J o h n F K e n n e d y U n i v e r s i t y

J o h n F. K e n n e d y U n i v e r s i t yG E N E R A L C ATA L O G

THE MISSION OF JOHN F. KENNEDY UNIVERSITYis to provide access to high-quality, innovativeeducational opportunities that integrate theoryand life experience. We inspire personal, professional,and academic growth and advance the well-beingof our diverse local and global communities.This mission is built upon our core values:ACCESSIBILITY• We are a vibrant and humane learning community thatembraces all forms of diversity.• Our locations, schedules, curricula, and technology affordstudents maximum flexibility.• Our culture is welcoming, respectful, and ethical.QUALITY AND INNOVATION• Our courses of study are delivered by outstanding scholarpractitionersin a creative and challenging environment.• We promote holistic, interdisciplinary, experiential learningthat balances breadth and depth.• We are responsive to the changing needs of our studentsand society.TRANSFORMATIVE GROWTH• We are dedicated to students who want to continue theirformal education; chart new, professional directions; andderive greater meaning from their lives.• Our rigorous academics and whole-person orientationstimulate intellectual inquiry and inspire students to realizetheir potential and achieve their dreams.DIVERSITY• We are committed to a culture that respects and values allforms of diversity and sparks creativity, collaboration, andleadership.GLOBAL WORLD VIEW• We respect individual and cultural differences while forgingbonds of common understanding essential to our globalinterdependence.• Our programs encourage active and sustained contributionsto our society and environment.By accomplishing our mission, living out our core values,and implementing our strategic plan, we will achievethe JFKU vision—to be the learning environment of choicefor those seeking a transformative and life-enhancingeducational experience.

J o h n F . K e n n e d y U n i v e r s i t yTRANSFORMING LIVES, CHANGING THE WORLDG E N E R A L C ATA L O G 2 0 0 6 – 0 7

CATALOG CHANGESThis catalog is neither a contract nor an offer to contractbetween the university and any person or party; thus, theuniversity reserves the right to make additions, deletions,and modifications to curricula, course descriptions, degreerequirements, academic policies, schedules and academiccalendars, and tuition and fees without notice. Althoughevery effort is made to ensure the accuracy of the informationpublished in the John F. Kennedy University catalog, itis normal to expect changes in course listings and otherinformation. The university reserves the right to effect changeswithout notice or obligation including the right to discontinue acourse or group of courses or a degree program. The universityexpects each student to have knowledge of the information inthe catalog.FINANCIAL SUPPORTThe university draws its financial support from tuition, fees,endowments, gifts, and grants; it is entirely independent of anygovernment body, religious order, or fraternal organization.NON-DISCRIMINATIONJohn F. Kennedy University does not discriminate on the basisof race, color, height, weight, national origin, religion, age,marital status, gender, sexual orientation, veteran status, ordisability. In a continuing effort to enrich its acacdemic environmentand provide equal educational and employment opportunities,the university actively encourages applications frommembers of all groups that are underrepresented in highereducation.GREEN PRACTICESIn keeping with the mission of the university, JFKU is proudto be recognized as a green business. Green businesses arecertified for their green practices—conserving water, energy,and other materials and recycling and preventing pollution.More information is available about California green businessesby visiting www.greenbiz.ca.gov.CREDITSProject Manager: Adam J. StoneEdited by K. Sue Duncan, Margaret A. Gardner, Diana Paque,Cathrine Santini, Adam J. StonePhotographs by Elizabeth Fall, Charlie HutchinsDesigned by Nancy Siller WilsonPrinted by Fong Brothers Printing, Brisbane, CaliforniaThis catalog is typeset in ITC Garamond Light, printed withsoy ink, on 70 lb. Endeavour text and 80 lb. Endeavour coverstock, 50% recycled, 25% post-consumer waste.© 2006 John F. Kennedy UniversityJohn F. Kennedy University100 Ellinwood WayPleasant Hill CA 94523-4817(800) 696-JFKU (5358)(925) 969-3300www.jfku.edu

C O N T E N T SPresident’s Welcome.............................................................. v School of Holistic Studies.................................... 107Foreword.................................................................................vi Arts and Consciousness.......................................................... 110Counseling Psychology........................................................... 119General Information..................................................... 1 Integral Studies......................................................................... 128Academic Programs and Degrees...................................... 2 Courses of Instruction............................................................ 139Student Services.................................................................... 3Admissions.................................................................... 3 Graduate School of Professional Psychology... 163Financial Aid.................................................................. 7 Counseling Psychology............................................................ 167Veterans’ Benefits........................................................ 11 Organizational Psychology...................................................... 175Registration................................................................... 11 Sport Psychology....................................................................... 180Other Student Services................................................ 16 Doctor of Psychology (PsyD)................................................. 187Academic Policies and Procedures................................... 18 Courses of Instruction............................................................. 192Grading System........................................................... 18Scholastic Performance.............................................. 20 School of Law....................................................... 207Probation, Dismissal and Reinstatement................. 21Plagiarism...................................................................... 22 Appendices.......................................................... 211Leave of Absence........................................................ 22 Board of Regents...................................................................... 213Graduation Requirements.......................................... 22 Administration.......................................................................... 214Other Information....................................................... 25 Faculty........................................................................................ 217Course Numbers and Abbreviations..................................... 233School of Education and Liberal Arts.............. 29 Maps........................................................................................... 234Liberal Arts............................................................................ 31 Academic Calendar................................................................... 238Education............................................................................... 47Museum Studies.................................................................... 54 Index..................................................................... 241Courses of Instruction......................................................... 58School of Management................................... 79Undergraduate Division...................................................... 82Graduate Division................................................................ 91Courses of Instruction ........................................................ 97

J o h n F . K e n n e d y U n i v e r s i t yTRANSFORMING LIVES, CHANGING THE WORLDOFFICE OF THE PRESIDENTDear Student:Transforming Lives, Changing the World. These goals have been attained by thousandsof students since the founding of John F. Kennedy University over four decades ago. Namedin honor of perhaps the most socially conscious president in United States history, John F. KennedyUniversity provides a unique opportunity to perpetuate the vision of our 34th president by offeringnumerous degrees and certificates within the five schools: Education and Liberal Arts, Management,Holistic Studies, Professional Psychology, and Law.Renowned American anthropologist Margaret Mead commented a number of years agothat we should not “doubt that a small group of thoughtful, committed individuals can changethe world; indeed it’s the only thing that ever has.” Programs such as Philosophy and Religion,Organizational Leadership, Consciousness and Transformative Studies, and Psychology, amongmany others, enable you to sharpen your mind so that you can apply logic and reason to addressseminal and complex issues that may ultimately impact millions of human lives.John F. Kennedy University offers an interactive, student-focused classroom atmospherein each of its five schools. All of us look forward to welcoming you to our community, both duringthe course of your studies and throughout your entire professional career. Our commitment to yoursuccess remains paramount.Sincerely,Dr. Steven A. StargardterPresident

FOREWORDJohn F. Kennedy University (JFKU) was founded in 1964 asone of the first universities in the United States dedicatedsolely to adult education. More than 25,000 adults haveattended classes at the university, and over 10,000 womenand men hold JFK University degrees. During the university’searly years, typical students were working adults who hadcompleted two years of college, experienced an interruptionin their formal education (often to raise a family), and wantedto return to school to complete their degree. By offeringgraduate and upper-level undergraduate programs, theuniversity helped create educational opportunities for adultstudents.Students come to John F. Kennedy University from unusuallyrich and diverse backgrounds with a wide array of academic,professional, cultural, and artistic experiences. Since 1964,the university has grown steadily, expanding programsand services to meet the full range of adult and traditionalstudent needs. JFKU programs enable graduates to mastertheoretical knowledge, gain a sense of personal power, andacquire skills to perform effectively in their chosen field.Through a broad range of career-oriented programs, theuniversity encourages intellectual inquiry, breadth of visionand spirit, and active contribution to the community. Asscholar-practitioners, the faculty collaborates with students inan environment that values individual and cultural differenceswhile striving to forge bonds of common understanding foran independent world.Today, the university’s five schools enroll over 1,800 studentsin degree and certificate programs in the fields of education,liberal arts, management, psychology, holistic studies, andlaw. Eighty percent of students are enrolled in graduateprograms.ACCREDITATION AND RECOGNITIONJohn F. Kennedy University is accredited by the Western Associationof Schools and Colleges (WASC). Accreditation entitlesthe university to participate in federal student financial aidprograms. The university is approved for veterans’ training.Students and graduates of the university are accepted byother colleges and universities upon transfer. In addition,many businesses, government agencies, industries, and otheremployers recognize the value of advanced study at theuniversity and approve reimbursement to their employees forall 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) 748-9797e-mail: wascsr@wascsenior.orgInternet: www.wascweb.orgThe School of Law is accredited by the Committee of BarExaminers of the State Bar of California.The School of Management is accredited by the InternationalAssembly for Collegiate Business Education (IACBE).The Doctor of Psychology (PsyD) Program is accredited bythe American Psychological Association (APA).

CAMPUSES AND CENTERSJohn F. Kennedy University has three campuses, fourcounseling centers, a center for career development, and anart studio/gallery in the San Francisco Bay Area that provideoptimum opportunities for integrating university programsand community resources.The Pleasant Hill Campus houses the university’sadministrative offices, two libraries, and classrooms for its fiveschools: the School of Holistic Studies, the Graduate Schoolof Professional Psychology, the School of Law, the School ofEducation and Liberal Arts, and the School of Management.At the university’s campus in Campbell, a suburb of SanJose, programs are offered from three JFK Universityschools: the School of Holistic Studies, the Graduate Schoolof Professional Psychology, and the School of Educationand Liberal Arts. The campus houses its own programadministrative offices, classrooms, and library.The Berkeley Campus offers courses from the Arts and Consciousnessprograms (through the School of Holistic Studies)and from the Museum Studies program (through the Schoolof Education and Liberal Arts). The campus provides studiospace for students and houses an art gallery along with itsown library. The Berkeley Campus Gallery shows the workof students as well as that of distinguished local artists whosework explores issues related to human consciousness andspirituality.John F. Kennedy Community Counseling Centers, operatedby the Graduate School of Professional Psychology, arelocated in Pleasant Hill, Pittsburg, and Sunnyvale. The Centerfor Holistic Counseling, operated by the School of HolisticStudies, is located in Oakland.The Career Development Center, housed at the main campusin Pleasant Hill, is an integral part of the Career Developmentprogram and a resource for university students, staff, alumni,and the public.

GENERAL INFORMATION

ACADEMIC PROGRAMS AND DEGREESProgramSchool of Education and Liberal ArtsPre-BachelorCertificateBachelor’sDegreePost-BachelorCertificateMaster’sDegreePost-MasterCertificateDoctoralDegreeFirstProfessionalDegreeTeachingCertificateCIP CodeAdministrative Services GC 13.0401Cross-Cultural Languageand Academic DvelopmentGC 13.0202Essentials Coaching UG 42.9999Museum Studies GC MA 30.1401Philosophy and Religion BA 38.9999Psychology BA 42.0101Science, Health,and Living SystemsBA 30.0601Social Ecology BA 45.0101Teacher Education—Multiple SubjectsTeacher Education—Single SubjectSchool of ManagementMAT K–5 13.1202MAT 6–12 13.1205Business Administration BS MBA 52.0201Career Development MA GC 52.1099Legal Studies BA 22.0302Paralegal UG 22.0302Strategic Management UG 52.0201School of Holistic StudiesConsciousness andTransformative StudiesCounseling Psychology—Holistic StudiesSomatic PsychologyTranspersonal PsychologyMA 30.9999MAMAMA42.060142.060142.0601Dream Studies GC 38.0101Holistic Health Education MA 51.9999Integral Psychology MA 30.9999Integral Theory GC 30.9999Studio Arts BFA MFA 50.0702Transformative Arts MA 50.0701Graduate School of Professional PsychologyClinical Training GC 42.0201Coaching GC 52.1003Counseling PsychologyMarriage and FamilyMA 42.0601Exercise and Sport Performance GC 31.0599Organizational Psychology GC MA 42.0901Psychology PsyD 42.0201Sport Management GC 31.0599Sport Psychology MA 31.0599School of LawLaw JD 22.0101Key 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 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

STUDENT SERVICESADMISSIONSThe admissions process examines both the academic and personalqualifications of all applicants. JFKU aims to ensure thatstudents accepted into its programs have the ability to benefitfrom and contribute to the integrated educational experienceat the university. Admissions decisions are also based on thecongruence of the applicant’s educational interests with thephilosophy and purpose of the program to which he or sheis applying. JFKU values a diverse academic community andis committed by purpose and obligated by law to serve allpeople on an equal and non-discriminatory basis. Admissionsdecisions are made independent of need for 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, JurisDoctor, or a doctoral degree;• A certificate student at undergraduate, graduate, and postmaster’slevels; and• A non-degree student taking courses for personalenrichment.In addition to the university application and admissionsrequirements, many degree and certificate programs haveadditional specific requirements described in the school andprogram sections of this catalog. (For information aboutlaw admissions, please review the law catalog.) Failureto follow the required procedures, provide all requesteddocumentation, or declare all prior enrollments in postsecondaryinstitutions 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 adocument through contact with the issuing source.Application InformationAll applications must be submitted with a non-refundableapplication fee by the appropriate priority applicationdeadline. Applications will be accepted after the stateddeadline on a space-available basis. For programs that donot have specific application deadlines, it is recommendedthat prospective students submit their application and allrequired documentation at least two months prior to thequarter of intended enrollment. (International applicants [F-1classification] should refer to information on the followingpages 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 supportan application will not be given to applicants, students, oroutside parties. Documentation submitted in advance ofthe application will be retained for one year. Incompleteapplications and files for applicants who were admitted butdid not enroll will be discarded one year after the date of theapplication.Degree and Certificate StudentsIndividuals wishing to enroll in a degree or certificateprogram must apply and be admitted to JFKU. All admissionmaterials must be submitted directly to the AdmissionsOffice by the application priority deadline (if applicable).An application to JFKU includes, but is not limited to, thefollowing:• Completed application form and non-refundableapplication fee.• Official transcripts from all previously attended post-secondaryinstitutions.• As may be required by some programs, letters ofrecommendation, an academic writing sample, resume,personal/goal statement, art portfolio, or an interview. Seethe admissions requirements for specific programs in thiscatalog 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 transcriptsfrom every previously attended university or college) or incases where an applicant is completing the requisite degreeat the time he or she is applying to JFKU. In such cases,full admission will be granted upon receipt of outstandingtranscripts or the posting of degree conferral.Provisional admission may also be given to an applicantwhose previous college grade-point average is below theminimum required by the program. In such cases, completionof one quarter of full-time coursework at the university withgrades of B or better will remove the provisional status.Financial aid is not available for students with provisionaladmittance. Students may hold provisional status for only onequarter.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 tosecure their place in the program. Students who are admittedto a program but who do not pay the deposit are notguaranteed a place in the program. The deposit is credited tothe student’s account and is applied toward tuition. Studentswho submit an enrollment deposit and do not enroll in theintended term or fail to request a deferment will forfeit theirenrollment deposit. Students who cannot submit a deposit butwho intend to enroll must submit in writing to the Directorof Admissions an explanation which states why he or sheis unable to put forward the deposit and that he or she isindeed planning to enroll.GENERAL INFORMATION 3

DefermentPending departmental approval and provided an enrollmentdeposit is paid (if required), applicants may defer enrollmentup to one year from the time of initial acceptance. Applicantswho fail to enroll within one year after deferring will forfeittheir place in the program and enrollment deposit and willbe required to submit another application if they choose toreapply. Requests for deferment must be made in writing tothe Admissions Office.ReadmissionStudents who leave the university must reapply beforeresuming their studies. Upon return, students must providetranscripts from all schools attended during their absencefrom JFKU, complete a readmission application, and pay anyreapplication fees. The university has established a leave ofabsence policy to accommodate students who must leavetheir studies for a period of time; see the Leave of Absencepolicy in this catalog for details.Program 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, whichreflects the application requirements the transferring studentmust meet in order to be admitted into the new program.Please visit the Admissions Office for more information.DenialDepartments may deny any applicant whose academic recordindicates a lack of adequate preparation for university studyor whose academic objectives are not congruent with those ofthe program to which the applicant applied. The department’sdecision is final, and appeals of the decision will not beconsidered. Due to the complexity of the admission andevaluation process, it is not possible to inform unsuccessfulapplicants of the reasons for the decision of the department.NON-DEGREE STUDENTSIndividuals interested in taking courses for academic creditbut not in pursuing a degree should register as a non-degreestudent. While non-degree students are not required toundergo a formal admissions process, two programs in theGraduate School of Professional Psychology—the Doctor ofPsychology and Counseling Psychology programs—requireindividuals interested in taking their courses to obtaindepartmental approval prior to registering.Non-degree students who later decide to apply for admissionto a degree program must submit an application, pay theappropriate non-refundable fee, and complete all admissionrequirements for the desired program. Admission as a nondegreestudent does not guarantee admission to a degree orcertificate program.Non-degree students are not eligible for financial aid.AUDITORSIndividuals who want to take a course for no academic creditmust register as an auditor and pay the appropriate tuitionand fees. Auditors do not pay student association fees, arenot members of the student association, and do not receivea student ID card. Audited courses do not appear on officialtranscripts.4 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

INTERNATIONAL STUDENTS(NON-IMMIGRANTS)The university requires prospective international students tohave an academic background equivalent to the appropriateeducational preparation in the United States, to fulfillthe specific admissions requirements of the degree orcertificate program, and to speak and write English fluently.International students are required to have sufficient financialresources to meet the expenses of studying and living inthe United States as there are strict limitations on workauthorizations and no scholarships are available for nonimmigrantstudents.The Test of English as a Foreign Language (TOEFL) isrequired of all international students whose native languageis not English. Only applicants scoring 550 and above on thepaper-based test, 213 on the computer test, or 79–80 on theInternet-based test (600 paper-based/250 computer-based/100Internet-based for the Museum Studies program) areconsidered for admission. The TOEFL exam must have beentaken within two years prior to submitting an application.In addition to the TOEFL, applicants and students may berequired to take university-administered writing competencyexaminations.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 in U.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 anydegrees or certificates awarded, and• Transcript evaluation by an approved credential evaluationservice showing course-by-course and lower-/upperdivisiondetailApplicants must also meet any additional requirement(s)established by the specific program within the university.(Please see the admission requirements in the respectiveschool and program sections of this catalog.) Applicants to amaster’s program must possess an educational backgroundequivalent to that of a United States bachelor’s degree froman institution whose accreditation is recognized by theCouncil for Higher Education Accreditation (CHEA), exceptfor applicants to the Education or Doctor of Psychologyprograms, whose education must be equivalent to that of aUnited States bachelor’s degree from a regionally accreditedinstitution.The deadline for submission of the application and allsupporting documentation is three months prior to thequarter of anticipated enrollment unless the desired programhas an earlier deadline.The United States Citizenship and Immigration Services(USCIS) Certificate of Eligibility form will be issued onlyafter an applicant has been admitted to the university. USCISrequires that the name of the applicant match exactly with thename on the passport. If admitted, proof of health insuranceis required prior to enrollment.Questions concerning international student application oradmission, including questions about other non-immigrantclassifications and evaluation of prior academic work, shouldbe directed to the International Student Advisor in theAdmissions Office.UNDERGRADUATE APPLICANTSApplicants to bachelor’s degree programs must submit officialtranscripts from all colleges and universities previouslyattended. Because John F. Kennedy University offers primarilyupper-division programs, applicants are expected to havecompleted a minimum of 45 quarter units (30 semesterunits) of the lower-division requirements prior to applying.Individuals who have high potential of completing this unitrequirement through CLEP, DSST, or Credit by Assessment arealso encouraged to apply, though formal acceptance will notbe offered until the lower-division unit requirement has beenmet.Undergraduate Transfer CreditA maximum of 105 quarter units (70 semester units) maybe allowed for a combination of work completed througha community or junior college or other two-year institution,the College Level Examination Program (CLEP), AdvancedPlacement, DANTES Subject Standardized Tests (DSST) lowerdivision, military service, American Council on Educationcredit recommendations for lower-division credit, and trainingas a registered nurse. Subject credit may be granted beyondthis maximum, but not unit credit. DSST upper-division creditis not included in the 105 quarter-unit maximum.A maximum of 9 quarter units may be accepted in transfer forphysical education courses and a maximum of 6 quarter unitsfor cooperative work experience.Lower- and upper-division courses that are completed witha grade of D or higher and meet the other standards of theuniversity will be accepted for transfer credit. Only applicableupper-division courses completed with a grade of C or higherwill be considered for transfer credit in the major, emphasis,specialization, track, or core requirements.Credit is not allowed for continuing education courses, noncreditworkshops, remedial or vocational courses, or forwork completed at an institution whose accreditation is notrecognized by the Council for Higher Education Accreditation(CHEA).Effective fall 2006, transfer credit recorded has the computationaleffect of CR on the student’s record (although coursesmay not be itemized and the actual symbol used may bedifferent). The units attempted and completed are computedand shown, but the grade points and base hours are zero.Transferred courses do not compute into the cumulative gpa,nor do new students entering fall 2006 and beyond have aJFKU gpa until after their first graded course in residence.Transfer credit awarded prior to fall 2006 includes gradepoints and base hours in addition to units attempted andcompleted. Transfer work prior to fall 2006 contributes to thestudent’s cumulative gpa.GENERAL INFORMATION 5

Extension and Correspondence CoursesA maximum of 36 quarter units of extension orcorrespondence work may be used to satisfy degreerequirements. No more than 18 of the 36 units will beallowed toward completion of upper-division requirements.Credit will not be allowed for Continuing Education Units(CEUs).Advanced Placement (AP)Lower-division credit will be applied to the generaleducationbreadth areas if appropriate or to the electivearea for students receiving a score of 3 or higher on APexaminations. The number of units awarded is based on therecommendations of the American Council on Education(ACE). The university does not allow AP credit if it duplicatescredit earned for a college course.College Level Examination Program (CLEP)CLEP, a national testing program, assesses knowledge anindividual already possesses. Undergraduate students may useCLEP tests to increase the number of lower-division transferunits and to fulfill lower-division breadth requirements.Graduate students can fulfill undergraduate prerequisitecourses through CLEP.General examinations in English composition, mathematics,humanities, natural science, social sciences, and history maybe accepted to fulfill some lower-division general-educationbreadth requirements. A maximum of 9 quarter units may beallowed for each general examination for which a studentreceives a passing score. Subject examinations are alsoavailable for college-level courses and credit is allowed asrecommended by the American Council on Education.The amount of credit awarded for a CLEP examinationdepends upon a number of variables including the numberof units and distribution of units previously accepted intransfer, prior courses completed, where prior transfer unitswere completed, and current status relative to the university’sresidency policy.The university does not allow credit for a CLEP examinationif (1) the exam content would duplicate transfer creditpreviously awarded for a college course or (2) the examcontent is at an academic level below one at which thestudent has previously demonstrated competence (academicregression). Units awarded for CLEP examination do notfulfill residency requirements. The Registrar’s Office shouldbe contacted regarding the transferability and applicability ofCLEP 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 considerationgiven to ACE recommendations. The amount of creditawarded depends on a number of variables including thenumber of units and distribution of units previously acceptedin transfer, prior courses completed, where prior transfer unitswere completed, and current status relative to the university’sresidency policy.The university does not allow credit for a DSST examinationif (1) the exam content would duplicate transfer creditpreviously awarded for a college course or (2) the examcontent is at an academic level below one at which thestudent has previously demonstrated competence (academicregression). Units awarded for DSST exam do not fulfillresidency requirements. The Registrar’s Office should becontacted regarding the transferability and applicability ofDSST tests.Military ServiceCredit for military service may be allowed with considerationgiven to ACE recommendations. A DD214, DD295, orofficial military transcript form is required to consider creditfor military service. A maximum of 6 quarter units will beallowed for military basic training. John F. Kennedy Universityis a member of Service Members Opportunity Colleges (SOC).Registered Nurse’s TrainingA maximum of 90 quarter units may be allowed uponevaluation of hospital nursing school transcripts andpresentation of a current California nurse’s registry card.Nursing coursework taken at a community college will beconsidered for transfer credit up to the 105 quarter-unitmaximum with presentation of a current California nurse’sregistry card.Second Baccalaureate DegreeNormally, a student who has a bachelor’s degree isdiscouraged from working toward a second degree at thebaccalaureate level. However, changes in academic objectivesand other circumstances may make a second bachelor’sdegree desirable. Students are never permitted to enroll ina degree program that is the same as or closely related to apreviously earned degree at the same level.To obtain a second undergraduate degree, an applicant mustcomplete at least 45 units of new work beyond the firstdegree, fulfill all university requirements for a bachelor’sdegree (including the 36-unit residency requirement), and anyrequirements in the major for the second degree that werenot previously completed.6 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

GRADUATE APPLICANTSApplicants to graduate programs must submit officialtranscripts from all colleges and universities previouslyattended. Applicants must possess a bachelor’s degree froman institution whose accreditation is recognized by theCouncil for Higher Education Accreditation (CHEA), exceptfor applicants to the Education or Doctor of Psychologyprograms, which require a bachelor’s degree from aregionally accredited institution.Graduate Transfer CreditTransfer credit may be awarded for applicable graduatecourses completed at other institutions whose accreditation isrecognized by the Council for Higher Education Accreditation(CHEA) with verification of transferability by the Registrar’sOffice and approval by the school dean. The Doctor ofPsychology and master’s degree program in Educationrequire graduate transfer work to have been completed ata regionally accredited institution. At least 70 percent of thework required for a graduate degree must be completed inresidence at the university; some programs may require aresidency greater than 70 percent.Graduate-level courses will be considered for transfer credit ifrelevant to the degree program and completed with a gradeof B (or equivalent) or higher. Graduate transfer credit isnot allowed for undergraduate coursework or for continuingeducation units and non-credit workshops. Graduatecoursework applied toward completion of another degreewill not be considered for transfer except for the Doctor ofPsychology program which may consider transfer credit froma relevant master’s degree.A maximum of 9 quarter units from graduate-level extensioncourses may be allowed toward a master’s degree. Graduatetransfer credit is not allowed into linked-degree programs orinto certificate programs.FINANCIAL AIDFinancial aid regulations change frequently. Studentsshould check with the Financial Aid Office for the latestinformation. Financial aid is available to any students whoare permanent residents of the U.S. or certain Pacific Islandsand any other eligible non-citizens (individuals who canprovide documentation from the United States Citizenshipand Immigration Services (USCIS) that they are in theUnited States for other than a temporary purpose with theintention of becoming a citizen or permanent resident).Students should contact the Financial Aid Office for specificrequirements regarding citizenship.The Financial Aid Office provides financial assistance inthe form of loans, grants, and scholarships. Aid is intendedto help students who, because of limited resources, wouldotherwise be unable to attend school, or who, with theaid, are able to take additional courses and graduate at anearlier date. The philosophy underlying administration offederally funded financial aid places primary responsibility formeeting educational costs on students and their families. As aresult, most financial aid is available only to help fill the gapbetween a student’s or family’s expected contribution and astudent’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 thefinancial aid programs available at the university are availablefrom the Financial Aid Office. Basic eligibility requirementsinclude half-time enrollment and enrollment must be in aneligible program. In addition, no prior student loans may bein default status.GENERAL INFORMATION 7

Grants and ScholarshipsGrants and scholarships are gifts of money that do not haveto be repaid. These funds are extremely limited.Federal Pell Grants are federally funded entitlements for lowincomeundergraduates. Grant amounts range from $400 to$4,050 per year and are prorated for half-, three-quarter-, andfull-time enrollment. Eligibility is based on financial need.Federal Supplemental Educational Opportunity Grants(FSEOG), federally funded grants for undergraduates, rangefrom $200 to $2,000 per year. Eligibility is based on extremefinancial need and priority is given to students with extremelylimited resources.Cal Grants A and B provide scholarship funds toundergraduates to cover tuition and most fees. Cal Granteligibility is determined by the California Student AidCommission and is based on grade-point average andstudent’s or parent’s financial need.Assumption Program of Loans for Education (APLE) is a programthat assumes partial federal student loan repayment. Itis for students enrolled in the teaching credential program atJohn F. Kennedy University.John F. Kennedy University Scholarships are institutionallyfunded awards for graduate and undergraduate students.Scholarships range from $250 to $2,000 per year; they aredesigned to reduce students’ reliance on loans and enableadditional students to attend the university. Eligibility is basedon extreme financial need.Other grants and scholarships are periodically available fromthe university and outside sources (e.g., private foundations).Notices regarding the application process for these awardsare posted on the financial aid bulletin board and at all JohnF. Kennedy University centers. A binder with all currentscholarships is available in the Financial Aid Office. A list ofscholarship search websites is also available in the FinancialAid Office. Scholarships currently available at the universityinclude:• Joy Feinberg Scholarship (for museum studies students)• Olga Kendall Scholarship• Jacqueline Kennedy Scholarship• Management Scholarship• Marin Educational Foundation Scholarship• Soroptomist Training Award• Alice Walker Scholarship (for students of color)Further information regarding private sources of financialassistance is available in the Fisher Library.John F. Kennedy University welcomes contributions to the universityscholarship fund. All contributions are tax deductibleand may be sent to John F. Kennedy University, Office ofUniversity Advancement, 100 Ellinwood Way, Pleasant HillCA 94523-4817.LoansLoans are funds that must be repaid with interest. Studentsshould check with the Financial Aid Office for currentinformation on loan limits, interest rates, and terms.Federal Perkins Loans (formerly NDSL) are 5 percent interestloans for graduate and undergraduate students. They areawarded by the Financial Aid Office from funds consisting ofa federal contribution, university contribution, and repaymentfrom previous borrowers. Most Federal Perkins Loans rangefrom $3,000 to $6,000 annually. Repayment begins ninemonths after graduation, withdrawal, or cessation of half-timeenrollment. Repayment may take up to ten years. Eligibilityis based on unmet financial need. These funds are extremelylimited.Federal Stafford Loans (subsidized and unsubsidized) arelong-term, low-interest loans that are available from a bank,credit union, or other financial institution. Both undergraduateand graduate students are eligible for Federal Stafford Loans.Graduate students may borrow up to $18,500 per academicyear; lower-division undergraduates, up to $6,625 for the firstacademic year and $7,500 for the second academic year; andupper-division undergraduates, up to $10,500 per academicyear.Subsidized Stafford Loan repayment begins and intereststarts to accrue six months after graduation, withdrawal, orcessation of half-time enrollment, and can take up to tenyears. There are additional repayment plans which mayextend the repayment time. Interest charged on new loans isfixed at 6.8 percent. Eligibility is based on financial need.The Unsubsidized Federal Stafford Loan was created formiddle- and higher-income borrowers. With the exceptionof demonstrating financial need, the Unsubsidized FederalStafford Loan has the same eligibility criteria as the regularFederal Stafford Loan. Family income or poor credit will notaffect loan eligibility or disqualify a student from obtaining anUnsubsidized Federal Stafford Loan. Loan limits and interestrates are the same as those for the regular Federal StaffordLoan. Interest on new loans is fixed at 6.8 percent. UnlikeSubsidized Stafford Loans, interest does begin accruing afterthe loan is disbursed.U.S. Department of Education regulations (Code of FederalRegulations §34CFR682.604g) requires all recipients of FederalStafford Student Loans (subsidized and unsubsidized) andFederal Perkins Loans to attend or complete an entranceinterview prior to loan certification and an exit interview priorto graduation or withdrawal from school. The exit interviewincludes information on the average indebtedness of students,the average anticipated monthly repayments on the loan,and the options available to students for repayment anddeferment of payment. Failure to complete an exit interviewcould result in a hold being placed on the student’s diplomaand academic transcripts.8 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Qualitative ProgressEnsuring students’ academic grades are consistent withrequirements for receipt of a degree or certificate. Studentsmust maintain a cumulative grade-point average (GPA) of:• 2.0 (C) if an undergraduate student;• 3.0 (B) if a graduate student;• 2.0 (C) in all undergraduate courses and 3.0 (B) in allgraduate courses during the period of linking if student islinking a BA or BS to an MA program;• A score of 70.0 if a law student.Application Forms and DeadlinesThe Free Application for Federal Student Aid (FAFSA) is usedto calculate eligibility for the Federal Perkins Loan, FederalPell Grant, Federal Supplemental Educational OpportunityGrant (FSEOG), the John F. Kennedy University Scholarship,Stafford Loans, and Cal Grants. The priority filing deadlinefor Perkins Loan, FSEOG, JFKU scholarship, or Cal Grantis March 2 for the following academic year. Cal Grantapplication requires a separate GPA verification as well asfiling of the FAFSA. Separate application forms are requiredfor the Federal Subsidized Stafford Loan and the FederalUnsubsidized Stafford Loan. Private aid requires separateforms. Students should contact the Financial Aid Office withquestions regarding any applications for financial aid.Students must apply each academic year to receive financialaid. Any student who knowingly submits incorrect,misleading, or incomplete information in applying for orreceiving financial aid will be subject to discontinuation offunds and may be subject to dismissal from the university.Satisfactory Academic ProgressAll students who apply for federal, state, and mostinstitutional financial aid at John F. Kennedy University mustmaintain satisfactory academic progress while receivingfinancial aid. Satisfactory academic progress is defined asreasonable and timely advancement by students towardcompletion of their educational goal.The Financial Aid office at John F. Kennedy Universitymonitors academic progress at least each term, monitoring allunits attempted and completed including:• Units that were transferred from another institution andaccepted by JFK University, and• Units from JFK University that were attempted for whichthe student did not receive any aid.The university complies with federal regulations to monitorstudent aid recipients’ academic progress toward a degree orcertificate by monitoring qualitative and quantitative progress.Both are described below.Quantitative ProgressBecause students at John F. Kennedy University pursuea variety of educational objectives, the number of unitsrequired for completion will vary from program to program.A standard academic year at John F. Kennedy Universityis defined as three terms, (either three quarters or threesemesters). In order to be considered making quantitativesatisfactory academic progress, however, all financial aidapplicants and recipients must adhere to the followingguidelines:Unit Completion Ratio. Students must complete (receivecredit for or earn units in) at least 80 percent of all cumulativeunits attempted. The following grades are not consideredunits successfully completed:• I• W• UW• AU• NC• F• NR• FWIncompleteWithdrawalUnauthorized WithdrawalAuditorNo CreditUnacceptable performanceNo ReportUnauthorized withdrawal (School of Law)Maximum Time Frame. Students will be ineligible for furtherfinancial aid when they exceed 150 percent of their programlength. Because of the time limit on eligibility, studentsare cautioned that excessive instances of withdrawals,incompletes, or repeated or failed courses may result in futureineligibility for financial aid. Students are also cautioned to beaware of limits on each student aid fund and to not exhausteligibility through slow progress.Repeating CoursesUndergraduate students may repeat a course in which theyearned a C- and below. Graduate students may repeat acourse in which they earned a B- and below. Students onprobation must have the dean’s approval to repeat a course.Both the original and repeat enrollments will be noted onthe student’s transcript; however, only the units and gradepoints earned for the higher passing grade are computedin the grade point average. When both grades are equal orthere is no basis to determine which is higher (as in the case,for example, of a NC and an F or a CR and an A), the lastoccurrence will apply to the grade-point calculation.GENERAL INFORMATION 9

Financial Aid Probation/DisqualificationAny student who fails to meet the satisfactory progressstandards for either GPA or units completed percentage willbe notified and placed on financial aid probation for oneacademic year (three terms). Students are still eligible toreceive federal aid while on financial aid probation.By the end of this probationary period, the student’scumulative GPA and units completed percentage mustmeet the minimum: 2.0 GPA for undergraduate or forundergraduate courses completed during linking, 3.0 GPA fora graduate student or for graduate courses completed duringlinking, or a score of 70.0 for law students. The student mustalso have completed at least 80 percent of cumulative unitsattempted. That being the case, the student would havemet the conditions of the probation and financial aid wouldcontinue.When grades have been posted for the final term of theprobationary period, any student still failing to meet either thequalitative or quantitative standards for satisfactory academicprogress will be disqualified from receiving further financialaid. In addition, students are granted only one probationaryperiod. Once a student has used the probationary periodand subsequently established eligibility, the student willautomatically be disqualified if the student ever falls belowthe required minimums again.Students who are dismissed by the university becomeineligible for financial aid and all aid will be immediatelydiscontinued.Appeal ProcessStudents who feel that unusual or mitigating circumstancescontributed to their being placed on financial aid probationmay file an appeal, along with appropriate documentationof the mitigating circumstances, to the Director of FinancialAid. Mitigating circumstances may include illnesses, accidentsor deaths in the family, or other factors that are outside ofstudents’ control. The Financial Aid Appeals Form is availablein the JFK University Financial Aid Office in Pleasant Hill.The Director of Financial Aid will review each appeal on acase-by-case basis within 30 days upon receipt of the appeal.If the director approves the appeal, additional term(s) ofprobation may be offered. If the director denies an appeal,a student may submit an additional appeal in writing tothe Financial Aid Appeals Committee. The committee willrespond to the student, in writing, within 30 days uponreceipt of the additional appeal.ReinstatementIf, after having been disqualified from receiving federal aid,students feel that they have improved their academic standingto comply within the financial aid academic standards setabove, they may petition the Director of Financial Aid to havetheir financial aid eligibility re-established from that pointforward. Students may re-establish only one time.These policies are subject to federal, state, and institutionalchange without prior notice. The Financial Aid Office willmake every attempt to advise students of impending change,but cannot guarantee such notice. All students are subjectto current standards, not the standards which were in effectat the time of enrollment. This is necessary to comply withany change in federal or state statute, regulation, or policyregarding student aid eligibility.Return of Title IV FundsStudents receiving federal financial aid who withdraw, dropout, or are dismissed on or before the 60 percent point intime of the period of enrollment (calculated using calendardays) a portion of the Title IV Federal funds awarded thestudent (Pell Grant, FSEOG, Perkins Loan, Federal StaffordLoans—subsidized and unsubsidized, and Federal PLUSLoans) must be returned, according to the Federal Formulafor Return of Title IV funds as specified in §484B of theprovisions of the Higher Education Amendments of 1998.Recalculation is based on the percent of earned aid using thefollowing formula:% earned =Number of days completed up to the withdrawal dateTotal number of calendar days in termFederal aid is returned to the federal government based onthe percent of “unearned aid” using the following formula:(100% – % earned) x (amount of aid disbursed toward institutional charges)The responsibility of returning unearned aid is allocatedbetween John F. Kennedy University and the studentaccording to the portion of disbursed aid that could havebeen disbursed to cover the university charges and theportion that could have been disbursed directly to the studentonce the JFK University charges were covered. JFK Universitywill distribute the “unearned aid” back to the Title IVprograms as specified by law. The student will be billed forthe amount owed to the Title IV programs and any amountdue the university resulting from the return of Title IV fundsused to cover university charges.Withdrawal/Leave of AbsenceAll undergraduate and graduate students who wish towithdraw from JFK University during a quarter/semester mustdo so according to the schedule and instructions publishedby the Registrar’s Office.Reauthorization of the Higher Education Amendments,signed into law on October 7, 1998, resulted in a changein the federal regulations governing the refund or returnof federal (Title IV) funds. When a student withdraws fromthe university, the withdrawal date used in determining thefederal refund policy is the date:• the student files an Add/Drop Form with the Registrar’sOffice;• the student officially notifies in writing or by phone to theRegistrar the student’s intent to withdraw; or• the university determines most accurately reflects the lastday of an academically related activity of the student.If the student leaves without beginning the official withdrawalprocess or otherwise providing official notification of intentto withdraw, the withdrawal date will be the 50 percent pointin the term. In this instance, JFK University could determinean earlier withdrawal date if circumstances beyond the10 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

student’s control (e.g., illness) have prevented the studentfrom beginning the official withdrawal process. The universitycould also determine the last date of an academically relatedactivity of the student.The date used to determine the return of federal funds maybe different than the date used by the university to determineinstitutional refunds.The Financial Aid Office at JFK University does not recognizeleaves of absence for financial aid purposes.VETERANS’ BENEFITSJohn F. Kennedy University degree programs are approvedby the California Department of Education Bureau for PrivatePostsecondary and Vocational Education (BPPVE). Certificateprograms are not approved for VA benefits. Veterans whoexpect to receive VA educational benefits must completea notice to the VA Coordinator at the time of registration.Contact the veterans’ coordinator in the Registrar’s Office forcurrent information.Monthly benefits are based on the number of units takeneach quarter, the scheduled meeting dates of each coursetaken, and the number of the veterans’ dependents. Theminimum number of units for each classification is listed inthe following table:Status Undergraduate Graduate LawFull-Time 12 9.0 6Three-Quarter-Time9 6.0 4Half-Time 6 4.5 3Information on monthly benefits for the above attendancerates, for course attendance while on active duty, or forless than half-time attendance may be obtained by calling(800) 827-1000. Disabled veterans are advised to contact theVocational Rehabilitation and Counseling Division locatedat 1301 Clay Street, Oakland CA 94612-5209. Children ofveterans qualify for benefits only if the veteran has a 100percent service-related disability.All applicants and recipients of veterans’ benefits mustmaintain a cumulative grade-point average (GPA) of 2.0 (C)if an undergraduate or 3.0 (B) if a graduate student. Linkedstudents must maintain a cumulative GPA of 2.0 (C) in allundergraduate courses and a cumulative GPA of 3.0 (B) in allgraduate courses during the period of articulation.Students who fail to meet the minimum satisfactory GPArequirements will be placed on academic probation andnotified. If a student remains on academic probation beyondtwo quarters or semesters, the university will report atermination of benefits to the Department of Veterans’ Affairs.The university may not continue to certify the enrollment of aveteran or eligible person whose academic progress remainsbelow graduation requirements.The university must report the assignment of non-punitivegrades (e.g., Incompletes) to the Department of Veterans’Affairs within 30 days from the date the grades are assigned.The student is required to submit corroborative evidence tosubstantiate the student’s claim of mitigating circumstances.This is necessary to ensure compliance with statutoryrestrictions on benefit payments. If, at the end of one yearfrom the date the Incomplete was assigned, the student’srecords still reflect a non-punitive grade for the course, theDepartment of Veterans’ Affairs will inform the student thatthe benefit payments for the course must be retroactivelyterminated.REGISTRATIONStudents may register to take courses for credit aftercomplying with admission requirements. Students receivecredit only for courses in which they are officially registeredand are not allowed to attend courses for which they are notregistered. Official registration consists of enrolling in classesover the Internet (at express.jfku.edu), calling the Registrar’sOffice, or completing the appropriate registration forms inperson. Registration is not complete until all tuition and feesare paid; students with unpaid balances may be removedfrom classes or placed on hold at the university’s discretion.Prior to each registration cycle, the Registrar’s Office willsend an e-mail notice to all students advising them of theirappointed registration date and time. This information willalso be on the university’s website at www.jfku.edu/schedulealong with general registration information and class scheduleinformation. Printed class schedule information is alsoavailable throughout the university in various program officesand in the Registrar’s Office. Schedule information on theInternet is updated daily.Schedule of ClassesThe university maintains two scheduling web pagescontaining course offerings, registration appointmentsand instructions, forms, and other useful information forregistration and scheduling. Visit www.jfku.edu/schedule andwww.jfku.edu/?c=registration&cid=9. In addition, real-timescheduling information is available at express.jfku.edu.GENERAL INFORMATION 11

Tuition and FeesThe tuition and fees listed in the following schedules arecharged as indicated and are subject to change without priornotice. The Board of Regents reviews rates of tuition and feescharged to students at least annually. As a matter of policy,absent countervailing factors, tuition and fees are increasedperiodically at the discretion of the regents.Checks should be made payable to John F. KennedyUniversity. A $25 fee is assessed for checks returned becauseof insufficient funds. MasterCard and Visa are accepted forpayment of tuition and fees.Tuition and fees listed on following pages are effective fall2006.Tuition is due and payable in full at the time of registeringfor a course. All tuition charges are per unit unless otherwiseindicated.TuitionUndergraduateAmountPer unit, per quarterCampbell $350BFA Berkeley 360Bachelor’s Completion Degrees,Pleasant HillGraduate330Per unit, per quarterArts & Consciousness courses $500Campbell 500Education, Campbell 315Field Placement, Pleasant Hill 540MBA 470Museum Studies 500Post Master’s 500Master’s Degrees, Pleasant Hill 455Teaching Credential MAT 430Doctorate 585PsyD Internship Fee 155Law SchoolPer unit, per semesterLaw courses $660Law, Audit 220FeesApplicationBachelor’s/Master’s Degree programsDoctoral/JD ProgramsNon-Degree/CertificateApplication SupplementAmount$ 55753030Change in Registration—Add/Drop process, per transaction 20Competency Exams, per exam 15Deferred PaymentSet-up, per termLate Payment Charge, per missed paymentLate Registration—Initial registration after date specifiedin registration schedule (per term)Adding a course after the third meeting(per course)Adding a course after term has ended(per course)40259570185Law Exam Fee, annual 50Law Exam Re-scheduling Fee, per exam 110Petitions to GraduateCertificate/Credential Program CompletionDegree, Bachelor’sDegree, Master’s/Doctoral/JD35110135PsyD Comprehensive Exam 90PsyD Dissertation Fee 65Returned Check Charge 25Student Activities FeePer quarterPer semesterTechnology FeePer quarterPer semesterTranscript, per copyRegularRushReplacement Diploma 40Library Use Fees (public use)Fisher Library (per quarter)Law Library (per semester)101342555105555Law, Alumni Audit 80Other Tuition ChargesPer unit, per quarterCredit by Assessment $225All Other, Audit 145All Other, Alumni Audit 5512 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Changes in RegistrationStudents who want to make a change in registration may usethe web portal (express.jfku.edu) or contact the Registrar’sOffice. Students are required to pay any additional tuitioncharges, and schedule changes are subject to a processingfee. Schedule changes resulting in a reduction of units will berefunded according to the refund schedule in the followingsections.Refunds of TuitionThe number of scheduled course meetings that have alreadybeen held at the time of the change in registration is thedetermining factor in granting refunds for dropped coursesand in assessing processing fees. Non-attendance at coursemeetings has no bearing on eligibility for a refund.Dropping CoursesA 100 percent refund is granted for courses dropped up toand including the first class meeting. An 80 percent refundwill be granted for courses dropped after the second classmeeting but before the third meeting. A $20 processing feewill be charged in either case. No refund will be given, and aW (withdrawal) will be posted on the transcript for a coursedropped after the third class meeting. The $20 processing feewill be waived in no-refund situations.Adding CoursesStudents are expected to register for classes—including fieldplacements, independent studies, and internships—duringthe designated registration period before the first day of thequarter. A designated registration schedule is published bythe Registrar.A late registration fee of $95 will be imposed according to theregistration schedule published by the Registrar prior to eachquarter.Withdrawing from CoursesStudents may officially withdraw from a course up to the lastday of instruction of the course. Withdrawing from a coursedoes not relieve the deferred payment obligation. Studentswho withdraw are still responsible for the full amount oftuition for the course. A W (withdrawal) is posted on thetranscript for courses dropped after the third class meeting.Students who fail to complete a course or to officially dropor withdraw will receive a UW (Unauthorized Withdrawal).The UW grade has the academic weight of F in a lettergradedcourse and a NC in a Credit/No Credit course. Lawstudents who fail to complete a course or to officially dropor withdraw will receive a failing grade or a FW (Failure toWithdraw). The FW grade has the academic weight of a 50.Students on financial aid and withdrawing from all coursesshould contact the Financial Aid Office. Refunds arecalculated following federal regulations and supersedeuniversity policy.Deferred Payment of TuitionStudents who need help meeting the costs of tuition andfees because of financial hardship may be permitted, withapproval, to defer payment. Due dates for deferred paymentare established by the Accounting Office. Students are onlyconditionally registered until the request for deferment isapproved. Approval is not automatic; students are notified ifthe deferment is not approved.A $40 deferred payment fee is charged for this service anda late penalty of $25 per payment is charged for paymentsmade beyond the deferred payment deadlines. A DeferredTuition Agreement and Promissory Note must be filed withthe Accounting Office. Withdrawal from a class does notrelieve the student from the obligation for full payment ofdeferred tuition. All accounts must be paid in full prior toregistration for the following quarter/semester.Non-Registered StudentsPersons who are sitting in class and whose names do notappear on the class list or roster are not registered for thecourse. Fundamentally, a person who is not registered hasno relationship with the university and is not entitled to anyservices including instruction, testing, evaluation, disabilityservices, or submission of a grade.Persons sitting in a course who have not arranged forpayment of tuition and fees or are deviating from thecurriculum without approval will be administrativelyderegistered. The school dean and the instructor will benotified of the deregistration.Persons who are sitting in class and are not on the class listor roster will be asked to leave the course until they areregistered. Return to the class is only allowed when a copy ofthe Student Data Sheet showing enrollment in the course withstamped proof of payment is provided to the instructor.Graduate Work by UndergraduatesUndergraduates who are adequately prepared to undertakeadvanced work may enroll in master’s-level courses.Written permission must be obtained from the student’sundergraduate advisor and the dean or program chair of thegraduate school prior to registration. In some circumstances,written approval must also be obtained from a graduateadvisor. If approval is granted, the graduate units applyonly to the bachelor’s degree, unless the student has beenadmitted to a linked-degree program.Maximum Unit LoadBoth undergraduate and graduate students who wish toregister for more than 12 units per quarter must obtain writtenapproval from the school dean.GENERAL INFORMATION 13

Independent StudyIndependent study offers students an opportunity forindividual or tutorial instruction in areas not covered byregularly offered courses. Such study is student initiated andstudent planned, but it must be directed by a JFK Universityfaculty member.A student who wishes to undertake independent studymust obtain the permission of the school dean or programchair. The student is expected to demonstrate to the dean’ssatisfaction that: (1) the planned course of study cannotbe completed through a regularly offered course; (2) theproposed study is demonstrably upper-division or graduatelevelacademic work; (3) the student workload standard of30 hours per unit of credit will be met; and (4) the content,objectives, and timetable of the study have been carefullyplanned.When independent study is approved, the dean or programchair assists the student in selecting a faculty member tosupervise the project. The student and faculty supervisorprepare a Contract for Independent Study detailing theobjectives of the course, the materials and projects to becompleted, arrangements for meetings between student andsupervisor, units of credit to be given, number of studentappliedhours required, number and dates of examinationsand written assignments, and criteria for evaluation. Thecontract also establishes a date by which the student mustcomplete all specified work.When the Contract for Independent Study has beencompleted and signed by both the dean or program chairand faculty supervisor, the student submits it to the Registrar’sOffice and pays the tuition and the appropriate nonrefundablefees. The deadline for registration is Friday of thesixth week of the quarter.No work should begin on an independent study projectuntil all approval and registration procedures have beencompleted. Forms and instructions may be obtained from theRegistrar’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.Continuing and Extended EducationJohn F. Kennedy University’s Continuing and Extended Education(CEE) department provides non-academic programs ofsuperior quality that connect the university with the diverseneeds of alumni and surrounding communities.CEE provides courses for mental health professionals andregistered nurses who must keep pace with the rapidlychanging demands within the fields of psychology and healthcare. Whether the student is fulfilling licensing or continuingeducation requirements, building new skill sets in an area ofexpertise, or looking to take on a new career opportunity,CEE courses present a rare blend of practice and theory. CEEalso offers focused certificate programs which are designed toincrease the student’s knowledge level in a particular subjectmatter.In addition, CEE sponsors a unique variety of professionaldevelopmentand personal-interest activities that emphasizeand reflect the distinctiveness of JFK University. CEE’sextended education programs are designed to meet the needsof educators, lawyers, business professionals, and communitymembers. These programs are innovative in scope andprovide adult education opportunities that transcend theclassroom. All CEE courses and programs are taught byuniversity-level instructors who are leading-edge practitionersand scholars in their respective areas.The CEE department is accredited by the AmericanPsychological Association, the California Board of BehavioralSciences, the California Board of Registered Nursing, theNational Board of Certified Counselors, the CaliforniaAssociation of Alcoholism and Drug Abuse Counselors, andthe 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(925) 969-3150(800) 557-1384fax: (925) 969-315514 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Credit by AssessmentMaster’s degree students may use the Credit by Assessment(CBA) procedure to fulfill only undergraduate prerequisiterequirements. A Bachelor of Science student who hascompleted at least 6 units at John F. Kennedy University ora Bachelor of Arts student who has completed 9 units atthe university with a cumulative JFK University grade-pointaverage of 2.7 or higher may petition for credit for priorlearning through Credit by Assessment (CBA). The priorlearning must directly relate to the student’s overall academicprogram and be demonstrably of a level appropriate to thatprogram. Learning experiences that may be assessed forcredit include formal but non-accredited classroom studysuch as corporate training, professional workshops, seminarsand conferences; licensure or certification; independentscholarship; and appropriately supervised volunteer training.Learning should include both a theoretical and a practicalunderstanding of the subject and must be measurable. Aminimum of two assessment techniques must be used tomeasure the learning.CBA cannot be used to obtain credit for coursework alreadycompleted, nor can it be used to fulfill lower-divisiongeneral-education breadth requirements. Deans may specifydegree requirements that may not be satisfied through CBA.Examples of such courses include• Senior Project; Service Learning B; and Education, Self, andCommunity II in the School of Education and Liberal Arts;and• Case Studies in Organization and Management andPracticum in the School of Management.A maximum of 30 quarter units may be earned through Creditby Assessment, but a student may not register for more than15 CBA units in any given quarter. Furthermore, if a studentregisters for 12 or more CBA units in a given quarter, thestudent may register for not more than 9 units of coursework.The registration deadline for CBA is Friday of the sixthweek of the quarter. Payment of the assessment fee doesnot guarantee the outcome of the assessment or ensure thatacademic credit will be awarded. Units awarded throughCBA will be graded on a Credit/No Credit basis. All unitsearned through CBA will be designated as such on thetranscript. Units earned through CBA do not fulfill residencyrequirements.Each school may have additional CBA requirements andprocedures. Students should consult a school advisor.Master’s ThesisWhen a thesis, research report, or comparable project isrequired to fulfill degree requirements, the student mustarrange an initial conference with the thesis coordinatorof the degree program at least one year before expectedgraduation.In consultation with the thesis coordinator, the studentprepares a formal application and receives thesis instructionsspecific to the school or degree program. The form grantingpermission to enroll in thesis research must be obtained fromand approved by the thesis coordinator prior to registration.Before beginning a project, the student’s writing abilitiesand preparation for writing a research paper are assessed.A basic composition course may be required prior to theresearch course and thesis work if, in the judgment of thethesis coordinator, the student needs to strengthen basicwriting skills. Specific programs with theses or final projectcomponents may require enrollment in a course that instructsthe student in writing and research methods.The thesis coordinator, in consultation with the student,appoints at least one other member of the university facultyto serve with the coordinator as the thesis committee. Onemember of the committee serves as faculty advisor. Thestudent prepares a thesis proposal that must be approvedby the thesis coordinator and the faculty advisor at least twoquarters before expected graduation. Approval must also beobtained from the faculty committee established to protectindividual and university rights against legal and ethicalinfringements.The student meets regularly with the faculty advisor for oraland written critiques of work in progress. The student will beasked to work with a writing instructor if the thesis draft isseriously deficient. Students needing writing assistance maywant to contact the JFK University Academic Support Center.When the rough draft has been approved by all membersof the 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 bymembers of the thesis committee.The thesis coordinator has immediate responsibility andthe Provost ultimate responsibility for guaranteeing that theinstruction and student work meet the university’s academicquality standards.Students who plan to do thesis work in any of the schoolsmust enroll for at least 3, and in some cases, 6 units of thesisor project research. Students who need further help aftercompleting these courses must enroll for additional unitsas required by the individual program. Additional units,however, do not count toward fulfillment of unit requirementsfor the degree.GENERAL INFORMATION 15

Concurrent Enrollment at Other InstitutionsStudents may receive transfer credit for coursework beingtaken at another institution concurrent with enrollment atJFK University. Prior to registration at the other institution,students should contact the Registrar’s Office to verifytransferability of the course, to ensure that coursework willbe applicable to degree requirements, and that universityresidency requirements will be met. Students receivingfinancial aid should also contact the Financial Aid Office.International students must have the written approval of theInternational Student Advisor.Cross-RegistrationSome courses not offered at JFK University may be takenthrough cross-registration at the University of California,Berkeley; California State University, East Bay; LaneyCommunity College; and Contra Costa College. Instructionsand forms are available in the Registrar’s Office. Studentsenrolled in a course through cross-registration pay JFKUniversity tuition and fees. Approval is granted only tostudents needing these courses for their JFKU residency.OTHER STUDENT SERVICESAcademic CounselingStudents admitted to a degree or certificate programare entitled to formal academic counseling. Counselingappointments may be scheduled with a faculty advisor bycontacting the appropriate school. The Registrar’s Office willassist faculty advisors and is available to answer questionsabout transfer credit, residency requirements, and degreeaudits.Academic Support CenterThe John F. Kennedy Academic Support Center’s mission isto foster academic achievement by providing the necessarysupport to ensure undergraduate- and graduate-level students’success both at the university and in their subsequentprofessional careers. Through one-on-one instruction andquarterly workshops, the center offers students free assistancewith study skills such as reading strategies, time-managementtools, critical inquiry, and research methods as well as withevery stage of the writing process: brainstorming, planning,drafting, revising, and documenting research. Appointmentstailored to students’ specific needs are available Mondaythrough Saturday—on-site, via e-mail, by fax, or by phone(note: specific hours vary quarterly). The center also offersa semiannual academic skills review (in fall and springquarters) and an intensive one-day interactive workshopdesigned specifically for incoming students. Unlike manyother higher-education writing centers that are staffed bystudents, the center is staffed by trained writing instructorswho have extensive classroom teaching experience andadvanced degrees.Alumni AssociationThe Alumni Association is comprised of all John F. KennedyUniversity graduates. The association provides a lifelonglink between alumni and the university. The association’smission is to have as many alumni as possible serve asvolunteers to foster the advancement of the university. Theassociation’s work is overseen by a council made up ofalumni representing each of the schools.Students with DisabilitiesThe Office of Disability Services for Students (ODS)supports students with disabilities through equal access,empowerment, advocacy, resources, collaboration,and outreach. In addition to providing services andaccommodations that allow students with disabilities tofully participate in all of the programs offered on campusas mandated by state and federal laws, ODS works closelywith faculty and staff to provide disability representation,information, diversity, and awareness throughout theuniversity community.Students with disabilities who may require accommodationsor auxiliary aids should contact ODS early on to schedule anintake appointment. All accommodations, services, and use ofauxiliary aids are determined on an individual basis and mustbe supported by sufficient documentation. Some examplesof accommodations include note-taking assistance, testingaccommodations (e.g., extended time, reduced distractionenvironment), assistive technology such as voice-recognitionsoftware, accessible media (e.g., books on tape or electronictext), and sign language interpreters.16 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Career CenterThe JFK University Career Center is a resource for universitystudents, staff, alumni, and the public offering low-costindividual counseling, workshops, and other services forcareer planning and management. The center’s resourcelibrary contains information on careers, labor market trends,potential employers, job-search strategies, and career-specificInternet job resource lists. Job listings, for both part-timeand full-time positions, are received daily. Use of the careerresource center, access to job listings, and use of computersfor conducting a job search on the Internet are free. Thecenter also offers workshops and written materials gearedtoward meeting the career-related needs of JFK Universitystudents and alumni.The Career Center is an integral part of the Master of Arts inCareer Development program. Career Counseling sessionsare offered by graduate students in the Career Developmentprogram. Career counseling appointments are free forstudents and alumni. Career assessments are offered, for afee, in conjunction with career counseling. Call the center foradditional information and their current hours.The collections of the university’s libraries number more than100,000 volumes, 1,000 print and 10,000 electronic journalsubscriptions, and 50 online databases. The libraries collectmaterials in print, audio, video, and electronic formats. Mediaviewing and listening stations are available at each campus.John F. Kennedy University students with valid studentidentification cards issued by the Registrar’s Office mayborrow materials from all circulating libraries. Currentlyregistered students also have Internet access to the librarydatabases. University alumni have borrowing privileges andmay search electronic databases on site. Members of thepublic are welcome to access library resources on site on afee basis. Please see the web site for up-to-date informationabout hours of operation, contacts, locations, and circulationpolicies.Reference assistance and research instruction are availableby appointment or on a drop-in basis. In addition to formallibrary research course offerings, course-related workshopsare provided by faculty request. Guides to library researchmethods and resources are available in print and on thelibrary web site; check library.jfku.edu for more information.LibrariesThe JFKU library system consists of the central RobertM. Fisher Library in Pleasant Hill and its branches on theBerkeley and Campbell campuses. The law and career centerlibraries are also located on the Pleasant Hill campus. Alllibrary holdings may be searched via the library web site(library.jfku.edu).Peer AdvisingPeer Advising, sponsored by the Student Association, is astudent information and support service run by students forstudents. Peer Advising offices are located on the PleasantHill and Campbell campuses. All students are invited to comeby and meet the Peer Advising staff.Student AssociationThe purpose of the Student Association is to enhance thequality of student life by making every student’s experience atJFK University pleasant and positive. The nominal fee chargedeach quarter/semester enables the Student Association topublish the student newsletter and fund the Peer Advisingprogram and school-based graduation celebrations as well asother university projects.The students’ points of view are presented to theadministration, faculty, and Board of Regents through theStudent Association. Members of the Student Association siton the Board of Regents and serve on various university-widecommittees.Student Photo Identification CardsStudent ID cards are distributed by the Registrar’s Officeat the time of registration. The cards serve as studentidentification for a variety of on-campus services, includingthe library and computer labs, and must be updated eachyear for a student to have library borrowing privileges.Textbooks and Course MaterialsA list of required textbooks, course readers and materials foreach course is posted quarterly in the Registrar’s Office.GENERAL INFORMATION 17

ACADEMIC POLICIES AND PROCEDURESGRADING SYSTEMThe grading system that appears below governs gradingsymbols and computations for all undergraduate and graduatestudents of the university. Students enrolled in the School ofLaw follow the grading system as it appears in the School ofLaw catalog.Grade Symbol Undergraduate Master’s Level Doctoral Level Quality Points In GPAA+ Exceptional Exceptional Exceptional 4.0 YesA Exceptional Exceptional Exceptional 4.0 YesA- Exceptional Exceptional Exceptional 3.7 YesB+ Above average Above average Above average 3.3 YesB Above average Average Average 3.0 YesB- Above average Below average,but passing 11Grades 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 adegree. 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. 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.4A Credit (CR) is the equivalent of a C or above for undergraduate students.5CR is the equivalent of a B or above for master’s- and doctoral-level students.Below average,2.7 Yesbut passing 2C+ Average Poor, but passing Unacceptable 2.3 YesC Average Poor, but passing 1 Unacceptable 2.0 YesC- Below average,but passing 3 Unacceptable Unacceptable 1.7 YesDBelow average, Unacceptable Unacceptable 1.0 Yesbut passing 3F Failure Failure Failure 0.0 YesCR Credit 4 Credit 5 Credit 5 0.0 NoNC No Credit No Credit No Credit 0.0 NoThe following marks may be assigned to undergraduate, master’s-level, and doctoral-level courses and have the same meaningregardless of the level:Grade Symbol Description Quality Points In GPAW Withdrawal 0.0 NoI Incomplete 0.0 NoAU Auditor 0.0 NoUWIPNR1In CR/NC courses, the UW is equivalent to NC. In letter-graded courses, the UW is equivalent to F. Refer to the following section foradditional information.Unauthorized withdrawal; student failed to completecourse requirements, but did not withdrawIn progress; no grade or units granted until entire coursesequence has been completedNot reported. NR is replaced by the assigned grade when courseis complete and grade is posted by the Registrar’s Office0.0 No 10.0 No0.0 No18 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Grade-Point AverageThe grade-point average (GPA) is determined by dividingthe total number of grade points earned by the total numberof units completed in letter-graded (quality) courses. Seethe section on Repeating Courses in the following pages forinformation about how repeated courses alter the gradepointaverage calculation. In letter-graded or numericallygraded courses, units with grades of W, I, NR, and IP are notcomputed 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.In letter-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) hasa numerical 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 acceptableundergraduate or graduate performance (the equivalentof a C or higher for undergraduate students, a B or higherfor graduate-level students, and a 70.0 or higher for lawstudents). A No-Credit (NC) grade indicates that the coursewas not mastered. CR and NC grades are not included incomputing the grade-point average. CR grades are, however,recorded as units completed and included as units satisfyingdegree requirements.Graduate students may request CR/NC grading as analternative to letter grading only in courses designated asfulfilling competency requirements or in undergraduatecourses prerequisite to a graduate degree or certificateprogram. Undergraduate students may request CR/NC gradingonly in elective courses outside the undergraduate major. Astudent on academic probation may enroll in CR/NC gradedcourses only with the approval of the school dean.Requests for CR/NC grading must be submitted to the Registrar’sOffice before more than one-third of the scheduledcourse hours have met. Students should be aware that manyemployers require letter grades in all courses for tuitionreimbursement.Letter Grading in CR/NC-Graded CoursesSome courses, including courses in the major, are designatedfor CR/NC grading by the school dean. In such coursesa letter grade normally is not an option. A letter grade isgranted in a CR/NC graded course only if the student haswritten approval of the instructor and the dean of the schooloffering the course and has submitted the approval form tothe Registrar before more than one-third of the scheduledcourse hours have met.IncompleteStudents are expected to complete all coursework as outlinedin the class syllabus—usually by the last meeting date of thecourse. The mark of I (incomplete) may be granted whenthe student has maintained satisfactory attendance and workthroughout most of the course (including independent study),but not completed all of the coursework as planned andwhen there is, in the judgment of the instructor, a reasonableprobability that the student can complete the coursesuccessfully without attending further regular class 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 gradebased upon the student’s work previously submitted.The student must have good reason for requesting anincomplete and must submit a request to the instructorbefore the date grades for the course are due to be recorded.Ordinarily, good reason will involve matters not whollywithin the control of the student such as illness. The markmay not be used to allow a student to improve a grade byperforming additional work or by repetition of work alreadysubmitted to the instructor.The mark of I is not appropriate when, in the instructor’sjudgment, it will be necessary for the student to regularlyattend subsequent sessions of the class. Should regularattendance become necessary, the student must register forthe class for the term in which attendance is planned. In theevent of a second registration for the course, the mark of Ifor the original election will convert to F or NC (which willlater be computed as repeated coursework) and the studentwill be assessed tuition and applicable fees for the secondregistration.Instructors may set an appropriate due date at their owndiscretion, no more than two quarters after the term of theoriginal course election (one session for law courses). Theresponsibility for completing all coursework rests entirelywith the student. The mark of I will be changed to a gradewhen the student completes the coursework as arranged withthe instructor or, if the instructor has left the university, withthe chairperson of the department.If the Incomplete is not made up in accordance with theabove policy, the instructor will assign the final grade or theIncomplete grade will be converted to a failing grade: F in aletter-graded course, 50 in a numerically graded course, or NoCredit (NC) in a Credit/No Credit course. Failing grades mayaffect a student’s grade-point average.A student will not be allowed to graduate with an Incompleteon the transcript.Grade ReportsFinal grades are available through the university’s web portal(express.jfku.edu) one week after the quarter ends. Printedgrade reports are mailed as soon as possible thereafter.Students who want to know a specific course grade priorto receiving the official grade report should leave a selfaddressedpostcard with the instructor. No grades will begiven by telephone, e-mail, or fax.GENERAL INFORMATION 19

Grade ChangesGrades, once entered upon a student’s transcript, are final.No grade other than an Incomplete may be changed to reflectsubmission of additional work by a student. No grade maybe changed as a result of an instructor’s re-evaluation of astudent’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’ssignatures must be submitted to the Registrar’s Office.A petition for grade change may only be originated by thestudent and must received by the Registrar’s Office (withfull supporting documentation) no later than the end of thequarter/session following the term in which the grade wasassigned.Prerequisite Courses for Master’s ProgramsTo ensure that students have sufficient background forgraduate work, most master’s degree programs requireundergraduate prerequisite courses. Students who have notcompleted the courses prior to admission are required todo so during the first year of graduate study. The Schoolof Holistic Studies recommends that its students completeprerequisite courses in the quarter prior to beginning thegraduate program; however, students may integrate anyrequired undergraduate courses into the first year of graduatework.Prerequisite courses may be taken for Credit/No Creditgrading as an alternative to letter grading. If a prerequisitecourse is taken for a letter grade, a grade of C or higher mustbe earned. Letter grades for prerequisite courses completedat John F. Kennedy University are included in the cumulativegrade-point average for the graduate program. Studentsshould be aware that many employers require letter grades inall courses for tuition reimbursement.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 the Registrar’sOffice.Prerequisite Courses for Doctoral ProgramsTo ensure that students have sufficient background fordoctoral-level work, the program requires undergraduateprerequisite courses. These courses must be successfullycompleted prior to enrollment in the doctoral program.Prerequisite courses may be taken for Credit/No Creditgrading as an alternative to letter grading. If a letter-gradedprerequisite course is completed after the bachelor’s degreehas been awarded, a grade of B- or higher must be earned.Repeating CoursesUndergraduate students may repeat a course in which theyearned a C- and below. Graduate students may repeat acourse in which they earned a B- and below. Students onprobation must have the dean’s approval to repeat a course.SCHOLASTIC PERFORMANCEGood Scholastic StandingStudents must maintain a satisfactory minimum cumulativegrade-point average to be considered in good standing.The minimum for an undergraduate student is 2.0 (C), for agraduate student, 3.0 (B). The minimum cumulative GPA for alaw student is 70.0.Linked students must maintain a minimum 3.0 GPA ingraduate courses and a 2.0 in undergraduate courses to be ingood standing.Honors ListAn undergraduate student who meets the following criteriaduring any one quarter will be placed on the Dean’s List ofHonor Students: achievement of a minimum 3.2 GPA andcompletion of 6 or more units of letter-graded coursework,with no grade lower than C and no I, UW, or NC grades.Placement on the Dean’s List will be noted on the student’stranscript.Dean’s List for School of LawThe Dean’s List honors the top 10 percent of law studentsin each of the four classes (first-year, second-year, thirdyear,and fourth-year) based on students’ GPAs for that year(not on students’ cumulative GPAs). First- through third-yearstudents must have earned at least 12 numerically gradedunits in residence during the academic year to be eligible forthe Dean’s List. Fourth-year students are eligible with at least7 numerically graded units completed in residence.Students earning Dean’s List honors will have their namesposted at the School of Law, will have their honors listedon their transcripts and will receive letters acknowledgingthe honors with spring semester grade reports showing thetranscript notations.Class Ranks for the School of LawAt the end of each academic year, class ranks will be postedfor each of the four classes (first-year, second-year, third-year,and fourth-year) based on cumulative GPA. The class rank listwill be published in the School of Law.20 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Unsatisfactory Academic PerformanceWhen an instructor notifies the Registrar at midterm of apotential unsatisfactory grade, the Registrar will send acourtesy notice to the student and the school dean. Studentsso notified should schedule an academic counseling meetingwith the dean or instructor.A student showing a non-completion pattern of W, UW,I, or NC grades in two or more consecutive quarters willbe referred to the dean, who may refer the student to theAcademic Standards Committee for review and advisement.PROBATION, DISMISSAL,AND REINSTATEMENTThe following academic policies and procedures apply toall students except those in the School of Law, for whom aseparate set of academic policies and procedures apply.Academic ProbationA student is automatically placed on academic probationupon failure to achieve and maintain a satisfactory gradepointaverage. The student will be so notified by theRegistrar. Satisfactory grade-point average is defined as a 3.0(B) average for a graduate student and as a 2.0 (C) averagefor an undergraduate student. A linked student is placedon probation for failure to achieve and maintain a 3.0 GPAin 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.No student on academic probation may enroll in any courseon a CR/NC basis without written approval of the dean ofthe school. Probationary status is removed when a probationarystudent achieves a satisfactory cumulative grade-pointaverage.DismissalA student shall be subject to dismissal from the university ifany of the 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 academicquarter,4. A student has committed plagiarism (see the section onplagiarism for more information), or5. A student has engaged in conduct incompatible with thenormal 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 amember of the committee.Academic Standards Committee ReviewThe case of each student subject to dismissal, as set forthabove, shall be reviewed by the school’s Academic StandardsCommittee of the school in which the student is enrolled.The committee may approve probation or continuedprobation subject to conditions and for a length of time thatthe committee specifies, or the committee may schedule ahearing at which the student’s dismissal from the universitywill be considered. A student who is subject to a decisionreached by the committee without a hearing may request ahearing if the student does not agree with the decision of thecommittee. 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 theAcademic Standards Committee recommends dismissal.This hearing shall be conducted before a body composedof the Academic Standards Committee and the Registrar, allof whom shall have full voting rights. The student has theright to be accompanied to the hearing by an advocate ofhis or her choice. The dean may replace a member of thecommittee if there is potential for conflict of interest. Eachstudent scheduled for a hearing shall have the right to benotified of the hearing, to personally appear before thecommittee, to make a statement, and to present facts relevantto the determination to be made by the committee. At theconclusion of the hearing or within five days thereafter thecommittee shall notify the student of its decision which willbe determined by majority vote.With regard to the academic deficiencies set forth in items1–3 above, after the hearing, the committee may refer thematter back to the dean, it may place or continue the studenton probation subject to conditions and for a length of timethat it shall specify, or it may order the student’s dismissalfrom the university. In reaching this determination, thecommittee shall consider academic performance, potentialfor academic success, and the extent to which extenuatingcircumstances interfered with academic performance. Withregard to the conduct set forth in items 4–5 above, after thehearing, the committee shall decide first whether there isclear and convincing evidence that the student did engagein the alleged conduct. If the committee so finds, it mayplace the student on probation under conditions and for alength of time it shall specify, it may order suspension fromthe university under terms and conditions it shall specify, orit may order dismissal from the university. In reaching thisdetermination, the committee shall consider the seriousnessof the conduct, potential for improved behavior, and theextent to which extenuating circumstances contributed to theconduct.GENERAL INFORMATION 21

