting with major emphasis on the applicationof theory to OD practice through analysis and assessment. Theapproach in this course is similar to PSO 5463 in using analysisand assessment to discuss appropriate interventions and thetheoretical underpinning for their application.PSO _____________________________________________________________________5465 Personal Power and Leadership 3Mastering one’s personal power and understanding the keys toeffective leadership. Organizations seek leaders whose behaviorinspires 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 useand limit their personal power in various situations. Also exploresthe aspects of “self” that must be developed in order to enhanceeffectiveness.PSO _____________________________________________________________________5466 Self as Instrument 3Supports the consultant’s ability to be effective in difficultsituations by developing increased self-awareness. Combiningexperiential learning with reading and introspection, the courseaims to refine one’s understanding of the starting point of alleffective 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’sbiases, managing stress, and other key elements of a consultingpractice. Focus varies with instructor and student interest.PSO _____________________________________________________________________5470 Visionary Leadership 3Great leaders exhibit multiple competencies. In particular, theycreate a vision that elucidates an underlying purpose and pointsthe way to others. This course examines the theoretical and practicalcomponents of exemplary leadership.PSO 5472 Strategies for Communicationand _____________________________________________________________________Team Building 3Examines interpersonal communication from analytical, critical,and practical perspectives. The focus is on understanding thesubtleties of interpersonal communication—including interactionpatterns, word bias, values, nonverbal behavior, tone, and personalperceptions—in order to build skills including team development,team growth and maintenance, and the role of leadership in selfmanagedteams.PSO _____________________________________________________________________5475 Principles of Organizational Consulting 3Designed to help the student understand the nature of organizationalconsulting and the differences between internal and externalconsulting. Coursework integrates managerial, psychological, andtransformational methodologies. Students also study the differentphases of organizational consulting and learn how to achieve theirrespective goals.PSO _____________________________________________________________________5495 Project Management 3Project management is a key skill area in most organizations.Topics include management of project, integration, scope, time,cost, human elements, risk, procurement, communications, andquality.PSO _____________________________________________________________________5620 Multicultural Awareness 3Designed to enhance students’ awareness and appreciation oftheir own cultural identity and to increase sensitivity to culturalvariables that may affect assessment, treatment, and outcomein the therapeutic relationship. Exposure to specific practicalelements in cross-cultural counseling.PSO _____________________________________________________________________5995 Independent Study in Psychology 1–6This course allows for individual study in a special interest areanot offered as a regular course. To be arranged with consent ofinstructor and approval of the program director. May be repeatedfor credit with a change of topic.PSO _____________________________________________________________________5996 Master’s Project Proposal 3Students develop a proposal for a master’s project and learn tosynthesize prior professional work or study in pursuit of a specificarea of research or application. Prerequisite: PSO 5054 or consentof instructor.PSO _____________________________________________________________________5997A–C Master’s Project A–C 2/2/2Required of students completing a master’s project. Projecttypically takes two to three quarters and is completed under thesupervision of a faculty advisor. Research begins at least twoquarters before anticipated graduation. A maximum of six unitsmay be applied to the degree. Prerequisite: PSO 5996 and completedproject contract.PSO _____________________________________________________________________5998 Supplemental Project Assistance 1–6Designed to provide supplemental assistance for individualstudent needs in completing the master’s project. Studentsconsult with relevant faculty to recruit a supplemental advisor.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 191
Graduate School of Professional PsychologySport Psychology [PSP] CoursesGraduate School ofProfessional PsychologyPSP 5054 Research Methods:Qualitative _____________________________________________________________________and Quantitative 3This course allows a brief introduction to various formsof research methods, both quantitative and qualitative, withparticular attention to qualitative methods. The course willaddress issues around data collection, interviewing, and dataanalysis. The course will encourage students to focus on researchthat has been used in their appropriate fields. It will help preparestudents for the MA research project process and aid understandingof research once working as a practitioner.PSP _____________________________________________________________________5280 Fieldwork 4Covers field placement and individual and group supervision.The field-placement aspect requires students to intern at a siteworking 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 coversethical issues. Provides students with a supportive environmentfor discussion and for exploring issues which pertain to theirfieldwork experience. This course may be retaken for additionalcredit.PSP _____________________________________________________________________5800A Sport Psychology A 3An exploration of current research in sport psychology andits applications including dynamics of sport participation inindividual, group, and team situations.PSP _____________________________________________________________________5800B Sport Psychology B 2This is an advanced course that is the second in a two-part series.The main theoretical approaches in the field of sport psychologywill be revisited and addressed from an integrated perspective.The students will be expected to synthesize the various theoreticalperspectives and research findings and show how this integratedperspective can help their work with performers. The course willcontinue to engage students to think critically about the researchpresented and how it relates to their work in the field as a practitioner.PSP 5801 SupplementalSupervised _____________________________________________________________________Field Placement 0As in field experience, the field-placement aspect requiresstudents to intern at a site working with athletes and applyingskills learned in the classroom. Individual and group supervisioninvolves one-on-one meetings, discussions, case presentations,role-playing, and ethical issues. Provides students with asupportive environment for discussion and for exploring issueswhich pertain to their fieldwork experience.PSP 5803A Ethics and ProfessionalIssues _____________________________________________________________________in Sport Psychology A 1Examines ethical issues that impact the field of applied sportpsychology. Through reading, lecture, and interaction with anexperienced professional, students learn how ethical issuesinfluence consultation and develop ways to deal with ethicaldilemmas that may arise in sport psychology.PSP 5803B Ethics and ProfessionalIssues _____________________________________________________________________in Sport Psychology B 2This is an advanced course in ethics and professionalism in thefield of sport psychology. Students will explore ethical issues thatoccur while working as a consultant in sport psychology. Studentswill critically analyze research and newspaper articles that arepertinent to working in the field. Common ethical challengeswill be discussed and ways of handling these situations will beaddressed.PSP _____________________________________________________________________5804 Assessment Strategies 2Examines a variety of assessment methods used to gain informationfrom athletes, coaches, or teams utilizing sport psychologyprofessionals. Topics to be covered include the role of assessmentin the initial stages of work with athletes, methods of informalassessment, sport-specific assessment tools, issues of reliabilityand validity with instruments, and the ethical use of measures inthe practice of sport psychology.PSP _____________________________________________________________________5805A–B Psychopathology Assessment A–B 1/2Addresses psychological disorders from a clinical standpoint whileemphasizing their relation to consulting with teams, athletes, andthe field of sport psychology. Students gain a working knowledgeof psychopathology in order to identify cases requiring referral.PSP _____________________________________________________________________5808 Introduction to Sport Psychology 1This course provides a general overview of theory and researchin sport psychology. Professional issues in the field are addressed,and students are introduced to sport psychology techniques usedby consultants.PSP _____________________________________________________________________5809 Introduction to Sport Management 2This course will provide an overview of the sport managementindustry and its various models. An understanding of intercollegiateand professional athletics will be covered as well asinformation on the current and future challenges of the field ofsport management.192 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyPSP _____________________________________________________________________5810 Sport and Society 2Examines the role of sport in society and the interplay betweenthe two. Includes such aspects as cultural and gender issues, effectof sport on development of youth, and the potential of sport as avehicle for social change.PSP _____________________________________________________________________5811 Counseling Skills A 3Introduction to basic counseling skills and techniques relevantto sport psychology consulting in a safe and supervised environment.Included are tools for building rapport, empathy, listeningand life-development skills, treatment versus consulting, ethics,closure, and termination. Students will also develop skills inpresenting sport psychology intervention material.PSP _____________________________________________________________________5812 Counseling Skills B 3This course goes into more depth in scope of practice, ethics, dualrelationships, and the referral process for sport psychologyconsultants. Students acquire consulting role-play and vignetteexperience, explore how a consultant works with the dynamics ofteam and group issues, and examine in-depth sport psychologycases for individuals and teams. Prerequisite: PSP 5811.PSP 5814 ComprehensiveExploration _____________________________________________________________________of Diversity in Sport 3This course is designed to offer students an overview of historicaland current topics relevant to the understanding of diversity insport. Students will be exposed to the historical context of howdiversity issues have impacted the development of sport. Studentswill understand the complex nature of gender, ethnicity, socioeconomicstatus, sexual orientation, age, and disability as it relates tocurrent sport practices. Students will also be exposed to practicalstrategies for facilitating acceptance of diversity within individualand team sports.PSP _____________________________________________________________________5815 Performance Enhancement A 3Theory and practice of optimal performance are explored inthe realm of sport behavior. Includes motivation theory, stressmanagement, visualization, and mental rehearsal.PSP _____________________________________________________________________5816 Performance Enhancement B 3Focus is on individual and team consultation. Features role-play,case study, and videotaping. Coursework includes introductionto external field placement opportunities. Second half of a twoquartersequence with PSP 5815. Prerequisite: PSP 5815 (withsame instructor or consent).PSP _____________________________________________________________________5817 Performance Enhancement C 3This advanced optimal-performance course emphasizes sportpsychology skill development and addresses different styles ofconsulting. Students will be challenged by case studies and willrole-play actual consulting scenarios in which they can developand refine their own consulting style with feedback from theirpeers. Prerequisite: PSP 5816.PSP _____________________________________________________________________5820 Psychology of Coaching 2Different philosophies of coaching with a range of athletepopulations. Applied psychology provides the foundation to studycommunication, interpersonal dynamics, decision making andauthority, group cohesion, and athlete motivation.PSP _____________________________________________________________________5821 Gender Issues in Sport 2This course examines the role of women in sports both asathletes and consultants. Students will explore the history ofwomen in sports as well as identifying important issues toconsider when working with female athletes.PSP 5822 Psychology of GroupInterpersonal _____________________________________________________________________Communication 2This course will provide a foundation of knowledge in the sportpsychology field relevant to team building and the psychologyof group interpersonal communication. Students will have theopportunity to learn team-building, debriefing, and processingskills and strategies that will enable them to develop a consultingstyle for working effectively with teams. The course will alsoexamine the practical and theoretical application of group processin relation to working in the field of sport psychology. The studentswill gain an understanding of group dynamics and will be ableto use this knowledge with diverse populations. The course willprovide hands-on training in how to teach and implement theseskills, recognize ethical issues, and how to be professional in thefield.PSP 5824 Psychological Elementsof _____________________________________________________________________Addiction in Sport 3This course is designed to introduce students to the basicprinciples, theories, and interventions in addiction studies whenworking with athletes. It explores a broad range of materialregarding mood-altering drug experimentation, abuse, andaddiction. Focus will be directed to the role of the sport psychologyconsultant when working with an athlete who has potentialsubstance-abuse issues. Assessment, treatment options, andspecific referral information will be explored.PSP _____________________________________________________________________5826 Psychological Dimensions to Youth Sport 2Impact of sport activity on the development and well-being ofchildren and youth in relation to current psychological knowledge.Includes self-esteem, peer pressure, cooperative and competitivebehavior, role of coaches, group interaction, and a systems viewof sport teams. May be applied toward PSY 5309 for SportPsychology Specialization students.PSP _____________________________________________________________________5827 Economics of Sport 2This course will cover the basic theories of sport income andexpenditures in both public and private settings. The cost of doingbusiness in the sporting realm will be a focus of this class as wellas the practical implications of this aspect of sport management.PSP _____________________________________________________________________5828 Event Management 3This course will explore the logistics, management, and planningof a sporting event. Fan experience and expectations will becovered as well as attracting sporting events to a particular city.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 193
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyPSP _____________________________________________________________________5829 Management Strategies for Sport 3This course will explore traditional models of leadership andmanagement as they apply to sport. Management issues suchas leadership, team development, conflict resolution, and groupproblem solving will also be addressed.PSP _____________________________________________________________________5830 Sport Marketing 3The course will provide information on marketing principles,promotion, sponsorship, and ticketing. Basic principles of publicand media relations and how they relate to sport will also becovered. The role of public relations personnel and how it pertainsto the handling of the media will be discussed.PSP _____________________________________________________________________5831 Sport Law 2This course will focus on the legal and business aspects of theprofessional sports industry. Specifically, the ways in whichcontract, labor, tort, and antitrust law influence, impact, anddirect the development of relationships between leagues, teams,athletes, agents, television, Internet, advertisers, and fans. Therewill also be a critical analysis of professional sports leagues,standard player contracts, collective-bargaining agreements, andplayer-endorsement agreements.PSP _____________________________________________________________________5832 Psychology of Injury 1The psychology of injury course teaches students how to workwith an injured athlete using mental training strategies forrehabilitation.PSP _____________________________________________________________________5833 Kinesiology 4This course introduces students to each of the major biophysicalsub-disciplines of kinesiology—anatomy, biomechanics, exercisephysiology, motor control, and sport and exercise psychology.Includes an integrated study of human movement and appliesthis knowledge to human performance and physical activity acrossthe lifespan. Concepts in the various subfields of kinesiology areexamined and career opportunities in the field of kinesiology areexplored. Students will also gain a better understanding of thecourse concepts through projects and class discussions.PSP _____________________________________________________________________5834 Motor Learning and Performance 2This course will teach students how to apply the principles ofmotor learning and performance in a variety of real-worldsituations. Students will learn to identify solutions that addressmany of the issues and obstacles encountered when teaching andlearning motor skills.PSP _____________________________________________________________________5835 Exercise Psychology 4This course examines the psychological antecedents and consequencesof physical activity relationships. Includes the mentalhealth benefits of exercise as well as motivational factors involvedin exercising and the many variables that influence exercisebehavior, e.g., stress, emotional states, anxiety, and depression.PSP _____________________________________________________________________5836 Sport and Exercise Nutrition 2This 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, andenergy balance will also be addressed. Students will learn thenuances of how nutrition affects sport performance as well as thephysical changes that take place in our bodies during exercise.PSP _____________________________________________________________________5850 Seminar in Sport Psychology 1–3Special topics and issues in the field of sport psychologyincluding such areas as consultation, assessment, ethics,biomechanics, kinesiology, and women in sports. May be repeatedfor credit with a change of topic.PSP _____________________________________________________________________5855 Sport Psychology Practicum 3A practicum which includes rotating to three different sportpsychology internship sites. This exposure practicum enablesobservation of sport psychology interns in action.PSP _____________________________________________________________________5858 Sport Management Practicum: Fieldwork 3In this course, students spend time observing and assistingprofessionals in the field during a specific sporting event. Classtime is devoted to discussing what they observed in the field andpreparing to implement what they have learned in future appliedsettings.PSP _____________________________________________________________________5860 Group Supervision 2Group Supervision involves students who are concurrently takingPSP 5855 Sport Psychology Practicum. Through group andindividual presentations, discussions, and role-playing, studentsexperience a supportive environment for exploring ethical andother issues relating to their practicum experience.PSP _____________________________________________________________________5995 Independent Study in Psychology 1–6Allows for individual study in a special interest area not offered asa regular course. To be arranged with consent of instructor andapproval of the dean. May be repeated for credit with a change oftopic.PSP _____________________________________________________________________5996 Master’s Project Proposal 3Students develop a proposal for a master’s project and learn tosynthesize prior professional work or study in pursuit of a specificarea of research or application. Prerequisite: PSP 5054 or consentof instructor.PSP _____________________________________________________________________5997A–C Master’s Project A–C 2/2/2Required of students completing a master’s project. Projecttypically takes two to three quarters and is completed underthe supervision of a faculty advisor. Research begins at leasttwo quarters before anticipated graduation. A maximum of sixunits may be applied to the degree. Prerequisite: PSP 5996 andcompleted project contract.194 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyPSP _____________________________________________________________________5998 Supplemental Project Assistance 1–6Supplemental assistance addressing individual student needs incompleting the master’s project. Students consult with relevantfaculty to recruit a supplemental advisor.Non-Credit Workshops and Special CoursesPSP _____________________________________________________________________9020 Town Hall Meetings 0Town hall meetings are held twice a year. Students will attend alltown hall meetings where current issues in the sport psychologydepartment will be addressed. The meetings will be a chance forall students and faculty in the Sport Psychology program to gettogether to address changes in the field of sport psychology,certification, policy changes, and research project updates. Itwill also be a forum for students to ask questions and givefeedback on the program and to discuss pertinent issues,concerns, and topics.PSP _____________________________________________________________________9025 Speaker Series 0The JFKU speaker series of the Sport Psychology program is anexciting opportunity to listen and learn from top sport psychologypractitioners from all over the world. Starting in fall 2007, allstudents are required to attend at least two presentations in thespeaker series while they are in the Sport Psychology program.PSP _____________________________________________________________________9030 Developing a Consulting Practice 0This professional workshop presents the basic marketing skillsfor the field of sport psychology. Students will learn ideas tomarket their services as a consultant and strategies for buildinga client base. Students will have the opportunity to develop andimplement a marketing plan for their business, including clientbranding, advertising, tax issues, and ethics regarding marketingin the field of sport psychology.PSP _____________________________________________________________________9090 MA Written Exam 0Comprehensive written examination covering material of Phase I,to be taken at the end of Phase I. Further guidelines are availablein the GSPP office.PSP _____________________________________________________________________9091 MA Oral Exam 0Comprehensive oral examination covering material in all phasesof the program to be taken in the student’s last quarter. Furtherguidelines are available in the GSPP office.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 195
Graduate School of Professional PsychologyCounseling Psychology [PSY], [PSJ], [PSE], and [PSB] CoursesNote that Counseling Psychology courses are offered in Pleasant Hill (PSY), Campbell (PSJ), Pittsburg (PSE), and Berkeley (PSB). For simplicity’ssake, all courses listed in this catalog will have the PSY prefix, although they also may be offered as PSJ, PSE, or PSB.Graduate School ofProfessional PsychologyPSY 5054 Research Methods:Qualitative _____________________________________________________________________and Quantitative 3Research methods allows a brief introduction to various formsof research methods, both quantitative and qualitative, withparticular attention to qualitative methods. The course willaddress issues around data collection, interviewing, and dataanalysis. The course will encourage students to focus on researchthat has been used in their appropriate fields. It will helpprepare students for the MA research project process and aidunderstanding of research once working as a practitioner.PSY _____________________________________________________________________5115 Theories of Therapeutic Process 3Major theoretical approaches to therapy and personal growth.Current models drawn from psychodynamic, existential-humanistic,cognitive-behavioral, and interactive/systems viewpoints.Prerequisite: PYC/PYJ 3200.PSY _____________________________________________________________________5120 Specific Theories of Change 2This course is for students who began the program before fallquarter 2005. Students who began the program in fall 2005 or latershould take PSY 5120C, PSY 5120F, PSY 5120G, and PSY 5120Iinstead. Explores a specific theoretical approach to psychotherapyselected from such schools of thought as psychodynamicpsychoanalytic,behavioral-cognitive, humanistic-existentialsystems, and postmodern. May be repeated for credit with achange of topic. Co-requisite: PSY 5121 (may audit PSY 5120 ifstudent has already completed PSY 5120 for credit). Prerequisite:Completion of Phase I courses.PSY 5120C Specific Theories of Change:Child _____________________________________________________________________Therapy 3Explores a specific theoretical approach to psychotherapywith children selected from such schools of thought as psychodynamic,attachment, cognitive-behavioral, humanisticexistentialsystems, and postmodern. This course may berepeated for credit with a change of topic.PSY 5120F Specific Theories of Change:Family _____________________________________________________________________Therapy 3Explores a specific theoretical approach to psychotherapy withfamilies and other systems selected from such schools of thoughtas structural, strategic, object-relational, and postmodern. Thiscourse may be repeated for credit with a change of topic.PSY 5120G Specific Theories of Change:Group _____________________________________________________________________Therapy 3Explores a specific theoretical approach to psychotherapy withgroups selected from such schools of thought as psychodynamicobject-relational,cognitive-behavioral, and humanistic-existential.This course may be repeated for credit with a change of topic.PSY 5120I Specific Theories of Change:Individual _____________________________________________________________________Therapy 3Explores a specific theoretical approach to psychotherapywith individuals selected from such schools of thoughtas psychodynamic-psychoanalytic, cognitive-behavioral, andhumanistic-existential. This course may be repeated for creditwith a change of topic.PSY _____________________________________________________________________5121 Theory and Practice Integration 1This course is for students who began the program before fallquarter 2005. Students who began the program in fall 2005 or latershould take PSY 5120C, PSY 5120F, PSY 5120G, and PSY 5120Iinstead. This one-unit, special topics course is part of a three-unitrequirement connecting a theoretical framework with a practiceof psychotherapy. Taken while the student is in field placementworking with real clients, preparing real treatment plans.PSY _____________________________________________________________________5142 Advanced Family Therapy 3Considers the evaluation of individuals and families and theformulation of treatment goals and treatment plans. Includes thepsychodynamic and interactive approaches to brief therapy andthe systems and structural approaches to family therapy. Coupleand family students only. Fulfills three units of PSY 5120F forcouple and family students.PSY _____________________________________________________________________5143 Use of Self as Family Therapist 3Focuses on psychotherapeutic treatment strategies for clients withparticular character styles (e.g., hysteric, obsessive, borderlinenarcissistic). Course concentrates on the “how” of doing therapywith such clients. Couple and family students only. Fulfills threeunits of PSY 5309 for couple and family students.PSY _____________________________________________________________________5144 Advanced Couple Therapy 3Recurring issues in the life of a family. This course covers developmentaltheory, critical incidents, problem assessment, and familytherapy treatment approaches. Couple and family students only.PSY 5145 Advanced Treatment Issuesin _____________________________________________________________________Family Therapy 1–3Advanced topics and issues concerning specific approaches tofamily therapy. Designed to help students learn and practice waysof working with specific issues presented by families in treatment.May be repeated for credit with a change in topic. Couple andfamily students only.PSY _____________________________________________________________________5154 Couple Therapy 3Covers psychodynamic family-of-origin, behavior systems, andsocial-psychological approaches to couple therapy. Resistance,marital burnout, sexual jealousy, and working with alcoholiccouples are addressed as well as domestic violence issues andworking with non-dominant culture couples.196 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional PsychologyPSY _____________________________________________________________________5156 Systemic Theory and Family Therapy 3This course examines the historical emergence and use of systemstheory in psychotherapy. This course includes modern, psychodynamic,or family-of-origin approaches as well as first-orderapproaches (cybernetic, structuralist, functional), and postmodernapproaches (second-order cybernetic or constructionist).Assessment and treatment planning from these specific individuallenses are reviewed.PSY _____________________________________________________________________5167 Brief Therapy 3Examines the theories and methods of time-limited verbal therapyfrom both systemic and individual psychotherapy perspectives.Topics include client selection, goal formulation, resistance, andconfrontation. The principles, practices, and expectations of managedhealth care are also explored. Prerequisite: Phase I courses.PSY _____________________________________________________________________5179 Basic Addiction Studies 3This course is designed to provide basic information aboutalcohol and drugs and to understand the differences betweenexperimentation, use, abuse, and dependence. The course will takean integrated view of addiction using the genetic, psychological,and behavioral components. Topics will include the medicalaspects of addiction, family systems, co-occurring disorder,assessment, and treatment planning.PSY 5181 Positive Confrontation inthe _____________________________________________________________________Treatment of Addiction 3This course is designed to provide non-confrontational methodsof dealing with the denial of addiction to include interviewing,assessment, and intervention for the purpose of reducingresistance for the client. Coursework will include developinghealthy boundaries and limit setting. Assessment and treatmentplanning will be focused on in depth.PSY 5182 Group Approaches inthe _____________________________________________________________________Treatment of Addiction 3Examines group approaches to facilitating interpersonalcommunication and dealing with denial and resistance. Includestechniques for the presentation of educational materials to groups.Fulfills PSY 5120G for Addiction Studies specialization students.Prerequisite: PSY 5179.PSY 5184 Family Approaches inthe _____________________________________________________________________Treatment of Addiction 3Effective group leadership styles with chemically dependentindividuals, application of family techniques during each phase oftreatment with alcoholics, and structural family therapy with familiesin long-term recovery treatment. Fulfills three units of PSY5309 for Addiction Studies specialization students. Prerequisite:PSY 5179.PSY _____________________________________________________________________5190 Seminar in Addiction Studies 1–3Special 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 repeatedfor credit with a change of topic. Prerequisite: PSY 5179.PSY 5230 Clinical Skills Training A:Self _____________________________________________________________________as Clinician 3Focuses on the role of the therapist regarding expectations,values, motivation, and attitudes. Students examine how theirown history and personality makeup may have influenced theirdecision to enter the field of counseling psychology. Includesthe opportunity to explore self on a personal and interpersonaldynamic; theoretical and experiential learning in basic communicationand counseling skills.PSY 5231 Clinical Skills Training B:Therapeutic _____________________________________________________________________Techniques 3Training in basic counseling skills including first sessions,developing the therapeutic alliance, listening and observing onindividual and systems levels, recognizing therapeutic themesand metaphors, and tracking, focusing, reflecting, mirroring, anddeepening. Basic skills in recognizing process vs. content, underlyingor unconscious meanings, transference and countertransference,and the therapist’s relationship to the system in family andcouples work are addressed as well as suicide assessment andthe basic mental status exam. This course is the first in the twoquartersequence with PSY 5232. Prerequisites: PSY 5115, PSY5230.PSY 5232 Clinical Skills Training C:Issues _____________________________________________________________________in Treatment 3Further refinement of assessment, diagnostic, and counseling skillsand understanding technical aspects of doing therapy includingintegration of theory and practice, treatment planning, crisisintervention, and clinical supervision. Students are individuallysupervised and specifically directed in understanding their ownbiases and frames of reference as they apply to working withclients. Includes issues involving ethnicity, gender, sexualorientation, and class. Coursework includes an introduction to aJFK <strong>University</strong> community counseling center and external fieldplacement opportunities. This course is the second in the twoquartersequence with PSY 5231. Prerequisites: PSY 5231 (withsame instructor or consent of program chair) and PSY 5403.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 197