AppealA decision of the committee may be appealed by filing awritten petition with the dean of the school within ten daysafter the student is notified of the decision. In the petition,the student should state in full the facts and arguments infavor of the appeal. The dean will issue a written decisionin the matter. The standard of review on appeal is whether,based on the facts presented to the committee at the timeof the hearing, the decision was reasonable. In cases arisingunder items 1–3 above, the student may appeal the decisionof the dean by filing a notice with the Provost within tendays after the student is notified of the dean’s decision.The Provost will review the school’s Academic StandardsCommittee’s decision, the petition to the dean, and the dean’sdecision. Great deference will be given to the dean, and thedecision will be modified only if it is found to be an abuseof discretion. The decision of the Provost is final. In casesarising under items 4–5 above, the decision of the dean maybe appealed by filing a notice with the Provost within tendays after the student is notified of the dean’s decision. TheProvost will review the school’s Academic Standards Committee’sdecision and make a recommendation to the Presidentof the university. The President will issue a written decisionin the matter which will be considered a final decision bythe university. Great deference will be given to the deans,and the decision will be modified only if it is found to be anabuse of discretion.ReinstatementA student dismissed for reasons set forth in items 1–3above may petition for reinstatement to the same degreeprogram after one year. If dismissed, the student may applyfor admission at any time to another degree program.The petition shall state in full the circumstances of thedismissal and the actions taken by the student to correct thecondition(s) that led to dismissal from the university.PLAGIARISMPlagiarism is the presentation of words, ideas, or viewsof someone else as if they were one’s own. Plagiarism isintellectual dishonesty and, as such, is a serious academicoffense. The potential penalties range from an unsatisfactorygrade in the course (an F or NC), a letter of sanction placedin the student’s permanent academic file, or even dismissalfrom the university.LEAVE OF ABSENCEAn undergraduate, master’s degree, certificate, or credentialstudent may be absent from the degree or certificate programfor two consecutive quarters without an approved leave ofabsence. A law student may be absent only summer termwithout an approved leave. A doctoral student must have anapproved leave for any absence from the program. Auditing acourse does not fulfill the requirement of being in attendancein a degree or certificate program.When unavoidable circumstances preclude attendancefor more than the duration indicated above, a studentwho intends to return to complete a degree, certificate, orcredential program must request a leave of absence. Theduration of the leave is not to exceed one year from theconclusion of the last quarter of enrollment.An exit interview with the school dean or faculty advisoris required. If the leave is approved, the school dean orfaculty advisor will notify the Registrar’s Office, indicating theduration of the leave. A student with an approved leave ofabsence will not be subject to degree, certificate, or credentialrequirement changes that occur during the approved leave.Prior to returning, the student must contact the Registrar’sOffice and again meet with the school dean or facultyadvisor.The student is responsible for obtaining the Leave of AbsenceForm from the Registrar’s Office and submitting it to thedean.If courses applicable to the degree program have beencompleted at another institution during this interim, thestudent must have official transcripts sent to the Registrar’sOffice.Students absent for longer than the allowable absence whodo not have an approved leave of absence, and studentswhose leave of absence has expired, will need to applyfor readmission and fulfill any new admission and programrequirements in effect at the time of readmission. (See thesection on Readmission for more information.)Students receiving financial aid should be aware they areconsidered withdrawn unless actually enrolled for courses.An approved leave of absence has no effect on financial aidstatus. (See the section Withdrawal/Leave of Absence underthe Financial Aid heading for more information.)GRADUATION REQUIREMENTSBachelor’s DegreesAll candidates for a Bachelor of Arts or Bachelor of Sciencedegree from John F. Kennedy University must complete thefollowing requirements.UnitsA minimum of 180 acceptable quarter units must becompleted, of which at least 54 must be in upper-divisioncourses.ResidencyThe university’s undergraduate residency requirementstipulates that 36 of the last 45 units for an undergraduatedegree must be completed in residence (i.e., once 135units have been accumulated, only 9 additional units maybe transferred into a degree program). Units transferredfrom another institution or earned through CLEP, AdvancedPlacement, DSST, or Credit by Assessment do not fulfillresidency requirements.ScholarshipAn overall grade-point average of at least 2.0 must beachieved in all coursework including transfer work prior tofall 2006.22 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

Major, Core, or TrackAll the requirements of an undergraduate major, core, ortrack must be satisfactorily completed. A minimum gradeof C is required in all letter-graded courses applied to themajor, core, or track. The CR/NC grading option may not beexercised for letter-graded courses applied to the major, core,or track; however, courses offered only on a CR/NC gradingbasis may be included.Competency AreasAll requirements for demonstration of competence inspecified areas must be satisfactorily completed. Requirementsare indicated in the Bachelor of Arts and the Bachelor ofScience program descriptions in the School of Education andLiberal Arts and the School of Management sections of thiscatalog.General-Education BreadthAll requirements for lower- and upper-division generaleducationbreadth must be satisfactorily completed. Upperdivisionrequirements are indicated in the Bachelor of Artsand the Bachelor of Science program descriptions in theSchool of Education and Liberal Arts and the School ofManagement sections of this 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 appropriateuse of any courses in lower- and upper-division generaleducationbreadth areas.Students must complete 45 units in lower-division generaleducationbreadth. Some upper-division courses offered bythe School of Education and Liberal Arts may be applied tothe lower-division general-education breadth requirements.The list of approved courses is available from the School ofEducation and Liberal Arts and the Registrar’s Office.Applicants to JFKU BA and BS degree programs will beconsidered to have fulfilled all lower-division generaleducation breadth requirements provided either of thefollowing is true:• Applicant has a BA or BS degree from a regionallyaccredited college or university (or the equivalent) or• Applicant has a California AA or AS degree.Applicants who have other degree titles—or who areapplying to other degree titles—will not receive a blanketwaiver for lower-division general education breadth. Thesestudents are eligible to apply to JFKU baccalaureate programs,but their credits will be transferred on a course-by-coursebasis. After transfer credit is awarded, these applicants mustsatisfy all remaining general education breadth 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 mathematicscourse.Natural Science. Nine units chosen from courses in thephysical and 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 previousfour areas), and foreign languages.Social Science. Twelve units chosen from courses in at leasttwo of the following areas: cultural anthropology, culturalgeography, economics, history, political science, psychology,social science, and sociology.Petition for DegreeA candidate for a bachelor’s degree is required to file aPetition for Degree and pay the required fee. Petitions mustbe filed by the date specified in the following pages.Financial ObligationsAll financial obligations to the university must be paid in full.Master’s DegreesThe following requirements apply to all candidates fora master’s degree. Each program has specific additionalrequirements that are described in the catalog sections foreach degree program.ResidencyThe final course and the thesis, project, or master’sexamination must be completed in residence. At least 70percent of the work required for a master’s degree must becompleted in residence at the university. Some programsmay require a residency greater than 70 percent. Refer to theprogram-specific sections of this catalog for the number ofunits required in residence at the university. Transfer creditis not permitted into the Linked MA Sport Psychology/PsyDprograms.ScholarshipA minimum grade of C is required for each course applied toa master’s degree. An overall grade-point average of at least3.0 must be achieved in all work for the declared master’sdegree.Petition for DegreeA candidate for a master’s degree is required to file a Petitionfor Degree and pay the required fee. Petitions must be filedby the date specified in the following pages.Financial ObligationsAll financial obligations to the university must be paid in full.Doctor of Psychology (PsyD) DegreesAll candidates for the Doctor of Psychology degree must completethe following requirements in addition to the specificrequirements indicated in the PsyD section of the catalog.UnitsA minimum of 180 acceptable quarter units must becompleted.GENERAL INFORMATION 23

ResidencyOnce admitted to a doctoral program, all requirementsmust be completed in residence. Refer to the programspecificsections of this catalog for the number of prior unitswhich might be considered for transfer. Transfer credit isnot permitted into the Linked MA Sport Psychology/PsyDprograms.ScholarshipA minimum grade of B- is required for each course applied tothe doctoral degree. An overall grade-point average of at least3.0 must be achieved in all work for the declared doctoraldegree.Petition for DegreeA candidate for a doctoral degree is required to file a Petitionfor Degree and pay the required fee. Petitions must be filedby the date specified in the following pages.Financial ObligationsAll financial obligations to the university must be paid in full.Juris Doctor (JD) DegreesAll candidates for the Juris Doctor degree must fulfill the followingrequirements:UnitsSuccessful completion of 84 units of study in accordancewith the prescribed curriculum and in compliance with theresidency requirement of the Committee of Bar Examiners ofthe State Bar of California including a minimum of 68 units ofnumerically graded coursework. Successful completion of allrequired courses.ResidencyCompletion of the final two semesters of law study inresidence at John F. Kennedy University School of Law.ScholarshipAchievement of a cumulative grade-point average of 70.0 orhigher in all numerically graded courses and fulfillment of allconditions imposed by the Academic Standards Committee.Petition for DegreeA candidate for a Juris Doctor degree is required to file aPetition for Degree and pay the required fee. Petitions mustbe filed by the date specified in the following pages.Financial ObligationsAll financial obligations to the university must be paid in full.CertificatesAll candidates for a certificate must fulfill the followingrequirements in addition to the specific requirementsindicated in the catalog sections for each certificate.ResidencyStudents enrolled in a certificate program must complete allcourses in residence.ScholarshipAn overall grade-point average of at least 2.0 must beachieved in all work completed for an undergraduatecertificate. A minimum grade of C is required for eachcourse applied to a graduate certificate. An overall gradepointaverage of at least 3.0 must be achieved in all workcompleted for a graduate-level certificate.Petition for CertificateA candidate for a certificate is required to file a Petition forCertificate and pay the required fee. Petitions must be filedby the date specified in the following pages.Financial ObligationsAll financial obligations to the university must be paid in full.Credential ProgramsRefer to Credential Requirements in the School of Educationand Liberal Arts.Individualized ProgramsIn addition to the academic majors outlined in the sectionson specific degree programs, a student may be permittedto design an individual program of study. Such individuallydesigned programs are intended for mature students withwell-defined, unique educational goals. The program may bean individually planned specialization within a school of theuniversity or a cross-disciplinary concentration integratingcourses from more than one school.Any student who wishes to undertake an individualizedprogram should prepare a written proposal that includes thefollowing information:• 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 directlyresponsible for supervising the entire program.The student must obtain approval of the proposal from thesupervising faculty, the dean of the school(s) that will awardthe degree, the Registrar, and the Provost.The number of units for the individual program is negotiable,but should be similar to other programs within the school(s).The student undertaking an individualized program mustsatisfy all of the university requirements for a bachelor’s or amaster’s degree.24 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

OTHER INFORMATIONGraduation and CommencementA student is graduated at the end of the quarter/semester inwhich all requirements for the degree or certificate programhave been completed. A commencement ceremony is heldeach June to honor students who have completed degree,certificate, or credential program requirements during theacademic year or who will be completing requirementsduring the summer.Petition for Degree or CertificateA student must apply for a degree or certificate by submittinga Petition for Degree or Petition for Certificate form to theRegistrar’s Office accompanied by the appropriate nonrefundablefee. Petitions must be on file before a degree orcertificate will be awarded. Petition deadlines for all programsexcept Doctor of Psychology are January 15 for June andSeptember graduation; July 15 for December graduation;October 15 for March graduation. The petition deadlinefor the PsyD program is February 15 of the year prior tobeginning the internships.Review of Student RecordsUpon receipt of the petition, the Registrar’s Office will reviewthe student’s records and notify the student of any remainingrequirements to be completed for the degree or certificate.Awarding of the Degree or CertificateAt the end of the quarter/semester of anticipated completion,as stated on the petition, the student’s records will bereviewed to verify completion of all requirements. If allrequirements have been completed, the awarding of thedegree or certificate will be posted on the transcript and thestudent notified. Degrees or certificates will be dated as of theMonday after the last day of the quarter/semester in which allrequirements have been met. Students who have not fulfilledall requirements will be notified.Diplomas or CertificatesDiplomas or certificates are printed after all requirementshave been completed and the degree or certificate has beenposted on the transcript. They are mailed to the addressof record approximately three months after the degree orcertificate has been awarded. Diplomas and certificates areprinted using the student’s legal name on record. Studentswishing a different name on their diploma or certificate mustfile an official name change with the Registrar’s Office priorto the issuance of the diploma or certificate.Petition for Credential ProgramsA student must apply for credential program completioncertification by submitting a Petition for Credential ProgramCompletion Certification form to the Registrar’s Office andpaying the appropriate fee. Petition deadlines are January15 for June or September completion, July 15 for Decembercompletion, and October 15 for March completion. Uponreceipt of the petition, the Registrar’s Office will forward itto the credential analyst in the university’s Department ofEducation.At the end of the quarter of anticipated completion as statedon the petition, the credential analyst will review the student’srecords. If all requirements as stated in this catalog have beencompleted, with the approval of faculty and the departmentchair, the student is recommended to the CaliforniaCommission on Teacher Credentialing for the credential.The credential analyst will also notify the Registrar’s Officethat credential program completion should be noted on thestudent’s transcript.Recognition of Academic HonorsUndergraduate StudentsStudents who demonstrate exceptionally high academicscores are eligible for graduation honors. Academic honorsare posted to the diploma and final transcript when thestudent’s degree is conferred. Graduation honors are basedupon all course applied toward the bachelor’s degree and aredetermined according to the following table:HonorSumma Cum Laude 3.85+Minimum GPAMagna Cum Laude 3.75–3.849Cum Laude 3.50–3.749Students not eligible for graduation honors but who haveachieved a grade-point average of 3.60 in all major coursesare eligible for honors in the major.Graduate StudentsGraduate students do not receive honors based on gradepointaverage; however, each school selects an outstandingstudent to honor at Commencement (see below).Graduation with Honors for the Schoolof LawStudents who have completed their degree requirements,have completed at least 39 of the 56 required numericallygraded units in residence at the School of Law, and whohave taken no more than 17 terms (including summers) tocomplete their degree requirements are eligible for graduationwith honors as follows:HonorSumma Cum Laude 88+Minimum GPAMagna Cum Laude 85–87.99Cum Laude 83–84.99Academic Honors will be posted on the students’ transcriptsand diplomas.GENERAL INFORMATION 25

Commencement CeremonyThe ceremonial recognition of graduation is a very specialoccasion at the university. Graduating students andprospective graduates who meet the requirements listed inthe policies below are encouraged to participate in this Juneevent.Students who meet the following criteria are eligible to participatein the June commencement ceremony if all financialobligations to the university have been paid in full:• Prior fall and winter graduates;• Students who are completing all requirements as of springquarter or semester;• Students who have 6 or fewer quarter or 4 semester unitsto complete in summer.Students must also fulfill the master’s/doctoral examinationor thesis/master’s/doctoral dissertation project requirementsif relevant to their degree programs. Students in programsrequiring a master’s examination must either have passedthe exam or be scheduled to take it during summer quarter.Thesis/doctoral dissertation students must have the roughdraft of the thesis/doctoral dissertation project approved byMay 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 bestexemplifies academic excellence, service to their school orthe university, and service to the community. Due to thehigh regard in which they are held, these awards are theonly awards presented to students at the commencementceremony.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 studentsand is made to the faculty member who best exemplifiesexcellence in teaching and creativity in the classroom as wellas in program and curriculum development and contributionto the enhancemeA transcript is issued only if all financial obligations to the universityhave been paid in full. Unofficial transcripts will notbe issued to students. Transcripts are never faxed.Transferability of JFK University CoursesBecause each institution has its own policy regardingacceptance of transfer credit, students are advised to contactthe receiving institution to determine transferability ofcoursework reflected on the JFK University transcript.Unit CreditUnits described throughout this catalog, excluding law,are quarter units. The university subscribes to the nationalstandard for student workload, which is a minimum of 500seat minutes per quarter unit of credit.The School of Law is on the semester system. One and onehalf(1.5) quarter units equal 1 semester unit.Academic TermThe university’s academic year, other than the School ofLaw, is divided into four 11-week quarters, which include10 weeks of instruction and one week of final examinations.For financial aid purposes, an academic year is defined as aminimum of three quarters of enrollment.Fall and spring semesters for the School of Law are 18 weeksin duration, which includes 15 weeks of instruction, a oneweekreading period, and two weeks for final examinations.Summer Session is 11 weeks in duration, which includes athree-day reading period and four days for final examinations.Full-Time Unit LoadFull-time load is defined as 12 units per quarter forundergraduates and PsyD students, 9 units per quarter forstudents in master’s degree or graduate certificate programs,and 6 units per semester for law students.AttendanceStudents are expected to attend all class meetings of coursesin which they are enrolled and comply with attendancerequirements specified in the course syllabus. Excessiveunexcused absences may affect the course grade.TranscriptsStudents may obtain John F. Kennedy University officialtranscripts by providing a written request that gives name,student ID number or social security number, current address,major, dates of enrollment, degrees/certificates awarded,name on transcript (if different from current name), addressto which the transcripts are to be sent, and any specialinstructions (e.g., holding for current grades or degreeposting). Transcript Request Forms are available in theRegistrar’s Office and online. All transcript requests must besigned and accompanied by a $5 fee for each transcript. Rushtranscripts will be sent within one working day followingreceipt of request for a fee of $10. Rush processing cannot beguaranteed during registration periods.Non-Degree StudentsMost courses are open to non-degree students. However, theapproval of the instructor or school dean may be necessaryto register for some courses including courses that are part ofa certificate program. Refer to the Admission section in thefront of this catalog for information regarding application as anon-degree student.26 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

AuditorsMany courses offered by the university may be taken withoutacademic credit. Auditors may participate in class discussionand activities, but do not complete written assignments ortake the final examination. Audited courses are not recordedon transcripts, and no permanent records are maintainedfor audited coursework. Audited units are not counted infinancial aid awarding. Class schedule information (availableon the university’s website) indicates courses that may beaudited by including an A in the grading criteria code. If thegrading criteria does not include an A, written permissionfrom the dean or department chair is required.Auditors do not pay student association fees and are notconsidered members of the Student Association nor are theyviewed as students for employment purposes. Auditing acourse does not fulfill the requirement of being in attendancein a degree or certificate program.Changes of Name or AddressStudents are responsible for filing a Change of Name/AddressForm in the Registrar’s Office if name, residence, phonenumber, or e-mail address has changed since last registration.Name change requests must be accompanied by a copyof one of the following: court order, marriage certificate,dissolution decree, social security card, or driver’s license.Discrimination and HarassmentJohn F. Kennedy University does not discriminate on thebasis of race, color, national origin, religion, age, maritalstatus, gender, sexual orientation, veteran status or disability.The university is committed to providing an environmentthat is free of all discrimination and harassment. In keepingwith this commitment, the university maintains a strict policyprohibiting discriminatory behavior and sexual, verbal,physical, and visual harassment.A student who believes he or she has been harassed orexperienced discrimination should promptly report the factsto the dean of the school, who will investigate such claimsand take appropriate action.ConductEnrolled students assume the obligation of conducting themselvesin a manner compatible with the university’s functionas an educational institution. Conduct incompatible with thenormal operation of the university or detrimental to the bestinterests of other students in attendance will be sufficientcause for dismissal.Conflict ResolutionIt is the policy of the university to encourage students toresolve misunderstandings or disagreements directly withthe faculty or staff members involved. If such discussions donot produce a satisfactory outcome for the student, a reviewprocess is available. Procedures for conflict resolution areavailable in the Registrar’s Office.HousingThe university has no dormitory facilities.Family Educational Rights and Privacy ActThe Family Educational Rights and Privacy Act of 1974(FERPA) affords students certain rights with respect to theireducational records. These rights include:• The right to inspect and review the student’s educationrecords within 45 days of the day the university receivesa request for access. (A list of the records that may not bereviewed by a student is available in the John F. KennedyUniversity Policy and the Family Educational Rights andPrivacy Act of 1974, expanded version, a copy of whichmay be obtained in the Registrar’s Office, Pleasant Hill; theSchool of Law, Pleasant Hill; and at the Student ServicesOffice, Campbell.)Students shall submit to the Registrar, dean, head of the academicdepartment, 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’seducation records that the student believes is inaccurate.Students may ask the university to amend a record thatthey believe is inaccurate. They should write the universityofficial responsible for the record, clearly identify the partof the record they want changed, and specify why it isinaccurate.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 toamend the record, the student has the right to place astatement with the records setting forth his or her viewabout the contested information.• The right to file a complaint with the U.S. Department ofEducation concerning alleged failures by John F. KennedyUniversity to comply with the requirements of FERPA. Thename and address of the office that administers FERPA are:Family Policy Compliance OfficeU.S. Department of Education400 Maryland Avenue SWWashington DC 20202-5920The university may disclose, without consent, directoryinformation. At JFK University, directory information includesthe following:• Name, address, e-mail address, and telephone number(s)• Major field of study• Period of enrollment• Awards and degrees received from JFK University• Current enrollment status—full-time/ half-time.GENERAL INFORMATION 27

Generally, the university must have written permission fromthe student in order to release any information, other thandirectory information, from a student’s education record.However, FERPA allows schools to disclose student recordswithout consent to the following parties or under thefollowing conditions:• To personnel within the university who maintaineducational records and those with a legitimate educationalinterest including faculty or staff who deal with the studentand carry out education duties and employees designatedby them to assist in these tasks. John F. Kennedy Universitydefines “legitimate educational interest” as “needs therecord(s) to carry out employment responsibilities.”Therefore, any university employee (or person actingon behalf of the university) may have access to studentrecords without the student’s written consent if that personneeds the access to carry out his or her employmentresponsibilities.• 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 behalf ofthe 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 University’s policy to release official transcripts onlyupon the written and signed consent of the student andupon payment of the fee for each. To protect each student,a record is kept for one year of transcripts issued and of anypersons or institutions (other than JFK University officials)which have, upon student consent, been granted access tothe student’s records.Campus CrimeThe university will provide upon request all campus crimestatistics as reported to the U.S. Department of Education,www.ope.ed.gov/security. To request this information,contact the office of Institutional Research at (925) 969-3403or visit the web site at www.jfku.edu/crimestats.Drug and Alcohol PolicyJohn F. Kennedy University has a vital interest in ensuringa safe and healthy environment for its students andemployees. The university is aware that one of the greatestproblems facing society is the abuse of drugs and alcohol.The university’s drug-free awareness program has beenestablished to promote the well-being of the universitycommunity.Controlled SubstancesThe unlawful manufacture, distribution, dispensing,possession, or use of a controlled substance on universitypremises, in university vehicles, or while engaged inuniversity activities is prohibited.Participation in University ActivitiesAll students are advised that full compliance is a condition toparticipate in university offerings and activities.Sanctions for ViolationAny student who violates this policy is subject to immediatedisciplinary action up to and including dismissal from theuniversity. University action will be taken independent ofaction by outside agencies.A copy of the legal sanctions under federal and state law forunlawful possession or distribution of illicit drugs and alcoholis available in the Registrar’s Office.Drug-Free Awareness ProgramTo comply with federal regulations, John F. KennedyUniversity has adopted a referral program for students, staff,and faculty. The program is designed to facilitate treatmentof drug and alcohol dependencies. While the university doesnot have a treatment program, it does have extensive referrallists. For a confidential referral, contact the Human ResourcesDepartment, located on the Pleasant Hill Campus.SmokingIt is university policy to respond to the concerns of nonsmokerswho want to be protected against passive smoke asa health hazard. Smoking is not permitted at any time insideuniversity facilities or within 20 feet of any entrance.Fire PreventionIn the interest of fire safety, the university prohibits any openflames, lit matches or lighters, or the burning of candlesinside any university facility.28 GENERAL INFORMATIONJOHN F. KENNEDY UNIVERSITY

SCHOOL OF EDUCATIONAND LIBERAL ARTS

The School of Education and Liberal Arts provides a richlearning environment where motivated, creative students andfaculty collaborate in a spirit of inquiry, dialogue, and service.The faculty believes that education at its best encouragesimagination and innovation while grounding students in thediverse cultural traditions that have formed contemporary life.The school is governed by the premise that a liberal artseducation is defined not by subject matter but by waysof teaching and learning. Educator Mortimer Adler oncecommented that carpentry and chemistry would be liberalarts subjects if they were taught in ways that encourageddiscovery by students, and that English and philosophywould not be liberal arts subjects if they were taught as factsto be memorized.Educational theorist Paulo Freire called education “thepractice of freedom.” In Pedagogy of the Oppressed, hewrote: “Education must begin with the solution of theteacher-student contradiction, by reconciling the poles of thecontradiction so that both are simultaneously teachers andstudents.”In problem-solving education, students and teachers developtheir power to perceive critically the way they exist in theworld in which they find themselves; they come to see theworld not as a static reality, but as a reality in process andtransformation.The liberal arts do not exist in an ivory tower. Studentsand faculty live in the world and engage the problems ofthe world. The school’s curricula explore the fundamentalquestions of our time: How can we learn to live withindividual integrity—and live respectfully together as familiesand communities? How do we share opportunities andchallenges among races, genders, sexual orientations, andsocioeconomic groups? How do we find a balance betweenthe human community and the natural environment? How dowe run our institutions, schools, and museums to serve theircommunities? How do we create our future?The three departments in the School of Education and LiberalArts—liberal arts, education, and museum studies—areeach concerned with a distinct area of inquiry. They arealso united in a common educational philosophy: theyare interdisciplinary—acknowledging and building uponthe interconnections among traditional fields of study.The mission of our programs is to prepare students tobecome lifelong learners, inspiring leaders, and thoughtfulcollaborators in their chosen field of work and valuablecontributors to their communities. We aim particularly tocultivate in our students the capacity to think critically andcreatively, communicate effectively, engage in meaningfulself-reflection, appreciate multiple perspectives, embracediversity, and act with purpose and vision in the world atlarge.DEPARTMENT OF LIBERAL ARTSThe BA faculty has agreed on the following goals for teachingand learning:KNOWLEDGEStudents gain understanding of—• Their own learning process and styles• Basic tenets, assumptions, and methods of their discipline• Interpersonal and intrapersonal intelligence• Knowledge from a variety of cultural perspectives• Computer literacy• Critical media literacySKILLSStudents demonstrate the ability to—• Apply theory to practice• Engage in self-reflection• Think and write critically—discerning and examiningclaims, evidence, and assumptions• Express ideas and concepts with clarity and creativity• Communicate effectively with diverse populationsHABITS OF MINDStudents learn to—• Demonstrate empathy and thoughtful collaboration withothers• Act ethically• Explore concepts of holism and interconnection• Respect multicultural perspectives• Appreciate complexity, ambiguity, and uncertaintyADMISSION REQUIREMENTSApplicants must meet all university requirements foradmission in addition to those requirements listed here.Applicants for the BA completion programs in theDepartment of Liberal Arts are expected to have completeda minimum of 45 quarter units (30 semester units) prior toapplying to JFKU. Individuals with fewer than the minimumrequired units are encouraged to enroll at a local juniorcollege; take CLEP, AP, or DANTES examinations; or enrollat JFKU as non-degree student in order to achieve the 45quarter-unit minimum.It is strongly recommended that prospective BA completionstudents submit all required application materials in oneenvelope to the Admissions Office by the priority applicationdate. Applicants must meet all university requirements foradmission in addition to those requirements listed below.• Official transcripts from every previously attended collegeand university attended. (Transcripts should be sentdirectly to the applicant who must then send them to theAdmissions Office without opening the envelope in whichthey are received.)• Personal statement: three double-spaced, typewritten pagesoutlining the reasons for pursuing a bachelor’s degree atJFKU.• Pre-admission interview.SCHOOL OF EDUCATION AND LIBERAL ARTS 31

ACADEMIC POLICIESGraduate CoursesUndergraduates must be admitted to a linked-degree programor secure the program chair’s written approval beforeenrolling in graduate courses to fulfill undergraduate degreerequirements. Approval by the dean or program chair of thegraduate school is also required.Independent StudyIndependent study offers students an opportunity forindividual or tutorial instruction in areas not covered byregularly offered courses. Normally, this is further explorationof an area where the student has established a solidfoundation. The student works under the supervision ofa core faculty member in choosing independent readings,assignments, and activities. These studies are subject to thedean’s or department chair’s approval.Directed StudyDirected study offers students under exceptionalcircumstances the opportunity to do the work of a regularlyoffered course in a quarter when the course is not scheduled.Transfer Work after AdmissionStudents wishing to take CLEP or DSST exams or tocomplete coursework at other institutions after enrolling atthe university should first contact the Registrar’s Office todetermine if the exam or coursework will be transferable.Upon completion of approved work, students must arrange tohave updated official transcripts sent to the Registrar’s Officeshowing the course(s) completed and the unit(s) and grade(s)awarded.32 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

BA IN PHILOSOPHY AND RELIGIONThe so-called “big questions” of life—questions aboutthe nature of reality and the self—are not diversions orentertainments. It is through such questions that we defineourselves and our aspirations; it is through them that wedefine our possibilities—as individuals, as a culture, as aspecies. Using a history of ideas approach, the BA degreecompletionprogram in Philosophy and Religion addressesthese questions, drawing from disciplines throughoutthe 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 ourpast inevitably defines us, and on the attempts throughouthistory to rethink and redefine the human project.Learning Outcomes• To provide students with first-hand acquaintance with theideas and values that have shaped their view of the worldand themselves;• To empower students to vigorously participate in thecultural dialogue through which the future is being broughtinto existence by fostering a critical acquaintance with thehistory and breadth of that dialogue; and• To prepare students to meet the complexities of the 21stcenturychallenges entailed in rethinking philosophy,religion, social, and political aspirations.Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1Composition 9Humanities 12Natural science 9Mathematics 3Social science 12Upper-Division General-Education BreadthSelect ONE PYC course 3Select ONE SCI course 3Select ONE SEC course 3SEC 3330 Cultural Crossroads 3Liberal Arts Core 2COR 3001 Introduction to the BA Program 0COR 3000 Education, Self, and Community I 3COR 3100 Critical Thinking and Writing 3COR 3145 Research Writing 3COR 3146 Information Resources 1COR 3300 Ways of Knowing 2COR 4998 Education, Self, and Community II 1MajorPHR 3003 Philosophy and Religion Foundation Course 3PHR 3405 World Religions 3PHR 4800 Service Learning A 2PHR 4805 Service Learning B 2PHR 4998 Senior Project A 3PHR 4999 Senior Project B 3Select ANY 15 UNITS of PHR courses 15Select ANY 12 UNITS of undergraduate courses 3 12Free electives 4 67Total units required 1801Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses 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 lettergradedcourses.3Students may use 12 of their major units to complete on of the optional tracks on the following pages. Students are encouraged totake courses in a broad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Artscurriculum.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.SCHOOL OF EDUCATION AND LIBERAL ARTS 33

BA IN PSYCHOLOGY (PLEASANT HILL)The BA degree-completion program in Psychology onthe Pleasant Hill Campus encompasses a wide varietyof approaches to the study of psychology and spiritualgrowth and development. Students explore traditionaland contemporary theories and methods that providea solid foundation in the field of psychology and studyinnovative trends and applications as well. In courses thatinclude lecture, dialogue, and practica, students investigatepsychodynamic, behavioral, cognitive, humanistic, andtranspersonal modalities. The curriculum fosters bothintellectual development and personal growth while servingas a pathway to a professional career or graduate work.Learning Outcomes• To become knowledgeable about the major theories andconcepts in the field of psychology;• To learn about the history of psychology and thedevelopment of traditional and current approaches;• To develop the ability to think critically and creativelyabout the strengths and limitations of psychologicaltheories and methods;• To develop interpersonal awareness and skills such ascultural awareness, the ability to communicate effectively,and the ability to empathize with others; and• To cultivate self-awareness and develop the ability toapply theoretical concepts to issues and questions that arepersonally meaningful and relevant to daily life.34 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1Communication 9Humanities 12Natural science 9Mathematics 3Social science 12Upper-Division General-Education BreadthSelect ONE PHR course 3Select ONE SCI course 3Select ONE SEC course 3SEC 3330 Cultural Crossroads 3Liberal Arts Core 2COR 3000 Education, Self, and Community I 3COR 3001 Introduction to the BA Program 0COR 3100 Critical Thinking and Writing 3COR 3145 Research Writing 3COR 3146 Information Resources 1COR 3300 Ways of Knowing 2COR 4998 Education, Self, and Community II 1MajorPYC 3000 Many Faces of Psychology 3PYC 3303 Statistics and Human Experience 2PYC 4800 Service Learning A 2PYC 4805 Service Learning B 2PYC 4998 Senior Project A 3PYC 4999 Senior Project B 3Select ANY 15 UNITS of PYC courses 15Select ANY 12 UNITS of undergraduate courses 3 12Free electives 4 68Total units required 1801Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses 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 lettergradedcourses.3Students may use 12 of their major units to complete on of the optional tracks on the following pages. Students are encouraged totake courses in a broad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Artscurriculum.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.SCHOOL OF EDUCATION AND LIBERAL ARTS 35

BA IN SCIENCE, HEALTH,AND LIVING SYSTEMSThe BA degree-completion program in Science, Health, andLiving Systems applies the contents of scientific inquiry withinan ethical, cultural, historical, and philosophical framework.Students examine the philosophical foundations, principles,methods, and assumptions of scientific disciplines such asphysics, biology, cosmology, and chaos theory. The natureof individuals and their interactions within the environmentis explored. The BA in Science, Health, and Living Systemsfosters the development of “integrative models,” whichmight be defined as the ability to appreciate the interactionof interdependent holons (something that is simultaneouslya whole and a part) in the study of preventative health andwellness, genetics, health ecology, and sustainability. Withinthis curriculum, a holistic approach is applied in the studyof the factors, conditions, interrelationships, and interactionswhich stimulate, sustain, or impede human potential. Thisengaging curriculum fosters both intellectual and personaldevelopment and provides the foundation for graduate studyor professional career.36 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Learning Outcomes• To appreciate the integrative nature of science, health, andthe ecology of living systems;• To obtain a breadth of knowledge across scientific disciplines—tounderstand the scientific method, and what ittakes to accept or reject a hypothesis;• To explore the diversity that exists in living systems—toidentify and understand the interactions within livingsystems;• To describe the major paradigms in health and wellnessand in the emerging field of integrative health;• To understand systems thinking as it applies to science,health, and the sustainability of living systems;• To articulate key ideas within the major disciplines ofscience, health, and living systems;• To appreciate the meaning and significance of holistic transformation;and• To cultivate the habits of a lifelong learner, expanding onknowledge gained through this discourse.Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1Communication 9Humanities 12Natural science 9Mathematics 3Social science 12Upper-Division General-Education BreadthSelect ONE PHR course 3Select ONE PYC course 3Select ONE SEC course 3SEC 3330 Cultural Crossroads 3Liberal Arts Core 2COR 3000 Education, Self, and Community I 3COR 3001 Introduction to the BA Program 0COR 3100 Critical Thinking and Writing 3COR 3145 Research Writing 3COR 3146 Information Resources 1COR 3300 Ways of Knowing 2COR 4998 Education, Self, and Community II 1MajorPYC 3303 Statistics and Human Experience 2SCI 3050 Method, Myth, and Metaphor 3SCI 4800 Service Learning A 2SCI 4805 Service Learning B 2SCI 4998 Senior Project A 3SCI 4999 Senior Project B 3Select ANY 15 UNITS of SCI courses 15Select ANY 12 UNITS of undergraduate courses 3 12Free electives 4 68Total units required 1801Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses 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 lettergradedcourses.3Students may use 12 of their major units to complete on of the optional tracks on the following pages. Students are encouraged totake courses in a broad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Artscurriculum.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.SCHOOL OF EDUCATION AND LIBERAL ARTS 37

BA 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 social environments,seeking to expand our understanding of the worldand our role in it. The concept of “social ecology” recognizesthe complex dynamics of a whole person (mind, body,psyche, spirit) integrated in a vast web of living systems. Theprogram cultivates deeper understanding of both oneself andthe larger multicultural society and understands the self asan organic part of that larger ecosystem. It values personal,intellectual, and spiritual growth as equally importantdimensions of becoming an informed, empowered agent committedto making the world a better place for all of us. In thewords of Krishnamurti, “The society is ourselves, the worldis ourselves, the world is not different from us.” Studentsstudy cultural and spiritual practices as well as social andpolitical institutions and processes. They become competentinterpreters of surrounding social forces and effectivecommunicators and participants in diverse communities. Thecurriculum is designed to prepare students with knowledgeand skills necessary for meeting the ongoing challengesof living in a multicultural global society undergoingunprecedented rapid change. It provides theoretical toolsfor understanding the interrelationships between individualsand society as well as practical tools for making meaningfulcontributions to the communities we inhabit.Learning Outcomes• To acquire knowledge, skills, and sensitivity for becomingan effective communicator and change agent in diversecommunities;• To gain cross-cultural and historical understanding of theevolving relationship between the self and larger socialinstitutions and processes;• To develop tools for analyzing cultural practices includingmedia, rituals, and symbols;• To understand how changing roles and values impactindividuals’ and families’ lives;• To study models for building and sustaining healthycommunities in a global age; and• To explore the co-evolution between natural and socialenvironments.38 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1Communication 9Humanities 12Natural science 9Mathematics 3Social science 12Upper-Division General-Education BreadthSelect ONE PHR course 3Select ONE PYC course 3Select ONE SCI course 3SEC 3330 Cultural Crossroads 3Liberal Arts Core 2COR 3000 Education, Self, and Community I 3COR 3001 Introduction to the BA Program 0COR 3100 Critical Thinking and Writing 3COR 3145 Research Writing 3COR 3146 Information Resources 1COR 3300 Ways of Knowing 2COR 4998 Education, Self, and Community II 1MajorSEC 3000 Self in the Web of Society 3SEC 4800 Service Learning A 2SEC 4805 Service Learning B 2SEC 4998 Senior Project A 3SEC 4999 Senior Project B 3Select ANY 15 UNITS of PYC courses 15Select ANY 12 UNITS of undergraduate courses 3 12Free electives 4 65Total units required 1801Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses 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 lettergradedcourses.3Students may use 12 of their major units to complete on of the optional tracks on the following pages. Students are encouraged totake courses in a broad range of subjects to complement their major. Up to nine units may be transferred from outside the Liberal Artscurriculum.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.SCHOOL OF EDUCATION AND LIBERAL ARTS 39

BA IN PSYCHOLOGY (CAMPBELL)The Bachelor of Arts degree-completion program inPsychology is designed to take students from a completedcommunity college education to a Master of Arts inCounseling Psychology with an emphasis in marriage,family, and child counseling, or an emphasis in holisticstudies. Courses are held at the South Bay campus inCampbell. The program is built upon a humanistic, philosophicalperspective, which prepares students to appreciatethe capacities, the potential, and the basic dignity of everyindividual.Three components make up the Bachelor of Arts inPsychology: the major, general education coursework, andelectives. The major combines theoretical and applied studies.General-education coursework provides broad perspectivesfound in the liberal arts. Within general education,communication courses help to refine writing, research, andcritical and creative thinking skills. Electives, taken as the lastunits in the BA in psychology, allow students the potentialto begin graduate study in the linked bachelor’s/master’sprograms in counseling psychology offered by the Schoolof Holistic Studies and the Graduate School of ProfessionalPsychology. This synthesis of communication skills,interdisciplinary perspectives, and coursework in theoreticaland applied psychology results in a strong baccalaureateeducation.40 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1Composition 9Humanities 12Natural science 9Mathematics 3Social science 12Interdisciplinary CoursesCUJ 3300 American Culture in Transition 3Select ONE of the following courses 3–4SCJ 3110 Anatomy and Physiology (4)SCJ 4300 Nutrition and Behavior (3)Select ONE of the following courses 3HUJ 3405 World Religions (3)HUJ 4205 Literature and Psychology (3)PYJ 4220 Cross-Cultural Psychology 3Communications SkillsEDJ 3105 The Essay 3EDJ 3116 Library Research in the Electronic Age 2EDJ 3120 Critical Thinking 3PYJ 3300 Statistics for the Social Science 2PYJ 3301 Research Methods 2Major—Theory CoursesPYJ 3000 Many Faces of Psychology 3PYJ 3100 Childhood and Adolescence 3PYJ 3105 Adulthood 3PYJ 3115 Death, Dying, and Bereavement 3PYJ 3200 Personality and Psychotherapy 4PYJ 3210 Social Psychology 3PYJ 4005 Learning and Cognition 3Major—Application CoursesPYJ 3305 Introduction to Counseling 3PYJ 3310 Group Dynamics 3PYJ 4000 Community Psychology 3EDJ 4005 The Learning Process 2EDJ 4996A Senior Project I 1.5EDJ 4996B Senior Project II 1.5PYJ 4010 Psychology Assessment and Outcomes 3PYJ 4996 Field Project in Psychology 1.5PYJ 4997 Field Project in Psychology 1.5Free electives 2 69Total units required 180–811Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses 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.SCHOOL OF EDUCATION AND LIBERAL ARTS 41

TRACKS 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 onthe student’s official transcript.East/West SpiritualityThe track in East/West Spirituality is designed for thoseinterested in the dramatic transitions in values and outlookthat are unfolding in the 21st century. Courses will criticallyassess the various spiritual traditions with their potentials andliabilities of Asia and the West. Students can design a focus onindividual spiritual concerns, on ecological perspectives, oron the potential of spirituality in 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 CUL, HUM, PYC, SCI, or SEC course with advisor approvalTotal units required 12Transpersonal StudiesThe Transpersonal Studies curriculum addresses the spiritualdimension of human identity and experience, what AbrahamMaslow called “the farther reaches of human nature.” Focusis on the development and integration of the whole personincluding the mental, physical, emotional, and spiritualaspects of the human being. In addition, the individual isseen as part of a greater whole and our connectedness withall 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 societyand the natural world. Students will become knowledgeableabout basic concepts and theories and historical and currenttrends. They will also have opportunities to further theirpsycho-spiritual development through self-exploration andthe application of transpersonal principles and practices totheir 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 Meditative Practices (2)PHR 4413 Introduction to Western Meditative Practices (2)SCI 3100 Introduction to Living Systems (3)SCI 4118 Subtle Energies, Intentionality and Consciousness (1)SCI 4235 Science and Spirituality (1)SEC 4205 Culture, Language, and Consciousness (3)Total units required 1242 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Integrative HealthIntegrative health acknowledges the whole ecology of humanhealth. Here we focus on the integrative nature of wellness.Inte-grative health links the social and cultural values andexperiences of humans and the connection of the mind andbody in achieving wellness. It takes into account the influenceof health beliefs and health behaviors and considers riskperceptions and social net-works as they impact health andwell-being. This course of study provides a comprehensiveview of the body as a living system, and as such looks atvarious complementary approaches to sustaining health andobtaining health care and evaluates the utility of alternateapproaches to health maintenance.Courses Units Prerequisite(s) Co-Requisite(s)Select TWO of the following6SCI 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 following6PYC 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 12Multicultural StudiesThe Multicultural Studies track is designed to equip studentswith multicultural competency necessary for functioningeffectively in a multicultural age. The curriculum provides anunderstanding of multicultural dynamics as well as tools forcommunicating and participating in diverse contexts, whetherit be a professional, interpersonal, or activist context. Overall,courses examine contrasting perspectives and experiencesof different cultural groups, dominant historical legaciesthat figure prominently in contemporary cross-culturaldynamics, the relations between social ideologies and theinner landscape of individual consciousness, and the manyalternative paths individuals forge to build cross-culturalalliances and create nurturing community relations. Studentswill investigate the ways social categories such as race,ethnicity, nationality, class, gender, sexuality, and disabilityshape social relations at home and in global contexts. Theywill also have an opportunity to explore some of the creativepaths individuals are choosing to pursue their dreams forsocial justice, such as turning to spiritual practices and thearts as sources of inspiration for social transformation.Courses Units Prerequisite(s) Co-Requisite(s)Select TWO of the following6SEC 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 following6PHR 3405 World Religions (3)PYC 4220 Cross-Cultural Psychology (3)SCI 3500 Sustainability: Meaning and Practice (3)SCI 4320 Chinese Culture and Medicine (3)Total units required 12SCHOOL OF EDUCATION AND LIBERAL ARTS 43

Women’s StudiesThe Women’s Studies track is designed to educate studentsabout issues and ideas central to understanding women’slives. The curriculum exposes students to theories andpractices that give voice to a wide range of women’s lifeexperiences often overlooked within conventional studiesand mainstream culture. Utilizing multicultural perspectives,courses address both commonalities and significantdifferences between women. Students have an opportunity toexplore issues vital to women’s well-being and empowermentincluding the newest developments in feminist theoryand practice that offer frameworks for understanding andtransforming the conditions of women’s lives. Course topicsrange from gender, sexuality, psychology, and health tolanguage, culture, spirit, and social change.Courses Units Prerequisite(s) Co-Requisite(s)Select SIX UNITS of the following:SEC 3116 Gender Talk (3)SEC 4000 Women’s Lives and Social Transformation (1–3)SEC 4010 Feminist Mosaics (3)Select SIX UNITS of the following:PHR 4440 The Goddess Religion (2)PYC 4225 Psychology of Women (3)SCI 4310 Gender and Technology (1)SCI 4312 Women and Integral Health (3)66 PHR 3405 or the equivalentTotal units required 1244 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

LINKED-DEGREE PROGRAMSJohn F. Kennedy University offers linked bachelor’s andmaster’s degree programs in fields where graduate study iscompatible with an undergraduate degree program. Linkeddegreeprograms allow qualified students to apply graduatelevelunits toward both the bachelor’s and master’s degrees.Students may not link a bachelor’s degree to a master’sdegree and then link the master’s degree to a doctoral degree.Students interested in seeking linked degrees should workclosely with a faculty advisor in the School of Education andLiberal Arts and with the Registrar’s Office to ensure properacademic and procedural planning.Linked-degree programs are available in the areas listedbelow. Programs link a Bachelor of Arts with a Master of Arts.The maximum allowable linked units are indicated. In manyprograms, specific courses are approved for linking, whileothers are ineligible. See a Liberal Arts advisor for furtherinformation.• 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 and aPetition for Degree with the required fee.• Submit an Application Supplement form with theappropriate fee.• 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 graduateprogram.Eligibility and admission requirements must be completedbefore the start of the first quarter in which the student beginstaking graduate units. Students linking into some programsmay have additional eligibility and admission requirements.Contact the Registrar’s Office for further information.Graduate units completed at the university before admissionto a linked-degree program, or beyond the specifiedmaximum amount of linked units, may be applied to onlyone degree. Graduate transfer credit is not allowed in alinked-degree program.Linked-degree students must maintain a minimum 3.0 GPA ingraduate courses and a 2.0 GPA in undergraduate courses tobe in good standing.Linked-degree students in the organizational psychology,counseling psychology, sport psychology, and careerdevelopment programs must complete all bachelor’s degreerequirements prior to beginning the field placement/internship portion of the graduate program. LinkedTransformative Arts and Master of Fine Arts students mustcomplete the bachelor’s degree before enrolling in studio ormentorship courses. Linked MAT students must complete thebachelor’s degree before enrolling in Supervised Teaching 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 three lists.BA in Psychology (Campbell Campus)• All upper-division Interdisciplinary Studies courses,• All communication skills courses,• All courses in the major, and• Six units in the 24 approved upper-division component(except for students linking to MA in 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 9 anticipated linked units.SCHOOL OF EDUCATION AND LIBERAL ARTS 45

ESSENTIALS COACHING CERTIFICATEThe Essentials Coaching undergraduate certificate programprovides comprehensive training in the essentials methodof life coaching and is offered in partnership with theFord Institute for Integrative Coaching. It is designed forindividuals seeking to become certified integrative coachprofessionals (CIC) or to complement students’ education inother undergraduate or graduate degree programs by offeringapplied methods and skills for pursuing academic, personal,and professional goals.Students can take the certificate as a stand-alone program orfully integrate it into a BA degree. Anyone who completesthe program is then eligible to apply for certification with theInternational Association of Integrative Coaches, but manymay choose to take the program to enhance their personaland professional development without seeking externalcertification.Through direct observation, academic study, and appliedpractice, students become proficient in the essentialscoaching concepts and skills. The program emphasizespersonal responsibility, integrity, accountability, and accessto inner wisdom as the foundation for personal developmentnecessary for becoming a coach as well as theories andtechniques of the coaching model. Each course in theprogram supports students in developing self-awareness ofone’s skills, strengths, and limitations (including ongoing selfandpeer-assessment) alongside the cognitive and appliedlearning necessary for effective coaching practices.The Essentials Coaching program is taught by instructorswho are master coaches and certified by the InternationalAssociation of Integrative Coaches. The curriculum isdesigned to accommodate local, national, and internationalstudent participation with all weekly classes taking placevia telephone bridge line and all homework submitted andevaluated in a web platform. In addition to these distancelearningmodalities, students also convene in 3- or 4-dayresidential intensives at two points during the certificateprogram.Admission RequirementsStudents seeking entry to this program must complete thefollowing:• A completed Ford Institute for Integrative Coaching applicationpacket which includes an application, a supplementalquestionnaire, 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.(For more information, visit www.jfku.edu/FordInstitute.)Learning OutcomesUpon completion of the program, students will• Demonstrate an enhanced capacity for deep listening,• Develop the ability to access and trust inner wisdom,• Understand and apply ECT concepts with clients and inone’s own life,• Take responsibility for self-development,• Develop leadership skills,• Enhance personal empowerment and self-esteem,• Demonstrate the ability to be self-generating,• Demonstrate a capacity to lead others in a transformationalchange process,• Acquire tools for achieving one’s goals,• Develop an enhanced sense of inner peace,• Be inspired by one’s own life, and• Demonstrate capacity and ability to be an agent for positivechange in the world.Courses Units Prerequisite(s) Co-Requisite(s)ECT 3001 Essentials One: Preparing the Self 1 4ECT 3002 Essentials One: Practicum 3 ECT 3001ECT 3003 Essentials Coaching Program:ECT 3002The Experience of Being Coached 4ECT 3004 Essentials Coaching Training: The Practice of Being Coached 4 ECT 3003ECT 3005 Essentials Coaching Training: Practicum 5 ECT 3004Total units required 201Completion of the Shadow Process workshop is required as a condition of admittance to the Essentials Coaching certificate program.46 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

DEPARTMENT OF EDUCATIONThe Department of Education was established in 1989 fortalented, mature adults from diverse academic and culturalbackgrounds. Its mission is to train outstanding teachers whowill bring humanistic methods and challenging, relevantcontent to teaching. Many courses are taught by masterteachers—professionals who have significant experience inthe classrooms of San Francisco, Alameda, and Contra Costacounties. The department is dedicated to:• Interdisciplinary teaching—relating the study ofmathematics and science to the humanities and socialsciences and emphasizing communication skills in allsubjects.• Multicultural teaching—examining bias, equity issuesand strategies to bring multicultural perspectives andappreciation for 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 andhumankind respects the natural world.The Department of Education works closely withcommunity-involvement programs in the training of teachers.Credential candidates benefit from current research onparent/community involvement in education and receiveguidance on how to build partnerships with families and thecommunity.In addition to the Multiple- and Single-Subject Credential,the Master of Arts in Teaching, and the AdministrativeServices Credential, the department offers courses forthe Cross-Cultural Language and Academic Development(CLAD) certificate as well as other professional developmentworkshops for teachers already working in the field. Detailsare available through the Department of Education.LEARNING OUTCOMESAt the end of the program, students will be able to:• Make subject content comprehensive and accessible to alllearners;• Assess learning and use assessment to inform theirteaching;• Engage and support learners in the learning process;• Plan instruction and design learning opportunities for alllearners;• Create and maintain effective environments for learning;and• Reflect, assess, and plan for their own professional development.ADMISSION REQUIREMENTSApplicants must meet all university requirements foradmission in addition to those requirements listed here.• Official transcripts of all college and university workshowing a broad distribution of challenging courses withan overall GPA 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, dedication toeducation and competence in writing.• Two letters of recommendation from academic or professionalassociates 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.Application deadline for summer is March 1; for winter,October 1. Late applications will be considered on a case-bycasebasis if space is available. Additional requirements to besubmitted to the Department of Education credential analystupon admission:• Application for Certificate of Clearance (to verify absence ofa criminal record) including two fingerprint cards and theprocessing fee.• Copy of a tuberculosis test showing a negative result datedwithin one year of entering the program.• Passing score on the California Basic Education Skills Test(CBEST)• Passing score on the California Subject Examination 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 priorto advancing to EDN 5320 Supervised Teaching B.SCHOOL OF EDUCATION AND LIBERAL ARTS 47

TEACHING CREDENTIAL(TRADITIONAL AND INTERN)The one-year credential program provides preparation forteaching in elementary and secondary classrooms. Studentstypically begin the program in the summer, complete it thefollowing spring, and begin their teaching careers in the fall.To further accommodate working adults, a winter start-upallows students to complete their credential program in a yearand a half. Alternate schedules may be discussed with thedepartment chair.Foundation courses provide students with broad knowledgeof learning and teaching theories with an emphasis onmethods to enhance young people’s self-esteem andreceptivity to learning. Coursework addresses classroomdynamics, language and communication, and teachersworking with each other and with parents, school districts,and state and other agencies to improve education.Curriculum-development courses provide students with thetheoretical knowledge and practical skills necessary to createsuccessful, cogent, interdisciplinary curricula.The fieldwork component is designed to develop competenceand confidence in the classroom. Beginning with a shortcourse in observation, students are given increasinglyresponsible teaching opportunities. Supervising teachersobserve progress in the classroom and hold regular meetingsfor problem solving, feedback, and support. Field placementsprovide students with teaching experience with different agegroups in both public and private schools, and in both urbanand suburban settings, working with diverse populations.Program Content and SequenceThe curriculum develops over four or six quarters fromtheoretical to applied work. The first several quarters areweighted toward academic work focusing on fundamentalconcepts of teaching. As students progress, the curriculummoves from theoretical academic assignments to theapplication of theory and the practice of teaching. Duringthe last two quarters, students spend four full days perweek at their field placement, culminating in two to threeweeks of solo teaching. Throughout the program, studentsmeet regularly with their supervising teachers and universitysupervisors to reflect upon and critique their progress.The Credentialing ProcessStudents complete a curriculum designed to prepare themto meet all standards of performance required by theCalifornia Commission on Teacher Credentialing (CCTC) forthe awarding of the credential. All credential candidates arerequired to pass tasks contained in the California TeachingPerformance Assessment (CA TPA) System as part of theireligibility for the Preliminary Teaching Credential.The Preliminary Credential is recognized as the credentialfor employment purposes and is valid for five years. TheProfessional Clear Credential, which is recommended by theemploying district, must be obtained within five years afterthe date of the Preliminary Credential.AdvisingTeaching is a sophisticated and demanding profession, andgraduate students working to become teachers need carefuladvising to develop academic, personal, and professionalknowledge and skills. The program is organized to givestudents feedback each quarter and in every course andexperience. The department chair works with students tosolve problems and assess progress throughout the program.The John F. Kennedy University Department of Educationseeks to build a community of teachers and learners thatsupports and challenges students and gives them a vision of alearning community they can carry throughout their careers.Credential RequirementsTo receive the university’s recommendation for the CaliforniaMultiple- or Single-Subject Preliminary Credential, studentsmust complete 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 previouslycompleted (0–6 units).• Multiple- or Single-Subject Preliminary Credential program(42 units) or equivalent.• File an online application for Credential AuthorizingPublic School Service (Form 41–4) with the university’sDepartment of Education credential analyst.• Submit the Petition for Credential Program CompletionCertification with appropriate fee to the Registrar’s Office.• All financial obligations to the university must be paid infull.To receive the university’s recommendation for the CaliforniaMultiple- or Single-Subject Professional Clear Credential, thestudent must complete the above six requirements plus thefour one-unit courses listed in the table below.Prerequisite Areas of KnowledgeIt is recommended that students complete coursework tosatisfy the following areas of knowledge before beginninggraduate education courses:• Human Development and Health• U.S. Government and Constitution (or pass exam offeredby the Education department)In both the Multiple- and Single-Subject Credential programs,students complete a 42-unit Preliminary Credential. Uponcompletion of the Multiple- or Single-Subject Credentialprogram and with approval of representative faculty and thedepartment chair, the university recommends the candidate tothe CCTC for the credential.48 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Multiple-Subject CredentialCourses Units Prerequisite(s) Co-Requisite(s)Foundation CoursesEDN 5000 The Whole Child 3EDN 5005 Intro to Computer-Based Technology in Education 1EDN 5006 Technology, Learning, and Social Issues 1EDN 5020 A Passion for Reading 3EDN 5400 Theories of Language Acquisition 3Curriculum and InstructionEDN 5200 Theory of Curriculum Development 1EDN 5212 C&I: English-Language Arts 3EDN 5222 C&I: Mathematics 3EDN 5232 C&I: History/Social Science 3Teaching Performance AssessmentEDN 9001 Teaching Performance Assessment—Task 1 0EDN 9002 Teaching Performance Assessment—Task 2 0EDN 9003 Teaching Performance Assessment—Task 3 0EDN 9004 Teaching Performance Assessment—Task 4 1FieldworkEDN 5310 Supervised Teaching A 2EDN 5320 Supervised Teaching B 1 6EDN 5330 Supervised Teaching C 6EDN 5345 Supervised Teaching D 6Total units required 421To advance to EDN 5320 Supervised Teaching B, Multiple-Subject students must submit an official passing score on the California BasicEducational Skills 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 3EDN 5005 Intro to Computer-Based Technology in Education 1EDN 5006 Technology, Learning, and Social Issues 1EDN 5021 Reading in Secondary Schools 3EDN 5400 Theories of Language Acquisition 3Curriculum and InstructionEDN 5200 Theory of Curriculum Development 1EDN 5215 C&I for Secondary Schools I 3EDN 5225 C&I for Secondary Schools II 3EDN 5235 C&I for Secondary Schools III 3Teaching Performance AssessmentEDN 9001 Teaching Performance Assessment—Task 1 0EDN 9002 Teaching Performance Assessment—Task 2 0EDN 9003 Teaching Performance Assessment—Task 3 0EDN 9004 Teaching Performance Assessment—Task 4 1FieldworkEDN 5310 Supervised Teaching A 2EDN 5320 Supervised Teaching B 1 6EDN 5330 Supervised Teaching C 6EDN 5345 Supervised Teaching D 6Total units required 421To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test(CBEST) score and have verification of the completion of an approved academic program that waives the subject matter exams or a passingscore on the California Subject Examinations for Teachers (CSET).SCHOOL OF EDUCATION AND LIBERAL ARTS 49

MASTER OF ARTS IN TEACHINGThe Master of Arts in Teaching is a 60-unit programcomprising the Preliminary Credential sequence and anadditional 18 units of graduate coursework. The program isdesigned to provide schoolteachers with both theoretical andexperiential knowledge of learning, teaching, and curriculaissues and a comprehensive understanding of the problemsand potentials of education.Students fulfill the first 42 units of the program when theycomplete the Preliminary Credential program, generallyfinishing in spring term. Students then continue with thefinal 18-unit sequence over the next year—while working asteachers in classrooms—to complete the master’s degree.Throughout the program, students examine the social,cultural, economic, and political issues facing the UnitedStates and explore how teachers can address these issues inthe classroom. Elective courses may be selected from thoseoffered by the Department of Education or from approvedcourses offered by other schools in the university.The Research Writing and Methodology Proposal, ThesisResearch Project, and Thesis requirements reinforce the relevanceof classroom theory and discussion and encouragerealistic and committed action. Students design, complete,and evaluate a research and action project that addresses anissue of social justice in the education community. ResearchWriting and Methodology introduces students to inquirybasedaction research methodology and thesis proposalwriting. In Proposal, students continue to refine the researchproject started in Research Writing and Methodology,complete a survey of the literature, and outline a communityresearch project. In Thesis Research Project, students’ projectspromote social justice in the education community throughwork with children, parents, teachers, community agencies, orsome combination of these. In Thesis, students describe andanalyze the project and make recommendations for furtherwork in the field. This sequence offers a vigorous approachto studying education and innovative preparation for thecommunity classroom.MAT/Multiple-SubjectAt least 55 units must be completed in residence; no more than 9 units may be transferred into this program.Courses Units Prerequisite(s) Co-Requisite(s)Prerequisite areas of knowledge 0–6Foundation CoursesEDN 5000 The Whole Child 3EDN 5005 Intro to Computer-Based Technology in Education 1EDN 5006 Technology, Learning, and Social Issues 1EDN 5020 A Passion for Reading 3EDN 5400 Theories of Language Acquisition 3Curriculum and InstructionEDN 5200 Theory of Curriculum Development 1EDN 5212 C&I: English-Language Arts 3EDN 5222 C&I: Mathematics 3EDN 5232 C&I: History/Social Science 3Teaching Performance AssessmentEDN 9001 Teaching Performance Assessment—Task 1 0EDN 9002 Teaching Performance Assessment—Task 2 0EDN 9003 Teaching Performance Assessment—Task 3 0EDN 9004 Teaching Performance Assessment—Task 4 1FieldworkEDN 5310 Supervised Teaching A 2EDN 5320 Supervised Teaching B 1 6EDN 5330 Supervised Teaching C 6EDN 5345 Supervised Teaching D 6ThesisEDN 5990 Research Writing and Methodology 3EDN 5991 Thesis Proposal 2EDN 5992 Thesis Research Project 2EDN 5993 Thesis 2Electives 2 9Total units required 60–661To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test(CBEST) score and have verification of the completion of an approved academic program that waives the subject matter exams or a passingscore on the California Subject 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 CrossculturalLanguage and Academic Development (CLAD) coursework (description and requirements appear in the following pages).50 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

MAT/Single-SubjectAt least 55 units must be completed in residence; no more than 9 units may be transferred into this program.Courses Units Prerequisite(s) Co-Requisite(s)Prerequisite areas of knowledge 0–6Foundation CoursesEDN 5000 The Whole Child 3EDN 5005 Intro to Computer-Based Technology in Education 1EDN 5006 Technology, Learning, and Social Issues 1EDN 5021 Reading in Secondary Schools 3EDN 5400 Theories of Language Acquisition 3Curriculum and InstructionEDN 5200 Theory of Curriculum Development 1EDN 5215 C&I for Secondary Schools I 3EDN 5225 C&I for Secondary Schools II 3EDN 5235 C&I for Secondary Schools III 3Teaching Performance AssessmentEDN 9001 Teaching Performance Assessment—Task 1 0EDN 9002 Teaching Performance Assessment—Task 2 0EDN 9003 Teaching Performance Assessment—Task 3 0EDN 9004 Teaching Performance Assessment—Task 4 1FieldworkEDN 5310 Supervised Teaching A 2EDN 5320 Supervised Teaching B 1 6EDN 5330 Supervised Teaching C 6EDN 5345 Supervised Teaching D 6ThesisEDN 5990 Research Writing and Methodology 3EDN 5991 Thesis Proposal 2EDN 5992 Thesis Research Project 2EDN 5993 Thesis 2Electives 2 9Total units required 60–661To advance to EDN 5320 Supervised Teaching B, students must submit an official passing the California Basic Educational Skills Test(CBEST) score and have verification of the completion of an approved academic program that waives the subject matter exams or a passingscore on the California Subject 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 CrossculturalLanguage and Academic Development (CLAD) coursework (description and requirements appear in the following pages).SCHOOL OF EDUCATION AND LIBERAL ARTS 51

CROSS-CULTURAL LANGUAGE ANDACADEMIC DEVELOPMENT (CLAD)PROGRAMThe Department of Education offers a sequence of coursesthat have been approved by the Commission on TeacherCredentialing to be applied toward the CLAD Certificate.The graduate courses are designed for currently credentialedteachers or those who are enrolled in a teacher preparationprogram. The CLAD courses provide a theoretical backgroundfor understanding language development. Students learneffective methods for teaching every child while fostering asense of community. Contact the university’s Department ofEducation for information about additional state requirementsto obtain the CLAD Certificate.Courses Units Prerequisite(s) Co-Requisite(s)EDN 5000 The Whole Child 3EDN 5400 Theories of Language Acquisition 3EDN 5410 Methods for Teaching the English Learner 3EDN 5420 Methods for Teaching In-depth Content 3EDN 5430 Assessment of Linguistic Minority Students 3EDN 5501 Cross-Cultural Communicatio 3Total units required 1852 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

ADMINISTRATIVE SERVICES CREDENTIALThe Administrative Services Credential program is offered onthe Campbell campus. This program is a one-year, 36-unit,four-quarter program. The Tier I program is designed forpeople interested in becoming teachers 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.Learning OutcomesUpon completion of the program, candidates willdemonstrate:• Quality teaching and learning for excellent studentoutcomes,• Democratic practices for collaborative leadership,• Ethical and reflective practices,• Systems literacy for transformative action, and• Leading with care and spirit.Admission RequirementsCandidates are required to participate in an admissionsinterview and provide the following:• Personal statement of purpose;• Official transcripts;• Copy of valid State of California Teaching Credential, PupilPersonnel Services Credential, or other service credential;• Three letters of recommendation including one from acurrent supervisor; and• Evidence of three years’ teaching experience.Program Requirements• Possess a valid State Credential in Teaching or Service,• Complete the Administrative Services Credential and berecommended by the program sponsor,• Pass the California Basic Educational Skills Test (CBEST), and• Complete a minimum of three years of successful, full-timeexperience in public schools.Internship CredentialEligibility requirements include the following• Prerequisite credential,• Passing score on the California Basic Educational Skills Test(CBEST), and• Three years of appropriate experience and enrollment in anapproved program.Courses Units Prerequisite(s) Co-Requisite(s)ENJ 5000 Forging a Shared Vision of Leadershipand Learning for All Students 3ENJ 5010 Leadership for Racial Equity, Social Justice, and Democracy 3ENJ 5020 Learner-Centered Instructional Leadership 3ENJ 5030 Organizational Management I: Technology 1ENJ 5040 Organizational Management II: Law 1ENJ 5050 Organizational Management III: Finance 1ENJ 5100 The Whole Community: A Context forEducational Leadership 3ENJ 5110 The Whole Family: A Resource for Educational Leadership 3ENJ 5120 The Whole Child: A Focus for Educational Leadership 3ENJ 5130 The Whole School: A Locus for Educational Leadership 3ENJ 5300 Fieldwork: Community-Based Inquiry and Action Research 3ENJ 5310 Fieldwork: Deepening the Relationship betweenHome and School 3ENJ 5320 Fieldwork: Nurturing the Genius in Every Child 3ENJ 5330 Fieldwork: Effecting Lasting Change at the School Site 3Total units required 36SCHOOL OF EDUCATION AND LIBERAL ARTS 53

DEPARTMENT OF MUSEUM STUDIESThe Department of Museum Studies is committed topreparing museum professionals to meet the demandsof an increasingly complex profession. Today’s museumprofessionals must have the knowledge and skills to servenew audiences, create collaborative partnerships withcommunities, design innovative exhibitions and programs,and develop a sustainable financial base of support.The curriculum covers a wide range of museum issues andprovides fundamental skills while challenging students to criticallyanalyze and creatively reform the museum for a diversesociety. The training is applicable to all types of museums,historical sites, natural parks, and cultural centers.All Museum Studies faculty members are practicing professionals.Their ranks include conservators, registrars/collectionsmanagers, educators, exhibit designers, and museumadministrators. Students have close contact with other expertsin the field through museum visits, guest speakers, andinternships.The Master of Arts is the preferred credential andrecommended for students who intend to pursue a full-timecareer in the museum field. The department’s certificateoption is designed for professionals who have extensiveexperience in the field and do not require a master’s degree.Prior advising with the department chair may assist applicantsin their selection of the master’s or certificate program.Individuals interested in taking only one or two coursesmay do so as non-degree students if space is available. Nondegreestudents must hold a bachelor’s degree and havean interview with the department chair before enrolling incourses.ADMISSION REQUIREMENTSApplicants must meet all university requirements foradmission in addition to the requirements listed here.• Interview with the department chair. The department ofMuseum 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 style thatanswers the following questions:• What is the role of the museum in today’s world?• Given your response to question one, describe yourspecific career goals.• How has your education and experience prepared youfor graduate study in museum studies?• Three letters of recommendation.• Official transcripts from all colleges and universitiesattended.• International applicants must have a minimum TOEFL scoreof 600 on the paper-based test, 250 on the computer-basedtest, or 100 on the Internet-based test with a minimumscore of 4.5 in the writing section.Application Deadline is March 15. Late applications willbe considered on a case-by-case basis if space is available.Applicants for the master’s degree are admitted only for thefall quarter.54 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

MA IN MUSEUM STUDIESThe department offers a Master of Arts in Museum Studieswith three specializations: administration, collectionsmanagement, and education and interpretation. Theadministration specialization covers financial management,fundraising, marketing, and administration. Collectionsmanagement trains individuals to manage and care forcollections. Education and Interpretation trains students tointerpret collections, develop an understanding of diverseaudiences and their needs, plan and develop exhibitions, anddesign education programs in museums.All students complete the core curriculum, specializationcourses, and internships offering independent, individualizedstudy in a museum or museum-related institution. Themaster’s program concludes with a master’s project, whichallows students to explore in depth a specific area of interestin a museum or related organization.SCHOOL OF EDUCATION AND LIBERAL ARTS 55