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyPSY _____________________________________________________________________5235 Review of Counseling Skills 3Review and practice of basic counseling skills. Topics includerehearsal of various components of interview skills throughexperiential exercises and role-play, videotaping, process recording,and journal writing. Prerequisites: PSY 5232 and consent ofadvisor.PSY 5249–54 Supervised ExternalField _____________________________________________________________________Experience A–F 4/4/4/3/3/3Outside placement in settings that meet BBS requirements offerclinical training experiences. Includes one hour of individualsupervision and at least two hours of group supervision per week.Prerequisite: Completion of Phase I and written consent of fieldplacement coordinator.PSY 5260–65 Supervised InternalField _____________________________________________________________________Experience A–F 4/4/4/4/4/4Field experience at the JFK <strong>University</strong> community counselingcenter in Pleasant Hill, Sunnyvale, or Pittsburg with individuals,couples, families, and groups. Prerequisite: Completion of Phase Iand written consent of community counseling center director.PSY 5266 Supplemental SupervisedInternal _____________________________________________________________________Field Experience 0–4Placement in internal, external, or school-based settings that meetBBS requirements and offer clinical training experiences. Prerequisite:Completion of Phase I and the written consent of programdirector required. This course does not substitute for PSY 5249–54 or PSY 5260–65.PSY _____________________________________________________________________5302 Sand Tray and Sandplay Therapy 2This course provides an in-depth foundation in the theory andpractice of sandplay therapy. Using lecture, videos, and slides,students will gain a cognitive understanding of the theoreticalconcepts of sandplay; learn about the practical aspects of usingsandplay with clients; and, through viewing slide presentations ofclinical material, students will gain an understanding of the sandplayprocess. Two complete case presentations will be shown.PSY 5303 Child and Adolescent Therapy:Assessment _____________________________________________________________________and Treatment A 3This course provides an introduction to the theory and practiceof child and adolescent treatment. Topics include developmentaltheories, temperament, developmental stages, childhooddisorders, and diagnosis. This course is the first in the twoquartersequence with PSY 5304. Prerequisite: PYC 3100,PSY 5403, and PSY 5115.PSY 5304 Child and Adolescent Therapy:Assessment _____________________________________________________________________and Treatment B 2This course examines the theory and practice of child andadolescent psychotherapy within an individual and systemiccontext. Topics include clinical techniques, assessment, diagnosis,and treatment planning. This course is the second in thetwo-quarter sequence with PSY 5303. Prerequisite: PSY 5303(with the same instructor or instructor consent).PSY _____________________________________________________________________5306 Advanced Child Therapy 3Theory and practical approaches to clinical work with childrenand their families. Topics include play-therapy theories, therapeuticprocess, verbal and nonverbal techniques, toys andmaterials, and parent involvement. This course fulfills PSY 5120C.Prerequisite: PSY 5304.PSY _____________________________________________________________________5307 Advanced Adolescent Therapy 3Theory and practical approaches to clinical work with adolescentsand their families. Topics include refinement of interviewingskills, diagnosis and assessment, therapeutic process and specialissues (e.g., adolescent substance abuse and adolescent sexuality).Prerequisite: PSY 5304.PSY 5309 Seminar in Child, Adolescent,and _____________________________________________________________________Family Counseling 1–3Special topics, current issues, and problem areas pertaining to thefield of family therapy. Includes such topics as child and adolescentpsychopathology, parent consultation skills, narrative therapy, andwomen in midlife. May be repeated for credit with a change oftopic. Prerequisite: PSY 5304.PSY 5403–04 Diagnosis and Assessmentof _____________________________________________________________________Psychopathology A–B 3/2A two-quarter sequence that examines notions of normalcy andpathology from differing theoretical perspectives. Explains thehistory, development, and use of the DSM-IV-TR and issues oftreatment from individual, familial, and systemic perspectives.Prerequisites: PYC 3100 and PYC 3200.PSY _____________________________________________________________________5405 Psychological Testing 3An overview of tests utilized and interpreted in the practice ofmarriage and family therapy with the goal that students learn todevelop referral questions and to review psychological reportsconducted by other professionals. Projective tests (Rorschach,tat), objective tests (Millon, MMPI), and behavioral rating scales(Hamilton, Connors) will be covered with the emphasis on managingand assessing client outcome. Introduces the principles ofintellectual and cognitive assessment so that learning disabilitydiagnosis can be discussed. Ethical and legal issues involved inpsychological testing including the influences of gender, cultural,and socioeconomic context are included.PSY _____________________________________________________________________5406 Psychopharmacology 3Provides a comprehensive overview of psychotropic medicationoptions utilized to treat mental disorders including biochemicalmakeup, function, and possible side effects. Students will beexposed to the basic physiology and function of the brain as itrelates to the use of psychotropic medications and some basicpsychological dysfunctions, e.g., mood disorders, ADHD, ADD,OCD, intermittent explosive disorder, and psychotic disorders.Also examines the increased collaboration among mental healthand medical practitioners as psychopharmacological interventionsbecome more common in client populations served by MFTs.PSY _____________________________________________________________________5620 Multicultural Awareness 3Designed to enhance students’ awareness and appreciation of theirown cultural identity and to increase sensitivity to cultural vari-198 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Graduate School of Professional Psychologyables that may affect assessment, treatment, and outcome in thetherapeutic relationship. Exposure to specific practical elementsin cross-cultural counseling. Prerequisite: PSY 9001.PSY _____________________________________________________________________5635 Ethics and the Law 3Examines legal and ethical issues related to the professionalpractice of psychotherapy and counseling, focusing on the fieldof marriage and family theory. Includes therapeutic, clinical, andpractical considerations; legal trends; practitioner values; sense ofself; and professional behavior. Prerequisite: PSY 5231.PSY 5740 Theory and Practiceof _____________________________________________________________________Expressive Arts Camps 3Theory and practice of developing an expressive arts laboratoryfor children. Child development and the psychology of creativityare covered as well as the logistics of planning and implementinga camp experience. Emphasizes skill development in group facilitationand conflict resolution. Required prior to field placementat JFK <strong>University</strong>’s expressive arts camp. Prerequisite: consent ofinstructor.PSY 5760 Expressive Arts Therapy:The _____________________________________________________________________Creative Process 3Historical and theoretical overview and the therapeutic use of thecreative process. Includes experiential exposure to a variety ofvisual, movement, and other arts modalities and media.PSY 5770 Group Process and ExpressiveArts _____________________________________________________________________Therapy 3Participation in and study of group dynamics through the use ofexpressive arts. Modalities such as movement/dance, visual arts,music, and drama are used to facilitate and examine the groupprocess. This course fulfills PSY 5120G.PSY _____________________________________________________________________5995 Independent Study in Psychology 1–6Allows for individual study in a special interest area not offered asa regular course. To be arranged with consent of instructor andapproval of the dean. May be repeated for credit with a change oftopic.PSY _____________________________________________________________________5996 Master’s Project Proposal 3Students develop a proposal for a master’s project and learn tosynthesize prior professional work or study in pursuit of a specificarea of research or application. Prerequisites: PSY 5054 andconsent of instructor.PSY _____________________________________________________________________5997A–C Master’s Project A–C 2/2/2Required of students completing a master’s project. Projecttypically takes two to three quarters and is completed underthe supervision of a faculty advisor. Research begins at leasttwo quarters before anticipated graduation. A maximum of sixunits may be applied to the degree. Prerequisite: PSY5996 andcompleted project contract.PSY _____________________________________________________________________5998 Supplemental Project Assistance 1–6This course provides supplemental assistance for individualstudent needs in completing the master’s project. Studentsconsult with relevant faculty to recruit a supplemental advisor.Post-Master’s CoursesPSY 6257 Advanced Field Experienceand _____________________________________________________________________Internship: Post-Master’s 1–4Advanced field experience at the JFK <strong>University</strong> communitycounseling center for students in the post-master’s trainingprogram. Includes individuals, couples, groups, and families.Must be taken each of the program’s three quarters. Post-master’sstudents only.PSY _____________________________________________________________________6300 Advanced Family Therapy 3Considers the evaluation of individuals and families and theformulation of treatment goals and treatment plans. Includes thepsychodynamic and interactive approaches to brief therapy andthe systems and structural approaches to family therapy.PSY _____________________________________________________________________6320 Use of Self as Family Therapist 3Focuses on psychotherapeutic treatment strategies for clients withparticular character styles (e.g., hysteric, obsessive, borderlinenarcissistic). Course concentrates on the “how” of doing therapywith such clients.PSY _____________________________________________________________________6330 Advanced Couple Therapy 3Recurring issues and areas of difficulty in the life of a family.Includes a developmental perspective, the emergence of criticalincidents, problem assessment, and treatment approaches.PSY 6340 Advanced TreatmentIssues _____________________________________________________________________in Family Therapy 1–3Advanced topics and issues concerning specific approaches tofamily therapy. This course is designed to help the student learnand practice ways of working with specific issues presented byfamilies in treatment. May be repeated for credit with a change intopic. Post-master’s students only.PSY _____________________________________________________________________6390 Advanced Topics in Psychology 1–3Furthers and deepens the student’s understanding in current areasof theory and treatment. May be repeated for credit with a changeof topic. Post-master’s students only.Non-Credit Workshops and Field PlacementsPSY 9000 Child Abuse Assessment,Reporting, _____________________________________________________________________and Treatment 0This workshop covers the following topics: recognizing andassessing physical, sexual, and emotional abuse and neglect;legal definitions of child abuse; legal reporting requirements andprocess; crisis intervention for the victim, families, and abusers;cross-cultural concerns; countertransference issues; and communityresources. It meets the requirement of AB141 for seven hoursof training for MFT licensure and must be taken prior to thebeginning of field placement.Graduate School ofProfessional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Graduate School of Professional Psychology 199
Graduate School of Professional PsychologyGraduate School ofProfessional PsychologyPSY 9001 Professional Development Workshop I:Diversity _____________________________________________________________________Awareness 0In this workshop, students engage in activities and discussionsdesigned to increase awareness of diversity issues on both thepersonal and social levels. It is intended to be taken in the firstor second quarter and must be completed prior to enrollment inPSY 5620 and field placement. Co-requisite: PSY 5635.PSY 9002 Professional Development Workshop II:<strong>General</strong> _____________________________________________________________________Career Issues and Strategies 0This workshop is for students who began the program prior to fall2007. This workshop uses exercises to identify individual valuesand work-style preferences. Students review strategies to expandprofessional contacts and opportunities, learn techniques forwriting effective resumes and cover letters, and get tips forsuccessful interviewing.PSY 9003 Professional Development Workshop III:MFT _____________________________________________________________________Career Issues and Strategies 0This workshop is for students who began the program prior to fall2007. This non-credit workshop extends the discussion of personalcareer goals and provides current information on trends andoptions in the field. Students learn how to interview potentialsupervisors and create successful careers as interns and licensees.Updates in BBS regulations are provided. Open only to master’sstudents in Counseling Psychology program.PSY _____________________________________________________________________9004 Human Sexuality Workshop 0Addresses human sexual behavior pertaining to pairing, sexualorientation, sexual intercourse, reproduction, contraception,abortion, myths, and attitudes about sex. Major areas of sexualdysfunction and the basic principles and techniques of modernsex therapy are discussed.PSY _____________________________________________________________________9007 School-Based Program Workshop 0This workshop is taken in Phase II prior to a student beginning theschool-based experience. Students will be oriented to the organizationand dynamics of working in a school-based setting. Thepolitics of working with children and adolescents in the schoolswill be addressed including the legal and ethical issues inherentin the schools. Training will be conducted regarding consultationwith school personnel and parents. Information regardingassessment and treatment planning in the school system will beconducted. Introduction into the specialized recordkeeping andprocedures of the school-based program will be implemented.PSY _____________________________________________________________________9008 Aging and Long-Term Care 0This course offers an overview of mental health issues for olderadults. Differential diagnosis of dementia from depression alongwith the impact of retirement, altered family roles, decline insocial and economic status, and increased disability. The psychological,social, and financial aspects of long-term care arediscussed. Psychodynamic treatment strategies focus on maximizingquality of life and functional capacity for the elderly client, andfacilitating collaboration with family, medical personnel, andcaregivers. This course satisfies the BBS requirement for personswho began graduate studies on or after January 1, 2004 tocomplete a minimum of ten hours of coursework in aging andlong-term care for California licensure as a marriage and familytherapist. Recommended in Phase III.PSY _____________________________________________________________________9009 Domestic Violence Workshop 0In this course, participants will gain an understanding of theunderlying factors that contribute to family violence and gain theability to identify and assess family violence with women, men,children, and couples. They will become knowledgeable regardingtherapeutic interventions and techniques when counselingvictims, perpetrators, couples, and families of domestic violence.Other issues addressed are legal and ethical implications andcommunity resources for clients. This course satisfies the BBSrequirement for persons who began graduate studies on or afterJanuary 1, 2004 to complete 15 hours of coursework in domesticviolence for California licensure as a marriage and family therapist.Recommended in Phase II.PSY _____________________________________________________________________9010 HIV and AIDS Training 0This course covers the current medical, psychosocial, and mentalhealth realities of those infected with HIV/AIDS as well as theuninfected, but nonetheless affected, family members andcaretakers. Specific concerns addressed include working withchemically addicted clients; ethnic, sexual, and gender sensitivity;legal issues; the therapist’s countertransference; and effectivemodels for service delivery and care. This course satisfies the BBSrequirement for marriage and family therapists to complete acourse at least seven hours in length that covers the characteristicsand methods of assessment and treatment of people living withHIV and AIDS. Recommended in Phase I.PSY _____________________________________________________________________9075 Personal Psychotherapy 0Students are encouraged to take responsibility for their personaldevelopment and knowledge of self and to become sensitive to theimpact that they have on those around them. Consequently, andconsistent with the BBS guidelines for MFT training, there is anon-credit requirement for at least 50 sessions of personal (individual,couple, family, or group) psychotherapy. Students registerin the quarter they will complete the requirement or later. Furtherguidelines are available at the GSPP office.PSY _____________________________________________________________________9090 Written Exam 0Comprehensive written examination covering material of Phase Ito be taken during the first or second quarter of fieldwork inPhase II. Further guidelines are available in the GSPP office. Thewritten exam must be passed before advancing to Phase III ofthe program.PSY _____________________________________________________________________9091 Oral Exam 0Comprehensive oral examination covering material in all phasesof the program to be taken in Phase III during fifth or sixth quarterof fieldwork. Further guidelines available in the GSPP office.PSY _____________________________________________________________________9100 Exit Meeting 0This exit meeting formalizes the preparation of paperwork thatmust be processed as students complete field placement andchange from trainee to intern upon graduation. This meetingallows students to reflect upon and bring closure to their graduateexperience as they prepare for their future as practitioners.200 Graduate School of Professional Psychology<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
School of Law
<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> School of Law offers both four-year day andevening programs and a three-year, part-time program leading to the Juris Doctor.The law program is flexibly designed both for people who want to study law whilemaintaining family, work, or other outside responsibilities and those able to devote themselvesto full-time study. The School of Law is accredited by the Committee of Bar Examinersof the State Bar of California.The School of Law is committed to providing the highest quality legal education in anenvironment that encourages mutual support rather than competition. Students receive athorough grounding in both the theoretical and practical skills necessary to become effectiveattorneys. The curriculum emphasizes analytical and advocacy skills, combined withmultiple clinical opportunities. This multi-modal approach includes a focus on law in itswider political, social, and economic contexts. The school believes that law can be a tool forsocial change and encourages its students to examine and share their experiences to reach amore comprehensive understanding of social justice.JFKU School of Law not only prepares individuals to successfully practice law, but also tobecome leaders in their communities. To achieve this, the School of Law offers:• World-class faculty. A faculty of full-time professors and working professionalswith 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 balancelaw school with other professional and personal responsibilities and a faculty mentoris assigned to each student to assist with everything from course preparation to careerplanning. A wide range of academic support services are offered including workshopsand teaching sessions to assist students in developing skills essential to success onthe Bar Exam and in legal practice as well as in law school itself.• Practical experience. Students have the opportunity to gain real-world legalexperience either in the new Elder Law Clinic located on the Pleasant Hill campusor through placements in law offices, government agencies, and the courts. Theseexperiences teach practical legal skills, expose students to a valuable professionalnetwork, and provide a chance to engage in valuable public interest work.• Clinical programs. These are programs designed to give the student experience inthe practice of law. Currently, the school offers an on-site Elder Law Clinic as wellas clinics in domestic violence law and immigration law in a working partnershipwith Bay Area Legal Aid nonprofit centers. The students work under the supervisionof core faculty or practitioners in these specialties.School of Law
School of LawProgram Learning Outcomes• Legal Research. Students will demonstrate effective use ofthe tools of legal research, both in traditional and onlineformats; be able to create an effective research plan; and workthrough the issue to a sound understanding of the applicablelegal doctrine.• Communication. Students will be able to communicate inwritten forms both members of the profession and to the laycommunity in a manner that is clear, logical, well-organizedand persuasive and will be able to verbally communicate legalpositions and viewpoints in an articulate manner.• Fundamental Lawyering Skills. Students will developcompetency in the skills associated with practicing law suchas client interviewing, problem solving, counseling, draftinglegal documents, negotiation, advocacy in a variety ofsettings, and non-adversarial dispute resolution practices.• Legal Analysis. Students will be able to assess complex legalproblems by identifying legal issues and critical facts, applyastute legal reasoning skills, and assess the potential options,solutions, and strategies.• Knowledge of Legal Doctrine. Students will demonstratecompetency in the fundamental legal doctrine covered onthe California Bar Examination, such as contracts, torts,criminal law, real property, constitutional law, civilprocedure, business associations, community property,professional responsibility, criminal procedure, andremedies as well as in other areas deemed important inthe general practice of law.• Professional Ethics. Students will demonstratecompetency in understanding the standards professionalresponsibility required of members of the legal profession,be able to recognize ethical dilemmas and resolve themappropriately, and recognize the moral dilemmas oftenfaced in the practice of law.• Professional Values. Students will demonstrate anawareness of the value of community service and the roleof law in promoting social justice and will recognize thevalue of diversity within the legal profession and society.• Critical Thinking. Students will have the ability to identifyand understand the legal and social policy implications ofvarious legal conflicts and will have an understanding ofhow the law can serve to either promote or diminish justice,individual dignity, equal opportunity, or the sanctity of nature.Accreditation<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong> is accredited by the Western Associationof Schools and Colleges. The School of Law is accredited byThe Committee of Bar Examiners of the State Bar of California.This accreditation permits graduates from JFKU School of Law totake the California Bar Examination upon graduation.Admission RequirementsThere are two entering classes each year: August (fall) andJanuary (midyear). The application deadline for fall admissionis July 17. The deadline for midyear admission is December 1.Students begin the regular law program upon completion of theIntroduction to Law course.Applicants are encouraged to apply before the deadline to takeadvantage of a rolling admissions policy. As part of the commitmentto make law school a feasible reality, admissions decisionsfor qualified students are made on an ongoing basis to givestudents as much time as possible before starting the program.All applications must be on file by the deadlines in order toensure a timely admissions decision. This includes the completedapplication form with fee, personal statement, transcripts, andany other supporting documentation. LSAT scores are requestedby the School of Law from the Law School Admission Council.Transcripts and other documents may also be accepted throughLSDAS. In rare cases, LSAT scores and transcripts may beaccepted after the deadline. Please contact the admissions coordinatorfor more information.School of LawFor information on admission, course offerings, degree requirements,academic policies, and faculty backgrounds please visitthe university website. Prospective students are invited to visit theschool, attend some of the classes, and talk with students, faculty,and staff about careers in law.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>School of Law 203
School of LawStudent BodyLaw school students range in age from their early 20s into their60s, bringing a rich diversity of backgrounds and life experiences.Some have advanced degrees and work experience in law-relatedfields; others begin their studies with no professional knowledgeof the law.Class Size and TimesClasses are small—no more than 40 people per class—andare offered during the day and evening. Most day classes arescheduled Monday through Thursday from 9 a.m. to noon; mostevening classes are scheduled from 7 p.m. to 10 p.m.Clinical ProgramAfter the second year of study, students are encouraged to obtainpractical experience at the on-site Elder Law Clinic or throughplacement with government agencies, public interest firms andclinics, or private law firms. During this experience, studentsengage in a wide array of legal activities—legal research, draftinglegal documents, client and witness interviewing, and trial preparation.Participation may be voluntary or for academic credit.Law LibraryThe law library houses a collection of over 35,000 volumes andmore than 175 periodical titles. Primarily supporting students,alumni, and faculty of the School of Law, the library is also availableto the public for a fee.In addition to titles required by the California State Bar foraccreditation, the library’s collection includes practical resourcesfor law clerking and the practice of law. These include Californiaand federal form books, procedure guides, and specialty materialsin such areas as bankruptcy, criminal, employment, environmental,family, immigration, property, and tax law.Academic Support ServicesThe law school administration is dedicated to providingacademic support that is responsive to students’ needs. TheSchool of Law has an extensive academic support program (ASP)available throughout a student’s law school career, focusing onskills and topics of particular interest to law students. In addition,the university has an academic support center to help on issuesranging from time management to writing.The ASP provides an interactive learning environment for lawstudents. The goal of the program is to improve students’ understandingof the most challenging subject matter. For first-yearstudents, the program focuses on contracts, torts, and criminallaw. For second-year students, the focus is on real property, civilprocedure, and evidence. For third-year students, constitutionallaw is the focus. The program also provides assistance to fourthyearstudents in the form of preliminary Bar Exam preparationincluding exam writing and multiple-choice testing skills.For first- to third-year students, the ASP has three opportunitiesfor learning: Saturday workshops, teaching assistant (TA) reviewsessions, and practice examinations.• The Saturday workshops are periodically offered forcontracts, torts, civil procedure, evidence, and realproperty. These sessions are led by an experienced masterteacher and are designed to provide students with issuespotting and writing assistance in discrete areas of the law.The Saturday workshops include a practice exam. Studentsmay turn their practice exams in for written feedback ontheir examination performance.• The TA review sessions are led by student teaching assistantsand focus on material selected by the master teachers.• Practice exam sets are from past JFKU law courses and pastCalifornia Bar Exams in most subject areas. Past JFKU lawexams (with answers) are available online or in the law library.Past California Bar Exam sets are available with Bar-publishedanswers from the library.School of Law204 School of Law<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Appendices
Board of RegentsBoard of RegentsRegentsEric H. Hasseltine, PhD, Chair of the Board, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>. Hasseltine Consulting, Pleasant Hill.Victor J. Bacigalupi, Senior Executive Vice President, <strong>General</strong>Counsel and Secretary, PMI Group, Inc., Walnut Creek.Ann B. Blackburn, PhD, Owner, Blackburn Organization andReal Estate Advisory Services, Benicia.Mark Casillas, Attorney, Casillas Law Group, Tiburon.Richard Clark, Principal, Danville Associates, Danville.Edward F. Del Beccaro, Managing Partner, ColliersInternational, Walnut Creek.Katharine H. Duane, Independent Writer and Editor, Berkeley.Edwin M. Epstein, Associate Dean for International Relations,International and Area Studies, and Professor Emeritus ofthe Graduate School, <strong>University</strong> of California, Berkeley.William E. Gagen, Jr., Vice Chair of the Board, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>. Attorney, Gagen, McCoy, McMahon &Armstrong, Danville.Anne B. Golden, Managing Director, Trainer Wortham,San Francisco.Emily Goldman, Volunteer, <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Academic Advisory Board in School of Educationand Liberal Arts.Ruthann Heinrich, Volunteer, Literacy and ESL Tutor ProjectSecond Chance, English Center for Independent Women,Mills College, Oakland.Eric D. Horodas, Vice Chair of the Board, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>. President, Greystone Hospitality,San Francisco.Robin Greenway MacGillivray, President, BusinessCommunications Services, AT&T West, AT&T,San Ramon.Michael R. McGill, Treasurer of the Board, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>. President, MMS Design Associates,Walnut Creek.Richard P. Pauletich, Secretary of the Board, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>. Chairman and CEO, First American TitleGuaranty Company, Walnut Creek (Retired).Debra B. Rossi, Executive Vice President, Wells Fargo,Walnut Creek.Barbara Schuh, Founder and CEO, Companion Care, Lafayette.Ebrahim Shabudin, Executive Vice President and COO,United Commercial Bank, San Francisco.Thomas L. Smith, Vice Chancellor Finance and Administration,Peralta Community College District, Oakland.Cynthia C. Wordell, City Planner, City of Cupertino, Cupertino.Benjamin Yang, Licensed Acupuncturist and Chinese Herbalist,San Francisco.Regent Ex-OfficioSteven A. Stargardter, President, <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>.ParticipantsDoug Balderston, Alumni Association President.Linda Mandel, President, Faculty Senate.Regents EmeritiHarold Ballew, Founder, Officer and Director, PoreticsCorporation (Retired).Robert M. Fisher, President Emeritus, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>.Paul Handlery, Chairman and Chief Executive Officer,Handlery Hotels, Inc. (Retired).Roger D. Jacoby, Senior Vice President, Citicorp Savings(Retired).Claire McAuliffe, Hodge Niederer Cariani.Madeline McLaughlin, Attorney at Law.Myron Rude, Secretary-Treasurer, Calpine Containers (Retired).Ruth Beahrs Spangenberg, Marriage, Family, andChild Counselor.<strong>University</strong> Officers EmeritiRobert M. Fisher, President Emeritus.Charles E. Glasser, President Emeritus.Lind M. Higgins, Vice President Emeritus.206 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
AdministrationAdministrationPresident’s Leadership TeamSteven A. Stargardter, President. Fordham <strong>University</strong>, BA;Boston College, MA; PhD; <strong>University</strong> of WashingtonSchool of Law, JD.Jeannie Adams, Assistant to the President. Napa ValleyCollege, AA.David Disend, Vice President, Advancement. New College,FL, BA; Duke <strong>University</strong>, MAT.K. Sue Duncan, Vice President, Enrollment Services.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, BA; MA.Cyd Jenefsky, Associate Vice President, Office of AcademicAffairs. <strong>University</strong> of California, Davis, BA; <strong>University</strong>of Wisconsin, MA; PhD.Alex Kramer, Chief Financial Officer, Kent State <strong>University</strong>,BS; <strong>University</strong> of Pittsburgh, MBA.Linda Mandel, Faculty Senate President. <strong>University</strong> ofCalifornia, Berkeley, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Diana Paque, Provost. Santa Clara <strong>University</strong>, BA; <strong>University</strong>of Southern California, MSLS; MPA; DPA.Paula L. Swain, Vice President, Human Resources. SaintMary’s College of California, BA; <strong>University</strong> ofSan Francisco, MA.Sandi Tatman, Director of Institutional Research. Anna MariaCollege, BA; College of Notre Dame, MA; Pacific GraduateSchool of Psychology, PhD.AdministrationEleanor Armstrong, Career Center Director. <strong>University</strong> ofOregon, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Mindy Bergeron, Director of Financial Aid. <strong>University</strong> ofCalifornia, Berkeley, BA.Geoffrey F. Brown, Dean, School of Law. <strong>University</strong> ofCalifornia, BA; San Francisco Law School, JD.Donald Campbell, Director, Asian Pacific Institute.San Francisco State <strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Claudia Chester, Technical Services Librarian; Interim<strong>University</strong> Librarian. San Francisco State <strong>University</strong>, BA;<strong>University</strong> of California, Berkeley, MLIS.Susan Davi, Chief Accountant. California State <strong>University</strong>,Hayward, BS.Steven R. Feller, Law Library Director. <strong>University</strong> of California,Berkeley, BA; San Jose State <strong>University</strong>, MLIS; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, JD.Barbro Giorgi, Assistant Director, Academic Affairs. York<strong>University</strong>, BA; MA; <strong>University</strong> of Quebec, PhD.Penny Harrington, Administrative Director, Student Services,Campbell Campus.Scott Hassler, Director of Grants and Contracts. OberlinCollege, AB; <strong>University</strong> of California, Santa Barbara,MA; PhD.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Laura Kay, Director, Academic Support Center. Antioch<strong>University</strong>, BA; Mills College, MFA.Susan Kwock, Dean, School of Education and Liberal Arts.San Francisco State <strong>University</strong>, BA; <strong>University</strong> ofSan Francisco, MA; EdD.Joshua Lachs, Dean, Continuing and Extended Education.<strong>University</strong> of California, Berkeley, BA; Columbia<strong>University</strong>, MEd; MA.Brian Lofman, Dean, School of Management. <strong>University</strong> ofConnecticut, BA; <strong>University</strong> of California Los Angeles,MA, MBA; <strong>University</strong> of Bradford, PhD.Jennifer Miller-Hogg, Director of Admissions. <strong>University</strong> ofSouthern California, BA; New York <strong>University</strong>, MA.Lisa Noshay Petro, Director of Disability Services for Students.audrey Cohen College, BPS; <strong>University</strong> of California,Hastings College of the Law, JD.William D. Parham, Dean, Graduate School of ProfessionalPsychology. <strong>University</strong> of California, Irvine, BA; MA;Southern Illinois <strong>University</strong>, Carbondale, PhD.Peter Rojcewicz, Dean, School of Holistic Studies. AssumptionCollege, BA; Northeastern <strong>University</strong>, MA; <strong>University</strong>of Pennsylvania, PhD.David Sadler, Director of Facilities.Adam J. Stone, Registrar. Aquinas College, BSBA; Wayne State<strong>University</strong>, MBA.Anne Marie Taylor, Associate Vice President, Advancement.Scripps College, BA; <strong>University</strong> of Missouri, MA.Robert E. Valentine, Marketing Director, California State<strong>University</strong>, Fullerton, BA.Deborah Washnak, Accounting Manager. Macomb College, AA.Jacob Watkins, Director, Information Technology.School of Education and Liberal ArtsSusan Kwock, Dean. San Francisco State <strong>University</strong>, BA;<strong>University</strong> of San Francisco, MA; EdD.Charles Burack, Associate Professor; Chair, Department ofLiberal Arts and Director of BA Psychology Program.<strong>University</strong> of Michigan, BA; <strong>University</strong> of Chicago, MA;Northwestern <strong>University</strong>, MA; <strong>University</strong> of CaliforniaBerkeley, PhD.Penelope Dyer, Associate Professor; Chair, Department ofEducation. <strong>University</strong> of California, Berkeley, BA;<strong>University</strong> of California, Davis, MS; Nova Southeastern<strong>University</strong>, EdD.Maria Mattioli, Assistant Professor; Director, Bachelorof Arts in Psychology Program, Campbell Campus.San Jose State <strong>University</strong>, BA; MS.Marjorie Schwarzer, Associate Professor; Chair, Departmentof Museum Studies. Washington <strong>University</strong>, BA;<strong>University</strong> of California, Berkeley, MBA.Appendices 207
AdministrationSchool of ManagementBrian Lofman, Dean. <strong>University</strong> of Connecticut, BA;<strong>University</strong> of California, Los Angeles, MA, MBA;<strong>University</strong> of Bradford, PhD.Janet Amador, Assistant Dean. Saint Mary’s College ofCalifornia, BA; MA.Gail Lynam Dutcher, Assistant Professor; Chair, CareerDevelopment Program. Boston College, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Lisa Hutton, Associate Professor; Program Director, LegalStudies Program. California State <strong>University</strong>, Chico, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Charlene Tuckerson, Administrative Director; Lecturer.California State <strong>University</strong>, Hayward, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MBA.School of Holistic StudiesPeter Rojcewicz, Adjunct Professor; Dean. AssumptionCollege, BA; Northeastern <strong>University</strong>, MA; <strong>University</strong>of Pennsylvania, PhD.Cynthia deHay, Assistant Director, Center for HolisticCounseling. <strong>University</strong> of Hawaii, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Susan Callon Endlich, Adjunct Professor; Director, Centerfor Holistic Counseling. San Jose State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Bridget Goin, Administrative Director, Campbell Campus.<strong>University</strong> of California, Santa Cruz, BA.Michael Grady, Professor; Chair, Department of Arts& Consciousness. Tufts <strong>University</strong>, BFA; PrattInstitute, MFA.G. Ray Greenleaf, Professor; Chair, Department of CounselingPsychology. <strong>University</strong> of California, Berkeley, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Victoria Timpe, Lecturer; Field Placement Coordinator, Centerfor Holistic Counseling. Cornell <strong>University</strong>, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Miriam Smolover, Adjunct Professor; Clinical Director, Centerfor Holistic Counseling. <strong>University</strong> of Pittsburgh, BA;California State <strong>University</strong>, Hayward, MS.Vernice Solimar, Professor; Chair, Department of IntegralStudies. Hunter College, BA; Long Island <strong>University</strong>, MS;California Institute of Integral Studies, PhD.Mary Tuchscherer, Adjunct Professor; Administrative Director.North Dakota State <strong>University</strong>, BS; Concordia <strong>University</strong>,BA; Holy Names College, MA.Sue Ellen Wise, Associate Professor; Chair, CounselingPsychology, Holistic Studies Specializations, Campbell.Western Michigan <strong>University</strong>, BS; Michigan State<strong>University</strong>, MA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Graduate School ofProfessional PsychologyWilliam D. Parham, Dean. <strong>University</strong> of California, Irvine, BA;MA; Southern Illinois <strong>University</strong>, Carbondale, PhD.Linda Belt, Administrative Director, Faculty Coordinator.<strong>University</strong> of Illinois, Chicago, BA.Gail Kinsley-Dame, Professor; Program Director, MACounseling Psychology Program. <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, BA; MA.Sukie Magraw, Professor; Director, PsyD Program. Harvard<strong>University</strong>, BA; California School of ProfessionalPsychology, PhD.Rebecca Pegoda-Hallock, Associate Professor; Director,Sunnyvale Community Counseling Center. <strong>University</strong>of California, Santa Cruz, BA; <strong>University</strong> of SanFrancisco, MA.Gail Solt, Professor; Director, Sport Psychology Program.California State <strong>University</strong>, Hayward, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Ann Stillingfleet, Assistant to the Program Director, Campbell.Lecturer, School of Education and Liberal Arts. <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, BA; MA.School of LawGeoffrey F. Brown, Adjunct Professor; Dean. <strong>University</strong> ofCalifornia, BA; San Francisco Law School, JD.Sherrill M. Hall, Administrative Director.208 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Administration / FacultyLibrariesFisher LibraryBill Ames, <strong>Catalog</strong>ing Librarian. Massachusetts Institute ofTechnology, BS; California Institute of Technology, MS;<strong>University</strong> of Washington, PhD; <strong>University</strong> of California,Berkeley, MLIS.Joan Bewley, Psychology and Collection Development Librarian.Humboldt State <strong>University</strong>, BA; MA; <strong>University</strong> ofCalifornia, Berkeley, MLIS.Claudia Chester, Technical Services Librarian; Interim<strong>University</strong> Librarian. San Francisco State <strong>University</strong>, BA;<strong>University</strong> of California, Berkeley, MLIS.Jason Dezember, Public Services and eResources Librarian.<strong>University</strong> of California, Davis, BA; San Jose State <strong>University</strong>,MLIS.Berkeley Campus Library<strong>John</strong> Taylor, Berkeley Campus Librarian. Oral Roberts<strong>University</strong>, BA; <strong>University</strong> of Arizona, MLS.Campbell Campus LibraryAnn Buchalter, Campbell Campus Librarian. CaliforniaState <strong>University</strong>, Long Beach, BA; San Jose State<strong>University</strong>, MLIS.Law LibrarySteven R. Feller, Law Library Director. California State<strong>University</strong>, Hayward, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Bettina T. Miller, Technical Services Librarian. <strong>University</strong> ofSan Diego, BA; San Jose State <strong>University</strong>, MLIS.Jane Chittenden Minor, Assistant Law Librarian. <strong>University</strong>of California, Berkeley, BA; MLIS.FacultySchool of Education and Liberal ArtsAaronson, Julie, Adjunct Professor. <strong>University</strong> of California,Los Angeles, BA.Agudelo-Silva, Fernando, Adjunct Professor. Universidad deCaldas, BS; <strong>University</strong> of California, Berkeley, PhD;Harvard <strong>University</strong>, MA.Anoveros, Paloma, Adjunct Professor. Complutense <strong>University</strong>,Madrid, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Banda, Masankho, Adjunct Professor. College of Wooster, BA;Holy Names College, MA.Barone, Dennis, Lecturer. San Francisco State <strong>University</strong>, BA;California State <strong>University</strong>, Dominguez Hills, MA.Beaudoin, Marie-Nathalie, Adjunct Professor. Montreal<strong>University</strong>, Quebec, BS; MS; Pacific Graduate Schoolof Psychology, PhD.Bedi, Tajinder, Lecturer.Berger, Illana, Adjunct Professor. California Institute of IntegralStudies, BA; PhD.Berthoud, Philippe, Adjunct Professor. <strong>University</strong> of Geneva,Switzerland, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Bertorello, Ardith, Adjunct Professor. San Francisco State<strong>University</strong>, BA.Bhatt, Shirley, Adjunct Professor. <strong>University</strong> of Pittsburgh,BS; MA.Brown, Kathleen, Adjunct Professor. McGill <strong>University</strong>, BA.Burack, Charles, Associate Professor; Chair, Department ofLiberal Arts and Director of BA Psychology Program.<strong>University</strong> of Michigan, BA; <strong>University</strong> of Chicago, MA;Northwestern <strong>University</strong>, MA; <strong>University</strong> of CaliforniaBerkeley, PhD.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Burke, <strong>John</strong>, Adjunct Professor.Cabral, Daramola, Associate Professor; Director, Science,Health, and Living Systems. Emory <strong>University</strong>, BMSc; PA;<strong>University</strong> of California, Berkeley, MPH; DPH.Capecci, Gianna, Adjunct Professor. Bowling Green State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Cerney, Marenka, Lecturer. California Institute of IntegralStudies, BA; MA.Charm, Susana, Adjunct Professor. Smith College, BA; Harvard<strong>University</strong>, MA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Clarke, Donna, Lecturer. <strong>University</strong> of California, Berkeley, BA.Coates, David, Lecturer. California Institute of Integral Studies,MA; <strong>University</strong> of Colorado at Boulder, MS.Coerver, Chad, Lecturer. Duke <strong>University</strong>, BA; Yale <strong>University</strong>,MPhil; MA.Cohen, Harriet, Adjunct Professor. Hunter College, BA; SmithCollege, MA.Couturier, Andrew, Adjunct Professor. <strong>University</strong> of California,BA; San Francisco State <strong>University</strong>, MA.Cutright, Jennifer, Lecturer. <strong>University</strong> of California,Berkeley, BS; <strong>University</strong> of Bridgeport, MS; Santa Clara<strong>University</strong>, MA.Cutts, Brianna, Lecturer. <strong>University</strong> of California, Davis, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Dabby, Nigel, Lecturer. Cambridge <strong>University</strong>, BA; MA.Dean, Starla, Lecturer. Antioch West <strong>University</strong>, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Dellinger, Drew, Associate Professor, Social EcologyDepartment. Prescott College, BA; MA.Appendices 209
FacultydeManicor, Darlene, Lecturer. <strong>University</strong> of California,Berkeley, BA; California State <strong>University</strong>, San Francisco,MA; California Institute of Integral Studies, PhD.Denlinger, Eileen (Lee), Adjunct Professor. Seton Hill College,BA; <strong>University</strong> of New Mexico, MA.Dezember, Jason, Lecturer; Public Services and eResourcesLibrarian. <strong>University</strong> of California, Davis, BA; San Jose State<strong>University</strong>, MLIS.Doumbia, Naomi (Sanderovsky), Lecturer. Mills College, BA;San Francisco State <strong>University</strong>, MA; California Instituteof Integral Studies, PhD.Dowd, Colleen, Lecturer. <strong>University</strong> of California, Berkeley, BA;<strong>University</strong> of California, Davis, MS; Nova Southeastern<strong>University</strong>, EdD.Durovchic, Janet, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Golden Gate <strong>University</strong>, MBA.Dyer, Penelope, Associate Professor, Department of Education.California State <strong>University</strong>, Chico, BA; MA; <strong>University</strong> ofCalifornia, Berkeley, PhD.Edwards, Clifford, Assistant Professor; Essentials CoachingDirector, Ford Institute for Integrative Coaching.Enos, Randall, Adjunct Professor. <strong>University</strong> of California,Berkeley, AB.Eplin, Cheri Lynn, Adjunct Professor. California PolytechnicState <strong>University</strong>, San Luis Obispo, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Fakour, Mehrdad, Adjunct Professor. Eastern ConnecticutState <strong>University</strong>, BA; California College of Arts andCrafts, BFA; <strong>University</strong> of California Berkeley, MA; PhD.Feder, Kayla, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>,BA; MA.Fisher, Barbara, Adjunct Professor. <strong>University</strong> of Rochester, BA;Mills College, MFA.Ford, Debbie, Lecturer. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, BA.Foster, Chriss Warren, Adjunct Professor. <strong>University</strong> ofCalifornia, Berkeley, BA; California State <strong>University</strong>,Dominguez Hills, MA.Fournier, Leslie, Lecturer. <strong>University</strong> of California, Davis, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Garcia, Andrew, Lecturer. Azusa Pacific <strong>University</strong>, BA, MA;Fuller Theological Seminary, MDiv.Garrett, William, Professor. San Francisco State <strong>University</strong>,BA; MA; California Institute of Integral Studies, PhD.Gowack, Paul, Adjunct Professor. <strong>University</strong> of Tampa, BS;<strong>University</strong> of South Florida, MS; California State<strong>University</strong>, Hayward, MA; California Institute ofIntegral Studies, PhD.Grimm, Raymond, Adjunct Professor. San Francisco State<strong>University</strong>, BA; California Graduate School ofPsychology, PhD.Hare, Sandra, Adjunct Professor. California State PolytechnicCollege, BS; MA; <strong>University</strong> of California, Los Angeles,MEd; EdD.Henderson, Mary Kay, Lecturer. <strong>University</strong> of Kansas, BS;<strong>University</strong> of San Francisco, MA.Hennum, Paulette Dunn, Adjunct Professor. <strong>University</strong> ofCalifornia, San Diego, BA.Hutchins, David, Adjunct Professor. Western Illinois<strong>University</strong>, BS; California Institute of IntegralStudies, MA.Irving, Yvette, Lecturer. San Jose State <strong>University</strong>, BA;<strong>University</strong> of San Francisco, MA.Jackson, Theopia, Adjunct Professor. Howard <strong>University</strong>,BS; MS; The Wright Institute, PhD.Janson, Carolyn, Adjunct Professor. San Jose State <strong>University</strong>,BA; San Francisco State <strong>University</strong>, MA.Jenefsky, Cyd, Adjunct Professor; Associate Vice President,Office of Academic Affairs. <strong>University</strong> of California,Davis, BA; <strong>University</strong> of Wisconsin, MA; PhD.Jensen, Carolyn, Adjunct Professor; Associate Vice President,Office of Academic Affairs. Eastern Washington<strong>University</strong>, BA.Joe, Frances, Adjunct Professor. San Francisco State <strong>University</strong>,BA; San Jose State <strong>University</strong>, MS.Jones, Ryan, Lecturer. <strong>University</strong> of California, Berkeley, BA;<strong>University</strong> of London, MA.Kadoyama, Margaret, Adjunct Professor. <strong>University</strong> ofCalifornia, Davis, BS.Kaplan, Pascal, Visiting Professor. Brown <strong>University</strong>, BA;Harvard <strong>University</strong>, MA; PhD.Kay, Laura, Adjunct Professor. Antioch <strong>University</strong>, BA;Mills College, MFA.Kornblum, Suzon, Lecturer. <strong>University</strong> of California,Berkeley, BA; MA.Kwock, Susan, Dean. San Francisco State <strong>University</strong>, BA;<strong>University</strong> of San Francisco, MA; EdD.Law, Carol, Adjunct Professor. <strong>University</strong> of Texas, BA;San Francisco State <strong>University</strong>, MA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Lehrman, Eric, Adjunct Professor. Hofstra <strong>University</strong>, BA;Temple <strong>University</strong>, MA; Institute of TranspersonalPsychology, MA; PhD.Lerro, Bruce, Adjunct Professor. Antioch <strong>University</strong>, BA;California Institute of Integral Studies, MA.Lipman, Donna, Assistant Professor; FIIC Continuing andExtended Education Director.Longerbeam, Sheila, Adjunct Professor. <strong>University</strong> ofPennsylvania, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Malone, Jeffrey, Assistant Professor; Fulfillment Director,Ford Institute for Integrative Coaching. Oregon State<strong>University</strong>, BS; Stanford <strong>University</strong>, MBA.Marrero, Frank, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, BA.Mattioli, Maria, Associate Professor; Director, Bachelor ofArts in Psychology Program, Campbell Campus.San Jose State <strong>University</strong>, BA; MS.McHenry, Gary, Visiting Professor. <strong>University</strong> of California,San Diego, BA; Stanford <strong>University</strong>, AM.McManus, Mary Ellen, Adjunct Professor. State <strong>University</strong>of New York, BS; Syracuse <strong>University</strong>, MS.210 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
FacultyMetzler, Marilyn, Adjunct Professor. San Jose State <strong>University</strong>,BA; Saint Mary’s College of California, MA.Morales, Rey, Adjunct Professor. <strong>University</strong> ofCalifornia, Davis, BS; California State <strong>University</strong>,Hayward, MS.Neff, Douglas, Lecturer. Ithaca College, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Nelson, Karen, Adjunct Professor. California State <strong>University</strong>,San Bernardino, BA; MA.Newton, Gregory, Adjunct Professor. Cornell <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Nickel, Tricia, Adjunct Professor. Saint Mary’s College ofCalifornia, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Nowacki, Melissa, Lecturer. California Polytechnic State<strong>University</strong>, BA.Osborne, Sheldeen (Shelly), Adjunct Professor. <strong>University</strong>of California, Berkeley, BA; State <strong>University</strong> TeachersCollege, Oneonta, MA.Palloff, Rena, Adjunct Professor, School of Management.<strong>University</strong> of Wisconsin, BA; MSW; Fielding GraduateInstitute, MA; PhD.Parsons, Christina, Adjunct Professor. <strong>University</strong> of SanDiego, BA; San Diego State <strong>University</strong>, MA.Patterson, Brandolyn, Lecturer. <strong>University</strong> of California,Davis, BS; San Jose State <strong>University</strong>, MS; The <strong>University</strong>of Arizona, PhD.Petty, Louanne, Lecturer. California State <strong>University</strong>, LongBeach, BS; California State <strong>University</strong>, Hayward, MS.Poon, Henry, Adjunct Professor. Santa Clara <strong>University</strong>, BS;California Institute of Integral Studies, MA; PhD.Price, Isabella, Lecturer. <strong>University</strong> of Zurich, MA.Prodos, Lisa, Lecturer. Princeton <strong>University</strong>, BA; Cooper-Hewitt Museum & Parsons School of Design, MA;Bank Street Graduate School of Education, MS;Columbia <strong>University</strong>, MBA.Quinn, Dan, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, BA.Razak, Arisika, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; MPH.Remba, Alina, Adjunct Professor. <strong>University</strong> of California,Berkeley, BFA; State <strong>University</strong> of New York atBuffalo, MA.Rinehart, Richard, Adjunct Professor. <strong>University</strong> ofOregon, BFA.Rohwer, Gary, Lecturer. <strong>University</strong> of California, Irvine, BA;San Jose State <strong>University</strong>, MA.Rosengard, Melissa, Adjunct Professor. <strong>University</strong> of California,Los Angeles, BA; <strong>University</strong> of Illinois, MA.Rotman, Judith, Lecturer. City <strong>University</strong> of New York, BA;Bank Street College of Education, New York, MS.Sarraf, Brigitte, Adjunct Professor. Fresno State <strong>University</strong>, BA;<strong>University</strong> of Redlands, MA.Schlageter, Taryn, Lecturer. California State <strong>University</strong>, EastBay, BA; San Jose State <strong>University</strong>, MLIS.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Schmitt, Mary Frances, Adjunct Professor. Marian Collegeof Fond du Lac, BA; Marquette <strong>University</strong>, MA; State<strong>University</strong> of New York Downstate Medical Center, PhD.Schwarzer, Marjorie, Professor; Chair, Department of MuseumStudies. Washington <strong>University</strong>, St. Louis, BA; <strong>University</strong>of California, Berkeley, MBA.Seaberry, Benny, Adjunct Professor. <strong>University</strong> of Oregon, BS;California State <strong>University</strong>, Los Angeles, MA.Shapiro, Richard, Lecturer. <strong>University</strong> of California,Berkeley, BA; MA.Serrano, Maria Rosa, Lecturer. Holy Names College, BA.Shekerjian, Laura, Adjunct Professor. Oakland <strong>University</strong>, BA;<strong>University</strong> of Michigan, MA; California Institute ofIntegral Studies, MA.Shogan, Jo Ann, Lecturer. Westminster College, BS;<strong>University</strong> of Pittsburg, MEd.Shulakoff, Allen, Adjunct Professor. Michigan State<strong>University</strong>, BA; San Francisco State <strong>University</strong>, MA;<strong>University</strong> of Pittsburg, MA.Simmons, Charline, Adjunct Professor. Columbia<strong>University</strong>, BA; Tulane Medical School, MD.Smith, Arlando, Adjunct Professor. California State <strong>University</strong>,Fullerton, BA; MA.Somburu, Zakiya, Lecturer. California State <strong>University</strong>,Hayward, BA; <strong>University</strong> of California, Berkeley, MPH.Speno, Ann Marie, Lecturer. Boston <strong>University</strong>, BA; <strong>University</strong>of North Carolina, MA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Spero, Susan, Associate Professor. Ohio State <strong>University</strong>,BA; MA; PhD.Spinrad, Mark, Lecturer. <strong>University</strong> of California, SantaCruz, BA; San Francisco State <strong>University</strong>, MA.Stangl, Kristin, Lecturer. <strong>University</strong> of California,Berkeley, BA; <strong>University</strong> of Illinois at Urbana-Champaign, MA.Stargardter, Steven A., Professor. President, <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>. Fordham <strong>University</strong>, BA; Boston College, MA,PhD; <strong>University</strong> of Washington School of Law, JD.Stark, Marilee, Adjunct Professor. <strong>University</strong> of California,Los Angeles, BA; International College, MA; Sierra<strong>University</strong>, PhD.Stenger, Mel, Adjunct Professor. Duns Scotus College, BA;California State <strong>University</strong>, Hayward, MS.Stephens, Noreen, Lecturer. San Francisco State <strong>University</strong>, BA.Sung, Kenzo, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Howard <strong>University</strong>, MEd.Sutton, Mary Jo, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA.Tan, Suzanne, Lecturer. <strong>University</strong> of Colorado, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Townsend, Karen, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, BA; MA.Tutashinda, Kweli, Lecturer. <strong>University</strong> of Arkansas, BA.Appendices 211
FacultyVinson, Debra, Adjunct Professor. Greenville College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Walbridge, Michael, Adjunct Professor. <strong>University</strong> ofCalifornia, Berkeley, BA; California State <strong>University</strong>,San Bernardino, MA.Warren, Nicholas, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Columbia <strong>University</strong>, MA; PhD.Wells, Andrea, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.West, Susanne, Adjunct Professor. California State <strong>University</strong>,Long Beach, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Williams, Sylvia, Adjunct Professor. San Francisco State<strong>University</strong>, BA.Wilson, Uncheedah, Adjunct Professor. San Jose State<strong>University</strong>, BA; MA; California Institute of IntegralStudies, PhD.Wise, Susan, Adjunct Professor. <strong>University</strong> of Pennsylvania, BA.Young, Katharine, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; <strong>University</strong> of Pennsylvania, MA; PhD.School of ManagementAiken, Sue, Adjunct Professor. Colorado College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Artega, Danielle, Adjunct Professor. San Francisco State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Artel, Linda, Lecturer. <strong>University</strong> of California, Berkeley, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Balassi, Steven, Adjunct Professor. Sonoma State <strong>University</strong>, BA;Saint Mary’s College of California, MBA; Golden Gate<strong>University</strong>, DBA.Barrie, Bruce, Lecturer. California State <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MBA.Beckhusen, Lesah, Adjunct Professor. San Diego<strong>University</strong>, BA; MS.Brown, Marvin, Adjunct Professor. Wesleyan <strong>University</strong>, BA;Union Theological Seminary, MDiv; GraduateTheological Union, PhD.Campbell, Donald, Associate Professor; Director, Asian PacificInstitute. San Francisco State <strong>University</strong>, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA.Chow, Robert, Adjunct Professor. San Francisco State<strong>University</strong>, BS; Golden Gate <strong>University</strong>, MS.Deju, Raul, Lecturer. New Mexico Institute of Mining andTechnology, BSc; PhD.Dimond, Laura, Adjunct Professor. <strong>University</strong> of Illinois, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Dutcher, Gail Lynam, Assistant Professor; Chair, CareerDevelopment Program. Boston College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Elefant, David, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Hastings College of Law, JD.Elitzin, Brenda, Lecturer. Western Washington <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Elsdon, Ronald, Adjunct Professor. <strong>University</strong> of Leeds,England, BS; Cambridge <strong>University</strong>, England, PhD; <strong>John</strong>F. <strong>Kennedy</strong> <strong>University</strong>, MA.Emery, Stewart, Visiting Professor.Foster, Twilla, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Harvard <strong>University</strong>, JD.Garrett, Suzanne, Adjunct Professor. West Virginia Instituteof Technology, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MBA.Gemmet, Rich, Adjunct Professor. San Francisco State<strong>University</strong>, BA; MA.Genin, Vladimar, Lecturer. Tver State Technical <strong>University</strong>, BS;MS; Moscow State <strong>University</strong> of Civil Engineering, PhD.Guterman, Mark, Adjunct Professor. <strong>University</strong> of California,Los Angeles, BA; Sonoma State <strong>University</strong> MA.Hardle, Dennis, Adjunct Professor. Stanford <strong>University</strong>, BS.Hess, William, Adjunct Professor. Purdue <strong>University</strong>, BS;Ball State <strong>University</strong>, MA; St. Louis <strong>University</strong>/International <strong>University</strong> of America, PhD.Hill, Grace, Adjunct Professor. Albertson College of Idaho, BS;California State <strong>University</strong>, Northridge, MA.Hutton, Lisa, Associate Professor; Program Director, LegalStudies Program. California State <strong>University</strong>, Chico, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Knowles, Deborah, Lecturer. California State <strong>University</strong>,Chico, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Knudson, Kathy, Lecturer. San Jose State <strong>University</strong>, BA;San Francisco State <strong>University</strong>, MS.Kolpin, Marc, Adjunct Professor. Swiss Institute ofTechnology, Switzerland, MA; MassachusettsInstitute of Technology, PhD.Lofman, Brian, Dean. <strong>University</strong> of Connecticut, BA;<strong>University</strong> of California, Los Angeles, MA; MBA;<strong>University</strong> of Bradford, PhD.Lindgren, Yvonne, Adjunct Professor. <strong>University</strong> of California,Los Angeles, BA; Hastings College of Law, JD.Lott, Patricia, Associate Professor. <strong>University</strong> ofSan Francisco, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Lundberg, Linda, Adjunct Professor. California State <strong>University</strong>,Chico, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Madison, Sandra, Lecturer. <strong>University</strong> of California,Berkeley, BA; MA.Mandel, Linda, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Martin, Carole, Adjunct Professor. San Jose State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Meyer, Beverly, Adjunct Professor. <strong>University</strong> of Michigan, BA;The <strong>University</strong> of San Diego, JD.Meshriy, Norman, Adjunct Professor. San Francisco State<strong>University</strong>, BA; San Francisco State <strong>University</strong>, MS.212 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
FacultyMorgan, Leslie, Adjunct Professor. Lincoln <strong>University</strong>Law School, LLB.Nawrocki, Adriene, Adjunct Professor. Edinboro <strong>University</strong> ofPennsylvania, BS; Pennsylvania State <strong>University</strong>, MEd;Carnegie Mellon <strong>University</strong>, MPM.Newman, David, Adjunct Professor. New York Institute ofTechnology, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Nordstrum, Cazeaux, Lecturer. <strong>University</strong> of Arizona, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.O’Flaherty, Dannie, Adjunct Professor. Mount St. Mary’sCollege, BA; San Francisco State <strong>University</strong>, MS.Pantell, Steven, Adjunct Professor. California State <strong>University</strong>,Chico, BA; California State <strong>University</strong>, Fresno, MA;American School of Professional Psychology (formerlyCalifornia Graduate School of Psychology), PhD.Panter, Deborah, Adjunct Professor. <strong>University</strong> of California,Irvine, BA; Golden Gate <strong>University</strong> School of Law, JD.Paque, Diana, Adjunct Professor; Provost. Santa Clara<strong>University</strong>, BA; <strong>University</strong> of Southern California,MSLS; MPA; DPA.Phillips, Laurie, Adjunct Professor. Cornell <strong>University</strong>, BA;<strong>University</strong> of Pennsylvania, JD.Piazza, Charles, Associate Professor. Saint Mary’s College ofCalifornia, BA; <strong>University</strong> of San Francisco, MA.Pratt, Craig, Lecturer. <strong>University</strong> of California, Berkeley,AB; MSW.Ramrattan, Lall, Adjunct Professor. St. Francis College, BA;New School <strong>University</strong>, MA; PhD.Ray, Theresa, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Rhyne, William, Lecturer. <strong>University</strong> of Hawaii, Manoa, BA;Erasmus <strong>University</strong>, IMScEC; <strong>University</strong> of California,Davis, MBA.Robertson, Carol, Adjunct Professor. Idaho State <strong>University</strong>,BA; <strong>University</strong> of Nevada Reno, MA; <strong>University</strong> ofCalifornia, Berkeley, JD.Russell, Martha, Adjunct Professor. Texas Woman’s <strong>University</strong>,BS; California State <strong>University</strong>, Sacramento, MS.Schaefer, Christine, Adjunct Professor. <strong>University</strong> of Nebraskaat Omaha, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Schaeffer, Donna, Adjunct Professor. Florida International<strong>University</strong>, BS; MBA; Claremont Graduate School, PhD.Scheid, Mary Gibson, Lecturer. <strong>University</strong> of Oregon, BA;San Francisco State <strong>University</strong>, MBA, Fielding Graduate<strong>University</strong>, MA; PhD.Schippmann, Joan, Adjunct Professor. Mills College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Schmid, Peter, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BA; BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Shabazi, Shabaz, Lecturer. College of Accountancy, Tehran,Iran, BA; Tehran <strong>University</strong>, School of Law and PoliticalScience, BS; College of Accountancy, Tehran, Iran, MA;<strong>University</strong> of Texas at Dallas, MA; PhD.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Shankar, Gopal, Adjunct Professor. State <strong>University</strong> of NewYork at Stony Brook, MS; St. <strong>John</strong>’s <strong>University</strong>, MBA.Siegert, Frank, Adjunct Professor. Loyola College, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MBA.Simmons, Ronald, Adjunct Professor. Michigan State<strong>University</strong>, BA; Golden Gate <strong>University</strong> Schoolof Law, JD.Slingsby, Todd, Lecturer. Pennsylvania State <strong>University</strong>, BS;<strong>University</strong> of San Francisco, MA.Smith, Shelley, Adjunct Professor. California State <strong>University</strong>,Chico, BA; San Jose State <strong>University</strong>, MBA.Sneider, Dena, Adjunct Professor. San Francisco State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Sorrells, Galen, Adjunct Professor. Columbia <strong>University</strong>, BA;Santa Clara <strong>University</strong> School of Law, JD.Southern, Nancy, Adjunct Professor. Sonoma State<strong>University</strong>, BA; Saint Mary’s College of California, MBA;<strong>University</strong> of San Francisco, EdD.Statler, Suzanne, Lecturer. Illinois State <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Stearns, Sharon, Adjunct Professor. Syracuse <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Strongman, Kenneth, Adjunct Professor. <strong>University</strong> ofCalifornia, Davis, BS; Golden Gate <strong>University</strong>, MBA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, JD.Swain, Paula L., Lecturer; Vice President, Human Resources.Saint Mary’s College of California, BA; <strong>University</strong> ofSan Francisco, MA.Terry, Pamela, Adjunct Professor. <strong>University</strong> of SanFrancisco, BS; Golden Gate <strong>University</strong>, MS.Thompson, Bonita, Adjunct Professor. San Jose State<strong>University</strong>, BA; <strong>University</strong> of California, Berkeley, MBA.Van Atta, Sue, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; MA; PhD.Ward, Maretta, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Santa Clara <strong>University</strong>, JD.Warner, Deborah, Adjunct Professor. <strong>University</strong> of SanFrancisco, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Weitzner, Judith, Lecturer. <strong>University</strong> of California,Berkeley, BA.White, Kimberly, Adjunct Professor. San Francisco State<strong>University</strong>, BS; California State <strong>University</strong>,Hayward, MBA.Young, Kevin, Adjunct Professor. Loyola College, Montreal, BA;Princeton <strong>University</strong>, MA.Young, Probal, Adjunct Professor. <strong>University</strong> of California,Santa Barbara, BA; Golden Gate <strong>University</strong> Schoolof Law, JD.Zamora, Cynthia, Adjunct Professor. <strong>University</strong> of thePhilippines, BS; <strong>University</strong> of California, Los Angeles,MBA.Appendices 213