Degree RequirementsIn addition to the university’s general requirements (outlinedin the General Information section of this catalog), studentsmust also complete the following:• Upon admission, all students must demonstrate writing competencyas determined by department evaluation of writingability. Some students may be required to take coursesin writing in addition to the 58-unit requirement for thedegree.• Prerequisite courses as identified at the time of thestudent’s admission. Some students may be required totake courses in addition to the 58-unit requirement for thedegree.• No more than six graduate units will be accepted intransfer, and no more than six undergraduate units maybe applied to this program. See the program advisor forspecific limitations 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 4.5MUS 5004 Issues in Museums II: Finance and Administration 4.5MUS 5005 Issues in Museums III: Planning and Development 4.5MUS 5321 Museums and Communities 4.5MUS 5405 Exhibition Development 1 4.5MUS 5420 Museums, Interactive Technologies andElectronic Access 4.5MUS 5996 Master’s Project: Topic Development 2 1MUS 5997 Master’s Project: Research Methodology 4.5 MUS 5996 with a grade of B or betterMUS 5998 Master’s Project: Writing and Production 4.5 MUS 5997 with a grade of B or betterSpecialization (choose one of the three specializations, below) 21Total units required 581Students without a business or management background are required to complete two of the listed undergraduate courses before beginninggraduate studies.2Under the supervision of a project coordinator, each student develops a project that reflects his or her expertise in a special subject areaand demof research methods and writing skills. All students must demonstrate proficiency in writing and research prior to beginning the master’sproject. These courses must be completed with a grade of B or better. The master’s project, including the oral presentation, must becompleted in residence at John F. Kennedy University.Administration SpecializationCourses Units Prerequisite(s) Co-Requisite(s)Undergraduate prerequisite courses 1 0–6BUS 2000 Financial Accounting A (3)BUS 2001 Financial Accounting B (3) BUS 2000MUS 5975 Internship 2 9Select FOUR of the following courses 12BUS 3160 Diversity in Organizations (3)BUS 3260 Nonprofit Finance and Accounting (3) 1 BUS 2001BUS 5020 Financial Management (3) 1 BUS 5096BUS 5025 Human Resources Management (3) 1BUS 5030 Personal Power and Leadership (3) 1BUS 5035 Visionary Leadership (3) 1BUS 5040 Marketing Management (3) 1BUS 5385 Cultures and Comparative Management Styles (3) 1BUS 5455 Theory and Practice of Organizational Transformation (3) 1BUS 5460 Organizational Cultures, Myths and Values (3) 1BUS 5475 Strategies for Communication and Team Building (3) 1Total units required 21–271Business and management courses are offered by the university’s School of Management. Other business or management electives may betaken with the 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 allowstudents to assume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum fieldunder the guidance of professionals. Students in the program have interned in local, national and international museums and museumrelatedinstitutions.56 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

Collections Management SpecializationCourses Units Prerequisite(s) Co-Requisite(s)MUS 5501 Documentation of Collections 4.5MUS 5502 Preventive Conservation 4.5MUS 5975 Internship 1 12Total units required 211Includes practicum.Education and Interpretation SpecializationCourses Units Prerequisite(s) Co-Requisite(s)MUS 5610 The Visitor Experience: Learning Theories andUnderstanding Audiences 4.5MUS 5612 The Visitor Experience: Interpretive Methods andApplications 4.5MUS 5975 Internship 1 12Total units required 211All museum studies students are required to complete one or more museum internship(s) in the area of specialization. Internships allowstudents to assume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum fieldunder the guidance of professionals. Students in the program have interned in local, national and international museums and museumrelatedinstitutions.CERTIFICATE IN MUSEUM STUDIESThe Certificate in Museum Studies is designed for individualswho want to enhance their understanding of museum workbut do not need a master’s degree. The one-year programis open to students who have a Bachelor of Arts andsubstantial experience as a museum employee or volunteer.Applicants without substantial museum experience may beadmitted to the program but will be required to completean additional internship. The certificate is offered with aspecialization in either collections management or educationand interpretation. Certificate students are required to takethe first-year core courses applicable to the specializationand complete an internship in a museum. Students must alsodemonstrate proficiency in writing. For information about theinternship see above.All students must demonstrate writing competency as determinedby the department evaluation of writing ability. Somestudents may be required to take additional courses in writingbeyond the 30–36 units required for the certificate.Courses Units Prerequisite(s) Co-Requisite(s)Core CurriculumMUS 5003 Issues in Museums I: History and Theory 4.5MUS 5004 Issues in Museums II: Finance and Administration 4.5MUS 5321 Museums and Communities 4.5MUS 5975 Internship 1 7.5Select 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 301All museum studies students are required to complete one or more museum internship(s) in the area of specialization. Internships allowstudents to assume professional responsibilities and gain an understanding of a museum’s operations and relationship to the museum fieldunder the guidance of professionals. Students in the program have interned in local, national and international museums and museumrelatedinstitutions.SCHOOL OF EDUCATION AND LIBERAL ARTS 57

CREDIT BY ASSESSMENT [CBA] COURSESCBA 100 CREDIT BY ASSESSMENT 1–5Units earned through assessment of prior learning experiencesuch as corporate training; professional workshops, seminars,and conferences; licensure or certification; independentscholarship; 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,and conferences; licensure or certification; independentscholarship; 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,and conferences; licensure or certification; independentscholarship; and appropriately supervised volunteer training.CORE CURRICULUM [COR] COURSESCOR 2100 THE DEVELOPING WRITER 3Emphasis on the mechanics and process of writing. Studentshone their writing skills through essay and journal exercises,editing, discussion, and revision. Common writing difficultiesare addressed. May be applied toward the lower-divisiongeneral education communication breadth requirement.COR 3000 EDUCATION, SELF AND COMMUNITY I 3Explores various dimensions of the learning process includingthe influence of prior learning experiences; the socialconstruction of knowledge; the impact of culture, class, race,age, and gender on our educational experiences; and thepossibilities for developing stimulating and fulfilling learningpractices. At the same time, the course provides new studentswith a survey of the BA Program—its vision, objectives andrequirements—and offers them guidance in choosing a majorand 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, andcritical thinking; designed particularly to help upper-divisionstudents craft better academic essays. Students work on theorganization, mechanics, and coherence of their writing andbuild greater confidence in themselves as writers. Studentsalso discuss and practice the fundamental tools of criticalthinking, analyze rhetorical devices and targeted audiencesof different texts, and attempt to apply their understandingto their own expression. The course helps students examinethesis, types of evidence, and counter-arguments as well asmovements between concrete and abstract, personal anduniversal. Each quarter, the course will be organized around adifferent interdisciplinary theme. Required.COR 3140 MY VOICE, MY SELF 3Emphasis on students “finding voice” to express their ideasand experiences, to enable them to value their views andspeak confidently in small, large, informal, and formalgroups. Accent is on developing authenticity in thought andexpression. Coursework includes breathing and movementexercises, applying actors’ and role-playing techniques,and learning how to value speaking, listening, and silence.58 SCHOOL OF EDUCATION AND LIBERAL ARTSMay be applied toward lower-division general educationcommunication breadth requirement.COR 3145 RESEARCH WRITING 3Focuses on the writing of an academic research paper.Involves a full quarter of classroom work and an additionalone-unit library course, COR 3146 Information Resources,which is taken concurrently. Coursework is directed towardformulating and revising a topic, researching information,writing, and reviewing a quality academic paper. Emphasizesthe importance of critical thinking and rhetorical analysis. Thecourse will focus on a different interdisciplinary them eachquarter.COR 3146 INFORMATION RESOURCES 1This course is designed to be taken concurrently with thebase three-unit course, COR 3145 Research Writing. Studentsreceive a brief refresher on basic library and electronicresearch. Students then focus on the research issues involvingtheir 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 conceptsof research and how it might be relevant in their lives.Knowledge claims behind the two distinctly differentapproaches of quantitative and qualitative research will beexplored. The course will then concentrate on qualitativeresearch as a method of inquiry that best fits with manyquestions asked in the social sciences. Student will beexposed to the most common qualitative research approachesthrough seeking out and reading research with a specificmethodology in their field of interest.COR 4106 AUTOBIOGRAPHY 3Focuses on identifying major themes, exploring innermeanings, and writing the first phase of an autobiography.As a supplement to this substantial writing project, instructorsmay design this course to involve an emphasis on someor all of the following: reading published autobiographies,dramatically performing elements of one’s autobiography,painting or drawing a self-portrait, and researching the socialhistoricalcontext of one’s autobiography.COR 4900 TOPICS IN CORE STUDIES 3Topics vary according to instructor and student interest. Maybe repeated for credit with a change in topic.JOHN F. KENNEDY UNIVERSITY

COR 4995 INDEPENDENT STUDY IN INTERDISCIPLINARY CORE 1–3Studies and projects to be arranged with the instructor andthe department chair. May be repeated for credit with achange of topic.COR 4998 EDUCATION, SELF, AND COMMUNITY II 1Calls upon students to articulate some of the ways in whichtheir academic work, their service learning, their personallife experiences, their career choices, and the greater societymay be integrated. Provides an opportunity for students toconsider to what extent and how they have changed throughthe program, to reflect on the JFK University Liberal Artscommunity, to share, and to celebrate. Required.BA COMPLETION PROGRAM [CUJ] COURSEThis course is offered on the Campbell campus.CUJ 3300 AMERICAN CULTURAL 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] COURSESECT 3001 ESSENTIALS ONE: PREPARING THE SELF 4As the first step in the Essentials Coaching program, EssentialsOne provides a framework to develop self-awareness as anecessary foundation both for understanding the ability toguide others in a coaching relationship and for achievingdesired levels of success in life. Students will learn keyconcepts for bringing awareness to prominent beliefs guidingdecision making and meaning making in their lives andthey will learn tools to enhance inter- and intrapersonalcommunication skills.ECT 3002 ESSENTIALS ONE: PRACTICUM 3This four-week practicum features a three-day, in-personintensive emphasizing practical and experiential learning todeepen understanding of the core concepts introduced inECT 3001. Students will engage in guided internal exercisesalong with dynamic group processes to allow them toreclaim their power and integrate the full range of personalexpression 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 Coachby observing and experiencing this coaching model duringweekly telecourse coaching sessions. In a group setting withfellow coaches in training, faculty and guest master coachesguide students through the Essentials coaching process. Inthis way, students learn the coaching model and its keyconcepts first-hand as they are coached by expert Essentialscoaches and witness others being coached in this model.Prerequisite: ECT 3002.ECT 3004 ESSENTIALS COACHING TRAINING:DEVELOPING THE PRACTICE OF COACHING 4This course builds on the first three and is specially designedto learn advanced distinctions, skills, and techniquesnecessary for effective, empathetic communication incoaching relationships. Further emphasis is placed onunderstanding and using clarifying questions, establishinghealthy boundaries, distinguishing between coaching andcounseling, fostering a strong code of ethics, managingconflict resolution, and holding self and others accountable.This course is a demarcation point where students beginapplying the skills of being an Essentials Coach throughpractice coaching relationships with both peers in trainingand outside practice clients. Prerequisite: ECT 3003.ECT 3005 ESSENTIALS COACHING TRAINING: PRACTICUM 5This capstone course in the training program focuseson application and mastery of all Essentials Coachingdistinctions and skills. Through scheduled session reviews,instructors observe and critique students’ practice andskills. Emphasizing the conduct and standards of CertifiedIntegrative Coach Professionals (CIC), students learn thecrucial steps of building a coaching practice based onintegrity. This course culminates in a four-day residentialintensive in order to demonstrate the required proficienciesof a CIC. Assessment and skills demonstration from thiscourse will determine whether students will be authorized toproceed with CIC certification. Prerequisite: ECT 3004.SCHOOL OF EDUCATION AND LIBERAL ARTS 59

BA COMPLETION PROGRAM [EDJ] COURSESThese courses are offered on the Campbell campus.EDJ 3105 THE ESSAY 3Writing short papers on personal, general and academicsubjects, progressing from the simplest, most personalapproach through increasing stages of complexity.Emphasizes discovering and developing each student’svoice while building specific writing skills including unity,organization, development, and clarity of thought. Fulfillsupper-division general education writing requirement. Maybe applied toward the lower-division general educationcommunication breadth requirement if the upper-divisionwriting competency 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 remoteaccess tools such as the Internet. Fulfills upper-divisiongeneral education library research requirements.EDJ 4005 THE LEARNING PROCESS 2An exploration of theoretical and personal ways of learningand knowing. Students explore the effects that gender,ethnicity, race, learning and cognitive style, intelligence,personality, and history have on their learning process.Students will also explore the idea of critical and creativethinking 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 atopic of student’s choosing relating to their specializations.Including a major research component, the two-quarterproject provides students the opportunity to deepen theirunderstanding of a topic that has engaged them during theirundergraduate program. It provides an opportunity to achieveand demonstrate mastery of a research and writing projectof significant scope, under the guidance of both a facultyadvisor and a course instructor. Prerequisites: Completion ofall communication skills requirements.EDJ 3120 CRITICAL THINKING 3An introduction to logic, a tool that enables investigation ofany subject by reasoning. Develops skills for enhanced criticalawareness of social and cultural conditioning and providesa working knowledge of the tools of critical assessmentand intuitive approaches to problem solving. Fulfills upperdivisiongeneral education critical thinking requirement.EDUCATION [EDN] COURSESThese are graduate-level Education courses.EDN 5000 THE WHOLE CHILD 3Explores ways to work effectively with children, adolescents,and parents with an emphasis on approaches that fosterempathy and respect 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-levelcomputer knowledge and skills for communication, research,analysis, and presentation as they relate to education.EDN 5006 TECHNOLOGY, LEARNING, AND SOCIAL ISSUES 1Students will acquire knowledge and skills for integratingtechnology into teaching of subject-area curriculum andissues related to child safety, copyright, and privacy.EDN 5007 LEVEL 2—INDUCTION: TECHNOLOGY INTEGRATION 1Students will be required to demonstrate their knowledgeand skills for integrating computer-based technology in theirteaching of subject-area curriculum. Participants will usetechnology to create documents, communicate electronically,search and evaluate appropriate software to supportstandards-based learning, adjust teaching for special studentpopulations, and assessment.EDN 5008 HEALTH AND SAFETY EDUCATION FOR TEACHERS 1Candidates will apply knowledge, skills, and abilitiesdeveloped during their professional preparation to providecomprehensive support for their students’ total well-beingand health to promote optimal learning.EDN 5009 TEACHING SPECIAL POPULATIONS 1Candidates will extend their knowledge, skills, and abilitiesacquired during their professional preparation to ensureequitable access to learning and outcomes for students withdisabilities, gifted and talented students, and students at risk.EDN 5010 THE HEALTHY CHILD 2Introduces students to the physiological and sociologicaleffects of drugs, alcohol, and tobacco use and abuse.Identifies young people’s behaviors associated with theseproblems. Explores sexually transmitted diseases andnutritional 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.60 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

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, andreading for 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 middleand high schools.EDN 5030 THE PSYCHOLOGY OF TEACHING 3Focuses on communicating with students individually, ingroups, and in presentations; fostering fair and friendlycommunication in the classroom; and helping each youngperson communicate appropriately and effectively. Explorespersonal issues that affect development 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 ofinterdisciplinary approaches. Using integrated themes,students examine the curriculum from kindergarten through12th grade and work through yearlong progressions of skilland 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 studyin the humanities.EDN 5211 CURRICULUM I: SECONDARY 3Provides a foundation in curriculum development (for thesingle-subject credential program). Focuses on variousformats for developing lesson plans and on subjectareacompetency. Students develop familiarity with stateframeworks (relevant to student area of specialization) andbegin to explore instructional materials.EDN 5212 C&I: ENGLISH-LANGUAGE ARTS (MS) 3Provides a foundation in curriculum and instructionalplanning. Candidates work in groups to developinterdisciplinary lessons and units for teaching English-Language Arts in self-contained settings. Focuses on needs ofkindergarten through third-grade children.EDN 5215 C&I FOR SECONDARY SCHOOLS I 3Introduces principles, methods, and processes that are fundamentalfor teaching subject specific content in secondaryschool settings.EDN 5220 CURRICULUM II: MATH AND NATURAL SCIENCE 3Emphasis is on teaching mathematics and science for fourththroughsixth-grade children. Working in groups, studentscreate lesson plans centering on mathematics and science andaddressing social science and the humanities.EDN 5221 CURRICULUM II: SECONDARY 3Continued development of skills from Curriculum I.Emphasis on applying skills to different ages, developinginterdisciplinary and more complex lessons and units, andassessing student achievement.EDN 5222 C&I: MATHEMATICS (MS) 3Focuses on the California Framework and Academic ContentStandards and subject-specific pedagogy for teachingmathematics in K–8 classrooms.EDN 5225 C&I FOR SECONDARY SCHOOLS II 3Focuses on application of principles of instructional designand curriculum development for teaching specific subjectareas in secondary schools. Candidates will develop lessonand unit plans with emphasis on providing their students withequitable access to learning.EDN 5230 CURRICULUM III: SOCIAL SCIENCE 3Emphasizes understanding the adolescent learner and suchteaching strategies as cooperative learning and other forms ofgroup work along with continued development of skills fromCurriculum I; development of more complex lessons andunits and development of an integrated thematic unit of sixto 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 lessonsand units for teaching history and social science content inK–8 using California Framework and Standards. Emphasisgiven to multiple perspectives 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 teachingin secondary schools.EDN 5240 COMPUTERS IN EDUCATION 3Explores the impact of computer technology on education.Students experiment with and evaluate educationalsoftware designed for tutorial and group instruction as wellas classroom management. Strategies for incorporatingtechnology into the existing curriculum are discussed.EDN 5310 SUPERVISED TEACHING A 2Students observe several diverse elementary classrooms orrecreational settings. May include visits to the university’sexpressive arts and sport camps, a preschool, or a settingfor developmentally disabled children. Weekly classes at theuniversity for training in cooperative teaching strategies arerequired.EDN 5320 SUPERVISED TEACHING B 6Guided by a master teacher, students observe and assist themaster teacher, prepare lesson plans, and teach lessons fourto five mornings per week. Weekly meetings at the universityfor problem solving, feedback, and support are required.EDN 5321 TEACHING SEMINAR B 1.5Emphasizes strategies for creating a collaborative andcooperative learning environment to maximize learning,building school-home partnerships, and developing complexSCHOOL OF EDUCATION AND LIBERAL ARTS 61

interdisciplinary units. Introduces students to the portfolioassessment 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 atthe university required as in EDU 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 experiencefor multiple-subject students and a five-day-per-weekexperience for single-subject students includes observationand assistance and lesson preparation and teaching—withincreasing responsibility—culminating in two weeks of fulltimeteaching. Weekly meetings at the university are requiredas in EDU 5320.EDN 5341 TEACHING SEMINAR D 1.5Focuses on guiding students in their final preparation andpresentation of their portfolios, provides students withemployment search and preparation skills, and assistsstudents with complete credential application process.EDN 5345 SUPERVISED TEACHING D 6Focuses on development of knowledge, skills, and abilitiesrequired for classroom teaching through fieldwork andsupporting seminars.EDN 5400 THEORIES OF LANGUAGE ACQUISITION 3Provides a foundation for understanding how language isacquired by English learners. Explores current research onpsychosocial, cultural, and political factors affecting thelanguage development of the English learner. May be usedto fulfill the requirements for the Cross-Cultural LanguageAcademic Development (CLAD) Certificate.EDN 5410 METHODS FOR TEACHING THE ENGLISH LEARNER 3Explores the basic methodologies in English Language Development(ELD) and bilingual education. Emphasis is on thepractical aspects of teaching the English learner includingclassroom management and organizational strategies. Maybe used to fulfill the requirements for the Cross-CulturalLanguage Academic Development (CLAD) Certificate.EDN 5420 METHODS FOR TEACHING IN-DEPTH CONTENT 3Examines the teaching of content through Specially DesignedAcademic Instruction in English (SDAIE). Explores the transitionin approach from the elementary through middle schoolto high school. May be used to fulfill the requirements forthe Cross-Cultural Language Academic Development (CLAD)Certificate.EDN 5430 ASSESSMENT OF LINGUISTIC MINORITYSTUDENTS 3Focuses on the assessment of oral language proficiency level,literacy, and general background knowledge of the Englishlearner. Special attention is given to understanding thecomponent skills in communicative and academiccompetence. May be used to fulfill the requirements for theCross-Cultural Language Academic Development (CLAD)certificate.EDN 5500 AMERICAN CULTURE IN TRANSITION 3Investigates how teachers can make the classroom aplace where students learn to believe in themselves, theircommunities, and their world. The course draws on thetraditions of social and political theorists, historians, andeducators including writers such as Stewart, Bellah, Terkel,Coles, Arendt, Lapp, and Shor.EDN 5501 CROSS-CULTURAL COMMUNICATION 3The general theory of ethnicity and language is examinedacross cultures with an emphasis on the cultural differencesthat affect communication in the media and in education.EDN 5900 TOPICS IN EDUCATION 1–3Topics vary according to instructor and student interest. Maybe repeated for credit with a change in topic.EDN 5990 RESEARCH WRITING AND METHODOLOGY 3Introduces participants to inquiry-based action researchmethodology and thesis proposal writing. Participantswill learn action-research strategies that help them definequestions and determine methods for their research project.EDN 5991 THESIS PROPOSAL 2Students choose a research topic, complete a survey of theliterature on that topic, and outline a community researchproject. An expert in the field is chosen to guide thefieldwork.EDN 5992 THESIS RESEARCH PROJECT 2Students design and complete a research project that usesqualitative or quantitative methodology to promote socialjustice in the educational community. May involve workingwith children, parents, teachers, community agencies, orsome combination of these. This project leads directly to thethesis.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 PERFORMANCE ASSESSMENT (TPA)—TASK 1 0Passage of TPA—Task 1 is required of all candidates workingtoward a California Preliminary Teaching Credential. Thiscourse will provide candidates with test preparation, testadministration and scoring, and a record of outcomes foradvising.EDN 9002 TEACHING PERFORMANCE ASSESSMENT (TPA)—TASK 2 0Passage of TPA—Task 2 is required of all candidates workingtoward a California Preliminary Teaching Credential. This62 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

course will provide test preparation to help candidatesunderstand the assessment system and place where the testwill be administered.EDN 9003 TEACHING PERFORMANCE ASSESSMENT (TPA)—TASK 3 0Passage of TPA—Task 3 is required of all candidates workingtoward a California Preliminary Teaching Credential. Thiscourse will provide test preparation to help candidatesunderstand the assessment system and place where the testwill be administered.EDN 9004 TEACHING PERFORMANCE ASSESSMENT (TPA)—TASK 4 1Passage of TPA—Task 4 is required of all candidates workingtoward a California Preliminary Teaching Credential. Thiscourse will provide test preparation to help candidatesunderstand the assessment system and place where the testwill be administered.EDUCATION [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 3This 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 leadershipand learning, about the purpose of education in a democraticsociety, and about the role of the school as a force for bothstability and change in the community.ENJ 5010 LEADERSHIP FOR RACIAL EQUITY, SOCIAL JUSTICE,AND DEMOCRACY 3This course explores both the current realities of schoolsystems and the ideals of education for a multicultural,democratic society. Candidates will examine thecontemporary context of schools and schooling and theways educational institutions perpetuate inequities for certaingroups of children. This course examines the impact ofinstitutional racism on the lives and achievement of thesestudents.ENJ 5020 LEARNER-CENTERED INSTRUCTIONAL LEADERSHIP 3This course provides knowledge about issues and elementsof effective instruction and school improvement that fosterteacher and student success. Much of the course is devoted toissues of assessment and accountability. The course addressesa range of issues that contribute to effective leadership insuccessful schools.ENJ 5030 ORGANIZATIONAL MANAGEMENT I: TECHNOLOGY 1This course introduces candidates to the wide variety oftechnological resources and how these resources can beintegrated throughout educational programs in order tooptimize learning for students and staff. Candidates willlearn to use technology as a means to improve systempractices including effective communication, analysis, andinterpretation of data to inform strategies around studentachievement and overall effective school administration.ENJ 5040 ORGANIZATIONAL MANAGEMENT II: LAW 1This course introduces candidates to laws, legal practices,interpretations, and practice governing federal, state, county,and local school administration.ENJ 5050 ORGANIZATIONAL MANAGEMENT III: FINANCE 1This course introduces administrative candidates to theeconomics of education, school finance, and school businessadministration. Candidates will continue to deepen theirunderstanding of public policy (from ENJ 5040) regarding theequitable distribution of resources.ENJ 5100 THE WHOLE COMMUNITY:A CONTEXT FOR EDUCATIONAL LEADERSHIP 3This course provides administrative candidates with opportunitiesto work effectively with members of the community atlarge within which a given school is situated. During thiscourse and its fieldwork component, candidates will haveopportunities to assess and respond to diverse communityinterests and needs and also to mobilize communityresources in the service of student well being, achievement,and success. The greater school community will serve asthe primary context in which candidates will develop theircapacity for effective educational leadership in a diversesetting.ENJ 5110 THE WHOLE FAMILY:A RESOURCE FOR EDUCATIONAL LEADERSHIP 3This course provides administrative candidates withopportunities to work effectively with students’ families andto recognize families as essential resources on which todraw as school leaders. In both this course and its fieldworkcomponent, candidates will not only assess and respond tothe interests and needs of diverse families, but also work todeepen relationships with families in service of student wellbeing, achievement, and success.SCHOOL OF EDUCATION AND LIBERAL ARTS 63

ENJ 5120 THE WHOLE CHILD:A FOCUS FOR EDUCATIONAL LEADERSHIP 3This course puts the child at the center of the leadership equation.Administrative candidates will develop a deeper understandingof child development and student learning patternsalong with ways to assess and address the unique needsof certain groups of students who historically have beenunderserved by the education system.ENJ 5130 THE WHOLE SCHOOL:A LOCUS FOR EDUCATIONAL LEADERSHIP 3Using the school site as locus for educational leadershipdevelopment, this course provides opportunities for theadministrative candidates to examine, practice, and model apersonal code of ethics including protecting the rights andconfidentiality of students, staff, and families. This courseand its fieldwork component enable candidates to practiceprofessional leadership capacity including shared decisionmaking, problem solving, and conflict management aswell as to foster those skills in others. Candidates will haveopportunities to act effectively as spokesperson for the schoolto 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 opportunitiesto make connections between what is learned in class andwhat is experienced at the school site. Candidates will designa plan for 30 hours of course-related fieldwork with theassistance of the university 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 opportunitiesto make connections between what is learned in class andwhat is experienced at the school site. Candidates will designa plan for 30 hours of course-related fieldwork with theassistance of the university 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 opportunitiesto make connections between what is learned in class andwhat is experienced at the school site. Candidates will designa plan for 30 hours of course-related fieldwork with theassistance of the university 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 opportunitiesto make connections between what is learned in class andwhat is experienced at the school site. Candidates will designa plan for 30 hours of course-related fieldwork with theassistance of the university supervisor and site mentor.HUMANITIES [HUJ] COURSESThese courses are offered on the Campbell campus.HUJ 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 selffrom around the world will be engaged.HUJ 3004 HUMAN VALUES AS STORY 3An online course that explores the basis of human valuesand the conflict of human values, through literary forms fromcultures throughout the world.HUJ 3405 WORLD RELIGIONS 3Surveys seven religions: Hinduism, Buddhism, Confucianism,Taoism, Judaism, Christianity, and Islam. Readings andlectures focus on world views and teachings. The nature ofmysticism is introduced. May be applied toward the lowerdivisiongeneral education humanities breadth requirement.HUJ 4105 FILM AND HUMAN VALUES 3An exploration of various aspects of life as seen through thelens of film and perspectives in psychology. Movie topicsinclude moral dilemmas, human nature, social problems,the struggle for human dignity, the complexity of humanrelationships, social roles, the conceptions of the sacred,and the human confrontation with the unknown. Using apsychological framework, films will be studied to explorevarious aspects of human values such as love, honor,integrity, courage, authenticity, growth, self-reflection,understanding, and acceptance. Each protagonist will befollowed as he or she engages in a journey of self-discovery.HUJ 4205 LITERATURE AND PSYCHOLOGY 3The human experience as studied and reported by greatwriters and filmmakers, organized around the unfoldingstages of psychological development from innocence andcoming of age through the approach of death. Fulfillsthe upper-division general education requirement forinterdisciplinary studies.HUJ 4412 INTRODUCTION TO EASTERN MEDITATIVE PRACTICES 2The course explores philosophies and meditative practicesof the Hindu, Buddhist, and Taoist traditions. The insightsof ancient texts as well as modern commentators will bebrought to an experiential engagement of Eastern models ofmeditation.HUJ 4900 TOPICS IN HUMANITIES 1–3Topics vary according to instructor and student interest. Maybe repeated for credit with a change of topic.HUJ 4995 INDEPENDENT STUDY IN HUMANITIES AND ARTS 1–3Studies and projects to be arranged with the instructor andthe department chair. May be repeated for credit with achange of topic.64 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

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 hasthe institution evolved since its beginnings? In this course,students analyze, debate, and evaluate current theories ofthe museum as a social institution. Two in-depth writingassignments and site visits encourage students to look closelyat the museum, its ethical responsibilities, and its publicprofile.MUS 5004 ISSUES IN MUSEUMS II:FINANCE AND ADMINISTRATION 4.5Review of basic nonprofit management in museums.Discussion and assignments to cover management,governance, fundraising, personnel, museum standards, andfinance.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 museumand support 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, thestudents, faculty, and guest speakers will engage in dialogue,analysis, reading, and research with the goal of creating moreaccessible, inclusive, and relevant museums.MUS 5405 EXHIBITION DEVELOPMENT I 4.5Conceptualization, planning, evaluation, development,design, and interpretation of museum exhibitions. The courseemphasizes how a collaborative approach to exhibitiondevelopment can serve diverse audiences. Students work ingroups to develop an exhibition with a local museum.MUS 5420 MUSEUMS, INTERACTIVETECHNOLOGIES, AND ELECTRONIC ACCESS 4.5This hands-on course explores how new technologies areimpacting and changing museum collections management,public programming, and administration.MUS 5501 DOCUMENTATION OF COLLECTIONS 4.5A practical exploration of the major duties of a museumregistrar including developing collections policies,accessioning and de-accessioning, inventory, insuranceand risk management, cataloging systems and informationmanagement, collections storage and handling, and tracking,packing, and shipping exhibitions.MUS 5610 THE VISITOR EXPERIENCE:LEARNING THEORIES AND UNDERSTANDING AUDIENCES 4.5The course examines learning theory from a historicalperspective teaching techniques appropriate for diverseaudiences and audience development. Additionalconsideration given to museum philosophy and educationalmethodology.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 museumaudiences.MUS 5975 INTERNSHIP 1–12Work in a museum locally, nationally, or internationally,under professional supervision. May be taken in anyspecialization: public programming, collections management,or administration. May also be taken as a practicum. Subjectto advisor’s approval and availability.MUS 5995 INDEPENDENT STUDY IN MUSEUM STUDIES 1–6Studies and projects to be arranged with the instructor andthe department chair. May be repeated with a change oftopic.MUS 5996 MASTER’S PROJECT: TOPIC DEVELOPMENT 1This is the first course of a three-part master’s projectsequence. The purpose of this course is to support studentsin developing a master’s project topic that is relevant to themuseum field and builds on prior literature and research inthe 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 developinga comprehensive master’s project methodology (design,purpose of study, literature review, and limitations) insupport of their topic. Prerequisite: A grade of B or higher inMUS 5996.MUS 5998 MASTER’S PROJECT: WRITING AND PRODUCTION 4.5This is the third course of a three-part master’s projectsequence. It assists students in producing a bound writtenthesis and final product that reflects their expertise inmuseum studies that demonstrates understanding andapplication of museum studies literature, development of newideas, analytical and imaginative thinking, mastery of researchmethods and writing skills, and mastery of oral presentationskills. Prerequisite: A grade of B or higher in MUS 5997.MUS 5502 PREVENTIVE CONSERVATION 4.5Collections conservation with a focus on the physical natureof materials, the agents of deterioration that affect them,and the options for their preventive care and maintenance.Presents preservation guidelines to enable students to spotdeleterious conditions and assess and prioritize conservationproblems. Many sessions are held in museums andconservation laboratories, using actual collections to illustratethe principles discussed.SCHOOL OF EDUCATION AND LIBERAL ARTS 65

PHILOSOPHY AND RELIGION [PHR] COURSESCourses marked with an asterisk (*) fulfill the spiritual practiceperquisites for the School of Holistic Studies.PHR 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 selffrom around the world will be engaged.PHR 3004 HUMAN VALUES AS STORY 3An online course that explores the basis of human valuesand the conflict of human values through literary forms fromcultures throughout the world.PHR 3012 THE NEW SCIENCE AND TRADITIONAL VALUES 3The course will critically evaluate the role of the new scienceincluding physics, neuroscience, genetics, and cosmology.Attention will be brought not only to the challenges totraditional values posed by the new science, but also theways in which it affirms traditional values.PHR 3101 ART OF THE WORLD 3The course presents alternatives to a Eurocentric perspectiveon art. We will explore art from Asian, Islamic, and tribalcultures as well as the European. Special focus will bebrought to similarities, differences, and interrelationships inart from various cultures.PHR 3103 SACRED ART AND POETRY 3The course surveys religious art and poetry from variousworld traditions including Taoism, Zen, Christianity, Sufism,and Shamanic movements.PHR 3110 WAGNER’S “RING” AND EUROPEAN BUDDHISM 1.5The course will engage the opera cycle The Ring of theNibelung by Richard Wagner. Wagner proposed his Ringmyth as a viable alternative to the dominant Judeo-Christianreligious world view. The renowned Buddhist scholar EdwardConze has seen in Wagner’s work an example of “EuropeanBuddhism.” The course investigates the historical context ofhow Buddhist ideas came to Wagner through the philosophyof Schopenhauer.PHR 3115 WAGNER AND THE ROOTSOF NATIONAL SOCIALISM 1.5The course focuses on the emergence of a racial mysticism inEurope in the 19th century, its influence on Wagner’s operas,and its assimilation into National Socialism.PHR 3300 ETHICS AND SOCIAL 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 affirmativeaction, and topics chosen through class consensus. Maybe applied toward the lower-division general educationhumanities breadth requirement.PHR 3303 PHILOSOPHY AND RELIGION FOUNDATION 3The Philosophy and Religion Foundation course serves asa general introduction to the field of the philosophy andreligion. Topics will involve study of literature, art, film,music, philosophy, and religion.PHR 3310 ANCIENT GREEK MYTH AND RELIGION 3The course will focus on the various Greek responses toissues critical to understanding human nature and the placeof humans within an overall view of reality. Attention willalso be brought to the ways in which ancient Greek religiousideas influenced—and were overwhelmed by—the dominantJudeo-Christian tradition in the West as well as the ways inwhich certain Greek ideas cast a powerful influence in thedevelopment 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 questfor new bases of meaning after the revolutionary critiques ofculture articulated 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 atPlymouth Plantation. Central themes will include the frontier,the belief in America as the “New Israel,” and a rejection ofthe sophisticated decadence of Europe.PHR 3405 WORLD RELIGIONS 3Surveys seven religions: Hinduism, Buddhism, Confucianism,Taoism, Judaism, Christianity, and Islam. Readings andlectures focus on world views and teachings. The nature ofmysticism is introduced.PHR 3500 SUSTAINABILITY: MEANING AND PRACTICE 3This course will be a critical engagement of the three Es ofsustainability—Environment, Economics, and social Equity.Attention will be brought to both the global and localdimensions of environmental degradation, to the role ofmultinational corporations in government regulation (or lackof it), to issues of social equity in regard to the emergence ofThird World societies, and to the increasingly urgent problemsof social stratification within the industrialized world.The course will introduce systems concepts of feedback,autopoiesis, bifurcations, overshoot, and criticality. It willexplore the viability of technological remedies and variouspolitical solutions.PHR 3501 TRUTH, LIES, AND SUSTAINABILITY 3This course is designed to build on the foundations ofsustainability: meaning and practice. It examines in depththe key issues facing us by way of case-study analysis.Factors like energy conservation and usage, water resources,pollution, and new technologies will be discussed in lightof political and social contexts. Students are encouragedto think critically within the disciplines of environmentalscience, ecology, psychology, politics, and economics. Specialemphasis will be given to cross-cultural issues and the globaleconomy.66 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

PHR 3700 EPICS OF THE WORLD 3Epics present foundational myths and archetypes. Thecourse explores the epics that express the psyche of differentcultures—including Gilgamesh, The Ramayana, Chushingura,Beowulf, and others.PHR 4000 MYTH AND ARCHETYPE 3Examines the historical meanings of myth and archetype,the way individual and societal experience of these haschanged, and the individual as participant in mythmaking.Fulfills the upper-division general education requirement forinterdisciplinary studies.PHR 4002 HISTORY AND PHILOSOPHY OF CONSCIOUSNESS 3A historical survey of the ways in which humanconsciousness has been understood in the West. Includesliterary, scientific, philosophical, and psychological texts.Particular attention will be brought to issues in the historyof understanding human consciousness that are relevant tocontemporary questions and crises.PHR 4007 AIKIDO 1This course will explore the theory and practice of Aikido.Students will gain direct experience of ancient movementsand techniques which, according to Chinese and Japanesephilosophy, are grounded in the dynamic design of natureitself.PHR 4010 PHILOSOPHY IN THE STREET 3The course will examine the connection between theories ofhuman nature and political philosophy. We will explore andassess selected political philosophy in the West from Periclesto postmodernism.PHR 4015 NIETZSCHE AND THE NEW PARADIGMS 3The course will critically assess Nietzsche’s claim that “Godis dead” in its historical context. It will explore Nietzsche’spoetic critique of religion and culture and the ways in whichthis critique serves as a foundation for emerging trends inpsychology, religion, and philosophy.PHR 4021 THE BIRTH OF MODERN CONSCIOUSNESS 3In fields as diverse as science, religion, philosophy, andsocial theory, it is evident that a new understanding ofconsciousness is emerging. The values of this new outlookare hotly disputed. But we know this much: Our view ofconsciousness powerfully impacts our understanding ofculture and our hopes for future civilization. The coursewill examine the roots of the various attempts to rethinkhuman consciousness that crowd today’s marketplace ofideas. Topics will include proposals that question the rolesof rationality, of consumerism, of evolutionary theory, and ofsociety in the phenomenon of consciousness.PHR 4105 FILM AND HUMAN VALUES 3An exploration of changing assumptions and values inpopular cinema. Topics include social roles, conceptions ofthe sacred, and the human confrontation with the unknown.PHR 4110 HISTORY OF MODERN ART 3A survey of modern art and the ideas that inspired it fromthe mid-19th century through the 1980s. The course involvesslide lectures as well as music and poetry to explore theprofoundly transformative effect of modern art on thecontemporary world. The multicultural foundations and crossculturalimplications of modern and postmodern thinking areprimary considerations in the course.PHR 4210 TAI CHI: INTRODUCTION TO PRINCIPLESAND PRACTICES 2The course will explore the basic principles of Taoism andtai chi chuan in relation to the integration of body, mind,and spirit. Introductory movements of tai chi, tai chi chuan,and Qi Gong will be practiced. The implications of tai chiprinciples and practices upon health and consciousness willbe explored.PHR 4232 SCIENCE, ART AND RELIGION:MEANINGS AND UNDERSTANDINGS 3This course offers a broad approach to experiences ofknowing in science and religion. Drawing on topics centralto physics and neuroscience, Hinduism and Buddhism,and the Abrahamic traditions, the course examines theprocesses of knowledge that are central to claims aboutreality and truth and to the formations of world views. Inthis way, science and religion are placed in the context ofconsciousness and the living practices through which peopleform understandings and shape their lives with purpose andvalue. The course will also look at perspectives from Easternand Western religions and scientific traditions. Guest speakersspecializing in various topics will be invited.PHR 4400 INDIAN SPIRITUAL TRADITIONS 2Explores classical Indian spiritual traditions, such as raja,bhakti, karma yoga, and the tantric schools. Prerequisite: PHR3405 or the equivalent.PHR 4405 NATIVE AMERICAN SPIRITUALITY 2This course focuses on the study of Native American valuesand spirituality. In the interconnected web of cultures, theNative American wisdom offers a Way of Right Relationshipwith ourselves, others, and the ecology of the planet. Thiscourse will focus on Cherokee history, values, and spirituality.We’ll learn the ancient way of the Power of Relation, theHarmony Ethic, and the Principle of Non-Interference.PHR 4407 RITES AND SYMBOLS OF FEMININE SPIRITUALITY* 2The course will critically investigate the claim that thereis a uniquely feminine mode of spirituality. The historicalexpression of feminine spirituality will be explored withspecial focus on the themes of initiation and transformation.PHR 4410 TIBETAN BUDDHISM 2The course explores the confluence of original Indianelements of Buddhism with tantric outlooks as well as withPersian and Chinese sources. Attention is brought to thepsychology and meditative practices of the Tibetan tradition.Prerequisite: HUM 3405 or the equivalent.PHR 4411 EAST/WEST MEDITATIVE PRACTICES 1This course is cross-listed with ISD 5303. This course is anintegration of Eastern and Western meditative practices andincludes the philosophy of these spiritual systems as well asexperiential practices. This course is offered credit/no creditonly.SCHOOL OF EDUCATION AND LIBERAL ARTS 67

PHR 4412 INTRODUCTION TO EASTERN MEDITATIVEPRACTICES* 2The course explores philosophies and meditative practicesof the Hindu, Buddhist, and Taoist traditions. The insightsof ancient texts as well as modern commentators will bebrought to an experiential engagement of Eastern models ofmeditation.PHR 4413 INTRODUCTION TO WESTERN MEDITATIVEPRACTICES* 2Introduces Western meditative practices from the Jewish,Christian, Islamic, and Nature traditions. The course willemphasize the connections between meditative practices andbasic religious theoretical foundations.PHR 4415 TAOISM 2The course examines the origins of Taoism in Chineseculture and the thought of Lao Tzu and Chuang Tzu. Thedevelopment of Taoism is traced through its dialogue withConfucianism and its decisive influences on Ch’an, or Zen,Buddhism. The resonance of Taoist ideas with contemporarymovements in psychology and science is also covered.Prerequisite: PHR 3405 or the equivalent.PHR 4418 THE TAO OF THE WEST 3The various understandings of the Tao (literally way) fromthe traditions of China have found different resonances inthe West. The course will examine and assess the varieties ofexpressions in the West since the 18th century.PHR 4420 ZEN BUDDHISM* 2The course traces the spirit of Zen from the roots ofBuddhism in India through the rise of Ch’an in China and itsmigration to Japan and North America. Taoist influences inZen are highlighted, and psychological methodology of Zenmeditation is critically assessed.PHR 4430 CHRISTIAN MYSTICISM* 2Mysticism in a Christian context has often been fraughtwith accusations of heresy. The course examines a varietyof Christian mystics from ancient times to present whosespiritual quest has challenged orthodoxy and served as abasis for re-evaluating the Christian vision. Prerequisite: PHR3405 or the equivalent.PHR 4440 THE GODDESS RELIGION 2Goddess worship and matriarchal tradition has its roots inprehistoric culture and has persisted, albeit often in disguise,to the present day. The course will explore ancient goddessreligions as well as the Wicca tradition and movementsidentified with Neo-Paganism. Prerequisite: PHR 3405 or theequivalent.PHR 4460 CHRISTIANITY: A CRITICAL HISTORY 3Christianity is undergoing a sweeping process of selfanalysisand revision—more so than any other major worldreligion. This creative ferment is not new: it began with St.Paul. We will explore various attempts, both successful andunsuccessful, to rethink Christianity that have defined thecourse of Christian history. The course will be a historicalpresentation of Christianity and its role in Western culture.Our investigation will begin with the Judaic and non-Judaicroots of the Christian outlook, and end with an examinationand assessment of contemporary attempts to refashion theChristian vision for the 21st century.PHR 4800 SERVICE LEARNING A 2An opportunity for experiential learning, exploring careerpaths, and contributing to the community. With the serviceproject coordinator, students select an internship appropriateto their specialization or interests and spend an average of sixhours per week over two academic quarters applying theorieslearned in the classroom to supervised training and practice.With instructor’s approval, students may forgo the secondquarter of internship and instead engage in other serviceprojects such as researching and presenting a public policyproposal or writing a grant request for a nonprofit agency.PHR 4805 SERVICE LEARNING B 2A continuation and conclusion of Service Learning A. (Seeabove.)PHR 4900 TOPICS IN PHILOSOPHY AND RELIGION 1–3Topics vary according to instructor and student interest. Maybe repeated for credit with a change in topic.PHR 4995 INDEPENDENT STUDY INPHILOSOPHY AND RELIGION 1–3Studies and projects to be arranged with the instructor andthe department chair. May be repeated for credit with achange in topic.PHR 4998 SENIOR PROJECT A 3A consecutive two-quarter course which is intended to serveas the capstone of the BA program. The course providesstudents the opportunity to thoroughly explore and researcha topic of their choice within their area of emphasis and writea lengthy essay on their findings and conclusions. The courseis divided into two quarters. The first quarter, Senior ProjectA, is dedicated to selecting a topic, conducting research,receiving feedback and assistance in writing, and draftingsections of what will become the final product.PHR 4999 SENIOR PROJECT B 3A continuation and conclusion of Senior Project A. (Seeabove.) Students concentrate on drafting, revising, andpolishing their essay complete with appropriate bibliographyand footnotes according to APA guidelines.68 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

BA 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.PYC/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 whatthe original questions were in psychology and explorepresent-day psychological concerns including intelligence,psychotherapy, self-help, 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 clinicaltheories, psychopathology, and clinical psychology. Specialattention will be paid to the generality of many of these“Western” notions of human behavior to peoples of differentcultures.PYC/PYJ 3100 CHILDHOOD AND ADOLESCENCE 3An exploration of infant, child, and adolescent behavior andgrowth within the context of developmental psychologyand the human life cycle. May be applied toward thelower-division general education social science breadthrequirement.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 opportunitiesin aging are considered in a study of meaning and purposein late adulthood. Issues include dying, grief, loss, andtranscendence. May be applied toward the lower-divisiongeneral education social science breadth requirement.PYC/PYJ 3115 DEATH, DYING, AND BEREAVEMENT 3The problems and processes associated with death, dying,and bereavement are explored. Theories of dying and deathfrom psychological and religious perspectives are alsoconsidered.PYC 3116 PSYCHO-SPIRITUAL APPROACHES TO DEATH 1This course considers the relationship between living anddying as a conscious act and process. The stages of dying,grieving and bereavement, and psycho-spiritual approachesto the dying process are explored.PYC/PYJ 3200 PERSONALITY AND PSYCHOTHERAPY 4The major personality theories and therapeutic applicationsin clinical psychology are studied including body-orientedand transpersonal psychotherapies. Surveyed theorists includeFreud, Jung, Ellis, Perls, and Rogers. May be applied towardthe lower-division general education social science breadthrequirement.PYC 3205 HUMANISTIC PSYCHOLOGY 3Explores the humanistic perspective and its implications forresearch and clinical application. Emphasis is on the worksof major contributors and their reflections on issues suchas selfhood, society, and the nature of personal and socialtransformation.PYC/PYJ 3210 SOCIAL PSYCHOLOGY 3Studies human behavior in social settings and socialphenomena such as attitude structure and change,conformity, interpersonal perception and communication,cultural influence and prejudice, and group dynamics andleadership. May be applied toward the lower-division generaleducation social science breadth requirement.PYJ 3300 STATISTICS FOR SOCIAL SCIENCE 2–3The analysis of data in behavioral science research andpractice including descriptive statistics, probability,correlation, and hypothesis testing. Emphasis is on usingstatistics to understand behavioral science subjects.PYJ 3301 RESEARCH METHODS 2This course will investigate research methodology in thefield of psychology. The basic methods of quantitative andqualitative research will be addressed. APA writing style willbe reviewed. The history, assumptions, limits, challenges, andethics of research methodologies will be explored.PYC 3303 STATISTICS AND HUMAN EXPERIENCE 2Emphasis is placed on the interpretation of data and theunderstanding of recently published material and researchstudies. Statistical analysis and research exercises will addresscurrent social issues which provide students with meaningful,real-life knowledge.PYC/PYJ 3305 INTRODUCTION TO COUNSELING 3An exploration of the basic concepts of the helpingprofessions for students who have little or no experiencein the field. Exercises to integrate practical skills with aconceptual framework are included. May be applied towardthe lower-division general education social science breadthrequirement.PYC/PYJ 3310 GROUP DYNAMICS 3Presents theories and techniques for improvingcommunication in personal and professional situationsincluding interviewing and counseling methods and practicalexercises in communication and group dynamics.PYC 3318 ESSENTIALS OF ADDICTION AND RECOVERY 3This course explores both substance (such as alcoholor sugar) and process (such as relationships and work)addiction. Students will learn about current treatmentapproaches; explore the medical, sociopolitical, and processmodels of addiction; and investigate the role of spirituality inthe recovery process.PYC 3330 THE PSYCHOLOGY OF RELATIONSHIPS 1–3This course explores the psychology of relationships,both the dynamics of healthy relationships and patterns ofrelationships under stress; it examines significant aspectsof relationships including codependence and addictiveSCHOOL OF EDUCATION AND LIBERAL ARTS 69

elationships, loving relationships, and relationships intransition. May be repeated for credit with a change of topic.PYC 3500 SUSTAINABILITY: MEANING AND PRACTICE 3This course will be a critical engagement of the three Es ofsustainability—Environment, Economics, and social Equity.Attention will be brought to both the global and localdimensions of environmental degradation, to the role ofmultinational corporations in government regulation (or lackof it), to issues of social equity in regard to the emergence ofThird-World societies, and to the increasingly urgent problemsof social stratification within the industrialized world.The course will introduce systems concepts of feedback,autopoiesis, bifurcations, overshoot, and criticality. It willexplore the viability of technological remedies and variouspolitical solutions.PYC 3501 TRUTH, LIES, AND SUSTAINABILITY 3This course is designed to build on the foundations of PYC3500. It examines in depth the key issues facing us by wayof case-study analysis. Factors like energy conservation andusage, water resources, pollution, and new technologies willbe discussed in light of political and social contexts. Studentsare encouraged to think critically within the disciplines ofenvironmental science, ecology, psychology, politics, andeconomics. Special emphasis will be given to cross-culturalissues and the global economy.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 organizationsand how they work, conflict resolution and mediation, anddiversity and how the field of psychology relates to and canpossibly help in regard to these issues.PYC/PYJ 4005 LEARNING AND COGNITION 3This survey course addresses historical and current theoreticalassumptions and approaches to learning and cognition.Special attention is given to the relationship betweenlearning and cognitive process. Topics addressed includeoperant conditioning, social learning theory, learningstyles, perception, memory, problem solving, thinking, andintelligence.PYC/PYJ 4010 PSYCHOLOGICAL ASSESSMENTSAND OUTCOMES 3This course looks at the latitude and utilization of variouspsychological assessment tools. The assumptions, limits,and challenges to psychological assessment will also beaddressed. The focus will be on the construction andevaluation of psychological tests and their performance inclinical situations. Students will be engaged in self-assessmentin their learning experience.PYC 4120 EMOTIONS, INTELLIGENCE, AND AWARENESS 3Although emotions have long been considered to besecondary, if not detrimental, to our mental efficiency infinding success in life, mounting evidence demonstrates thatthinking is literally impossible without feeling, that it playsan organizing role in thought itself, and that true success istotally dependent upon a highly developed emotional life.EQ is as important as, if not more so than, IQ. This coursewill examine the evidence and search for practical ways ofdeveloping an intelligent heart and a compassionate mind.70 SCHOOL OF EDUCATION AND LIBERAL ARTSPYC 4200 JUNGIAN PSYCHOLOGY 3An examination of Jung’s life and works including the basicstructures of Jungian theory, the nature and structure of thepsyche, and the 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 thathave relevance to present-day psychotherapeutic practice areexplored through existential, humanistic, and transpersonalapproaches to psychology. Topics include judgment,forgiveness, grace, religious aspects of mental disorders,conversion experience, initiation, sacrifice, and prayer.PYC 4204 BUDDHISM AND THE WESTERN MIND 3This course examines the emerging effect that Buddhism ishaving on psychology. Students will become familiar with thebasic tenets of Buddhism and develop an appreciation forBuddhism and psychology within the greater context of theevolution of the mind and culture.PYC/PYJ 4205 TRANSPERSONAL PSYCHOLOGY 3The philosophical and empirical foundations of transpersonalpsychology and the transpersonal principles used incounseling are 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 childrenand adolescents are considered from the perspectives ofpsychology and 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.Students examine various forms of creative expression suchas 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 isculturally constructed. Attention is given to unexaminedassumptions of dominant social and psychological theories,especially common notions about the role of aggression andbiological determinism in human nature.PYC 4221 ABNORMAL PSYCHOLOGY 3The course focuses on developing a better understanding ofthe definitions, categories, and characteristics of abnormalbehaviors through biological, psychosocial, and socioculturalperspectives. While the course is descriptive in natureand sensitive to the cultural construction of “abnormality,”treatment concepts will be examined.PYC 4225 PSYCHOLOGY OF WOMEN: PSYCHE AND SOUL 3A study of how major 20th-century theories includingfeminist, psychoanalytic, Jungian, and transpersonal haveaddressed women’s psychological issues.PYC 4226 PSYCHOLOGY OF MEN 3Explores fundamental male issues including father-son andmale-female relationships, work, play, and questions ofpower. Developments in male attitudes toward love, death,the family, and aging are examined.JOHN F. KENNEDY UNIVERSITY

PYC 4235 PSYCHOSYNTHESIS: PRINCIPLES AND PRACTICE 1The basic concepts and techniques of psychosynthesisincluding presence and the art of guiding, subpersonalitywork, imagery, and identification and disidentification.PYC 4240 ARCHETYPAL PSYCHOLOGY 1–3The archetypes of human experience are expressed in art,literature, mythology, religion, and psychology. This coursetakes a post-Jungian psychological approach to exploring andunderstanding archetypes and how they affect the humanpsyche. Can be repeated with a change in topic.PYC 4300 THE PSYCHOLOGY OF INNER ANDOUTER PEACEMAKING 3This course explores the psychology of peace or the“cessation of againstness.” An examination is made of thepsychological processes and skills necessary to cultivateneutrality. Students study the lives of peacemakers throughoutthe world as well as clinical, humanistic, developmental, andsocial psychological contributions to the promotion of peace.PYC 4302 PSYCHOLOGY OF ORGANIZATIONS 3This course presents an overview of the field oforganizational psychology. Topics include organizationalculture, leadership and management, group dynamics,conflict and negotiation, empowerment and coaching, andwork stress.PYC 4800 SERVICE LEARNING A 2An opportunity for experiential learning, exploring careerpaths, and contributing to the community. With the serviceproject coordinator, students select an internship appropriateto their specialization or interests and spend an average of sixhours per week over two academic quarters applying theorieslearned in the classroom to supervised training and practice.With instructor’s approval, students may forgo the secondquarter of internship, and instead engage in other serviceprojects such as researching and presenting a public policyproposal or writing a grant request for a nonprofit agency.PYC 4805 SERVICE LEARNING B 2A continuation and conclusion of Service Learning A. (Seeabove.)PYC 4900 TOPICS IN PSYCHOLOGY AND CONSCIOUSNESS 1–3Topics vary according to instructor and student interestand may include health and illness, psychology andconsciousness, and altruism. May be repeated for credit witha change of topic.PYC 4995 INDEPENDENT STUDY IN PSYCHOLOGY 1–3Studies and projects to be arranged with the instructor andthe department chair. May be repeated for credit with achange of topic.PYJ 4996–97 FIELD PROJECT IN PSYCHOLOGY A–B 1.5/1.5An opportunity for experiential learning, exploring careerpaths, and community service. Students will select afieldwork placement site appropriate to their specific focus inpsychology. Students should plan to commit to an average ofthree hours a week over two academic quarters.PYC 4998 SENIOR PROJECT A 3A consecutive two-quarter course which is intended to serveas the capstone of the BA program. The course providesstudents the opportunity to thoroughly explore and researcha topic of their choice within their area of emphasis and writea lengthy essay on their findings and conclusions. The courseis divided into two quarters. The first quarter, Senior ProjectA, is dedicated to selecting a topic, conducting research,receiving feedback and assistance in writing, and draftingsections of what will become the final product.PYC 4999 SENIOR PROJECT B 3A continuation and conclusion of Senior Project A. (Seeabove.) Students concentrate on drafting, revising, andpolishing their essay complete with appropriate bibliographyand footnotes according to APA guidelines.SCIENCE, 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.SCI 1310 MATHEMATICS: A HUMAN ENDEAVOR 3Mathematics is a universal language, and this courseis designed to equip students for the dialogue. As anintroductory course, students are invited to increase theirquantitative reasoning skills and apply them to everydayproblems. By understanding the fundamentals of numbersequences, graphical methods, logarithms, and statistics,students will be better able to engage the sciences andhumanities. These tools are relevant in the marketplace, andstudents can approach their chosen professions with greaterconfidence. May be applied toward the lower-division generaleducation 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 courseis to familiarize the student with the history of scienceand to explore the various paradigms. Topics include pre-Socratic cosmologies, Greek philosophy and science, theCopernican revolution, Cartesian and Newtonian models,18th-century chemistry, and 19th-century views on systems,women scientists, and scientific invention in the 20thcentury. The course also includes modern biology (especiallygenetics and ethics) as well as development in physics andinformation science. The practice of science as a legitimizingprocess is evaluated. This course may be applied towardeither the upper-division general education requirementfor interdisciplinary studies or a lower-division generaleducation science breadth requirement. The course is thefoundation course for the science, health, and living systemsspecialization.SCI 3100 INTRODUCTION TO LIVING SYSTEMS 3The basic concepts of systems theory as they relate to lifeprocesses are explored including both the dynamics andthe levels of complexity in natural and artificial systemsand the interdependence of microscopic and macroscopicSCHOOL OF EDUCATION AND LIBERAL ARTS 71

orders. Special emphasis is given to the nature and qualityof information, fractals, game theory, artificial intelligence,consciousness, self-replication, genetic algorithms, and selfregulationvia feedback that introduces concepts such asautopoiesis and bifurcation points. May be applied toward thelower general education science breadth requirement.SCI 3105 PSYCHOBIOLOGY 3Explores recent advances in understanding the anatomy,physiology, and role of the nervous system. Emphasizesperception, male-female differences, brain laterality,cognition, dyslexia, trends in parapsychology, anddevelopmental influences on emotions and may be appliedtoward the lower-division general education science breadthrequirement.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 traditionaloverview of all body systems and anatomical features willbe presented. Additionally, the course will explore theintersection of anatomy and physiology systems with thewellness and psycho-emotional dimensions of embodiment.Various visual, auditory, and kinesthetic learning methodswill be utilized to facilitate optimum retention and practicalapplication of primary terms and concepts.SCI 3300 MIND, BRAIN, AND BODY INTERACTION 3We are privileged to live in an era of profound awakenings tothe age-old mystery of Self—the mind/brain, the dimensionsof the body, and the meaning of the soul, spirit, and themultidimensionality of self. We are able to ask scientificallydeeper questions that unabashedly look to human spiritualand psychic experiences for deeper scientific understandingsof this mystery. To explore this realm is to take on legitimatequestions that never would have dared to have been askedtwenty—or even ten—years ago. We will attempt to dojust that in this course using the Science of Wholism as ourguide to newer understandings and questions about ourmind/brain and mind/body and about the dimensions ofreality in which they exist. Equally important in exploringthese vistas is remaining grounded and attentive to the reductionisticscience that we have all grown up with. It offersvaluable answers to questions that are looking at the specificsimmediately in front of us and needs to be integrated withthe gestalt patterns of Wholism. [Wholism relates to theargument and philosophical discussion in science regardingreductionism and wholism retaining to explanation ofphenomena by its subunits, i.e., parts or as a whole. Wholismis a philosophical approach to understanding. This wordwholism usually is used in the context of mind, body, andspirit. Holism, by contrast, is the integrative approach toproblem solving, emphasizing the importance of the wholeand the interdependence of its parts, such as in systemstheory.]SCI 3305 BIOLOGY AND CONSCIOUSNESS 3This course provides an introduction to the nature,origins, contents, and theories of consciousness. Biologicalfoundations of perception, awareness, and consciousness willbe emphasized. The course will consider the phenomenologyand causation of normal and pathologic consciousness.SCI 3310 THE BODY AS PATTERNS OF ENERGY 1Introduces theories that view the body as a self-organizing,self-regulatory pattern entity. The course reviewselectrochemical processes of metabolism and explores howfeedback and homeostasis maintain an identity that constantlyadapts, senses, responds, and grows.SCI 3315 SCIENCE OF WHOLISM: PRACTICALITIES 1We all know about IQ, and within the past 15 years haveappreciated more and more the great importance of EQ oremotional intelligence. Now is the time to focus on what canbe called SQ or spiritual intelligence. The spiritual dimensionof our psyche underlies all that transcends our limited ego—our need for meaning, for a sense of belonging to somethinggreater 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 debateconcerning Darwin’s thesis about the origins of species andinheritance of traits. Course topics in this area will examinecatch phrases such as descent with variation, survival of thefittest, sociobiology, and genetic essentialism as a way ofcharacterizing evolutionary theory. The student will also beintroduced to various geological epochs and basic taxonomyand cladistics.SCI 3500 SUSTAINABILITY: MEANING AND PRACTICE 3This course will be a critical engagement of the three Es ofsustainability—Environment, Economics, and social Equity.Attention will be brought to both the global and localdimensions of environmental degradation, to the role ofmultinational corporations in government regulation (or lackof it), to issues of social equity in regard to the emergence ofThird-World societies, and to the increasingly urgent problemsof social stratification within the industrialized world.The course will introduce systems concepts of feedback,autopoiesis, bifurcations, overshoot, and criticality. It willexplore the viability of technological remedies and variouspolitical solutions.SCI 3501 TRUTH, LIES, AND SUSTAINABILITY 3This course is designed to build on the foundations of SCI3500. It examines in depth the key issues facing us by wayof case-study analysis. Factors like energy conservation andusage, water resources, pollution, and new technologies willbe discussed in light of political and social contexts. Studentsare encouraged to think critically within the disciplines ofenvironmental science, ecology, psychology, politics, andeconomics. Special emphasis will be given to cross-culturalissues and the global economy.SCI 4110 SYNCHRONICITY 3Synchronicity can be defined as “the immediacy of certainhuman experiences and the distancing effects of thevarious rational theories that purport to explain the world,”according to physicist F. David Peat. This course exploresthe multidimensionality of living systems with an emphasison erasing dualistic notions about mind and matter andintroducing the ideas of complexity, chaos, feedback,patterning, and the role of models in the ways we understand“reality.” Many ideas gleaned from the “New Physics” willalso be covered in depth.72 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

SCI 4115 THE MATTER MYTH:QUANDARIES OF MODERN PHYSICS 3Since the advent of the New Physics in the last century andthe development of increasingly sophisticated instruments,many phenomena at the subatomic level have beendiscovered that challenge long-held notions of time, space,and matter. The course explores the evolution of physicsand the impact of these new theories on the “real” andquantifiable.SCI 4118 SUBTLE ENERGIES, INTENTIONALITY,AND CONSCIOUSNESS 1As we humans are moving through these times of greatchange, many of us are discovering capacities, talents, anddimensions, either in ourselves or in others, that beforenow we have been oblivious to—such as precognitivedreams, distance healing, deepening intuition, luciddreaming, psychokinesis, the power of healing touch, outof-bodyexperiences, etc. There is a courageous, but rapidlydeveloping field of study, which provides evidence for theseexperiences and a valid theoretical foundation to supportthe findings. The objective of this course is to explore thisevidence in a non-technical fashion. Here the students willsee how the parameters of accepted science are changing andexplore the multidimensionality of our body’s energies. Theywill also uncover the talents and abilities that go with themand the disciplines available for exploring them. The coursewill examine evidence for the body’s energies and radiations.The content also includes the role of intentionality indeveloping our evolving senses and the nature of coherence.Because the potential of the universe is ultimately stored inthe organization of our body/minds, this course looks at howwe might begin to consciously participate in that evolution.The role of water in all these phenomena will be studied aswell as the special role of the “heart center” and other areasof subtle energy research.SCI 4120 TIME THROUGH THE AGES 3Examines the historical, cultural, philosophical, and scientificconceptualizations of time. After addressing the unity anddiversity of these views, students will examine how theseideas resonate with a personal or psychological perspective.Introduces bizarre notions of quantum theory andrelativistic time. Fulfills the upper-division general educationrequirement for interdisciplinary studies.SCI 4123 LIVING CREATIVELY BETWEEN PARADIGMS 1The materialistic paradigm (based on objectivity andseparateness) is being challenged. The new paradigm is notyet clearly delineated, but it will likely include the task ofdeciphering the enormous number of discoveries regardingthe mind, its technological capabilities, its larger ecologicalrelationships, its capacities for intuition and creativity, andthe many dimensions of consciousness on planet earth andthe cosmos itself which we are a part of and are responsibleto. Despite the rising levels of antagonism and violence,this paradigm is all the more important as it recognizesthe interconnectedness of all nature. This course will helpstudents formulate a holistic vision, while at the same timedealing with our own biases and limitations.SCI 4150 CANCER, HEALTH, AND POLITICS 3This course studies the complicated political and social forcesthat shape the research and treatment of cancer. Who or whatdirects the “war on cancer?” What determines the researchconducted, treatments advocated, and patients served? Who islooking at issues of prevention and why/why not? What is therole of cultural practices such as the pink ribbon campaignand fundraising walks in the treatment of cancer? The courseaddresses both conventional and alternative approaches tounderstanding cancer.SCI 4200 ISSUES IN ECOLOGY 3Historic geopolitical boundaries are relatively insensitiveto changing natural habitats and bioregional features, andyet many of the policies and decisions are made withinpolitical boundaries for the short term. In this course weexamine the overarching issues that will require a globalperspective and multinational cooperation that heretofore hasbeen more an impediment than a help. We will also look atenergy alternatives, population pressures, pollution, and theunmitigated effects of continued economic growthSCI 4203 FENG SHUI 1This course presents the concepts governing feng shui andincreases students’ awareness of spatial influences andsubtle energy forms. The course focuses on environmentalrelationships that affect human behavior.SCI 4212 THE EXPERIENCE OF PLACE 1“We shape our buildings and they shape us.” This courseexplores the behavioral influences of environment. Bothsubjective and objective findings across such disciplinesas anthropology, feng shui, sociology, psychology, andgeomancy are evaluated. Methods for remediation will beassessed.SCI 4215 GENETHICS, ETHICS, AND PUBLIC POLICY 3How should the first generation to have the knowledge andpower to modify genes apply this information? The courseexamines the promises of genetic engineering to providebetter crops, prevent incurable diseases, and perhaps evenextend life. The course looks at basic genetics, cloning, andforensic science. The prospects of molecular biology areevaluated in the context of ethical judgments.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 oughtto. Beyond the conventional wearing of eyeglasses or usinga cane or hearing aid, we enter the problematic realm ofxenogenic organ transplantation, animal experimentation,mechanical prosthesis, cosmetic surgery, gene manipulation,in vitro fertilization, surrogacy, life extension, and euthanasia.Selective breeding and the notion of eugenics has beenaround for centuries, but now we have the means to effectgreat change rapidly. This course considers the far-reachingimpact of such tampering and also explores potential costsand benefits within the context of fairness and access with amind to counseling individuals faced with such dilemmas.SCI 4225 STUDIES IN SCIENCE AND TECHNOLOGY 3Technology is not value free: tools change the user.Technology changes what we do, how we think, and whatwe expect. It also creates its own specialized language andculture. Many of us measure our well-being and sense of selfthrough the ownership of things and esteem ourselves withthe privilege and power that some technologies provide.SCHOOL OF EDUCATION AND LIBERAL ARTS 73

Many of us prize efficiency, productivity, and progress.Many of us are technological optimists while some of usare technophobes. This course will examine the impactof information and access within the worlds of specialknowledge and examine the development of technologywithin a cultural and historical framework.SCI 4232 SCIENCE, ART, AND RELIGION:MEANINGS AND UNDERSTANDINGS 3This course offers a broad approach to experiences ofknowing in science and religion. Drawing on topics centralto physics and neuroscience, Hinduism and Buddhism,and the Abrahamic traditions, the course examines theprocesses of knowledge that are central to claims aboutreality and truth and to the formations of world views. Inthis way, science and religion are placed in the context ofconsciousness and the living practices through which peopleform understandings and shape their lives with purpose andvalue. The course will also look at perspectives from Easternand Western religions and scientific traditions. Guest speakersspecializing in various topics will be invited.SCI 4235 SCIENCE AND SPIRITUALITY 1The journey of the intellect and the heart, each of whichseeks to find and experience the deepest truths of ourexistence, have most often not even dialogued withone another. They are now finding mutual ground andcommunicating with (and learning from) one another.Though their approaches are very different (as different asthe mind is from the heart), they are complementing andreinforcing understandings and we are the wiser for it. Thiscourse will explore quantum physics, parapsychology, andthe perennial philosophical and mystical disciplines—plusastrology, which might inform one another. The courseworkincludes readings on the New Physics—and embraces a livingsystems perspective on the mystery of spirit. The courseworkalso takes readings from the paranormal, mystical, andphilosophical perspectives in looking at the aspects of acommon reality, and moving 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 throughadulthood on a variety of psychological and physiologicalstates. Includes optimal health, allergies, hyperactivity,hypoglycemia, learning disabilities, eating disorders,delinquency, mental disorders, and senility. Fulfills the upperdivisiongeneral education requirement for interdisciplinarystudies.SCI 4310 GENDER AND TECHNOLOGY 1This course is designed to examine the many factors thatlead to disproportionate representation of women in scienceand technology. It will compare cross-cultural experiencesof women entering science and technology careers andcontrast male and female experiences within the scientificenterprise. In addition, the reading and discussions willexamine the validity of the idea that there are “women’sways of knowing” that are separate and distinct from a “maleapproach.” The student will understand the “leaky pipeline”model as it applies to advancement of women in science andtechnology. These experiences of women in the sciences willbe viewed against the larger historical and political backdropof feminism and women’s studies.SCI 4312 WOMEN AND INTEGRAL HEALTH 3Many of the health issues facing us today have more to dowith behavior than pathology. As the demands of work andfamily increase, we take less time to take care of ourselvesand our health inevitably suffers. We may not get sufficientsleep, palliate symptoms with pills, or eat the wrong foods.As we age, our bodies change in significant ways. Beyondthe usual life stages, we may become more susceptible toinfection or allergy. Many of the symptoms we treat medicallycould either be avoided or mitigated with changes in lifestyleor more integrative approaches. We know that supportstructures are important to our well-being and that the qualityof our relationships affects our health—as do our beliefsand expectations. This course looks at not only the healthcaredelivery system, but also the political and economiclandscape in which it operates. Students will learn abouttheir bodies, the history of medicine (particularly as it relatesto differences between standard Western and alternativemodels), and how politics and culture play an important rolein who gets access.SCI 4320 CHINESE MEDICINE AND CULTURE 3Examines the concepts that form the basis for one of theoldest and most complete medical systems in the world.Topics include acupuncture, herbal medicine, tai chi and QiGong, massage and manipulation, and nutrition.SCI 4332 CULTURAL ATTITUDES IN HEALING 3Explores healing practices from many ancient cultures whichare bridging the gap between Western allopathic and holisticsystems of medicine. Native American, African, Ayurvedic,Tibetan, and Oriental beliefs and approaches to health willbe discussed as they relate to integrating mental, physical,emotional, and spiritual aspects of life. Course material willbe presented in didactic and experiential learning methods tofacilitate a whole-brain understanding of the various culturalperspectives of healing.SCI 4335 ALTERNATIVES IN HEALTH CARE 3An examination of alternative models of health careincluding subtle energies, holism, chiropractic, acupuncture,homeopathy, orthomolecular nutrition, kinesthetic therapies,various herbal remedies, lifestyle changes, and a range ofhands-on interactive approaches that enhance the body’scurative powers. Using case studies and recent research, thesenon-Western, new, and ancient modalities will be evaluatedas alternatives to current standard methods.SCI 4337 STRESS AND HEALTH 3The objective of this course is to understand the most typicalphysical and psychological causes of stress. The courseexplores the underlying physiological mechanisms of stressadaptation and how toxic situations first involve maladaptivebehaviors that then might manifest as either physical orpsychological diseases.74 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