FacultySchool of Holistic StudiesAcedo, Maite, Adjunct Professor. UCAB, Venezuela, BA;California Institute of Integral Studies, MA.Allen, Pat, Visiting Professor. Tufts <strong>University</strong>, BFA; GoddardCollege, MA; Union <strong>University</strong>, PhD.Anderson, Elizabeth, Adjunct Professor. State <strong>University</strong> ofNew York at Geneseo, BA; State <strong>University</strong> of New Yorkat Albany, MLS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Auerbach, Loyd, Adjunct Professor. Northwestern<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MS.Austin, Stephanie, Adjunct Professor. Bradley <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Bachmann, Douglas, Lecturer. American <strong>University</strong>, BA;<strong>General</strong> Theological Seminary, MDiv; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Bark, Linda, Adjunct Professor. <strong>University</strong> of Nevada, Reno, BS;Fielding Graduate Institute, MA; California Institute ofIntegral Studies, PhD.Bartner, Robert, Adjunct Professor. <strong>University</strong> of Washington,BA; <strong>University</strong> of California, Hayward, MS; Center forPsychological Studies, PhD.Barton-Cayton, Amy, Adjunct Professor. <strong>University</strong> ofCalifornia, Santa Cruz, BA; <strong>University</strong> of California,Berkeley, MLS; <strong>University</strong> of California, Santa Cruz, MA;California Baptist <strong>University</strong>, MS., <strong>University</strong> ofCalifornia, Santa Cruz, PhD.Bauer, Susan, Lecturer. Middlebury College, BA; Wesleyan<strong>University</strong>, MALS; <strong>University</strong> of California, Los Angeles,MFA.Bauman, Edward, Adjunct Professor. Syracuse <strong>University</strong>, BA;<strong>University</strong> of Massachusetts, MEd; <strong>University</strong> ofNew Mexico, PhD.Becker, Thomas, Lecturer. <strong>University</strong> of the Pacific, BA;California College of the Arts, MFA.Beckerman, Dani, Lecturer. <strong>University</strong> of Vermont, BA;Illinois School of Professional Psychology, MA; PsyD.Bennett, Duncan, Adjunct Professor; Supervisor, Center forHolistic Counseling. California State <strong>University</strong>,Hayward, BA; MS.Berbower, Sharon, Adjunct Professor. California State<strong>University</strong>, Hayward, BS; MS.Bernhardt, Peter, Adjunct Professor. Antioch <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Blackwell, Margaret, Adjunct Professor. Open <strong>University</strong>,England, BA; Dartington College of Arts, England, MPhil.Bodin, Aric, Adjunct Professor. <strong>University</strong> of Washington, BA;<strong>University</strong> of Massachusetts, MEd; EdD.Bogart, Greg, Adjunct Professor. Wesleyan <strong>University</strong>, BA;California Institute of Integral Studies, MA; SaybrookInstitute, PhD.Bogzaran, Fariba, Adjunct Professor. <strong>University</strong> of Wisconsin,BS; California Institute of Integral Studies, MA; PhD.Bowen, Bill, Lecturer. California State <strong>University</strong>, LongBeach, BA; San Francisco Fine Art Institute, MFA.Bradford, Kenneth, Adjunct Professor. Antioch <strong>University</strong>, BA;Sonoma State <strong>University</strong>, MA; Saybrook Institute, PhD.Braman, Jennifer, Lecturer. Williams College, BA; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MFA.Brewer, Linda, Adjunct Professor. Whitman College, BA;Catholic <strong>University</strong>, MS; <strong>University</strong> of San Francisco,PhD.Bulkeley, Kelly, Adjunct Professor. Stanford <strong>University</strong>, BA;Harvard <strong>University</strong>, MTS; <strong>University</strong> of Chicago, PhD.Caplan, Mariana, Adjunct Professor. <strong>University</strong> of Michigan,BA; California Institute of Integral Studies, MA.Cashell, Donna, Adjunct Professor. Supervisor, Center forHolistic Counseling. Ohio State <strong>University</strong>, BS;Purdue <strong>University</strong>, MA; PhD.Catskill, Clover, Adjunct Professor. Antioch College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Chalquist, Craig, Lecturer. California Lutheran <strong>University</strong>, BA;MS; Pacific Graduate Institute, PhD.Chase, Michele, Professor. Bowling Green State <strong>University</strong>, BA;Michigan State <strong>University</strong>, MA; PhD.Ching, Calvin Kaleonahe, Adjunct Professor. <strong>University</strong> ofHawaii, BFA; <strong>University</strong> of New Mexico, MA.Clark, Linda, Lecturer. San Francisco State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Clinchard, Shari, Lecturer. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Cockrell, Susanne, Adjunct Professor. Burlington College, BA;California College of Arts and Crafts, MFA.Collier, Lucy, Lecturer; Supervisor, Center for HolisticCounseling. Swathmore College, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Conley, Michael Anne, Adjunct Professor; Supervisor, Centerfor Holistic Counseling. <strong>University</strong> of Tennessee, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Coster, Peter, Adjunct Professor. Supervisor, Center forHolistic Counseling. Ohio <strong>University</strong>, BA; Pacific Schoolof Religion, MDiv; MA.Coyne, <strong>John</strong>, Lecturer. World College West, BA; CaliforniaInstitute of Integral Studies, MA; PhD.Crane, Jennifer, Lecturer. California State <strong>University</strong>,Sacramento, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Craven, Patricia, Adjunct Professor; Supervisor, Center forHolistic Counseling. San Francisco State <strong>University</strong>, BA;California State <strong>University</strong> Hayward, MS.Davidson, Astraea, Lecturer. Sarah Lawrence College, BA;Smith College for Social Work, MSW.Degarrod, Lydia, Lecturer. <strong>University</strong> of Hawaii, Manoa, BA;MA; <strong>University</strong> of California, Los Angeles, MA; PhD.Dello Joio, Victoria, Adjunct Professor. Sarah LawrenceCollege, BA.214 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
FacultyDenney, Myron (Mike), Adjunct Professor. <strong>University</strong> ofMichigan, MD. Pacific Graduate Institute, PhD.de Quincey, Christian, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, BA; MA; California Institute of IntegralStudies, PhD.Diamond, Ivan, Lecturer. <strong>University</strong> of New Mexico, BA;Family Studies Center, MA; William Lyon College—International College, PhD.Dierickx, Mary Jo, Adjunct Professor. Southwest MinnesotaState <strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Duncan, K. Sue, Adjunct Professor; Vice President, EnrollmentServices. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, BA; MA.Ehlers, Lynne, Lecturer. Mills College, MA; California School ofProfessional Psychology, PhD.Eisen, Seth, Lecturer. Naropa <strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Elium, Donald, Adjunct Professor. Wake Forest <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Endlich, Susan Callon, Lecturer; Director, Center for HolisticHealth. San Jose State <strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Esbjorn-Hargens, Sean, Associate Professor; Program Director,Integral Psychology, Integral Theory, Integral StudiesDepartment. Lewis & Clark College, BS; CaliforniaInstitute of Integral Studies, MA.Esbjorn-Hargens, Vipassana, Lecturer. <strong>University</strong> ofCalifornia, Berkeley, BA; Institute of TranspersonalPsychology, MA; PhD.Finch, Karen, Lecturer; Supervisor, Center for HolisticCounseling. <strong>University</strong> of California, Berkeley, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Fisher, Anna, Lecturer. New College of California, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Fisher, Robert, Adjunct Professor. Knox College, BA;Norwich <strong>University</strong>, MA.Fisher, Sylvia, Lecturer. San Francisco State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Flores, Charles, Lecturer. Vassar College, BA; Fordham<strong>University</strong>, MS.Forman, Mark, Lecturer. <strong>University</strong> of Delaware, BA; Instituteof Transpersonal Psychology, PhD.Fowler, Marilyn, Associate Professor; Program Director,Consciousness and Transformative Studies, IntegralStudies Department. San Diego State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Fox, C. <strong>John</strong>, Visiting Professor. Bard College, AB.Friedeberg, Laura, Lecturer. California State <strong>University</strong>, Chico,BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Friedman, Ellen, Adjunct Professor. Newcomb College, BA;Antioch <strong>University</strong>, MA.Gans, Donna, Lecturer. State <strong>University</strong> of New York, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Gjernes, Terese, Lecturer. Michigan State <strong>University</strong>, BA;California Institute of Integral Studies, MA; PsyD.Glickman, Charles, Lecturer. Brown <strong>University</strong>, BS: UnionInstitute and <strong>University</strong>, PhD.Goldenberg, Cliff, Adjunct Professor. Rutgers <strong>University</strong>, BA;San Francisco State <strong>University</strong>, MS.Golin, Cindy, Adjunct Professor. California State <strong>University</strong>,Long Beach, BA; <strong>University</strong> of Santa Monica, MA;Institute of Transpersonal Psychology, MA.Goodman, Kenith, Adjunct Professor. <strong>University</strong> of SouthernCalifornia, Los Angeles, BA; California Institute ofIntegral Studies, MA.Grady, Michael, Associate Professor; Chair, Department ofArts and Consciousness. Tufts <strong>University</strong>, BFA; PrattInstitute, MFA.Greenberg, Robin, Adjunct Professor. <strong>University</strong> of California,Santa Barbara, BA; Mills College, MA; CaliforniaInstitute of Integral Studies, MA.Greenleaf, G. Ray, Professor. Chair, Department of CounselingPsychology. <strong>University</strong> of California, Berkeley, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Hadlock, Donald, Adjunct Professor. San Jose State<strong>University</strong>, BA.Harris-Thomas, Dudleasa, Adjunct Professor.Heckler, Richard, Adjunct Professor. Hobart and WilliamSmith Colleges, BA; Antioch New England GraduateSchool, MEd.; <strong>University</strong> of Pittsburgh, PhD.Henderson, Sheila, Lecturer. Simmons College, BA;<strong>University</strong> of Chicago, MBA; Santa Clara <strong>University</strong>, MA;Stanford <strong>University</strong>, PhD.Hiller, Marsha, Adjunct Professor; Supervisor, Center forHolistic Counseling. State <strong>University</strong> of New York atStony Brook, BA; Bank Street College of Education, MEd;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Hirsch, Glenn, Lecturer. <strong>University</strong> of Santa Cruz, BA;San Francisco Art Institute, MFA.Hobson, Mary, Lecturer. Vassar College, BA; <strong>University</strong> ofNew Mexico, Albuquerque, MA.Hoeber, Gary, Associate Professor. State <strong>University</strong> of New Yorkat Fredonia, BA; Sonoma State <strong>University</strong>, MA.Hochachka, Gail, Assistant Professor. <strong>University</strong> of WesternOntario, BS; <strong>University</strong> of Victoria, MA.Hoeber, Gary, Associate Professor. State <strong>University</strong> of New York,BA; Sonoma State <strong>University</strong>, MA.Hudson, Nori, Lecturer. <strong>University</strong> of South Alabama, BA;Boston <strong>University</strong>, MS.Huston, Katina, Visiting Professor. New York <strong>University</strong>, WSUC,BA; Mills College, MFA.Ireland, Lynn, Associate Professor. Catholic <strong>University</strong>of America, BA; West Georgia Technical College, MA;California Institute of Integral Studies, PhD.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 215
FacultyJames, Kathryn, Adjunct Professor. Oregon State <strong>University</strong>, BS.Jaenke, Karen, Lecturer. Wake Forrest <strong>University</strong>, BA;Princeton Theological Seminary, MDiv; CaliforniaInstitute of Integral Studies, PhD.Jenkins, Pamela, Lecturer. Clark <strong>University</strong>, BA; BS;California School of Professional Psychology, PhD.<strong>John</strong>son, Kimmy, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; California Institute of Integral Studies, PhD.Josef, Sarah, Lecturer. San Francisco State <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Joseph, Andrew, Lecturer. Wesleyan <strong>University</strong>, BA; TheNaropa Institute, MA.<strong>Kennedy</strong>, Alexandra, Adjunct Professor. <strong>University</strong> ofCalifornia, Santa Cruz, BA; Santa Clara <strong>University</strong>, MA.Kim, Yoon-Hang, Lecturer. Beloit College, BS; Medical Collegeof Wisconsin, MD; San Diego State <strong>University</strong>, MPH.Kokin, Lisa, Adjunct Professor. California College of the Arts,BFA; California College of the Arts, MFA.Koppman, Debra, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; MFA; New York <strong>University</strong>, Doctor of Arts.Krauter, Cheryl, Adjunct Professor. Supervisor, Center forHolistic Counseling. California State <strong>University</strong>,Fullerton, BA; Sonoma State <strong>University</strong>, MA.Kreisberg, Joel, Adjunct Professor. Wesleyan <strong>University</strong>, BA;New York Chiropractic College, PhD.Lesny, Daniel, Lecturer. Williams College, BA; <strong>University</strong> ofWisconsin, MA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA; MA.Lesny, Heidi, Lecturer; Supervisor, Center for HolisticCounseling. California State <strong>University</strong>, Northridge, BA;California Family Study Center, MA.Levy, Mark, Adjunct Professor; Clark <strong>University</strong>, AB; Indiana<strong>University</strong>, MA; PhD.Lind, Jane, Adjunct Professor. San Diego State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Lindsey, Margaret, Adjunct Professor. California State<strong>University</strong>, Chico, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MFA.Linn, Diana, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; <strong>University</strong> of California, San Francisco,MA; Institute of Transpersonal Psychology, MA.London, Peter, Visiting Professor. Queens College, BA;Columbia <strong>University</strong>, MFA; EdD.Lowe, S. Cambria, Lecturer. Oberlin College, BA: CaliforniaInstitute of Integral Studies, MA.Luchakova, Olga, Adjunct Professor. Leningrad PediatricMedical Institute, Russia, MD; Academy of MedicalSciences of USSR, PhD.Ludwig, Mark, Adjunct Professor. <strong>University</strong> of California,Berkeley, AB; MSW.Luftig, Jordan, Lecturer. Emory <strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Luskin, Frederic, Lecturer. State <strong>University</strong> of New York atBinghamton, BS; San Jose State <strong>University</strong>, MS;Stanford <strong>University</strong>, PhD.Mabry, <strong>John</strong>, Lecturer. California Baptist College, BA;Holy Names College, MA; California Institute ofIntegral Studies, PhD.MacBride, Bonnie, Lecturer. <strong>University</strong> of California,Berkeley, AB; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Marco, Marilyn, Adjunct Professor; Supervisor, Center forHolistic Counseling. <strong>University</strong> of California, Berkeley,BA; San Francisco State <strong>University</strong>, MA.Martin, Fred, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; MA.Martin, Susan, Lecturer. Stanford <strong>University</strong>, BA; SonomaState <strong>University</strong>, MA.McCourt, Kim, Adjunct Professor; Supervisor, Center forHolistic Counseling. Southern Methodist <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.McHugh, Jamie, Adjunct Professor. <strong>University</strong> of Wisconsin, BS.Mischke-Reeds, Manuela, Adjunct Professor. Naropa<strong>University</strong>, BA; California Institute of Integral Studies, MA.Mitnick, Mordecai, Adjunct Professor. Long Island <strong>University</strong>,C.W. Post Campus, BS; Adelphi <strong>University</strong>, MSW;<strong>University</strong> of California, Berkeley, MA.Monsour, Louise, Assistant Professor. Ohio State <strong>University</strong>, BS;National <strong>University</strong>, MA.Moorhead, W. Douglas, Adjunct Professor. Furman <strong>University</strong>,BS; Emory <strong>University</strong>, MD.Morgan, Jeremy, Adjunct Professor. <strong>University</strong> of Oxford,England, Certificate of Fine Art; Royal Academy Schools,England, Advanced Diploma in Fine Arts; San FranciscoArt Institute, MFA.Morrison, Frederic, Adjunct Professor; Supervisor, Centerfor Holistic Counseling. Minot State <strong>University</strong>, BS;<strong>University</strong> of Arizona, MEd.Munoz-Keihne, Marisol, Adjunct Professor. <strong>University</strong> ofPuerto Rico, BA; MA; Florida State <strong>University</strong>, MS; PhD.Ordona, Trinity, Lecturer. <strong>University</strong> of California, Berkeley, BA;<strong>University</strong> of California, Santa Cruz, PhD.Owen, Mary, Adjunct Professor; Supervisor, Center for HolisticCounseling. Northwestern <strong>University</strong>, BS; Boston<strong>University</strong>, EdM.Palmer, Wendy, Adjunct Professor. Sarah Lawrence College, BA.Parker, Charlotte, Lecturer; Supervisor, Center for HolisticCounseling. DePaul <strong>University</strong>, BS; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Pearson, Willow, Lecturer. Stanford <strong>University</strong>, BA; Naropa<strong>University</strong>, MA.Pegg, Addrienne, Lecturer. California State <strong>University</strong>,Hayward, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Peticolas, Michelle, Adjunct Professor. Rutgers <strong>University</strong>, BA;Indiana <strong>University</strong>, MA; PhD.Pleasants, David, Lecturer. <strong>University</strong> of North Carolina, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Poletti, Frank, Lecturer. <strong>University</strong> of Washington, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.216 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
FacultyPolevoy, Justine, Assistant Professor. California College ofArts and Crafts, BFA; California Institute of IntegralStudies, MA.Porter, Eugene, Adjunct Professor; Supervisor, Center forHolistic Counseling. Antioch <strong>University</strong>, BA; MA.Purves, Theodore, Adjunct Professor. <strong>University</strong> of Illinois, BS;Ohio <strong>University</strong>, MFA.Readett, Brenden, Adjunct Professor. State <strong>University</strong> of NewYork at Buffalo, BA; Michigan State <strong>University</strong> MA; PhD.Regan, Marianne, Adjunct Professor; Supervisor, Center forHolistic Counseling. State <strong>University</strong> of New York atBuffalo, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Roffler, Juerg, Lecturer. Swiss Mercantile College, England, BA;School for Business Administration, Switzerland, MA;College for Social Work & Social Pedagogies,Switzerland, MSW.Rojcewicz, Peter, Adjunct Professor; Dean. AssumptionCollege, BA; Northeastern <strong>University</strong>, MA; <strong>University</strong>of Pennsylvania, PhD.Rubin, Sheila, Adjunct Professor; Supervisor, Center forHolistic Counseling. Maryhurst College, BA; CaliforniaInstitute of Integral Studies, MA.St. Thomas, Susan, Adjunct Professor. California State<strong>University</strong>, Long Beach, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Salman, Meira, Adjunct Professor; Supervisor, Center forHolistic Counseling. <strong>University</strong> of Maryland, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Schneier-Miedzinski, Sanjen, Adjunct Professor.Pennsylvania State <strong>University</strong>, BS; City <strong>University</strong>of New York, MPhil; PhD.Schwanbeck, Lori, Lecturer. <strong>University</strong> of Saskatchewan, BA;Institute of Transpersonal Psychology, MA.Selby, Judith, Lecturer. Pitzer College, BA; San FranciscoState <strong>University</strong>, MA.Shelby, Robert, Adjunct Professor; Supervisor, Centerfor Holistic Counseling. DePauw <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Siegel, Connie, Adjunct Professor. <strong>University</strong> of Colorado, BFA;<strong>University</strong> of Colorado, MFA.Silow, Theresa, Associate Professor. StiftungsfachhochschuleMunich, Germany, MSW; Ohio State <strong>University</strong>, PhD.Sirabella, Mirabruna, Adjunct Professor. Universitá di Bologna,Italy, Dottorato di Laurea; California State <strong>University</strong>Sacramento, MS.Siskin, Sharon, Adjunct Professor. Temple <strong>University</strong>, BFA;<strong>University</strong> of New Mexico, MA; <strong>University</strong> of California,Berkeley, MFA.Sjoholm, Karen, Associate Professor. California College ofArts and Crafts, BFA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Smolover, Miriam, Adjunct Professor; Clinical Director,Center for Holistic Counseling. <strong>University</strong> of Pittsburgh,BA; California State <strong>University</strong>, Hayward, MS.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Solimar, Vernice, Professor; Chair, Department of IntegralStudies. Hunter College, BA; Long Island <strong>University</strong>, MS;California Institute of Integral Studies, PhD.Stallings, <strong>John</strong>, Adjunct Professor. <strong>University</strong> of Virginia, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Steck, Ron, Lecturer. Humboldt State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Stephens, Michael, Lecturer. Fresno State <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Stern, Joan, Lecturer. <strong>University</strong> of Missouri, BJ; <strong>John</strong> F.<strong>Kennedy</strong> <strong>University</strong>, MA; MA.Taylor, Jeremy, Adjunct Professor. State <strong>University</strong> of NewYork at Buffalo, BA; MA.Teish, Luisah, Adjunct Professor.Terman, Cassandra, Lecturer. <strong>University</strong> of California,Santa Cruz, BA; Naropa <strong>University</strong>, MFA.Timpe, Victoria, Lecturer. Cornell <strong>University</strong>, BA:<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Toews, Margaret, Adjunct Professor. San Jose State <strong>University</strong>,BA; <strong>University</strong> of San Francisco, MA.Tuchscherer, Mary, Adjunct Professor; Administrative Director.North Dakota State <strong>University</strong>, BS; Concordia <strong>University</strong>,BA; Holy Names College, MA.Vanderburgh, Susan, Adjunct Professor; Supervisor, Centerfor Holistic Counseling. California State <strong>University</strong>,Hayward, BA; MS; Graduate Theological Union, MDiv.Vohryzek, Eleanor, Adjunct Professor; Supervisor, Center forHolistic Counseling. <strong>University</strong> of California, Irvine, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Waldman, Helayne, Lecturer. <strong>University</strong> of Albany, BA; MS;<strong>University</strong> of San Francisco, EdD.Walker, Colette, Lecturer. <strong>University</strong> of Southern California, BA;<strong>University</strong> of Delaware, MA.Webster, Mary, Adjunct Professor. Hollins College, AB;<strong>University</strong> of North Carolina, MA; San Francisco ArtInstitute, BFA; Mills College, MFA.Weinstein, Julian, Adjunct Professor; Supervisor, Centerfor Holistic Counseling. Stockton State College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Wells, Sharon, Lecturer; Supervisor, Center for HolisticCounseling. <strong>University</strong> of Oregon, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Wilford, Anne, Lecturer. Grand Valley State College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Wise, Sue Ellen, Associate Professor; Chair, CounselingPsychology Department, School of Holistic Studies,Campbell Campus. Western Michigan <strong>University</strong>, BS;Michigan State <strong>University</strong>, MA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Withington, Deborah, Adjunct Professor; Supervisor, Centerfor Holistic Counseling. California State <strong>University</strong>,Sacramento, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Appendices 217
FacultyWolfson, Tamara, Lecturer. Southern Connecticut State<strong>University</strong>, BS.Wolz, Birgit, Lecturer. Freie Universitaet, Berlin, Germany,MBA; MEd; PhD; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Zeitler, David, Lecturer. <strong>University</strong> of Delaware, BA;California Institute of Integral Studies, MA.Graduate School ofProfessional PsychologyBaker, Rina, Adjunct Professor; Director, School-BasedPrograms. San Diego State <strong>University</strong>, BA; <strong>University</strong>of California, Berkeley, MA; PhD.Barbee, Margaret, Adjunct Professor; Denison <strong>University</strong>, BA;Northern Illinois <strong>University</strong>, MA; Colorado State<strong>University</strong>, PhD.Barker, Glen, Adjunct Professor. <strong>University</strong> of British Columbia,BS; <strong>University</strong> of Oregon, MS.Barron, William, II, Adjunct Professor. <strong>University</strong> of Texas, BA;BJ; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Barsky-Ex, Bryna, Adjunct Professor. California State<strong>University</strong>, Northridge, BA; Alliant International<strong>University</strong>, MA; PhD.Benson, Donald, Adjunct Professor. Arizona State<strong>University</strong>, BS.Berman, Diane, Adjunct Professor. Temple <strong>University</strong>, BA;Santa Clara <strong>University</strong>, MA.Bernstein, Ben, Adjunct Professor. Bowdoin College, AB;<strong>University</strong> of Toronto, Canada, MEd; PhD.Bethanis, Susan, Adjunct Professor. Occidental College, BA;<strong>University</strong> of San Francisco, DE.Bettner, Louise, Adjunct Professor. Illinois Wesleyan <strong>University</strong>,BA; Adelphi <strong>University</strong>, MA; PhD.Bischoff, Catherine, Lecturer. San Diego State <strong>University</strong>, MS.Bishop, Kaye, Adjunct Professor. San Jose State <strong>University</strong>, BA;Santa Clara <strong>University</strong>, MA.Blackman, Annette, Lecturer. <strong>University</strong> of California,Berkeley, BA; San Francisco State <strong>University</strong>, MA;<strong>University</strong> of California, Berkeley, MPH.Brockman, Tonia, Adjunct Professor. <strong>University</strong> of SouthFlorida, BA; Pacific Graduate School of Psychology, PhD.Brodeur, Kristy, Adjunct Professor. California Polytechnic State<strong>University</strong>, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Carlin, Jennifer, Lecturer. Westfield State College,Massachusetts, BS; New College of California, MA.Carlson, Erika, Adjunct Professor. Colorado State <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Carroll, Sarah, Associate Professor; Director of Research,PsyD Program. Duke <strong>University</strong>, BA; The WrightInstitute, PhD.Chambers, Lucia, Adjunct Professor. <strong>University</strong> of Colorado,BA; Santa Clara <strong>University</strong>, MA.Chapin, Margo, Adjunct Professor. <strong>University</strong> of Wisconsin, BA;MA; California State <strong>University</strong>, Hayward, MS.Cheadle, Carrie, Lecturer. Sonoma State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Chow, Claire, Adjunct Professor. Occidental College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Clark, Craig, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Cleere, Michelle, Lecturer. State <strong>University</strong> of New York, MS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Coble-Temple, Alette, Assistant Professor. Santa Clara<strong>University</strong>, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA; PsyD.Cockshott, Randall, Adjunct Professor. <strong>University</strong> ofCalifornia, Berkeley, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA;Florida State <strong>University</strong>, PhD.Cohen, Harvey, Professor. California State <strong>University</strong>,Northridge, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Combs, Dellajean, Assistant Professor; Director, PittsburgCommunity Counseling Center. Aquinas College, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Corsiglia, Victor, Lecturer; Supervisor, Sunnyvale CommunityCounseling Center. <strong>University</strong> of California, Davis, AB;<strong>University</strong> of the Pacific, MA; California School ofProfessional Psychology, PhD.Crawford, Janet, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; Stanford <strong>University</strong>, MA.Davis, Charlotte, Lecturer. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, BA; MA.DeLapa, Paul, Adjunct Professor. Center College of Design, BA;California Institute of Integral Studies, MA.DePetro, Joann, Adjunct Professor. William Patterson College,BA; Sonoma State <strong>University</strong>, MA.Desmarais, Roger, Lecturer. Gonzaga <strong>University</strong>, MA;<strong>University</strong> of Toronto, MA; Loyola <strong>University</strong>, Chicago,MA; <strong>University</strong> of Colorado, Greeley, PhD.Dreher, Francis, Adjunct Professor. Portland State <strong>University</strong>,BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA; American Schoolof Professional Psychology, PhD.Ehrlich, Paul, Adjunct Professor. Sonoma State <strong>University</strong>, MA.Elliott, Elizabeth, Adjunct Professor. <strong>University</strong> of Arizona,BA; MA.Esposito, Sasha, Adjunct Professor. San Francisco State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Estrada, Alejandrina, Associate Professor. <strong>University</strong> ofPuerto Rico, BA; The Wright Institute, PhD.Ferraris, Nina, Adjunct Professor. Saint Mary’s College ofCalifornia, BS; <strong>John</strong> F. <strong>Kennedy</strong>, MA.Fisher-Luck, Cindy, Lecturer. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>,BA; MA.Ford, <strong>John</strong>, Adjunct Professor; Director, Conflict ResolutionProgram. <strong>University</strong> of Cape Town, South Africa,BA; LLB.Foster, Mary, Adjunct Professor. <strong>University</strong> of Oregon, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.218 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
FacultyFreemire, Catherine, Adjunct Professor. Connecticut College,BA; <strong>University</strong> of California, Berkeley, MSW.Freemire, Steven, Adjunct Professor. Yale <strong>University</strong>, BA;New College of California, MA.Friedeberg, Laura, Lecturer. California State <strong>University</strong>,Chico, BA, <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Front, Cynthia, Adjunct Professor. Alliant International<strong>University</strong>, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA;Pacific Graduate School of Professional Psychology, PhD.Gardetto, Diane, Adjunct Professor. Ripon College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Glaser, Kathy, Lecturer. Immaculate Heart College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Goldrich, Lori, Adjunct Professor. <strong>University</strong> of California,Los Angeles, BA; Antioch <strong>University</strong>, MA; CaliforniaInstitute of Integral Studies, PhD.Gradwell, Lois, Adjunct Professor. Indiana <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Greenwald, Jeffrey, Adjunct Professor. <strong>University</strong> of California,Santa Barbara, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Guaspari, Jeanne, Adjunct Professor. San Francisco State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Haas, Michael, Adjunct Professor. Harvard <strong>University</strong>, BA;Professional School of Psychology, MA.Haase, Sharon, Adjunct Professor. Hampshire College, BA;New College of California, MA.Hancock, Kristin, Professor. <strong>University</strong> of California, Berkeley,BA; California State <strong>University</strong>, Hayward, BA; MS; AlliantInternational <strong>University</strong>, PhD.Herb, Ellyn, Adjunct Professor. <strong>University</strong> of Cincinnati, BA;San Jose State <strong>University</strong>, MA; The Fielding Institute,PhD.Herriford, Olivia, Lecturer. Northrop <strong>University</strong>, BS;<strong>University</strong> of Phoenix, MBA; <strong>University</strong> of Phoenix, DM.Hilton, Alexandria, Adjunct Professor. California State<strong>University</strong>, Long Beach, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>,MA.Holt, Michelle, Adjunct Professor. <strong>University</strong> of California,Berkeley, BA; San Francisco State <strong>University</strong>, MSW.Horozon, Alexis, Lecturer. San Jose State, BA; <strong>University</strong> ofSan Francisco, MA.Hunter, Elizabeth, Adjunct Professor. Colorado State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Husack, George, Lecturer. San Diego State <strong>University</strong>, BS;<strong>University</strong> of San Francisco, MBA.Jacobson, Anne, Adjunct Professor. Pomona College, BA;San Francisco State <strong>University</strong>, MS; Professional Schoolof Psychology, PhD.James, Rhonda, Adjunct Professor. California State <strong>University</strong>,Sacramento, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.James, Sheridan, Adjunct Professor. Boston <strong>University</strong>, BS;Brooklyn College, MS.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Jarosz, Emily, Adjunct Professor. <strong>University</strong> of Washington, BA;Golden Gate <strong>University</strong>, MA.<strong>John</strong>son, Bret, Adjunct Professor. <strong>University</strong> of Colorado, BA;Alliant International <strong>University</strong>, MA; PhD.<strong>John</strong>ston, Tonya, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Joseph, Christine, Lecturer. State <strong>University</strong> of New York,Oneonta, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Kandels, Lori, Adjunct Professor. <strong>University</strong> of Minnesota, BA;Saint Mary’s College of California, MA.Kaplinsky, Jean, Adjunct Professor. San Francisco State<strong>University</strong>, BA; Santa Clara <strong>University</strong>, MA.Keeler, Bruce, Lecturer. <strong>University</strong> of California, LosAngeles, BS; MS; PhD.King, Ellen, Lecturer. Cleveland State <strong>University</strong>, BA; Centerfor Humanistic Studies, MA.King, Marilee James, Adjunct Professor. Florida Atlantic<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Kinoy, Ellen, Lecturer. <strong>University</strong> of Sussex, Brighton, England,BA; New College of California, MA.Kinsley-Dame, Gail, Professor; Director, MA CounselingPsychology Program. <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>,BA; MA.Klein, Maria, Lecturer. <strong>University</strong> of Virginia, BS; SantaClara <strong>University</strong>, MA.Lachman, Larry, Adjunct Professor. <strong>University</strong> of LaVerne, BA;California State <strong>University</strong>, Fullerton, MS; AlliantInternational <strong>University</strong>, MA; PsyD.Law, Carol, Lecturer. <strong>University</strong> of Texas, Austin, BFA;San Francisco State <strong>University</strong>, MA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Lazarus, Jeffrey, Adjunct Professor. Beloit College, BA; AlliantInternational <strong>University</strong>, MA; PhD.Leavy, Julianne, Adjunct Professor. San Diego <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Lee, Catherine, Adjunct Professor. Wilkes College, BA;California School of Professional Psychology, PhD.Lewis, Lisa, Adjunct Professor. <strong>University</strong> of the Pacific, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Lippincott, Brian, Adjunct Professor. Saint Mary’s Collegeof California, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA;Pacifica Graduate Institute, PsyD.Locke, Dana, Adjunct Professor. <strong>University</strong> of Kansas, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Lowen, Lanz, Adjunct Professor. <strong>University</strong> of San Francisco,BS; San Francisco State <strong>University</strong>, MS.Magraw, Sukie, Associate Professor; Director, PsyD Program.Harvard <strong>University</strong>, BA; Alliant International<strong>University</strong>, PhD.Manfield, Phillip, Adjunct Professor. Columbia College, BA;<strong>University</strong> of California, Berkeley, MA; Lone MountainCollege, MA.Appendices 219
FacultyMartin, Ann, Lecturer; Supervisor, Sunnyvale CommunityCounseling Center. San Jose State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Martin, Caroline, Adjunct Professor. <strong>University</strong> of Nebraska,BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Mattar, Sandra, Associate Professor. Universidad CatolicaAndres Bello, Venezuela, BS; Massachusetts School ofProfessional Psychology, MA; PhD.McCullagh, Penny, Lecturer. State <strong>University</strong> College,Brockport, BS; <strong>University</strong> of Washington, MS;<strong>University</strong> of Wisconsin, PhD.Merwin, Michele, Adjunct Professor; Assistant Director,Sunnyvale Community Counseling Center. <strong>University</strong>of California, Santa Cruz, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Methfessel, Diana, Adjunct Professor; Director, Pleasant HillCommunity Counseling Center. San Francisco State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Michaels, Carolyn Ruth, Lecturer. <strong>University</strong> of Michigan, BA,<strong>University</strong> of Manitoba, MA.Michaelsen, Rachel, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BA; Smith College, MSW.Michahelles, Thomas, Professor. <strong>University</strong> of Munich,Germany, MA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Mickelis, Angela, Adjunct Professor. National <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Milner-Brown, H. Alexander S., Adjunct Professor. <strong>University</strong>of Ottawa, BS; MS; <strong>University</strong> of Alberta, PhD.Mimms, Tiffany, Adjunct Professor. Claremont McKennaCollege, BA; Fuller Theological Seminary, PhD.Mock, Matthew, Adjunct Professor. Brown <strong>University</strong>, BA;Alliant International <strong>University</strong>, MA; PhD.Moilanen-Harper, Jennifer, Adjunct Professor. Metro StateCollege of Denver, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>,MA; MBA.Monette, Maurice, Adjunct Professor. St. Stephen’s College,BA; Boston <strong>University</strong>, MEd; Weston School of Theology,MDiv; Columbia <strong>University</strong>, MA; EdD.Montenegro, Haydee, Professor; Director of Training, PsyDProgram. New School for Social Research, MA; Rutgers<strong>University</strong>, PhD.Morelli, Giovanna, Adjunct Professor. New York <strong>University</strong>,BA.; San Jose State <strong>University</strong>, MSW.Morin, Tom, Adjunct Professor. Louisiana State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Moseley, Jacki, Lecturer. San Jose State <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Mulgrew, Sharon, Adjunct Professor; Advisor, OrganizationalPsychology Research. Towson <strong>University</strong>, BA;Yale <strong>University</strong>, MPH.Neal, Veronica, Lecturer. San Jose State <strong>University</strong>, BA;Mills College, MA.Nelson, Nicole, Lecturer. <strong>University</strong> of California, Davis, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Nelson, Sheryl, Adjunct Professor. <strong>University</strong> of Oregon, BS;Texas A&M <strong>University</strong>, MA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Olkin, Rhoda, Lecturer. Stanford <strong>University</strong>, BA; <strong>University</strong>of California, Santa Barbara, MA; PhD.Ostrem, Francine, Adjunct Professor. <strong>University</strong> of Wisconsin,BA; <strong>University</strong> of California, Berkeley, MA; PhD.Oveissi, Mohammad Ali, Adjunct Professor. Pars College, BS;California State <strong>University</strong>, Hayward, MS; <strong>University</strong> ofSan Francisco, EdD.Parham, William D., Dean. <strong>University</strong> of California, Irvine, BA;MA; Southern Illinois <strong>University</strong>, Carbondale, PhD.Pegoda-Hallock, Rebecca, Associate Professor; Director,Sunnyvale Community Counseling Center. <strong>University</strong>of California, Santa Cruz, BA; <strong>University</strong> of SanFrancisco, MA.Peng, Peiying, Lecturer. Culver-Stockton College, BA; LoyolaMarymount <strong>University</strong>, MA; <strong>University</strong> of Chicago, MA.Penn, Stephen, Adjunct Professor. California State <strong>University</strong>,Los Angeles, BS; Pepperdine <strong>University</strong>, MBA; GlendaleCollege of Law, JD; Golden Gate <strong>University</strong>, MS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Pereira, Sharon, Lecturer; Supervisor, Sunnyvale CommunityCounseling Center. Sophia College, India, BA; MarywoodCollege, MA.Petterson, Barbara, Lecturer. San Francisco State <strong>University</strong>,BA; MA.220 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
FacultyPojman, Andrew, Professor. Adams State College, BA; <strong>University</strong>of Northern Colorado, MA; EdD.Polcin, Douglas Lawrence, Adjunct Professor. Thomas JeffersonCollege, BPh; San Francisco State <strong>University</strong>, MS;Northeastern <strong>University</strong>, EdD.Polin, Stephen, Adjunct Professor. City College of the City<strong>University</strong> of New York, BA; San Jose State <strong>University</strong>, MA.Ramsay, C.A., Associate Professor. California State <strong>University</strong>,Long Beach, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Ravizza, Kenneth, Adjunct Professor. Springfield College, BS;<strong>University</strong> of Southern California, MA; PhD.Rawlings, Emma Farr, Lecturer. International College, BS;Ryokan College, MA, PhD.Reynolds, Robin, Lecturer. Hunter College, BA; New York<strong>University</strong>, MPA.Rhodius, Alison, Associate Professor; ResearchCoordinator, Sport Psychology Program. <strong>University</strong>of Stirling, Scotland, BSc(Hons.); Liverpool <strong>John</strong> Moores<strong>University</strong>, England, MSc; PhD.Rider, Eva, Adjunct Professor. McGill <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Riniti, Jo Ann, Adjunct Professor. Rutgers <strong>University</strong>, BA; SanJose State <strong>University</strong>, MS; Georgia State <strong>University</strong>, PhD.Rivera-Lopez, Hector, Adjunct Professor. <strong>University</strong> of PuertoRico, BA; Caribbean Center for Advanced Studies, MS;The Wright Institute, PhD.Rodes, Sheri, Lecturer. Arizona State <strong>University</strong>, BA; MA.Rome, Kate, Adjunct Professor. Williams College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Ross, Merry, Adjunct Professor. George Washington <strong>University</strong>,BA; Webber Douglas Academy of Dramatic Arts, MA;California Institute of Integral Studies, MA.Rossi, Kaye, Adjunct Professor. <strong>University</strong> of California, SantaBarbara, BA; San Francisco State <strong>University</strong>, MA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Rubin, Judith, Adjunct Professor. Connecticut College, BA;Bryn Mawr College, MSS.Rubino, Michael, Lecturer. <strong>University</strong> of California, Berkeley,BA; Saint Mary’s College of California. MA; CaliforniaSchool of Professional Psychology, PsyD.Rubinstein, Terri, Adjunct Professor. Cornell <strong>University</strong>, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Ruchlis, Janice, Lecturer. San Francisco State <strong>University</strong>, BA;MS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Saltzman, Ben, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Sanchez, Shellie, Adjunct Professor. <strong>University</strong> of California,Santa Cruz, BS; California State <strong>University</strong>, Hayward, MS.Sardella, Stephen, Adjunct Professor. <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, BA; MA.Satchell, Linda, Adjunct Professor. Sierra Nevada College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Sbragia-Zoricic, Paula, Lecturer. <strong>University</strong> of California,Berkeley, BA.Schmuckler, Jan, Professor; Director, Coaching CertificateProgram. Temple <strong>University</strong>, AB; MEd; The WrightInstitute, PhD.Scott, Beverly, Adjunct Professor; Director, OrganizationalPsychology Field Experience. <strong>University</strong> of Puget Sound,BA; <strong>University</strong> of Iowa, MA.Shankar, Sandaya, Adjunct Professor. Bangalore <strong>University</strong>,India, BA; MSW; National Institute of Mental Healthand Neuro Sciences, India, MPhil.Siebe, Jo Ann, Adjunct Professor. George Mason College, BA;Sonoma State <strong>University</strong>, MA.Simmons, Cheryl, Adjunct Professor. California State<strong>University</strong>, Hayward, BA.Simons, Jeffrey, Lecturer. <strong>University</strong> of California, Davis, BA;<strong>University</strong> of California, Davis, MA <strong>University</strong> ofIllinois, PhD.Smith, Matthew, Lecturer. <strong>University</strong> of California, SantaCruz, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Smith, Maureen, Adjunct Professor. Ithaca College, BS; MS;Ohio State <strong>University</strong>, MA.Smith, Teri, Lecturer. Shippensburg State College, BA;San Francisco State <strong>University</strong>, MS.Smith-Combe, Moyra, Adjunct Professor. <strong>University</strong> ofSan Francisco, BS; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Solomon, Gloria, Adjunct Professor. <strong>University</strong> of Oregon, BS;MS; <strong>University</strong> of California, Berkeley, PhD.Solt, Gail, Professor; Director, Sports Psychology Program.California State <strong>University</strong>, Hayward, BA; <strong>John</strong> F. <strong>Kennedy</strong><strong>University</strong>, MA.Soltani, Sophie, Adjunct Professor. Roosevelt <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA; Alliant International<strong>University</strong>, PsyD.Soo-Hoo, Terry, Adjunct Professor. California State <strong>University</strong>,Northridge, BA; San Francisco State <strong>University</strong>, MS;<strong>University</strong> of California, Berkeley, MA; PhD.Spector, Helen, Adjunct Professor. Brown <strong>University</strong>, BA;Northwestern <strong>University</strong>, MA.Stewart, Kathryn, Lecturer. <strong>University</strong> of California, Davis, BS;San Francisco State, MA; Wright Institute, PhD.Stone, Jessica, Adjunct Professor. Antioch <strong>University</strong>, BA;Alliant International <strong>University</strong>, MA; PhD.Stoneham, Donna, Lecturer. Trinity <strong>University</strong>, BA; LesleyCollege, MA; California Institute of Integral Studies, MA.Sugarman, Karlene, Associate Professor; Field PlacementCoordinator; Director of Certificates, Sport PsychologyProgram. Saint Mary’s College of California, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Tatman, Sandi, Adjunct Professor; Director of InstitutionalResearch. Anna Maria College, BA; College of NotreDame, MA; Pacific Graduate School of Psychology, PhD.Appendices 221
FacultyTayleur, Debra, Lecturer. <strong>University</strong> of Illinois, BA: CaliforniaInstitute of Integral Studies, MA.Turner, Jimmie, Professor. <strong>University</strong> of California, Berkeley,BA; MA; PhD.Van Oot, Peter, Professor. <strong>University</strong> of Delaware, BA;<strong>University</strong> of British Columbia, MA; Pennsylvania State<strong>University</strong>, PhD.Vernon, Stephen, Lecturer. Michigan State <strong>University</strong>, BS;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Vogel, Eric, Assistant Professor. <strong>University</strong> of California,Santa Cruz, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, PsyD.Wallace, Stephen, Lecturer. Kent State <strong>University</strong>, BS; MA;<strong>University</strong> of Wisconsin, PhD.Walt, James, Adjunct Professor. California State <strong>University</strong>,Sacramento, BA; MA.Walters, Cathia, Adjunct Professor. Mills College, BA;<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, PsyD.Weintraub, Paula, Adjunct Professor. Michigan State<strong>University</strong>, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Wentworth, Bonnie, Lecturer. Saint Mary’s College ofCalifornia, BA; <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>, MA.Wildt, Theresa, Adjunct Professor. <strong>University</strong> of Oregon,BS; MS.Wise, April, Adjunct Professor. Shiller College, Germany, BA;California State <strong>University</strong> Hayward, MS.Yokoyama, Kayoko, Assistant Professor. American<strong>University</strong>, BA; Columbia <strong>University</strong>, MA; MEd;Arizona State <strong>University</strong>, PhD.Zed, Liz, Lecturer. Simon Fraser <strong>University</strong>, Canada, BA;Institute of Transpersonal Psychology, Palo Alto; MA; PhD.222 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Course Numbers and AbbreviationsCourse Numbers and AbbreviationsCourse Numbering SystemCourses of instruction are numbered according to the following system:1000–2999 Lower-Division Courses3000–4999 Upper-Division Courses5000–5999 Graduate Courses6000–6999 Post-Master’s Courses7000–7999 Doctoral Courses9000–9999 Non-Credit, Field Placement, and WorkshopsCourse PrefixesPrefixes ending in J designate courses offered at the Campbell campus.A&CArts & Consciousness (Berkeley)PHJPhilosophy and Religion (Campbell)BUSCBACDVCNSCORCUJBusiness AdministrationCredit by AssessmentCareer DevelopmentConsciousness and Transformative StudiesCore CurriculumBA Completion Program (Campbell)PHRPLSPSBPSDPSEPSJPSOPhilosophy and ReligionParalegal StudiesCounseling Psychology (Berkeley)Doctor of PsychologyCounseling Psychology (Pittsburg)Counseling Psychology (Campbell)Organizational PsychologyECTEDJEDNEDUEssentials CoachingBA Completion in Education (Campbell)EducationEducation (undergraduate)PSPPSYPYCPYJSport PsychologyCounseling PsychologyBA Completion in PsychologyBA Completion in Psychology (Campbell)ENJAdministrative Credential (Campbell)SCIScience, Health, and Living SystemsHHEHSJIPPISDHolistic Health EducationCounseling Psychology (Campbell)Integral PsychologyIntegral StudiesSCJSECSPCTPCScience, Health, and Living Systems (Campbell)Social EcologySomatic PsychologyTranspersonal PsychologyMUSMuseum Studies (Berkeley)<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 223
Maps and Floor PlansMaps and Floor PlansMap of Pleasant Hill CampusAddress:100 Ellinwood WayPleasant Hill CA 94523-4817Phone:(800) 696-JFKU (5358)(925) 969-3300Directions:From San Francisco:Take I-80 east toward the San Francisco–Oakland Bay Bridge and cross into Oakland.Exit onto I-580 east.Follow I-580 east and take exit for CA-24 easttoward Walnut Creek.Follow CA-24 east and take exit for I-680 northtoward Concord and Sacramento.Follow I-680 north and take exit number 42Afor Contra Costa Blvd. and Pleasant Hill.Follow Contra Costa Blvd. north to EllinwoodDrive and turn right onto Ellinwood Drive.Follow Ellinwood Drive straight through toits end and turn right onto Ellinwood Way.Follow Ellinwood Way to campus on the left.From the north:Take I-780 east or I-680 south to the GeorgeMiller Jr. Memorial Bridge (Benicia-MartinezBridge).Follow I-680 south and cross the bridge intoMartinez.Continue on I-680 to exit 51 for Willow PassRoad and turn right.Follow Willow Pass Road to Contra Costa Blvd.and turn left.Follow Contra Costa Blvd. south to EllinwoodDrive and turn left onto Ellinwood Drive.Follow Ellinwood Drive straight through to itsend and turn right onto Ellinwood Way.Follow Ellinwood Way to campus on the left.From Campbell, San Jose, and the south:Take I-280 south to I-680 north.Follow I-680 north and take exit number 42Afor Contra Costa Blvd. and Pleasant Hill.Follow Contra Costa Blvd. north to EllinwoodDrive and turn right onto Ellinwood Drive.Follow Ellinwood Drive straight through to itsend and turn right onto Ellinwood Way.Follow Ellinwood Way to campus on the left.224 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Maps and Floor PlansPleasant Hill Campus Floor PlanFirst FloorSecond FloorThird Floor<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 225
Maps and Floor PlansMap of Campbell CampusAddress:One West Campbell Avenue, Bldg. ACampbell CA 95008-1052Phone:(408) 874-7700(800) 868-2359Directions:From San Francisco:Take US-101 south to exit number 398B for CA-85 south.Follow CA-85 south to I-280 south.Follow I-280 south to exit number 5B and exit ontoCA-17 south.Follow CA-17 south to exit number 25 for East HamiltonAvenue and turn right.Follow East Hamilton Avenue west to South Winchester Blvd.and turn left.Follow South Winchester Blvd. to Campbell Avenue.The campus is on the corner of Campbell Avenueand South Winchester Blvd.From Pleasant Hill and the north:Take I-680 or I-880 south to I-280 north.Follow I-280 north to CA-17 south.Take exit number 25 for Hamilton Avenue and turn right.Follow East Hamilton Avenue to South Winchester Blvd. andturn left.Follow South Winchester Blvd. to Campbell Avenue.The campus is on the corner of Campbell Avenue andSouth Winchester Blvd.226 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Maps and Floor PlansCampbell Campus Floor PlanFirst FloorSecond Floor<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 227
Maps and Floor PlansMap of Berkeley CampusAddress:2956 San Pablo Avenue, Second FloorBerkeley CA 94702-2471Phone:(510) 649-0499Directions:From San Francisco:Take I-80 east toward the SanFrancisco–Oakland Bay Bridgeand cross into Oakland.Continue on I-80 east and exitonto Ashby Avenue.Follow Ashby Avenue to SanPablo Avenue and turn left.The campus is on San PabloAvenue near Burnett Street.From Pleasant Hilland the east:Take I-680 south to CA-24 west.Follow CA-24 west to I-580 west.Follow I-580 west to AshbyAvenue.Follow Ashby Avenue to SanPablo Avenue and turn left.The campus is on San PabloAvenue near Burnett Street.From the San Rafaeland the north:Take I-580 east toward theRichmond–San Rafael Bridgeand cross into Richmond.Continue on I-580 east to theAshby Avenue exit.Follow Ashby Avenue to SanPablo Avenue and turn left.The campus is on San PabloAvenue near Burnett Street.From Vallejoand the north:Take I-80 south and crossthe delta into the East Bay.Continue on I-80 south tothe Ashby Avenue exit.Follow Ashby Avenue to SanPablo Avenue and turn left.The campus is on San PabloAvenue near Burnett Street.228 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Maps and Floor PlansMap of Pittsburg Campus and Community Counseling CenterAddress:60 Civic AvenuePittsburg CA 94565-3815Phone:(925) 473-9907Directions:From Pleasant Hill and the west:Take I-680 north to CA-4 east.Follow CA-4 east to exit number 23 for Railroad Avenue.Turn left onto Railroad Avenue.Follow Railroad Avenue to Civic Avenue and turn left.The campus is on Civic Avenue across from City Park.From Antioch and the east:Take CA-4 west to exit number 23 for Railroad Avenue.Turn right onto Railroad Avenue.Follow Railroad Avenue to Civic Avenue and turn left.The campus is on Civic Avenue across from City Park.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 229
Maps and Floor PlansMap of Pleasant Hill Community Counseling CenterAddress:380 Civic Drive, Suite 200Pleasant Hill CA 94523-1984Phone:(925) 798-9240Directions:From San Francisco:Take I-80 east toward the San Francisco–OaklandBay Bridge and cross into Oakland.Exit onto I-580 east.Follow I-580 east and take exit for CA-24 easttoward Walnut Creek.Follow CA-24 east and take exit for I-680 northtoward Concord and Sacramento.Follow I-680 north and take exit number 42A forContra Costa Blvd. and Pleasant Hill.Follow Contra Costa Blvd. north to Taylor Blvd.and turn left.Take Taylor Blvd. and turn right onto Civic Drive.Take a quick left to stay on Civic Drive.The counseling center is on the right.From the north:Take I-780 east or I-680 south to theGeorge Miller Jr. Memorial Bridge(Benicia-Martinez Bridge).Follow I-680 south and cross thebridge into Martinez.Continue on I-680 to exit 51 forWillow Pass Road and turn right.Willow Pass Road will becomeTaylor Blvd.Follow Taylor Blvd. and turn rightonto Civic Drive.Take a quick left to stay on Civic Drive.The counseling center is on the right.From Campbell, San Jose,and the south:Take I-280 south to I-680 north.Follow I-680 north and take exitnumber 42A for Contra Costa Blvd.and Pleasant Hill.Follow Contra Costa Blvd. north toTaylor Blvd. and turn left.Take Taylor Blvd. and turn right ontoCivic Drive.Take a quick left to stay on Civic Drive.The counseling center is on the right.230 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Maps and Floor PlansMap of Sunnyvale Community Counseling CenterAddress:Cupertino Union School District572 Dunholme WaySunnyvale CA 94087-3300Phone:(408) 524-4900Directions:From San Francisco:Take US-101 south to exit number 398B forCA-85 south.Follow CA-85 south to I-280 south.Follow I-280 south to the DeAnza Blvd. exitand turn left. North DeAnza Blvd. becomesSunnyvale Saratoga Road.Follow Sunnyvale Saratoga Road to HarwickWay and turn right.Follow Harwick Way to Bittern Drive andturn left.Follow Bittern Drive to Dunholme Way andturn right.The counseling center is on Dunholme Waynear Chickadee Court.From Pleasant Hill and the north:Take I-680 or I-880 south to I-280 north.Follow I-280 north to the DeAnza Blvd. exitand turn right. North DeAnza Blvd. becomesSunnyvale Saratoga Road.Follow Sunnyvale Saratoga Road to HarwickWay and turn right.Follow Harwick Way to Bittern Drive andturn left.Follow Bittern Drive to Dunholme Way andturn right.The counseling center is on Dunholme Waynear Chickadee Court.<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 231
Maps and Floor PlansMap of The Center for Holistic CounselingAddress:2501 Harrison StreetOakland CA 94612-3811Phone:(510) 444-3344Directions:From San Francisco:Take I-80 east toward the San Francisco–Oakland Bay Bridge and cross into Oakland.Exit onto I-580 east.Follow I-580 east and take exit for HarrisonStreet and turn right.Follow Harrison Street to the Center forHolistic Counseling.From Pleasant Hill:Take I-680 south to CA-24 west.Follow CA-24 west to I-580 east.Follow I-580 east to Harrison Street andturn right.Follow Harrison Street to the Center forHolistic Counseling.From Campbell, San Jose,and the south:Take I-880 north to the Oak Street exitand turn right onto Oak Street. Oak Streetbecomes Lakeside Drive. Lakeside Drivebecomes Harrison Street.Follow Harrison Street to the Center forHolistic Counseling.232 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Academic CalendarAcademic CalendarDates are subject to change. The School of Law publishesits calendar in the School of Law <strong>Catalog</strong>. In the eventof inconsistencies, the School of Law <strong>Catalog</strong> prevails.Summer 2007Education DepartmentRegistration begins..............................................................Sat., May 26Classes for new students begin................ Fri., June 15–Sat., June 16Classes for continuing students begin..........................Mon., June 18Late registration fee and add/drop fee begin..............Mon., June 25Independence Day holiday—no classes;library and administrative offices closed................ Wed., July 4Labor Day holiday; classes meet;library and administrativeoffices closed......................................Sat., Sept. 1–Mon., Sept. 3Classes end.............................................................................Sat., Sept. 1Grade posting ends............................................................. Fri., Sept. 14Grades available to students............................................ Sat., Sept. 15Law SchoolRegistration begins..............................................................Sat., Apr. 21Memorial Day holiday—no classes;library open; administrativeoffices closed....................................Sat., May 26–Mon., May 28Classes begin.....................................................................Tues., May 29Independence Day holiday—no classes;library and administrative offices closed................ Wed., July 4Classes end.......................................................................... Tues., Aug. 7Reading period.........................................Wed., Aug. 8–Sun., Aug. 12Final examinations.............................Mon., Aug. 13–Thurs., Aug. 16All Other DepartmentsRegistration begins..............................................................Sat., May 26Classes begin.....................................................................Mon., June 25Late registration fee and add/drop fee begin..............Mon., June 25Independence Day holiday—no classes;library and administrative offices closed................ Wed., July 4Labor Day holiday; classes meet;library and administrativeoffices closed......................................Sat., Sept. 1–Mon., Sept. 3Classes end.............................................................................Sat., Sept. 8Grade posting ends............................................................. Fri., Sept. 14Grades available to students............................................ Sat., Sept. 15MAY 2007Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31MARCH JUNE 2007Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 30JULY 2007Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31AUGUST 2007Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31SEPTEMBER 2007Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 233
Academic CalendarFall 2007Counseling Psychology—BerkeleyRegistration begins...............................................................Sat., Sept. 1Late registration fee and add/drop fee begin................Mon., Oct. 1Classes begin.......................................................................Mon., Oct. 8Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Mon., Nov. 12Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 22–Sun., Nov. 25Classes end........................................................................... Sat., Dec. 15Grade posting ends..............................................................Fri., Dec. 21Grades available to students............................................. Sat., Dec. 22Winter holiday—no classes;library and administrativeoffices closed.................................... Tues., Dec. 25–Tues., Jan. 1Education DepartmentRegistration begins...............................................................Sat., Sept. 1Labor Day—no classes;library and administrativeoffices closed......................................Sat., Sept. 1–Mon., Sept. 3Classes begin......................................................................Tues., Sept. 4Late registration fee and add/drop fee begin................Mon., Oct. 1Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Mon., Nov. 12Classes end........................................................................ Mon., Nov. 19Grade posting ends..............................................................Fri., Dec. 21Grades available to students............................................. Sat., Dec. 22Winter holiday—no classes;library and administrativeoffices closed.................................... Tues., Dec. 25–Tues., Jan. 1Law SchoolRegistration begins............................................................... Sat., Aug. 4Classes begin....................................................................Mon., Aug. 20Late registration fee and add/drop fee begin.............Mon., Aug. 27Labor Day—no classes;library and administrativeoffices closed......................................Sat., Sept. 1–Mon., Sept. 3Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Mon., Nov. 12Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 22–Sun., Nov. 25Classes end.........................................................................Thurs., Dec. 6Reading period........................................... Fri., Dec. 7–Tues., Dec. 11Final examinations..............................Wed., Dec. 12–Thurs., Dec. 20Winter holiday—no classes;library and administrativeoffices closed.................................... Tues., Dec. 25–Tues., Jan. 1All Other DepartmentsRegistration begins...............................................................Sat., Sept. 1Classes begin.......................................................................Mon., Oct. 1Late registration fee and add/drop fee begin................Mon., Oct. 1Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Mon., Nov. 12Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 22–Sun., Nov. 25Classes end........................................................................... Sat., Dec. 15Grade posting ends..............................................................Fri., Dec. 21Grades available to students............................................. Sat., Dec. 22Winter holiday—no classes;library and administrativeoffices closed.................................... Tues., Dec. 25–Tues., Jan. 1MAY 2007Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31MARCH JUNE 2007Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 30JULY 2007Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31AUGUST 2007Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31SEPTEMBER 2007Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930OCTOBER MARCH 2007Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31NOVEMBER 2007Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30DECEMBER 2007Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31JANUARY 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31FEBRUARY MARCH 2008Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28234 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Academic CalendarSession II 2008Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin........................................................................ Wed., Jan. 2Late registration fee and add/drop fee begin................. Wed., Jan. 2Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 21President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 18Classes end............................................................................. Sat., Mar. 1Grade posting ends................................................................ Fri., Mar. 7Grades available to students............................................... Sat., Mar. 8Winter 2008Education DepartmentRegistration begins........................................................ Thurs., Nov. 22Classes for new students begin....................... Fri., Jan. 4–Sat., Jan. 5Classes for continuing students begin............................. Mon., Jan. 7Late registration fee and add/drop fee begin................. Mon., Jan. 7Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 21President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 18Classes end........................................................................... Sat., Mar. 22Grade posting ends..............................................................Fri., Mar. 28Grades available to students............................................. Sat., Mar. 29All Other DepartmentsRegistration begins........................................................ Thurs., Nov. 22Classes begin........................................................................ Mon., Jan. 7Late registration fee and add/drop fee begin................. Mon., Jan. 7Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 21President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 18Classes end........................................................................... Sat., Mar. 22Grade posting ends..............................................................Fri., Mar. 28Grades available to students............................................. Sat., Mar. 29Session III 2008Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin.................................................................... Mon., Mar. 10Late registration fee and add/drop fee begin............. Mon., Mar. 10Classes end............................................................................Sat., May 10Grade posting ends.............................................................. Fri., May 16Grades available to students..............................................Sat., May 17OCTOBER MARCH 2007Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31NOVEMBER 2007Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30DECEMBER 2007Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31JANUARY 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31FEBRUARY MARCH 2008Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29MARCH 2008Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31APRIL 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30MAY 2008Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31JUNE 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30MARCH JULY 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 235