SCI 4800 SERVICE LEARNING A 2An opportunity for experiential learning, exploring careerpaths, and contributing to the community. With the serviceproject coordinator, students select an internship appropriateto their specialization or interests and spend an average of sixhours per week over two academic quarters applying theorieslearned in the classroom to supervised training and practice.With instructor’s approval, students may forgo the secondquarter of internship, and instead engage in other serviceprojects such as researching and presenting a public policyproposal or writing a grant request for a nonprofit agency.SCI 4805 SERVICE LEARNING B 2A continuation and conclusion of Service Learning A. (Seeabove.)SCI 4900 TOPICS IN SCIENCE, HEALTH, AND LIVING SYSTEMS 1–3Topics vary according to curriculum design and integrity aswell as instructor and student interest. May be repeated forcredit with a change of topic.SCI 4995 INDEPENDENT STUDIES IN SCIENCE,HEALTH, AND LIVING SYSTEMS 1–4Studies and projects to be arranged with the instructor andthe department chair. May be repeated for credit with achange of topic.SCI 4998 SENIOR PROJECT A 3A consecutive two-quarter course which is intended to serveas the capstone of the BA program. The course providesstudents the opportunity to thoroughly explore and researcha topic of their choice within their area of emphasis and writea lengthy essay on their findings and conclusions. The courseis divided into two quarters. The first quarter, Senior ProjectA, is dedicated to selecting a topic, conducting research,receiving feedback and assistance in writing, and draftingsections of what will become the final product.SCI 4999 SENIOR PROJECT B 3A continuation and conclusion of Senior Project A. (Seeabove.) Students concentrate on drafting, revising, andpolishing their essay complete with appropriate bibliographyand footnotes according to APA guidelines.SOCIAL ECOLOGY [SEC] COURSESSEC 3000 SELF IN THE WEB OF SOCIETY 3As the foundation course in the Social Ecology major, thisclass introduces theoretical and applied frameworks forunderstanding the interdependence between individuallife experience and larger social processes. Includes anexploration of the ways humans are shaped by larger socialwebs and, in turn, how individuals actively shape thecommunities 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 thelevels of complexity in natural and artificial systems and theinterdependence of microscopic and macroscopic orders. Forexample, in addition to genetic information, we might speakof thought contagion and the role of culture in transmittingmemes (like matrimonial traditions and food customs). Wecan also look at families or business organizations in termsof “cognition” and adaptation to both internal dynamics andexternal “market forces.”SEC 3115 CROSS-CULTURAL COMMUNICATION 3All communication has its foundation in culture, and whenwe try to cross cultures, miscommunication can happen inspite of our best intentions. The course will examine thedynamics of cross-cultural communication and will considerboth language and nonverbal behavior. Students will examinetheir own cross-cultural communication, drawing informationfrom anthropology, linguistics, other disciplines, and everydaylife.SEC 3116 GENDER TALK 3Examines the concept of gender and its effects on theways we communicate with each other. Topics include amulticultural exploration of myths and realities about men’sand women’s speech; various theoretical frameworks forstudying the role of gender in communication; genderedspeech patterns in friendships and romantic relationships;gendered language in education, the workplace, and themedia; and changes and challenges to gendered 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? Thiscourse examines the media industry, its many products, andthe predictable and unexpected ways we consume mediaproducts. Students will gain knowledge of the media on amicro level (its impact on our psyches, identities, behaviors,values, and dreams) and on a macro level (its impact on thevalues, norms, behaviors, organization, expectations, andstructures of our larger society). Special emphasis is placedon developing tools for “critical media literacy” in a massmediatedage.SEC 3200 ANTHROPOLOGY AND RELIGION 3A look at the interaction of religion and culture from ananthropological perspective, discussing both formal religiousceremony and folk religious culture. Cross-cultural attitudestoward magic, ceremony, and the supernatural will beexplored.SEC 3210 METAPHORS OF DIS-EASE AND HEALING 3A cross-cultural, multidisciplinary seminar that blends the techniquesof linguistic analysis with the professional knowledgeand life experiences of practitioners, laypeople, researchers,and patients. In examining medical metaphors, we explorethe paradigms that condition us and our noun-orientedlanguage that focuses on objects rather than relationships andactions.SCHOOL OF EDUCATION AND LIBERAL ARTS 75

SEC 3215 LITERATURE AND CULTURE 3This course focuses on American literature from amulticultural and historical perspective as a way ofunderstanding the vastly complex culture in which we live.Students will visit different time periods through the eyes ofmen and women who wrote about their eras with passionand with a critical eye. The course will also explore theaspects of “knowing” possible in fiction versus non-fictionand memoir.SEC 3302 VARIATIONS ON THE AMERICAN FAMILY 3An examination of the many forms of family in Americanculture and the impact of our families on our lives. Studentswill use sociological, metaphysical, and spiritual approachesto study many forms of families including step, biracial, gay,and lesbian families as well as the “normal” stereotypicalfamily.SEC 3311 DIVERSITY WORKSHOP 1–3As U.S. society becomes increasingly more multicultural, weface new challenges in crossing the bridges that may divideus and in learning how to interact in healthy, compassionateways. This experientially based workshop provides asupportive context for exploring a variety of issues pertinentto healthy social interactions in our magnificently diversesociety. Participants have an opportunity to investigatebelief systems, unlearn myths, and gain practical knowledgeapplicable to work and social settings.SEC 3315 WORLD SYSTEMS, WORLD SOCIETIES 3This course examines the origin, structure, dynamics, andpotential destiny of the emerging world social system. Thecourse will examine the technological changes brought aboutby the computer/electronics revolution. It will also analyzethe globalization of capitalism along with its strengths andweaknesses.SEC 3330 CULTURAL CROSSROADS 3We live and work in increasingly diverse communities andmust now be prepared to interact effectively within thisfast-changing cultural landscape. Utilizing creative exercisesand assignments, the class provides a container for exploringmajor cultural shifts of recent decades and the challengesand opportunities accompanying these changes. Emphasisis placed on understanding the structural roots of culturaldifferences, identifying needs of diverse communities, anddeveloping multicultural competency.SEC 3415 TRANSFORMATION ANDSOCIAL CHANGE THROUGH THE ARTS 3Explores the power of arts to transform communities andcreate social change. Discover how dance, music, stories, andvisual arts are catalysts for social change globally and in ourlocal communities.SEC 3500 SUSTAINABILITY: MEANING AND PRACTICE 3This course will be a critical engagement of the three Es ofsustainability—Environment, Economics, and social Equity.Attention will be brought to both the global and localdimensions of environmental degradation, to the role ofmultinational corporations in government regulation (or lackof it), to issues of social equity in regard to the emergence ofThird-World societies, and to the increasingly urgent problemsof social stratification within the industrialized world.The course will introduce systems concepts of feedback,autopoiesis, bifurcations, overshoot, and criticality. It willexplore the viability of technological remedies and variouspolitical solutions.SEC 3501 TRUTH, LIES, AND SUSTAINABILITY 3This course is designed to build on the foundations of SEC3500. It examines in depth the key issues facing us by wayof case-study analysis. Factors like energy conservation andusage, water resources, pollution, and new technologies willbe discussed in light of political and social contexts. Studentsare encouraged to think critically within the disciplines ofenvironmental science, ecology, psychology, politics, andeconomics. Special emphasis will be given to cross-culturalissues and the global economy.SEC 4000 WOMEN’S LIVES AND SOCIAL TRANSFORMATION 1–3Investigates a range of contemporary issues affecting differentwomen’s lives. Topics may include economic and politicalconditions, relations between women and technology, crossracialand cross-class relations, women’s movements locallyand globally, cultural images of women, and women’s health.SEC 4010 FEMINIST MOSAICS 3This course explores the rich mosaics of theories (and themovements they’ve spawned) explaining gender roles andwomen’s lives. Includes introduction to the basic conceptswithin feminist theories, the problematics of theorizing aboutwomen, and an overview of the major strands of feministtheory including psychoanalytic, 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 mysticalChristian, Buddhist, and Native American traditions. Althoughthe primary focus will be on these three spiritual traditions,others including Judaic/Kabbalishi, Islamic/Sufi, and Hinduwill also be discussed. Through a practice of silence andweekly experiential exercises, students will have theopportunity to find their own answers to lifelong questions.SEC 4150 CANCER, HEALTH, AND POLITICS 3This course studies the complicated political and social forcesthat shape the research and treatment of cancer. Who or whatdirects the “war on cancer?” What determines the researchconducted, treatments advocated, and patients served? Who islooking at issues of prevention and why/why not? What is therole of cultural practices, such as the pink ribbon campaignand fundraising walks, in the treatment of cancer? The courseaddressed both conventional and alternative approaches tounderstanding cancer.76 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

SEC 4205 CULTURE, LANGUAGE, AND CONSCIOUSNESS 3A study of how language informs all aspects of social lifeand human consciousness. Explores language as the middleground between thought and action and as the barrier to andvehicle for full and clear communication.SEC 4215 BODYLORE 3The body is socially constructed. The way we holdour bodies—move them, perceive through them, andcommunicate with them; the way we express ourselvesthrough them; the way we accouter, display, and concealthem; and the shapes they take and the attitudes wehold—are the result not only of a biological thrust but alsoof a cultural disposition. This course explores the socialconstruction of the body in four quadrants: the inscription ofculture on the body, bodily knowledge, body language, andthe expressive body.SEC 4220 LES-BI-GAY TRANSGENDER LITERATUREAND CULTURE 3Explores the expressive and literary cultural practices ofsexual and gender minorities. Provides understanding ofmajor issues and themes within lesbian, bisexual, gay, andtransgender cultures. Examines how a minority culturesurvives and flourishes on the margins of society and ways itgains an increasing presence in mainstream society. Coursematerials draw from a variety of sources: fiction, poetry,novels, memoirs, scholarly writing, interviews, pop culture,films, music, and videos.SEC 4230 NATIVE AMERICA 3This course seeks to understand multiple dimensions ofindigenous Native American history, culture, spirituality, andpolitics. Examines enduring struggles and lasting influence ofNative Americans in the U.S. May include study of individualtribes and nations as well as cross-tribe customs, values,events, practices. Repeatable on different topics.SEC 4305 TRANSFORMATIVE LEADERSHIP 3Examines models of creative leadership for transformingany collective, whether it be a local school or neighborhoodgroup, a business, or an international political organization ormovement. Includes theories and strategies of transformationand case studies of effective leaders. Special emphasis givento innovative strategies and visionary leaders.SEC 4312 WOMEN AND INTEGRAL HEALTH 3Many of the symptoms we treat medically could eitherbe avoided or mitigated with changes in lifestyle or moreintegrative approaches. We know that support structuresare important to our well-being and that the quality ofour relationships affects our health as do our beliefs andexpectations. This course looks at not only the healthcaredelivery system, but also the political and economiclandscape in which it operates. Students will learn abouttheir bodies, the history of medicine (particularly as it relatesto differences between standard Western and alternativemodels), and how politics and culture play an important rolein who gets access.SEC 4315 GENDER AND TECHNOLOGY 1This course is designed to examine the many factors thatlead to disproportionate representation of women in scienceand technology. It will compare cross-cultural experiences ofwomen entering science and technology careers and contrastmale and female experiences within the scientific enterprise.In addition, the reading and discussions will examine thevalidity of the idea that there are “women’s ways of knowing”that are separate and distinct from a “male approach.” Theseexperiences of women in the sciences will be viewed againstthe larger historical and political backdrop of feminism andwomen’s studies.SEC 4320 CHINESE MEDICINE AND CULTURE 3Examines the concepts that form the basis for one of theoldest and most complete medical systems in the world.Topics include acupuncture, herbal medicine, tai chi and QiGong, massage and manipulation, and nutrition.SEC 4505 MAKING RACE, MAKING PEACE 3An examination of the historical construction of “race,”its continuing legacies, and creative efforts to transformcontemporary racial relations. Uses history, social theory,literature, biography, media, and the arts to explore thedynamics of racism as well as practices for healing andtransforming racial relations. The course itself modelseffective avenues to cross-racial communication.SEC 4510 LIVING IN A GLOBAL VILLAGE 3We are now globally interconnected in unprecedentedways. How does globalization affect our own lives andinfluence our relations with “community?” What are thenew opportunities for global connection and the newchallenges for global cooperation in this expansive socialweb? This course, repeatable with different topics, exploresa wide variety of pressing issues facing our global villageincluding such topics as migration of spiritual practices,economic globalization, human migration, our changingsense of identity and purpose in the world, shifting consumerpractices, cross-cultural breaches and bridges, worldwideactivism, environmental impacts, 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,and visual arts of African peoples. Topics include exportationand migration of African culture around the world, village lifev. urban life, healing arts, rituals for life transitions, spiritualand religious practices, and arts in the service of politics,justice, freedom, and struggle.SEC 4800 SERVICE LEARNING A 2An opportunity for experiential learning, exploring careerpaths, and contributing to the community. With the serviceproject coordinator, students select an internship appropriateto their specialization or interests and spend an average of sixhours per week over two academic quarters applying theorieslearned in the classroom to supervised training and practice.With instructor’s approval, students may forgo the secondquarter of internship and instead engage in other serviceprojects such as researching and presenting a public policyproposal or writing a grant request for a nonprofit agency.SCHOOL OF EDUCATION AND LIBERAL ARTS 77

SEC 4805 SERVICE LEARNING B 2A continuation and conclusion of Service Learning A.(See above.)SEC 4900 TOPICS IN SOCIAL ECOLOGY 1–3Topics vary according to instructor and student interest. Maybe repeated for credit with a change in topic.SEC 4995 INDEPENDENT STUDENT IN SOCIAL ECOLOGY 1–3Studies and projects to be arranged with the instructor andthe department chair. May be repeated for credit with achange in topic.SEC 4998 SENIOR PROJECT A 3A consecutive two-quarter course which is intended to serveas the capstone of the BA program. The course providesstudents the opportunity to thoroughly explore and researcha topic of their choice within their area of emphasis and writea lengthy essay on their findings and conclusions. The courseis divided into two quarters. The first quarter, Senior ProjectA, is dedicated to selecting a topic, conducting research,receiving feedback and assistance in writing, and draftingsections of what will become the final product.SEC 4999 SENIOR PROJECT B 3A continuation and conclusion of Senior Project A. (Seeabove.) Students concentrate on drafting, revising andpolishing their essays complete with appropriate bibliographyand footnotes according to APA guidelines.78 SCHOOL OF EDUCATION AND LIBERAL ARTSJOHN F. KENNEDY UNIVERSITY

SCHOOL OF MANAGEMENT

The JFK University School of Management seeks to establisha stimulating, supportive learning community, providingstudents with the knowledge, skills, and values necessary tosucceed in today’s dynamic, global business environment.Our core values embrace the increasing relevance andacceptance of diversity of perspectives in the globalmarketplace as well as a firm commitment to ethical andsocially responsible business practices. Given the dynamic,changing nature of the management community, weconstantly review the current business and legal environmentfor which we prepare students to maintain currency withemerging trends and paradigms. Through coursework,research, and training opportunities, we encourage innovativethinking, teamwork, entrepreneurial spirit, and lifelonglearning.Students who complete programs in the School ofManagement learn and refine a variety of competencies:• Effective writing in the form of research, process, andpersuasive papers,• Effective oral communication including presentation,• Critical thinking (logic and rhetoric),• Problem-solving strategies and creative thinking,• Quantitative analysis,• Computer literacy and information retrieval skills,• Global business awareness,• Leadership development, and• Putting values into action.SPECIALIZED ACCREDITATIONThe School of Management is accredited by the InternationalAssembly for Collegiate Business Education (IACBE). IACBEis a specialized accrediting body for business and businessrelateddegree programs at the undergraduate and graduatedegree levels in U.S. colleges and universities. IACBEmeasures the effectiveness of business education through theoutcomes assessment model.OVERVIEWThe School of Management’s curriculum provides practicalknowledge and skills students will find immediately usablein attaining success in life as well as in the business andlegal fields. A strong commitment to the global communityprepares graduates for real-world work experience.The School of Management is a leader in creative, imaginativeeducation for busy professionals preparing for career changesor seeking academic credentials reflecting their experienceand abilities. Classes are taught by successful practitionersin their fields so lessons learned in class can be applied onthe job. The school’s degrees reflect advanced professionaltraining that can lead to outstanding career opportunities.Dedicated faculty and staff in the School of Managementhave created a supportive learning community tailored to theparticular requirements of adult students. Customized careeradvising and assistance with financial aid are also available toJohn F. Kennedy University students.Future business conditions will undoubtedly requireadvanced technological skills. Of equal importance will becross-cultural collaboration, a greater understanding of humanbehavior, expertise in team building, and increased attentionto environmental issues and concerns.In order to succeed in tomorrow’s world, business leaderswill have to be socially responsible and innovativevisionaries. The academic excellence of the School ofManagement’s programs prepares students to assume leadingmanagement roles in all types of business and nonprofitorganizations.Management students come to John F. Kennedy Universityfor a variety of reasons—a career that’s on the rise, the desireto follow a new career path, the need for specific skills,ambition for career advancement, anticipation of return tothe job market, desire to build upon an existing degree, oradvance their own personal growth—and they all find theirplace within the School of Management.ADMISSION REQUIREMENTSThe admissions process examines both the academic and personalqualifications of applicants. The School of Managementseeks to ensure that students accepted into its programs havethe ability to benefit from and contribute to the university’sintegrated educational experience. John F. KennedyUniversity values a diverse academic community and iscommitted by law and purpose to serving all people on anequal and non-discriminatory basis. Admissions decisions aremade independently of need for financial aid.Applicants to the School of Management must complete theuniversity’s general admissions requirements as stated in thefront of this catalog. Individual programs have additionalrequirements which can be found in the following sections.It is strongly recommended that applicants submit all requireddocuments in one envelope to the Admissions Office by thepriority application date. Submitting incomplete informationwill slow the application process. All transcripts should besent directly to the applicant who will forward the unopenedenvelopes to the university’s Admissions Office.All School of Management applicants must complete aformal admissions interview with the program chair or afaculty advisor. When the applicant’s file is complete with allrequired documents received by the university’s AdmissionsOffice, the School of Management will contact the applicantto schedule an interview at a mutually convenient time.International students must meet the university’s requirementsfor international students as stated in the front of thiscatalog—including proof of English proficiency.SCHOOL OF MANAGEMENT 81

UNDERGRADUATE DIVISIONBS IN BUSINESS ADMINISTRATIONThe undergraduate business administration program isdesigned to develop managers for business, government, andnonprofit organizations. Graduates possess solid technicalskills in accounting, marketing, economics, and statistics.They also demonstrate creative leadership and problemsolvingcapabilities.The program provides a sound foundation in the basicmanagement functions of planning, leading, organizing, anddecision making. Students develop skills for identifying,analyzing, and problem solving. Coursework expandsstudents’ understanding of an organization’s diverse,economic, legal, ethical, and technical environments.Students focus their course of study by choosing aspecialization in strategic management, e-commerce, orleadership. Finally, the program helps create the basisfor each student’s continuing self-directed education andprofessional growth.ASSESSMENT TESTSAll incoming students are required to demonstratecompetency in writing 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 requiredto complete any further lower-division units in writtencommunication or mathematics. Coursework completed atanother institution will not be accepted as a demonstration ofcompetence.Students are expected to take both the UWE andUME before or during their first quarter of enrollment.Competence in writing must be demonstrated before takingBUS 3400 Business Communications I. Competence inmathematics must be demonstrated prior to taking BUS2010 Microeconomics, BUS 2015 Macroeconomics, BUS3020 Business Finance, or BUS 3041 Statistics and ResearchApplications.82 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1Communication 9Humanities 12Natural science 9Mathematics 3Social science 12Business FundamentalsBUS 2030 Business Law 3BUS 3151 Principles of Management 3BUS 3400 Business Communications I 3Successful completion of UWE orBUS 2400 orSix units of lower-division compositionBUS 3401 Business Communications II 3 BUS 3400Liberal Arts Core 2BUS 2000 Financial Accounting A 3BUS 2001 Financial Accounting B 3 BUS 2000BUS 2010 Microeconomics 3BUS 2015 Macroeconomics 3BUS 3005 Marketing 3BUS 3020 Business Finance 3 BUS 2001BUS 3032 Essentials of Human Resource Management 3BUS 3033 Problem Solving and Managerial Decision Making 3BUS 3040 Management Information Systems 3BUS 3041 Statistics and Research Applications 3Successful completion of UME orAlgebra portion of QRT orBUS 3180BUS 3043 E-Commerce and Business 3BUS 3160 Diversity in Organizations 3BUS 4992 Case Studies in Organization and Management 3Practicum 2, 3BUS 4996 Practicum 1 3BUS 4997 Practicum 2 3Specialization 2, 4Select ONE of the three specializations from the following pages 15Free electives 5 63Total units required 1801Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses 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 forletter-graded courses 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 plana workplace intervention, taking into account all of the potential impacts and possible results. BUS 4997 Practicum 2 requires students tocarry out a workplace intervention and compare what they thought might occur to actual results.4Studentsdesign an individualized major (see Requirements for an Individualized Program). All units in the specialization must be upper division.5Students must complete a minimum of 180 units for this degree program. Additional free electives may be required to bring this total to 180.SCHOOL OF MANAGEMENT 83

SPECIALIZATIONSThe Bachelor of Science in Business Administration programrequires a 15-unit specialization. Three specializations areavailable, and their descriptions and course requirementsfollow.E-CommerceThe e-commerce specialization prepares students to managee-commerce organizations or act as a consultant to suchorganizations.Courses Units Prerequisite(s) Co-Requisite(s)Select FIVE of the following courses 1 15BUS 4037 New Ventures: Market Planning (3)BUS 4190 E-Commerce Strategies and Methods (3)BUS 4192 E-Commerce Marketing (3)BUS 4193 E-Commerce Public Policy and Law (3)BUS 4194 Managing Operations for E-Commerce (3)BUS 4200 Topics in E-Commerce (3)Total units required 151All letter-graded courses in the major must be completed with a grade of C or higher. Students may not request Credit/No Credit grading forletter-graded courses in the major. The core curriculum, practicum, and specialization courses comprise the major.LeadershipThe leadership specialization prepares students to leadchange in organizations or enter the consulting field.Courses Units Prerequisite(s) Co-Requisite(s)Select FIVE of the following courses 1 15BUS 3405 Ethics in Society (3)BUS 3410 Leadership Development (3)BUS 4030 Personal Power and Leadership (3)BUS 4385 Cultures and Comparative Management Styles (3)BUS 4450 Emerging Models of Business (3)BUS 4460 Organizational Cultures, Myths, and Values (3)BUS 4474 Strategies for Communication and Team Building (3)BUS 4485 Topics in Organizational Leadership (3)Total units required 151All letter-graded courses in the major must be completed with a grade of C or higher. Students may not request Credit/No Credit grading forletter-graded courses in the major. The core curriculum, practicum, and specialization courses comprise the major.84 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

Strategic ManagementThe strategic management specialization allows students theflexibility to select courses that match their personal andprofessional objectives. Students are encouraged to havefrequent meetings with their advisor to ensure their academicand professional objectives are being met.Courses Units Prerequisite(s) Co-Requisite(s)Select FIVE of the following courses 1 15BUS 3153 History of American Management (3)BUS 3300 Strategic Management for Nonprofit Organizations (3)BUS 3405 Ethics in Society (3)BUS 4058 Managing Strategic Innovation and Change (3)BUS 4450 Emerging Models of Business (3)BUS 4460 Organizational Cultures, Myths, and Values (3)BUS 4474 Strategies for Communication and Team Building (3)BUS 4900 Topics in Business:Strategic Management and Implementation (3)Total units required 151All letter-graded courses in the major must be completed with a grade of C or higher. Students may not request Credit/No Credit grading forletter-graded courses in the major. The core curriculum, practicum, and specialization courses comprise the major.SCHOOL OF MANAGEMENT 85

LINKED BS/MBA PROGRAMThe linked BS/MBA program allows qualified students tobegin the university’s Master of Business Administration(MBA) program while completing their undergraduate degree.EligibilityTo be eligible to apply, a student must have been admitted tothe undergraduate program and have:• Completed at least 165 undergraduate units.• Completed all requirements for the Bachelor of Science,except for 15 units in specialization or general electives ora combination of both.• Achieved a GPA of at least 3.0 (B) in the major.AdmissionTo be admitted to the linked BS/MBA Program, the studentmust complete the following requirements prior to thebeginning of the first quarter in which the student beginstaking 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 appropriate nonrefundablefee to the Admissions Office. (These documentsshould be submitted together.)• Supply any additional documentation required foradmission to the MBA Program.• Have eligibility for linking formally verified by theRegistrar’s Office.• If eligible to link, arrange for a pre-admission interviewwith the MBA program chair.• Be formally approved for admission to the graduateprogram.Linked students must maintain a minimum 3.0 (B) grade-pointaverage in graduate courses. Graduate units completed at theuniversity prior to admission to the linked program or beyondthe 15-unit limit of linked units may be applied to only onedegree. Graduate transfer credit is not permitted in a linkedprogram.86 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

STRATEGIC MANAGEMENT CERTIFICATEThe Strategic Management certificate program providesshort-term, highly focused programs of study. In mostcircumstances, courses satisfactorily completed in thisprogram may be applied toward the Bachelor of Science inBusiness Administration, and degree students may completea certificate in conjunction with the degree program. Thisoption enables degree students to receive a certificate afteronly a few quarters of study.Certificate work is comprised of regular university coursesand students are expected to perform university-levelwork. Transfer units are not accepted to meet certificaterequirements.Assessment TestsAll 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.Coursework completed at another institution will not beaccepted as a demonstration of competence. Students areexpected to take both the UWE and the UME before orduring their first quarter of enrollment. Competence in writingmust be demonstrated before taking BUS 3400 BusinessCommunications I. Competence in mathematics must bedemonstrated prior to taking BUS 2000 Financial AccountingA and BUS 3020 Business Finance.Certificate RequirementsTo receive an undergraduate certificate in StrategicManagement, the student must complete the universityrequirements for a certificate (see the front of thiscatalog), competency in writing and mathematics, and therequirements as outlined below.Courses Units Prerequisite(s) Co-Requisite(s)BUS 2000 Financial Accounting A 3BUS 3005 Marketing 3BUS 3032 Essentials of Human Resource Management 3BUS 3151 Principles of Management 3BUS 3400 Business Communications I 3Successful completion of UWE orBUS 2400 orSix units of lower-division compositionSelect THREE of the following courses 1 9BUS 2001 Financial Accounting B (3) BUS 2000BUS 2030 Business Law (3)BUS 3020 Business Finance (3) BUS 2001BUS 3040 Management Information Systems (3)BUS 3160 Diversity in Organizations (3)BUS 3405 Ethics in Society (3)BUS 4900 Topics in Business (3)Total units required 241Another course relevant to the student’s academic objectives may be substituted with the advisor’s approval.SCHOOL OF MANAGEMENT 87

LEGAL STUDIES PROGRAMSJFK University is the only school in northern California tooffer a degree in Legal Studies which combines a paralegalcertificate and a bachelor’s degree. Students have on-campusaccess to a California Bar–approved law library. The LegalStudies program includes the Bachelor of Arts degree and theParalegal certificate. The department’s mission is to providea curriculum that focuses on the practical application of thesubstantive law while encouraging critical thinking, ethicalconduct, and social responsibility. With this in mind, studentswill have the knowledge, practical application skills, attitudes,and values that are necessary to excel as legal professionals.Graduates are able to pursue careers as paralegals workingfor lawyers, law offices, corporations, and governmentalagencies.Program GoalsThe goal of the Legal Studies program is to provide studentswith the knowledge, skills, tools, and values necessary to beeffective members of a legal team. The program’s specificobjective is to graduate students who can:• Understand and put into practice substantive legalconcepts,• Demonstrate competency in the application of the law tofactual situations,• Use critical and analytical thinking skills to provideassistance to the legal team,• Research sources of law and communicate findings invarious legal memoranda,• Navigate and demonstrate excellence in the use of legaltechnology, and• Know and conform to the ethical guidelines and limitationsgoverning the profession in the public and private sectors.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 collegetransferable credit which include at least 24 quarter units (16semester units) 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 completedcourses from at least three of the following disciplines priorto admission:Communication: composition, rhetoric, literature, speech,English, and some journalismHumanities: art or music appreciation, art or music history,literature, religion, theater, philosophy, classics, music theory,film history, logic, foreign language, sign languageNatural Science: natural or physical science that is notvocationally orientedMathematics: any college-level mathematics courseSocial Science: government, economics, sociology, history,political science, anthropology, and psychologyState RegulationIn California, paralegals are required by statute to havea paralegal education of at least 36 quarter units at anaccredited institution. The curriculum meets this standard(see California Business and Professions Code §§6450–56).Paralegals cannot provide legal advice, except as directedby an attorney, nor can they establish an attorney/clientrelationship or represent a client in court.AttendanceStudents are expected to attend all class meetings for thecourses in which they are enrolled and must attend at least9 of the 11 scheduled class meetings. Students may notmiss more than 2 class sessions per quarter. This is strictlyenforced; students with excessive absences will receiving afailing mark for the course.Students who have extraordinary circumstances may petitionthe Dean or Assistant Dean for an exception to this policy.Academic ProbationTo remain in good academic standing and to graduate,students must maintain a 2.0 grade-point average (a Caverage). Students who fall below a 2.0 in their courseworkwill be placed on academic probation. Students who donot 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.Transfer CreditStudents may transfer legal specialty courses to either thecertificate or bachelor degree programs if the courses arefrom an ABA-approved paralegal program. Applicants shouldconsult with the Legal Studies department for specific coursetransfer information.BA in Legal StudiesThe Legal Studies program fosters critical thinking by focusingon effective written and oral communication as well asspecific analytical skills. Students complete the legal specialtycourses first. This combination of legal specialty and liberalarts coursework ensures that each student develops anunderstanding of and respect for different ways of knowingand a desire for lifelong learning.The Bachelor of Arts degree has two components—12 legalspecialty courses (36 quarter units) and 17 courses (48 quarterunits) based in the theoretical study of law. Graduates of theParalegal certificate program may apply the credits from theircertificate to the BA program. Students must complete a minimumof 180 quarter units to graduate.88 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division General-Education Breadth 1 90Upper-Division General-Education BreadthPHR 3405 World Religions 3SCI 3100 Introduction to Living Systems 3SEC 3340 Cultural Crossroads 3Core RequirementsBUS 3032 Essentials of Human Resource Management 3BUS 3033 Problem Solving and Managerial Decision Making 3BUS 3403 Software Applications 1COR 3100 Critical Thinking and Writing 3COR 3145 Research Writing 3COR 3300 Ways of Knowing 2PLS 3100 Law Office Administration 3PLS 3105 Jurisprudence 3PLS 3107 History of the U.S. since World War II 3PLS 3109 Constitution, Supreme Court, and American Democracy 3PLS 3111 Law and Social Justice 3PLS 3113 Social, Cultural, and Political Issues in Business 3PLS 4998 Senior Project A 3PLS 4999 Senior Project B 3Paralegal Certificate CoursesPLS 3001 Introduction to Law 2 3PLS 3002 Legal Research and Writing I 2 3PLS 3003 Legal Research and Writing II 3 PLS 3002PLS 3004 Ethics/Professional Responsibility 3PLS 3005 Tort Law 3PLS 3006 Contract Law 3PLS 3007 Property 3PLS 3008 Litigation I 3 PLS 3002PLS 3009 Litigation II 3 PLS 3008Electives, select THREE of the following courses 9PLS 3015 Wills, Trusts, and Estate Planning (3) PLS 3001, PLS 3002PLS 3017 Probate and Estates Administration (3) PLS 3001, PLS 3002PLS 3019 Bankruptcy and Creditors’ Rights (3) PLS 3001, PLS 3002PLS 3021 Real Estate Law (3) PLS 3001, PLS 3002PLS 3023 Criminal Practice (3) PLS 3001, PLS 3002PLS 3025 Business Organizations (3) PLS 3001, PLS 3002PLS 3027 Family Law (3) PLS 3001, PLS 3002PLS 3040 Internship (1–3) 3 PLS 3002, PLS 3008Electives 6Total units required 1801Students may complete the lower-division coursework requirements by taking approved liberal arts courses, earning credit through theCollege Level 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.SCHOOL OF MANAGEMENT 89

PARALEGAL CERTIFICATEThis program is designed to meet the needs of both workingand traditional students. The certificate courses can becompleted in one year if taken on a full-time basis.Outstanding faculty, comprised of practicing attorneys, guidestudents in their coursework and their professional goals.Students and alumni of this program are supported by anextensive on-campus law library that offers the most relevantand recent cutting-edge education available.The Paralegal certificate program consists of 12 legal specialtycourses. Of those, nine are required and three are elective.Each course carries upper-division credit. Each course followsan 11-week quarter and meets for two and one-half hoursper week. Normally, students take no more than three legalspecialty courses per quarter.Courses Units Prerequisite(s) Co-Requisite(s)PLS 3001 Introduction to Law 1 3PLS 3002 Legal Research and Writing I 1 3PLS 3003 Legal Research and Writing II 3 PLS 3002PLS 3004 Ethics/Professional Responsibility 3PLS 3005 Tort Law 3PLS 3006 Contract Law 3PLS 3007 Property 3PLS 3008 Litigation I 3 PLS 3002PLS 3009 Litigation II 3 PLS 3008Select THREE of the following courses 9PLS 3015 Wills, Trusts, and Estate Planning (3) PLS 3001, PLS 3002PLS 3017 Probate and Estates Administration (3) PLS 3001, PLS 3002PLS 3019 Bankruptcy and Creditors’ Rights (3) PLS 3001, PLS 3002PLS 3021 Real Estate Law (3) PLS 3001, PLS 3002PLS 3023 Criminal Practice (3) PLS 3001, PLS 3002PLS 3025 Business Organizations (3) PLS 3001, PLS 3002PLS 3027 Family Law (3) PLS 3001, PLS 3002PLS 3040 Internship (1–3) 2 PLS 3002, PLS 3008Total units required 361This 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.90 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

GRADUATE DIVISIONMASTER OF BUSINESS ADMINISTRATIONBy concentrating on analytical, 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 thatencourages critical inquiry and maximizes understanding.The program accommodates both experienced businessprofessionals and individuals who have acquired significantorganizational and administrative experience in a nonbusinesssetting.The MBA program provides students with a solidunderstanding of individual, group, and organizationalbehavior; financial analysis and management; quantitativedecision making and other analytical skills; practical ethics inthe business arena; strategic planning and implementation;marketing theory and practices; the management of change;the impact of technology; and international issues andthe expanding global economy. While students master acore of knowledge in the MBA program, they also exploretheir particular interests in one of the following areas ofspecialization: E-Commerce, Leadership, or Strategic Management.Other specializations in the MBA program includethose individually planned for a student. It may be a crossdisciplinaryconcentration integrating more than one school.Refer to the Individual Program section in the GeneralInformation section of this catalog for more informationabout designing an individual program.Admission RequirementsIn addition to the university’s requirements, applicants tothe MBA program must possess a bachelor’s degree from aninstitution whose accreditation is recognized by the Councilfor Higher Education Accreditation (CHEA). While the GMAT(Graduate Management Admissions Test) is not required foradmission, the school may require the applicant to take theexam for diagnostic purposes. Applicants must also submita statement of purpose—two double-spaced, typewrittenpages describing educational and professional goals includingwhat the applicant expects from and can contribute to theprogram. Applicants should remember to include their nameon their statement. Finally, applicants must submit a resumeof work experience detailing professional background.Courses Units Prerequisite(s) Co-Requisite(s)BUS 5091 Orientation 1 0FundamentalsBUS 5008 Quantitative Tools for Leadership 3BUS 5052 Principles of Economics and Decision Making 3BUS 5096 Principles of Accounting 3 BUS 2000 or equivalentBUS 5099 Business Law and Ethics 3BUS 5151 Managing the Workplace 3BUS 5152 Management Information Systems 3Business CoreBUS 5000 Management Communications 3Successful completion of KEPET orBUS 2400BUS 5020 Financial Management 3 BUS 5096BUS 5035 Visionary Leadership 3BUS 5040 Marketing Management 3BUS 5055 Business Strategy and Planning 3 BUS 5020, BUS 5040BUS 5180 Project Management 3SpecializationSelect ONE of the five specializations from the following pages 12Total units required 481All students new to the MBA program must take BUS 5091 in their first quarter.SCHOOL OF MANAGEMENT 91

SPECIALIZATIONSStudents complete a specialization in E-Commerce,Leadership, or Strategic Management by completing 12 unitsin one of the specializations listed below:E-CommerceCourses Units Prerequisite(s) Co-Requisite(s)Select FOUR of the following courses 12BUS 5037 New Ventures: Market Planning (3)BUS 5153 E-Commerce and Business (3)BUS 5191 Communications Networking and Systems (3)BUS 5192 E-Commerce Marketing (3)BUS 5193 E-Commerce Public Policy and Law (3)BUS 5194 Managing Operations for E-Commerce (3)BUS 5263 Financing New Ventures (3)BUS 5905 Topics in E-Commerce (3)Total units required 1292 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

LeadershipCourses Units Prerequisite(s) Co-Requisite(s)Select FOUR of the following courses 12BUS 5030 Personal Power and Leadership (3)BUS 5385 Cultures and Comparative Management Styles (3)BUS 5450 Emerging Models of Business (3)BUS 5455 Theory and Practice of Organizational Transformation (3)BUS 5460 Organizational Cultures, Myths and Values (3)BUS 5475 Strategies for Communication and Team Building (3)BUS 5480 Principles of Organizational Consulting (3)BUS 5485 Topics in Organizational Leadership (3)BUS 5900 Topics in Business (3)Total units required 12Strategic ManagementCourses Units Prerequisite(s) Co-Requisite(s)Select FOUR of the following courses 12BUS 5025 Human Resources Management (3)BUS 5037 New Ventures: Marketing Planning (3)BUS 5110 Strategic Planning for Nonprofit Organizations (3)BUS 5153 E-Commerce and Business (3)BUS 5280 Investment Management (3) BUS 5020BUS 5472 Managing Strategic Innovation and Change (3)BUS 5475 Strategies for Communication and Team Building (3)BUS 5900 Topics in Business (3)Total units required 12SCHOOL OF MANAGEMENT 93

MA IN CAREER DEVELOPMENTWide-ranging societal changes and the increasing complexityof the labor market have created an expanded, moresignificant role for career development professionals. TheMaster of Arts in Career Development program—one offew such programs in the United States—combines careertheory, management techniques, humanistic psychology, andpractical skills to prepare students to assist individuals andgroups with career issues.Academic coursework is balanced with fieldwork givingstudents the opportunity to apply classroom lessons in aprofessional environment. Students typically begin theirfieldwork at the university’s career center located in PleasantHill which serves both the university community and thegeneral public. Subsequent internships occur at external sitessuch 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 developedfor diverse settings and populations according to the student’sarea of professional interest.Admission RequirementsIn addition to the university’s admission requirements,applicants to this program must possess a bachelor’s degreefrom an institution whose accreditation is recognized bythe Council for Higher Education Accreditation (CHEA).Applicants who are interested in graduate programs and whodo not yet have an undergraduate degree should refer to thedescription of the School of Management’s linked BS/MBAProgram.Applicants must also submit a statement of purpose: twodouble-spaced, typewritten pages describing educational andprofessional goals including what the applicant expects from,and can contribute to, the program. Please include your nameon your statement.Finally, applicants must submit a resume of work experiencedetailing professional background.Experiential ComponentPrior to beginning the experiential component of theprogram, students must complete all prerequisites and thefollowing courses: CDV 5001 Philosophy of Work, CDV 5020Theories of Career Development, CDV 5045 Career PlanningResources, CDV 5100 Assessment Approaches in CareerDevelopment, CDV 5230 Career Counseling Interview, andCDV 5240 Professional Orientation Practicum. Experientialcourses include CDV 5245 Clinical Issues in CareerCounseling; CDV 5810 Planning, Conducting, and EvaluatingWorkshops; CDV 5991 Research in Career Development; andCDV 5700 Supervised Internship.With the approval of the Career Center director and theCareer Development program chair, students who livein the San Francisco Bay Area will begin their internshipat the university’s Career Center. Interns engage inindividual counseling, career assessment tools, and dailyhands-on management of the center. Training includesindividual supervision, case management, counselingskills development, administration of a career center, andcounseling forums. Subsequent internships will occur atexternal sites such as business, colleges, universities, ornonprofit organizations.Through the two-course sequence CDV 5992 ProposalResearch and Evaluation and CDV 5993 Project Developmentand Evaluation, students demonstrate the competenciesneeded to function effectively as career professionals.Before the final quarter of their program, students develop aresearch-based written proposal that presents the design oftheir final project. Under the direction of the program chair,students design, complete, and evaluate an original projectwith a tangible result.Field Studies ProgramStudents outside the San Francisco Bay Area may earn theMaster of Arts or post-graduate certificate in Career Developmentthrough the program’s field studies component.This guided study program consists of coursework deliveredthrough a variety of methods including self-directed study,e-mail, and phone. Students also complete an intensive twoweekresidency during two summers of the program.Students may take some elective units and CDV 5250 GroupWork in Career Development at a local college or universityas approved by the program chair. Students who liveoutside of the San Francisco Bay Area will take all of theirinternship units at a business, college, university, or nonprofitorganization in their local area.94 SCHOOL OF MANAGEMENT JOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1 0–7BUS 2015 Macroeconomics (3)PYC 3200 Personality and Psychotherapy (4)Core CurriculumCDV 5001 Philosophy of Work 3CDV 5020 Theories of Career Development 3CDV 5030 Workplace Issues and Trends 3CDV 5045 Career Planning Resources 2CDV 5061 Career Counseling for Diverse Populations 3CDV 5085 Basics of Resume Writing 1CDV 5088 Technology in Career Development 1CDV 5089 Interviewing Skills 1CDV 5100 Assessment Approaches in Career Development 3CDV 5190 Organizational Approaches to Career Development 3CDV 5230 Career Counseling Interview 3 CDV 5100CDV 5240 Professional Orientation Practicum 3 CDV 5230CDV 5250 Group Work in Career Development 3CDV 9000 Program Orientation Workshop 0CDV 9001 Core Competency Evaluation Workshop 0Experiential ComponentCDV 5245 Clinical Issues in Career Counseling 3CDV 5700 Supervised Internship 10 CDV 5100, CDV 5230, CDV 5240CDV 5810 Planning, Conducting, and Evaluating Workshops 3CDV 5991 Research in Career Development 2CDV 5992 Proposal Research and Evaluation 2 CDV 5991CDV 5993 Project Development and Evaluation 2 CDV 5992CDV 9002 Final Evaluation Workshop 0Electives 2 6Total units required 60–671These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completedthem prior to 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, thecareer development program offers elective courses, and a Career Development Institute to promote the development of professional skills.SCHOOL OF MANAGEMENT 95

BUSINESS ADMINISTRATION [BUS] COURSESLOWER-DIVISION COURSESBUS 100 CREDIT BY ASSESSMENT 1–5Units are earned through assessment of prior learning experiences,such as corporate training; professional workshops,seminars, and conferences; licensure or certification;independent scholarship; and appropriately supervisedvolunteer training.BUS 106 CREDIT BY ASSESSMENT 6–10Units are earned through assessment of prior learning experiences,such as corporate training; professional workshops,seminars, and conferences; licensure or certification;independent scholarship; and appropriately supervisedvolunteer training.BUS 112 CREDIT BY ASSESSMENT 11–15Units are earned through assessment of prior learning experiences,such as corporate training; professional workshops,seminars, and conferences; licensure or certification;independent scholarship; and appropriately supervisedvolunteer training.BUS 2000 FINANCIAL ACCOUNTING A 3First course in accounting. Double-entry bookkeeping,accrual accounting, equations, statements, the accountingcycle, adjustments, merchandising, statement preparation,and inventories. Prerequisite: successful completion ofmathematics exam (UME) or required coursework inmathematics.BUS 2001 FINANCIAL ACCOUNTING B 3Sales, trading, and depreciation of long-lived assets; shortandlong-term liabilities; organization and formation of thecorporation; retained earnings: operations, equity changes,and dividends. Sale, conversion, and repurchase of capitalstock. Statement of cash flows. Prerequisite: BUS 2000.BUS 2010 MICROECONOMICS 3Business decision making within the firm in a variety ofmarket situations. Topics include supply and demand forces,consumer behavior, theories of cost and production, pricing,concepts of marginal analysis, and antitrust laws.BUS 2015 MACROECONOMICS 3Examines national income measurement and accountingincluding determination of total national output, employment,prices, and the causes of inflation and deflation. Focus is alsoon money and the monetary system including the effect ofmonetary policy, government spending and taxation policies,and fiscal policy.BUS 2030 BUSINESS LAW 3This course provides students with the basic principles oflaw that are applicable to business transactions and the legalsystem. Topics include the legal and social forces that shapeour government and business society.BUS 2400 WRITING SKILLS FOR BUSINESS 3A comprehensive review of effective written English inbusiness including grammar, sentence structure, paragraphbuilding, spelling, and word choice. The course includeswriting and editing, small-group writing exercises, and alibrary orientation.UPPER-DIVISION COURSESBUS 3002 BACHELOR OF SCIENCE ORIENTATION 0Describes program requirements, transfer units, residencyrequirements, competency exams, credit by assessment,lower-division courses, CLEP and DANTES, linking tograduate programs, and research and other facilities of theschool.BUS 3005 MARKETING 3This course emphasizes marketing from a productperspective. Topics include marketing strategies to a diverseand global audience, market planning, market research,product position, and promotion.BUS 3020 BUSINESS FINANCE 3Examines capital and money markets including cost offinancing, financing mix, capital budgeting, sources anduses of funds, and analysis and interpretation of financialstatements and documents. Also addresses analysis and use offinancial ratios. Prerequisite: BUS 2001 or equivalent.BUS 3032 ESSENTIALS OF HUMAN RESOURCE MANAGEMENT 3This course examines the building, development, andmanagement of human resources. It introduces theoriesof motivation, personality, leadership, and total quality.Students can explore the application of these theories to themanagement of individuals and diverse workgroups. Topicsinclude organizational culture, job analysis, recruitment,retention, individual growth, and development and legalconstraints in their impact.BUS 3033 PROBLEM SOLVING ANDMANAGERIAL DECISION MAKING 3This course develops critical thinking of data and argumentapplied to business environments. Critical thinking skills arepresented and enhanced through rigorous examination ofmanagement research literature, which is contrasted withvarious managerial decision making norms and processes.Case studies, decision analysis of critical incidents from thestudent’s own managerial experience, and a variety of teamdecision approaches are used to test current thinking.BUS 3040 MANAGEMENT INFORMATION SYSTEMS 3Information systems are key to business functions andstudents need a fundamental understanding of the principlesof systems theory to work with and manage such systemswithin organizations. Emphasis is placed on managementand technical concepts fundamental to business applicationsand management control of information systems. Coversthe relationship between organizations, management, andthe networked enterprise; managing information systems inthe digital firm; and assessment of information technologyinfrastructure. The goal of this course is to provide acomprehensive overview of management information systemconcepts useful to the student in future business courses, asSCHOOL OF MANAGEMENT 97

a user of information systems, and as a future decision makerconcerned with the acquisition, application, and control ofbusiness information systems.BUS 3041 STATISTICS AND RESEARCH APPLICATIONS 3Concepts and applications of statistics including probability,estimation, and hypotheses testing of means and proportions;sampling techniques; correlation and regression analysis;chi-square tests; and the nature, purpose, and applications ofresearch. Prerequisite: successful completion of mathematicsexam (UME) or algebra portion of QRT or BUS 3180.BUS 3043 E-COMMERCE AND BUSINESS 3Introduces business-to-business e-commerce uses anddirections with a global perspective. Various business cases ofsuccessful and developing ventures are examined for viabilityand competitive edge.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 3153 HISTORY OF AMERICAN MANAGEMENT 3This course traces the impact of U.S. history on management.Various business management styles such as flattenedhierarchies, visual, and self-managing teams are introduced.Students are given a historical basis for understanding theirevolution and get a contextual sense of how history ofdifferent management styles affect today’s diverse and globalworkplace.BUS 3160 DIVERSITY IN ORGANIZATIONS 3Provides students the opportunity to explore how diversitycan add value to the work experience. Through learningabout other cultures, students understand how culturaldifferences can become a strength and opportunity fornew ways of working. Processes for effective cross-culturalcommunication, team building, and valuing diversity in theworkplace are presented.BUS 3168 COMMUNITY ISSUES WHICH IMPACTTODAY’S MANAGER 3Today’s manager is affected by many factors outside theconfines of the office. This course explores some of the issuesincluding drug use and random drug testing, communitygrowth vs. no-growth mandates, transportation measures thataffect the workplace (e.g., carpooling and public transit),and the interaction between the public and private businesssectors.BUS 3170 GROUP DYNAMICS 3Focuses on the process and techniques of verbal andnonverbal resolution to help students develop insights andskills to enhance interpersonal effectiveness in groups.Aspects of team building and group leadership skills areaddressed.BUS 3180 MATH FOR MANAGERS 3Introduces simple mathematics and quantitative reasoningfoundations. Includes algebra, word problems, andprobability and practical applications in business situations.BUS 3196 ENTREPRENEURSHIP AND INNOVATION 3Focuses on the systematic and creative elements ofentrepreneurial innovation. Students consider theopportunity sources that give birth to entrepreneurialthinking, the elements of entrepreneurial management, anda number of the most successful strategies in new businessdevelopment. The course also links basic concepts in thefield to management practices in entrepreneurial firms andto U.S. companies’ efforts to become globally competitive.Prerequisite: BUS 3151.BUS 3210 INVESTMENT MANAGEMENT 3Provides students with a working knowledge of variousfinancial instruments (such as bonds, stocks, and othermarketable securities), the ways in which markets forthese instruments operate, and the processes used to makeinvestment decisions. Type, size, and timing of investmentsare covered. The knowledge gained is applicable tocorporate, personal and institutional investing.BUS 3260 NONPROFIT FINANCE AND ACCOUNTING 3Accounting and financial management of nonprofitorganizations including educational and health servicesorganizations, specific foundations, and community-basedorganizations. Prerequisite: BUS 2001 or equivalent.BUS 3265 INTERMEDIATE ACCOUNTING A 3First of a two-part sequence of courses in intermediateaccounting designed for accounting-specialization students.This course is an in-depth study of accounting theory,practice, and problems; generally accepted accountingprinciples; reconciliations; inventory valuation; and balancesheets. Prerequisite: BUS 2001 or equivalent.BUS 3266 INTERMEDIATE ACCOUNTING B 3Continuation of BUS 3265. Further in-depth study inaccounting theory, practice, and problems; valuation ofliabilities; stockholders’ equity; retained earnings; revenues;income taxes; leases; and statements of cash flow.Prerequisite: BUS 3265.BUS 3300 STRATEGIC PLANNING FOR NONPROFIT ORGANIZATIONS 3This course helps to create and implement an effectivestrategic plan using a simple, seven-phase process that coverseverything from defining the mission and setting the courseto initiating, monitoring, and streamlining the plan.BUS 3400 BUSINESS COMMUNICATIONS I 3A review of basic writing skills and effective communicationtechniques for diverse situations. Emphasizes writtencommunication in a business environment. Prerequisite:successful completion of writing exam (UWE), BUS 2400, or 6units of lower-division composition.BUS 3401 BUSINESS COMMUNICATIONS II 3Continuation of BUS 3400. Addresses both verbal andnonverbal communication with an emphasis on businesspresentations, cross-cultural communications, and discussiongroup leadership. Prerequisite: BUS 3400.BUS 3403 SOFTWARE APPLICATIONS 1Proficiencies with a variety of software applications andpersonal computing devices are critical for businesscommunications or analysis. In workshop format, students98 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

BUS 4450 EMERGING MODELS OF BUSINESS 3Explores management experiments being successfully carriedout by growing number of organizations, the “vanguardmanagement” of organizations committed to optimalorganizational performances, and employee satisfaction.BUS 4460 ORGANIZATIONAL CULTURES, MYTHS, AND VALUES 3Examines organizations and their cultures, how to analyzean organization’s present position and extrapolate its future,and how to assess and uncover its underlying assumptionsand beliefs. Specific organizations and situations are used ascourse material.BUS 4475 STRATEGIES FOR COMMUNICATIONAND TEAM BUILDING 3Examines interpersonal communication from analytical,critical, and practical perspectives. The focus is onunderstanding the subtleties of interpersonal communicationincluding interaction patterns, word bias, values, nonverbalbehavior, tone and personal perceptions, and the role ofleadership in self-managed teams.BUS 4485 TOPICS IN ORGANIZATIONAL LEADERSHIP 3Provides an opportunity for more detailed investigation intothe various aspects of organizational leadership. Topics haveincluded work group facilitation and systems thinking inorganizations. May be repeated for credit with a change oftopic.BUS 4800 BUSINESS INTERNSHIP 1–3Provides students the opportunity to explore specificjob functions by interning at companies and observingpeople performing those jobs. Students may experienceadministrative operations, marketing, sales, finance,technology, and other departments in various capacities.BUS 4900 TOPICS IN BUSINESS ADMINISTRATION 3Topics vary according to student interest. Past topics haveincluded nonprofit management, total quality management,and women, money, and empowerment. May be repeated forcredit with a change of topic.BUS 4992 CASE STUDIES IN ORGANIZATION AND MANAGEMENT 3Using case studies, students apply theory and experienceto analyze practical business problems, develop solutions,and recommend courses of action. Emphasis is on oral andwritten communication of results. Prerequisite: completion ofall core requirements.BUS 4995 INDEPENDENT STUDY IN BUSINESS 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 tograduate work. Practicum 1 requires the student to writea detailed proposal for a practicum project including aproject description, the rationale for undertaking it, levelof complexity undertaken, the methodology that willbe employed, the resources and sources to be used, abibliography of theoretical references and data sources, andcompetencies to be demonstrated. Minimum competenciesmust be demonstrated. At the end of the proposal phase, thestudent will make a presentation of the written proposal tothe Practicum Panel that the student has recruited. Minimumrepresentation on the practicum panel includes a facultyadvisor and at least one faculty member with expertise in theproject subject area or an external professional with graduatelevelacademic qualifications. Written approval of the projectproposal must be completed in order for the student toprogress to Practicum 2.BUS 4997 PRACTICUM 2 3The course demonstrates a student’s acquired knowledge,integrative skills, and the readiness to progress to graduatework. Practicum 2 requires the student to complete theproject using the approved methodology outlined in Part 1,submit a written report of Project outcomes, make an oralpresentation to the Practicum Panel, and complete a reflectionpaper of the project process. The reflection paper discussescompetencies demonstrated in the project, how theoriesand knowledge from prior coursework were applied, howthe project might have been improved, and how it could beexpanded or continued to the next level of performance.GRADUATE COURSESBUS 5000 MANAGEMENT COMMUNICATIONS 3Analyzes business needs for managerial communicationincluding meetings, conferences, and general informationdissemination and reporting and determines appropriatemethods. Course covers business proposals, reports,and executive summaries and provides practice in oralpresentation. Prerequisite: successful completion of KEPET orBUS 2400.BUS 5008 QUANTITATIVE TOOLS FOR LEADERSHIP 3This course will introduce students to quantitative methodsfor business and leadership. Students will get acquaintedwith spreadsheet modeling, descriptive statistics, performancemeasures, stochastic systems, probability distributions,confidence intervals, hypothesis testing, forecasting,correlation, regression analysis, and simulation. The intentof this course is to introduce students to these methods, givehands-on experience in solving small problems in class, andhelp students apply these methods to everyday businessproblems using Microsoft Excel. In addition, students willlearn how to organize, analyze, interpret, and present datausing statistical methods in order to make sound decisionsthat advance our understanding of relevant problems orprocesses.BUS 5020 FINANCIAL MANAGEMENT 3This course explores the financial function of thecontemporary business enterprise. Introduction to theoriesof financial management including cost of capital, financialleverage, capital structure, dividend policy, long-termcapital, working capital, and financial analysis and planning.Prerequisite: BUS 5096.BUS 5025 HUMAN RESOURCES MANAGEMENT 3Introduction to human resources management includingtheories of motivation, functions of manager and staff,techniques for improving the match between individuals andthe organization, and encouraging individual growth anddevelopment.100 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

BUS 5030 PERSONAL POWER AND LEADERSHIP 3Understanding and mastering one’s personal power arethe keys to effective leadership. Organizations seek leaderswho inspire confidence, evoke loyalty, and use resourceseffectively and efficiently. This course focuses on students’awareness of how they use and limit their personal power invarious situations. It also explores the aspects of “self” thatmust be developed in order to enhance effectiveness.BUS 5035 VISIONARY LEADERSHIP 3Great leaders exhibit multiple competencies. In particular,they create a vision that elucidates an underlying purpose andpoints the way to others. This course examines the theoreticaland practical components of exemplary leadership.BUS 5037 NEW VENTURES: MARKET PLANNING 3Highlights the skills, behaviors, and business intelligencerequired for creating and growing new ventures. Topicsinclude evaluating market opportunities with a globalperspective, designing development and growth strategies,assessing barriers to market entry and exit, building themanagement team, and new-venture financing. The focusfor the course is creation of a comprehensive new-venturemarketing plan or market feasibility study.BUS 5040 MARKETING MANAGEMENT 3Overview of marketing strategies, objectives, and policiesincluding managing sales and marketing organizations,market research and site location, advertising and promotion,and analysis of buying processes of consumer and industrialmarkets.BUS 5052 PRINCIPLES OF ECONOMICS AND DECISION MAKING 3The purpose of this course is to provide students with a basicunderstanding of economic theory—both microeconomicsand macroeconomics. Examines the impact of domestic andinternational economic policies and major issues for businesseconomics. Topics include the effects of monetary policy,fiscal policy and taxation, forces of supply and demand,theories of cost and production, and analysis of consumerbehavior. In addition, this course evaluates the responseof markets to the forces of supply and demand by usingdifferent quantitative and qualitative measures.BUS 5055 BUSINESS STRATEGY AND PLANNING 3Integrates the key learning disciplines represented by theMBA experience—including organizational leadership,finance, and marketing—to build and enhance individualcompetencies in decision making and taking action. Topicsinclude systems thinking, benchmarking, modeling andscenario building to explore innovative solutions for complexbusiness challenges. Coursework is focused on the practicumproject. Prerequisites: BUS 5020 and BUS 5040.BUS 5091 ORIENTATION 0Orientation is the necessary first step for all MBA candidatesin their progress toward the degree. University and School ofManagement expectations will be covered. The many studentservices and course options will be introduced.BUS 5096 PRINCIPLES OF ACCOUNTING 3Introduces financial and managerial accounting, to definethe basic structure of any business, organized for managerswho are non-accountants. Areas of study include financialstatement analysis, financial accounting concepts andprinciples, and managerial cost systems.BUS 5099 BUSINESS LAW AND ETHICS 3The objective of this course is to provide practical legalknowledge of general business law issues, ethical standards,and negotiation techniques to help students become moreinformed, sensitive, and effective business leaders. Thiscourse will provide an overview of the laws that shapethe way business is carried on and the manner in whichcontracts are made and enforced. Other topics to be coveredinclude business ethics, sexual harassment, employmentlaw, treatment of diversity, intellectual property, trademarks,patents, cyber law, and contracts.BUS 5110 STRATEGIC PLANNINGFOR NONPROFIT ORGANIZATIONS 3This course will help students to create and implement aneffective strategic plan using a simple, analytical, multi-stepprocess that covers everything from defining the mission andsetting the course to initiating, monitoring, and streamliningthe plan.BUS 5151 MANAGING THE WORKPLACE 3Presents how systems theory is applied in understandingbusiness environments. Theoretical and practical issues ofbusiness systems are presented with a particular emphasison business ethics and issues related to diversity. Specificsituations, issues, and cases are explored in personal,environmental, and business contexts. Integrative processesare examined and explored in forming effective approachesto a variety of human and business systems.BUS 5152 MANAGEMENT INFORMATION SYSTEMS 3Information systems are key to business functions andstudents need a fundamental understanding of the principlesof systems theory to work with and manage such systemswithin organizations. Emphasis is placed on managementand technical concepts fundamental to business applicationsand management control of information systems. Coversthe relationship between organizations, management andthe networked enterprise, managing information systems inthe digital firm, and assessment of information technologyinfrastructure. The goal of this course is to provide acomprehensive overview of management information systemconcepts useful to the student in future business courses, asa user of information systems, and as a future decision makerconcerned with the acquisition, application, and control ofbusiness information systems.BUS 5153 E-COMMERCE AND BUSINESS 3Introduces business-to-business e-commerce uses anddirections with a global perspective. Various business cases ofsuccessful and developing ventures are examined for viabilityand competitive edge.BUS 5180 PROJECT MANAGEMENT 3This course provides the theory and core methodology usedto manage projects. Students learn how to use project managementtechniques to plan, organize, control, document,and close out their projects successfully with minimumrisk. Topics explored include the project management lifecycle, project start-up, managing and developing diverseproject teams, risk management, project plans, projectschedule, work-breakdown structures, project budget, projectmonitoring and control, project status reporting, and projectwrap-up.SCHOOL OF MANAGEMENT 101

BUS 5191 COMMUNICATIONS NETWORKING AND SYSTEMS 3Explores the fundamentals of essential e-commerce infrastructurein technology and services from the managerialperspective including database organization and applications,telecommunications networks, and electronic transactionsystems.BUS 5192 E-COMMERCE MARKETING 3Investigates development and applications for data mining,intelligent agents, segmentation, new product development,distribution, pricing, forecasting, alliance building, andcompetitive advantage to e-commerce business-to-businessmarkets.BUS 5193 E-COMMERCE PUBLIC POLICY AND LAW 3Examines the government policy, public interest, and legalissues of the Internet globally including applications forintellectual property rights, challenges to privacy and security,control, and taxation of transactions.BUS 5194 MANAGING OPERATIONS FOR E-COMMERCE 3Explores the supply-chain logistics and supportingmechanisms including online auctions by which competitivee-commerce solutions are realized for the customer. Identifiesand examines the technology and services required foroptimal delivery.BUS 5220 GREEN ECONOMICS 3This course examines financial and business decision makingfrom a global business perspective with an emphasis onsustainable development. Subjects explore include integratingeconomic success with environmental quality and socialequity, social and environmental impacts, global economicinfluences, and sustainable management.BUS 5263 FINANCING NEW VENTURES 3Examines the concepts and institutions involved inentrepreneurial finance and private equity markets. Thiscourse reviews and evaluates major sources of fundingincluding venture capital firms, informal investors, banks,investment banks, suppliers, buyers, and various governmentsources. Topics explored include valuation, “guerrilla”financing, joint ventures and strategic alliances, privateplacements, forms of buyouts, and IPOs.BUS 5280 INVESTMENT MANAGEMENT 3Provides students with a working knowledge of variousfinancial instruments (such as bonds, stocks, and othermarketable securities), how markets for these instrumentsoperate, and the processes used to make investmentdecisions. Type, size, and timing of investments are covered.The knowledge gained is applicable to corporate, personal,and institutional investing. Prerequisite: BUS 5020.BUS 5385 CULTURES AND COMPARATIVE MANAGEMENT STYLES 3This course examines business customs and practices inforeign countries with a primary focus on Europe and thePacific Basin. Topics include cross-national comparisons ofthe impact of culture on management approaches and stylesof negotiation and operation.BUS 5420 DEVELOPING A BUSINESS CONSULTING PRACTICE 3Explores requirements of developing a consulting practicefrom targeting customers to financing to marketing newventures. The attributes of successful entrepreneurs areexamined so students can determine their appropriateness tostarting their own business. Other topics include establishingfees, determining physical space and environmental needs,legal aspects, forms of business, and acquiring new business.BUS 5450 EMERGING MODELS OF BUSINESS 3An examination of management experiments beingsuccessfully carried out by a growing number oforganizations, the “vanguard management” of organizationscommitted to optimal organizational performance andemployee satisfaction.BUS 5455 THEORY AND PRACTICE OF ORGANIZATIONALTRANSFORMATION 3This course considers the importance in the global economy.Students analyze how transformation occurs in both businessand educational organizations, organizational culture, and personaltransformation.BUS 5460 ORGANIZATIONAL CULTURES, MYTHS, AND VALUES 3Teaches students how to understand organizations andtheir cultures, how to analyze an organization’s presentposition and extrapolate its future, and assess and uncoverits underlying assumptions and beliefs. Specific organizationsand situations are used as course material.BUS 5475 STRATEGIES FOR COMMUNICATIONAND TEAM BUILDING 3This course examines interpersonal communication fromanalytical, critical, and practical perspectives. The focus is onunderstanding the subtleties of interpersonal communicationincluding interaction patterns, word bias, values, nonverbalbehavior, tone and personal perceptions, and the role ofleadership in self-managed teams.BUS 5480 PRINCIPLES OF ORGANIZATIONAL CONSULTING 3Designed to help the student understand the nature oforganizational consulting and the differences between thepractice of internal and external consulting. The courseworkintegrates managerial, psychological, and transformationalmethodologies. Students also study the different phases oforganizational consulting and learn how to achieve theirrespective goals.BUS 5485 TOPICS IN ORGANIZATIONAL LEADERSHIP 3Provides an opportunity for more detailed investigation intothe various aspects of organizational leadership. Topics haveincluded work group facilitation and systems thinking inorganizations. May be repeated for credit with a change oftopic.BUS 5800 BUSINESS INTERNSHIP 1–3This course provides students the opportunity to explorespecific job functions by interning at companies andobserving people performing those jobs. Students mayexperience administrative, operations, marketing, sales,finance, technology, and other departments in variouscapacities.102 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

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 IN BUSINESS ADMINISTRATION 1–6To be arranged with consent of instructor and approval of thedean. May be repeated for credit with a change of topic.BUS 5905 TOPICS IN E-COMMERCE 3This course provides an opportunity for a more detailedinvestigation into various aspects of e-commerce. This coursemay be repeated for credit with a change of topic.CAREER DEVELOPMENT [CDV] COURSESCDV 5001 PHILOSOPHY OF WORK 3Philosophical examination of work and changing viewsregarding work. Examine work values as related to cultureand socioeconomic status as well as the relationship betweenwork, family, leisure, and education. Explore and developone’s own philosophy of work and how this may influenceworking with clients as a career counselor.CDV 5020 THEORIES OF CAREER DEVELOPMENT 3Study of major theorists such as John Holland, Don Super,and Anne Roe, applying their ideas practically to careercounseling. Covers current challenges to existing theories andexplains emerging issues 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. Examineslabor market information, how to find and use it with clients,in studying all sectors of the economy.CDV 5045 CAREER PLANNING RESOURCES 2An overview and hands-on utilization of the resourcesnecessary to research and conduct a job search. Learnhow to utilize relevant information in the career decisionmaking process. Topics include career information systems,networking, informational interviewing, Career Centerresources.CDV 5061 CAREER COUNSELING FOR DIVERSE POPULATIONS 3Techniques, resources, and appropriate processes forcounseling people from diverse backgrounds includingpeople defined by their ethnicity, age, sexual orientation, anddisabilities. Students gain awareness of the complex issuesfacing these clients and of the resources available for practicalapplication in counseling.CDV 5080 CAREER DEVELOPMENT TECHNIQUESAND PRACTICES 1–3Seminars in a variety of practical and current aspects ofcareer development including clinical issues affecting careerdevelopment, advanced assessment instruments, adulttransitions, creative decision making, and job search resourcedevelopment.CDV 5085 BASICS OF RESUME WRITING 1This course explores resume writing from the careercounselor’s perspective. Topics include styles of resumes(e.g., chronological, functional, and combination), necessary/unnecessary information, aesthetics, language usage, anddivision of labor between counselor and client.CDV 5088 TECHNOLOGY AND CAREER DEVELOPMENT 1The role of technology in assessment, career counseling,virtual career services, and private practice will be addressed.Ethical and legal guidelines as provided by the professionalassociations will be reviewed.CDV 5089 INTERVIEWING SKILLS 1This course examines how career counselors coach theirclients for successful interviews. Topics include types ofinterviews, preparation, appearance, salary negotiations,follow-up, possible interview questions, and commoninterview mistakes.CDV 5100 ASSESSMENT APPROACHES IN CAREER DEVELOPMENT 3Function of career assessment tools in the career counselingprocess and in employee development programs.Topics include standards for test selection, construction,administration, and interpretation.CDV 5190 ORGANIZATIONAL APPROACHESTO CAREER DEVELOPMENT 3Examines how corporations use career development servicesand interventions as motivational and retention tools andhow not-for-profit organizations help their clients to be moresuccessful and satisfied in their work lives. Guest speakersoffer real-time examples to show how career developmentimproves the alignment between individuals and workplaces.CDV 5230 CAREER COUNSELING INTERVIEW 3An examination of the techniques of client-counselorinterviewing including setting goals, opening and closingthe interview, and developing the ability to determine andunderstand the client’s goals. Prerequisite: CDV 5100.CDV 5240 PROFESSIONAL ORIENTATION PRACTICUM 3This practicum provides students with extensive handsonexperience. Students focus on one client for the entirequarter. The client may receive a thorough assessmentincluding standardized and non-standardized tests, resumecreation, job search strategy development, and follow-up.Students participate in individual and group case analysis.Prerequisites: CDV 5230.SCHOOL OF MANAGEMENT 103

CDV 5245 CLINICAL ISSUES IN CAREER COUNSELING 3Students will learn about some of the more common issuesthat come up in career counseling including depression, lossand grief, family influences, addictions, and the impact ofthe counselor’s own issues. Through information and in-classexercises, class will focus on practical applications.CDV 5250 GROUP WORK IN CAREER DEVELOPMENT 3A review of when and how groups can be useful in theworkplace and in career centers for assessment, counseling,job support, and motivation. Group dynamics, adult learningmodels, and skills for leading and facilitating groups willbe addressed through role play, a team project, and guestspeakers. Ethical guidelines for group leaders will beaddressed.CDV 5255 DEVELOPING A BUSINESS CONSULTING PRACTICE 3Explores requirements of developing a consulting practicefrom targeting customers to financing to marketing newventures. The attributes of successful entrepreneurs areexamined so students can determine their appropriateness tostarting their own business. Other topics include establishingfees, determining physical space and environmental needs,legal aspects, forms of business, 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. Studentswho live outside the Bay Area will take all their internshipunits at a site in their local area. Students gain experience inareas including individual counseling, career assessments,group facilitation, and career center management under theguidance of a supervisor. Master’s students take a total of 10internship units; post-graduate certificate students take a totalof 3 internship units. Consent of the program chair is requiredfor this course.CDV 5810 PLANNING, CONDUCTING, ANDEVALUATING WORKSHOPS 3Theories and methods of teaching and training adults.Students are taught how to design workshop materials andwrite workshop goals and objectives and are introduced tomarketing techniques and assessment models. The design ofa workshop is undertaken as a class project.CDV 5900 TOPICS IN CAREER DEVELOPMENT 1–3These one-day workshops explore theories and applicationsof career development. Topics vary according to studentinterest and have included managing career change, specialpopulations, and the integration of career and personalcounseling.CDV 5991 RESEARCH IN CAREER DEVELOPMENT 2Focuses on career development research, aiding studentsin proposal development, and in building their skill base.Includes a process of framing a research question, developinga proposal, and gathering, analyzing, and synthesizinginformation and communicating results. Students will be ableto develop their own area of interest and will be encouragedto explore new frontiers in career development throughtheoretical and practical application.CDV 5992 PROPOSAL RESEARCH AND EVALUATION 2Students develop a written proposal based on research fora final project of their choice. Helps students formulate astatement of intent for CDV 5993. The proposal must becompleted prior to registering for CDV 5993. Prerequisite:CDV 5991.CDV 5993 PROJECT DEVELOPMENT AND EVALUATION 2This final project completes the program in careerdevelopment. Students design, implement, and evaluatean original project that results in a service or instrumentcontributing to the career development field. Prerequisite:CDV 5992.CDV 5995 INDEPENDENT STUDY IN CAREER DEVELOPMENT 1–6To be arranged with consent of instructor and approval of thedean. May be repeated for credit with a change of topic.CDV 9000 PROGRAM ORIENTATION WORKSHOP 0Orientation to the university and School of Managementpolicies and procedures; plan student program and introduceconcept of competencies and building a portfolio. Fieldstudy students will be sent a packet to read and discuss withprogram chair. Complete in first quarter.CDV 9001 CORE COMPETENCY EVALUATION WORKSHOP 0Determine student’s progress in acquiring requiredcompetencies; set new learning goals; establish plans forexternal fieldwork, final project, and post graduation. Fieldstudies students must meet with program chair during theirfirst summer residency. All students must complete thisworkshop before enrolling in CDV 5700.CDV 9002 FINAL EVALUATION WORKSHOP 0Assessment of learned competencies and skills; submission offinal portfolio. Field studies students may complete throughdiscussion with the program chair. Complete within the lasttwo quarters of enrollment before graduation.104 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

PARALEGAL STUDIES [PLS] COURSESPLS 3001 INTRODUCTION TO LAW/PARALEGAL STUDIES 3This course provides students with an overview of theAmerican legal system and introduces students to variouslegal fields and topics. Legal vocabulary will be emphasized.This course will also provide an overview of the role ofparalegals in a work environment while concentrating on thevarious regulations and ethical guidelines governing the workof paralegals.PLS 3002 LEGAL RESEARCH AND WRITING I 3This course provides an introduction to legal research. Itis designed to provide the student with a comprehensiveknowledge of research materials and tools including givingthe student a working knowledge of the use of primary andsecondary sources with emphasis on research strategies.Students will learn how to locate sources of law, the useof proper citation method, how to Shepardize case law,and research codes and statutes. This course will also focusheavily on the use of computer-assisted legal research.PLS 3003 LEGAL RESEARCH AND WRITING II 3This course follows Legal Research and Writing I andintroduces the student to the art of analyzing legal problems,writing clear and concise legal memoranda and briefs. Thiscourse will emphasize the writing component of the paralegalprofession by requiring the student to research various legalproblems and communicate their findings in their properwritten format.PLS 3004 ETHICS/PROFESSIONAL RESPONSIBILITY 3This course provides an overview of the legal ethics facingparalegals today. This course will extensively cover theethical rules governing paralegals developed by the AmericanBar Association 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 work-force.PLS 3005 TORT LAW 3This course will introduce the student to the broad area ofcivil tort law including negligence, intentional torts, strictliability, product liability, and nuisance. Privileges anddefenses to various torts will also be introduced. Studentswill acquire the knowledge to define and evaluate tort law tospecific factual situations.PLS 3006 CONTRACT LAW 3This course is designed to introduce the student to the areaof contract law. Contract information will be emphasizedalong with evaluation of contract disputes, discharge ofperformance and resulting damages, and the various remediesavailable for breach of contract.PLS 3007 PROPERTY 3This course will provide an overview of real property law.Students will be introduced to the various causes of actionand defenses surrounding basic real property disputes, alongwith the types of remedies available.PLS 3008 LITIGATION I 3This course is designed to introduce the student to civillitigation in federal and state courts. The rules of civilprocedure will be the focus, with emphasis in the draftingof complaints, answers, and motion practice. Students willbe responsible for the drafting of numerous legal documentsby way of practical exercises. Additionally, this course willprovide students with various interviewing and investigatingskills relevant to paralegal work in a 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 3015 WILLS, TRUSTS, AND ESTATE PLANNING 3This course will introduce the student to the concepts andprinciples of estate planning with emphasis on the drafting ofwills and trusts. Prerequisite: PLS 3001 and PLS 3002.PLS 3017 PROBATE AND ESTATES ADMINISTRATION 3This course will provide the student with instructionsnecessary for initiating testate and intestate administrationthrough the filing of a final accounting and distribution ofassets. Emphasis will be placed on California codes governingtestacy and intestacy. Prerequisite: 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 bankruptcycourt under Chapters 7, 13, and 11. In addition, the rights ofcreditors will be explored including garnishments and otherjudicial attachments. Prerequisite: PLS 3001 and PLS 3002.PLS 3021 REAL ESTATE LAW 3This course will provide an introduction to real estatelaw including property rights, property, contracts, landownership and sale, recording of deeds, principles of leasingagreements, and other real estate concepts. Emphasis willbe placed on working a real estate file from the draftingof real estate documents from inception through closing.Prerequisite: 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 responsibilitiesof paralegals working in the private and public sector ofcriminal law. Criminal procedure is the focus with emphasisplaced on pre-trial investigation techniques, pre- and posttrialcriminal motions, trial preparation, and criminal appeals.Prerequisite: PLS 3001 and PLS 3002.SCHOOL OF MANAGEMENT 105

PLS 3025 BUSINESS ORGANIZATIONS 3This course will provide the student with the introductionto the formation, operation, and dissolution of various kindsof business organizations including the different kinds ofcorporations, sole proprietorships, and partnerships. Focuswill be placed on the laws that govern business organizationsand the procedures for forming entities and maintainingcompliance with statutory requirements. Prerequisite: PLS3001 and PLS 3002.PLS 3027 FAMILY LAW 3This course will introduce the student to the broad area offamily law including the fundamental principles underlyingthe marital relationship, dissolution, child custody, andsupport. Students will learn how to become an effectiveparalegal in a family-law practice by the drafting of thevarious documents relating to domestic relations. Prerequisite:PLS 3001 and PLS 3002.PLS 3040 INTERNSHIP 1–3This course will provide the student an opportunity togain practical paralegal work experience in an officeenvironment. The student must work a certain number ofhours in the office environment under the supervision of anattorney or experienced paralegal. (Note: Students wouldbe encouraged to take an internship as one of their twoelectives, especially those who are not currently working inlaw firms. However, an internship is not required since manystudents may be working full time in other employment orhave responsibilities that would preclude an internship duringregular office hours.) Prerequisite: PLS 3002 and PLS 3008.PLS 3100 LAW OFFICE ADMINISTRATION 3This course will focus on the role of the paralegal as an officeadministrator. The organizational structure of law officeswill be explored as well as the role of the paralegal withinthese structures. Students will be introduced to the day-todayduties and responsibilities of managing a legal officewith emphasis placed on computer calendaring systems,accounting practices and software, and overall law officemanagement. Prerequisite: PLS 3001 and PLS 3002.PLS 3105 JURISPRUDENCE 3This course studies the nature, purpose, and philosophyof law. Gives the student exposure to the roots of lawhistorically and places the legal system in perspectiveby examining its antecedents in religion, sociology, andphilosophy. Prerequisite: PLS 3001 and PLS 3002.PLS 3107 HISTORY OF THE U.S. SINCE WORLD WAR II 3An introductory course designed to provide a thoughtprovokingtreatment of the American past, focusing on thelatter half of the 20th century, which at least one historianhas called the age of extremes. This course is intended to putinto historical perspective the dominant public events of thetimes. It comprises an approach to the study of history thatseeks to identify possible connections among many factors—the political, social, and economic trends and culturaldevelopments that have shaped and reshaped our society.Prerequisite: PLS 3001 and PLS 3002.PLS 3109 CONSTITUTION, SUPREME COURT,AND AMERICAN DEMOCRACY 3Introduces the student to major constitutional law decisionsof the Supreme Court in selected areas and also exploresthe role of the Supreme Court in the American governmentsystem and the political impact of its actions. Prerequisite: PLS3001 and PLS 3002.PLS 3111 LAW AND SOCIAL JUSTICE 3This is a survey course examining the civil rights of thevarious groups studied including people of color, people withdisabilities, and gays and lesbians. Sex discrimination againstboth women and men will be studied as well. Prerequisite:PLS 3001 and PLS 3002.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 responsiblebusiness activities. Prerequisite: PLS 3001 and PLS 3002.PLS 4998 SENIOR PROJECT A 3A consecutive two-quarter course which is intended to serveas the capstone of the BA program. The course providesstudents the opportunity to thoroughly explore and researcha topic of their choice within their area of emphasis and writea lengthy essay on their findings and conclusions. The courseis divided into two quarters. The first quarter, Senior ProjectA, is dedicated to selecting a topic, conducting research,receiving feedback and assistance in writing, and draftingsections of what will become the final product.PLS 4999 SENIOR PROJECT B 3A continuation and conclusion of Senior Project A. (Seeabove.) Students concentrate on drafting, revising, andpolishing their essay complete with appropriate bibliographyand footnotes according to APA guidelines.106 SCHOOL OF MANAGEMENTJOHN F. KENNEDY UNIVERSITY

SCHOOL OF HOLISTIC STUDIES

108 SCHOOL OF HOLISTIC STUDIES

The School of Holistic Studies provides integrative and transformativeacademic programs. We engage students in creativeinquiry that fosters self-awareness and wholeness of being.By linking the personal, spiritual, and cultural aspects ofstudy, we inspire students to understand that the deepestdimensions of personal identity form the essential foundationfor meaningful and effective professional activity.The School of Holistic Studies offers innovative degreeprograms that encourage students to pursue higherconsciousness in the context of a global culture and asustainable environment. Students learn to use holisticperspectives, values, and modalities to live personallyfulfilling and socially responsible lives, aligning the personalbody in conjunction with the world body and approachingthat conjunction as an arena of soul-making. The Schoolof Holistic Studies provides undergraduate and graduateprograms that share a philosophical commitment to holism.Holism includes a scholarly and experiential approachto the integration of body, mind, spirit, environment,and culture. The holistic values of inter-connectedness,compassion, diversity, imagination, and community serviceform the basis of our professional degree programs.Within the context of holism and East/West philosophicaltraditions, we offer academic degrees in consciousness andtransformative studies, integral psychology, holistic healtheducation, transformative arts, studio arts, and counselingpsychology. Students in our counseling psychology programspecializations do their field placement at the Centerfor Holistic Counseling in Oakland and at external sitesthroughout northern California. Each degree program sharesa holistic approach to the understanding and expression ofexpanded consciousness.The School of Holistic Studies offers an educationalexperience that is now considered by many to be essentialfor all people since prudent individuals know that to educatepeople properly requires attention be given to their mental,physical, cultural, and spiritual needs. Students who aredrawn to our programs seek a deeper understanding ofthemselves and others. They integrate holistic perspectivesinto their lives and work. They speak of the transformativepower of their education to develop an all-sided body-mindcapable of thinking freely with the heart and feeling with aconscious and disciplined valuing of experience.All students in the school take core courses that challengethe belief systems through which they view themselves,others, and reality itself. Students explore the shift from alinear, mechanistic worldview to one that is holistic, systemsoriented,and cognizant of spirit. The School of HolisticStudies recognizes the human spirit as central to learning. Weacknowledge the spiritual dimensions of reality and supportour students with their personal practices as they strivefor fuller integration of their personal and public lives. Werecognize that one’s spirituality involves the quest for innercoherence that leads to intellectual, psychological, social, andbodily well-being. Holistic learning that connects knowledgeand skills with personal aspirations for life liberates studentsfrom the bondage of thoughtless habit and behavior, andprevents mechanized thinking that fragments talents. Webelieve that when education engages the personal aspirationsof students, they relate intimately to materials of study interms of their spirit.As Dr. John (Jack) P. Miller notes in The Holistic Curriculum:“A holistic education emphasizes relationships betweenthinking and intuition, mind and body, individual andcommunity, personal self and higher self (the spiritualdimension of experience). Holistic education seekstransformation, that is, the continuing growth of the personand society.”ADMISSION 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 haveadditional requirements; see the corresponding section fordetails or contact an admissions representative.Priority will be given to the processing of completedapplications received on or before the following dates:September 1 for fall quarter, December 1 for winter quarter,March 1 for spring quarter, and June 1 for summer quarter.All applicants to the School of Holistic Studies must possessa bachelor’s degree from an institution whose accreditation isrecognized by the Council for Higher Education Accreditation(CHEA). Applicants interested in a graduate program whohave not yet received an undergraduate degree should referto the description of the linked undergraduate/graduateprograms offered by the School of Education and Liberal Arts.Applicants must submit a personal statement: five to ten(three to five for MFA and MA in Transformative Arts) doublespaced,typewritten pages describing personal or professionalgrowth work or events that have shaped the applicant’slife (e.g., personality, beliefs, health, values), reasons forapplying to the area of specialization, any study (academicor otherwise) pursued in this area of interest, and futureprofessional and personal goals.Applicants must complete an admissions interview. Uponreceipt of the personal statement and application, theapplicant will be contacted by the school to schedule anappointment.Letters of recommendation are recommended but notrequired. Letters should be from professional associates,teachers, supervisors, or others who can comment onemotional, spiritual, artistic, intellectual, or practicaldevelopment as well as assess capacity for graduate study inthe degree area.SCHOOL OF HOLISTIC STUDIES 109

DEPARTMENT OF ARTS AND CONSCIOUSNESSThe Department of Arts and Consciousness (A&C) offersprograms for artists who are interested in exploring thedeepest personal, social, and spiritual dimensions of art. Thecurriculum encompasses studio art, academic investigation,personal growth, arts and healing, and the creation of anew multicultural context for art. New methods of artisticexpression and community interaction are made possible.The spiritual aspect of art is emphasized as it relates to theindividual, the environment, and the role of the artist incontemporary society.Students bring a diversity of experiences, techniques, andinterests to the classroom and studio. Program alumni areartists, teachers, creative facilitators, and cultural activists witha spiritual base—people who are creating new ways for art toserve society and affect human growth and consciousness.All courses are designed to encourage the integration ofbody, mind, and spirit through the exploration of individualcreative sources and the cultural and philosophical contextswhich give art meaning. The program stresses the student’suse of direct experience as an artist for the creation ofobjects, events, and activities which facilitate growthand wellness in others. Sometimes this takes the form ofprofessional performances and exhibitions, sometimesit manifests as teaching, healing, or ritual. Students areencouraged to explore a variety of media as part of theircreative 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 degreeprogram. Students also work independently in such diversemedia as sculpture, ceramics, film, music, and photography.The Department of Arts and Consciousness offers threedegree programs. The Bachelor of Fine Arts in StudioArts (BFA) offers students a strong technical, formal, andphilosophical foundation in studio art. Emphasis is placedon the development of art as a spiritual practice. Selfinquiry,skill, social, and cultural relevancy and transcendentconnection to greater consciousness are core features ofthe degree. The Master of Fine Arts (MFA) expands theconnections between art, culture, and spirituality into ahighly intensive use of critique and advanced philosophicalinquiry. In the MFA program, students learn to contextualizetheir spiritual and artistic search within the framework ofcontemporary social-cultural dialectic. Emphasis is placedon technical and conceptual achievement as well as thedevelopment of critical skills based on academic study andintensive studio critique. The Master of Arts in TransformativeArts (MA) supports students in their development of linksbetween personal creative expression and social and culturalchange. Strong emphasis is placed on self-inquiry anddevelopment of skills which will enable students to deepenself-awareness while simultaneously learning to serve others.Transformative Art refers to art that helps the individual orcommunity achieve improved states of wellness and selfintegrationthrough art. Technical and formal issues related toart-making are an important part of the MA in TransformativeArts. The greatest emphasis, however, is placed on thespiritual and psychosocial dimensions of art.FACILITIESThe JFK University Arts Annex allows A&C students to workand exhibit together in a multidisciplinary arts community.This 15,000 square-foot facility is located in Berkeley,California, approximately 20 miles from the main PleasantHill Campus. It is here that Arts and Consciousness coursesare offered. The Department of Museum Studies, in theSchool of Education and Liberal Arts, is also located at theArts Annex. There is a large general-purpose studio and aseparate critique and movement studio. A professional-qualitygallery space is available for the exhibition of student work aswell as the work of distinguished artists from the community.The Arts Annex houses a small computer graphics facilityfor student use as well as digital video equipment. The ArtsAnnex Library Extension includes a collection of books andperiodicals pertaining to the arts and museum studies. TheArts and Healing Network Slide Archives includes slides,written materials, and a computer database documentingthe work of approximately 400 contemporary artists fromthe United States whose artwork deals with some aspect ofhealing.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,and offer 24-hour access to work spaces. The studios oftenfunction as the center for informal creative dialogues andexchanges. General access to other studio spaces is availableto all students providing that use of these common studiosdoes not interfere with regularly scheduled classes. Artsorganizations located within a few minutes’ walk of the ArtsAnnex offer access to excellent facilities for printmaking,ceramics, photographic processing, and sculpture. Studentsoften use these excellent facilities on a pay-as-you-go basis.Live/work studio space is also available in many nearbyneighborhoods.MENTORSHIPSA&C students often choose to work with specially selectedartists and organizations in the Bay Area. These mentorshipsare an integral part of the A&C curriculum and allow studentsto explore a broader range of technical and professionalperspectives than would be possible in a more traditionalacademic environment. Students select artists or communityorganizations whose work is related to their own interestsand they work individually with the mentor for a specifiedperiod, with clearly stated goals and objectives. Individualmentorships often form the basis for long-term professionalrelationships with other artists and they introduce A&Cstudents to the Bay Area arts community. Communitymentorships give A&C students an opportunity to use theirtraining to serve the community as healers and teachers.Group mentorships allow students to work in small groupswith a single mentor in order to facilitate collaborative worksor to explore areas of special interest.110 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

EXHIBITIONSThe arts and consciousness gallery, located in the arts annex,offers a significant exhibition and performance space forBay-area artists—particularly those working with some aspectof art and spirituality. Exhibitions and gallery lectures byinvited artists give students direct contact with the art andartists who are transforming the world. These exhibitions alsoallow the larger community to participate in the exciting newdevelopments in arts and consciousness. Approximately 3,500people each year visit the arts and consciousness gallery.Student exhibitions are also held throughout the year.MFA students generally finish the program with a solo ortwo-person exhibition in the A&C gallery. Other studentexhibitions are held for groups of MA or MFA students whosework explores common areas related to their studies in studioor transformative arts. An annual exhibition of transformativearts students’ work shows original artwork as well asdocumentation of community projects and public artworks.VISITING ARTISTSAn important aspect of the Arts and Consciousness programis the frequent presence of prominent visiting artists, whosework gives students a sense of their own connection to theoutside art world. Gallery lectures are generally offered byartists whose work is exhibited in the A&C Gallery. Artists arefrequently invited to offer non-credit lectures and workshopsthrough the JFK University Continuing Education program.In addition, each quarter, visiting artists are invited to offerspecial classes to A&C students as part of the regular A&Ccurriculum (as a way of facilitating dialogue with artistswhose work connects to the mission of A&C). Many classestaught throughout the year feature invited guests whoselectures are open to all A&C students.SCHOOL OF HOLISTIC STUDIES 111

MFA IN STUDIO ARTSAdmission to the MFA program is based on artisticachievement, prior academic performance, and ademonstrated commitment to art. Students participate ina lively and active community of artists through formalcritiques, mentorships with artists in the community, anda stimulating range of courses that help students integrateart-making with personal growth and cultural expression.There are no distinctions between artists of different mediain the MFA program. The A&C community is composed ofpainters, performance artists, video artists and installationartists, photographers, printmakers, sculptors, and thosewhose artwork defies categorization. Through a rigorouscombination of studio work, critique, and academicinvestigation, a common language of inner process andartistic intent is developed. Students form a strong communityto support each other in the search for immanent andtranscendent meaning in art. The program concludes withthe development of an extensive artist’s statement and a finalexhibition or performance of the student’s artwork that meetsthe department’s standards for artistic excellence.Admission RequirementsWhile an undergraduate major in fine arts or art history ishelpful, it is not necessary for admission to the MFA program.Applicants to the MFA program must have completed aworld art history survey course, a course in the history ofmodern art, and at least one course in contemporary arthistory dealing with 20th-century European and American art,completed within the past five years.Application deadlines are June 15 for fall admission andNovember 15 for spring admission. Late applications will beconsidered on a space-available basis. The department prefersthat all required supporting documentation also be submittedby the deadline.Applicants must submit a portfolio documenting their creativework. For most visual arts, submit 10–20 color slides, clearlymarked with the artist’s name, slide number, and orientationfor viewing (dots or arrows indicating top). Include a separatesheet listing the artist’s name and slides in numerical order,indicating title, medium, technique, size, and date producedas well as a self-addressed, stamped envelope for return ofthe slides. For work in performance, installation, or othertime-based media, a VHS tape, DVD, or CD-ROM of 5–10minutes in length should be submitted along with appropriatestamped packaging for return.112 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1A&C 4020 History of Contemporary Art 0–3A&C 4022 Art of the World 0–3A&C 4024 History of Modern Art 0–3PHR 3405 World Religions 0–3Any approved spiritual practice course 0–2Core CurriculumCNS 5010 Paradigms of Consciousness 3Theory and ProcessA&C 5310 Art and the Symbolic Process 3A&C 5312 Creativity and Consciousness 3A&C 5350 Artist in Society 3A&C 5501 Philosophy of Art 3A&C 5505 Contemporary Arts Theory and Criticism 3Select 12 UNITS from the following courses 12A&C 5200 Transformative Arts Education (1–3)A&C 5300 Applied Alchemy (3)A&C 5305 Art and Altered States of Consciousness (2)A&C 5315 Dreams, Art, and the Inner Worlds (3)A&C 5342 History of Sacred Arts (3)A&C 5360 Beyond the Studio: Community Collaboration A (3)A&C 5361 Beyond the Studio: Community Collaboration B (3)A&C 5675 Artists Resources: Career Pathways (3)Studio ArtsA&C 5010 Image and Process 3A&C 5660 Individual Mentorship 2 1–5A&C 5662 Community Mentorship 2 1–3A&C 5663 Group Mentorship 2 1–3A&C 5800 Studio Critique Seminar 18Studio 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) 3Any A&C course 5601–63General Electives 4 9Final Project 5A&C 5550 MFA Review: Midpoint 1A&C 5981 MFA: Final Project A 2A&C 5982 MFA: Final Project B 2Total units required 90–1041These undergraduate courses or their approved equivalents are prerequisite to the MFA program. Students who have not completed themprior to admission 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 forguidance.4Any graduate-level courses offered within the university may be used to satisfy this requirement including all A&C courses. With approval ofthe program chair, transfer credit from other graduate degree programs may be used in this category, up to the specified maximum numberof allowable transfer units.5An approved final review, exhibition and artist’s statement.SCHOOL OF HOLISTIC STUDIES 113

MA IN TRANSFORMATIVE ARTSThe process of artistic growth and expression offers powerfultools for human transformation. Through this degreeprogram, students use their own experience as creative artiststo develop a technique or project for positive communityinteraction.The program combines philosophical, academic, personalgrowth, and creative work.Through their choice of electives, students explore andgrow in their area of special interest. Although individualartwork is an essential core of the program, students intransformative arts are not primarily concerned with thecritique or exhibition of their artwork. Instead, they learn touse the insights gained through the artistic process to servethe world as transformative teachers and healers. Althoughthe MA in Transformative Arts does not offer any professionalcertification, it is possible for students to articulate their studyin transformative arts with the teaching credential programoffered through the JFK University School of Education andLiberal Arts. Completion of the teacher credential programrequires at least one additional year of study. Details of thisprocedure are available from department staff.Each student creates a unique way of using art as ahealing force in the world. Specific coursework addressesthe practical applications of creativity through group andindividual work. This degree culminates with a communityarts project in which the student applies the information andunderstanding gained in the program. A final paper is thensubmitted, in which the community project is discussed andexamined within the context of both the student’s personalexperience of the creative process and the academic materialrelated to the activity.Admission RequirementsAn undergraduate degree in art is not required for admissionto the MA in Transformative Arts program. However, it isessential that students have some previous background inthe arts. Applicants to the MA in Transformative Arts programmust complete at least 6 units of work in studio art, musicalcomposition, poetry, or another primary art form. Applicantsmust also complete a survey of art history course.In addition to the university and school-based admissionrequirements (listed previously), applicants to this programmust submit an artist’s statement addressing the applicant’sartistic development and goals. This may be included in thepersonal statement. Admissions requirements are similar tothe MFA program with the following exceptions:• A portfolio of original artwork may be submitted in personduring an admissions interview. Slides, VHS cassette, audiocassette, or CD/DVD are acceptable. Portfolios may includeartwork in non-visual media, e.g., poetry, dance and movement,or writing.• Applications to the MA and BFA programs are acceptedeach quarter on a rolling basis. Students may enter in anyquarter. Priority deadlines for the MA and BFA programsare September 1 for the fall quarter, December 1 for thewinter quarter, March 1 for the spring quarter, and June 1for the summer quarter.114 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1A&C 4020 History of Contemporary Art 0–3A&C 4022 Art of the World 0–3A&C 4024 History of Modern Art 0–3PHR 3405 World Religions 0–3Any approved spiritual practice course 0–2Art Background 0–6Core CurriculumCNS 5010 Paradigms of Consciousness 3Theory and ProcessA&C 5310 Art and the Symbolic Process 3A&C 5312 Creativity and Consciousness 3A&C 5360 Beyond the Studio: Community Collaboration A 3A&C 5361 Beyond the Studio: Community Collaboration B 3Select 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, Art, and the Inner Worlds (3)A&C 5342 History of Sacred Arts (3)A&C 5350 Artist in Society (3)A&C 5675 Artists Resources: Career Pathways (3)Studio ArtsA&C 5331 Media of Sacred Arts 2 6A&C 5670 Group Studio Practice 2 6Any A&C course 5601–63Transformative ArtsA&C 5100 Introduction to Transformative Arts 3A&C 5200 Transformative Arts Education 2 6A&C 5210 Transformative Arts: Group Processes 3A&C 5255 Transformative Arts Seminar 2 6A&C 5260 Transformative Arts Teaching Practicum 3General Electives 3 9Final ProjectA&C 5555 MA Transformative Arts: Midpoint Review 1A&C 5988 Transformative Arts: Final Project A 2A&C 5989 Transformative Arts: Final Project B 2Total units required 68–881These undergraduate courses or their approved equivalents are prerequisite to the MA in Transformative Arts program. Students who havenot completed 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. Transformative Arts studentsare required to take six units each of A&C 5200, A&C 5255, A&C 5331, and A&C 5670.3Any graduate-level courses offered within the university may be used to satisfy this requirement including all A&C courses. With approval ofthe program chair, transfer credit from other graduate degree programs may be used in this category, up to the specified maximum numberof allowable transfer units.SCHOOL OF HOLISTIC STUDIES 115

BFA IN STUDIO ARTSThe BFA program is dedicated to the practice of creativityas a means of achieving increased awareness of personalidentity and connection to meaningful work in the world.The program combines studio practice and development ofskill with other activities—spiritual practice, ritual, academicresearch, and intensive self-inquiry. The BFA in Studio Art isdesigned for those who have already completed a significantamount of college-level work and have some backgroundin the arts. The BFA is designed to help move experiencedstudents to a deeper level of self-inquiry, technical skill,and cultural connection through art. The program is abridge to either the MA in Transformative Arts or theMFA in Studio Arts through a linking program that makespossible the simultaneous enrollment in undergraduate andgraduate programs in the final year. Students who alreadyhave undergraduate degrees in fields outside of the arts orwho fell they need some extra work on development of aportfolio before attempting graduate work in the art are alsoencouraged to enroll. In addition to technical and creativegrowth, BFA students gain important insights into how theyfit into the constantly changing worlds of contemporary art,healing, and community transformation.Admission RequirementsApplicants to the BFA program must complete and mail ina JFKU application for admission and pay the appropriateapplication fee. The priority deadlines are as follows: falladmission, September 1; winter admission, December 1;spring admission, March 1; and summer admission, June1. Two sets of academic transcripts from all colleges oruniversities attended are required. Applicants to the BFAprogram are normally expected to have completed at least 60quarter units at another college prior to admission. Applicantsshould check with an academic advisor as to the necessarycourse prerequisites. To schedule an interview with anacademic advisor, applicants should contact the departmentof Arts and Consciousness at arts@jfku.edu or (510) 649-0499.Applicants must submit a portfolio of 10–15 original artworksin any media that have been completed within the last twoyears. This may occur during the pre-admission interviewor through the mail in the following forms: 35 mm slidesin a slide sheet, with an accompanying list of the artworks,media, dimensions, and the year completed; CD or DVDof photographs of artwork; or DVD or VHS format videosof installations or time-based artwork, such as movementor performance art. Written material such as conceptualdocumentation, poetry, or other art forms of writtenexpression 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.References to sources of artistic inspiration, personal history,and interests in spiritual practice, philosophy, or communityinteractions are appropriate subjects for inclusion in thepersonal statement. In addition, a meeting with an AcademicAdvisor is required upon admission. At this meeting, theadvisor will discuss transfer credits, degree requirements,and courses necessary for entry into the program. Anindividualized education plan for completion of the BFAprogram will be developed.CurriculumThe BFA requires the completion of 189 units ofundergraduate credit. Of these, 60 units will have beencompleted at another college or university. These credits arenormally completed prior to enrolling in the BFA program,but in some cases may be completed concurrent withenrollment at JFK University. Current course offerings in theSchool of Education and Liberal Arts form the core of theBFA program’s academic requirements and are offered at theBerkeley campus as well as at the Pleasant Hill and Campbellcampuses. Arts and Consciousness (A&C) courses, offeredonly at the Berkeley campus, include special studio-intensivecourses in the painting; drawing; digital media; photography;improvisation, movement, and poetics; and sculpture andinstallation art.Other A&C courses required for the BFA include special academiccourses—A&C 4510 Visual Culture A and A&C 4520Visual Culture B—a two-quarter sequence of courses whichexplore identity, art, and spirituality. Studio-elective classesaimed at increasing personal creativity and expression arean important part of the BFA. A special course introducingnew students to self-inquiry techniques using the creativeprocess—A&C 4530 Art, Archetype, and Creative Process—isrequired in the first quarter of the program as are a richvariety of courses which combine studio, academic, andexperiential learning.116 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Lower-Division Prerequisite Courses 1Communications 6Humanities 9Natural Science 3Mathematics 3Social Science 6Studio Art 9Electives 24General EducationCOR 3100 Critical Thinking and Writing 3COR 3145 Research Writing 3PHR 3405 World Religions 3Select EITHER of the following 2PHR 4412 Introduction to Eastern Meditative Practices (2)PHR 4413 Introduction to Western Meditative Practices (2)SEC 3330 Cultural Crossroads 3Any Humanities elective 3Any Religion elective 3Any Social Science elective 6General education electives 21History of ArtA&C 4020 History of Contemporary Art 3A&C 4022 Art of the World 3A&C 4024 Modern Art 3Any Art History electives 6Studio Intensive—Select any THREE of the following 18A&C 4110 Photography (6)A&C 4115 Sculpture and Installation Art (6)A&C 4120 Movement, Poetics, and Improvisation (6)A&C 4130 Painting (6)A&C 4140 Drawing (6)A&C 4145 Digital Media (6)Theory and ProcessA&C 4510 Visual Culture A 3A&C 4520 Visual Culture B 3A&C 4530 Art, Archetype, and Creative Process 3A&C 4670 Media of Sacred Arts 2 9Studio Arts Electives 3 31Total units required 1891Students are expected to have completed these requirements prior to admission. Students lacking these courses may take approved upperdivisioncourses at JFKU, earn credit through CLEP or DANTES tests, or take approved courses from local community colleges.2This is a repeatable, variable-unit course (1–3). Students in this program are required to complete 9 units of this course.3Studio arts electives are fulfilled by taking A&C 4660 and A&C 4675 courses.SCHOOL OF HOLISTIC STUDIES 117

118 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

DEPARTMENT OF COUNSELING PSYCHOLOGYThe Department of Counseling Psychology offers a Masterof Arts in Counseling Psychology with three specializations:somatic psychology, transpersonal psychology, and holisticstudies (an integration of somatic and transpersonal). Builton the traditions of modern psychology, the foundation ofall three specializations adds a holistic perspective whichintegrates body, mind, spirit, and culture into the curriculum.The Master of Arts in Counseling Psychology is designed forstudents who are interested in working psychotherapeuticallywith individuals, couples, families, and groups. Studentsreceive a strong foundation in basic counseling theoryand practice while meeting the educational requirementsfor the California Marriage and Family Therapist (MFT)license. Specializations are offered in somatic psychology,transpersonal psychology, and holistic studies (offered only atthe Campbell Campus).The curriculum encompasses core courses in holisticstudies, basic counseling skills, diagnosis and assessment;marriage and family counseling courses; and courses in thestudent’s chosen specialization. Students complete a yearlongsupervised traineeship at the school’s Center for HolisticCounseling or an approved community-based site.Central to the program is the perspective that holisticlearning occurs both cognitively and experientially. Onlythrough knowing oneself can the therapist obtain the clarity,compassion, and wisdom necessary to help others. Thecurriculum therefore places significant emphasis upon thestudent’s self-exploration and personal growth combinedwith critical thinking and the acquisition of clinical skills.Graduates of the program will know themselves well asprofessionals who are skilled and capable. Graduates willcompetently use the counseling skills of empathic listening,clear and direct communicating presence, and self-reflection.They will understand and know professional theories ofindividual and family development and therapy as well asdevelop basic professional skills in clinical diagnosis andassessment. Students of the program will also learn theimportance of attunement to issues relating to diversity,ethnicity, and multiculturalism in providing professionalservices. They will know the laws of the state of California asthey pertain to the professional of counseling psychology andbe practiced in making ethical choices and decisions.FIELD PLACEMENTStudents in the counseling psychology program gaintherapeutic experience and develop their clinical skillsthrough a required 12 units of field placement. Studentscomplete their field placement at the school’s Center forHolistic Counseling, JFKU’s community counseling centers inSunnyvale or Pittsburg, or at another approved communitybasedsite.The 12 units (four consecutive quarters) of supervisedfield placement are integral to students’ clinical training.Students are trained in conducting screening interviews, crisisintervention, assessment, referral, and community outreach.Students have ample opportunity to share their clinicalexperience with other trainees and to receive feedbackon their work from skilled practitioners. Working with theguidance of experienced, licensed therapists, trainees areassisted in developing therapeutic skills through a varietyof means including individual and group supervision,training sessions, individual and family case seminars, directobservation through one-way mirrors, and use of audio- andvideotaping. Students may sometimes be required or have theoption to take a fifth quarter of field placement.Supplemental field placement is for students who wish togain clinical experience in addition to their required 12units of field practicum and wish to count those hours ofexperience towards BBS licensure. In order to be eligible,a student must have completed at least 18 quarter units ofgraduate coursework in the counseling program. Those 18units must include SPC 5323–24 Effective Communication A–B, SPC 5004–06 Group Process A–C, and SPC 5631 Ethics andthe Law. After receiving permission from the field placementcoordinator and the program chair or director, a student mustregister for the one-unit supplemental fieldwork course foreach quarter of experience.SCHOOL OF HOLISTIC STUDIES 119

MA IN COUNSELING PSYCHOLOGYSomatic Psychology SpecializationSomatic psychology is an emerging academic and clinicalfield that explores the connection between body/mind/spirit, interpersonal relationships, and culture. The MAdegree program in Counseling Psychology with anemphasis in Somatic Psychology is a professional training inpsychotherapeutic practice from the integrative, whole-personmodel. It provides students with the traditional clinical skillsof assessment, diagnosis, and treatment (from the perspectiveof body-mind integration) necessary for their emergenceas licensed psychotherapists. This master’s-level program isone of a very few in the world which integrates the studyof the body, somatic self-experience, and psycho-emotionalprocesses in daily life and in the practice of psychotherapy.As an integrative program, the JFKU Somatic Psychologyprogram is informed by several disciplines in the appliedhuman and natural sciences including attachmenttheory, psychodynamic and humanistic therapy models,neurodevelopmental and psychobiological perspectives,traumatology, eco-psychology, psycho-evolutionary theory,ethology, the study of non- and pre-verbal communication,and relational therapy theory. Multicultural and diversityperspectives are integrated into all classes.The curriculum offers intensive academic and experientialcourses that support diverse personal styles of learningcoupled with the most exciting new research availablein the field. In addition to the in-depth core curriculumof the Counseling Psychology program, students explorecontemporary schools of somatic psychology such as neo-Reichian, Hakomi, bodynamics, mind-body psychotherapy,formative psychology, bioenergetics, authentic movement,biosynthesis, somatic experiencing, sensorimotorpsychotherapy, and psychophysical therapy. All courseinstructors in this program are active, somatic psychotherapyprofessionals in current clinical practice.The three-year, 92-unit program is divided into three areas ofemphasis. Year one focuses on basic theory and acquisitionof personal therapy skills such as receptivity, presence,tracking, and effective communication. Year two emphasizesthe development of core clinical skills in the area ofassessment and treatment, marriage and family interventions,and somatic movement techniques. In the third year, studentsare in their supervised field placement and all courses arefocused on work with clients.Clinical training seminars explore the psychological,emotional, and relational problems of living that canemerge when the life of the mind becomes separate fromand dominant over the life of the body. Students study andexperience the clinically potent effects of bodily awareness,somatic self-reflection, mindfulness practices, understandingof the sensation-emotion-thought continuum, and the somaticbasis of consciousness. Students graduate as fully competentpractitioners of one of the newest and most innovativeapproaches to psychotherapy.Performance Review and EvaluationWhen admitted, each student is assigned a faculty advisorwho is available for information and support. During thecourse of the program, there is an ongoing evaluation of thestudent’s academic performance and readiness to matriculatethrough the program. When an evaluation indicates thata student’s performance falls below the standards of theCounseling Psychology program, a student may be requiredto take additional coursework, complete additional supervisedfield experience, undertake personal growth work, take aleave of absence, or withdraw from the program.After one year in the program and completion of the courseslisted below, students are given a year-end progress review.This year-end review is a supportive team process involvingthe review of written faculty feedback and evaluation, overallgrade standing, and an assessment of the individual’s overallreadiness to proceed further in the program.Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1, 2PYC 3100 Childhood and Adolescence 0–3PYC 3200 Personality and Psychotherapy 0–4SCI 3110 Anatomy and Physiology 0–4Any approved spiritual practice course 3 0–2Core CurriculumCNS 5010 Paradigms of Consciousness 3SPC 5000 Introduction to Somatic Psychology Program 1 0con continued on next page120 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

continued from previous pageCourses Units Prerequisite(s) Co-Requisite(s)Somatic Psychology SpecializationSPC 5220 Principles of Somatic Psychology 1 3SPC 5241 The Cultural Body: Society, Body, Image, and the Self 3SPC 5430 Movement Seminar A: The Self in Movement 4 3SPC 5431 Movement Seminar B: Clinical Technique 4 3SPC 5512 Somatic Psychology Perspectives on Stressand Psychobioimmunology 2SPC 5572 Body-Oriented Psychotherapies 3SPC 5612 Supervised Practicum in Somatic Psychology 5 2SPC 5620 Somatic Psychology Approaches to Trauma and PTSD 2General CounselingSPC 5004 Group Process A 1 2SPC 5005 Group Process B 1 2 SPC 5004SPC 5006 Group Process C 2 SPC 5005SPC 5204 Diagnosis, Assessment and Therapeutic Strategy A 3SPC 5205 Diagnosis, Assessment and Therapeutic Strategy B 3SPC 5323 Therapeutic Communication A 1 3SPC 5324 Therapeutic Communication B 1 3 SPC 5323SPC 5520 Psychopharmacology 3Marriage and Family TherapySPC 5115 Cross-Cultural Issues in Counseling 3SPC 5216 Sexuality 2SPC 5250 Basic Addiction Studies 3SPC 5535 Individual Development and Family Life Cycle A 1 3SPC 5536 Individual Development and Family Life Cycle B 1 3SPC 5540 Child Therapy 3 PYC 3100, PYC 3200, SPC 5535, SPC 5536SPC 5551 Marriage and Family Counseling A 3 SPC 5535, SPC 5536SPC 5552 Marriage and Family Counseling B 3 SPC 5551 or permission of the advisorSPC 5631 Ethics and the Law 3SPC 5705 Counseling Case Seminar: Individuals 3 SPC 5762SPC 5715 Counseling Case Seminar: Families 2 SPC 5663SPC 9005 Personal Psychotherapy 0Field PlacementSPC 5760 Supplemental Field Placement 1SPC 5761 Field Placement A 3SPC 5762 Field Placement B 3 SPC 5761SPC 5763 Field Placement C 3 SPC 5762SPC 5764 Field Placement D 3 SPC 5763Integrative Final ProjectSPC 5993 Integrative Final Project 1SPC 5994 Integrative Final Project 2 SPC 5994Total units required 92–1051This 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 completedthem prior to 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 furtherinformation.4This is a variable-unit course. Students in this program are required to take this course for 3 units.5This course is a topics course (one-half unit per each election), and subsequent registrations count for additional credit. Somatic Psychologystudents are required to take a total of 4 units (8 elections) of this course. In addition, one unit (two elections) of this course must be completedprior to year-end review.SCHOOL OF HOLISTIC STUDIES 121

Transpersonal Psychology SpecializationThe transpersonal perspective includes the wisdom andmethods of the psychoanalytic, behaviorist, and humanisticorientations, and expands them to create a more integral/holistic perspective that includes the spiritual aspects ofhuman experience.This perspective emphasizes the counselor’s presence,openness, and authenticity as central to the therapeuticprocess. It maintains a respect for the client’s self-healingcapacities and views emotional dysfunction as an opportunityfor growth. Transpersonal psychotherapists are interestedin exploring the interaction and integration of personality,feelings, and spirit, empowering their clients to connect withtheir essential self and to fulfill their soul’s purpose. Usingtraditional psychotherapeutic tools as well as tools such asdream work, presence, guided visualization, expressive arts,and meditation, transpersonal therapists facilitate processesthat support their clients’ self discovery and access their innerwisdom.Performance Review and EvaluationFollowing admission there is an ongoing evaluation ofstudents’ academic performance and readiness to continue inthe program. When an evaluation indicates that a student’sperformance falls below the standards of the counselingpsychology program, a student may be required to takeadditional coursework, complete additional supervised fieldexperience, undertake personal growth work, take a leave ofabsence, or withdraw from the program.After one year in the program and completion of the courseslisted below, students are given a year-end progress review.This year-end review is a supportive team process involvingthe review of written faculty feedback and evaluation,overall grade standing, and an assessment of the individual’soverall readiness to proceed with the Counseling PsychologyProgram.122 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1, 2PHR 3405 World Religions 0–3PYC 3100 Childhood and Adolescence 0–3PYC 3200 Personality and Psychotherapy 0–4Core CurriculumCNS 5010 Paradigms of Consciousness 3TPC 5000 Introduction to the Transpersonal Psychology Program 0Transpersonal Psychology SpecializationTPC 5140 Expressive Movement 3TPC 5141 Spiritual Systems (topics vary) 4TPC 5161 Fundamentals of Transpersonal Counseling A 2 PYC/PYJ 3200TPC 5162 Fundamentals of Transpersonal Counseling B 2 TPC 5161TPC 5171 Systems of Transpersonal Counseling A 3TPC 5172 Systems of Transpersonal Counseling B 3TPC 5205 Diagnosis, Assessment and Therapeutic Strategy C 2General CounselingTPC 5004 Group Process A 1 2TPC 5005 Group Process B 1 2 TPC 5004TPC 5006 Group Process C 1 2 TPC 5005TPC 5203 Diagnosis, Assessment and Therapeutic Strategy A 3TPC 5204 Diagnosis, Assessment, and Therapeutic Strategy B 3 TPC 5203TPC 5213 Therapeutic Communication A 1 3TPC 5214 Therapeutic Communication B 1 3 TPC 5213TPC 5235 Psychological Testing 3TPC 5245 Psychopharmacology 3Marriage and Family TherapyTPC 5152 Marriage and Family Counseling A 3 TPC 5004–06, TPC 5161, TPC 5193TPC 5153 Marriage and Family Counseling B 3 TPC 5152TPC 5158 Child Therapy 3TPC 5192 Individual Development and the Family Life Cycle A 3TPC 5193 Individual Development and the Family Life Cycle B 3 TPC 5192TPC 5231 Sexuality 2TPC 5250 Basic Addiction Studies 3TPC 5325 Ethics and the Law 3TPC 5422 Cross-Cultural Issues in Counseling 3TPC 5705 Counseling Case Seminar: Individuals 3TPC 5715 Counseling Case Seminar: Families 2 TPC 5751–52 or TPC 5756–57TPC 9005 Personal Psychotherapy 0Field PlacementTPC 5749 Supplemental Field Placement 1TPC 5751 Field Placement A 3TPC 5752 Field Placement B 3 TPC 5751TPC 5753 Field Placement C 3 TPC 5752TPC 5754 Field Placement D 3 TPC 5753Professional Integrative Project SequenceTPC 5104 Professional Integrative Project A 1TPC 5105 Professional Integrative Project B 2 TPC 5104Total units required 93–1031This 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 completedthem prior to admission are required to do so during the first year of graduate studySCHOOL OF HOLISTIC STUDIES 123

Holistic Studies SpecializationThe Master of Arts in Counseling Psychology with a specializationin Holistic Studies prepares students for careers aspsychotherapists, with a special emphasis on transpersonaland somatic approaches to psychotherapy. This program isoffered at our Campbell campus only.This degree program offers a strong foundation in basic counselingtheory and practice. The program combines theoreticaland experiential learning modalities and emphasizes personalgrowth and development. Students engage in self-reflectionthroughout the program, particularly in understanding therole 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 integrationof body, mind, emotions, and spirit in their work, throughcourses in body-oriented psychotherapies, transpersonalcounseling, and Jungian psychology.Transpersonal therapists address many of the same clientissues and utilize many of the same methods as moretraditionally oriented therapists. However, transpersonaltherapists also incorporate into their work an emphasis on thetherapist’s quality of presence and authenticity, an opennessto non-ordinary states of consciousness, and a trust in theclient’s innate health and inner guiding wisdom. They mayalso utilize some form of meditation, yoga, breath awareness,or imagery methods. The coursework in transpersonalpsychology deepens students’ knowledge of the role ofmeditation, 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 andthe psyche. Students learn to utilize movement and bodymeditation techniques, to work through emotional andenergetic blocks, and to cultivate body-mind-spirit integration.Students are encouraged to pursue both spiritual practicesand somatic disciplines as a foundation for their work withothers.Performance Review and EvaluationFollowing admission there is an ongoing evaluation ofstudents’ academic performance and readiness to continue inthe program. When an evaluation indicates that a student’sperformance falls below the standards of the counselingpsychology program, a student may be required to takeadditional coursework, complete additional supervised fieldexperience, undertake personal growth work, take a leave ofabsence, or withdraw from the program.After one year in the program and completion of thecourses listed below, students are given a year-end progressreview. This year-end review is a supportive team processinvolving the review of written faculty feedback andevaluation, overall grade standing, and an assessment of theindividual’s overall readiness to proceed with the CounselingPsychology program. All students entering the Master of Artsin Counseling Psychology with a specialization in holisticstudies are required to demonstrate their ability to write awell-developed, coherent essay. Students who cannot writea well-developed, coherent essay will be required to take anon-credit writing workshop.124 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1, 2HUJ 3405 World Religions 0–3HUJ 4412 Introduction to Eastern Meditative Practices 0–2PYJ 3200 Personality and Psychotherapy 0–4SCJ 3110 Anatomy and Physiology 0–4Writing Competency 0Core CurriculumHSJ 5000 Introduction to Holistic Studies Program 0HSJ 5010 Paradigms of Consciousness 1 3Transpersonal Psychology SpecializationHSJ 5100 Seminar in Holistic Studies A 1, 3 2HSJ 5115 Fundamentals of Transpersonal Counseling 3HSJ 5130 Movement Seminar 3HSJ 5200 Seminar in Holistic Studies B 3 2 HSJ 5100HSJ 5205 Body-oriented Psychotherapies 3 HSJ 5106HSJ 5220 Jungian Psychology A 3General CounselingHSJ 5101 Group Process A 1 2HSJ 5102 Group Process B 1 2 HSJ 5101HSJ 5103 Group Process C 1 2 HSJ 5102HSJ 5105 Effective Communication A 1 3HSJ 5106 Effective Communication B 1 3 HSJ 5105HSJ 5201 Diagnosis, Assessment and Therapeutic Strategy A 3HSJ 5202 Diagnosis, Assessment and Therapeutic Strategy B 3 HSJ 5201HSJ 5520 Psychopharmacology 3HSJ 5530 Psychological Testing 3Marriage and Family TherapyHSJ 5120 Individual Development and Family Life Cycle A 1 3 PYJ 3200HSJ 5121 Individual Development and Family Life Cycle B 1 3 HSJ 5120HSJ 5126 Cross-Cultural Issues in Counseling 3HSJ 5210 Child Therapy 3 HSJ 5121HSJ 5215 Marriage and Family Counseling A 3 HSJ 5121HSJ 5216 Marriage and Family Counseling B 3 HSJ 5215HSJ 5225 Basic Addiction Studies 3HSJ 5230 Sexuality 2HSJ 5235 Ethics and the Law 3HSJ 5315 Case Seminar: Individuals 3HSJ 5325 Case Seminar: Families 2 HSJ 5315 HSJ 5303HSJ 9005 Personal Psychotherapy 0Field PlacementHSJ 5150 Supplemental Fieldwork 1 SPC 5324, SPC 5631HSJ 5301 Supervised Field Practicum A 3HSJ 5302 Supervised Field Practicum B 3 HSJ 5301HSJ 5303 Supervised Field Practicum C 3 HSJ 5302HSJ 5304 Supervised Field Practicum D 3 HSJ 5303Professional Integrative Project SequenceHSJ 5310 Applied Clinical Philosophy 2HSJ 5350 Final Integrative Project A 1HSJ 5351 Final Integrative Project B 2 HSJ 5350Total units required 92–1051This 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 completedthem prior to admission are required to do so during the first year of graduate study3This is a one-unit course and must be elected twice.SCHOOL OF HOLISTIC STUDIES 125

CENTER FOR HOLISTIC COUNSELINGThe Center for Holistic Counseling, operated by theuniversity, is located in nearby Oakland. The center’s dualmission is to provide supervised training for advancedstudents in the counseling psychology program and offerhigh-quality, affordable psychotherapy to the community.The center has provided comprehensive and confidentialcounseling 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 innerstrength and direction through personal counseling. Clientsare actively supported as they grow personally and spirituallyfrom the pain and joy found in their everyday experiencesand relationships. A wide variety of issues are addressedincluding family conflicts and parenting, relationshipproblems, anxiety and depression, sexuality, grief, andspiritual crises.The counseling center provides a one-year traineeship for studentspreparing for the Marriage and Family Therapist license.Advanced students are offered a supportive atmosphere towork with clients in a therapeutic setting. The center alsohelps students ground their spiritual aspirations in practicalservice to others.Students receive extensive training in clinical skills whileworking with individuals, children, couples, families, andgroups under the supervision and guidance of experienced,licensed therapists.INDIVIDUAL PSYCHOTHERAPYThe program considers it essential that a practicing therapistunderstand the therapy process on a first-hand and personalbasis. All students in the counseling psychology programare required to complete at least 12 months, or 48 hours, ofweekly individual psychotherapy with a licensed therapistwhile in the program. In some cases students may berequired to complete more than the 12-month minimumrequirement. Students receive no academic credit for this andmust make financial arrangements directly with the therapist.Students must start their psychotherapy requirement on orbefore the quarter prior to starting their field placement.Individual therapy gives students the opportunity to workon personal concerns and issues that may affect their workwith clients. The therapist acts as an exemplar: studentsstudying to become therapists have an opportunity to extendtheir expertise by direct supervision from an experiencedprofessional. These hours can also be applied toward MFTlicensing requirements.126 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

SPIRITUAL PRACTICE REQUIREMENTIn keeping with the school’s recognition that daily spiritualpractice is fundamental to growth in consciousness, studentsare required to practice a daily spiritual discipline while inthe program. Sitting meditation; somatic disciplines such astai chi, yoga, or aikido; or the practice of other comparabledisciplines are all acceptable possibilities. Students determinewhich discipline will best serve their needs and are expectedto discuss how the discipline has contributed to theirindividual growth during the year-end review.CALIFORNIA MFT LICENSINGREQUIREMENTSThe Master of Arts in Counseling Psychology with a specializationin somatic psychology, transpersonal psychology, orholistic studies meets the educational requirements for theCalifornia Marriage and Family Therapist (MFT) license.Licensing statutes and regulations are subject to futurelegislative or administrative revisions. Counseling psychologystudents will be kept informed about MFT licensingrequirements and changes as they occur.A description of the requirements of the law (Business andProfessional Code §§4980.37 and 4980.38), and the way inwhich the program meets these requirements, are availablefrom the School of Holistic Studies.SCHOOL OF HOLISTIC STUDIES 127

DEPARTMENT OF INTEGRAL STUDIESAt the heart of the Integral Studies Department is a passionfor investigating the deepest and most profound levels ofhuman existence. Programs in the Integral Studies departmenthold in common a vision of personal, social, and culturaltransformation based on self-inquiry, academic study,and personal experiential research. The department offersthree separate degree programs, each of which honorsdiverse theoretical and practical traditions in philosophy,psychology, and health from a particular academic andprofessional 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 certificateprograms in Dream Studies and an online certificate inIntegral Theory. All programs prepare students for careers asscholars, teachers, or agents of social change whose work isbased upon the integration of inner truth and external reality.MA IN CONSCIOUSNESS ANDTRANSFORMATIVE STUDIESThe MA in Consciousness and Transformative Studies offersa multifaceted approach to the exploration of consciousness,the unfolding of human potential, and the implementationof new paradigm thinking. This holistic curriculum integratesfive major fields of study—psychology, philosophy,spirituality, ecology, and new science.The program provides a 68-unit curriculum with courses thatchallenge students’ beliefs, examine the relationship betweenconsciousness and the world, and explore new possibilitiesfor personal, social, and global transformation.Courses in New Physics, environmental sustainability, andneurophilosophy provide a new scientific paradigm for thestudy of consciousness and transformation. Personal growthand creativity are explored through courses in myth, symbol,dreams, and indigenous knowledge. The examination of East/West traditions presents different paths to spiritual awareness.The nature of intelligence, insight, and human consciousnessis explored through courses in transpersonal and integralpsychologies.Learning outcomes for the program include awarenessand understanding systems theory, innovative thinking,psycho-spiritual transformation, whole-brain learningand metacognition, intra- and interpersonal intelligence,transformational change, and life service.Students may choose 5–7 units of electives plus an additional3 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-unitintegrative project.Some course requirements and electives in the program maybe fulfilled through completion of a certificate program.Certificates offered at JFKU include coaching, dream studies,conflict resolution, and organizational psychology.Students who wish to focus their MA more deeply in one areamay elect to declare an optional specialization in one of fourareas:• Philosophy and Religion—deepening students’philosophical and spiritual understanding• Science and Consciousness—exploring the relationshipbetween science, spirit, and consciousness• Culture and Consciousness—exploring the impact ofculture and cultural awareness in expanding consciousness• Consciousness and Healing—exploring the relationshipbetween consciousness and our ability to heal ourselvesphysically, mentally, emotionally, and spiritually.128 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1COR 3145 Research Writing 0–3PHR 3405 World Religions 0–3PYC 3200 Personality and Psychotherapy 0–4Graduate CoursesCNS 5010 Paradigms of Consciousness 3CNS 5015 Body Consciousness/Body Wisdom 2CNS 5020 Archetypal Mythology 3CNS 5023 Shamanic Traditions 2CNS 5025 Quantum Approaches to Consciousness 3CNS 5027 Non-Ordinary States of Consciousness 2CNS 5030 Sleep, Dreams, and States of Consciousness 2CNS 5035 Philosophy of Mind 3CNS 5037 Neurophilosophy of Consciousness 3CNS 5039 Self-Exploration (topic varies) 3CNS 5049 Introduction to Consciousness and Transformative Studies 0CNS 5055 Existentialism, Ethics, and Consciousness 3CNS 5120 Diversity, Community, and Consciousness 3CNS 5284 Consciousness and Sustainability 2ISD 5010 Integral Psychology A 3ISD 5015 Effective Communication A: Emotional Dynamics 3ISD 5016 Effective Communication B: Intersubjectivity 3ISD 5025 Qualitative Research A 1ISD 5026 Qualitative Research B 2ISD 5455 Preparation for Externship 2ISD 5460 Externship 1Select SIX UNITS of approved Professional Development 2 6Select FOUR UNITS of Religious Studies 3 4Select EITHER Integrative Project or Thesis, below 9Integrative Project OptionISD 5610 MA Integrative Project (2)Electives (7) 4Thesis OptionISD 5600 Planning a Thesis (1)ISD 5615 Thesis (3)Electives (5) 4Total units required 68–781These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completedthem prior to 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 7 units of electives. Students writing a thesis complete 5 units of electives. Electivesmay be chosen from graduate courses offered throughout the university. Students admitted to certificate programs such as life coaching,dream studies, and organizational psychology offered by the School of Holistic Studies and the Graduate School of Professional Psychologymay also apply these courses toward their electives.SCHOOL OF HOLISTIC STUDIES 129

MA IN HOLISTIC HEALTH EDUCATIONThe Master of Arts in Holistic Health Education reflectscutting-edge understanding of theory and practice in healtheducation from a holistic perspective, embracing body, mind,spirit, and a non-local understanding of energy. One of themost important values of this paradigm applied to health is afocus on wellness. All courses aim to enable graduates to beleaders in integrating alternative and mainstream approaches,East and West thought approaches, science and spirit, andconcept and applications.Personal transformation is an essential component. Theprogram offers opportunities for students to enhance theirown health and well-being, for example, through workingwith movement, diet, and developing or solidifying aspiritual practice. The program also recognizes the potentialof the holistic health perspective to facilitate positivesocietal transformation. It seeks to provide an educationalexperience that enables representatives of this perspectiveto clearly articulate their position to others. Graduates canalso participate in, and contribute meaningfully to, the multifacetedprocess of transformative health education.The program provides the concepts, applications, andpractice necessary so that students can develop themselvespersonally and professionally to meet their own aspirationsto work as teachers, researchers, writers in holistic health,consultants, and professionals who start their own businessesand healing centers, develop programs, or become healthcoaches, to name a few.Optional specializations include holistic nutrition; health, consciousness,and spirituality; and somatic education.130 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1, 2COR 3145 Research Writing 0–3PHR 3405 World Religions 0–3PYC 3200 Personality and Psychotherapy 0–4SCI 3110 Anatomy and Physiology 0–4Conceptual FrameworkCNS 5010 Paradigms of Consciousness 3HHE 5001 Introduction to Holistic Health Education Program 0HHE 5120 Integrative Health 2HHE 5225 Principles of Holistic Health 2Overview of ModalitiesHHE 5125 Energy Models of Healing 2HHE 5126 Asian Approaches to Healing 2HHE 5425 Moving and Sensing 3Foundational KnowledgeHHE 5130 Concepts of the Body 3HHE 5135 Health-Care Economics and Politics 2HHE 5140 Culture, Community, and Health 2HHE 5145 Health, Environment and Sustainability 2Basics of WellnessHHE 5150 Mind/Body Approaches to Self-Care 2HHE 5155 Foundations of Holistic Nutrition 2HHE 5156 Comparative Dietary Approaches 2 HHE 5155HHE 5512 Physiology and Psychology of Stress 3Preparing for Professional RolesHHE 5147 Health Education for the 21st Century 3HHE 5200 Integral Research in Health Education 3HHE 5575 Supervised Externship 1ISD 5455 Preparation for Externship 2Personal Practice of WellnessHHE 5160 Embodying Spirit 2HHE 5615 Practicum in Holistic Health 4ISD 5015 Effective Communication: Emotional Dynamics 3ISD 5016 Effective Communication: Intersubjectivity 3Select EITHER Integrative Project or Thesis, below 15Integrative Project OptionISD 5610 MA Integrative Project (2)Electives (13) 3Thesis OptionISD 5600 Planning a Thesis (1)ISD 5615 Thesis (3)Electives (11) 3Total units required 68–821These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completedthem prior to 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 agraduate course within the university. Students taking the Integrative Project option complete 13 units of electives. Students writing a thesiscomplete 11 units of electives. Students admitted to certificate programs such as Life Coaching, Dream Studies, and Organizational Psychologyoffered by the School of Holistic Studies and the Graduate School of Professional Psychology may also apply these courses toward theirelectives.SCHOOL OF HOLISTIC STUDIES 131

Holistic Nutrition SpecializationCourses Units Prerequisite(s) Co-Requisite(s)HHE 5155 Foundations of Holistic Nutrition 2HHE 5156 Comparative Dietary Approaches 2HHE 5167 Nutritional Consultation 2 HHE 5155, HHE 5156HHE 5169 Healing Foods A 2 HHE 5155, HHE 5156HHE 5171 Healing Foods B 2 HHE 5169HHE 5173 From Farm to Table 3HHE 5175 Psychology and Physiology of Health at Every Size 2 HHE 5155, HHE 5169HHE 5177 Hunger of the Spirit 2Total units required 17Health, Consciousness, and Spirituality SpecializationCourses Units Prerequisite(s) Co-Requisite(s)CNS 5039E Self-Exploration: Alchemy 2HHE 5125 Energy Models of Healing 2 COR 3150HHE 5150 Mind-Body Approaches 2HHE 5160 Embodying Spirit 2ISD 5303 East/West Meditative Practice 1TPC 5141 Spirituality: Descent into the Body 2Select 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 5342 Rites and Symbols of Feminine Spirituality (2)ISD 5347 Spirituality, Symbols, Dreams (2)Total units required 15132 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Somatic Education SpecializationCourses Units Prerequisite(s) Co-Requisite(s)CNS 5015 Body Consciousness/Body Wisdom 2CNS 5039E Self-Exploration: Alchemy 2HHE 5130 Concepts of the Body 3 COR 3150HHE 5150 Mind-Body Approaches 2HHE 5160 Embodying the Spirit 2HHE 5180 Somatic Education A 2HHE 5181 Somatic Education B 2HHE 5425 Moving and Sensing 3IPP 5025 Somatic Psychology 2TPC 5141 Spirituality: Descent into the Body 2Total units required 22SCHOOL OF HOLISTIC STUDIES 133

MA IN INTEGRAL PSYCHOLOGYStudents in the Master of Arts in Integral Psychologyprogram develop a strong base in the theory and practiceof Western psychology as well as the wisdom of the world’sspiritual traditions. Students study human psycho-spiritualdevelopment and stages of consciousness in a variety ofcontexts including psychoanalytical, behavioral, humanistic/existential, transpersonal, and integral. The program alsofosters a deep understanding of interpersonal dynamicsand effective communication skills. This integral approachresults in a clearer understanding of human potentialand physical, emotional, cognitive, and spiritual growth.Graduates of the program can apply this degree in fields asdiverse as education, consulting, coaching, human resources,management, and organizational development.The degree consists of core courses, studies in sacredpsychology, and skill-based professional developmentclasses. Drawing on the world’s wisdom traditions, theorieson the evolution of consciousness, and Eastern and Westernpsychological theory, the curriculum explores the entirespectrum of human development as the unfolding of the selfthrough the integration of matter, body, mind, soul and spirit.The impact of each of these stages of development on theecological and social issues of the planet is also examined.Students can use their professional development and electivecourses to focus on specific areas such as communication,publishing and media, teaching skills and curriculumdevelopment, or work toward certificates in life coaching,dream studies, conflict resolution, and organizationalpsychology.Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1COR 3145 Research Writing and Information Resources 0–3PHR 3405 World Religions 0–3PYC 3200 Personality and Psychotherapy 0–4Core CurriculumCNS 5010 Paradigms of Consciousness 3IPP 5000 Introduction to Integral Psychology 0IPP 5010 Human Development 3IPP 5015 Social and Cultural Psychology 3IPP 5020 Cognitive Theory 2IPP 5025 Somatic Psychology 2IPP 5030 Planetary Psychology 3IPP 5031 Evolutionary Psychology 3IPP 5032 Neuropsychology 3IPP 5054 Enneagram Assessment 3ISD 5010 Integral Psychology A 3ISD 5011 Integral Psychology B 3ISD 5012 Psychology of Dreams 2ISD 5015 Effective Communication A: Emotional Dynamics 3ISD 5016 Effective Communication B: Intersubjectivity 3IPP 5051 Integral Research A 2IPP 5052 Integral Research B 2ISD 5455 Preparation for Externship 2ISD 5460 Externship 1Sacred PsychologyISD 5310 Integral Yoga 2Select SIX UNITS of the following courses 6ISD 5309 Taoism (2)ISD 5315 Christian Mysticism (2)ISD 5318 Seminar in Sacred Psychology and Religion (1–3)ISD 5320 Sufism (2)ISD 5325 Buddhist Psychology (2)ISD 5335 Diamond Approach (2)ISD 5340 Nature Spirituality (2)continued on next page134 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

continued from previous pageCourses 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 5415 Curriculum Development (2)ISD 5420 Principles of Mediation and Conflict Resolution A (3)ISD 5505 Starting Your Own Business (2)ISD 5440 Principles of Organizational Consulting (3)ISD 5453 Integral Coaching (2)ISD 5447 Advanced Writing and Publishing (2)ISD 5507 Media and Publishing (2)Select EITHER Integrative Project or Thesis, below 8Integrative Project OptionISD 5610 MA Integrative Project (2)Electives (6) 2 2Thesis OptionISD 5600 Planning a Thesis (1)ISD 5615 Thesis (3)Electives (4) 2Total units required 68–781These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completedthem prior to admission are required to do so during the first year of graduate study.2Students taking the Integrative Project option complete 6 units of electives. Students writing a thesis complete 4 units of electives. Electivesmay be chosen from graduate courses offered throughout the university. Students admitted to certificate programs such as life coaching,dream studies, and organizational psychology offered by the School of Holistic Studies and the Graduate School of Professional Psychologymay also apply these courses toward their electives.SCHOOL OF HOLISTIC STUDIES 135

CERTIFICATE IN DREAM STUDIESThe certificate in Dream Studies offered by the School ofHolistic Studies is the nation’s only accredited dream studiescurriculum. The 14 courses making up the certificate are taughtby experts, authors, and researchers who have dedicated theirlives to exploring this important state of consciousness. Thiscertificate is designed for students and professionals whodesire to work with and explore dreams for use in education,research, consulting, and writing. The certificate can be earnedalone or combined with a master’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 Officeso the appropriate notation can be made on the student’stranscript. However, students are not required to complete aspecialization to earn this certificate.Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1COR 3145 Research Writing 0–3PYC 3200 Personality and Psychotherapy 0–4Graduate CoursesA&C 5315 Dreams, Art, and the Inner Worlds 3CNS 5030 Sleep, Dreams and States of Consciousness 2CNS 5039A Language of the Dream 1CNS 5039C Self-Exploration: Fairytales as Signposts of the Soul 2CNS 5345 Shamanism and Dreams 1CNS 5211 Cross-Cultural History of Dreams 2CNS 5216 Lucid Dreaming 2CNS 5280 Dreams, Archetypes, and Personal Mythology 2CNS 5282 Dreams: Initiation and Indigenous Ways of Knowing 2CNS 5344 Dream Groups: Facilitation and Ethics 2CNS 9210 Dream Studies Fieldwork 0ISD 5012 Psychology of Dreams 2ISD 5013 Dreams and the Body 1ISD 5030 An Integral Approach to Dream Work 2ISD 5347 Spirituality, Symbols, Dreams 2Total units required 26–331These undergraduate courses or their approved equivalents are prerequisite to the graduate program. Students who have not completedthem prior to admission are required to do so during the first year of graduate study.Consulting SpecializationCourses Units Prerequisite(s) Co-Requisite(s)TPC 5171 Systems of Transpersonal Counseling A: Jungian-Archetypal 3TPC 5172 Systems of Transpersonal Counseling B: Jungian-Archetypal 3Total units required 6136 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

Research SpecializationCourses Units Prerequisite(s) Co-Requisite(s)ISD 5025 Qualitative Research A 1ISD 5026 Qualitative Research B 2ISD 5447 Advanced Writing and Publishing 2ISD 5507 Media and Publishing 1 2Total units required 71ISD 5507 is a repeatable, variable-unit topics course. Students must elect this course as Media and Publishing for 2 units to complete thisspecialization.Teaching SpecializationCourses Units Prerequisite(s) Co-Requisite(s)ISD 5415 Curriculum Development 2ISD 5510 Teaching Practicum A 1 2ISD 5510 Teaching Practicum B 1 2Total units required 61ISD 5510 is a repeatable, variable-unit topics course. Students must elect this course twice, once as Teaching Practicum A (2 units) and onceas Teaching Practicum B (2 units) for a total of 4 units.SCHOOL OF HOLISTIC STUDIES 137

CERTIFICATE IN INTEGRAL THEORYOffered in partnership with the Integral Institute, theIntegral Theory Certificate program at John F. KennedyUniversity explores the integration of body, mind, and spiritin the realms of self, culture, and cosmos. This 25-unit,online program emphasizes the value of utilizing multipleperspectives by offering students an in-depth understandingof the Integral (AQAL) Model associated with Integral Theory.The fundamental purpose of the Integral Model is to ensurethat one’s analysis considers all the pertinent aspects of aproblem 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 Modelis ideal for realizing more effective solutions to complexsocial and organizational problems and enhancing personaldevelopment.Admission RequirementsEnrollment is available to students who have anundergraduate degree from an accredited institution. Inaddition to satisfying the 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.International applicants whose native language is not Englishmust comply with JFKU standards. Requirements relatingto the Foreign Student Financial Statement and immigrationstatus are not applicable. If foreign students decide to attendthe annual face-to-face gatherings, they are responsible forobtaining visa and making travel arrangements.CurriculumThe online Integral Theory certificate program is deliveredusing a cohort system in which a strong sense of communityemerges among students. A cohort of 10 to 24 studentsbegins every fall and progresses through the program at thesame rate. Students take on average six units each quarterfor four quarters (one year). This part-time format is ideal forworking adults and students who have full-time careers orfamilies and allows more time for student integration of thecourse material. The online delivery also offers round-theclockcourse access, providing students maximum schedulingflexibility.There are two face-to-face meetings each year—one in thefall, and one in the spring. These gatherings last three to fivedays. One takes place in Denver (where the Integral Instituteis located) and the 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 core theory course is offered each quarter, providing thetheoretical foundations for the Integral Model. Core elementcourses (also taught each quarter) provide professionaldevelopment by training students to successfully applythe Integral Model to personal and professional goals andpurposes.Courses Units Prerequisite(s) Co-Requisite(s)Core TheoryIPP 5005 Introduction to Integral Theory: The Five Elements 3IPP 5006 Integral Theory: Integral Methodological Pluralism 3IPP 5009 Integral Theory: Applications 3IPP 5043 Integral Life Practice 2Core Elements—Professional DevelopmentIPP 5039 Developmental Psychology 3IPP 5047 Phenomenological Inquiry 2IPP 5054 Enneagram Assessment 3IPP 5057 Multiple Intelligences 2IPP 5059 States of Consciousness 2IPP 5061 Integral Spirituality 2Total units required 25138 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

ARTS AND 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 examinedin depth. Study of current trends and ideas and their impacton students’ artwork is emphasized. Slide lectures, assignedreading, and independent research papers are required.A&C 4022 ART OF THE WORLD 3A survey of world art from the Paleolithic to Early Modernera. Emphasis is placed on diverse cultural perspectivesand comparisons of various cultural approaches to art andits place in culture. Comparisons of east Asian, Islamic,European, and tribal art will be the central focus of thecourse. Slide lectures, assigned reading, and independentresearch 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.Ideas such as automatism, expressionism, abstraction, andconceptualism will be examined as a way of contextualizingand clarifying the role of contemporary art in society.A&C 4100–49 STUDIO INTENSIVE 6A variety of topics courses including drawing, painting,photography, new genres, digital media, photography, andimprovisation. These courses meet twice each week doublingthe normal amount of credit offered. The educational intentof studio intensives is to develop technical and formalart-making skills in an intensive practice-based studioenvironment. Additional course material and supplies arerequired for each course.A&C 4110 STUDIO INTENSIVE: PHOTOGRAPHY 6In-depth exploration of varying technical and conceptualapproaches to photography. Students will gain proficiencyin the use of darkroom techniques as well as digitalphotography. Students will explore the potential ofphotographic processes to create images which reflect andextend the artist’s perception. Diverse uses of the photographas social document, aesthetic image, and ethnographic toolswill be explored through studio assignments and critiques.A&C 4115 STUDIO INTENSIVE:SCULPTURE AND INSTALLATION ART 6An intensive introduction to the three-dimensional materialsin art. Students will work in a variety of media to gain abasic understanding of the visual and conceptual dynamicsof mass, form, materiality, and space. Equal emphasis will beplaced on the creation of three-dimensional art objects andthe use of architectural, psychological, and spiritual spaceas key elements in installation art. Students gain skill andconfidence in the use of assemblage, clay modeling, and thefabrication of maquettes for large-scale works. Environmentalart will also be investigated. Studio assignments, field trips,and in-class demonstrations enable students to developindividualized approaches to sculpture and installation.A&C 4120 STUDIO INTENSIVE:MOVEMENT, POETICS, AND IMPROVISATION 6Exploration of creative process through direct use of bodyand language will be the core activity of this class. Throughcollaborative studio exercises and out-of-class assignments,students will develop confidence in their use of poetics andperformance as artistic instruments. Studio assignments andcritique are essential aspects of the course.A&C 4130 STUDIO INTENSIVE: PAINTING 6In-depth exploration of varying technical and conceptualapproaches to painting. Using acrylic paints, students willexplore both figurative and non-figurative approaches topainting drawing from a variety of visual sources. The classwill examine color, line, form, and volume as key elementsin the painting process. A strong emphasis on the materialqualities of paint will be offered as well as information onspecial painting techniques and traditions. The aim of thecourse is the development of a personal approach to paintingbased on a strong understanding of the visual and materialproperties of the medium. Special attention will be paid tothe potential health hazards associated with various paintingmaterials and techniques.A&C 4140 STUDIO INTENSIVE: DRAWING 6In-depth exploration of varying technical and conceptualapproaches to drawing. Observational rendering usingthe human figure and subjects will be the core practiceof this course. Emphasis on traditional drawing skillssuch as proportion, perspective, development of line andform, and the development of gesture will be heavilyemphasized. Cross-cultural approaches to drawing as well asdrawing techniques aimed at heightening visual acuity andimagination will also be explored.A&C 4145 STUDIO INTENSIVE: DIGITAL MEDIA 6An intensive introduction to digital art using videophotographic and rendered sources. Students gain skill andconfidence in the use of Adobe Illustrator, Photoshop, Pro-Tools, and Sound & Final Cut Pro Video. Student assignmentsand in-class demonstrations enable students to developindividualized approaches to the use of digital media asprimary techniques for creative self-expression.A&C 4510 VISUAL CULTURE A 3An exploration of the relationship between art and culture,specifically pertaining to the visual arts. Using examplesfrom a variety of societies, the notions of visuality andrepresentation as integral to the concept of culture will bediscussed. Of central importance will be the presentation ofthe visual cultures developed from the time of modernityto the present. Some of the issues discussed will be thedevelopment of different technologies and their impact onethics, concepts of ownership authenticity, representation,and the making of societies of spectacle. First part of a twoquartersequence.SCHOOL OF HOLISTIC STUDIES 139