Academic CalendarSpring 2008Law SchoolRegistration begins............................................................. Sat., Dec. 15Classes begin......................................................................Mon., Jan. 14Late registration fee and add/drop fee begin...............Mon., Jan. 14Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 21President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 18Spring Break.............................................Mon., Mar. 17–Fri., Mar. 21Classes end.........................................................................Thurs., May 1Reading period..............................................Fri., May 2–Mon., May 5Final examinations................................ Tues., May 6–Thurs., May 15Commencement exercises.................................................Sat., June 14All Other DepartmentsRegistration begins............................................................... Sat., Mar. 1Classes begin.................................................................... Mon., Mar. 31Late registration fee and add/drop fee begin............. Mon., Mar. 31Memorial Day holiday—classes meet;library open; administrativeoffices closed....................................Sat., May 24–Mon., May 26Classes end............................................................................Sat., June 14Commencement exercises.................................................Sat., June 14Grade posting ends.............................................................. Fri., June 20Grades available to students..............................................Sat., June 21Session IV 2008Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin.....................................................................Mon., May 20Late registration fee and add/drop fee begin..............Mon., May 20Memorial Day holiday—classes meet;library open; administrativeoffices closed....................................Sat., May 24–Mon., May 26Commencement exercises.................................................Sat., June 14Independence Day holiday—no classes;library and administrative offices closed....................Fri., July 4Classes end.............................................................................Sat., July 19Grade posting ends................................................................Fri., July 25Grades available to students...............................................Sat., July 26OCTOBER MARCH 2007Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31NOVEMBER 2007Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30DECEMBER 2007Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31JANUARY 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31FEBRUARY MARCH 2008Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29MARCH 2008Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31APRIL 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30MAY 2008Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31JUNE 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30MARCH JULY 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31236 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Academic CalendarSummer 2008Education DepartmentRegistration begins..............................................................Sat., May 24Classes for new students begin................ Fri., June 13–Sat., June 14Classes for continuing students begin..........................Mon., June 16Late registration fee and add/drop fee begin..............Mon., June 23Independence Day holiday—no classes;library and administrative offices closed....................Fri., July 4Labor Day holiday; classes meet;library and administrativeoffices closed.................................... Sat., Aug. 30–Mon., Sept. 1Classes end........................................................................... Sat., Aug. 30Grade posting ends............................................................. Fri., Sept. 12Grades available to students............................................ Sat., Sept. 13Law SchoolRegistration begins..............................................................Sat., May 10Memorial Day holiday—library open;administrative offices closed.........Sat., May 24–Mon., May 26Classes begin.....................................................................Tues., May 27Late registration fee and add/drop fee begin..............Tues., May 27Independence Day holiday—no classes;library and administrative offices closed....................Fri., July 4Classes end........................................................................Thurs., July 31Reading period ............................................Fri., Aug. 1–Mon., Aug. 4Final examinations................................. Tues., Aug. 5–Thurs., Aug. 7All Other DepartmentsRegistration begins..............................................................Sat., May 24Classes begin.....................................................................Mon., June 23Late registration fee and add/drop fee begin..............Mon., June 23Independence Day holiday—no classes;library and administrative offices closed....................Fri., July 4Labor Day holiday; classes meet;library and administrativeoffices closed.................................... Sat., Aug. 30–Mon., Sept. 1Classes end.............................................................................Sat., Sept. 6Grade posting ends............................................................. Fri., Sept. 12Grades available to students............................................ Sat., Sept. 13Session V 2008Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin...................................................................... Mon., Aug. 4Late registration fee and add/drop fee begin............... Mon., Aug. 4Labor Day holiday; classes meet;library and administrativeoffices closed.................................... Sat., Aug. 30–Mon., Sept. 1Classes end..............................................................................Sat., Oct. 4Grade posting ends.............................................................. Fri., Oct. 10Grades available to students..............................................Sat., Oct. 11MARCH 2008Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31APRIL 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30MAY 2008Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31JUNE 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30MARCH JULY 2008Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31MARCH AUGUST 2008Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031SEPTEMBER 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30OCTOBER 2008Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31NOVEMBER 2008Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930DECEMBER MARCH 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 237
Academic CalendarFall 2008Counseling Psychology—BerkeleyRegistration begins............................................................. Sat., Aug. 30Classes begin.....................................................................Mon., Oct. 13Late registration fee and add/drop fee begin..............Mon., Oct. 13Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Tues., Nov. 11Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 27–Sun., Nov. 30Classes end........................................................................... Sat., Dec. 20Grade posting ends..............................................................Fri., Dec. 26Grades available to students............................................. Sat., Dec. 27Winter holiday—no classes;library and administrativeoffices closed................................ Thurs., Dec. 25–Thurs., Jan. 1Education DepartmentRegistration begins............................................................. Sat., Aug. 30Labor Day holiday; classes meet;library and administrativeoffices closed.................................... Sat., Aug. 30–Mon., Sept. 1Classes begin......................................................................Tues., Sept. 2Late registration fee and add/drop fee begin................Mon., Oct. 6Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Tues., Nov. 11Classes end........................................................................ Mon., Nov. 17Grade posting ends..............................................................Fri., Dec. 26Grades available to students............................................. Sat., Dec. 27Winter holiday—no classes;library and administrativeoffices closed................................ Thurs., Dec. 25–Thurs., Jan. 1Law SchoolRegistration begins............................................................... Sat., Aug. 2Classes begin....................................................................Mon., Aug. 18Late registration fee and add/drop fee begin.............Mon., Aug. 25Labor Day holiday; classes meet;library and administrativeoffices closed.................................... Sat., Aug. 30–Mon., Sept. 1Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Tues., Nov. 11Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 27–Sun., Nov. 30Classes end.........................................................................Thurs., Dec. 4Reading period............................................. Fri., Dec. 5–Mon., Dec. 8Final examinations................................Tues., Dec. 9–Thurs., Dec. 18Winter holiday—no classes;library and administrativeoffices closed................................ Thurs., Dec. 25–Thurs., Jan. 1All Other DepartmentsRegistration begins............................................................. Sat., Aug. 30Classes begin.......................................................................Mon., Oct. 6Late registration fee and add/drop fee begin................Mon., Oct. 6Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Tues., Nov. 11Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 27–Sun., Nov. 30Classes end........................................................................... Sat., Dec. 20Grade posting ends..............................................................Fri., Dec. 26Grades available to students............................................. Sat., Dec. 27Winter holiday—no classes;library and administrativeoffices closed................................ Thurs., Dec. 25–Thurs., Jan. 1MARCH AUGUST 2008Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031SEPTEMBER 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30OCTOBER 2008Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31NOVEMBER 2008Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930DECEMBER MARCH 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31JANUARY MARCH 2009Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31FEBRUARY 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 28MARCH 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31APRIL 2009Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30MARCH MAY 2009Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031238 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Academic CalendarSession II 2009Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin........................................................................ Mon., Jan. 5Late registration fee and add/drop fee begin................. Mon., Jan. 5Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 19President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 16Classes end............................................................................. Sat., Mar. 7Grade posting ends..............................................................Fri., Mar. 13Grades available to students............................................. Sat., Mar. 14Winter 2009Education DepartmentRegistration begins............................................................. Sat., Nov. 22Classes for new students begin....................... Fri., Jan. 2–Sat., Jan. 3Classes for continuing students begin............................. Mon., Jan. 5Late registration fee and add/drop fee begin................. Mon., Jan. 5Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 19President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 16Classes end........................................................................... Sat., Mar. 21Grade posting ends..............................................................Fri., Mar. 27Grades available to students............................................. Sat., Mar. 28All Other DepartmentsRegistration begins............................................................. Sat., Nov. 22Classes begin........................................................................ Mon., Jan. 5Late registration fee and add/drop fee begin................. Mon., Jan. 5Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 19President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 16Classes end........................................................................... Sat., Mar. 21Grade posting ends..............................................................Fri., Mar. 27Grades available to students............................................. Sat., Mar. 28Session III 2009Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin.................................................................... Mon., Mar. 16Late registration fee and add/drop fee begin............. Mon., Mar. 16Classes end............................................................................Sat., May 16Grade posting ends.............................................................. Fri., May 22Grades available to students..............................................Sat., May 23MARCH AUGUST 2008Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031SEPTEMBER 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30OCTOBER 2008Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31NOVEMBER 2008Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930DECEMBER MARCH 2008Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31JANUARY MARCH 2009Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31FEBRUARY 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 28MARCH 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31APRIL 2009Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30MARCH MAY 2009Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 239
Academic CalendarSpring 2009Law SchoolRegistration begins............................................................. Sat., Dec. 13Classes begin......................................................................Mon., Jan. 12Late registration fee and add/drop fee begin...............Mon., Jan. 12Martin Luther King Jr. birthday—classes meet;library open; administrative offices closed..........Mon., Jan. 19President’s Day—classes meet;library open; administrative offices closed......... Mon., Feb. 16Spring Break.............................................Mon., Mar. 23–Fri., Mar. 27Classes end.......................................................................Thurs., Apr. 30Reading period..............................................Fri., May 1–Mon., May 4Final examinations................................ Tues., May 5–Thurs., May 14Commencement exercises.................................................Sat., June 20All Other DepartmentsRegistration begins............................................................... Sat., Mar. 7Classes begin....................................................................... Mon., Apr. 6Late registration fee and add/drop fee begin................ Mon., Apr. 6Memorial Day holiday—classes meet;library open; administrativeoffices closed....................................Sat., May 23–Mon., May 25Classes end............................................................................Sat., June 20Commencement exercises.................................................Sat., June 20Grade posting ends.............................................................. Fri., June 26Grades available to students..............................................Sat., June 27Session IV 2009Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAMemorial Day holiday—classes meet;library open; administrativeoffices closed....................................Sat., May 23–Mon., May 25Classes begin.....................................................................Mon., May 25Late registration fee and add/drop fee begin..............Mon., May 25Commencement exercises.................................................Sat., June 20Independence Day holiday—no classes;library and administrativeoffices closed.............................................. Fri., July 3–Sat., July 4Classes end.............................................................................Sat., July 25Grade posting ends................................................................Fri., July 31Grades available to students............................................... Sat., Aug. 1JANUARY MARCH 2009Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31FEBRUARY 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 28MARCH 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31APRIL 2009Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30MARCH MAY 2009Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031MARCH JUNE 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30JULY 2009Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31AUGUST 2009Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31SEPTEMBER 2009Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30OCTOBER MARCH 2009Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31240 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Academic CalendarSummer 2009Education DepartmentRegistration begins..............................................................Sat., May 30Classes for new students begin................ Fri., June 12–Sat., June 13Classes for continuing students begin..........................Mon., June 15Late registration fee and add/drop fee begin..............Mon., June 29Independence Day holiday—no classes;library and administrativeoffices closed.............................................. Fri., July 3–Sat., July 4Classes end........................................................................... Sat., Aug. 29Grade posting ends............................................................. Fri., Sept. 18Grades available to students............................................ Sat., Sept. 19Law SchoolRegistration begins................................................................Sat., May 9Memorial Day holiday—library open;administrative offices closed.........Sat., May 23–Mon., May 25Classes begin.....................................................................Tues., May 26Late registration fee and add/drop fee begin..............Tues., May 26Independence Day holiday—no classes;library and administrative offices closed....................Fri., July 3Classes end.......................................................................... Mon., Aug. 3Reading period ........................................ Tues., Aug. 4–Wed., Aug. 5Final examinations........................................................... Thurs., Aug. 6All Other DepartmentsRegistration begins..............................................................Sat., May 30Classes begin.....................................................................Mon., June 29Late registration fee and add/drop fee begin..............Mon., June 29Independence Day holiday—no classes;library and administrativeoffices closed.............................................. Fri., July 3–Sat., July 4Labor Day holiday; classes meet;library and administrativeoffices closed......................................Sat., Sept. 5–Mon., Sept. 7Classes end.......................................................................... Sat., Sept. 12Grade posting ends............................................................. Fri., Sept. 18Grades available to students............................................ Sat., Sept. 19Session V 2009Counseling Psychology—BerkeleyRegistration begins........................................................................... TBAClasses begin...................................................................... Mon., Aug. 3Late registration fee and add/drop fee begin............... Mon., Aug. 3Labor Day holiday; classes meet;library and administrativeoffices closed......................................Sat., Sept. 5–Mon., Sept. 7Classes end..............................................................................Sat., Oct. 3Grade posting ends.................................................................Fri., Oct. 9Grades available to students..............................................Sat., Oct. 10APRIL 2009MARCH MAY 2009MARCH JUNE 2009JULY 2009AUGUST 2009Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31SEPTEMBER 2009Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30OCTOBER MARCH 2009Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31NOVEMBER MARCH 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30DECEMBER 2009Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31JANUARY 2010Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Appendices 241
Academic CalendarFall 2009Counseling Psychology—BerkeleyRegistration begins............................................................. Sat., Aug. 29Classes begin.....................................................................Mon., Oct. 19Late registration fee and add/drop fee begin..............Mon., Oct. 19Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Wed., Nov. 11Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 26–Sun., Nov. 29Classes end........................................................................... Sat., Dec. 19Grade posting ends..............................................................Fri., Dec. 25Grades available to students............................................. Sat., Dec. 26Winter holiday—no classes;library and administrativeoffices closed........................................... Fri., Dec. 25–Fri., Jan. 1Education DepartmentRegistration begins............................................................. Sat., Aug. 29Classes begin......................................................................Tues., Sept. 1Labor Day holiday; classes meet;library and administrativeoffices closed......................................Sat., Sept. 5–Mon., Sept. 7Late registration fee and add/drop fee begin................Mon., Oct. 5Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Wed., Nov. 11Classes end........................................................................ Mon., Nov. 16Grade posting ends..............................................................Fri., Dec. 25Grades available to students............................................. Sat., Dec. 26Winter holiday—no classes;library and administrativeoffices closed........................................... Fri., Dec. 25–Fri., Jan. 1Law SchoolRegistration begins............................................................... Sat., Aug. 1Classes begin....................................................................Mon., Aug. 17Late registration fee and add/drop fee begin.............Mon., Aug. 24Labor Day holiday—classes meet;library and administrativeoffices closed......................................Sat., Sept. 5–Mon., Sept. 7Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Wed., Nov. 11Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 26–Sun., Nov. 29Classes end.........................................................................Thurs., Dec. 3Reading period............................................. Fri., Dec. 4–Mon., Dec. 7Final examinations................................Tues., Dec. 8–Thurs., Dec. 17Winter holiday—no classes;library and administrativeoffices closed......................................... Fri., Dec. 25–Sun., Jan. 3All Other DepartmentsRegistration begins............................................................. Sat., Aug. 29Classes begin.......................................................................Mon., Oct. 5Late registration fee and add/drop fee begin................Mon., Oct. 5Veterans’ Day—classes meet; libraryopen; administrative offices closed...................... Wed., Nov. 11Thanksgiving holiday—no classes;library and administrativeoffices closed................................Thurs., Nov. 26–Sun., Nov. 29Classes end........................................................................... Sat., Dec. 19Grade posting ends..............................................................Fri., Dec. 25Grades available to students............................................. Sat., Dec. 26Winter holiday—no classes;library and administrativeoffices closed........................................... Fri., Dec. 25–Fri., Jan. 1APRIL 2009MARCH MAY 2009MARCH JUNE 2009JULY 2009AUGUST 2009Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031Su Mo Tu We Th Fr Sa1 2 3 4 5 67 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30Su Mo Tu We Th Fr Sa1 2 3 45 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31Su Mo Tu We Th Fr Sa12 3 4 5 6 7 89 10 11 12 13 14 1516 17 18 19 20 21 2223 24 25 26 27 28 2930 31SEPTEMBER 2009Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30OCTOBER MARCH 2009Su Mo Tu We Th Fr Sa1 2 34 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31NOVEMBER MARCH 2009Su Mo Tu We Th Fr Sa1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30DECEMBER 2009Su Mo Tu We Th Fr Sa1 2 3 4 56 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30 31JANUARY 2010Su Mo Tu We Th Fr Sa1 23 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031242 Appendices <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
Index
IndexIndexAA&C courses........................................................................................................125Academiccalendar.........................................................................................................233counseling.......................................................................................................18honors. See Dean’s list for School of Law; Dean’s Listof honor students; Recognition of academic honors.performance. See Unsatisfactory academic performance.policies and procedures.................................................................................. 7programs and degrees. See Degrees, majors, and certificates.progress (financial aid). See Satisfactory academic progress.standards committee review.......................................................................13See also Satisfactory academic progress; School academicstandards committees.support center................................................................................................18term..................................................................................................................17Accreditation and recognition............................................................................. vGraduate School of Professional Psychology.........................................179School of Law...............................................................................................203Addiction Studies specialization.....................................................................163Adding courses. See Changes in registration.Address(es)campus. See Maps and floor plans.changes. See Changes of name or address.Administrationspecialization..................................................................................................49university.......................................................................................................207Administrative Services credential...................................................................45courses [ENJ]..................................................................................................57Admissions............................................................................................................... 3application information.................................................................................. 3auditors.............................................................................................................. 4deferment.......................................................................................................... 3degree and certificate students..................................................................... 3denial.................................................................................................................. 4enrollment deposit.......................................................................................... 3graduate............................................................................................................. 6international students..................................................................................... 4linked programsSchool of Education and Liberal Arts..................................................39School of Management...........................................................................71School of Psychology.............................................................................176non-degree........................................................................................................ 4program transfer........................................................................................4, 12provisional admission..................................................................................... 3readmission....................................................................................................... 4second baccalaureate degree......................................................................... 6transfer creditgraduate....................................................................................................... 6undergraduate.......................................................................................5, 12See also schools and individual programs.Advanced Placement (AP).................................................................................... 5Advancement to candidacy..............................................................................181Advising, peer........................................................................................................20See also Academic counseling.Alcohol. See Drug and alcohol policy.Alumni association...............................................................................................18AmericanCouncil on Education (ACE).....................................................................5, 6Psychological Association (APA).............................................................179AP Credit. See Advanced Placement.Appeal process (financial aid)............................................................................25See also Probation, dismissal, and reinstatement.Appendices...........................................................................................................205Application information........................................................................................ 3fees....................................................................................................................22financial aid.....................................................................................................24See also individual programs.Approvals and refunds for registration and schedule changes...................... 7See also Refund policy.Art gallery, Berkeley campus............................................................................... viArts & Consciousness........................................................................................110courses [A&C]..............................................................................................125exhibitions.......................................................................................................98facilities............................................................................................................98mentorships....................................................................................................98Studio ArtsBFA............................................................................................................103MFA............................................................................................................99transformative Arts (Master of Arts).....................................................101visiting artists.................................................................................................98Assessment tests...................................................................................................72See also Admissions; Credit by assessment.Attendance..............................................................................................17, 75, 171See also Non-registered students.Auditors.................................................................................................................... 8admission policy.............................................................................................. 4student information......................................................................................17Awarding of the degree or certificate...............................................................16Awards at the commencement ceremony.......................................................17BBachelor’s degreeBusiness Administration..............................................................................71completion program. See Liberal Arts.Fine Arts........................................................................................................103graduation requirements.............................................................................14listing. See Degrees, majors, and certificates.second................................................................................................................ 6See also individual programs.Berkeleycampus...........................................................................................................228cohort program............................................................................................165Board of Regents.................................................................................................206Breadth requirements. See <strong>General</strong>-education breadth.See also individual programs.Business AdministrationBachelor of Science.......................................................................................71assessment tests........................................................................................72leadership specialization.......................................................................73linked BS/MBA program........................................................................74See also Legal Studies.courses [BUS].................................................................................................84Master of.........................................................................................................78admission requirements.........................................................................78eCommerce specialization.....................................................................78leadership specialization.......................................................................78Program Management specialization..................................................78Strategic Management specialization..................................................78See also Career Development.244 Index <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