A&C 4520 VISUAL CULTURE B 3The second part of the two-quarter visual culturerequirement, this course will combine studio work and thestudy of ethnography. Students will examine diverse culturesand select one in particular, either contemporary or historical,from which to create original artwork made with that culture’scultural perspectives and philosophical perspectives. Studentswill work in any media of their choice. Specific culturalrequirements and formal expectations will be carefullyconsidered in discussion and evaluation 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 astools for self-inquiry. Links between creativity, spirituality,and the physical process of object-making will be explored indepth. Relationships between meaning, aesthetic intent, andpsychological archetype will be examined through class workand out-of-class assignments. A variety of creative modalitiessuch as drawing, painting, sound, performance, and languagewill be used. Intensive self-examination, studio practice,and academic study will help students explore the universaldimensions of their individual artwork.A&C 4660 INDIVIDUAL MENTORSHIP 1-5Individual studio practice with an approved mentor selectedfrom a network of working visual artists in the Bay Area isprovided. Students meet individually with mentors severaltimes over the course of the quarter to develop technical,conceptual, and professional skills. A written assessment ofthe 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.A&C 4670 MEDIA OF SACRED ARTS 1–3Varying courses explore the relationship between creativityand spiritual practice. Courses highlight the creation ofart intended specifically for sacred and transformativeprocess. Various courses will focus on mask-making, music,movement, or mixed media in the creation of sacred art.Courses address the use of sacred art from diverse culturalsettings. Students are engaged in studio assignments. Thiscourse may be retaken for additional credit.A&C 4675 GROUP STUDIO PRACTICE 1–3Group studio practice involves any of a variety of coursesthat address the formal, technical, and experiential aspectsof art-making. Varying courses exploring the transpersonalaspects of drawing, painting, multi-media, installation, andperformance are offered. Other courses may be offered basedon student interest. This course may be retaken for additionalcredit.A&C 4900 TOPICS IN ARTS AND CONSCIOUSNESS 1–3Topics vary according to need and interest. This course maybe repeated for credit with a change in topic.GRADUATE COURSESA&C 5010 IMAGE AND PROCESS 3Students in this course investigate the formal integration of artand inner awareness. Exploration of artistic paradigms from avariety of cultures and historical periods creates a broadenedbase for understanding artistic growth and development.Integration of these principles into individual artwork isstressed. Through intensive studio assignments, readings, andclass discussions, a common vocabulary of artistic dialogue isdeveloped.A&C 5100 INTRODUCTION TO TRANSFORMATIVE ARTS 3This course will introduce students to the variousmethodologies and theories related to the use of art andpersonal creativity as healing forces in the world. A widevariety of topics—including psychological, spiritual, andshamanic approaches to artwork and its relationship to thehealing process—will be examined. Students will be ledthrough a variety of experiential projects intended to offerinsight into art and its uses as more than a mere decorativeor academic exercise. Students are encouraged to draw fromtheir own experiences of creativity and expression as a basisfor work in the class.A&C 5200 TRANSFORMATIVE ARTS EDUCATION 1–3Students choose among selected topics investigating theuses of creativity as a vehicle for human growth and healing.Various courses will explore aspects of creativity related toteaching, personal spiritual practice, physical healing, andemotional counseling. By participating in a variety of creativemodalities, students simultaneously strengthen their owncreative processes and form a basis for future professionalpractice.A&C 5210 TRANSFORMATIVE ARTS: GROUP PROCESS 3This course explores theories and techniques for the developmentof group dynamics in transformative arts practice.Models of group educational and therapeutic processes areconsidered. Human interaction as a formative element in thedevelopment of creativity 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’creative work. Group dialogue focuses on issues of personalgrowth and healing implicit in the student’s creativeexpression. The instructor facilitates meaningful insights intoeach student’s work as well as leading discussion of practicalimplications of work discussed as it pertains to work in thecommunity. Students are introduced to advanced theories oftransformative arts. Class assignments and readings are givento help accentuate the link between creative process andwork with others.A&C 5260 TRANSFORMATIVE ARTS TEACHINGPRACTICUM 3The field of transformative arts offers a new way to thinkof teaching as a primary activity related to the promotion ofhuman growth. Students combine theoretical information withhands-on experience of teaching. Class lectures introducerelevant material to be used as the basis for a practicaldemonstration by each student of an approach to teachingthat is directly related to that student’s own experience of140 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

the transformative power of creative expression. A writtenproposal for a course or community arts project is required.A&C 5300 APPLIED ALCHEMY 3An introduction to the transformational symbolic imagesystem of alchemy and its powerful applications to studio artmaking.Discussion of historical alchemical processes and themodern use of alchemical metaphor and symbol in art. Thiscourse includes assigned reading and studio assignments.A&C 5305 ART AND ALTERED STATES OF CONSCIOUSNESS 2This course introduces subtle states of consciousness andaltered states of consciousness where inspiration, creativity,and insight might arise. Students explore practices meant toaccess states of heightened lucidity and multidimensionalawareness. This class requires studio exercises involvingmusic, movement, and visual arts as well as lecture, readings,and written assignments.A&C 5310 ART AND THE SYMBOLIC PROCESS 3Students in this course explore the philosophy of symbolism.Philosophical and experiential insight into the nature ofsymbol from a variety of cultural and individual perspectivesis the goal. Students are led to the discovery of their ownarchetypal visual vocabulary through a combination ofpersonal practice and the academic investigation essential tocreative process. Experiential exercises, required reading, andwritten project. Required for MA and MFA.A&C 5312 CREATIVITY AND CONSCIOUSNESS 3Students will engage the essential questions associatedwith the creative process: “Why do we make art? What isthe mystery substance emerging from emptiness? What iscreativity?” In- and out-of-class studio assignments, groupdiscussions, and assigned readings help students explore theessence of their individual creative process from cultural,psychological, and spiritual perspectives. Class will emphasizedevelopment of personal approaches to creative processand the identification and elimination to blocks to creativity.Required for MA and MFA.A&C 5315 DREAMS, ART, AND THE INNER WORLDS 3This course explores the connection between the dreamingmind and the act of creation. Slide lectures, experientialexercises, and studio work will help students understandthe transition between symbolic dream imagery and themultidimensional spaces of the inner world. Reading, writtenproject and studio assignments are required.A&C 5325 FACES OF THE SOUL 3Students undergo an intensive exploration of the relationshipbetween Asian traditions of Qi Gong and energetic healingwith mask-making, movement, and other individual creativeacts. Special emphasis is placed on the use of creative selfexpressionto develop and heal the body and to developstronger self-image.A&C 5328 INNER DYNAMICS OF DRAWING AND COLOR 3This course combines the system of color developed byJohannes Itten (The Art of Color) with energetic principlesinherent in meditation and therapy, finding the roots ofcolor theory and composition in forms and visual vocabularythat bridges aesthetic form with the transformative healingpowers inherent in color. Studio and reading assignments arerequired.A&C 5331 MEDIA OF SACRED ARTS 1–3Varying courses explore the relationship between creativityand spiritual practice. Courses highlight the creation ofart intended specifically for sacred and transformativeprocess. Various courses will focus on mask-making, music,movement, or mixed media in the creation of sacred art.Courses address the use of sacred art from diverse culturalsettings. Students are engaged in studio assignments. Thiscourse may be retaken for additional credit.A&C 5342 HISTORY OF SACRED ARTS 3Students will survey sacred art throughout history asseen from a variety of cultural perspectives. Topics willinclude visual art, architecture, music, and dance as wellas philosophical and religious concepts from numeroustraditions including Greco-Roman, classical Chinese,Shamanism, Buddhism, Christianity, and Islam. Emphasisrests upon how these concepts relate to the development ofartistic process of each student. Reading and term paper arerequired.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 thelarger community. Guest lecturers and a written projectchallenge each student.A&C 5360 BEYOND THE STUDIO:COMMUNITY COLLABORATION A 3The course allows students to become familiar with avariety of models and methods for the integration of art intothe larger community. Exploration of art as a vehicle forcommunity transformation, political activism, and humandevelopment will be considered in the first of a two-quartersequence. Assigned readings, guest lectures, and field tripsenable students to plan and initiate a short volunteer projectputting these principles to 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 ofcommunity interaction. Class presentations of final projectsprovide insight into the relationship between creative processand community service. Emphasis is on practical activityand personal insight as well as related academic and artisticmaterial.A&C 5501 PHILOSOPHY OF ART 3Aesthetic philosophies and critical issues in art lie at the coreof this course. Students develop insight through integrationof cultural history, critical intent, and personal creativeexperience. Sources of artistic imagery and the dynamics ofaesthetic experience are examined. Students are encouragedto connect artistic development and issues of meaning, intent,signification, and reception. Studio assignments, reading, anda written project are required.SCHOOL OF HOLISTIC STUDIES 141

A&C 5505 CONTEMPORARY ARTS THEORY AND CRITICISM 3Students undergo an intensive exploration of newdevelopments in contemporary art and the philosophicalconcepts upon which they are based. Various examplesof art criticism are considered as expressions of currentphilosophies of art. The effects of these writings oncontemporary art and culture are examined in detail. Writtenassignments, readings, and field trips to local galleries andmuseums are integral to the course. Emphasis is placedon the development and expression of individual criticalphilosophy through a unique writing style.A&C 5550 MFA REVIEW: MIDPOINT 1At the completion of the midpoint of the MFA program(completion of 45 units), a review is required to ensure thecandidate’s appropriate progress through the program. Arepresentative body of the candidate’s artwork is examinedand discussed by a committee of faculty who providefeedback regarding the strengths and weaknesses of theartwork presented. The review offers the candidate anopportunity for reflection on artistic achievements andpersonal growth made in the program.A&C 5555 MA TRANSFORMATIVE ARTS:MIDPOINT REVIEW 1The midpoint review requires students in the MATransformative Arts program to submit original artworkand a comprehensive self-assessment to the Faculty ReviewCommittee. The committee offers feedback and insight intothe student’s progress through the program and discusses thestudent’s overall goals and interests within the context of theMA program.A&C 5601 INTRODUCTION TO TIME-BASED ART 3Students undergo an art historical and studio-basedintroduction to a variety of “new genres” such as performanceart, environmental art, conceptual art, and installation. Inclassexercises and assignments introduce students to thetechniques and concepts associated with these approaches tocontemporary art. Reading assignments and class discussionsare also essential aspects of the course.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-basedapproach to the personal exploration of new genres.Centered around the “Black Box” at the Arts Annex, studentsparticipate in class assignments as well as the presentationof individual works which explore time, space, light, andconcept as formal elements of individual artwork. Specialemphasis is placed on development of personal approachesto working in experimental media and the awareness of theevolution and progression of the work over time.A&C 5610 DRAWING FROM THE BODY 3Students explore the technical and psychological dimensionsof drawing from direct observations of the human form.Drawing from live models, class assignments, and groupcritiques help students to develop their skills and awareness142 SCHOOL OF HOLISTIC STUDIESof the drawing process and its relationship to our ownbodies.A&C 5612 INK, BRUSH, AND PAPER 2In this course, students examine the techniques andphilosophies associated with east-Asian painting traditions.An introduction to Asian painting materials, techniques andimagery are important parts of the course. Both calligraphyand landscape painting will be introduced from the Asianperspective. Exercises in tai chi and Qi Gong emphasize therelationship between Asian painting techniques and culturaltraditions 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 poetryto the group in conjunction with experiential exercises aimedat connecting the process of poem-making to individualself-affirmation and wellness. The power of language as atransformative tool and individual development of poetry asan artistic means of self-expression are emphasized.A&C 5620 BOOK ARTS 3The practice of contemporary book arts embraces conceptsthat are wide ranging and inclusive of every form andmaterial imaginable including installation and worldwidemail arts projects. Students explore the multidimensionalsymbolism of “the book” through integration of contentstructure, story, text, and spirit. Studio assignments, readings,class discussions, and lectures 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 oilsor acrylics. Individual and group critiques as well as lecturesand demonstrations will be offered on alternating weeks, withopen studio sessions. Emphasis is placed on developing thephilosophical, personal, and formal elements of painting.A&C 5660 INDIVIDUAL MENTORSHIP 1–5Individual studio practice with an approved mentor selectedfrom a network of working visual artists in the Bay Area isprovided. Students meet individually with mentors severaltimes over the course of the quarter to develop technical,conceptual and professional skills. A written assessment ofthe mentorship is required.A&C 5662 COMMUNITY MENTORSHIP 1–3Students choose projects that allow them to work as avolunteer for an approved community organization such asan art gallery, community workshop, school, or counselingcenter. Students complete specific projects under thesupervision of a designated staff member from the sponsoringinstitution.A&C 5663 GROUP MENTORSHIP 1–3In special situations, several students may work with the samementor at the same time. These arrangements sometimesallow for a wider exchange of experiences and ideas thanmight occur in an individual mentorship.A&C 5665 MENTORSHIP EXTENSION 1–3Students are permitted to continue working on an individual,community, or group mentorship without incurring an incomplete.JOHN F. KENNEDY UNIVERSITY

A&C 5670 GROUP STUDIO PRACTICE 1–3Group studio practice involves any of a variety of coursesthat address the formal, technical, and experiential aspectsof art-making. Varying courses exploring the transpersonalaspects of drawing, painting, multi-media, installation, andperformance are offered. Other courses may be offered basedon student interest. This course may be retaken for additionalcredit.A&C 5675 ARTISTS’ RESOURCES: CAREER PATHWAYS 3Students examine the skills and practices necessary forartists to apply creative work to society and marketplace.Grants, galleries, teaching, and other career-related issues arediscussed. Resources for the pursuit of appropriate avenuesof professional development are examined in depth.A&C 5800 STUDIO CRITIQUE SEMINAR 3The Studio Critique Seminar allows students an ongoingcritical dialogue with their peers under the supervision ofan experienced artist. Students present original artwork tothe group and receive in-depth responses regarding issuesof technical and formal resolution as well as more profoundinsight into issues of meaning and culture. Students workto develop critical awareness and a sense of communityas well as fostering the development of language for theexamination of issues critical to a fully functioning artist. Thecourse is repeated eight times, with the possibility of differentinstructors and seminar members each time.A&C 5805 MFA REVIEW: FINAL 1In the final quarter of enrollment in the MFA program(completion of 83 units), a review is required to ensure thecandidate’s completion of a body of original artwork thatmeets the department’s standards for technical resolution,academic insight, and authentic personal expression. Thecandidate submits the finished artist’s statement as a definitiveassertion of his or her personal philosophy of art and artisticambition.A&C 5982 MFA: FINAL PROJECT B 2This project is the second part of a two-quarter sequencerequired to complete the MFA in Studio Arts. Final ProjectB consists of individual meetings with a faculty advisor tocomplete the final draft of the MFA Corollary Statement(see above). The Final Exhibition is mounted during FinalProject B. The final version of the corollary statement is alsopresented for approval by the Final Review Committee whichmeets with the student to offer final comments and critique.A&C 5988 TRANSFORMATIVE ARTS: FINAL PROJECT A 2The project is the required first of a two-part sequenceto complete the MA in Transformative Arts. It consists ofindividual meetings with a faculty advisor that initiates thefinal paper and completes the student’s experience in theprogram. A final review of the students’ artwork and a firstdraft of the final paper is also required. Final Project Asupports the student’s integration and resolution of the issuesof personal inquiry, creative self-expression, communityinvolvement and transformation as integral aspects of thecreative 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 B consistsof continued individual meetings with a faculty advisorto finish the Final Paper which completes the student’sexperience in the program. This portion focuses on thefinalization and approval by Faculty Review Committee of thefinal paper. It is also a period in which issues of career andpersonal growth are considered deeply.A&C 5995 INDEPENDENT STUDY IN ARTS AND 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.A&C 5900 TOPICS IN ARTS AND CONSCIOUSNESS 1–3Topics in arts and consciousness vary and may be repeatedfor credit 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 thefirst draft of the MFA Corollary Statement, an integral aspectof the final exhibition, offering a clear academic and artisticcontext for the artwork being exhibited. The preliminarydraft of the statement is submitted to the Faculty ReviewCommittee at the final review. In this review, the originalartwork which will be the core of the final exhibition is alsopresented for faculty input. The student then works with theFinal Project Advisor to integrate the comments of faculty intothe final version of the exhibition and corollary statement, tobe refined and completed in the next quarter.SCHOOL OF HOLISTIC STUDIES 143

CONSCIOUSNESS AND TRANSFORMATIVE STUDIES [CNS] COURSESCNS 5010 PARADIGMS OF CONSCIOUSNESS 3This course examines the nature and structure of paradigmsand paradigm shifts in scientific, psychological, social, andmetaphysical thinking, and emphasizes living systems theoryand integral and holistic philosophies as they relate toecology, health, creativity, and conflict resolution.CNS 5015 BODY CONSCIOUSNESS/BODY WISDOM 2This experiential course gives students the opportunity toexplore their own body sensations, and in so doing, to makecontact with its wisdom and power. We explore various areasand systems of the body, listening to their messages aboutwhat makes us feel supported, trusting, and strong; whatmakes us feel alive and passionate; what is right for us; whatmakes us feel satisfied; what do we care for and what do wewant to give; what are our boundaries and what do we wantto express; and what makes us feel protected and safe. Alongthe way, we consider messages that signal stress, anxiety,hunger, fear, and vulnerability.CNS 5020 ARCHETYPAL MYTHOLOGY 3In this course, students will learn why Freud, Jung, and somany others intrigued by the depths—writers, philosophers,painters, filmmakers, culture critics—have outgrown thenotion of myth as “untruth” to encounter its central role in thelife of the psyche. This will prepare us to explore archetypalmodes of consciousness and deepen our understandingof how archetypes and myths address us every day in ourdreams, our relationships, our conflicts, and our mishaps.CNS 5023 SHAMANIC TRADITIONS 2Shamanic practices and rituals that acknowledge andstrengthen relationship to family, community, and the earthare sorely lacking in our modern culture, yet with eachperson’s ancestral lineages can be found evidence of earthbasedspirituality, nurtured and supported through shamanictraditions. In this class, students will research shamanicpractices within their ancestral lineages with the intention ofintegrating these practices with present-day knowledge.CNS 5025 QUANTUM APPROACHES TO CONSCIOUSNESS 3In recent years, with advances in brain research and insightsfrom quantum theory, new light has been shed on the vitalquestion of “what is consciousness?” In this course, studentswill learn how the brain may take advantage of the strangeand revolutionary aspects of quantum theory, deciding foritself how reality may unfold.CNS 5027 NON-ORDINARY STATES OF CONSCIOUSNESS 2This course will examine the intersection between thesubjective and objective experience of various non-ordinarystates of consciousness. Students will explore the brainbasedneurophysiology as well as the subjective experienceof various non-ordinary states of consciousness. Subjectsmay include the work of Stan Grof (Holotropic Breathwork,exploration of native science), Charles Tart (psy phenomena),shamanic consciousness, deep meditation, the use ofhallucinogenic 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 consciousnesswithin sleep and different phenomena of the dreaming mind.Students will also explore their own dreams through differentexperiential and creative explorations.CNS 5035 PHILOSOPHY OF MIND 3This course provides a scholarly grounding in the corephilosophical issues surrounding the study of consciousness.This course will explore the three main “problems” inphilosophy of mind: (1) the “mind-body” problem (how doesconsciousness relate to the physical world), (2) the “problemof other minds” (how can we know if other people, animals,plans, or even rocks have consciousness?), and (3) the“problem of free will” (do we really have choice, or are wedetermined by genetics and environment?).CNS 5037 NEUROPHILOSOPHY OF CONSCIOUSNESS 3The results from recent brain research have sent shockwavesfar beyond the boundaries of neurophysiology andneuropsychology. The implications reach into the very natureof the human experience, both personally and culturally.Much of the research has validated what many of us havelong suspected to be true: consciousness does indeed affectthe brain and thus the entire individual. Our thoughts andfeelings directly affect the chemistry of the brain, which inturn largely determines the health of our entire being—bothas single organisms and as a species. In this course, studentswill examine the timely and exciting intersection betweenneuroscience, philosophy of mind, and ethics.CNS 5039 SELF-EXPLORATION 1–3This is a seminar course that explores teachings and practiceswhich encourage self-knowledge and a deeper understandingof the self’s psycho-spiritual journey toward greaterconsciousness. Focus varies with instructor and studentinterest. May be repeated for credit with a change of topic.CNS 5039A SELF-EXPLORATION: LANGUAGE OF THE DREAM 1This course will explore the metaphorical, symbolic, andpsychological meaning of images commonly found in dreamssuch as light and dark, the four elements, animal characters,landscapes, and colors. Slides from nature and art will beused to examine these images from a broad perspective—mythology, cultural anthropology, biology, religion, literature,poetry, and the arts.CNS 5039B SELF-EXPLORATION: DREAMS AND THE BODY 1The body is a vehicle in which the dream is experienced.The body is impacted by the emotional state of the dreamerand the dreams. Drawing upon cross-cultural studies onthe importance of body awareness, in this class studentswill learn about the role of emotional body and its impactin dreaming and waking. Through somatic practices suchas breathing, movement, dream postures, and dream bodymapping, students will experience and bring mindfulness intothe relationship between their waking body and dreamingbody.144 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

CNS 5039C SELF-EXPLORATION:FAIRY TALES AS SIGNPOSTS OF THE SOUL 2In this course, students will focus upon a selection ofGrimm’s fairy tales to highlight the cognitive imagination’srole in apprehending the nature of imaginal reality. Criticalperspectives to be used include those of folklore, analyticaland archetypal psychology, literary theory, and GiambattistaVico’s way of fantasia.CNS 5039D SELF-EXPLORATION:ANCESTRAL CONSCIOUSNESS AND HEALING 2Ancestral stories, family traditions, and the great teachingstories from our culture shape us and condition ourperception of presence. In this course, we will examinethe “breaking points” in our ancestral heritages—the placeswhere our ancestors may have suffered a loss of connectionto place, community, language, traditions, and spirituality.Through readings, class discussion, and personal research,students will learn how to access and reclaim the strengthsand wisdom within our ancestral heritage.CNS 5039E SELF-EXPLORATION: ALCHEMY 2In this class, students will study the basic principles, history,and practices of alchemy—East and West, exoteric andesoteric, ancient and modern. This course also examinesthe alchemical states which bring about physical, emotional,mental, and personal transformation.CNS 5049 INTRODUCTION TO CONSCIOUSNESSAND TRANSFORMATIVE STUDIES 0This course introduces new students to the ConsciousnessStudies program.CNS 5055 EXISTENTIALISM, ETHICS, AND CONSCIOUSNESS 3The focus of this course will be on answering modernexistential questions exploring the theories of Ralph WaldoEmerson, Soren Kierkegaard, Nietzsche, Jose Orgeta Gasset,J-P Sarte and others. Questions addressed in the courseinclude: How do we use existential principles to exploreethical issues in the 21st century? From what level ofconsciousness do our choices emerge?CNS 5060 PHILOSOPHY OF CONSCIOUSNESS 1–3Explores the major Western philosophical approaches tounderstanding the relationship between body and mindas well as the nature of truth and reality, postmoderncosmology, and process philosophy.CNS 5120 DIVERSITY, COMMUNITY, AND CONSCIOUSNESS 3This course presents a 21st-century approach to socialissues and includes discussion of racial, ethnic, and culturaldifferences along with ways to build community, harmony,and understanding—diversity in oneness.CNS 5200 SEMINAR IN CONSCIOUSNESS STUDIES 1–3In-depth research and analysis of specific topics inconsciousness studies. Class format consists of lectures, selfdirectedstudy, and group discussions. Includes such topicsas chaos and complexity theory, myth and archetype, andecopsychology.CNS 5201 INTRODUCTION TO LIVING SYSTEMS 3Explores basic concepts of systems theory related tolife processes including both the dynamics and thelevels of complexity in natural and artificial systems andinterdependence of microscopic and macroscopic orders.CNS 5202 WOMEN’S REALITY: PRESENCE,POWER, AND SELF-EXPRESSION 1Examines systems and beliefs that silence women’sexperiences and voices. Through readings and discussion ofwomen’s psychology and spirituality, we will explore modelsof consciousness that support women toward self-expressionand conscious choice-making in creating a more just andcompassionate society.CNS 5211 CROSS-CULTURAL HISTORY OF DREAMS 2This course explores the sophisticated dream teachings andtraditions of cultures from all around the world includingancient Greece, India, China, and the indigenous culturesof North and South America. Issues to be discussed includetheories about the divine origins of dreaming; the tiesbetween dreams, myths, and religion; and practical methodsof dream interpretation and expression.CNS 5216 LUCID DREAMING 2Lucid dreaming is the act of becoming conscious whiledreaming. In this course, scientific research in the field oflucid dreaming will be explored and students will learnmethods to become conscious in sleep. This course willinterweave cognitive, experimental, and experientialapproaches to explore this state of consciousness.CNS 5219 DREAM PRACTICUM 1–3Participants in the class will share and work with theirdreams, drawing upon contemporary theories and practices inthe field of dream studies.CNS 5270 ISSUES IN SCIENCE AND CONSCIOUSNESS 1–3In-depth research and analysis of specific topics in scienceand consciousness. 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 dreamarchetypes that help dreamers become aware of themesgenerating a personal mythology for one’s life.CNS 5282 DREAMS: INITIATION ANDINDIGENOUS WAYS OF KNOWING 2Everyone carries ancestral knowledge memory deep within.Through myths and dreams, individuals are able to recoverinnate wisdom present and potential in the environment.With the world of dreams and myth, all beings hold equalpotency and potential. This state of awareness or animatedknowing is “native mind.” This course offers students anopportunity to begin a journey of recovery in ancestral waysof knowing. Through dreams and myths, students exploreinitiation into native mind.SCHOOL OF HOLISTIC STUDIES 145

CNS 5284 CONSCIOUSNESS AND SUSTAINABILITY: SOLUTIONS FORTHE 21ST CENTURY 2This course explores the issues, theories, research, andpractices in order to understand/take action on healing and“greening” the planet. Students will examine the currentpractices and approaches in ecology and sustainability thatare making a difference and improving the planet. Studentswill select a topic of interest in the area of sustainability toresearch, focusing on innovative practices currently beingexplored 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 workingwith dreams in a group setting. Students also examine issuesof cultural, gender, and class bias in regard to dream work.Students have the opportunity to gain hands-on experienceleading a dream group.CNS 5345 SHAMANISM AND DREAMS 1This course explores the role of dreams in Shamanictraditions. Major topics include receiving the “calls” indreams, healing, dream interpretation, the role of shamans,shamanic misconceptions, and the rise of urban shamanismand ethics. Shamanic states of consciousness and the practiceof drumming as a tool for entering the dream state will beintroduced. This class will be held on the Berkeley campus.CNS 5620 ISSUES IN CONSCIOUSNESS STUDIES 1–3Issues will vary according to student interests. May berepeated for credit with a change of topic.CNS 5800 ISSUES IN PHILOSOPHY 1–3In-depth research and analysis of specific topics inphilosophy and consciousness. Focus varies with instructorand student interest.CNS 5995 INDEPENDENT STUDY IN CONSCIOUSNESS STUDIES 1–6To be arranged with consent of instructor and approval of thedepartment chair and dean.CNS 9210 DREAM STUDIES FIELDWORK 0In this course, students will complete a field project relatedto Dream Studies. The specific nature of the project will varybased on student’s interests and available mentors and oftenincludes attendance at a dream conference; however, all workmust be approved prior to its onset.HOLISTIC HEALTH EDUCATION [HHE] COURSESHHE 5001 INTRODUCTION TO HOLISTIC HEALTHEDUCATION PROGRAM 0A required, no-cost, no-credit course for all students enteringthe program. It prepares students to get the most out of theprogram and lets them know what they need to do in orderto complete it.HHE 5120 INTEGRATIVE HEALTH AND WELLNESS 2This course examines issues and challenges of integrating allopathicand holistic, East and West, science and spirit. Studentsreview the foundations of modern scientific medicine aswell as healing in ancient traditions, and explore integrativeapproaches to healing in a postmodern world.HHE 5125 ENERGY MODELS OF HEALING 2This course presents a brief history of theories of energy andvibrational modes of healing from the earliest “scientific”and vitalist philosophers through Mesmer and more recentlyBurr, Becker, Hunt, and Brennan. “Energetic anatomy” andprominent modalities are covered. The course explores therole of technology in energy healing and also how to defineand explain theories and practices to lay-people and medicalprofessionals.HHE 5126 ASIAN APPROACHES TO HEALING 2Two of the oldest holistic systems of medicine—Chineseand Ayurvedic medicine—are presented in this introductorycourse. Their basic philosophy, principles, and standardsof treatment will be explored both didactically andexperientially. The course will not focus on comparing thetwo systems, but the diversities of each will be outlinedwith emphasis on their spiritual roots, cultural and socialperspectives, and their growing appeal as global alternativesin health care.HHE 5130 CONCEPTS OF THE BODY 3Theoretical and philosophical conceptualizations of thebody influence health and healing. This course will providean opportunity to read, discuss, and analyze classical andcontemporary views of the body including those found inart, religion, and literature as well as work on language,metaphors and the body, body image and sexuality, andembodiment practices. The work of somatic theorists such asReich, Lowen, and Keleman will also be introduced as well ascommon bodywork modalities.HHE 5135 HEALTH-CARE ECONOMICS AND POLITICS 2The health of our health-care system is a political andeconomical matter. This course explores the roles economicsand politics play in treatment options, funding for research,government regulation, and insurance coverage. We willconsider various scenarios including systemic and nationwideconsequences if the system is not reformed. Possibilities fortransformation harnessing political and economic forces willbe considered along with possible roles played by holistichealth educators operating from an integrative and integralparadigm.146 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

HHE 5140 CULTURE, COMMUNITY, AND HEALTH 2This course explores relationships between culturaldefinitions of health and illness and health-seeking behaviorsin a pluralistic society. It also considers the relationshipbetween being marginalized and social status (e.g., race,class, gender, sexual orientation, religious status, orimmigration) and health and illness in various populationsin the United States and abroad. Strategies for workingeffectively with multicultural populations in regard to healthcare are presented.HHE 5143 HEALTH PROGRAM ADMINISTRATION 2This course helps prepare students to coordinate andadminister health programs in the mainstream setting.Students will learn the practical skills needed to manage ahealth project, schedule events, develop materials, facilitatemeetings, hold focus groups, train personnel, set goals,and work with internal and external groups to successfullypromote a health program. Methods for integrating holisticapproaches into mainstream settings will be addressed. Thiscourse is designed for Holistic Health Education students whodesire to work as health educators in the mainstream settingsuch as a hospital, medical center, or university.HHE 5145 HEALTH, ENVIRONMENT, AND SUSTAINABILITY 2Explores connections between perspectives on health andillness and ways of thinking about the environment, nature,and the earth. Sustainability is compared to the mechanismof homeostasis in the body, its innate healing ability,and movement toward growth and higher organization.Environmentally related illnesses are looked at from theselarger perspectives. Prerequisite: COR 3150.HHE 5147 HEALTH EDUCATION FOR THE 21ST CENTURY 3This course maps out the field of health educationand explores the history of the health education role,introduces the Association of Health Educators, considersthe philosophical basis of health education, and predictsdirections for the future of the profession. Practical skillsneeded by health educators are covered, and students havethe opportunity to practice them including basic teachingmethods and coaching. Models of health education as partof the mainstream health-care system and in other settingsare explored. Professionals in their field are brought to sharetheir experiences.HHE 5150 MIND/BODY APPROACHES TO SELF-CARE 2Educating people in ways they can promote their ownhealing and maintain a high degree of wellness is a majorpart of a holistic approach to health. This course discussesmotivating and facilitating healthy changes in lifestyle andself-care practices. Students will be introduced to waysof educating people in mindful breathing, movement andexercise, guided meditation, and enhanced awareness ofeveryday life.HHE 5155 FOUNDATIONS OF HEALTH NUTRITION 2Covers the essential issues and principles in the field ofnutrition today including the effects of food on healthpromotion, disease prevention, and recovery from illness andinjury. A whole-foods, plant-based model will be introducedand contrasted with the USDA food pyramid. Students will beinstructed in formulating a personal dietary plan based uponone’s metabolic tendencies, health status, and commitment toimproving dietary habits and choices.HHE 5156 COMPARATIVE DIETARY APPROACHES 2An overview and analysis of contemporary dietaryapproaches that provide health professionals and consumersa broad spectrum of choice for how best to nourish and healbody, mind, and spirit. Picking up from the previous course,this one looks at Western diets from A–Z (Atkins, Ornish, andZone) and the Asian dietary approaches of Ayurveda andmacrobiotics. The nutritional value, potential benefit, andrisk for each approach will be discussed and applied to casehistories. Prerequisite: HHE 5155.HHE 5160 EMBODYING SPIRIT 2The ultimate goal of a spiritual practice is awakening, butother gifts include psychological, intellectual, and physicalbenefits; a greater sense of joy in living; purpose; and afeeling of belonging and community. Abundant researchshows a strong link between health and spirituality. Thiscourse helps students develop or deepen a spiritual practicethrough exploring ideas and exercises common to manyreligious traditions—purifying our motivation, cultivatinglove and compassion, training our attention, clarifying ourawareness, developing ethics, cultivating wisdom, andengaging in 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,up-to-date methods. The main course focus is on thegoals of nutrition counseling—effective rapport building,listening, and interviewing; keys to motivation; the stages ofchange (transtheoretical model); behavior change strategies;barriers to change; goal setting and evaluation; effectivedocumentation; and non-food interventions to improvehealth. Prerequisites: HHE 5155 and HHE 5156.HHE 5169 HEALING FOODS A 2This course introduces the foods, ways of eating, andnutritional therapies that help to bring about and maintainthe most vibrant health and also introduces the nutritionaldeficiencies that contribute to ill health and lack of wellbeing.Nutrition for men’s and women’s health, a healthyimmune system, cardiovascular health, gastrointestinal health,and adrenal stress syndrome will be covered. Emphasis is onpreventing illness and maintaining wellness. Prerequisites:HHE 5155 and HHE 5156.HHE 5171 HEALING FOODS B 2Complementing HHE 5169, this course will provide thefoundation for working with specific and diagnosed “medicalconditions” such as diabetes, irritable bowel syndrome anddisease, allergies (especially food allergies), heart disease, andcancer. Prerequisite: HHE 5169.HHE 5173 FROM FARM TO TABLE 3In this course, students analyze how the production,harvesting, marketing and distribution, shopping, cooking,serving, and enjoying of food determine a wide variety ofsocial processes with profound consequences for the earthand its populations. The role of health educators as advocatesof healthier approaches is considered, one that will benefitearth communities, families, and every individual. Sociallytransformative programs involving sustainable gardens,programs in schools and communities, and other innovationswill be examined.SCHOOL OF HOLISTIC STUDIES 147

HHE 5175 PSYCHOLOGY AND PHYSIOLOGY OFHEALTH AT EVERY SIZE 2The psychology behind issues related to nourishment andpoor body image is considered in this course along withsociocultural factors that play a role. Some common eatingdisorders such as anorexia nervosa, bulimia nervosa, andcompulsive overeating will be discussed. An alternativemodel of looking at weight and size is introduced—health atevery size and how to work with clients is developed withinthis model that stresses health rather than dieting to reachcertain ideals. Weight and fitness issues and the connectionbetween diet, exercise, self-esteem, and social supportare presented as essential components of sound, healthyweight management. The course will teach students how tohelp clients overcome resistance and creative body/mindtechniques of support for changes in diet. Specific weightmanagement situations will be considered such as workingwith people undergoing bariatric surgery. Prerequisites: HHE5155 and HHE 5169.HHE 5177 HUNGER OF THE SPIRIT 2In this course, students explore the spirit behind eatingand self-nourishment of all kinds along with metaphorsof food and eating to be found in all spiritual traditions.We come from a perspective that problems with eating inindividuals and in societies can in a sense be mirroring thedisconnect between body and spirit. Energetics of food andfood preparation are explored from a variety of perspectivesincluding Ayurvedic and traditional Chinese medicine.Who we are spiritually and who we want to be as reflectin our eating choices is considered as well as eating as amindfulness practice.HHE 5180 SOMATIC EDUCATION A 2This course presents a review of somatic modalities includingthose that are movement- and awareness-based and thosethat are touch-based. A strong experiential component isincluded so that students may enhance their own somaticawareness and function.HHE 5181 SOMATIC EDUCATION B 2This course provides theory and techniques for how healtheducators (non-practitioners) may work with people oneon one and in groups or classes to facilitate developmentof somatic awareness and enhanced function. Applicationpossibilities and settings are considered. The course mayalso cover issues such as those that might come up whileteaching movement classes and body awareness classes frombasics of making people comfortable and adapting classesto particular health challenges, touch, and consequences ofteaching practices such as yoga and Qi Gong divorced fromthe traditional spiritual component.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/integrativeparadigm. Wilber’s integral model provides a framework forsurveying research methods belonging in each of the fourquadrants in integrative health contexts.HHE 5225 PRINCIPLES OF HOLISTIC HEALTH 2An overview of holistic principles of health including defininghealing as restoring and strengthening connection with148 SCHOOL OF HOLISTIC STUDIESinnate sources of life and well-being; integration of healthon levels of body, mind, spirit, family, community, andworld; focus on the personal and the person as well as onself-care, prevention, and wellness; and attention to natureand relationships. Students investigate design of educationalprograms for professionals and patients, how holistichealing is advertised and practiced, reference sources forprofessionals in this discipline, and consider career options.HHE 5340 SUPPORT GROUP FACILITATION 2This course will train students in the facilitation of supportgroups. Students will examine how groups work includinghow to establish trust, create safety, and handle commonproblems. Various models of support group facilitation willalso be addressed.HHE 5425 MOVING AND SENSING 3Movement expresses various qualities—structured, freeflowing,linear, waving, fast, slow, etc.—and happens on alldifferent levels, from visible externally to barely felt on theinside. Sensations are the very flesh of our inner experience,though our kinesthetic sense has often been overlooked. Thiscourse presents a conceptual and experiential inquiry intomoving and sensing, covering current movement/somaticapproaches. Students develop tools to enrich their ownsensory awareness as well as to facilitate such growth inclients.HHE 5512 PHYSIOLOGY AND PSYCHOLOGY OF STRESS 3Examines the theory and practice of stress reduction. Throughexploration of the nature and function of stress, the roleof perceptual awareness of stress, and several modalitiesthat have been shown to be beneficial. This course reviewscurrent physiological and theoretical research and considersthe use of stress as a positive developmental agent from theperspective of nutrition, health counseling, and movement.HHE 5575 SUPERVISED EXTERNSHIP 1–3In this course, students work with ways of bridging theirwork as students with what they hope to do as professionalsand find a site in which they can do a health educationexternship. They work in a professional setting under theguidance of a mentor, keeping a journal, and describing theirwork in a paper. This course may be repeated for credit.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 workingwith different age groups, death and dying, and setting up awellness center will be offered.HHE 5720 SEMINAR IN HOLISTIC HEALTH 1–3A variety of courses that are offered once or twice from thefield of holistic health.HHE 5900 TOPICS IN HOLISTIC HEALTH 1–3Topics vary. May be repeated for credit with a change in topic.HHE 5995 INDEPENDENT STUDY IN HOLISTIC HEALTH 1–6To be arranged with consent of instructor and approval of thedepartment chair and dean. May be repeated for credit with achange of topic.JOHN F. KENNEDY UNIVERSITY

COUNSELING PSYCHOLOGY [HSJ] COURSESThese 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 HolisticStudies and detail program requirements and student responsibilities.All students entering the Holistic Studies program arerequired to take this no-cost, no-credit course during theirfirst quarter.HSJ 5010 PARADIGMS OF CONSCIOUSNESS 3An introduction to the philosophical concepts of holism.By exploring consciousness, the nature and structure ofparadigms and paradigm shifts in psychological thinking,students will gain the theoretical foundation necessaryto integrate transpersonal and somatic theories. Studentswill consider implications of living systems theory and thephilosophy of holism as they relate to the field of counselingpsychology.HSJ 5100 SEMINAR IN HOLISTIC STUDIES A 1This course gives students in-depth exposure to variousmodalities of somatic and transpersonal counselingand provides practice in the application of clinical andeducational skills to the psychotherapy of individuals,groups and families. Seminars will be offered on a variety ofmodalities, including, but not limited to, Hakomi, Feldenkrais,and meditation. Students will take two courses during theirfirst year of study. This course may be retaken for additionalcreditHSJ 5101–03 GROUP PROCESS A–C 2/2/2Using traditional, transpersonal, and somatic counselingtechniques, students examine and work with their ownand others’ feelings, motivations, and patterns of behavior.Through class participation, students learn group theory andgroup facilitation skills. Must be taken in three consecutivequarters during the first year of graduate study.HSJ 5105 EFFECTIVE COMMUNICATION A 3An introduction to some basic principles and practicesof effective communication. Students explore the use ofcommunication in day-to-day life, relationships, counseling,teaching, employment settings, and other forms of workingwith people. Topics include presence, centering, listeningskills, and discriminating between content 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 todeepen therapeutic process and classroom participation.Training in recognizing transference and countertransferenceissues and making effective therapeutic interventions.Assessment of communication patterns in dysfunctional,functional, and optimal individual and couple, family, andeducational systems are explored. Prerequisite: HSJ 5105.HSJ 5115 FUNDAMENTALS OF TRANSPERSONAL COUNSELING 3Covers basic postulates of transpersonal psychology.Surveys Jungian psychology, transpersonal approaches topsychoanalytic and existential therapy, psychosynthesis,imagery/movement psychology, and myth, art, and ritual incounseling.HSJ 5120 INDIVIDUAL DEVELOPMENT ANDFAMILY LIFE CYCLE A 3A review of the stages of individual development and theworks of traditional theorists including Freud, Mahler, andErickson as well as those of contemporary somatic theorists.Introduction to the concept of family life cycle. Prerequisite:PYJ 3200.HSJ 5121 INDIVIDUAL DEVELOPMENT ANDFAMILY LIFE CYCLE B 3Focuses on family life cycle and the ways in which it isinfluenced by, and is independent of, the developmentalexperiences of family members in their families of origin.Major theories of healthy and dysfunctional familydevelopment are covered including the somatic theories,relating events in the family life cycle to each member’shealth. Prerequisite: HSJ 5120.HSJ 5126 CROSS-CULTURAL ISSUES IN COUNSELING 3Provides an overview of the field of cross-cultural issuesrelated to counseling. Special emphasis is placed on fosteringan understanding of cross-cultural dynamics in counselingthrough an examination of the historical, political, andsociocultural issues that impact the lives of ethnic minorityclients.HSJ 5130 MOVEMENT SEMINAR 1–3A holistic approach to working with movement in educationaland therapeutic settings. Students explore movement developmentand articulation, re-patterning, and expression andintegration. At the end of the course, students will have anunderstanding of movement in relation to themselves as wellas experience in exploring movement with others.HSJ 5150 SUPPLEMENTAL FIELDWORKEXPERIENCE MONITORING 1Individual evaluative consultations which review students’progress in supplemental external fieldwork placement.Student and faculty meet a minimum of once per quarter toreview placement, evaluations, and fulfill BBS requirementsfor hours of experience toward licensure. Prerequisite: SPC5324 and SPC 5631.HSJ 5200 SEMINAR IN HOLISTIC STUDIES B 1This course gives advanced practice in the application ofvarious counseling modalities of somatic and transpersonalpsychology and provides clinical and educational skillsto the psychotherapy of individuals, groups, and families.Students take two courses during their second year of study.Prerequisite: HSJ 5100. This course may be retaken foradditional credit.HSJ 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.SCHOOL OF HOLISTIC STUDIES 149

HSJ 5205 BODY-ORIENTED PSYCHOTHERAPIES 3Students examine psychological attitudes and learn how theseattitudes are embodied in a particular physical structure.The relationships between Freudian, Jungian, and somaticapproaches such as Reichian therapy or bioenergetics arecovered. Prerequisite: HSJ 5106.HSJ 5210 CHILD THERAPY 3Examines the psychological issues of childhood fromtraditional and somatic perspectives. Reviews a variety oftherapeutic methods for working with children and addressesthe child’s expression of energy, physical motility, and health.Prerequisite: HSJ 5121.HSJ 5211 CHILD THERAPY B 2This advanced course examines the theory and practice ofchild and adolescent therapy in the school setting. Childhooddisorders, basic child interview skills, and interventiondecisions are also addressed. Prerequisite: HSJ 5210.HSJ 5215 MARRIAGE AND FAMILY COUNSELING A 3Introduction to the principles and methods of marriage andfamily counseling including family systems theories, methodsfor assessment of family interaction patterns, and interventionstrategies appropriate to different types of family dysfunction.The relationship between family systems and principles ofholism are 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 A 3Presents basic Jungian concepts, models of the psycheand processes. The contributions of Jung and Jungianorientedtherapists to the field of transpersonal and somaticpsychology will be explored. Includes the nature ofarchetypes, myth, ritual, dreams, and how to work withclients using these resources as well as how these elementsare present in our own lives and culture.HSJ 5221 JUNGIAN PSYCHOLOGY B 3Continues the work of Jungian Psychology A and exploresJungian concepts in relation to somatic reality. Usingthe work of Arnold Mindell and process psychotherapy,archetypal and symbolic movement work, active imagination,and other modalities, this offers a way to ground andembody the many facets of one’s experience. Students willalso learn ways to bring these processes into the therapeuticrelationship. Prerequisite: HSJ 5220.HSJ 5222 EFFECTIVE COMMUNICATION C 3A review and practice of the principles presented in EffectiveCommunication A and B to help bridge the transition fromstudent to professional. Through experiential exercises, roleplays, and class discussions, students will begin to synthesizeall of the therapeutic skills they have learned in their first twoyears of courseware. To help students prepare for their fieldplacement, they will get to renew and refresh their effectivecommunication skills.HSJ 5225 BASIC ADDICTION STUDIES 3Basic information about alcoholism and chemical dependencyincluding definitions, impact upon the users and their environments,medical aspects, current theories of the etiology of substanceabuse, major treatment approaches, and communityresources. Topics are covered from a systems perspectiveand include spiritual and nutritional issues in chemicaldependency.HSJ 5230 SEXUALITY 2The sexual response cycle, male and female sexuality, andsexual development and dysfunction are discussed fromphysiological, psychological, sociocultural, and somaticperspectives. Explores therapeutic approaches as they applyto individuals, couples, and families.HSJ 5235 ETHICS AND THE LAW 3Students become familiar with the existing legal and ethicalissues facing therapists. MFT licensing requirements andCalifornia laws for psychotherapists are studied.HSJ 5301–04 SUPERVISED FIELD PRACTICUM A–D 3/3/3/3Supervised clinical experience in marriage and family therapyin approved settings. Students gain first-hand knowledgeand experience working with clients and receive weeklysupervision by qualified, licensed therapists. Supervised fieldpracticum spans four academic quarters. Permission requiredto 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 extraquarter of placement.HSJ 5310 APPLIED CLINICAL PHILOSOPHY 2This course focuses on specific therapeutic issues frompsychodynamic, existential/phenomenological, ortranspersonal orientations. Students learn to articulate theirclinical philosophy by drawing on their client counselingexperience. Using traditional, somatic, and transpersonalsources, clinical theory and methods are explored throughwritten position papers.HSJ 5315 CASE SEMINAR: INDIVIDUALS 3Clinical case supervision for students in supervised field practicum.Case presentations from the student’s current placementserve as a starting point for lecture, discussion, role-play, andself-exploration. To be taken concurrently with the student’ssecond quarter of supervised field practicum.HSJ 5320 CASE SEMINAR: FAMILIES 3Students in supervised field practicum develop formal casepresentations of families and receive feedback from thecourse instructor and peers. This course enables students tocompare different ways of working with families and familyproblems. Prerequisite: HSJ 5315. Co-requisite: HSJ 5303.HSJ 5325 CASE SEMINAR: FAMILIES 2Students in supervised field practicum develop formal casepresentations of families and receive feedback from thecourse instructor and peers. This course enables students tocompare different ways of working with families and familyproblems. Prerequisite: HSJ 5315. Co-requisite: HSJ 5303.150 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

HSJ 5350 FINAL INTEGRATIVE PROJECT A 1This course examines the philosophical, personal, andprofessional issues raised in the course of graduate study incounseling psychology. Students develop an outline for anintegrative paper that includes their understanding of holisticstudies, transpersonal and somatic psychology, and theirown personal growth work. This is the first in a two-coursesequence.HSJ 5351 FINAL INTEGRATIVE PROJECT B 2This is the second in a two-course sequence. Studentscomplete their integrative paper and give an oral presentationon their topic. Students take this course when ready tocomplete their paper. Prerequisites: HSJ 5350.HSJ 5520 PSYCHOPHARMACOLOGY 3This course offers an introduction and general overviewof the field of psychopharmacology as it relates to thepractice of psychotherapy. Current medications, research inpsychopharmacology, and psychoneurology will be covered.In addition alternative medicine, natural remedies, andcultural issues from a holistic perspective will be coveredas will the relationship between the psychotherapist andphysician in medication management.HSJ 5530 PSYCHOLOGICAL TESTING 3This survey course is designed to help students understandthe basic concepts and applications of psychological testingand the psychometric properties of psychological tests.This course will emphasize the appropriate applicationsand limitations of many of the current psychologicaltests—especially with regard to their use with people ofnon-dominant cultures. Issues of validity and ethics will bereviewed in this regard.NON-CREDIT WORKSHOPS AND SPECIALCOURSESHSJ 9000 GROUP PROCESS—NEW COHORT 0This course is reserved for students who have returned tothe program after an absence or who have transferred intothis program from another department. This course offers noacademic credit, but allows students to enter into the groupprocess sequence with a new cohort. Students enrolling inthis course will attend the same sessions as students enrollingin HSJ 5101. Permission of the department is required to takethis course. Offered as needed; credit/no credit only.HSJ 9005 PERSONAL PSYCHOTHERAPY 0Students must register for this course when they havecompleted their personal psychotherapy requirement.HSJ 9010 EFFECTIVE COMMUNICATION—NEW COHORT 0This course is reserved for students who have returned tothe program after an absence or who have transferred intothis program from another department. This course offers noacademic credit, but allows students to enter into the effectivecommunication sequence with a new cohort. Studentsenrolling in this course will attend the same sessions asstudents enrolling in HSJ 5105. Permission of the departmentis required to take this course. Offered as needed; credit/nocredit only.HSJ 5792 PRACTICE OF GROUP PSYCHOTHERAPY 2Students receive comprehensive training and supervision inthe practice of group psychotherapy. As an MFT trainee, thestudent co-facilitates a weekly therapy group and participatesin group supervision for two hours each week. Studentslearn how to plan and publicize a group as well as how toestablish and maintain a therapeutic group culture.HSJ 5793 CHILD AND ADOLESCENT THERAPY IN THE SCHOOL 2Students receive comprehensive training and supervision inthe practice and treatment of children and adolescents in theschool setting. As an MFT trainee, the student will work withchildren and adolescents and participate in group supervisionfor two hours each week.HSJ 5900 TOPICS IN HOLISTIC STUDIES 1–3Topics vary and may be repeated for credit with a change intopic.SCHOOL OF HOLISTIC STUDIES 151

INTEGRAL 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 coursethat includes information for successful completion of theprogram.IPP 5005 INTRODUCTION TO INTEGRAL THEORY:THE FIVE ELEMENTS 3This course will be an introduction to the theoretical modelthat will provide the foundation and structure for theproposed program. It will be the first course in the sequenceof three integral theory courses. This course will providea basic introduction to the central five elements of thetheoretical model guiding the program. It will provide thefoundation upon which more in-depth understanding of themodel will be developed.IPP 5006 INTEGRAL THEORY: INTEGRALMETHODOLOGICAL PLURALISM 3This course provides an exploration of the advanced coreconcepts of integral theory and their applications. Thematerial builds on topics covered in IPP 5005 and extends thediscussion into the sophisticated underpinnings of the integralapproach focusing on the eight methodological families, postmetaphysics,and perspectives.IPP 5009 INTEGRAL THEORY: APPLICATIONS 3This course provides students with an opportunity to explorethe integral approach in action. Through exploring variousapplications of both the basic and advanced components ofthe integral model, students gain a working understanding ofhow to apply the model to their own lives and professions.IPP 5010 HUMAN DEVELOPMENT 3Explores how the development of the self is conceptualizedand perceived within a variety of perspectives includingPiaget, Kegan, object-relations theory, and self-psychology.These theories will be expressed within an integraldevelopment model.IPP 5015 SOCIAL AND CULTURAL PSYCHOLOGY 3Examines existing research on the way human beingsinfluence and affect each other’s behavior in group settings.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 5025 SOMATIC PSYCHOLOGY 2This course explores the basic concepts in the field ofsomatic psychology. Through breath, movement, and thestudy of somatic principles, students examine the body/mindconnection and the importance of embodied life experiences.IPP 5030 PLANETARY PSYCHOLOGY 3This course focuses on the relationship between psyche andnature. Environmental psychology, ecological psychology,ecopsychology, and conservation psychology will beaddressed with an integral context.152 SCHOOL OF HOLISTIC STUDIESIPP 5031 EVOLUTIONARY PSYCHOLOGY 3Evolutionary psychology draws on evolutionary biology,paleoanthropology, genetics, and cognitive psychology tounderstand the mind from an evolutionary perspective.This course explores intrapsychic processes, cooperation,mating and sex, parental care, perception and language, andenvironmental aesthetics. These explorations will be situatedwithin an integral framework and contrasted with otherevolutionary approaches to psychology, consciousness, andsociety.IPP 5032 NEUROPSYCHOLOGY 3In this course, students look at the role the body andemotions play in creating the experience of self, bothneurologically and psychologically. The course explores thedevelopment of neural pathways in the brain in response tointersubjective relationships as well as an integral approachto psychopharmacology. The relationship between mysticalexperiences and the brain is also examined. The courseincludes clinical research as well as experiential exercises.IPP 5039 DEVELOPMENTAL PSYCHOLOGY 3This course explores how the development of the self is conceptualizedand perceived within a variety of perspectivesincluding Piaget, Kegan, object-relations theory, selfpsychology,and others. Full spectrum development from prepersonalto personal and transpersonal will be covered. Thesetheories will be expressed within an integral developmentalmodel.IPP 5043 INTEGRAL LIFE PRACTICE 2This course focuses on applying the integral model to anindividual’s own path of transformation. Using variousmodules, students construct a practice program for their ownlives that meets them at their growing edge.IPP 5045 INTEGRAL INQUIRY 1–3This course offers a variety of topics related tocommunication and methods of self-exploration from anintegral perspective.IPP 5047 PHENOMENOLOGICAL INQUIRY 2This course will use first-person techniques to exploresomatic, emotional, mental, and spiritual aspects of one’sdirect awareness. It will draw on various traditions—philosophical, psychological, and religious—for encounteringone’s interiority. Emphasis will be placed on the experientialcorrelates to various developmental stages.IPP 5051 INTEGRAL RESEARCH A 2This course is designed to expose students to the foundationsof integral research and guide them in beginning a researchproject to be completed in the companion course, IPP 5052.Students will explore the history and concept of researchdesign; identify topics for research using the first-, second-, and third-person approaches; and explore the traditionof action inquiry. Finally, students will complete a projectproposal that will serve as their research guide for IPP 5052.IPP 5052 INTEGRAL RESEARCH B 2In this course, students will continue to use the principles ofIPP 5051 and complete a research project and paper.JOHN F. KENNEDY UNIVERSITY

IPP 5054 ENNEAGRAM ASSESSMENT 3The Enneagram will be presented as a model forunderstanding defense strategies against experiencing andexpressing one’s essential self. The course will focus ondevelopmental perspectives and intersubjective dynamics.IPP 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.IPP 5059 STATES OF CONSCIOUSNESS 2This course examines altered states of consciousnessincluding hypnosis, mediation, and dreams as well ascreative, ecstatic, and mystical states. Students explorecharacteristics and scientific implications of these statesand research current thinking through personal projectsand study.IPP 5061 INTEGRAL SPIRITUALITY 2This course will explore how the integral model changesour understanding of spirituality. Also, it will situate variousreligious traditions within an integral context exploring howthese traditions can be most effective in today’s complexworld.IPP 5510 PSYCHOSYNTHESIS 3Explores the principles and practices of psychosynthesis, atranspersonal psychology developed by Roberto Assagioli.Topics include the integration of sub-personalities,development of different aspects of the will, the use ofguided imagery, and other techniques for integrating body,mind, and spirit.INTEGRAL STUDIES [ISD] COURSESISD 5010 INTEGRAL PSYCHOLOGY A 3This course examines different integral and transpersonal psychologiesand philosophies including those of Sri Aurobindo,Ken Wilber, C. G. Jung, Roberto Assagioli, and A. H. Almaas.Topics include feminist perspectives, the relationship ofSelf/self, and the potential of integral psychology to deepenour understanding of and help bring about personal psychospiritualdevelopment as well as social and global change.ISD 5011 INTEGRAL PSYCHOLOGY B 3This course continues the inquiry of Integral Psychology Aand delves more deeply into Wilber’s four-quadrant theory.Students will study in greater detail the place of traditionaland transpersonal theories within the development of integralconsciousness.ISD 5012 PSYCHOLOGY OF DREAMS 2This course provides students with theoretical and practicalknowledge of the Western psychology of dreams. Courseincludes the work of S. Freud, C. G. Jung, M. Boss, F. Perls,C. Hall and other contemporary psychologists. The strengthsand weaknesses of each tradition will be examined andspecial attention given to the practical methods of dreaminterpretation in each tradition.ISD 5013 DREAMS AND THE BODY 1The body is a vehicle in which the dream is experienced.The body is impacted by the emotional state of the dreamerand the dreams. Drawing upon cross-cultural studies onthe importance of body awareness, in this class studentswill learn about the role of emotional body and its impactin dreaming and waking. Through somatic practices suchas breathing, movement, dream postures, and dream bodymapping, students will experience and bring mindfulness intothe relationship between their waking body and dreamingbody.ISD 5015 EFFECTIVE COMMUNICATION A:EMOTIONAL DYNAMICS 3This course is an introduction to some basic principles andpractices of effective communication. Students explorethe use of communication in day-to-day life, relationships,counseling, teaching, employment settings, and in othercontexts for working with people. Topics include presence,centering, listening skills, and discriminating between contentand process.ISD 5016 EFFECTIVE COMMUNICATION B:INTERSUBJECTIVITY 3This course continues to practice skills and principles ofeffective communication: Topics include emotional dynamics,conflict management, and the importance of communicationin social and global issues.ISD 5025 QUALITATIVE RESEARCH A 1This course prepares students for mixed-method research inthe field of integral studies. Students will study six differentmethods of research.ISD 5026 QUALITATIVE RESEARCH B 2In this course, students will continue work begun in ISD 5025and complete a mixed-method research project.ISD 5030 AN INTEGRAL APPROACH TO DREAM WORK 2A multidimensional, holistic perspective of dream work thatincludes multiple ways of gaining insights into the nature andmeaning of dreams. We will explore how dreams affect ourbody, emotions, mind, spirit, and community. Ken Wilber’sfour-quadrant model will also be discussed in relation tolevels of consciousness, dream work, and the practitioner’sworld view.ISD 5303 EAST/WEST MEDITATIVE PRACTICES 1This course is an integration of Eastern and Westernmeditative practices and includes the philosophy of thesespiritual systems as well as experiential practices. This courseis offered credit/no credit only.ISD 5307 ISSUES IN RELIGIOUS STUDIES 1–3This course explores changing topics in religious studiessuch as Advaita Vedanta, women’s spirituality, and creationspirituality. May be repeated for credit with a change of topic.ISD 5309 TAOISM 2This course examines the origins of Taoism in Chinese cultureand the thought of Lao Tzu and Chuang Tzu. The resonanceof Taoist ideas with contemporary living is also covered.SCHOOL OF HOLISTIC STUDIES 153

ISD 5310 INTEGRAL YOGA 2This course explores the Integral Yoga philosophy of SriAurobindo and Haridas Chaudhuri as an evolutionary modelof psychological and spiritual growth. Course includesintegration of the yogas, different levels of mind, and cellularevolution. Spiritual principles and experiential practices arealso discussed.ISD 5314 SHAKTI-KUNDALINI YOGA 2This course examines the philosophy and spiritual practiceof India’s Kundalini Yoga as a model of human developmentand map of 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 theChristian vision.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 themeditative and psycho-philosophical system directed at theexperiential recognition of the individual “I” as timeless Self,sole-existing reality and Being/Consciousness/Bliss. Thedirect recognition of this identity frees one from sorrow andlimitations. Course investigates Vedantic philosophy andmeditative practices including Sri Ramana Maharshi’s methodof subsiding the “I” sense in the Heart.ISD 5318 SEMINAR IN SACRED PSYCHOLOGY AND RELIGION 1–3Topics in this seminar vary and include spiritual principlesand practices from different religious traditions. Topicsinclude integral yoga, Buddhist psychology, naturespirituality, Sufism, Diamond approach, Kabbalah, andfeminine 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,and a mystic’s vision.ISD 5320 SUFISM 2The course examines the development of the mystical Sufimovement in 17th-century Syria, the relationship of the Sufimovement to orthodox Islam, and Sufism’s relevance in themodern world.ISD 5322 PLATO’S MYSTICISM 2Examines Plato’s views of the mystical quest, the influence ofSocrates on his thought, and the influence of Platonic ideas inthe development of Christianity and Christian mysticism.ISD 5325 BUDDHIST PSYCHOLOGY 2This course explores the psychological and spiritual aspectsof Buddhist thought and practice including Theraveda,Mahayana, and Tibetan perspectives.ISD 5326 TIBETAN BUDDHISM 2This course explores the confluence of original Indianelements of Buddhism with tantric outlooks as well as with154 SCHOOL OF HOLISTIC STUDIESPersian and Chinese sources. Attention is brought to thepsychology and meditative practices of the Tibetan tradition.ISD 5327 ZEN BUDDHISM 2Traces the spirit of Zen from the roots of Buddhism in Indiathrough the rise of Ch’an in China and its migration to Japanand North America. Taoist influences are highlighted, and thepsychological methodology of Zen meditation is assessed andexperienced.ISD 5330 TAI CHI CHUAN:INTRODUCTION TO PRINCIPLES AND PRACTICES 2Tai chi chuan, an ancient art of cultivating the body’s vitalenergy (called chi or Qi), is based on the Taoist philosophyof living in harmony with nature. Students will learn 17movements of the short Yang form and specific Taoistprinciples related to spiritual growth.ISD 5335 DIAMOND APPROACH 2This course explores the Diamond Heart approach ofA. H. Almaas. Topics include presence, essence, the theoryof holes, and the relationship of object relations theory topsycho-spiritual development.ISD 5340 NATURE SPIRITUALITY 2Explores the historical role of nature in spiritual experience aswell as practices that enhance the integration of body, mind,and spirit.ISD 5342 RITES AND SYMBOLS OF FEMININE SPIRITUALITY 2Focusing first on the ancient mysteries of Eleusis, this courseexamines the inner-feminine dimension through an analysisof the rituals and symbols of the Demeter/Persephone story.Students explore numerous anima motifs in mythology,mysteries of the underworld, and archetypal foundations offeminine consciousness.ISD 5345 THE GODDESS 2Goddess worship and matriarchal tradition have their roots inprehistoric culture and have persisted, albeit often in disguise,to the present day. The course will explore ancient Goddessreligions as well as the Wicca tradition and movementsidentified with Neo-Paganism. Prerequisite: HUM 3405 or theequivalent.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 plansfor adult education. Course includes class presentations,assessments of personal teaching styles, and philosophicalprinciples of holistic education.ISD 5411 TEACHING PRACTICUM B 2Using the skills acquired in ISD 5410, students plan, develop,and present workshops on topics of their choice.ISD 5415 CURRICULUM DEVELOPMENT 2Students will learn how to prepare an academic syllabusand weekly lesson plans for college courses. TopicsJOHN F. KENNEDY UNIVERSITY

include holistic teaching philosophy, course objectives anddescription, reading and research materials, assignments,student evaluations, and the balance between cognitive andexperiential learning.ISD 5420 PRINCIPLES OF MEDIATION ANDCONFLICT RESOLUTION A 3Explores the theory and practice of conflict resolution.Students learn how to play a neutral role when interveningin conflicts, how conflicts originate and evolve, and howto develop a case study from the initial intake throughresolution. Theory, lecture, and simulations provide studentswith practical and strategic skills and greater understanding ofanger, power, and ways of working through an impasse.ISD 5421 PRINCIPLES OF MEDIATION ANDCONFLICT RESOLUTION B 3Continues in-depth study of mediation practices andexamines the nature of conflict related to gender, age, sexualorientation, race, religion, personality differences, and socialvalues. Students are exposed to different types of conflictresolution (e.g., mediation, negotiation, collaboration, andconciliation) and also learn various approaches (e.g., single,co-mediation, and use of panels). Students begin to workwith a mentor and have an opportunity to interview andwork with conflict mediators in the field.ISD 5423 CONFLICT RESOLUTION AND CULTURAL 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 inconflict resolution.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 learna behavioral approach to working with others to buildconfidence and 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 oforganizational consulting and the differences between thepractice of internal and external consulting. Courseworkintegrates managerial, psychological, and transformationalmethodologies. Students also study the different phases oforganizational consulting and learn how to achieve theirrespective goals.ISD 5445 GRANT WRITING 2Covers the fundamentals of researching, writing, andsubmitting successful grant proposals. Topics includeresearching potential funders and developing the componentsof a successful proposal such as a letter of inquiry, grantnarrative, budget, and grant stewardship.ISD 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 5450 SPIRIT IN THE WORKPLACE 2This course examines an integral perspective of business andexplores ways in which personal, professional and societalvalues may be expressed at work.ISD 5453 INTEGRAL COACHING 2This is a practical, hands-on class to define and providecoaching skills for managers, consultants, and those in privatepractice. The course will emphasize and apply an integralapproach to coaching based on the work of Ken Wilber. Inaddition, students will practice basic coaching skills offeredby Laura Whitworth’s co-active approach. The emphasisis on practical applications of coaching skills in real-lifeprofessional situations. Offered credit/no credit only.ISD 5455 PREPARATION FOR EXTERNSHIP 2Encourages students to begin an inquiry into their futurecareer goals and application of principles learned in theirdegree program.ISD 5460 EXTERNSHIP 1Students integrate career goals and degree principles byattending a particular externship site.ISD 5505 STARTING YOUR OWN BUSINESS 2For those considering opening a practice as a consultant,coach, therapist, bodyworker, or developing a start-upcompany, this class will examine the basics needed to turn agreat idea into a business reality. Among the topics coveredare analyzing life values and priorities, determining businessgoals and strategies, launching and managing the business,and dealing with finances and 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 tointegral and holistic philosophies.ISD 5600 PLANNING A THESIS 1Students prepare a master’s proposal under the supervision ofa selected faculty member. Thesis writing is optional.ISD 5610 MA INTEGRATIVE PROJECT 2In this class, students prepare their final integrative paperand presentation. This includes a personal statement,psychological and spiritual theory, and application ofcoursework within a professional and social context.ISD 5615 THESIS 1–5Students write a master’s thesis under the supervision ofselected faculty members.ISD 5995 INDEPENDENT STUDY IN INTEGRAL STUDIES 1–3Independent study allows students to do in-depth research ona particular topic. Students work independently with consentand supervision by a faculty member.SCHOOL OF HOLISTIC STUDIES 155

SOMATIC PSYCHOLOGY [SPC] COURSESSPC 5000 INTRODUCTION TO SOMATIC PSYCHOLOGY PROGRAM 0This is a required, no-cost, no-credit course for all studentsentering the Somatic Psychology program. Taken duringthe student’s first quarter, this course will orient studentsto departmental standards and procedures and provideother information that students will need to complete theirprogram.SPC 5004–06 GROUP PROCESS A–C 2/2/2Using traditional, holistic, and somatic group therapytechniques, students examine and work with their own andothers’ feelings, motivations, and patterns of communicationand behavior in a group context. Through class participation,students experience and learn group theory and groupfacilitation skills. This class must be taken in threeconsecutive 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 onfostering an understanding and awareness of cross-culturaldynamics in counseling through an examination of thehistorical, political, somatic, and biopsychosocial issues thatimpact life in a multicultural, heterogeneous society like theBay Area.SPC 5204 DIAGNOSIS, ASSESSMENT,AND THERAPEUTIC STRATEGY A 3This course is an examination of traditional diagnosticcategories including psychodynamic models and DSM-IV-R.Assessment methods, therapeutic strategies, and best practicesfor different diagnostic categories and cross-cultural contextsare covered.SPC 5205 DIAGNOSIS, ASSESSMENT,AND THERAPEUTIC STRATEGY B 3This course focuses on specific diagnosis, assessment, andtreatment skills and concepts from traditional and somaticpsychology perspectives including character analysis,formative psychology, and other somato-psychologicalsystems for evaluating and developing psychotherapeutictreatment strategies.SPC 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. Areasof focus include history, issues, and practices with attentionto the origins and psycho-emotional consequences of themind-body split. Students are introduced to basic practicessuch a sensory self-tracking, centering, and self-forming, andthe concepts of dynamic systems and self- regulation.SPC 5241 THE CULTURAL BODY: SOCIETY,BODY IMAGE, AND THE SELF 3This course will look at the manner in which family, society,and culture act as intervening variables in our relationshipto bodies. Beliefs (personal, familial, social, and cultural)and mythologies regarding the body and the impact of thesebeliefs on our somato-psychological experience will beexamined. Eating disorders such as anorexia nervosa, bulimia,and compulsive eating are examined as specific examplesof cultural distortion of bodily self-awareness. In addition,the course will also look at cross-cultural differences in themanner and meaning of embodiment and the ramificationsfor clinical practice.SPC 5250 BASIC ADDICTION STUDIES 3Basic information about alcoholism and chemicaldependency—definitions, impact upon the users and theirenvironments, medical and neurological aspects, currenttheories of the etiology of substance abuse, cross-culturalissues, and somatic psychology perspectives on addictionmajor treatment approaches including 12-step and harmreductionapproaches and a survey of the communityresources available.SPC 5323 THERAPEUTIC COMMUNICATION A 3This course is an introduction to basic principles andpractices of therapeutic communication. Students will studyand practice basic psychotherapeutic concepts, skills, andself-awareness. Through lectures, films, and experientialpractice, students will be helped to develop the clinicalskills of somatic reflection, awareness, clear communication,flexibility, insight, compassion, cross- cultural sensitivity, andpersonal presence.SPC 5324 THERAPEUTIC COMMUNICATION B 3This course introduces students to specific SomaticPsychology clinical processes and practices within aholistic and psychodynamic model. Training in recognizingtransference and countertransference issues and in developingeffective therapeutic interventions is the focus. The emphasisis on understanding and working with nonverbal and verbalcommunication and somato-psychological defense patternsin individuals, couples, and family systems. Prerequisite: SPC5323.SPC 5430 MOVEMENT SEMINAR A: THE SELF IN MOVEMENT 3This course is an experiential and theoretical introductionto movement as a point of theoretical inquiry, clinicalexploration, and therapeutic intervention. Students willbecome familiar with a wide variety of both directive andfree-movement approaches including psychodynamictraditions, developmental movement, Authentic Movement,Body Mind Centering, and Continuum Movement.156 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

SPC 5431 MOVEMENT SEMINAR B: CLINICAL TECHNIQUE 3This course focuses on the learning and practice ofmovement-based psychotherapy interventions with diversepopulations in a variety of therapeutic settings. Studentsexplore the development of movement patterns, the processof re-patterning, and the use of movement for exploration,expression, and psycho-emotional integration in thepsychotherapy process. Prerequisite: SPC 5430.SPC 5512 SOMATIC PSYCHOLOGY PERSPECTIVES ON STRESS ANDPSYCHOBIOIMMUNOLOGY 2This course introduces students to the neurobiology ofstress, stress profiling, and stress reduction techniques forclinical practice in everyday life. Psychobioimmunologicaltheory and practice is also explored. Among the technicalapproaches which will be introduced are stress evaluation,autogenic training, progressive relaxation, guided meditation,visualizations, and somatically based techniques such asparasympathetic breathing, grounding, mindful movement,and conscious self-regulation through awareness.SPC 5520 PSYCHOPHARMACOLOGY 3An introduction and general overview ofpsychopharmacology as it relates to the practiceof psychotherapy. Current medication, research inpsychopharmacology, and psychoneurology will be covered.The course will also look at alternative remedies, naturalmedicine, and cultural issues from a holistic perspectiveas well as the relationship between psychotherapist andphysician in medication management.SPC 5535 INDIVIDUAL DEVELOPMENT AND FAMILY LIFE CYCLE A 3This course introduces students to classic developmental theoristsfrom a dynamic living systems and Somatic Psychologyperspective. The emphasis is placed on early bodily andsensory organization and on the primacy of relationship indevelopment. A holistic theory of self and ego developmentis presented. This course will consider how Freud, Reich,Mahler, Winnicott, Piaget, Bowlby, Stern, Schore, Seigel,Fogel, and Greenspan help us understand the process bywhich we come to inhabit our embodied self across thelifespan. Developmental profiles are drawn from diversecultural contexts.SPC 5536 INDIVIDUAL DEVELOPMENT AND FAMILY LIFE CYCLE B 3This course focuses on the phase-specific, holistic processof development from adolescence to the end of life.A biopsychosocial perspective is applied to the areasof cognitive, emotional, and relational development.Contemporary family life is explored through the in-classuse of the family genogram (an adult attachment scale)and through discussion of multicultural family patterns andthe “family body.” Sources include the Stone Center group,McGoldrick, Greenspan, Erickson, Keleman, and Kubler-Ross.SPC 5540 CHILD THERAPY 3This course provides an overview of theories and “best practices”approaches in the treatment of children. Students willbecome familiar with therapeutic work in various treatmentsettings and develop an appreciation of the overarchingimportance of multicultural, social, and developmentalcontexts in understanding child behavior. Students willdevelop skills for working in collaborate relationships inchild therapy and study psychodynamic and child centeredapproaches to child therapy. Prerequisite: PYC 3100, PYC3200, SPC 5535, and SPC 5536.SPC 5551 MARRIAGE AND FAMILY COUNSELING A 3This is an introduction to the principles and methods ofmarriage and family counseling including family systemstheories, methods for assessment of family/couplesinteraction patterns, and intervention strategies appropriateto different types of dysfunctions. Clinical interventionsinclude experiential and somatic techniques. The relationshipbetween family systems and principles of holism arediscussed. Multicultural family and relational diversity is afocus. Prerequisite: 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 theoryto specific family problems—terminal illness, psychosomaticdisorders, addictive behavior, relational conflict, divorce,blended families, and multiracial families. Prerequisite: SPC5551 or permission of the advisor.SPC 5572 BODY-ORIENTED PSYCHOTHERAPIES 3This 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 PRACTICUM IN SOMATIC PSYCHOLOGY 0.5Through a variety of different practica, students exploreholistic health practices that can be used with individuals,couples and families. These practica provide students withthe opportunity to practice and experience the application ofSomatic Psychology clinical skills.SPC 5620 SOMATIC PSYCHOLOGY APPROACHES TO TRAUMAAND PTSD 2This course provides an overview of the history of the traumaconcept and trauma treatment and a basic understanding ofthe psychobiology and neurobiology of trauma. Conceptualand treatment distinctions will be made between shock,developmental trauma, and PTSD. The topics covered includephase-oriented treatment, mapping arousal states, trackingautonomic system activation, traumatic transference andcountertransference, and building somatic and relationalresources. This course draws on the work of Levine, Ogden,Rothschild, and van der Kolk.SCHOOL OF HOLISTIC STUDIES 157

SPC 5631 ETHICS AND THE LAW 3Students become familiar with the existing legal and ethicalissues facing therapists. Students will make an in-depth studyof the power of dynamics in the therapeutic relationship.California laws for psychotherapists are studied.SPC 5705 COUNSELING CASE SEMINAR: INDIVIDUALS 3This course focuses on clinical case presentation for studentsin field placement. Case presentations from the student’scurrent placement serve as a starting point for lecture, clinicaldiscussion, exploration of diversity issues, role play, and selfexplorationwithin a somatic psychology perspective. Thisclass supports students in acquiring professional competencein the important clinical skill of case presenting. Co-requisite:.SPC 5762.SPC 5715 COUNSELING CASE SEMINAR: FAMILIES 2Students in field placement develop formal case presentationsof families and receive feedback from the course instructorand from peers. This course enables students to comparedifferent ways of working with families and supports them inacquiring professional competence in the important clinicalskill of case presenting. Co-requisite: SPC 5763.SPC 5760 SUPPLEMENTAL FIELDWORK EXPERIENCE MONITORING 1This course consists of individual consultations whichreview student’s progress in supplemental external fieldworkplacement. Student and faculty meet a minimum of once perquarter to review placement and evaluations and to fulfill BBSrequirements for hours of experience toward licensure. Thepermission of the Program 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 mentalhealth sites, schools, hospitals, hospice centers, therapeuticnurseries, the JFKU Center for Holistic Counseling, or othersites. Students gain firsthand knowledge and experienceworking with individuals, couples, and families. Supervisionis provided by qualified, licensed therapists. Permission ofProgram 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 supervisionfor their field placement practice in group psychotherapy.MFT trainees who are facilitating weekly therapy groupsparticipate in group supervision for two hours each week.Students learn how to plan and publicize a group and tomaintain a therapeutic group culture.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,and professional issues raised in their course of graduatestudy in somatic psychology. Students develop an outlinefor an integrative paper about their work and explore theirspecial professional interests. This is the first in a two-coursesequence.SPC 5994 INTEGRATIVE FINAL PROJECT 2This is the second in a two-course sequence. Studentscomplete an integrative final project paper and give apresentation of their work within the class. Students take thiscourse when ready to complete their paper. Prerequisite: SPC5993.NON-CREDIT WORKSHOPSAND SPECIAL COURSESSPC 9000 GROUP PROCESS—NEW COHORT 0This course is reserved for students who have returned tothe program after an absence or who have transferred intothis program from another department. This course offers noacademic credit, but allows students to enter into the groupprocess sequence with a new cohort. Students enrolling inthis course will attend the same sessions as students enrollingin SPC 5004. Permission of the department is required to takethis course. Offered as needed; credit/no credit only.SPC 9005 PERSONAL PSYCHOTHERAPY 0Students must register for this course in the quarter in whichthey expect to complete their personal psychotherapyrequirement of 48 therapy hours.SPC 9010 EFFECTIVE COMMUNICATION—NEW COHORT 0This course is reserved for students who have returned tothe program after an absence or who have transferred intothis program from another department. This course offers noacademic credit, but allows students to enter into the effectivecommunication sequence with a new cohort. Studentsenrolling in this course will attend the same sessions asstudents enrolling in SPC 5323. Permission of the departmentis required to take this course. Offered as needed; credit/nocredit only.SPC 5793 CHILD AND ADOLESCENT THERAPY IN THE SCHOOLS 2Comprehensive training and supervision for the counseling ofchildren and adolescents in the school setting. MFT traineeswork with children and adolescents and participate in groupsupervision for two hours each week.SPC 5900 TOPICS IN SOMATIC PSYCHOLOGY 1–3Topics vary and may be repeated for credit when the subjectmatter changes.158 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

TRANSPERSONAL PSYCHOLOGY [TPC] COURSESTPC 5000 INTRODUCTION TO THE TRANSPERSONALPSYCHOLOGY PROGRAM 0This course will orient students to how the program flowsand what they need to know in order to complete theirprogram.TPC 5004–06 GROUP PROCESS A–C 2/2/2In a group context, students use traditional and transpersonalcounseling techniques to examine and work with theirown and others’ feelings, motivations and patterns ofbehavior. Topics include group theory and dynamics, stagedevelopment, leadership and implications for group therapy.During the third quarter students gain first-hand experience infacilitating the group (with the instructor as consultant).TPC 5104 PROFESSIONAL INTEGRATIVE PROJECT A 1This first course in a two-course sequence helps studentsclarify their professional focus and articulate their theoreticalperspective. Students develop an outline for an integrativepaper about their work that explores their transpersonaldirections.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 atwo-course sequence. Prerequisites: TPC 5104 and permissionof the instructor.TPC 5140 EXPRESSIVE MOVEMENT 3This course will be a holistic, experiential journey throughthe moving body, exploring the mind, body, spirit connectionand some educational/therapeutic uses of expressivemovement. The coursework 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 naturebasedspirituality, among others.TPC 5152 MARRIAGE AND FAMILY COUNSELING A 3An introduction to major family systems theories, methodsfor assessment of interaction patterns, and interventionstrategies appropriate to separation, divorce, and familydysfunction. Spousal or partner abuse assessment, detection,and intervention will be addressed. Also covers relationshipsbetween family systems 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 familycounseling, and marriage and family systems theory tospecific problems (e.g., spousal abuse, terminal illness,psychosomatic family members, and addictive families).Transpersonal issues in working with optimal family systemsare also explored. Prerequisite: TPC 5152.TPC 5158 CHILD THERAPY 3Psychological/developmental issues of childhood areexplored from traditional and transpersonal perspectives.The developmental impact of such issues as familydysfunction and child abuse are discussed. Various practicaltherapeutic methods for working with children are reviewed.TPC 5161–62 FUNDAMENTALSOF TRANSPERSONAL COUNSELING A–B 2/2Covers basic postulates of transpersonally orientedcounseling. Surveys Jungian psychology, transpersonalapproaches to psychoanalytic and existential therapy,psychosynthesis, imagery and movement psychology, andmyth, art, and ritual in counseling. Prerequisite: PYC/PYJ3200.TPC 5171–72 SYSTEMS OF TRANSPERSONAL COUNSELING A–B 3/3A specific therapeutic approach to psychotherapy isexplored in depth (e.g., psychosynthesis, Jungianarchetypal,expressive arts therapy, existential-transpersonalpsychotherapy, or transpersonally oriented analysis). May berepeated for credit with a change of topic.TPC 5192 INDIVIDUAL DEVELOPMENT ANDTHE FAMILY LIFE CYCLE A 3Covers how the development of the self is conceptualizedand perceived, both personally and therapeutically, from avariety of traditional and transpersonal perspectives includingJungian, object relations, self-psychology, and self-in-relationtheory. Deepens understanding of how developmental arresthas an impact on adult development and becomes expressedin relationships.TPC 5193 INDIVIDUAL DEVELOPMENT ANDTHE FAMILY LIFE CYCLE B 3Focuses on traditional and transpersonal views of the familylife cycle and ways it is influenced by and independent ofthe developmental experiences of individual members intheir families of origin. By drawing on research, literature andpersonal experience, students explore specific dynamics ofthe family life cycle. Prerequisite: TPC 5192.TPC 5203–05 DIAGNOSIS, ASSESSMENT,AND THERAPEUTIC STRATEGY A–C 3/3/2A review of traditional and transpersonal diagnosticsystems including DSM-IV and alternative typologies (suchas the Enneagram, a phenomenological approach, or abody-oriented approach), assessment methods includinginterviewing and projective and objective testing, andtherapeutic strategies appropriate to different diagnosticcategories.TPC 5213 THERAPEUTIC COMMUNICATION A 3Development and application of communication skills to individual,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.Assessment of communication patterns in dysfunctional,functional, and optimal individual, couple, and family systemsare explored. Prerequisite: TPC 5213.SCHOOL OF HOLISTIC STUDIES 159

TPC 5231 SEXUALITY 2The sexual response cycle, male and female sexuality, andsexual development and dysfunction are discussed fromphysiological, psychological, sociocultural, and transpersonalperspectives. Therapeutic approaches are explored as theyapply to individuals, families, and couples.TPC 5235 PSYCHOLOGICAL TESTING 3This survey course is designed to help students understandthe basic concepts and applications of psychological testingand the psychometric properties of psychological tests.This course will emphasize the appropriate applicationsand limitations of many of the current psychologicaltests—especially with regard to their use with people ofnon-dominant cultures. Issues of validity and ethics will bereviewed in this regard.TPC 5240 BRIEF THERAPY 3This course examines brief therapy from a transpersonaland depth perspective and considers both traditional andinnovative techniques of brief therapy through experientialand didactic methods. Students synthesize those approacheswith a transpersonal/holistic orientation. May be repeatedwith a change of topic.TPC 5245 PSYCHOPHARMACOLOGY 3An introduction and general overview ofpsychopharmacology as it relates to the practice ofpsychotherapy. Current medications, research inpsychopharmacology, and psychoneurology will be covered.In addition alternative medicine, natural remedies and culturalissues from a holistic perspective will be covered as will therelationship 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 their environments,medical aspects, etiology of substance abuse, majortreatment approaches, and available community resources.The course is taught from a systems perspective and coversspiritual and nutritional issues in chemical dependency.TPC 5325 ETHICS AND THE LAW 3This course familiarizes students with the existing legaland ethical issues facing therapists including MFT licensingrequirements and California laws for psychotherapists. Issuesare explored through the examination of personal values andbiases. Must be taken prior to field placement.TPC 5340 DEVELOPMENT AND MAINTENANCEOF A PRIVATE CLINICAL PRACTICE 1Topics include development of referral sources, billingand malpractice issues, professional continuing education,appropriate office procedures, and recordkeeping and relatedfactors needed for a well-functioning private clinical practice.TPC 5422 CROSS-CULTURAL ISSUES IN COUNSELING 3An overview of cross-cultural issues related to counseling.Special emphasis is placed on fostering an understanding ofcross-cultural dynamics in counseling through an examinationof the historical, political, and sociocultural issues that impactethnic minority clients.TPC 5705 COUNSELING CASE SEMINAR: INDIVIDUALS 3Students present internship cases from the field to be usedas sources of discussion and analysis. Open only to studentsin the counseling degree program. Prerequisite: TPC 5751 orTPC 5756.TPC 5715 COUNSELING CASE SEMINAR: FAMILIES 2Students in field placement develop formal case presentationson clients and receive feedback from the course instructorand peers. This course enables students to compare ways ofworking with families and family problems. Open only tostudents in the counseling degree program. Prerequisites: TPC5751–52 or TPC 5756–57.TPC 5749 SUPPLEMENTAL FIELDWORKEXPERIENCE MONITORING 1Individual evaluative consultations which review students’ progressin 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 mentalhealth sites, schools, hospitals, hospice centers, therapeuticnurseries, the JFKU Center for Holistic Counseling, or othersites. Students gain firsthand knowledge and experienceworking with individuals, couples, and families. Supervisionis provided by qualified, licensed therapists. Permission ofProgram 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 inthe practice of group psychotherapy. As an MFT trainee, thestudent co-facilitates a weekly therapy group and participatesin group supervision for two hours each week. Studentslearn how to plan and publicize a group as well as how toestablish and maintain a therapeutic group culture.TPC 5793 CHILD AND ADOLESCENT THERAPYIN THE SCHOOL 2Students receive comprehensive training and supervision inthe practice and treatment of children and adolescents in theschool setting. As an MFT trainee, the student will work withchildren and adolescents and participate in group supervisionfor two hours each week.TPC 5900 TOPICS IN TRANSPERSONAL PSYCHOLOGY 1–3Topics vary and may be repeated for credit with a change intopic.TPC 5995 INDEPENDENT STUDYIN TRANSPERSONAL 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.160 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

NON-CREDIT WORKSHOPSAND SPECIAL COURSESTPC 9000 GROUP PROCESS—NEW COHORT 0This course is reserved for students who have returned tothe program after an absence or who have transferred intothis program from another department. This course offers noacademic credit, but allows students to enter into the groupprocess sequence with a new cohort. Students enrolling inthis course will attend the same sessions as students enrollingin TPC 5004. Permission of the department is required to takethis course. Credit/No Offered as needed; credit/no creditonly.TPC 9005 PERSONAL PSYCHOTHERAPY 0Students must register for this course when they havecompleted their personal psychotherapy requirement.TPC 9010 EFFECTIVE COMMUNICATION—NEW COHORT 0This course is reserved for students who have returned tothe program after an absence or who have transferred intothis program from another department. This course offers noacademic credit, but allows students to enter into the effectivecommunication sequence with a new cohort. Studentsenrolling in this course will attend the same sessions asstudents enrolling in TPC 5213. Permission of the departmentis required to take this course. Offered as needed; credit/nocredit only.SCHOOL OF HOLISTIC STUDIES 161

162 SCHOOL OF HOLISTIC STUDIESJOHN F. KENNEDY UNIVERSITY

GRADUATE SCHOOL OFPROFESSIONAL PSYCHOLOGY

164 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY

The Graduate School of Professional Psychology providesprospective therapists, counselors, and consultants theknowledge, skills, and understanding they need to helpindividual, group, or organizational clients reach theirpotential. The school’s programs provide a solid foundationin the theoretical bases of psychology, the option forspecialized study, and the opportunity to apply knowledgethrough supervised traineeships. The academic environmentis both rigorous and supportive.This is an exciting and challenging time to enter the helpingprofessions. California has undergone a major shift in thediversity of its population. As a nation, the average age of thepopulation is increasing. Family structures have undergonea radical transformation; yesterday’s non-traditional familiesare now commonplace. The AIDS epidemic has underscoredthe need for understanding and discussion of issues relatedto loss, death, dying, and grieving. Substance abuse, physicaland emotional abuse, and violence continue to escalate.Family, organization, and community conditions demandinterdependence and alternative approaches to conflictresolution. The Graduate School of Professional Psychologyprepares its students to work within this evolving socialframework.The practice of psychotherapy is also undergoing radicalchanges. In the past, psychotherapy consisted of a one-toone,50-minute engagement of services. Today’s therapistsmay work with individuals, couples, children, adolescents,families, and groups as well as professionals in other fields.Collaborative approaches such as network therapy with othertherapists are especially valuable in work with stepfamilies.Cooperative efforts are also being pioneered by psychologistsand educators who are finding new ways of working togetherto provide support for children and adolescents. Changes inthe health-care system will require such socially responsiveand adaptable approaches to working in the mental healthfield.Change is a constant in almost every governmental, not-forprofit,and business organization, and leaders are realizingthat successful change-management is as dependent onpeople skills as it is on technical and business skills. Theyrecognize the need of managers and consultants for skillssuch as organizational development, leadership, teambuilding, managing diversity, coaching, managing andresolving conflict, and personal mastery. The Graduate Schoolof Professional Psychology responds to this need with MAand certificate programs in Organizational Psychology, whichis the multidisciplinary study of organizational change anddevelopment. Graduates of the MA and certificate programsin Organizational Psychology and the certificate programin Organizational Coaching emerge with the will to make asignificant contribution to organizations and society and theskills they need to positively impact productivity and jobsatisfaction.The Graduate School of Professional Psychology providesstudents with far more than a solid grounding in the basics ofcounseling and consultation. Intrinsic to all of its programs isan appreciation of the concepts of human dignity, integrity,and freedom. True education takes place within a solidethical framework, one that is based on equality. The schoolstrives to create this environment in the classroom andencourages students to explore these issues and incorporatewhat they learn into their traineeships and, ultimately, theirfuture professional endeavors.ADMISSION REQUIREMENTSStudents applying to the Graduate School of ProfessionalPsychology must complete the university’s admissionrequirements as outlined in the front of this catalog.Individual programs may have additional requirements;refer to the program information for details. In addition, theGraduate School of Professional Psychology has instituted thefollowing requirements for applicants to their programs:• Pre-admission interview with a faculty advisor, programdirector, or dean. Once an application for admission iscompleted, qualified applicants will be contacted by theSchool of Professional Psychology to arrange an interview.Prospective counseling psychology students interested ina specialization may interview with one of the programadvisors from that area of interest. Applicants who liveoutside the Bay Area may fulfill the pre-admission interviewrequirement by submitting three letters of recommendationin addition to the other required documents. Upon arrivalin the Bay Area, admittees will be required to meet withthe 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 weaknessesas a student and as a potential therapist, counselor, orconsultant.NON-DEGREE STUDENTSIndividuals interested in taking courses for academiccredit but not in pursuing a degree should register as anon-degree student. While non-degree students are notrequired to undergo a formal admission process, the Schoolof Psychology and the School of Law require individualsinterested in taking courses in those schools to getdepartmental approval prior to registering.Non-degree students who later decide to apply for admissionto a degree program must submit an application, pay theappropriate nonrefundable fee, and complete all admissionrequirements for the desired program. Admission as a nondegreestudent does not guarantee admission to a degreeor certificate program. A maximum of 30% of a program’srequirements may be completed as non-degree.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 165

EDUCATIONAL AND COMMUNITYSERVICESCommunity Counseling CentersThe university operates Community Counseling Centers inconjunction with its Pleasant Hill and Campbell Campuses.The centers’ dual mission is to provide supervised trainingfor advanced students in the counseling psychology programand to offer high-quality, affordable psychotherapy to thecommunity. The centers offer individual, couple, family, andgroup counseling. A wide range of concerns are addressedincluding family conflicts, parenting, alcohol and drug issues,depression, grief, and sexuality.The Graduate School of Professional Psychology openedits first Community Counseling Center in Concord in 1974.Today the center, now located in Pleasant Hill, is one of thelargest community-based, outpatient mental health facilitiesin the greater San Francisco Bay Area. Under the supervisionof licensed professionals, over 100 graduate trainees serveapproximately 5,000 clients per year. A new center wasopened in Pittsburg in 2006 to serve the growing east countycommunity.The Community Counseling Center in Sunnyvale is locatedat the Cupertino Union School District’s Center for Childrenand Families. Counseling services are provided by graduatetrainees, who may also serve as counselors on-site in theschool district’s elementary and junior high schools.University CampsThe Graduate School of Professional Psychology hasoffered summer camps through its expressive arts and sportpsychology programs since 1982. The camps provide studentsin the expressive arts and sport psychology specializationsand certificate programs with the opportunity to applyclassroom learning through supervised internships. Thecamps also provide a unique setting in which children andadolescents can acquire new skills in sports or the artswhile enhancing their self-confidence, self-expression, andproblem-solving abilities.Sport camps may be offered to local children and adolescentsat the Pleasant Hill Campus and, in cooperation withcommunity agencies, at other sites in the San Francisco BayArea. In recent years, the program has also focused on howsport psychology camps can assist in the rehabilitation ofjuveniles residing at detention camps in Contra Costa County.Expressive Arts camps offer latency-aged children a richopportunity to explore the creative process through a varietyof art modalities including visual arts, movement, and drama.These camps are offered on both the Pleasant Hill andCampbell campuses.166 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

COUNSELING PSYCHOLOGYMA PROGRAMEncompassing the mission of John F. Kennedy University andthe Graduate School of Professional Psychology, the Masterof Arts in Counseling Psychology supports student learningand faculty involvement that integrates academic endeavor,clinical practice, and the unique development of eachstudent. The goal of the program is to nurture the developingpractitioner by providing an intimate classroom experience,offering hands-on supervisory feedback in clinical practicumsettings, and encouraging personal exploration and growthin the student’s own psychotherapy experience. Graduates ofthe program proceed to licensure and professional positionsproviding mental health services in a variety of settings.The necessity of post-degree learning is encouraged andemphasized.The MA degree program in Counseling Psychology withan emphasis in Marriage and Family Therapy is designedto prepare students for future clinical practice as marriageand family therapists (MFTs). The curriculum provides indepthexposure to many theoretical approaches examiningand applying both systemic and individual approaches topsychological treatment through a combination of experientiallearning, theory, and intensive fieldwork. Students arerequired to increase their self-knowledge through an ongoingexamination of their personal values, individual strengthsand weaknesses, and their awareness of diversity andsocial context. This innovative, applied, 79-unit program iscomposed 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 eachphase is required in order to advance to the next phase.Phases II and III consist primarily of field placement withindividual and group supervision, but also include advancedcoursework.• Phase I—Foundation courses of Phase I combine currentand traditional theory applied within the context ofthe classroom using didactic and experiential methods.Coursework includes the core competencies of theprogram: theory, diagnosis and assessment, clinical skills,legal and ethical issues, and treatment approaches andmodalities.• Phase II—The focus shifts to clinical training as the firstof two fieldwork placements begins, simultaneouslycompleting additional coursework. Most students havetheir first direct clinical experience at a JFK UniversityCommunity Counseling Center in Pleasant Hill orSunnyvale. All students do a clinical placement in aschool, working with children. The counseling centersprovide an in-vivo, dynamic, and immensely rewardingexperience for the training student-psychotherapists andtheir clients. Students may also choose from a wide varietyof community-based mental health agencies, schools,and hospitals within the greater Bay Area. During thiscomponent, students complete the written portion of theMA comprehensive exam, modeled after the state’s MFTlicensure examination.• Phase III—While continuing advanced coursework,students continue to focus on their second field placement,working under direct, individual, and group supervision.Late in Phase III, students complete their oral exam.Students who choose to complete an optional, in-depth MAproject do so during this phase.Students pursue the master’s degree with its emphasis inmarriage and family therapy and may also elect to addan area of emphasis to further sharpen a focus of studyfor future practice. This is accomplished by concurrentenrollment in one or more of the specialization areasincluding addiction studies, child and adolescent therapy,couple and family therapy, expressive arts therapy, sportpsychology, and individual study. Each specialization requiresadditional coursework and a specific population for onefieldwork placement.The student body is highly motivated and diverse. Attendanceis continuous, but may be done at a self-developed pace.Faculty are an experienced group of practitioner-scholars whobring current knowledge and professional experience to theclassroom.Alumni of this program enjoy a high pass rate on the state’sMFT examinations. They are considered some of the best,most comprehensively trained providers of psychotherapyand counseling services in the San Francisco Bay Area, andare highly sought after by agencies and other employers upongraduation and licensure.Performance Review and AdvisementAdvising is readily available with a program chair, programdirector, or faculty advisor. Students are required to meetwith an advisor at least once per academic quarter duringtheir first 30 units of study, and encouraged to meet quarterlythroughout their attendance.Following admission, an ongoing process of evaluationbegins. When such evaluation indicates that a student’sperformance falls below the standards of the CounselingPsychology Program, the student will be referred to theReview and Advisement Committee. The committee requiresindividual consultation with a faculty advisor and mayrequire changes in the student’s program, such as additionalcoursework, an additional supervised field experience, or aleave of absence. Students who do not maintain a minimumB grade average will be referred to an advisor.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 167

Supervised Field ExperienceThe 21–24 units of supervised field experience completedin Phases II and III are the clinical core of the CounselingPsychology Program. Students usually do the first threeacademic quarters of their field experience in a placementat one of the school’s Community Counseling Centers, eitherin Pleasant Hill, Pittsburg, or Sunnyvale. The Pleasant HillCommunity Counseling Center was originally established inConcord in 1974 as a public service and training facility. Anew center was opened in 2006 in Pittsburg. The counselingcenter in Sunnyvale was established in 1994 to provideservice to the South Bay community and it serves as the hubof school-based counseling services to the Cupertino UnionSchool District. All counseling centers draw upon the teachingand supervisory skills of psychologists, marriage and familytherapists, and clinical social workers, all licensed in theirrespective disciplines.At the community counseling centers, students counselindividuals (adults and children), couples and families, andgroups. Relationship difficulties, parent-child conflicts, andadjustment problems of adolescents and children are amongthe many family issues encountered at the counseling centers.Various teaching tools, including one-way mirrors and audioand video aids, provide direct feedback and help studentsdevelop their therapeutic skills. Students are also responsiblefor the intake procedure with new clients and participate inthe administrative operations of the center.During the first three quarters of placement, studentsparticipate in weekly clinical group supervision in whicheach student makes one comprehensive case presentation.The instructor facilitates discussion of the theory and practicerelevant to the issues at hand. The seminar also serves as asupport group for students as they meet the challenges ofproviding therapy to clients from the surrounding community.Concurrent with these first quarters of fieldwork, studentscomplete theory and practice integration courses in whichthey directly relate a specific theory to their clinical case.After completing the first three quarters of the fieldplacement, students either remain at one of the university’sCommunity Counseling Centers to complete an advancedprogram or begin an external field placement. To select anexternal placement, students meet with the external fieldplacement coordinator at least one academic quarter beforethe start-up date. The Graduate School of ProfessionalPsychology maintains ongoing relationships with a rangeof agencies throughout the greater San Francisco BayArea. These include community mental health programs,private nonprofit outpatient clinics, residential treatmentprograms, and inpatient and outpatient hospital settings.Other placements include those appropriate for studentspursuing specializations, including substance abuse treatmentcenters, which serve diverse populations, and settings thatuse specialized approaches, such as sport psychology orexpressive arts therapy.Students are required to have 150 hours of direct clientcontact within their graduate studies in order to pursue MFTlicensure. Typically, students satisfy this requirement duringtheir field placement. Occasionally, students who are unableto achieve these minimum hours of direct contact mustenroll in PSY/PSJ 5238 Supplemental Fieldwork ExperienceMonitoring for an additional quarter of fieldwork. Unitsearned in PSY/PSJ 5238 do not apply toward the 79 graduateunits required for the degree.Comprehensive Master’s ExaminationAll counseling psychology students must demonstrate anunderstanding of the theoretical material and their capacityto function effectively and ethically as professional clinicians.As part of the assessment of these competencies, studentscomplete a two-part comprehensive master’s examinationsimilar in format to that of the California MFT Examination.Students must register through the Registrar’s Office for theMaster’s Examination and pay the appropriate non-refundablefee one quarter prior to taking the first component, thewritten examination (PSY 9090).Students must take the written exam, which is based onPhase I coursework, during the first or second quarter ofPhase II (i.e., approximately midway through the CounselingPsychology Program). This exam is offered twice a year.It is preceded by an orientation meeting and optionalpractice session to be attended one quarter before the exam.Students must successfully complete the written exam beforeproceeding to Phase III, which includes the second threequartersequence of the field experience component andthe oral examination. Students who are required to retakethe written exam must re-register and pay the appropriatenon-refundable fee. Students have three chances to pass thewritten exam.During the final quarter of the program, students completethe oral component of the Comprehensive Master’sExamination. (Students must register through the Registrar’sOffice for the oral comprehensive examination [PSY/PSJ 9091]and pay the appropriate non-refundable fee.) This includesa clinical vignette presented by the faculty examiners.This experience provides students with the opportunityto demonstrate competence and the breadth and depthof knowledge necessary to become an effective therapist.Students have three chances to pass the oral exam.Students who are required to retake the oral exam must reregisterand pay the appropriate non-refundable fee.168 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Master’s ProjectThe master’s project is an optional research experiencethat allows students to pursue in depth a subject area oftheir choice. The required sequence of courses for projectstudents is PSY/PSJ 5054 Research Methods: Qualitative andQuantitative, PSY/PSJ 5996 Master’s Project Proposal, andthree quarters (3 x 2 units = 6 units) of PSY/PSJ 5997 Master’sProject.PSY/PSJ 5054 Research Methods: Qualitative and Quantitativemust be completed successfully before enrolling in PSY/PSJ5996 Master’s Project Proposal. The research process is thenone of continuous enrollment from PSP 5996 Master’s ProjectProposal through PSP 5997A–C Master’s Project A–C. Thestudent will be registered for a minimum of four consecutivequarters during this process. Even if the student has not yetcompleted the proposal course, the student will proceedand register in PSP 5997A and complete the proposal whileregistered in the next course in sequence. If the project is notcompleted at the end of PSP 5997C Master’s Project C, thestudent will take PSP 5998 Supplemental Project Assistancefor one unit until the project is completed. There will be noleaves of absence granted throughout this research processunless there are extenuating circumstances and the studentobtains permission from the instructor.Upon successful completion of the project proposal, studentsmust enroll in PSY/PSJ 5997A–C in consecutive quarters.Students who need more than three consecutive quarters tocomplete their project must register for PSY/PSJ 5998 SupplementalProject Assistance each quarter until the master’sproject is completed. The project must be completed andapproved before the degree can be awarded.Students who wish to complete a master’s project may, withwritten approval, substitute master’s project units for requiredcourses which reflect and are based on the topic and natureof the master’s project.A maximum of 6 units of PSY/PSJ 5997 Master’s Project maybe applied toward the 79-unit requirement for the degree.Units for PSY/PSJ 5996A and PSY/PSJ 5998 do not applytoward the unit requirement for the degree.Professional Development WorkshopsAs a part of the Master of Arts in Counseling PsychologyProgram, students attend a series of six workshopsdesigned to enhance their development as professionalsand enhance their post-master’s internship and employmentopportunities. PSY/PSJ 9000 Child Abuse Assessment,Reporting, and Treatment fulfills the AB141 requirementfor seven hours of training for MFT licensure and must betaken prior to beginning Phase III. In the first or secondquarter in the program, students enroll in PSY/PSJ 9001Professional Development Workshop I: Diversity Awareness.This workshop is a prerequisite to PSY/PSJ 5620 Cross-Cultural Awareness. PSY/PSJ 9002 Professional DevelopmentWorkshop II: General Career Issues and Strategies is designedto be taken in Phase II. During Phase III, students completePSY/PSJ 9003 Professional Development Workshop III: MFTCareer Issues and Strategies. The fifth workshop is PSY/PSJ9004 Human Sexuality. This workshop may be taken at anytime during the program. PSY/PSJ 9007 is a prerequisite tobegin a school-based placement.Personal PsychotherapyThroughout their course of study, students are encouragedto take responsibility for their personal development andknowledge of self and to become sensitive to the impactthat they have on those around them. Consistent with this,there is a non-credit requirement that students participatein at least 50 sessions of personal (individual, couple,family, or group) psychotherapy. Guidelines for the studentpsychotherapy experience are available in the graduateschool office. Students will register for PSY/PSJ 9075 PersonalPsychotherapy in the quarter during which they will becompleting this requirement.California MFT Licensing RequirementsThe Master of Arts in Counseling Psychology Program meetsthe educational requirements for the California Marriageand Family Therapist (MFT) license. Licensing statutes andregulations are subject to future legislative or administrativerevisions. Counseling psychology students will be keptinformed about MFT licensing requirements and any changesthat occur.A description of the requirements of the law (Businessand Professional Code §§4980.37 and 4980.38) and howthe program meets these requirements is available fromthe Graduate School of Professional Psychology offices inPleasant Hill and Campbell.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 169

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1PYC/PYJ 3100 Childhood and Adolescence 0–3PYC/PYJ 3200 Personality and Psychotherapy 0–4Any approved PSY course 0–3Graduate Prerequisite 1PSY/PSJ 5054 Research Methods: Qualitative and Quantitative 0–3Phase IPSY/PSJ 5115 Theories of Therapeutic Process 3 PYC/PYJ 3200PSY/PSJ 5156 Systemic Theory and Family Therapy 3PSY/PSJ 5179 Basic Addiction Studies 3PSY/PSJ 5230 Clinical Skills Training A: Self as Clinician 3PSY/PSJ 5231 Clinical Skills Training B: Therapeutic Techniques 3 PSY/PSJ 5115, PSY/PSJ 5230PSY/PSJ 5232 Clinical Skills Training C: Issues in Treatment 3 PSY/PSJ 5231, PSY/PSJ 5403PSY/PSJ 5303 Child and Adolescent Therapy: Assessment andTreatment A3 PYC 3100, PSY 5115, PSY 5403PSY/PSJ 5304 Child and Adolescent Therapy: Assessment andTreatment B 2 PSY/PSJ 5403PSY/PSJ 5403 Diagnosis and Assessment of Psychopathology A 3 PYC 3100, PYC 3200PSY/PSJ 5404 Diagnosis and Assessment of Psychopathology B 2 PSY/PSJ 5403PSY/PSJ 5620 Cross-Cultural Awareness 3 PSY/PSJ 9001PSY/PSJ 5635 Ethics and the Law 3 PSY/PSJ 5231PSY/PSJ 9000 Child Abuse Assessment, Reporting, and Treatment 0PSY/PSJ 9001 Professional Development Workshop I:0 PSY/PSJ 5635Diversity AwarenessPhase II 2Select THREE of the following courses 9PSY/PSJ 5120C Specific Theories of Change: Child Therapy (3)PSY/PSJ 5120F Specific Theories of Change: Family Therapy (3)PSY/PSJ 5120G Specific Theories of Change: Group Therapy (3)PSY/PSJ 5120I Specific Theories of Change: Individual Therapy (3)PSY/PSJ 5167 Brief Therapy 3Select EITHER of the following course sequences 12PSY/PSJ 5249–51 External Field Experience (12)PSY/PSJ 5260–62 Internal Field Experience (12)PSY/PSJ 9002 Professional Development Workshop II: General CareerIssues and Strategies 0PSY/PSJ 9007 Introduction to School-Based Program 0PSY/PSJ 9090 Written Exam 0continued on next page170 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

continued from previous pageCourses Units Prerequisite(s) Co-Requisite(s)Phase III 3PSY/PSJ 5154 Couple Therapy 3Select EITHER of the following course sequences 4 9–12PSY/PSJ 5252–54 Supervised External Field Experience (9)PSY/PSJ 5263–65 Supervised Internal Field Experience (12)PSY/PSJ 5309 Seminar in Child, Adolescent, Family Counseling 5 3 PSY/PSJ 5304PSY/PSJ 5405 Psychological Testing 3PSY/PSJ 5406 Psychopharmacology 3PSY/PSJ 9003 Professional Development Workshop III: MFT CareerIssues and Strategies 0PSY/PSJ 9004 Human Sexuality 6 0PSY/PSJ 9075 Personal Psychotherapy 0PSY/PSJ 9091 Oral Exam 1PSY/PSJ 9100 Exit Meeting 0Total units required 80–961These 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.2Successful completion of Phase I required to advance to first field placement. Courses listed in Phases II and III may be taken earlier in theprogram if their 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 4 units.5This is a variable unit course (1–3 units). Students in this program are required to take 3 units.6This course may be taken in any of the three phases.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 171

SpecializationsCounseling psychology students may choose to enrich theirstudies by concentrating in a particular area. The program’sfive specializations provide the clinical training necessaryto meet present and anticipated needs in the community.Students develop a depth of special knowledge that may bea significant asset in acquiring a post-master’s internship or indeveloping future employment opportunities. Specializationsare offered in addiction studies, child and adolescent therapy,couple and family therapy, expressive arts therapy, andsport psychology. All of the specializations are available atthe Pleasant Hill Campus. All specializations except SportPsychology and Addiction Studies are offered in Campbell.Students may pursue a special area of interest whilecompleting the psychology core and MFT coursework byselecting course options within the specialization. In additionto the specialization coursework specified below, studentsmust complete field experience and group supervisionseminars in their area of specialization. At least 3 quarters ofrelated field experience are required for the specialization.With careful course selection, students may complete aspecialization in 12 to 17 units beyond the 79 units requiredfor the Master of Arts in Counseling Psychology.Candidates for a specialization must be interviewed by thespecialization program director and submit a Declaration of aSpecialization form. Prior to graduation, students must file theApplication for Specialization form. Both forms must be submittedto the Graduate School of Professional Psychology.With the exception of Sport Psychology, all specializationswill be required to have 15 units, 6 of which will substitutefor core classes.Addiction StudiesCourses Units Prerequisite(s) Co-Requisite(s)PSY 5179 Basic Addiction Studies 3PSY 5181 Positive Confrontation in the Treatment of Addiction 3PSY 5182 Group Approaches in the Treatment of Addiction 1 3 PSY/PSJ 5179PSY 5184 Family Approaches in the Treatment of Addiction 2 3 PSY/PSJ 5179PSY/PSJ 5309 Seminar in Child, Adolescent, and Family Counseling 3 3 PSY/PSJ 5304Approved Field Experience 4Total units required 151This 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/PSJ 5120C Child Therapy 1 6PSY/PSJ 5302 Sand Tray and Sandplay Therapy 2PSY/PSJ 5306 Advanced Child Therapy 2 3 PSY/PSJ 5304PSY/PSJ 5307 Advanced Adolescent Therapy 3 PSY/PSJ 5304PSY/PSJ 5309 Seminar in Child, Adolescent, and Family Counseling 3 1 PSY/PSJ 5304Approved Field Experience 4Total units required 151This is a repeatable course and must be elected twice.2This course fulfills PSY/PSJ 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.172 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Couple and Family TherapyNine units of the Couple and Family Therapy Program courses are offered at a JFK University community counseling center.Courses Units Prerequisite(s) Co-Requisite(s)PSY/PSJ 5120F Family Therapy 3PSY/PSJ 5142 Advanced Family Therapy 1 3PSY/PSJ 5143 Use of Self as Family Therapist 2 3 PSY/PSJ 5304PSY/PSJ 5144 Advanced Couple Therapy 3 PSY/PSJ 5304PSY/PSJ 5145 Advanced Treatment Issues in Family Therapy 3 3 PSY/PSJ 5304Approved Field Experience 4Total units required 151This course fulfills PSY/PSJ 5120F.2This course fulfills PSY/PSJ 5309. Note PSY 5309 courses are variable unit.3This course fulfills PSY/PSJ 5120F.4Of the six quarters of field experience, three must be in Couple and Family Therapy.Expressive Arts TherapyCourses Units Prerequisite(s) Co-Requisite(s)PSY/PSJ 5770 Group Process and Expressive Arts 1 3PSY/PSJ 5238 Supplemental Fieldwork 1PSY/PSJ 5302 Sand Tray and Sandplay Therapy 2PSY/PSJ 5309 Seminar in Child, Adolescent, and Family Counseling 2 3 PSY/PSJ 5304PSY/PSJ 5740 Theory and Practice of Expressive Arts Camp 3 Instructor consentPSY/PSJ 5760 Expressive Arts Therapy: The Creative Process 3Approved Field Experience 3Total units required 151This course fulfills PSY/PSJ 5120G.2Courses must have an Expressive Arts Therapy focus. Note PSY 5309 courses are variable unit.3Of the six quarters of field experience, three must be in Expressive Arts Therapy.Sport PsychologyCourses Units Prerequisite(s) Co-Requisite(s)PSP 5807 Group Process for Consultants 1 3PSP 5826 Sport Psychology Approaches to Child, Adolescent, andFamily Counseling 2 2PSP 5800 Sport Psychology 3PSP 5815 Optimal Sport Performance A 3PSP 5816 Optimal Sport Performance B 3 PSP 5815Approved Field Experience 3Total units required 141This course fulfills PSY 5120G.2This course fulfills PSY 5309. Note PSY 5309 courses are variable unit.3Of the six quarters of field experience, one must be at a university camp.Individual StudyThe Individual Study specialization offers students the optionto design a course of study in an area of particular personalinterest. It allows students to pursue in depth a subject areaof their choice.It is the goal of this specialization to stimulate students tothink deeply and creatively about addressing their individuallearning needs and to design their own program consistingof at least 12 units of academic coursework and 12 units offieldwork.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 173

Post-Master’s Clinical Training CertificateThe Certificate in Post-Master’s Clinical Training offersadvanced, individualized training to clinicians who havecompleted a master’s degree in psychology or a related field.Students have the opportunity to acquire new skills or honeexisting skills while earning hours toward their MFT, clinicalsocial work, or psychology license.The program is designed to be completed in nine monthsand is composed of coursework, supervised individual study,and group seminars held at the university’s CommunityCounseling Center in Pleasant Hill. Areas of study includefamily systems, child therapy, long-term psychodynamicpsychotherapy, treatment of recovering substance-abuseclients, and brief therapy.Admission RequirementsStudents applying to this program must possess a master’sdegree in psychology or a related field from an institutionwhose accreditation is approved by the Council for HigherEducation Accreditation (CHEA).Courses Units Prerequisite(s) Co-Requisite(s)PSY 6247 Clinical Case Seminar: Post-Master’s 1 9PSY 6257 Advanced Field Experience and Internship: Post-Master’s 2 12PSY 6300 Advanced Family Therapy 3PSY 6320 Use of Self as Family Therapist 3PSY 6330 Advanced Couple Therapy 3Total units required 301This is a repeatable, three-unit course. Students in this program are required to elect this course three times for a total of nine units.2This is a repeatable, variable-unit course (1–4). Students in this program are required to complete 12 units of this course.174 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

ORGANIZATIONAL PSYCHOLOGYMA PROGRAMThe Master of Arts in Organizational Psychology programeducates practitioners in the field organizational change.The 60-quarter-unit MA program fosters the competenciesthey need as internal or external consultants, managers, andchange leaders to help organizations achieve desired resultsby becoming more humane, diverse, sustainable, and sociallyresponsible.Through academic coursework, a master’s project, and fieldexperience, the program builds student competencies toconduct individual/organizational assessments, design andimplement interventions, and lead and facilitate groups. Itteaches consulting approaches that increase organizationallearning, appreciate diversity, encourage social responsibility,and promote ethical practices. It develops personal aptitudes,inner strength, and mental agility needed to impact corporate,public, and not-for-profit organizations.The program teaches both practice and theory. It aims,in other words, to nurture practitioner-scholars. Effectiveconsulting in today’s organizations requires more than atoolbox of skills. Organizations are becoming more diversein membership, more globally connected, more rapid-paced,chaotic, and complex. Change practitioners need to be ableto:• practice self-observation and be selective in the midst ofchange, 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 John F. Kennedy Universityand of the Graduate School of Professional Psychology,the Organizational Psychology program supports studentand faculty learning that integrates practice and theory, selfand relationships, uniqueness and diversity, tradition andinnovation, and foundational knowledge and specialization.The program also provides extensive supervised fieldexperience, ongoing personal feedback, and instruction fromfaculty 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,organization development manager, human resource businesspartner, organizational learning manager, project leaders,trainer, leadership coach, mediator, and conflict managementspecialist.Program Goals• To educate organizational change practitioners andset them on a path to growth as critically reflectivepractitioner-scholars who can assist client organizations toachieve desired results and become more human, diverse,sustainable, and socially responsible.• To strengthen student competencies in consulting, organizationalassessment, organizational intervention, group leadershipand development, action research and appreciativeinquiry, and in ethics, diversity, and social responsibility.• To nurture a community of practice in which students,faculty, and alumni reflect on experience, create knowledgethrough dialogue, and discover best practices.Practice ValuesThe MA program in Organizational Psychology educatespractitioners to 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 resources to beused.• 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 ofmaterial resources because they recognize that thenatural environment is a finite resource that requiresreplenishment. They recognize that people also need toreflect and rest. They know that productivity requiresthe synergy of many systems, each with their ownrequirements.• Socially responsible organizations seek the common good.They recognize their work as a contribution to the community,the nation, and the world beyond. If they are forprofitentities, they seek profit in a way that works for thecommon good.• Ethical organizations respect working agreements, rules,and laws. They are conscious of ethical dilemmas, takethese seriously, intentionally deliberate the issues, and seeksolutions that do no harm.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 175

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 Schoolof Holistic Studies. Students may also pursue certificates inOrganizational Psychology and in Coaching.Field ExperienceStudents gain valuable practical experience in developingtheir consulting skills by completing 300 hours of fieldexperience in an organization of their choice. The 300 hoursare normally completed in three quarters and include weeklyindividual and group supervision through the field experienceseminar, for a total of 9 units.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 6 units)of PSO 5997 Master’s Project.PSO 5054 Research Methods: Qualitative and Quantitativemust be completed successfully before enrolling in PSO 5996Master’s Project Proposal. The research process is then oneof continuous enrollment from PSP 5996 Master’s ProjectProposal through PSP 5997A–C Master’s Project A–C. Thestudent will be registered for a minimum of four consecutivequarters during this process. Even if the student has not yetcompleted the proposal course, the student will proceedand register in PSP 5997A and complete the proposal whileregistered in the next course in sequence. If the project is notcompleted at the end of PSP 5997C Master’s Project C, thestudent will take PSP 5998 Supplemental Project Assistancefor one unit until the project is completed. There will be noleaves of absence granted throughout this research processunless there are extenuating circumstances and the studentobtains permission from the instructor.Upon successful completion of the project proposal, studentsmust enroll in PSO 5997A–C in consecutive quarters. Studentswho need more than three consecutive quarters to completetheir project must register for PSO 5998 SupplementalProject Assistance each quarter until the master’s project iscompleted. The project must be completed and approvedbefore the degree can be awarded.A maximum of 6 units of PSO 5997 Master’s Project may beapplied toward the 60-unit requirement for the degree. Unitsfor PSO 5996A Supplemental Proposal Assistance and PSO5998 Supplemental Project Assistance do not apply towardthe unit requirement for the degree.176 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PERFORMANCE REVIEW ANDADVISEMENTStudents meet every quarter with a faculty advisor to selectcourses, evaluate academic progress, and integrate facultyfeedback. When performance falls below the standards of theprogram, students are referred to the Review and AdvisementCommittee. Committee recommendations may includeadditional coursework, additional supervised field experience,remedial writing assistance, counseling, or a leave of absence.Students who do not maintain a minimum B average arereferred to an advisor.FLEXIBLE, INDIVIDUAL PROGRAMWorking adult students choose JFK University’s OrganizationalPsychology MA program because of its flexibility. Theprogram allows them to start at any quarter, take courses attheir own pace, tailor the program to their needs, interactwith a diverse learning community, engage in real-worldconsultation in organizational settings, study with faculty whopractice what they teach, and complete the program in twoand-a-halfyears.Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1PYC 3200 Personality and Psychotherapy 0–4Select 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 3PSO 5270 Organizational Psychology Field Experience 2 9Select EITHER of the following courses 3PSO 5314 Facilitating Group Decision Making (3)PSO 5472 Strategies for Communication and Team Building (3)PSO 5461 Organizational Dynamics 3PSO 5462 Organizational Assessment 3PSO 5463 Organizational Interventions I 3 PSO 5461PSO 5464 Organizational Interventions II 3 PSO 5461PSO 5466 Self as Instrument 3PSO 5475 Principles of Organizational Consulting 3Select ONE of the following courses 3PSO 5620 Cross-Cultural Awareness (3) PSY/PSJ 9001PSO 5362 Conflict Management and Cultural Sensitivity (3)PSO 5363 Group Process in Organization (3) PSO 5461PSO 5996 Master’s Project Proposal 3 PSO 5054 or consent of instructorPSO 5997A Master’s Project A 2 PSO 5996PSO 5997B Master’s Project B 2 PSO 5997APSO 5997C Master’s Project C 2 PSO 5997BElectives 3 18Total units required 63–701These courses or their approved equivalents are prerequisites to the MA program. Students who have not completed them prior toadmission are expected 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 9 units.3Students select elective courses that meet their own learning objectives. The elective courses are described inthe course listings for Graduate School of Professional Psychology. Students may also choose to takeelective units in the Certificate Program in Organizational Coaching and receive a certificate uponcompletion.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 177

CERTIFICATE PROGRAMSThe Organizational Psychology program offers certificates inCoaching and Organizational Psychology.CoachingThe mission of the Coaching certificate program is to educateexceptionally effective coaches. It fosters the competenciesthey need as coaches to enable clients to achieve the dreamsand objectives of their personal and professional lives. Theprogram is unique among coaching programs because, as anacademic program, it fosters critical reflection on a variety ofcoaching theories and approaches.The Coaching certificate program supports student andfaculty learning that integrates practice and theory, selfand relationships, uniqueness and diversity, tradition andinnovation, and foundational knowledge and specialization.The program also provides extensive supervised practice,ongoing personal feedback, and instruction from faculty whoexcel at the skills they teach.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. Studentsin the Coaching certificate program may apply certificatecourses as electives in the MA in Organizational Psychology,MA in Integral Psychology, MA in Holistic Health, and MA inConsciousness Studies degree programs.Graduates of the Coaching program start businesses in lifecoaching, career coaching, and organizational coaching orthey serve in a variety of organizational roles that includecoaching. Those who opt to complete a master’s program inpsychology along with the Coaching program significantlyexpand their career options as counselors, organizationalconsultants, and managers.Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate PrerequisitesPYC 3105 Adulthood 0–3PYC 3200 Personality and Psychotherapy 0–4Graduate CoursesPSO 5410 Orientation: Coaching Certificate 0PSO 5412 Introduction to Coaching 1PSO 5414 Starting a Coaching Practice 1PSO 5423 Crafting the Coaching Relationship 2PSO 5424 Coaching Practicum A 1 PSO 5423PSO 5425 Communicating in Coaching 2 PSO 5423 PSO 5426PSO 5426 Coaching Practicum B 2 PSO 5425PSO 5427 Facilitating Learning and Results 2 PSO 5425 PSO 5428PSO 5428 Coaching Practicum C 2 PSO 5427PSO 5430 Paradigms of Coaching 2PSO 5434 Coaching Practicum D: Advanced Coaching Internship 1 2 PSO 5435PSO 5435 Coaching Competency 1 2 PSO 5427 PSO 5434PSO 5437 Coaching Competency Supplement 1 1 PSO 5435PSO 5466 Self as Instrument 3Select 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 to Career Development (3)PSO 5446 Career Planning Resources (2)PSO 5461 Organizational Dynamics (3)Total units required 29–361Students 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.178 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Organizational PsychologyThis certificate program serves professionals in the field orin allied fields who wish to pursue organizational studiesand receive recognition for doing so. It also serves studentsin various JFKU MA programs who wish to supplementtheir programs with Organizational Psychology electives andreceive a certificate. A bachelor’s degree from an institutionwhose accreditation is approved by the Council for HigherEducation Accreditation (CHEA) is required for admission tothis 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 toselect the following:Courses Units Prerequisite(s) Co-Requisite(s)PSO 5314 Facilitating Group Decision Making 3PSO 5363 Group Process in Organizations 3 PSO 5461PSO 5461 Organizational Dynamics 3PSO 5466 Self as Instrument 3PSO 5472 Strategies for Communication and Team Building 3PSO 5475 Principles of Organizational Consulting 3Total units required 18GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 179

SPORT PSYCHOLOGYMA PROGRAMThe JFKU Sport Psychology program is an academicallyrigorous applied program. The integration of diversity is acore element. The practitioner-based faculty is committedto providing a supportive environment for learning. Afoundation is built for successful contributions to the globalcommunity.The 77-unit Master of Arts in Sport Psychology Programtrains students in interpersonal and applied aspects ofpsychology with a primary focus in the specialized field ofsport psychology. Students completing the program typicallypursue careers in sport psychology consultation, teaching,or other applied psychology disciplines. Many graduatesundertake doctoral study in a field that allows them topractice as licensed sport psychologists.The program is offered at the Pleasant Hill Campus and isone of the few in the United States designed to integratecounseling psychology with sport psychology. The counselingcurriculum includes theoretical and experiential learning inbasic counseling skills, group dynamics and psychopathology,and focuses on how psychological theory can be drawnupon in a variety of practical situations. Sport psychologycoursework covers research, theory, and the applicationof psychology to such areas as optimal performance,coaching techniques, social issues, substance abuse, andissues pertaining to child, adolescent, and family counseling.Students also study the fundamentals of consultation and thetheories and techniques of task group problem solving, andhow to develop their own consulting practice.The program includes four quarters of supervised field experiencein sport psychology. The first placement is generally atthe university’s summer sport camp, followed by the LEAAPProject. (In the LEAAP—Life Enhancement through Athleticand Academic Participation—Program, student interns workwith high school students both on and off the playing field,teaching athletic teams performance-enhancement techniques,then discussing with the athletes how these skills can beapplied to other parts of their lives.)Approved settings for subsequent field experience includecommunity and recreation organizations, high schools,universities, and club sports. Concurrent with the fieldplacement, students participate in individual and groupsupervision.Students are required to complete a master’s project in whichthey pursue in depth a sport psychology research interestof their choice. At the end of the first year, students takea written exam, and at the end of the program, studentstake an oral examination in which they present a case fromtheir fieldwork experience and respond to sport psychologyscenarios presented by the faculty examiners.Performance Review and AdvisementAdvising is readily available with the program director or afaculty advisor. Students are required to see an advisor atleast once per academic quarter during their first 30 units ofstudy.Following admission, an ongoing process of evaluationbegins. When such evaluation indicates that a student’sperformance falls below the standards of the SportPsychology Program, the student will be referred to theReview and Advisement Committee. The committee requiresindividual consultation with a core faculty member and mayrequire changes in the student’s program, such as additionalcoursework, additional supervised field experience, or a leaveof absence.Master’s Written and Oral ExaminationsThe written exam is designed to assess the student’sreadiness to begin internships. The Sport Psychology Master’sWritten Exam is to be taken summer quarter of Phase I (orapproximately midway throughout the Sport PsychologyProgram).Students must successfully complete the written exam andsatisfactorily complete summer camps before proceeding toExternal Field Placements.The Sport Psychology Master’s Oral Exam is to be taken inthe final quarter. The exam will include a case presentationby the student and a vignette presented by examiners. Thisprovides students with the opportunity to demonstrate theircompetency in the field of Applied Sport Psychology.Master’s ProjectThe master’s project is a research experience that allowsstudents to pursue in depth a subject area in SportPsychology. The required sequence of courses is PSP 5054Research Methods: Qualitative and Quantitative, PSP 5996Master’s Project Proposal, and three quarters (3 x 2 = 6 units)of PSP 5997 Master’s Project.PSP 5054 Research Methods: Qualitative and Quantitativemust be completed successfully before enrolling in PSP 5996Master’s Project Proposal. The research process is then oneof continuous enrollment from PSP 5996 Master’s ProjectProposal through PSP 5997A–C Master’s Project A–C. Thestudent will be registered for a minimum of four consecutivequarters during this process. Even if the student has not yetcompleted the proposal course, the student will proceedand register in PSP 5997A and complete the proposal whileregistered in the next course in sequence. If the project is notcompleted at the end of PSP 5997C Master’s Project C, thestudent will take PSP 5998 Supplemental Project Assistancefor one unit until the project is completed. There will be noleaves of absence granted throughout this research processunless there are extenuating circumstances and the studentobtains permission from the instructor.180 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Upon successful completion of the project proposal, studentsmust enroll in PSP 5997A–C in consecutive quarters. Studentswho need more than three consecutive quarters to completetheir project must register for PSP 5998 SupplementalProject Assistance each quarter until the master’s project iscompleted. The project must be completed and approvedbefore the degree can be awarded.A maximum of 6 units of PSP 5997 Master’s Project may beapplied toward the 77-unit requirement for the degree. Unitsfor PSP 5996A and PSP 5998 do not apply toward the unitrequirement for the degree.Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1PYC 3100 Childhood and Adolescence 0–3PYC 3200 Personality and Psychotherapy 0–4SCI 3110 Anatomy and Physiology 2 0–4Graduate PrerequisitesPSP 5054 Research Methods: Qualitative and Quantitative 0–3Core CurriculumPSP 5179 Basic Addiction Studies 3PSP 5620 Cross-Cultural Awareness 3PSP 5800 Sport Psychology 3PSP 5803 Ethics in Sport Psychology 1PSP 5804 Assessment Strategies 1PSP 5805 Psychopathology Assessment 3PSP 5807 Group Process for Consultants 3PSP 5810 Sport and Society 2PSP 5811 Counseling Skills I 3PSP 5812 Counseling Skills II 3 PSP 5811PSP 5815 Optimal Sport Performance A 3PSP 5816 Optimal Sport Performance B 3 PSP 5815PSP 5817 Performance Enhancement 3 PSP 5816PSP 5820 Psychology of Coaching 2PSP 5826 Sport Psychology Approaches to Child, Adolescent andFamily Counseling 2PSP 5832 Sport Medicine and Psychology of Injury 3PSP 5840 Theory and Practice of Sport Camps and Camp Process 3 Consent of instructorPSP 5845 Developing a Consulting Practice 3PSP 9090 Written Exam 0PSP 9091 Oral Exam 0Supervised Field ExperiencePSP 5280 Sport Psychology Supervised Field Experience 3 16Master’s ProjectPSP 5996 Master’s Project Proposal 3 PSP 5054 or consent of instructorPSP 5997A Master’s Project A 4 2PSP 5997B Master’s Project B 2 PSP 5997A and completed project contractPSP 5997C Master’s Project C 2 PSP 5997B and completed project contractElectives 4 5Total units required 77–911These courses or their approved equivalents are prerequisites to the MA program. Students who have not completed them prior toadmission are expected to do so during the first year of graduate study.2An approved biology course may be substituted.3Students in this program must elect this course four times and earn a total of 16 units.4Students are required to complete 5 units of electives. Electives are offered each quarter. The subject matter may include, but is not limitedto, women and sports, working with professional athletes, and eating-disordered athletes.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 181

CERTIFICATE PROGRAMSThe Sport Psychology program offers certificates in SportManagement and Exercise and Sport Performance.Sport ManagementThe field of sport management is a rapidly growing field.The sports industry, which encompasses recreational sports,club sports, athletic clubs, university athletics as well asprofessional sports, grows each year, and the need fortrained professional increases from year to year. With thisSport Management certificate, students may pursue careersin organizations such as sport event planning, professionalsports, university athletic programs, and in-club sportassociations.Courses Units Prerequisite(s) Co-Requisite(s)PSP 5808 Introduction to Sport Psychology 1PSP 5809 Introduction to Sport Management 2PSP 5810 Sport and Society 2PSP 5827 Economics of Sport 2PSP 5828 Event Management 3PSP 5829 Management Strategies for Sport 3PSP 5830 Sport Marketing 3PSP 5831 Sport Law 2PSP 5858 Sport Management Practicum: Fieldwork 3Total units required 21Exercise and Sport PerformanceThe Exercise and Sport Performance certificate is designedto give professional in the health, sport, and fitness world;coaches; athletes; sport psychology consultants; sportadministrators; psychologists; MFTs; and others knowledge inthe areas of sport and exercise psychology, sport physiology,kinesiology, and nutrition. This certificate will provide eligiblepsychologists, marriage and family therapists, and sportpsychology consultants the necessary coursework required toapply for Association for the Advancement of Applied SportPsychology (AAASP) certification.Three different tracks are offered to specifically meet theacademic needs of different groups. Track I is designed forcoaches, athletic trainers, sporting instructors, and others whodesire a better understanding of sport performance. Track IIis designed for sport psychology alumni and current sportpsychology students who desire a better understanding of thephysiology side of sports as well as to prepare them to applyfor AAASP certification. Track III is designed for psychologistsand MFTs who desire to become eligible to apply for AAASPcertification.Track I—Sport PerformanceCourses Units Prerequisite(s) Co-Requisite(s)PSP 5800 Sport Psychology 3PSP 5832 Psychology of Injury/Sport Medicine 3PSP 5833 Kinesiology 4PSP 5834 Motor Learning and Performance 4PSP 5835 Exercise Psychology 4PSP 5836 Sport and Exercise Nutrition 2PSP 5837 Mental Skills Training 4PSP 5855 Sport Psychology Practicum 4Total units required 28182 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Track II—Sport PhysiologyCourses Units Prerequisite(s) Co-Requisite(s)Undergraduate PrerequisiteSCI 3110 Anatomy and Physiology 0–4Graduate CoursesPSP 5800 Sport Psychology 3PSP 5832 Psychology of Injury/Sport Medicine 3PSP 5833 Kinesiology 4PSP 5834 Motor Learning and Performance 4PSP 5835 Exercise Psychology 4PSP 5836 Sport and Exercise Nutrition 2Electives 3Total units required 23–27Track III—AAASP CertificationCourses Units Prerequisite(s) Co-Requisite(s)PSP 5800 Sport Psychology 1 4PSP 5810 Sport and Society 2PSP 5820 Psychology of Coaching 2PSP 5821 Gender Issues in Sport 2PSP 5822 Team Building and Communication 2PSP 5833 Kinesiology 4PSP 5834 Motor Learning and Performance 4PSP 5835 Exercise Psychology 4PSP 5837 Mental Skills Training 4Total units required 281PSP 5800 is a variable-unit course (3–4 units). Students electing this track must enroll in PSP 5800 for 4 units.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 183

LINKED MA SPORT PSYCHOLOGY/CLINICAL DOCTOR OF PSYCHOLOGYNote: Students may not link a bachelor’s degree to a master’sdegree and then link the master’s degree to a doctoral degree.As the field of psychology continues to diversify and expandthe range of specialties, it is important for educationalinstitutions to stay on the cutting edge of programdevelopment. John F. Kennedy University has achievedthis by linking the MA in Sport Psychology program withthe clinical doctoral program, the PsyD. Unlike a researchbasedPhD, the PsyD program is designed to producepractitioners, not researchers, while providing the same highlevel of scholarly study. Both the MA in Sport Psychologyand the PsyD offer the highest level of available training inapplied sport and clinical psychology respectively. In thepast, students could earn a master’s degree in two years anda Doctorate of Psychology in an additional four years. Thisinnovative linked program allows completion of both degreeswithin five years of full-time, intensive study (part-timeoptions are also available). Having both degrees will enablegraduates to use the title “Sport Psychologist,” allow them toapply for either master’s or doctoral certification through theAssociation for the Advancement of Applied Sport Psychology(AAASP), and work with both clinical and athletic clientsby applying the skills and knowledge developed from bothfields. Eligibility to take the psychology licensing exam for thestate of California will also be earned.The full-time student starts in the sport psychology programfor the first year and then moves into the PsyD Program forthe following four years. Once in the PsyD Program, thelinked student fulfills all the same curricular and trainingrequirements asked of all PsyD students. The MA componentof the linked program consists of 41 units in the SportPsychology Program (completed during the first year), and36 units in the PsyD Program (completed during the first twoyears of the PsyD Program, i.e., years two and three of fulltimestudy). Upon successful completion of these 77 unitsand the Master’s Written and Oral exams, a Master’s degreein Sport Psychology will be conferred. Upon successfulcompletion of the fifth year of full-time study in the linkedprogram and all requirements for the PsyD, a PsyD degreewill also be awarded. For information on the practicum,internship exams, and advancement to candidacy, refer to thePsyD section of this catalog.Admission RequirementsApplicants must possess a bachelor’s degree from a regionallyaccredited institution. Prospective students should apply tothe MA program and the PsyD Program concurrently. In theevent that a student in good standing in the Sport PsychologyProgram is not accepted into the PsyD Program, the studentmay continue the master’s degree program. A student must beaccepted into the PsyD Program before enrollment in a PsyDcourse is permitted.MA DEGREE IN SPORT PSYCHOLOGY/CLINICAL PSYCHOLOGYA student will be awarded a MA degree in Sport Psychology/Clinical Psychology when he or she has satisfactorilycompleted all first-, second-, and third-year courses of thelinked program (i.e., year one is completed in the SportPsychology program, years two and three are completedin the PsyD program), is a student in good standing, andhas passed the MA written and oral exams in the SportPsychology program and the comprehensive writtenexamination of the PsyD program. The Sport Psychology MA/PsyD linked students have a choice between conferred withone of two MA degrees, either an MA in Sport Psychologyor a join MA in Sport Psychology/Clinical Psychology. Thisjoint degree would reflect a terminal and primary MA inSport Psychology with a non-terminal, non-licensable clinicalcomponent.184 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Courses Units Prerequisite(s) Co-Requisite(s)Undergraduate Prerequisites 1PYC 3100 Childhood and Adolescence 0–3PYC 3200 Personality and Psychotherapy 0–4SCI 3110 Anatomy and Physiology 2 0–4Introductory psychology course 0–3Any diversity-related course 0–3Any statistics course 0–3First YearPSP 5280 Supervised Field Experience 4PSP 5800 Sport Psychology 3PSP 5803 Ethics in Sport Psychology 1PSP 5804 Assessment Strategies 1PSP 5807 Group Process for Consultants 3PSP 5810 Sport and Society 2PSP 5811 Counseling Skills I 3PSP 5815 Optimal Performance A 3PSP 5816 Optimal Performance B 3 PSP 5815PSP 5817 Performance Enhancement 3 PSP 5816PSP 5820 Psychology of Coaching 2PSP 5822 Team Building and Communication 2PSP 5832 Sport Medicine and The Psychology of Injury 3PSP 5845 Developing a Consulting Practice 3PSP 5855 Sport Psychology Practicum 3PSP 5860 Group Supervision 2PSP 9090 MA Written Exam 0Second Year 3PSD 7003 History and Systems of Professional Psychology 3PSD 7007 Clinical Interviewing Skills I 4 3PSD 7008 Clinical Interviewing Skills II 4 3 PSD 7007PSD 7015 Adult Psychopathology I 4 3PSD 7016 Adult Psychopathology II 3 PSD 7015PSD 7035 Practicum I 5 6PSD 7046 Group Process 5 3PSD 7047 Multicultural Awareness in Professional Psychology 5 6PSD 7104 Social and Cultural Bases of Behavior 3PSD 7121 World Cultures: Diverse Perspectives on PsychologicalTheory and Practice 3PSD 7122 Psychodynamic Theory and Its Application to DiversePopulations 3PSD 7123 Cognitive Theory and Its Application to Diverse3PopulationsPSD 7141 Ethical and Legal Issues in Professional Psychology 3PSD 7151 Research Methodologies 4 3PSD 7225 Lifespan Development I: Child and Adolescent 4 3PSD 7250 Quantitative Research: Critical Review 3 PSD 7151continued on next pageGRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 185

continued from previous pageCourses Units Prerequisite(s) Co-Requisite(s)Third YearPSD 7107 Biological Bases of Behavior 4 3PSD 7115 Assessment I/Intellectual and Cognitive Assessmentand Lab 4 PSD 7008, PSD 7016PSD 7116 Assessment II and Lab 4 PSD 7115PSD 7117 Assessment III and Lab 4 PSD 7116PSD 7124 Family Systems Theory and Application to DiversePopulations 3PSD 7131 Psychology of Addiction 4 3 PSD 7016PSD 7135 Practicum II 5 6PSD 7146 Advanced Group Process 5 3PSD 7147 Multicultural Proficiency in Professional Psychology 5 3PSD 7160 Psychopharmacology 3 PSD 7016, PSD 7107PSD 7226 Lifespan Development II: Adulthood and Aging 3PSD 7251 Qualitative Research: Critical Review 3 PSD 7151PSD 7252 Clinical Dissertation Proposal I 4 2 PSD 7250, PSD 7251PSD 7253 Clinical Dissertation Proposal II 4 2 PSD 7252PSD 7254 Clinical Dissertation Proposal III 4 2 PSD 7253PSP 9091 MA Oral Exam 0Electives 6 3–6PsyD Comprehensive Written Exam 0Fourth Year 7PSD 7025 Child and Adolescent Issues: Psychopathology andTreatment3 PSD 7016, PSD 7225PSD 7108 Cognitive and Affective Bases of Behavior 3PSD 7215 Consultation and Education in Psychology 3 PSD 7016, PSD 7253PSD 7230 Management and Supervision: Self, Other, and3OrganizationsPSD 7235 Practicum III 9PSD 7245 Contemporary Issues in Professional Psychology 3PSD 7302 Dissertation Completion 8 2 PSD 7253, PSD 7254PsyD Electives 6 11–14Clinical Proficiency Exam 0Advancement to Candidacy 0Fifth YearPSD 7400 Internship 36Total units required 221–411Students who have not completed the prerequisites prior to admission to the MA program (year one) are required to do so during the firstyear of study. Students must complete all prerequisites prior to attending PsyD courses.2An approved biology course may be substituted.3In year two, the student moves into the PsyD Program. There are 20 linked units in year two.4This is a linked course; it will apply toward both degree programs.5This course must be taken three times, totaling the specified number of units. The first election is linked to both degree programs.6Total elective units required for PsyD degree: 16 units or as needed to bring the total applicable PsyD units to the required 180.7After completion of requirements in years 1–3, students will have successfully completed the MA in Sport Psychology program.8This course may be taken four times for credit for a total of 2 units. It must be taken each quarter until the dissertation is completed.186 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