IndexCCal Grant refunds.................................................................................................26Calendar, university............................................................................................233See also Academic term.California MFT licensing requirements................................................ 111, 161Campbell campus...............................................................................................226Camps, university (Sport Psychology)............................................................157Campus crime.......................................................................................................19Campuses and centers.......................................................................................... vimaps and floor plans...................................................................................224Careercenter.........................................................................................................18, 83developmentadmission requirements.........................................................................81certificate in...............................................................................................83courses [CDV]..........................................................................................90experiential component..........................................................................81field studies................................................................................................82Master of Arts in......................................................................................81See also Business Administration; Legal Studies.<strong>Catalog</strong> changes...................................................................................................... iiCBA courses....................................................................................................51, 84See also Credit by assessment.Centers..................................................................................................................... vicareer development center (Pleasant Hill)...............................................83center for holistic counseling (Oakland)........................................ 111, 232community counseling centerPleasant Hill............................................................................................230Sunnyvale.................................................................................................231See also Campuses and centers.Certificate programsgraduation requirements.............................................................................14listed. See Degrees, majors, and certificates.petition for......................................................................................................16Change(s)catalog. See <strong>Catalog</strong> changes.grade. See under Grading system.name or address.............................................................................................20program. See Program transfer.registration........................................................................................................ 7fees..............................................................................................................22CHEA. See Council for Higher Education Accreditation.Child and Adolescent Therapy specialization...............................................163Classranks for the School of Law.........................................................................12schedule............................................................................................................. 7Clinicalpsychology. See Counseling psychology.training certificate (post-master’s)...........................................................165CNS courses.........................................................................................................131Coachingcertificate.......................................................................................................169Essentials.........................................................................................................40Code of conduct. See Conduct.Collections Management specialization..........................................................49College Level Examination Program (CLEP).................................................... 5Commencement ceremony..........................................................................16, 17Committee of Bar Examiners.................................................................v, 14, 202Competency examinations. See Assessment tests.Completion program. See Liberal Arts.Concurrent enrollment at other institutions.................................................... 9See also Cross-registration.Conduct..................................................................................................................18Conflict resolution................................................................................................18Consciousnessand Healing specialization.........................................................................115and Transformative Studies.......................................................................112courses [CNS].........................................................................................131<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Continuing and extended education................................................................18Continuing education units (CEUs)............................................................ 5Controlled substances. See Drug and alcohol policy.Core curriculum [COR] courses........................................................................51Corporate or government agency courses......................................................... 6Correspondence courses. See Extension and correspondence courses.Council for Higher Education Accreditation (CHEA)............................4, 5, 6Counselingacademic..........................................................................................................18centers............................................................................................................... vicareer development center (Pleasant Hill)....................................18, 83center for holistic counseling (Oakland).................................. 111, 232community counseling center (Pleasant Hill)..................................230community counseling center (Sunnyvale).......................................231Psychology........................................................................................... 105, 158clinical training certificate (post-master’s).......................................165fieldexperience, supervised.....................................................................159placement...........................................................................................105Holistic Studies specialization.............................................................109courses [HSJ]......................................................................................138individual psychotherapy.....................................................................111MFT emphasis........................................................................................158admission/course prerequisite policy...........................................159comprehensive master’s examination...........................................160courses [PSY/PSJ/PSE/PSB]............................................................196individual program of study............................................................161leave of absence policy.....................................................................159master’s project/master’s thesis.....................................................160performance review and assessment............................................159personal psychotherapy...................................................................161Post-Master’s Clinical Training certificate...................................165professional development workshops...........................................161specializations....................................................................................163supervised field experience.............................................................159MFT licensing requirements, California.................................. 111, 161Somatic Psychology specialization.....................................................106courses [SPC].....................................................................................148spiritual practice requirement.............................................................111supervised field experience..................................................................159transpersonal Psychology specialization..........................................108courses [TPC]....................................................................................152Couple and Family Therapy specialization....................................................164Course(s)Education and Liberal Arts..........................................................................51Holistic Studies............................................................................................125Management...................................................................................................84materials. See Textbooks and course materials.numbering system.......................................................................................223prefixes...........................................................................................................223Professional Psychology.............................................................................184readers. See Textbooks and course materials.Credential program..............................................................................................42graduation requirements.............................................................................15Multiple Subject.............................................................................................43Single Subject.................................................................................................43See also under Education.Credit by Assessment (CBA)..........................................................................8, 75courses.......................................................................................................58, 97fees....................................................................................................................22Credit/No Credit grading...................................................................................10letter grading in CR/NC graded courses...................................................10Crime. See Campus crime.Cross-registration................................................................................................... 9See also Concurrent enrollment at other institutions.CUJ course.............................................................................................................59Culture and Consciousness specialization....................................................115Index 245
IndexDDANTES Subject Standardized Tests (DSST).................................................. 6Dean’s listfor School of Law...........................................................................................12of honor students...........................................................................................12See also Recognition of academic honors.Deferment (admission).......................................................................................... 3Deferred payment of tuition...............................................................................22fee .....................................................................................................................22Degree(s)and certificate students.................................................................................. 3listed (Degrees, majors, and certificates).................................................... 2requirements. See Graduation requirements.Denial (admission).................................................................................................. 4Deposit (enrollment).............................................................................................. 3Diplomas or certificates.......................................................................................16Directed study.......................................................................................................29Disabled students. See Students with disabilities.Discrimination and harassment........................................................................19Dismissal.................................................................................................................13hearing process..............................................................................................13Disqualificationfinancial aid.....................................................................................................25See also Probation, dismissal, and reinstatement.Distinctions. See Recognition of academic honors.Doctor of Psychology. See under Psychology.Dormitories. See Housing.Dream Studiescertificate.......................................................................................................124specialization................................................................................................114Dropping courses. See Changes in registration.Drug and alcohol policy......................................................................................19DSST. See DANTES Subject Standardized Tests.EEast/WestPhilosophy and Religion specialization...................................................114Spirituality track............................................................................................36eCommerce specialization..................................................................................78ECT courses...........................................................................................................52Education...............................................................................................................41administrative Services credential............................................................45courses [ENJ]............................................................................................57admission requirements...............................................................................41and Interpretation specialization...............................................................49and Liberal Arts, School of..........................................................................27coursesEDJ..............................................................................................................53EDN............................................................................................................54EDU............................................................................................................57Master of Arts in Teaching..........................................................................44multiple subject........................................................................................44single subject.............................................................................................45teaching credential.......................................................................................42multiple subject........................................................................................43single subject.............................................................................................43See also Liberal Arts; Museum Studies.Enrollment deposit................................................................................................. 3Essentials Coaching certificate...........................................................................40courses [ECT].................................................................................................52Examinationsadvanced Placement (AP)............................................................................. 5College Level Examination Program (CLEP)............................................. 5competency.....................................................................................................72Examinations (continued)DANTES Subject Standardized Tests (DSST)........................................... 6test of English as a Foreign Language (TOEFL).See International students.Exercise and Sport Performance certificate..................................................175Expressive Arts Therapy specialization..........................................................164Expulsion. See Probation, dismissal, and reinstatement.Extended education. See Continuing and extended education.Extension and correspondence courses............................................................. 5FFaculty...................................................................................................................209Family Education Rights and Privacy Act (FERPA).......................................20Fees. See Tuition and fees.Fieldexperience, supervised...................................................................... 159, 167placement......................................................................................................105studies. See Career development.Financialaid.....................................................................................................................23appeal process...........................................................................................25application forms and deadlines...........................................................24Cal Grant refunds....................................................................................26grants and scholarships...........................................................................23loans............................................................................................................23maximum time frame..............................................................................25probation/disqualification......................................................................25See also Probation, dismissal, and reinstatement.reinstatement............................................................................................25return of Title IV funds...........................................................................25satisfactory academic progress..............................................................24withdrawal/leave of absence..................................................................26See also Leave of Absence.policies.............................................................................................................22deferred payment of tuition...................................................................22refund policy.........................................................................................7, 23tuition and fees.........................................................................................22support, university.......................................................................................... iiFloor plans. See Maps and floor plans.Fire prevention......................................................................................................19Foreword.................................................................................................................. vFull-time unit load................................................................................................17G<strong>General</strong>-education breadth................................................................................15<strong>General</strong>graduation requirements by program level..............................................14information....................................................................................................... 1Gender changes. See Changes of name or address.Good scholastic standing....................................................................................12See also Unsatisfactory academic performance.Government courses. See Corporate or government agency courses.Grade-point average required for graduation. See Graduationrequirements.Grading system....................................................................................................... 9credit/no credit grading...............................................................................10grade changes.................................................................................................11grade-point average.......................................................................................10grade reports..................................................................................................11incomplete......................................................................................................11letter grading in CR/NC-graded courses..................................................10prerequisite courses for doctoral program...............................................11prerequisite courses for master’s programs.............................................11repeating courses...........................................................................................12246 Index <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
IndexGraduateSchool of Professional Psychology...........................................................155admission requirements.......................................................................157courses......................................................................................................184educational and community services.................................................157community counseling centers......................................................157school-based counseling program.................................................157university camps...............................................................................157non-degree students..............................................................................157See also Counseling Psychology; Organizational Psychology;Psychology (Doctor of); Sport Psychology.transfer credit................................................................................................... 6work by undergraduates................................................................................. 8Graduationbachelor’s degrees..........................................................................................15general-education breadth.....................................................................15commencement ceremony....................................................................16, 17credential programs......................................................................................42individualized programs..............................................................................15petitioncredential programs.................................................................................16degree or certificate.................................................................................16fee...........................................................................................................22recognition of academic honors.................................................................16requirements..................................................................................................14Grants and scholarships......................................................................................23Green practices....................................................................................................... iiHHarassment. See Discrimination and harassment.HealthConsciousness, and Spirituality specialization......................................118insurance.........................................................................................................19Hearing process. See Dismissal hearing process.HolisticHealth Education.........................................................................................116courses [HHE].........................................................................................134Nutrition specialization.............................................................................117Studies..............................................................................................................95admission requirements.........................................................................97arts & Consciousness.............................................................................97courses [A&C]...................................................................................125center for holistic counseling...................................................... 111, 232Counseling Psychology.........................................................................105courses of instruction............................................................................125Integral Studies.......................................................................................112specialization..........................................................................................109courses [HSJ]......................................................................................138See also Arts & Consciousness, Counseling Psychology;Integral Studies.Honors. See Dean’s list for School of Law; Dean’s list of honor students.Housing...................................................................................................................19IIdentification cards. See Student photo identification cards.Incomplete (grade policy)...................................................................................11Independent study.................................................................................................. 8Individualpsychotherapy..............................................................................................111program, flexible..........................................................................................168study...............................................................................................................161Individualizedprograms.........................................................................................................15specialization................................................................................................164<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Insurance. See Health insurance.Integral Studies...................................................................................................112Consciousnessand Healing specialization...................................................................115and Transformative Studies.................................................................112courses [CNS]....................................................................................131courses [ISD]................................................................................................142Culture and Consciousness specialization.............................................115Dream StudiesCertificate................................................................................................124specialization..........................................................................................114East/West Philosophy and Religion specialization...............................114Holistic Health Education..........................................................................116courses [HHE].........................................................................................134Holistic Nutrition specialization.........................................................117Health, Consciousness, and Spirituality specialization..................118Somatic Education specialization.......................................................118Integral Psychology.....................................................................................118courses [IPP]...........................................................................................141Integral Theoryadmission requirements.......................................................................121certificate.................................................................................................122courses [ITH]..........................................................................................145master’s program....................................................................................121Science and Consciousness specialization.............................................114Integrated professional seminar......................................................................180Integrative Health track.......................................................................................37International students............................................................................................ 4IPP courses...........................................................................................................141ISD courses..........................................................................................................142JJuris Doctor. See School of Law.LLapse in attendance. See Leave of absence; Readmission;Withdrawal/leave of absence (financial aid).Late registration fee..............................................................................................22Latin honors. See Recognition of academic honors.See also Dean’s list for School of Law; Dean’s list of honor students.Law, School of......................................................................................................201academic support services.........................................................................204accreditation.................................................................................................203admission requirements.............................................................................203classranks for School of Law..........................................................................12size and times..........................................................................................204clinical program...........................................................................................204dean’s list for School of Law........................................................................12library.............................................................................................................204student body.................................................................................................204Leadership specialization....................................................................................78Leave of absence.......................................................................................... 14, 159See also Readmission; Withdrawal/leave of absence (financial aid).Legal Studies..........................................................................................................74academic probation.......................................................................................75admission requirements...............................................................................75attendance.......................................................................................................75BA program....................................................................................................75courses [PLS]..................................................................................................92Paralegal certificate.......................................................................................77state regulation...............................................................................................75transfer of previous paralegal coursework...............................................75See also Business administration; Career development.Index 247
IndexLetter grading in CR/NC-graded courses........................................................10Liberal Arts............................................................................................................29academic policies...........................................................................................29admission requirements...............................................................................29core curriculum courses [COR]..................................................................51credit by assessment courses [CBA]..........................................................51cultural studies course [CUJ]......................................................................52directed study.................................................................................................29East/West Spirituality track.........................................................................36Essentials Coaching certificate...................................................................40courses [ECT]...........................................................................................52graduate courses............................................................................................29independent study.....................................................................................8, 29Integrative Health track...............................................................................37linked degree programs................................................................................39Multicultural Studies track..........................................................................37Philosophy and Religion...............................................................................30courses [PHJ/PHR]..................................................................................59PsychologyCampbell....................................................................................................34courses [PYC/PYJ]...................................................................................62Pleasant Hill..............................................................................................31School of Education and..............................................................................27academic policies.....................................................................................29admission requirements.........................................................................29courses of instruction..............................................................................51Science, Health, and Living Systems..........................................................32courses [SCI/SCJ]....................................................................................64Social Ecology................................................................................................33courses [SEC]............................................................................................67transfer work after admission.....................................................................29transpersonal Studies track........................................................................36Women’s Studies track..................................................................................38See also Education; Museum Studies.Libraries......................................................................................................... 20, 204fees....................................................................................................................22Licensuredoctoral program.........................................................................................181Marriage and Family Therapy.......................................................... 111, 161Linked programsLiberal Arts.....................................................................................................39Management...................................................................................................74Psychology....................................................................................................176Loans (financial aid).............................................................................................23Lower-division general-education breadth. See <strong>General</strong>education breadth.MMajor(s)honors in. See Recognition of academic honors.listed. See Degrees, majors, and certificates.Management, School of.......................................................................................69admission requirements...............................................................................71courses.............................................................................................................84graduate division...........................................................................................78undergraduate division.................................................................................71See also Business Administration; Career Development; Legal Studies.Maps and floor plans..........................................................................................224Master’sexams.............................................................................................................160graduation requirements.............................................................................14prerequisite courses for................................................................................11thesis.................................................................................................................. 9Maximumtime frame (financial aid).............................................................................25unit load............................................................................................................. 8Mentorships...........................................................................................................98MFT requirements.................................................................................... 111, 161Military service....................................................................................................... 6Mission statement.................................................................... inside front coverMulticultural Studies track.................................................................................37Multiple Subjectcredential.........................................................................................................42Master of Arts in Teaching..........................................................................44Museum Studies...................................................................................................47admission requirements...............................................................................48certificate in....................................................................................................50courses [MUS]................................................................................................58Master of Arts in............................................................................................48administrative specialization................................................................49Collections Management specialization.............................................49Education and Interpretation specialization......................................49NName changes. See Changes of name or address.Non-degreeadmission policy.............................................................................................. 4students.................................................................................................. 17, 157Non-discrimination................................................................................................ iiNon-registered students........................................................................................ 8Numbering of courses.......................................................................................223Nurse’s training. See Registered nurse’s training.OOrganizational Psychologycertificate in..................................................................................................170Coaching certificate....................................................................................169field experience............................................................................................167courses [PSO]...............................................................................................188Master of Arts..............................................................................................166master’s project............................................................................................167performance review and advisement......................................................168PParalegal certificate..............................................................................................77courses [PLS]..................................................................................................92Peer advising..........................................................................................................20Performance reviewCounseling PsychologySchool of Holistic Studies....................................................106, 108, 109Graduate School of Professional Psychology...................................159Organizational Psychology........................................................................168Sport Psychology.........................................................................................171Petition forcredential programs......................................................................................16degree or certificate.......................................................................................16fees....................................................................................................................22Philosophy and Religion, Bachelor of Arts in.................................................30courses [PHJ/PHR]........................................................................................59Photo ID cards. See Student photo identification cards.Pittsburg campus and community counseling center.................................229Plagiarism...............................................................................................................13Pleasant Hillcampus...........................................................................................................224community counseling center...................................................................230PLS courses............................................................................................................92Policies and procedures, academic..................................................................... 7248 Index <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
IndexPost-master’scertificate in Career Development.............................................................83Clinical Training certificate.......................................................................165Prefixes, course...................................................................................................223Prerequisite coursesfor doctoral program....................................................................................11for master’s programs...................................................................................11President’sleadership team............................................................................................207letter.................................................................................................................. ivPrivacy rights. See Family Educational Rights and Privacy Act.Probation, dismissal, and reinstatement..........................................................12See also Financial aid probation/disqualification.Professionaldevelopment workshops............................................................................161Psychology. See Graduate School of Professional Psychology.Program(s)learning outcomes. See individual programs.listed. See Degrees, majors, and certificates.Management specialization.........................................................................78transfer.........................................................................................................4, 12Provisional admission............................................................................................ 3PSD courses.........................................................................................................184PSO courses.........................................................................................................188PSP courses..........................................................................................................192PSY/PSJ/PSE/PSB courses................................................................................196PsychologyBachelor of ArtsCampbell....................................................................................................34courses [PYC/PYJ]...................................................................................62Pleasant Hill..............................................................................................31Doctor of.......................................................................................................179accreditation...........................................................................................179admission requirements.......................................................................179advancement to candidacy...................................................................181advisement...............................................................................................180clinical proficiency examination.........................................................181competency areas...................................................................................180comprehensive written examination..................................................181courses [PSD]..........................................................................................184degree requirements..............................................................................181dissertation extension...........................................................................181individual psychotherapy.....................................................................181integrated professional seminar..........................................................180licensure...................................................................................................181MA in Clinical Psychology...................................................................181practicum (I/II/III).................................................................................180pre-doctoral internship.........................................................................180prerequisite courses for..........................................................................11satisfactory progress..............................................................................181transfer credit.........................................................................................180See also Counseling psychology; Graduate School ofProfessional PsychologyPsychotherapyindividual.............................................................................................. 111, 181personal.........................................................................................................161RRanks. See Class ranks for the School of Law.Readmission (after lapse in attendance)............................................................ 4Recognition of academic honors.......................................................................25See also Accreditation and recognition.Refund(s)of tuition............................................................................................................ 7policy................................................................................................................23Regents, Board of................................................................................................206Registered nurse’s training.................................................................................... 6Registration.............................................................................................................. 7changes in registration................................................................................... 7concurrent enrollment at other institutions.............................................. 9continuing and extended education..........................................................18credit by assessment....................................................................................... 8cross-registration............................................................................................. 9deferred payment of tuition.........................................................................22dropping courses. See Changes in registration.graduate work by undergraduates................................................................ 8independent study........................................................................................... 8master’s thesis.................................................................................................. 9maximum unit load......................................................................................... 8non-registered students................................................................................. 8refund policy...................................................................................................23refunds of tuition............................................................................................. 7schedule of classes........................................................................................... 7tuition and fees...............................................................................................22withdrawing from courses. See Changes in registration.Reinstatementfinancial aid.....................................................................................................25university. See Probation, dismissal, and reinstatement.Repeating courses.................................................................................................12Requirements for degrees and certificates. See Graduationrequirements. See also Education.Residency requirements. See Graduation requirements.Resolution of conflict. See Conflict resolution.Return of Title IV funds......................................................................................25Review of student records (for graduation).....................................................16SSatisfactory academic progressfinancial aid.....................................................................................................24PsyD program...............................................................................................181See also Good scholastic standing; Probation, dismissal,and reinstatement.Schedule of classes................................................................................................. 7Scholarships. See Grants and scholarships.Scholasticperformance...................................................................................................12class ranks for the School of Law..........................................................12dean’s listfor School of Law................................................................................12of Honor Students...............................................................................12good scholastic standing.........................................................................12unsatisfactory academic performance.................................................12See also Probation, dismissal, and reinstatement.standing. See Good scholastic standing.Schoolacademic standards committees................................................................13of Education and Liberal Arts.....................................................................27of Holistic Studies..........................................................................................95of Law.............................................................................................................201of Management..............................................................................................69of Professional Psychology, Graduate......................................................155Scienceand Consciousness specialization............................................................114Health, and Living Systems.........................................................................32courses [SCI/SCJ]....................................................................................64SEC courses............................................................................................................67Second baccalaureate degree............................................................................... 6Service(s)Members Opportunity Colleges. See Military service.student.............................................................................................................18<strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>Index 249
IndexSingle Subjectcredential.........................................................................................................43Master of Arts in Teaching..........................................................................45Smoking..................................................................................................................20Social Ecology, Bachelor of Arts in...................................................................33courses [SEC].................................................................................................67SomaticEducation specialization............................................................................118Psychology specialization..........................................................................106courses [SPC]..........................................................................................148Spiritual practice requirement.........................................................................111Sport Psychologyclassroom attendance.................................................................................171courses [PSP]................................................................................................192Exercise and Sport Performance certificate...........................................175internship overview.....................................................................................174lEAP program.............................................................................................174linked program.............................................................................................176MA program.................................................................................................170oral exam.......................................................................................................172research process...........................................................................................172review and advisement...............................................................................171specialization................................................................................................164Sport Management certificate..................................................................175written exam.................................................................................................171Standards, academic. See Probation, dismissal, and reinstatement.Strategic Management specialization...............................................................78Student(s)association.......................................................................................................20fee................................................................................................................22code of conduct. See Conduct.health insurance.............................................................................................19housing............................................................................................................19photo identification cards............................................................................20services............................................................................................................18with disabilities..............................................................................................19Studio Arts. See under Arts & Consciousness.Subjectcodes. See Course prefixes.Standardized Tests. See DANTES Subject Standardized Tests.Substance abuse policy. See Drug and alcohol policy.Sunnyvale community counseling center......................................................231Support. See Academic Support Center.TTeaching See Education.Term. See Academic term.See also Academic calendar.Test of English as a Foreign Language. See International students.Textbooks and course materials........................................................................20Thesis, master’s....................................................................................................... 9TPC courses.........................................................................................................152Tracks for BA programs......................................................................................36East/West Spirituality...................................................................................36transpersonal Studies..................................................................................36Integrative Health..........................................................................................37Multicultural Studies....................................................................................37Women’s Studies............................................................................................38Transcripts.............................................................................................................17fees....................................................................................................................22Transfercreditgraduate....................................................................................................... 6of previous paralegal coursework.........................................................75PsyD..........................................................................................................180registered nurse’s training........................................................................ 6undergraduate.......................................................................................5, 12Advanced Placement (AP).................................................................. 5College Level Examination Program (CLEP).................................. 5corporate or government agency courses........................................ 6DANTES Subject Standardized Tests (DSST)................................ 6extension and correspondence courses............................................ 5military service...................................................................................... 6registered nurse’s training................................................................... 6See also individual schools and programs.program.......................................................................................................4, 12Transferability of JFK <strong>University</strong> courses........................................................17Transformative Arts...........................................................................................101See also Consciousness and Transformative Studies.TranspersonalPsychology specialization..........................................................................108courses [TPC].........................................................................................152Studies track (Liberal Arts).........................................................................36Tuition and fees.....................................................................................................22deferred payment...........................................................................................22refunds.........................................................................................................7, 23U–VUndergraduateapplicants.......................................................................................................... 5graduate work by............................................................................................. 8transfer credit.............................................................................................5, 12Unitcredit................................................................................................................17loadfull-time.....................................................................................................17maximum..................................................................................................... 8<strong>University</strong>administration..............................................................................................207camps.............................................................................................................157requirements for degrees and certificates. See Graduationrequirements.<strong>University</strong>’s right to modify catalog. See <strong>Catalog</strong> changes.Unsatisfactory academic performance.............................................................12See also Financial aid: satisfactory academic progress; Goodscholastic standing; Probation, dismissal, and reinstatement.Upper-division general-education breadth.See <strong>General</strong>-education breadth.Veterans’ benefits..................................................................................................26WWelcome from president...................................................................................... ivWestern Association of Schools and Colleges.See Accreditation and recognition.Withdrawing from coursesrefund...........................................................................................................7, 23unauthorized. See Grading system.See also Changes in registration.Withdrawal/leave of absence (financial aid)....................................................26See also Leave of absence.Women’s Studies track.........................................................................................38Workshops, professional development..........................................................161250 Index <strong>John</strong> F. <strong>Kennedy</strong> <strong>University</strong>
DirectoryAdministrative Departments Phone Fax TTY eMailAcademic ________________________________________________________________________________________________________________________________________Affairs (925) 969-3304 (925) 969-3309 —Academic Support Centerasc@jfku.eduPleasant Hill (925) 969-3530 (925) 969-3531 —________________________________________________________________________________________________________________________________________Campbell (408) 874-7792 (408) 874-7777 —Accountingaccounting@jfku.eduPleasant Hill (925) 969-3160 (925) 969-3361 —________________________________________________________________________________________________________________________________________Campbell (408) 874-7700 (408) 874-7777 —Admissionsproginfo@jfku.eduPleasant Hill (925) 969-3528 (925) 969-3136 —________________________________________________________________________________________________________________________________________Campbell (408) 874-7731 (408) 874-7777 —Alumni 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finaid@jfku.eduHuman ________________________________________________________________________________________________________________________________________Resources (925) 969-3450 (925) 969-3451 — hrrecruiter@jfku.eduInformation TechnologyHelp Desk (925) 969-3464 (925) 969-3474 —Computer Lab, Pleasant Hill (925) 969-3472 — —________________________________________________________________________________________________________________________________________Computer Lab, Campbell (408) 874-7791 (408) 874-7777 —Institutional ________________________________________________________________________________________________________________________________________Research (925) 969-3403 (925) 969-3309 —________________________________________________________________________________________________________________________________________International Student Advisor (925) 969-3339 (925) 969-3136 — ssermeno@jfku.eduLibrariesreference@jfku.eduPleasant Hill (925) 969-3100 (925) 969-3101 —Campbell (408) 874-7750 (408) 874-7777 —Berkeley (510) 649-1008 (510) 649-0910 —________________________________________________________________________________________________________________________________________Law (925) 969-3120 (925) 969-3121 —________________________________________________________________________________________________________________________________________Office of Disability Services (925) 969-3447 (925) 969-3331 (925) 969-3448 ods@jfku.eduPeer ________________________________________________________________________________________________________________________________________Advising (925) 969-3117 — —________________________________________________________________________________________________________________________________________President’s Office (925) 969-3302 (925) 969-3309 — presidentsoffice@jfku.eduRegistrar’s Officeregistration@jfku.eduPleasant Hill (925) 969-3353 (925) 969-3331 —________________________________________________________________________________________________________________________________________Campbell (408) 874-7700 (408) 874-7777 —Schools Phone Fax TTY eMailGraduate School of Professional Psychologyadmitgspp@jfku.eduPleasant Hill (925) 969-3400 (925) 969-3401 —Campbell (408) 874-7720 (408) 379-2977 —Pittsburg Counseling Center (925) 473-9907 — —Pleasant Hill Counseling Center (925) 798-9240 (925) 798-0297 —________________________________________________________________________________________________________________________________________Sunnyvale Counseling Center (408) 524-4900 (408) 524-4911 —School of Education and Liberal Artssela@jfku.eduPleasant Hill (925) 969-3575 (925) 969-3576 —Campbell (408) 874-7740 (408) 874-7777 —________________________________________________________________________________________________________________________________________Berkeley (Museum Studies Program) (510) 649-3036 (510) 649-0910 — museum@jfku.eduSchool of Holistic StudiesPleasant Hill (925) 969-3500 (925) 969-3501 — holistic@jfku.eduCampbell (408) 874-7760 (408) 874-7777 — programdirector@jfku.eduBerkeley (A&C Program) (510) 649-0499 (510) 649-0910 — art@jfku.edu________________________________________________________________________________________________________________________________________Center for Holistic Counseling, Oakland (510) 444-3344 (510) 444-7476 —School of LawPleasant Hill (925) 969-3550 (925) 969-3551 — law@jfku.edu________________________________________________________________________________________________________________________________________Elder Law Clinic (925) 969-3341 (925) 969-3167 — elderlaw@jfku.eduSchool ________________________________________________________________________________________________________________________________________of Management (925) 969-3322 (925) 969-3328 — som@jfku.edu
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