DOCTOR 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 roleswhich contemporary psychologists must fill to competentlyserve their communities: clinician, program administratorand evaluator, consultant, educator, supervisor, assessor,and critical consumer of psychological research. Practicalapplications, advanced clinical training, and specializedfieldwork are emphasized throughout the course of theprogram.A dedicated faculty of practitioner-scholars offers a studentfacultyratio of approximately ten to one. In the selection offaculty and program staff, the PsyD Program aims to reflectthe diversity of California’s community including issues ofgender, race, physical ability, sexual orientation, and classto underscore the university’s commitment to diversity andto incorporate the curriculum’s emphasis on professionalcompetency with diverse and underserved populations.Students may choose to attend the program full- or part-time.The intensive full-time plan of study takes four years to complete.Full-time students complete three years of coursework(four quarters per year) plus weekly practicum hours eachof the first three years. After the three full-time years ofcoursework, a one-year, full-time internship, or two half-timeinternships, are required for graduation. Students are alsorequired to complete a clinical dissertation project. Parttimestudents work with their advisor to develop a modifiedschedule tailored to each individual student’s needs.AccreditationThe Doctor of Psychology (PsyD) Program at JohnF. Kennedy University is accredited by the AmericanPsychological Association (APA). Interested parties maycontact 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 inthis catalog, applicants to the PsyD program must completethe following:• Official transcripts from all colleges and universitiesattended. With rare exceptions, a 3.0 GPA is required foradmission.• A bachelor’s degree from a regionally accredited institution.(International applicants to the PsyD Program must havethe equivalent 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 diversity,and 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 10 pages and should include theapplicant’s name.• Three letters of recommendation which attest to the applicant’ssuitability for a Doctor of Psychology Programare required. Two of the three recommendations willpreferably be from former or current instructors.• Applications will be evaluated by the Program AdmissionsCommittee. Applicants deemed most appropriate foradmission will be contacted by the program to schedule apersonal interview.• The Graduate Record Examination (GRE) score isrecommended but not required of applicants.The application deadline is January 2 for application and allsupporting documentation. Applicants are admitted for fallquarter only. Late applications will be considered on a caseby-casebasis if space is available.The following four classes are required prior to enrollmentin the PsyD program. These classes need to have been takenat a regionally accredited university within the past ten yearswith a grade of C or better in an undergraduate program or aB- or better in post-undergraduate work:• Diversity-related class• Introduction to Psychology• Survey course on Theories of Personality• StatisticsGRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 187

Transfer CreditStudents holding a master’s degree may be eligible to transferup to 18 units of credit. Students requesting course transfercredit need to have attained a grade of “Credit” or a lettergrade of B or higher from a regionally accredited institution.The course(s) in question must have been taken within thelast eight years. Students transferring from another doctoralprogram may transfer up to 30 units of credit. Althoughtransfer credit may reduce the cost of the program, it will notreduce the overall length of the program.Transfer credit is not permitted into the linked MA SportPsychology/PsyD Programs.AdvisementAfter acceptance into the program, students are assigned a facultyadvisor with whom they meet at least once per quarter.Student performance in coursework and practica is evaluatedon an ongoing process, with formal yearly reviews. Eachyear must be completed satisfactorily to be advanced in theprogram. Failure to meet requirements for advancement willresult in a referral to the Review and Advisement Committeeto remediate the difficulty. In some instances, students maybe required to supplement or repeat certain areas of theprogram or to take a leave from the program.Competency AreasThe curriculum is designed around seven competencyareas, as defined by the National Council of School andPrograms of Professional Psychology (NCSPP): Relationship/Clinical, Research and Evaluation, Assessment, Theory andIntervention, Consultation and Education, Management andSupervision, and Diversity. A perspective of diversity isintegrated throughout the coursework and clinical training.Integrated Professional SeminarThe Integrated Professional Seminar (IPS) is a key componentof the program. This composite of courses is designed tointegrate coursework with practicum throughout the program.Small groups of students meet together with a faculty memberover three consecutive quarters. Depending on the year, IPSemphasizes different areas such as working with diversepopulations; examining one’s own belief systems, worldview, biases, group process, and clinical case presentations.The IPS provides a supportive setting in which studentsmay collaboratively integrate their applied and academicexperiences.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 aswell as practice in self-reflection and self-awareness. Theethnographic experience involves immersion in environmentsthat provide unique and diverse cultural experiences forthe trainees. This immersion establishes an understandingof diversity and the relationships with power, privilege, andoppression in the practice of 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 minimum ofeight hours per week, first-year trainees engage in a culturalimmersion experience in a setting specifically selected toexpose trainees to a population with whom they have hadlittle or no prior contact.The ethnographic practicum (Practicum I) is not a clinicalplacement. Indeed, Practicum I trainees are not permittedto engage in clinical work. This placement is, however,integrally related to trainee development as clinicalpsychologists. It is one of the principal means by whichtrainees establish the foundation necessary to work withthe diversity of clients that they will encounter in theirsubsequent clinical placements as well as their futurework as professionals. This practicum (Practicum I) andits accompanying Integral Professional Seminar (IPS-I) aredesigned to focus on diversity.Practicum IIPracticum II is a clinical placement at one of over 100available sites. The focus of Practicum II is on the supervisedintegration and application of knowledge gained fromPracticum I placement experience and ongoing doctoralcoursework. In Practicum II, trainees 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. The focus of Practicum III is on the supervisedintegration and application of knowledge gained fromprevious practica, and ongoing doctoral coursework. As withPracticum II, trainees develop skills in accurate assessment,conceptualization, and formulation of client cases from amulticultural/diversity perspective. However, the focus inPracticum III is extended to include advanced skills in thedevelopment of systematic and empirically justifiable plansfor intervention with individuals, groups, or communitieswithin the larger context of human diversity and socialchange.188 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

Pre-Doctoral InternshipTrainees apply for pre-doctoral internship when they are inthe third year of the full-time curriculum. Trainees need to beregistered in the relevant number of internship units for eachquarter in which they are accruing internship hours.JFK University PsyD trainees may apply for full-time orpart-time internship programs that are accredited by CAPIC,APPIC, or APA. To be considered full time, trainees mustwork a minimum of 35 hours per week. A full-time internshipis completed in 4 quarters at 9 units per quarter for a total of36 units.Comprehensive Written ExaminationThe Comprehensive examination is similar to the writtenexamination for California licensure. A comprehensivewritten exam consisting of 200 multiple choice questions isadministered at the end of the second year.Clinical Proficiency ExaminationIn the spring of year three, students present a written clinicalcase report to two faculty members who examine the studenton the case.Satisfactory ProgressSatisfactory levels of proficiency in all competency areas incoursework and practica must be met by each student toproceed to the next year of the program. Failure to meetrequirements for advancement to the next year may result ina student’s being required to supplement or repeat certainareas of the program or a student’s termination from theprogram.MA Degree in Clinical PsychologyA student will be awarded a MA degree in ClinicalPsychology when he or she has satisfactorily completed allfirst- and second-year courses, is a student in good standing,and has passed the comprehensive written examination. Thisdegree is non-terminal and non-licensable.Clinical Dissertation ProjectThe clinical dissertation project is an intensive study inan area of interest. Projects must reflect the program’semphasis on diverse or underserved populations as well asthe Doctor of Psychology’s clinical focus. The dissertationshould integrate research findings, relevant literature, andoriginal thought, deriving input from the population understudy and contributing to the field of applied psychology.Although traditional quantitative methodologies may beutilized, students are also encouraged to explore and utilizeother research forms. Projects may take the form of aprogram evaluation, theoretical exploration, meta-analysis,case study or series of case studies, phenomenologicalstudy, ethnography, grounded-theory exploration, or otherqualitative methodology. The dissertation proposal must becompleted prior to accepting a pre-doctoral internship.Dissertation ExtensionStudents who have not completed a clinical dissertationproject prior to beginning the internship must register forPSD 7302 Dissertation (0.5 units) and pay a dissertation feefor each quarter that the dissertation remains unfinished.PSD 7302 may be taken a maximum of four times for credit(2 units). The student must continue retake PSD 7302 untilthe dissertation is complete, but will not receive more than 2units in total.Advancement to CandidacyIn order to advance to candidacy at the end of year threeof the program, each student must have satisfactorilycompleted all coursework, practica, the Clinical ProficiencyExam, and yearly reviews and successfully defended theclinical dissertation proposal. The student may then enterinto an approved internship and begin the final phase of theprogram.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 189

Individual PsychotherapyAll students in the Doctor of Psychology Program are requiredto complete at least 50 hours of individual psychotherapywithin an 18-month time period prior to beginning internship.Psychotherapy must be with a licensed therapist. Students donot receive academic credit for psychotherapy.The Board of Psychology may be contacted directly at:1422 Howe Avenue, Suite 22Sacramento CA 95825-3200phone: (916) 263-2699e-mail: bopmail@dca.ca.govweb: www.psychboard.ca.govLicensureCompletion of the PsyD from John F. Kennedy Universityprepares students to sit for the Psychologist LicensingExamination. The licensure process is regulated by theCalifornia Board of Psychology which currently requires aminimum 3,000 hours of board-approved supervised training.Licensing statutes and regulations are subject to futurelegislative or administrative revisions. Doctor of Psychologystudents will be kept informed about licensing requirementsand any changes that occur. The PsyD Program maintains anactive relationship with the licensing board.Degree RequirementsTo receive the Doctor of Psychology, the student mustcomplete the 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 requirements asoutlined below.Courses Units Prerequisite(s) Co-Requisite(s)Prerequisites 1Introduction to PsychologyTheories of PersonalityDiversity-related courseStatisticsFirst YearPSD 7003 History and Systems of Professional Psychology 3PSD 7007 Clinical Interviewing Skills I 3PSD 7008 Clinical Interviewing Skills II 3 PSD 7007PSD 7015 Adult Psychopathology I 3PSD 7016 Adult Psychopathology II 3 PSD 7015PSD 7121 World Cultures: Diverse Perspectives on PsychologicalTheory and Practice 3PSD 7122 Psychodynamic Theory and Its Application to DiversePopulations 3PSD 7123 Cognitive Behavioral Theory and Its Application to DiversePopulations 3PSD 7141 Ethical and Legal Issues in Professional Psychology 3PSD 7151 Research Methodologies 3PSD 7225 Lifespan Development I: Child and Adolescent 3PSD 7226 Lifespan Development II: Adulthood and Aging 3PSD 7250 Quantitative Research: Critical Review 3 PSD 7151PSD 7035 Practicum I 2 6PSD 7046 Group Process 2 3PSD 7047 Multicultural Awareness in Professional Psychology 2 6continued on next page190 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

continued from previous pageCourses Units Prerequisite(s) Co-Requisite(s)Second YearPSD 7104 Social and Cultural Bases of Behavior 3PSD 7107 Biological Bases of Behavior 3PSD 7115 Assessment I/Intellectual and Cognitive Assessmentand Lab 4 PSD 7008, PSD 7016PSD 7116 Assessment II /Personality Assessment I and Lab 4 PSD 7115PSD 7117 Assessment III/Personality Assessment II and Lab 4 PSD 7116PSD 7124 Family Systems Theory and Its Application to DiversePopulations 3PSD 7131 Psychology of Addiction 3 PSD 7016PSD 7160 Psychopharmacology 3 PSD 7016, PSD 7107PSD 7251 Qualitative Research: Critical Review 3 PSD 7151PSD 7252 Clinical Dissertation Proposal I 2 PSD 7250, PSD 7251PSD 7253 Clinical Dissertation Proposal II 2 PSD 7252PSD 7254 Clinical Dissertation Proposal III 2 PSD 7253PSD 7135 Practicum II 2 6PSD 7146 Advanced Group Process 2 3PSD 7147 Multicultural Proficiency in Professional Psychology 2 3Comprehensive Written Exam 3 0Third YearPSD 7025 Child and Adolescent Issues: Psychopathology andTreatment 3 PSD 7016, PSD 7225PSD 7108 Cognitive and Affective Bases of Behavior 3PSD 7215 Consultation and Education in Psychology 3 PSD 7016, PSD 7253PSD 7230 Management and Supervision: Self, Other, and Organization 3PSD 7302 Dissertation Completion 2 2 PSD 7253, PSD 7254Electives 4 16PSD 7235 Practicum III 2 9PSD 7245 Contemporary Issues in Professional Psychology 2 3Clinical Proficiency Exam 0Advancement to Candidacy 0Fourth YearPSD 7400 Internship 36Total units required 1801These courses or their approved equivalents are prerequisites to the Doctor of Psychology program. All prerequisite courses must be completedprior to attending first-year Doctor of Psychology courses, with official transcripts documenting successful completion on file in theRegistrar’s Office. Prerequisite courses completed after the awarding of the bachelor’s degree must have a grade of B- or better. Prerequisitecourses may be taken at any regionally accredited approved college or university.2This is a repeatable course and must be taken multiple times to total the number of units indicated.3Students in good standing who have passed the comprehensive written examination will be awarded an MA degree in Clinical Psychologyafter satisfactorily completing all first- and second-year courses. This degree is non-terminal and non-licensable.4More than 16 units may be needed to bring the total applicable doctoral units completed to the required 180.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 191

DOCTOR OF PSYCHOLOGY [PSD] COURSESPSD 7003 HISTORY AND SYSTEMSOF PROFESSIONAL PSYCHOLOGY 3Studies the evolution of modern psychology with regardto various theories, systems, and practices. There is anexamination of the philosophical, cultural, and sociopoliticalcontexts and consequences of the major systems in thedevelopment of contemporary psychology. A criticalunderstanding of the weakness, biases, and limitations of thegiven systems will be emphasized.PSD 7007 CLINICAL INTERVIEWING SKILLS I 3Students learn skills required to initiate and maintain atherapeutic relationship. 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 individualspresenting with various diagnostic issues. Issues oftermination, frame maintenance, and clinical empathy willcontinue to be emphasized. The cultural implications ofassessment and diagnoses will be discussed as well as theclinical implications of working with clients who are culturallydifferent 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 classifiedand described in the DSM-IV will be reviewed. Students willlearn to assess mental disorders and to render a multi-axial(DSM-IV) diagnosis. Explanations regarding the etiology ofthese disorders will be discussed from various theoreticalperspectives and approaches to treatment will be examined.The limitations and qualifications of the current DSM-IVsystem with regard to people of non-dominant culturalbackground are considered.PSD 7016 ADULT PSYCHOPATHOLOGY II 3This course continues the exploration of the symptoms,classification, and diagnosis of adult mental disordersand introduces the formulation of treatment plans to theassessment process. It also includes a critical evaluation ofthe DSM-IV system. Multicultural and feminist critiques willbe explored as well as the use of empirical research in theconstruction of the DSM-IV. Alternative diagnoses will also beintroduced. 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 adolescentpsychopathology. Child and adolescent development areconsidered from a range of theoretical perspectives. Thestrengths and limitations of existing theoretical and clinicalapproaches to pathology with regard to cultural and relatedvariables are examined. Students will learn assessment andevaluation, treatment interventions, specific therapeutictechniques, and parent and collateral contact skills.Prerequisite: PSD 7016 and PSD 7225.PSD 7035 PRACTICUM I 2Students are placed for eight hours per week in settings,generally schools or community mental health agencies,that allow them to engage in an ethnographic observation/participation of individuals and groups that are culturallydifferent from the students in significant ways. The goal isto enhance cultural competence by broadening the student’sexposure and appreciation of “others,” while gaining anin-depth understanding of his or her own assumptions,stereotypes, and biases.PSD 7046 GROUP PROCESS 1Students function as a group during the three quarter-IPS.They reflect upon the group dynamics of their practicumplacement, their own collective experience within the IPSand the range of perspectives encountered in their assignedacademic reading, and an exploration of cultural differencesin a group context.PSD 7047 MULTICULTURAL AWARENESS IN PROFESSIONALPSYCHOLOGY 2This part of the IPS curriculum focuses on theories ofdiversity and the history of racism and other “isms.” Studentsexamine the effects of power and privilege—or lack thereof—on psychological functioning. Students will be encouraged todevelop self-awareness and a heightened sensitivity to theirown values, cultural identity, and biases to understand howthese serve as both resources and barriers to the effectivedelivery of mental health services to diverse populations.PSD 7104 SOCIAL AND CULTURAL BASES OF BEHAVIOR 3This course provides students with an overview of socialpsychology and related domains of psychological researchaddressing the influence of culture and other collectivestructures on human behavior. The course focuses stronglyon social justice–oriented social-psychology work, theories ofprejudice and racism, and the ethical issues common to socialpsychology methods.PSD 7107 BIOLOGICAL BASES OF BEHAVIOR 3Offers a practical, clinical description of the functionalanatomy and physiology of the human nervous system.Information is discussed to provide an understanding of thenormal and pathological development and functioning of thenervous system. This includes concepts of genetics, sleep,arousal and altered states of consciousness, the acquisitionand retention of information, and the ability of people toadapt to the environment. Exploring the application of thisinformation to clinical practice, rehabilitation, research, andpersonal philosophy is encouraged.192 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PSD 7108 COGNITIVE AND AFFECTIVEBASES OF BEHAVIOR 3This course provides students with an overview of classicaland recent research in the areas of cognitive psychologyand theories of emotion with an emphasis on the relevanceof these models and findings to diversity-competent clinicalpractice and research.PSD 7115 ASSESSMENT I/INTELLECTUAL ANDCOGNITIVE ASSESSMENT AND LAB 4This course provides an introduction to intelligence and cognitiveassessment. It include a historical examination of majortheories of intelligence and the multicultural implications ofthese models. One hour of lab is included each week to helpstudents acquire skills in the administration, scoring, andinterpretation of cognitive tests. Prerequisite: PSD 7008 andPSD 7016.PSD 7116 ASSESSMENT II/PERSONALITYASSESSMENT 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 studentacquire skills in the administration, scoring, and interpretationof objective personality measures. In addition, emphasisis placed on the integration of cognitive and objectivepersonality test findings within the context of history, mentalstatus, behavioral observations, SES, and culture. Studentslearn to integrate these data into a psychological test reportwhich provides a clear description of the subject and hisor her strengths and weaknesses and relevant treatmentrecommendations. Prerequisite: PSD 7115.PSD 7117 ASSESSMENT III/ PERSONALITYASSESSMENT II AND LAB 4An introduction to the use of projective techniques toassess psychological functioning. Particular attention willbe given to the Rorschach and the TAT/CAT. One hour oflab each week is included to help the student acquire skillsin the administration, scoring, and interpretation of thesemeasures. In addition, emphasis is placed on the integrationof cognitive, objective, and projective personality test findingswithin the context of history, mental status, behavioralobservations, SES, and culture. Students learn to integratethese data into a psychological test report which providesa 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, bothwithin and outside the U.S. It contrasts traditional and nontraditionaltheories and considers postmodern thinking withinsocial and political contexts.PSD 7122 PSYCHODYNAMIC THEORY AND ITS APPLICATION TODIVERSE POPULATIONS 3This course reviews drive theory and ego psychology,object-relations theory, self-psychology, and intersubjectiveapproaches to therapy. The paradigm shift in psychoanalyticthought from a drive theory to a relational theory model andthe implications of this shift for clinical practice are examined.A critical review of psychodynamic theory and practice froma cultural perspective is included.PSD 7123 COGNITIVE BEHAVIORAL THEORY AND ITS APPLICATIONTO DIVERSE POPULATIONS 3This course reviews the basic tenets and principles ofcognitive-behavioral theory and therapy and its specificapplication to anxiety and mood disorders. Cognitivebehavioraltheory is examined from a postmodernperspective.PSD 7124 FAMILY SYSTEMS THEORY AND ITS APPLICATION TODIVERSE POPULATIONS 3This course offers the basics in family systems theory andthe historical context from which it arose. Students learn theapplication of systems theory to the treatment of a variety offamily systems. A comparison and critique of systems theoryfrom a postmodern perspective is included. The limitationsof systems theory to families of diverse backgrounds isconsidered as well as modifications of the approaches typicalof system models to meet the 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 variationsin substance use and abuse across groups will be considered.Prerequisite: PSD 7016.PSD 7135 PRACTICUM II 2The second-year practicum is a clinical placement wherestudents apply the knowledge and skills they have acquiredin the first year. The practicum is part of the three-quarterintegrated professional seminar sequence in which studentsdiscuss clinical and diversity issues.PSD 7141 ETHICAL AND LEGAL ISSUES INPROFESSIONAL PSYCHOLOGY 3This course focuses on the ethics and laws to which psychologistsmust adhere and their implications for a professionalpractice. We will examine contextual issues such as gender,race, and widely differing world views of therapist and clientand their implications for an ethical professional practice.Students will be introduced to methods of critically evaluatingtheir professional behavior.PSD 7146 ADVANCED GROUP PROCESS 1In this component of the second-year integrated professionalseminar, key aspects of the leader role will be examined withan emphasis on the effects of different theoretical orientationsor group models on the leader role and leadership style. Thedynamics of conflict and techniques for conflict resolutionwill be a particular area of emphasis with attention to theimpact of diversity on conflict management.PSD 7147 MULTICULTURAL PROFICIENCY INPROFESSIONAL PSYCHOLOGY 1In year two of the integrative professional seminar, the multiculturaldimension shifts toward examining and experiencinghow integral aspects of the therapeutic interchange fromdiverse cultural perspectives are actually experienced in theclinical setting. Focus will be on examining clinical treatmentinterventions with specific populations and exploring theirrelative effectiveness and the impacts on both therapist andclient.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 193

PSD 7151 RESEARCH METHODOLOGIES 3This course is designed to present an overview of basicresearch designs and methods including both qualitativeand quantitative approaches to research. Additionally thecourse covers ethics in research, issues of cultural diversityrelevant to the process of research, and an introduction to thedissertation process and methods.PSD 7160 PSYCHOPHARMACOLOGY 3A general overview of the field of psychopharmacology asit relates to the practice of psychology. Introductory lecturesreview the history and current status of pharmacologicalresearch methodology and our current understanding ofthe variables influencing drug effects (e.g., the placeboeffect), basic neurophysiology, synaptic functioning,neurotransmitters, metabolic pathways, and pharmacokinetics.The remaining lectures address the diagnosis andpharmacological treatment of several of the most commonlyencountered classes of psychiatric disorders. Throughoutthe course, clinical, theoretical, and ethical considerations ofpharmacotherapy will be discussed. Prerequisite: PSD 7016and PSD 7107.PSD 7170A–C CLINICAL NEUROPSYCHOLOGY I–III 2–3This three-quarter course provides a grounding in functionalneuroanatomy and neuropathology in the context of howthese are manifested in cognition, emotion, and behavior. Thefirst quarter emphasizes functional neuroanatomy in greaterdepth than that offered in the Biological Basis of Behaviorcourse. The second quarter explores normal variation inbrain functioning and various commonly encounteredpathological processes. Basic neuropsychological principlesand test procedures are discussed and demonstrated duringthese quarters to solidify the content areas. The third quarter,finally, focuses on the battery and process approaches toneuropsychological assessment, and the application of suchassessment in a number of clinical contexts. Experientialknowledge of the tests is encouraged by having studentsundergo their own neuropsychological assessment given bythe instructor or the T. A. Prerequisites: PSD 7107, PSD 7115,PSD 7116, and PSD 7117.PSD 7215 CONSULTATION AND EDUCATIONIN PSYCHOLOGY 3Introduces students to the consultative and educationalprocesses in psychology and their application to workwith diverse populations. Students become familiar withconsultation in both its technical and process forms andintegrate assessment, design, implementation, and evaluativephases. To this end, students learn to tailor, design,implement, and evaluate a consultation or educationalmodule including objectives, methods, activities, materials,and evaluation. Prerequisite: PSD 7016 and PSD 7253.PSD 7225 LIFESPAN DEVELOPMENT I:CHILD AND ADOLESCENT 3Covers the early years of development through adolescencewith regard to intellectual, social, moral, and personalmaturation. There is an emphasis on child and adolescentidentity development, ethnic identity development, sexualidentity development, and how teenagers learn to answer thequestion, “Who am I?” Psychosocial issues such as violence,low self-esteem, suicide, gang involvement, body image, anddrug and alcohol use will be addressed.PSD 7226 LIFESPAN DEVELOPMENT II:ADULTHOOD AND AGING 3Lifespan issues from adulthood through aging and deathare discussed in this course. Theory, clinical applications,and current research on aging are emphasized. Biological,cognitive, emotional, and social factors are considered in thecontexts of culture, ethnic identity, gender, SES, and sexualorientation.PSD 7230 MANAGEMENT AND SUPERVISION:SELF, OTHER, AND ORGANIZATION 3Aspects of the supervisory process are presented throughthe use of theoretical and case materials. Each student hasthe opportunity to participate as a supervisor in training andhave his or her work critiqued. This course also includesinformation and skills related to supervising organizations,i.e., understanding and managing multiple levels of a systemincluding one’s own private or group clinical practice.PSD 7235 PRACTICUM III 3Practicum III gives students credit for their third-year trainingplacement. To receive credit for PSD 7235, students mustmeet the terms of the placement contract, carry an adequatecaseload, and receive a satisfactory evaluation by thepracticum supervisor. In class, this component of the thirdyearintegrated professional seminar revolves around casepresentations and emphasizes the integration of theory intopractice, case formulation, and attention to issues of culture,power, and oppression. This class also prepares students fortheir clinical proficiency exam.PSD 7245 CONTEMPORARY ISSUES INPROFESSIONAL PSYCHOLOGY 1This component of the third-year IPS examines theincreasingly complex interplay of legal, ethical, social, andother concerns encountered in the practice of professionalpsychology. Issues of diversity are highlighted. Questions,concerns, and case examples from year three practicaexperiences will be explored in depth. Microanalysis of caseproblems will be a central feature of this year’s seminar asstudents fine tune their clinical skills and interests.PSD 7250 QUANTITATIVE RESEARCH: CRITICAL REVIEW 3This course is designed to provide students withknowledge of descriptive and inferential statistics includingcorrelational and group difference analysis (through onewayANOVA and post hoc analysis) with an introductionto selected multivariate techniques. Emphasis is placed onconceptual understanding and appropriate use of statisticsincluding knowledge of assumptions and limitations ofspecific techniques. Critical review of published empiricalliterature and critique of culturally appropriate analysis andinterpretation is an integral part of the course. Prerequisite:PSD 7151.PSD 7251 QUALITATIVE RESEARCH: CRITICAL REVIEW 3Responding to the program’s mission of applied, sociallyrelevant, and culturally congruent research, this course coversmajor qualitative approaches to research and data analysisand the development of critical thinking skills. Skills will beused to assess the relevance, appropriateness, and utility ofvarious methods with regard to specific research questions,populations, and social contexts. Prerequisite: PSD 7151.194 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PSD 7252 CLINICAL DISSERTATION PROPOSAL I 2This course is designed to begin the dissertation process,determine an area of interest, develop a review of theliterature, determine an appropriate research design andchoice of methodology (quantitative/qualitative), createa prospectus, and begin the process of developing adissertation committee. Prerequisite: PSD 7250 and PSD 7251.PSD 7253 CLINICAL DISSERTATION PROPOSAL II 2This course is designed to assist students in completingliterature reviews, obtain a dissertation committee, anddevelop an appropriately detailed methodology sectionfor their projects. Separate qualitative and quantitativemethodology sections are provided. Prerequisite: PSD 7252.PSD 7254 CLINICAL DISSERTATION PROPOSAL III 2This course designed to assist students in completing thedissertation proposal. Quantitative and qualitative sectionswill be offered. It is anticipated that by the end of thisquarter, students will have successfully defended theirdissertation proposals. Prerequisite: PSD 7253.PSD7300 CLINICAL DISSERTATION CLUSTER I 1–2First quarter of a two-quarter sequence. Having completedtheir clinical dissertation proposal, students now meet in asmall, faculty-led group to discuss their clinical dissertationand work toward its completion.PSD 7302 DISSERTATION COMPLETION 0–0.5Following successful oral defense of the dissertation proposal,each student enrolls in PSD 7302 until completion of thedissertation. Students work independently under the directionof their dissertation committees with assistance from researchfaculty until successful final defense of the dissertationproject. Course may be repeated for credit four times. Afterfour repetitions, students must continue to enroll in PSD 7302to completion of dissertation project. A maximum of 2 unitswill apply toward the degree program. Prerequisite: PSD 7253and PSD 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 psychologyof trauma.PSD 7330 CASE MANAGEMENT AND CLINICAL INTERVENTIONS 0–3Review of psychological states and psychopathology issuesfor culturally diverse clients through a survey of literature andcase presentations.PSD 7400 INTERNSHIP 4.5–9Students will apply for approved internship sites anywherein the country that are consistent with their individualinterests, training needs, and professional goals. Students willbuild competency in the diverse clinical skills required of aprofessional psychologist. Students are required to completeeither one full-time, yearlong internship or two-half-time,yearlong internships completed over two years’ time.PSD 7601 INTERNSHIP APPLICATION AND INTERVIEW PROCESS 0This is not a course of study but, rather, is required meetingswith the training office to inform students and answerquestions regarding the application and interview process forinternshipsPSD 7602 SUMMER FIELD PLACEMENT 0Summer field placement.PSD 7604 SUMMER INTERNSHIP PLACEMENT 0For half-time internship students who either need to finishhours or attend early orientation.PSD 7995 INDEPENDENT STUDY 1–4Allows for individual study in a special interest area notoffered as a regular course. To be arranged with consent ofinstructor and approval of the program director.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 195

ORGANIZATIONAL PSYCHOLOGY [PSO] COURSESPSO 5054 RESEARCH METHODS: QUALITATIVEAND QUANTITATIVE 3An introduction to research methods in psychology withcontent divided equally between quantitative and qualitativemethods. The course addresses how research is designedand carried out in order to study different types of humanexperience including the basic assumptions that areembedded within each different method. Covers conditions/context for collecting data (measurement, experiment,interview, field observation, participation, etc.). The mostcommonly used research methods are outlined and bothqualitative data analysis (grounded-theory coding, phenomenologicaldescription, hermeneutic interpretation) aswell as descriptive and inferential statistical analysis arecovered at the conceptual level. The purpose of the courseis to help students become critical consumers of research,to be able to read and understand published research, tounderstand the basics of qualitative and quantitative researchmethods, and to understand the mechanics of writing aresearch article (including APA style), to conduct research,and to discern the value of each application. The course alsohelps prepare students for conducting their master’s project.PSO 5234 SEMINAR IN ORGANIZATIONAL PSYCHOLOGY 1–4Special issues in the field of consulting psychology includingconflict resolution in organizations, exploring groupdynamics, and others. May be repeated for credit with achange of topic.PSO 5268 ORGANIZATIONAL PSYCHOLOGY PRACTICUM 1–4Includes placement, individual advisement, and group supervision.Practicum gives the student an opportunity to apply thetheory and methodology from the classes of PSO 5462 OrganizationalAssessment, PSO 5463 Organizational InterventionsI, PSO 5464 Organizational Interventions II, and PSO 5314Facilitating Group Decision Making. The student works asan apprentice in a real-but-limited consulting engagementworking under the direction or in collaboration with JFKUfaculty or an approved, experienced OD practitioner. Analternative practicum may be an instructor-organized,simulated classroom experience. Practicum offers directedpractice and skill development and may meet up to two ofthe three required quarters of field experience.PSO 5270 ORGANIZATIONAL PSYCHOLOGYFIELD EXPERIENCE 3–4Field placement, individual advisement, and groupsupervision for students in the Organizational PsychologyProgram. In group supervision sessions, case presentationsfrom current placement sites serve as the starting point forlecture, role play, and discussion of consultation issues.PSO 5271 SUPPLEMENTAL ORGANIZATIONALPSYCHOLOGY FIELD EXPERIENCE 1This supplemental course allows students who have notcompleted the required hours of field experience for PSO5270 during a particular quarter to complete their hours inthe following quarter. Students receive an “In Progress” gradeat the end of the incomplete quarter and receive retroactivecredit for PSO 5270 and PSO 5270 on completion of therequired work experience. Prerequisite: written consentof director and completion of at least 60 hours of fieldexperience.PSO 5314 FACILITATING GROUP DECISION MAKING 3This course considers the dynamics and functioning of taskgroups and the role of the consultant in their facilitation.Topics include phases in group development, leadershipfunction and skills, and helping groups to begin, maintainthemselves, and end.PSO 5360 PRINCIPLES OF CONFLICT MANAGEMENT 3Explores the theory and practice of conflict management.Students learn how conflicts originate and evolve and howto resolve interpersonal conflicts. Theory, lecture, andsimulations provide students with practical and strategic skillsand a greater understanding of anger, power, and ways ofworking through impasse.PSO 5361 PRINCIPLES OF MEDIATION 3Building on the student’s understanding of the dynamics ofconflict, this class provides a comprehensive introductionto mediation theory and practice. Students are exposedto different models of mediation (facilitative, evaluative,and transformative) as are used to deal with organizationalconflict within different settings (internal, agency, and court).Role plays are used extensively to provide a safe learningenvironment.PSO 5362 CONFLICT MANAGEMENT AND CULTURAL SENSITIVITY 3Enhances the student’s knowledge and awareness of the rolethat cultural and lifestyle differences play in conflict. Studentsalso learn how to effectively address issues of diversity inconflict management.PSO 5363 GROUP PROCESS IN ORGANIZATIONS 3An examination of concepts, principles, and necessaryactivities of effective work groups. Topics are consideredwithin the context of developmental stages: joining;identifying, and making use of differences; identifying andresolving conflict; building trust, cohesion, and inter-memberrelationships; structuring a group to increase collaborativeeffort, results-based performance, and effective decisionmaking; and closing down the work. This course identifiesstage-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 tothe Coaching Certificate program, policies, and advisementprocedures.PSO 5412 INTRODUCTION TO COACHING 1An overview of the field and the four models of coachingused in the field. Reviews professional coachingcompetencies as taught in the Coaching Certificate program.Provides opportunities to assess one’s coaching skill inpractice. Examines the appropriate application of coaching ascontrasted to counseling and consulting.196 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PSO 5414 STARTING A COACHING PRACTICE 1Focuses on techniques for marketing a coaching practice.Subjects include attracting and enrolling clients, developingmarketing and collateral materials, creating alliances withother professionals, speaking persuasively about yourcoaching practice as well as setting fees and billing forservices.PSO 5423 CRAFTING THE COACHING RELATIONSHIP 2Focuses on meeting professional standards including understandingthe distinctions between coaching and otherrelated professions, setting up the coach/client relationship,establishing trust and intimacy with the client, and developinga coaching presence. Students discuss and practice waysto create and maintain the coaching relationship basedon understanding diversity, mutual respect, and trust andestablished ethical guidelines including confidentiality.PSO 5424 COACHING PRACTICUM A 1During practicum, students will practice coachingtechniques taking into consideration issues of power, trust,confidentiality, boundaries, and setting an appropriate arenafor the coaching relationship. Students will practice the coactivecoaching model in their coaching. Co-requisite: PSO5423.PSO 5425 COMMUNICATING IN COACHING 2During this course, students will practice communicationskills for effective coaching. Active listening includeshearing the client’s concerns and goals, paraphrasing, andaccepting expression of feelings and perceptions. The skillof powerful questioning opens the client’s perspective tochallenge self-limiting assumptions and hidden talents. Directcommunication is the ability to communicate effectivelyunderstanding 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, developingan effective coaching plan, setting and achieving agreed-onresults, 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 inthe-momentcoaching model. Co-requisite: PSO 5427.PSO 5430 PARADIGMS OF COACHING 2Explores methods of coaching from the conceptual levelof paradigms or world views. Most coaching is taughtfrom a single perspective and from the conceptual level oftechnique and practice. By comparing and understandingparadigms, coaches have more flexibility to select appropriateinterventions to meet the client’s needs. Students reviewall coaching models in the program and decide on theirsignature presence in coaching.PSO 5432 LEADERSHIP DEVELOPMENT 3Examines models of leadership development includingcoaching, mentoring, training, succession planning, and360° feedback. Considers the relationship of characterdevelopment, leadership, and ethical organizationalresponsibility.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 throughcase studies and coaching demonstrations. They assess,together with their professors, the quality of their coaching,their ability to demonstrate the quality of critical reflection,and self-development as coaches. Prerequisite: PSO 5427.Co-requisite: PSO 5434.PSO 5437 COACHING COMPETENCY SUPPLEMENT 1Provides one-on-one supplemental advisement towarddeveloping skills required for the coaching competencycourse including: case studies, self-development plans, andcoaching observation. Prerequisite: PSO 5435.PSO 5440 PARADIGMS OF CONSCIOUSNESS 3Examines the nature and structure of paradigms andparadigm shifts in scientific, psychological, social, andmetaphysical thinking. Emphasizes living systems theory andthe philosophy of holism as they relate to ecology, health,creativity, and conflict resolution.PSO 5441 INTEGRAL PSYCHOLOGY A 3This course examines different integral and transpersonal psychologiesand philosophies including those of Sri Aurobindo,Ken Wilber, C. G. Jung, Roberto Assagioli, and A. H. Almaas.Topics include feminist perspectives, the relationship ofSelf/self, and the potential of integral psychology to deepenour understanding of and help bring about personal psychospiritualdevelopment as well as social and global change.PSO 5444 BASICS OF RESUME WRITING 1This course is cross-listed with CDV 5085. This courseexplores resume writing from the career counselor’sperspective. Topics include styles of resumes (e.g.,chronological, functional, and combination), necessary/unnecessary information, aesthetics, language usage, anddivision of labor between counselor and client.PSO 5445 ORGANIZATIONAL APPROACHES TOCAREER DEVELOPMENT 3This course is cross-listed with CDV 5190. Examineshow corporations use career development services andinterventions as motivational and retention tools and hownot-for-profit organizations help their clients to be moresuccessful and satisfied in their work lives. Guest speakersoffer real-time examples to show how career developmentimproves the alignment between individuals and workplaces.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 197

PSO 5446 CAREER PLANNING RESOURCES 2This course is cross-listed with CDV 5045. An overview andhands-on utilization of the resources necessary to researchand conduct a job search. Learn how to utilize relevantinformation in the career decision-making process. Topicsinclude career information systems, networking, informationalinterviewing, and career center resources.PSO 5453 ORGANIZATIONAL CONFLICT MANAGEMENT 3Effective conflict management strategies within organizationsemerge through a continuous improvement processacknowledging the existence of the conflict-managementsystem. Students are introduced to systems thinking and itsrelationship to conflict management, methods for conductinga needs assessment, designing organizational interventions,implementing a conflict-management program, and evaluatinga conflict-management system.PSO 5460 ORGANIZATIONAL CULTURES, MYTHS, AND VALUES 3Teaches students how to understand organizations and theircultures, analyze an organization’s present position andenvision its future, and assess its underlying assumptionsand beliefs. Specific organizations and situations are used ascourse material.PSO 5461 ORGANIZATIONAL DYNAMICS 3This course introduces the theoretical foundations of organizationalpsychology and organization behavior as underpinningthe practice of organization development. We will cover thehistory and practice of OD and the process of change inthe action-research model. We will study the phases of thatmodel with special 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.The primary purpose of this course is to help learnersexamine and apply organizational diagnostic skills (concepts,behaviors, methods, and tools) in their change-managementinterventions. Students will apply these skills in a clientorganization in real time.PSO 5463 ORGANIZATIONAL INTERVENTIONS I 3This course introduces and provides an overview of twocategories of interventions—human process interventions,which includes interpersonal, group process as well as largegroup and organization processes, and techno-structuralinterventions, which includes restructuring, employeeinvolvement, and work-design approaches. We will build onthe prerequisite course PSO 5461 Organization Dynamicswhich introduces the process of change and consultingwith major emphasis on the application of theory to ODpractice through analysis and assessment. In this course,using analysis and assessment, we will discuss appropriateinterventions and the theoretical underpinning for theirapplication.PSO 5464 ORGANIZATIONAL INTERVENTIONS II 3This course introduces and provides an overview of thefinal two categories of interventions—human resourcemanagement interventions, which includes performancemanagement, career development, and diversity, and strategicinterventions, which includes strategic change, transformation,organization learning, and cultural change. We will build onthe prerequisite course PSO 5461 Organization Dynamicswhich introduces the process of change and consulting withmajor emphasis on the application of theory to OD practicethrough analysis and assessment. The approach in this courseis similar to PSO 5463 in using analysis and assessmentto discuss appropriate interventions and the theoreticalunderpinning for their application.PSO 5465 PERSONAL POWER AND LEADERSHIP 3Mastering one’s personal power and understanding the keysto effective leadership. Organizations seek leaders whosebehavior inspires confidence, evokes loyalty, and usesresources effectively. This course recognizes the need fortoday’s leader/manager to “know thyself” and focuses onstudents’ awareness of how they use and limit their personalpower in various situations. Also explores the aspects of “self”that must be developed in order to enhance effectiveness.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, thecourse aims to refine one’s understanding of the starting pointof all effective organizational participation and consultation,namely, the self. It provides tools for clarifying one’s sense ofpurpose, appreciating the value of feedback, recognizing andowning one’s biases, managing stress, and other key elementsof a consulting practice. Focus varies with instructor andstudent interest.PSO 5470 VISIONARY LEADERSHIP 3Great leaders exhibit multiple competencies. In particular,they create a vision that elucidates an underlying purpose andpoints the way to others. This course examines the theoreticaland practical components of exemplary leadership.PSO 5472 STRATEGIES FOR COMMUNICATIONAND TEAM BUILDING 3Examines interpersonal communication from analytical,critical, and practical perspectives. The focus ison understanding the subtleties of interpersonalcommunication—including interaction patterns, word bias,values, nonverbal behavior, tone, and personal perceptions—in order to build skills including team development, teamgrowth, and maintenance, and the role of leadership in selfmanagedteams.PSO 5475 PRINCIPLES OF ORGANIZATIONAL CONSULTING 3Designed to help the student understand the nature oforganizational consulting and the differences between internaland external consulting. Coursework integrates managerial,psychological, and transformational methodologies. Studentsalso study the different phases of organizational consultingand learn how to achieve their respective 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, and quality.198 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PSO 5620 CROSS-CULTURAL AWARENESS 3Designed to enhance students’ awareness and appreciationof their own cultural identity and to increase sensitivity tocultural variables that may affect assessment, treatment, andoutcome in the therapeutic relationship. Exposure to specificpractical elements in cross-cultural counseling.PSO 5995 INDEPENDENT STUDY IN PSYCHOLOGY 1–6This course allows for individual study in a special interestarea not offered as a regular course. To be arranged withconsent of instructor and approval of the program director.May be repeated for credit with a change of topic.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 underthe supervision of a faculty advisor. Research begins at leasttwo quarters before anticipated graduation. A maximum of 6units may be applied to the degree. Prerequisite: PSO 5996and completed project 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.PSO 5996 MASTER’S PROJECT PROPOSAL 3Students develop a proposal for a master’s project and learnto synthesize prior professional work or study in pursuit ofa specific area of research or application. Prerequisite: PSO5054 or consent of instructor.SPORT PSYCHOLOGY [PSP] COURSESPSP 5054 RESEARCH METHODS:QUALITATIVE AND QUANTITATIVE 3An introduction to research methods in psychology withcontent divided equally between quantitative and qualitativemethods. The course addresses how research is designedand carried out in order to study different types of humanexperience including the basic assumptions that areembedded within each different method. Covers conditions/context for collecting data (measurement, experiment,interview, field observation, participation, etc.). The mostcommonly used research methods are outlined and bothqualitative data analysis (grounded-theory coding, phenomenologicaldescription, hermeneutic interpretation) aswell as descriptive and inferential statistical analysis arecovered at the conceptual level. The purpose of the courseis to help students become critical consumers of research,to be able to read and understand published research, tounderstand the basics of qualitative and quantitative researchmethods, and to understand the mechanics of writing aresearch article (including APA style), conduct research and todiscern the value of each application. Also, the course helpsprepare students for conducting their master’s project.PSP 5179 BASIC ADDICTION STUDIES 3Basic information about alcohol and drug abuse (e.g.,cocaine, prescription drugs, steroids, marijuana, andheroin) and the impact of substance abuse on the user andtheir environment. Topics include family systems, familyintervention, children of chemically dependent parents, andother aspects of addiction.PSP 5280 SPORT PSYCHOLOGY SUPERVISED FIELD EXPERIENCE 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-onemeetings, discussions, case presentations, and role playingand covers ethical issues. Provides students with a supportiveenvironment for discussion and for exploring issues whichpertain to their fieldwork experience.PSP 5620 CROSS-CULTURAL AWARENESS 3Designed to enhance students’ awareness and appreciationof their own cultural identity and to increase sensitivity tocultural variables that may affect assessment, treatment, andoutcome in the therapeutic relationship. Exposure to specific,practical elements in cross-cultural counseling.PSP 5800 SPORT PSYCHOLOGY 3–4An exploration of current research in sport psychology andits applications including dynamics of sport participation inindividual, group, and team situations.PSP 5801 SUPPLEMENTAL SUPERVISED FIELD PLACEMENT 0As in field experience, the field-placement aspect requiresstudents to intern at a site working with athletes andapplying skills learned in the classroom. Individual andgroup supervision involves one-on-one meetings, discussions,case presentations, role playing, and ethical issues. Providesstudents with a supportive environment for discussion and forexploring issues which pertain to their fieldwork experience.PSP 5803 ETHICS IN SPORT PSYCHOLOGY 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 5804 ASSESSMENT STRATEGIES 1Examines a variety of assessment methods used to gaininformation from athletes, coaches, or teams utilizing sportpsychology professionals. Topics to be covered include therole of assessment in the initial stages of work with athletes,methods of informal assessment, sport-specific assessmenttools, issues of reliability and validity with instruments,and the ethical use of measures in the practice of sportpsychology.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 199

PSP 5805 PSYCHOPATHOLOGY ASSESSMENT 3Addresses psychological disorders from a clinical standpointwhile emphasizing their relation to consulting with teams,athletes, and the field of sport psychology. Students gain aworking knowledge of psychopathology in order to identifycases requiring referral.PSP 5807 GROUP PROCESS FOR CONSULTANTS 3Theory and practical application of group process. Studentswill learn different styles and effective techniques of groupfacilitation. They will also gain an understanding of groupdynamics and the relationship between sport activities andone’s psychological processes.PSP 5808 INTRODUCTION TO SPORT PSYCHOLOGY 1This course provides a general overview of theory andresearch in sport psychology. Professional issues in thefield are addressed, and students are introduced to sportpsychology techniques used by consultants.PSP 5809 INTRODUCTION TO SPORT MANAGEMENT 2This course will provide an overview of the sportmanagement industry and its various models. Anunderstanding of intercollegiate and professional athletics willbe covered as well as information on the current and futurechallenges of the field of sport management.PSP 5810 SPORT AND SOCIETY 2Examines the role of sport in society and the interplaybetween the two. Includes such aspects as cultural andgender issues, effect of sport on development of youth, andthe potential of sport as a vehicle for social change.PSP 5811 COUNSELING SKILLS I 3Introduction to basic counseling skills and techniques relevantto sport psychology consulting in a safe and supervisedenvironment. Included are tools for building rapport,empathy, listening and life-development skills, treatmentversus consulting, ethics, closure, and termination. Studentswill also develop skills in presenting sport psychologyintervention material.PSP 5812 COUNSELING SKILLS II 3This course goes into more depth in scope of practice,ethics, dual relationships, and the referral process for sportpsychology consultants. Students acquire consulting role-playand vignette experience, explore how a consultant workswith the dynamics of team and group issues, and examinein-depth sport psychology cases for individuals and teams.Prerequisite: PSP 5811.PSP 5815 OPTIMAL SPORT PERFORMANCE A 3Theory and practice of optimal performance are explored inthe realm of sport behavior. Includes motivation theory, stressmanagement, visualization, and mental rehearsal.PSP 5816 OPTIMAL SPORT PERFORMANCE B 3Focus is on individual and team consultation. Features roleplay, case study, and videotaping. Coursework includesintroduction to external field placement opportunities. Secondhalf of a two-quarter sequence with PSP 5815. Prerequisite:PSP 5815 (with same instructor or consent).PSP 5817 PERFORMANCE ENHANCEMENT 3This advanced optimal-performance course emphasizes sportpsychology skill development and addresses different stylesof consulting. Students will be challenged by case studies andwill role-play actual consulting scenarios in which they candevelop and refine their own consulting style with feedbackfrom their peers. Prerequisite: PSP 5816.PSP 5820 PSYCHOLOGY OF COACHING 2Different philosophies of coaching with a range of athletepopulations. Applied psychology provides the foundationto study communication, interpersonal dynamics, decisionmakingand authority, group cohesion, and athletemotivation.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 TEAM BUILDING AND COMMUNICATION 2Theory and practice application of team building andcommunication. Different styles and effective techniques ofgroup facilitation will be taught. The students will gain anunderstanding of group and team dynamics.PSP 5826 SPORT PSYCHOLOGY APPROACHES TO CHILD,ADOLESCENT, AND FAMILY COUNSELING 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 andcompetitive behavior, role of coaches, group interaction and asystems view of sport teams. May be applied toward PSY/PSJ5309 for Sport Psychology 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 ofdoing business in the sporting realm will be a focus of thisclass as well as the practical implications of this aspect ofsport management.PSP 5828 EVENT MANAGEMENT 3This course will explore the logistics, management,and planning of a sporting event. Fan experience andexpectations will be covered as well as attracting sportingevents to a particular city.PSP 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, andgroup problem solving will also be addressed.PSP 5830 SPORT MARKETING 3The course will provide information on marketing principles,promotion, sponsorship, and ticketing. Basic principles ofpublic and media relations and how they relate to sportwill also be covered. The role of public relations personneland how it pertains to the handling of the media will bediscussed.200 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PSP 5831 SPORT LAW 2This course will focus on the legal and business aspects ofthe professional sports industry. Specifically, the ways inwhich contract, labor, tort, and antitrust law influence, impact,and direct the development of relationships between leagues,teams, athletes, agents, television, Internet, advertisers, andfans. There will also be a critical analysis of professionalsports leagues, standard player contracts, collective-bargainingagreements, and player-endorsement agreements.PSP 5832 SPORT MEDICINE AND THE PSYCHOLOGY OF INJURY 3Introduces students to the physical aspects of sport medicinewhereby they will gain the basic knowledge of the bodynecessary to work with an injured athlete and to relate to theanatomy of an injury. Includes on-site experience at a sportmedicine clinic. The psychology of injury phase of the courseteaches students how to work with an injured athlete usingmental training strategies for rehabilitation.PSP 5833 KINESIOLOGY 4This course introduces students to each of the majorbiophysical sub-disciplines of kinesiology—anatomy,biomechanics, exercise physiology, motor control, and sportand exercise psychology. Includes an integrated study ofhuman movement and applies this knowledge to humanperformance and physical activity across the lifespan.PSP 5834 MOTOR LEARNING AND PERFORMANCE 4This course will teach students how to apply the principlesof motor learning and performance in a variety of real-worldsituations. Students will learn to identify solutions that addressmany of the issues and obstacles encountered when teachingand learning motor skills.PSP 5835 EXERCISE PSYCHOLOGY 4This course examines the psychological antecedents andconsequences of physical activity relationships. Includes themental health benefits of exercise as well as motivationalfactors involved in exercising and the many variables thatinfluence exercise behavior, e.g., stress, emotional states,anxiety, and depression.PSP 5836 SPORT AND EXERCISE NUTRITION 2This course will describe the basic physiology of themajor systems, describe the food sources of macro- andmicronutrients, and discuss sports nutrition supplements.Body weight, diet, and energy balance will also be addressed.Students will learn the nuances of how nutrition affects sportperformance as well as the physical changes that take placein our bodies during exercise.PSP 5837 MENTAL SKILLS TRAINING 4This course will allow students the opportunity to improvetheir sport psychology techniques by way of presentingtechniques and to develop a strong theoretical and appliedbase for teaching the performance enhancement techniques.PSP 5840 THEORY AND PRACTICE OF SPORTCAMPS AND CAMP PROCESS 3Theory and practice of designing, organizing, and conductingsport camps. Various models are explored, contrasted, andevaluated. Required prior to doing a field placement at JFKUniversity’s sport camp. Prerequisite: consent of instructor.PSP 5845 DEVELOPING A CONSULTING PRACTICE 3This course presents the basic marketing skills for the field ofsport psychology consultation. Students will learn to write anaction plan for marketing their services as a consultant andstrategies for building a client base. Other areas of focus willbe networking, program development and contracts.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 berepeated for 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.Class time is devoted to discussing what they observed in thefield and preparing to implement what they have learned infuture applied settings.PSP 5860 GROUP SUPERVISION 2Group Supervision involves students who are concurrentlytaking PSP 5855 Sport Psychology Practicum. Through groupand individual presentations, discussions, and role playing,students experience a supportive environment for exploringethical and other issues relating to their practicum experience.PSP 5995 INDEPENDENT STUDY IN PSYCHOLOGY 1–6Allows for individual study in a special interest area notoffered as a regular course. To be arranged with consent ofinstructor and approval of the dean. May be repeated forcredit with a change of topic.PSP 5996 MASTER’S PROJECT PROPOSAL 3Students develop a proposal for a master’s project and learnto synthesize prior professional work or study in pursuit of aspecific area of research or application. Prerequisite: PSP 5054or consent of 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 of6 units may be applied to the degree. Prerequisite: PSP 5996and completed project contract.PSP 5998 SUPPLEMENTAL PROJECT ASSISTANCE 1–6Supplemental assistance addressing individual student needsin completing the master’s project. Students consult withrelevant faculty to recruit a supplemental advisor.COMPREHENSIVE EXAMINATIONSPSP 9090 MA WRITTEN EXAM 0Comprehensive written examination covering material ofPhase I, to be taken at the end of Phase I. Further guidelinesare available in the GSPP office.PSP 9091 MA ORAL EXAM 0Comprehensive oral examination covering material in allphases of the program to be taken in the student’s lastquarter. Further guidelines are available in the GSPP office.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 201

COUNSELING PSYCHOLOGY [PSY] AND [PSJ] COURSESCourses with a PSJ prefix are offered on the Campbell campus;all others are offered on the Pleasant Hill campus.PSY/PSJ 5054 RESEARCH METHODS:QUALITATIVE AND QUANTITATIVE 3An introduction to research methods in psychology withcontent divided equally between quantitative and qualitativemethods. The course addresses how research is designedand carried out in order to study different types of humanexperience including the basic assumptions that areembedded within each different method. Covers conditions/context for collecting data (measurement, experiment,interview, field observation, participation, etc.). The mostcommonly used research methods are outlined and bothqualitative data analysis (grounded-theory coding, phenomenologicaldescription, hermeneutic interpretation) aswell as descriptive and inferential statistical analysis arecovered at the conceptual level. The purpose of the courseis to help students become critical consumers of research,to be able to read and understand published research, tounderstand the basics of qualitative and quantitative researchmethods, and to understand the mechanics of writing aresearch article (including APA style), conduct research, anddiscern the value of each application. Also the course helpsprepare students for conducting their master’s project.PSY/PSJ 5115 THEORIES OF THERAPEUTIC PROCESS 3Major theoretical approaches to therapy and personal growth.Current models drawn from psychodynamic, existentialhumanistic,cognitive-behavioral, and interactive/systemsviewpoints. Prerequisite: PYC/PYJ 3200.PSY/PSJ 5120 SPECIFIC THEORIES OF CHANGE 2This course is for students who began the program beforefall quarter 2005. Students who began the program in fall2005 or later should take PSY/PSJ 5120C, PSY/PSJ 5120F,PSY/PSJ 5120G, and PSY/PSJ 5120I instead. Explores aspecific theoretical approach to psychotherapy selected fromsuch schools of thought as psychodynamic-psychoanalytic,behavioral-cognitive, humanistic-existential. May be repeatedfor credit with a change of topic. Prerequisite: Completion ofPhase I courses.PSY/PSJ 5120C SPECIFIC THEORIES OF CHANGE: CHILD THERAPY 3Explores a specific theoretical approach to psychotherapywith children selected from such schools of thought aspsychodynamic, attachment, cognitive-behavioral, andhumanistic-existential. This course may be repeated for creditwith a change of topic.PSY/PSJ 5120F SPECIFIC THEORIES OF CHANGE: FAMILY THERAPY 3Explores a specific theoretical approach to psychotherapywith families and other systems selected from such schoolsof thought as structural, strategic, object-relational, andpostmodern. This course may be repeated for credit with achange of topic.PSY/PSJ 5120G SPECIFIC THEORIES OF CHANGE: GROUP THERAPY 3Explores a specific theoretical approach to psychotherapywith groups selected from such schools of thought aspsychodynamic-object-relational, cognitive-behavioral, andhumanistic-existential. This course may be repeated for creditwith a change of topic.PSY/PSJ 5120I SPECIFIC THEORIES OF CHANGE:INDIVIDUAL THERAPY 3Explores a specific theoretical approach to psychotherapywith individuals selected from such schools of thought aspsychodynamic-psychoanalytic, cognitive-behavioral, andhumanistic-existential. This course may be repeated for creditwith a change of topic.PSY/PSJ 5121 THEORY AND PRACTICE INTEGRATION 1This course is for students who began the program before fallquarter 2005. Students who began the program in fall 2005or later should take PSY/PSJ 5120C, PSY/PSJ 5120F, PSY/PSJ5120G, and PSY/PSJ 5120I instead. This one-unit, specialtopics course is part of a three-unit requirement connectinga theoretical framework with a practice of psychotherapy.Taken while the student is in field placement working withreal clients, preparing real treatment plans.PSY/PSJ 5142 ADVANCED FAMILY THERAPY 3Considers the evaluation of individuals and families and theformulation of treatment goals and treatment plans. Includesthe psychodynamic and interactive approaches to brieftherapy and the systems and structural approaches to familytherapy. Couple and family students only. Fulfills 3 units ofPSY/PSJ 5120F for couple and family students.PSY/PSJ 5143 USE OF SELF AS FAMILY THERAPIST 3Focuses on psychotherapeutic treatment strategies for clientswith particular character styles (e.g., hysteric, obsessive,borderline narcissistic). Course concentrates on the “how” ofdoing therapy with such clients. Couple and family studentsonly. Fulfills 3 units of PSY/PSJ 5309 for couple and familystudents.PSY/PSJ 5144 ADVANCED COUPLE THERAPY 3Recurring issues in the life of a family. This course coversdevelopmental theory, critical incidents, problem assessment,and family therapy treatment approaches. Couple and familystudents only.PSY/PSJ 5145 ADVANCED TREATMENT ISSUESIN FAMILY THERAPY 1–3Advanced topics and issues concerning specific approaches tofamily therapy. Designed to help students learn and practiceways of working with specific issues presented by families intreatment. May be repeated for credit with a change in topic.Couple and family students only. Fulfills PSY/PSJ 5140F forcouple and family students.PSY/PSJ 5154 COUPLE THERAPY 3Covers psychodynamic family-of-origin, behavior systems,and social-psychological approaches to couple therapy.Resistance, marital burnout, sexual jealousy, and workingwith alcoholic couples are addressed.PSY/PSJ/PSE 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 as202 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

first-order approaches (cybernetic, structuralist, functional),and postmodern approaches (second-order cybernetic orconstructionist). Assessment and treatment planning fromthese specific individual lenses are reviewed.PSY/PSJ 5167 BRIEF THERAPY 3Examines the theories and methods of time-limited verbaltherapy from both systemic and individual psychotherapyperspectives. Topics include client selection, goal formulation,resistance, and confrontation. The principles, practices, andexpectations of managed health care are also explored.Prerequisite: Phase I courses.PSY/PSJ/PSE 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 coursewill take an integrated view of addiction using the genetic,psychological, and behavioral components. Topics willinclude the medical aspects of addiction, family systems, cooccurringdisorder, assessment, and treatment planning.PSY 5181 POSITIVE CONFRONTATION IN THE TREATMENTOF ADDICTION 3This course is designed to provide non-confrontationalmethods of dealing with the denial of addiction to includeinterviewing, assessment, and intervention for the purposeof reducing resistance for the client. Coursework will includedeveloping healthy boundaries and limit setting. Assessmentand treatment planning will be focused on in depth.PSY 5182 GROUP APPROACHES IN THETREATMENT OF ADDICTION 3Examines group approaches to facilitating interpersonalcommunication and dealing with denial and resistance.Includes techniques for the presentation of educationalmaterials to groups. Fulfills PSY/PSJ 5120G for AddictionStudies specialization students. Prerequisite: PSY/PSJ 5179.PSY/PSJ 5184 FAMILY APPROACHES IN THETREATMENT OF ADDICTION 3Effective group leadership styles with chemically dependentindividuals, application of family techniques during eachphase of treatment with alcoholics, and structural familytherapy with families in long-term recovery treatment.Prerequisite: PSY/PSJ 5179. Fulfills 3 units of PSY/PSJ 5309 forAddiction Studies specialization students.PSY 5190 SEMINAR IN ADDICTION STUDIES 1–3Special topics and problem areas in the field of addictionstudies. Topics include adolescent substance abuse, relapseprevention, women and addiction, dual diagnosis andothers. May be repeated for credit with a change of topic.Prerequisite: PSY/PSJ 5179.PSY/PSJ/PSE 5230 CLINICAL SKILLS TRAINING A:SELF AS CLINICIAN 3Focuses on the role of the therapist regarding expectations,values, motivation, and attitudes. Students examine how theirown history and personality makeup may have influencedtheir decision to enter the field of counseling psychology.Includes the opportunity to explore self on a personal andinterpersonal dynamic; theoretical and experiential learning inbasic communication and counseling skills.PSY/PSJ 5231 CLINICAL SKILLS TRAINING B:THERAPEUTIC TECHNIQUES 3Training in basic counseling skills including first sessions,developing the therapeutic alliance, listening and observingon individual and systems levels, recognizing therapeuticthemes and metaphors, tracking, focusing, reflecting,mirroring, and deepening. Basic skills in recognizing processvs. content, underlying or unconscious meanings, transferenceand counter-transference, and the therapist’s relationship tothe system in family and couples work are addressed as wellas suicide assessment and the basic mental status exam. Thiscourse is the first in the two-quarter sequence with PSY/PSJ5232. Prerequisites: PSY/PSJ 5115, PSY/PSJ 5230.PSY/PSJ 5232 CLINICAL SKILLS TRAINING C:ISSUES IN TREATMENT 3Further refinement of assessment, diagnostic, and counselingskills and understanding technical aspects of doing therapyincluding integration of theory and practice, treatmentplanning, crisis intervention, and clinical supervision. Studentsare individually supervised and specifically directed inunderstanding their own biases and frames of reference asthey apply to working with clients. Includes issues involvingethnicity, gender, sexual orientation, and class. Courseworkincludes an introduction to a JFK University CommunityCounseling Center and external field placement opportunities.This course is the second in the two-quarter sequencewith PSY/PSJ 5231. Prerequisites: PSY/PSJ 5231 (with sameinstructor or consent of program chair) and PSY/PSJ 5403.PSY/PSJ 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, processrecording, and journal writing. Prerequisites: PSY/PSJ 5232and consent of advisor.PSY/PSJ/PSE 5238 SUPPLEMENTAL FIELDWORKEXPERIENCE MONITORING 1–2Outside placement in a field placement setting that offersclinical training. Placement must meet BBS requirementsfor hours of experience toward licensure. Consent of FieldPlacement director, Specialization director, or School-BasedProgram coordinator is required. Prerequisite: Completion ofPhase I.PSY/PSJ 5249–54 SUPERVISED EXTERNALFIELD EXPERIENCE A–F 4/4/4/3/3/3Outside placement in professional and field settings that offerclinical training experiences. Includes one hour of individualsupervision and at least two hours of group supervisionper week. Prerequisite: Completion of Phase I and writtenconsent of field placement coordinator.PSY/PSJ/PSE 5260–65 SUPERVISED INTERNALFIELD EXPERIENCE A–F 4/4/4/4/4/4Field experience at the JFK University Community CounselingCenter in Pleasant Hill or Sunnyvale with individuals, couples,families, and groups. Prerequisite: Completion of Phase I andwritten consent of community counseling center director.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 203

PSY/PSE 5266 SUPPLEMENTAL SUPERVISEDINTERNAL FIELD EXPERIENCE 0–4Outside placement in professional and field settings thatoffer clinical training experiences. Prerequisite: Completionof Phase I and the written consent of School-Based ProgramCoordinator required.PSY/PSJ 5302 SAND TRAY AND SANDPLAY THERAPY 2This course provides an in-depth foundation in the theoryand practice of sandplay therapy. Using lecture, videos, andslides, students will gain a cognitive understanding of thetheoretical concepts of sandplay; learn about the practicalaspects of using sandplay with clients; and, through viewingslide presentations of clinical material, students will gain anunderstanding of the sandplay process. Two complete casepresentations will be shown.PSY/PSJ 5303 CHILD AND ADOLESCENT THERAPY:ASSESSMENT AND TREATMENT A 3This course provides an introduction to the theory andpractice of child and adolescent treatment. Topics includedevelopmental theories, temperament, developmental stages,childhood disorders, and diagnosis. This course is the first inthe two-quarter sequence with PSY/PSJ 5304. Prerequisite:PYC 3100, PSY 5403, and PSY 5115.PSY/PSJ 5304 CHILD AND ADOLESCENTTHERAPY: 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 secondin the two-quarter sequence with PSY/PSJ 5303. Prerequisite:PSY 5303 (with the same instructor or instructor consent).PSY/PSJ 5306 ADVANCED CHILD THERAPY 3Theory and practical approaches to clinical work withchildren and their families. Topics include play-therapytheories, therapeutic process, verbal and nonverbaltechniques, toys and materials, and parent involvement. Thiscourse fulfills PSY/PSJ 5120C. Prerequisite: PSY/PSJ 5304.PSY/PSJ 5307 ADVANCED ADOLESCENT THERAPY 3Theory and practical approaches to clinical work withadolescents and their families. Topics include refinement ofinterviewing skills, diagnosis and assessment, therapeuticprocess and special issues (e.g., adolescent substance abuseand adolescent sexuality). Prerequisite: PSY/PSJ 5304.PSY/PSJ 5309 SEMINAR IN CHILD, ADOLESCENT,AND FAMILY COUNSELING 1–3Special topics, current issues, and problem areas pertainingto the field of family therapy. Includes such topics as childand adolescent psychopathology, parent consultation skills,narrative therapy, and women in midlife. May be repeated forcredit with a change of topic. Prerequisite: PSY/PSJ 5304.PSY/PSJ 5403–04 DIAGNOSIS AND ASSESSMENTOF PSYCHOPATHOLOGY A–B 3/2A two-quarter sequence that examines notions of normalcyand pathology from differing theoretical perspectives.Explains the history, development, and use of the DSM-IV-TRand issues of treatment from individual, familial, and systemicperspectives. Prerequisites: PYC 3100 and PYC 3200.PSY/PSJ 5405 PSYCHOLOGICAL TESTING 3An overview of tests utilized and interpreted in the practice ofmarriage and family therapy with the goal that students learnto develop referral questions and to review psychologicalreports conducted by other professionals. Projective tests(Rorschach, TAT), objective tests (Millon, MMPI), andbehavioral rating scales (Hamilton, Connors) will be coveredwith the emphasis on managing and assessing client outcome.Introduces the principles of intellectual and cognitiveassessment so that learning disability diagnosis can bediscussed. Ethical and legal issues involved in psychologicaltesting including the influences of gender, cultural, andsocioeconomic context are included.PSY/PSJ 5406 PSYCHOPHARMACOLOGY 3Provides a comprehensive overview of psychotropicmedication options utilized to treat mental disorders includingbiochemical makeup, function, and possible side effects.Students will be exposed to the basic physiology andfunction of the brain as it relates to the use of psychotropicmedications and some basic psychological dysfunctions,e.g., mood disorders, ADHD, ADD, OCD, intermittentexplosive disorder, and psychotic disorders. Also examinesthe increased collaboration among mental health and medicalpractitioners as psychopharmacological interventions becomemore common in client populations served by MFTs.PSY/PSJ 5620 CROSS-CULTURAL AWARENESS 3Designed to enhance students’ awareness and appreciationof their own cultural identity and to increase sensitivity tocultural variables that may affect assessment, treatment, andoutcome in the therapeutic relationship. Exposure to specificpractical elements in cross-cultural counseling. Prerequisite:PSY/PSJ 9001.PSY/PSJ 5635 ETHICS AND THE LAW 3Examines legal and ethical issues related to the professionalpractice of psychotherapy and counseling, focusing on thefield of marriage and family theory. Includes therapeutic,clinical, and practical considerations; legal trends; practitionervalues; sense of self; and professional behavior. Prerequisite:PSY/PSJ 5231.PSY/PSJ 5740 THEORY AND PRACTICE OF EXPRESSIVE ARTS CAMPS 3Theory and practice of developing an expressive artslaboratory for children. Child development and thepsychology of creativity are covered as well as the logistics ofplanning and implementing a camp experience. Emphasizesskill development in group facilitation and conflict resolution.Required prior to field placement at JFK University’sexpressive arts camp. Prerequisite: consent of instructor.PSY/PSJ 5760 EXPRESSIVE ARTS THERAPY: THE CREATIVE PROCESS 3Historical and theoretical overview and the therapeutic useof the creative process. Includes experiential exposure to avariety of visual, movement, and other arts modalities andmedia.PSY/PSJ 5770 GROUP PROCESS AND EXPRESSIVE ARTS THERAPY 3Participation in and study of group dynamics through the useof expressive arts. Modalities such as movement/dance, visualarts, music, and drama are used to facilitate and examine thegroup process. This course fulfills PSY/PSJ 5120G.204 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGYJOHN F. KENNEDY UNIVERSITY

PSY/PSJ 5995 INDEPENDENT STUDY IN PSYCHOLOGY 1–6Allows for individual study in a special interest area notoffered as a regular course. To be arranged with consent ofinstructor and approval of the dean. May be repeated forcredit with a change of topic.PSY/PSJ 5996 MASTER’S PROJECT PROPOSAL 3Students develop a proposal for a master’s project and learnto synthesize prior professional work or study in pursuit of aspecific area of research or application. Prerequisites: PSY/PSJ5053 and consent of instructor.PSY/PSJ 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 6units may be applied to the degree. Prerequisite: PSY/PSJ5996and completed project contract.PSY/PSJ 5998 SUPPLEMENTAL PROJECT ASSISTANCE 1–6This course is designed to provide supplemental assistancefor individual student needs in completing the master’sproject. Students consult with relevant faculty to recruit asupplemental advisor.POST-MASTER’S COURSESPSY/PSJ 6257 ADVANCED FIELD EXPERIENCEAND INTERNSHIP: POST-MASTER’S 1–4Advanced field experience at the JFK University 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. Postmaster’sstudents only.PSY 6300 ADVANCED FAMILY THERAPY 3Considers the evaluation of individuals and families and theformulation of treatment goals and treatment plans. Includesthe psychodynamic and interactive approaches to brieftherapy and the systems and structural approaches to familytherapy.PSY 6320 USE OF SELF AS FAMILY THERAPIST 3Focuses on psychotherapeutic treatment strategies for clientswith particular character styles (e.g., hysteric, obsessive,borderline narcissistic). Course concentrates on the “how” ofdoing therapy with such clients.PSY 6330 ADVANCED COUPLE THERAPY 3Recurring issues and areas of difficulty in the life of a family.Includes a developmental perspective, the emergenceof critical incidents, problem assessment, and treatmentapproaches.PSY 6340 ADVANCED TREATMENT ISSUES IN FAMILY THERAPY 1–3Advanced topics and issues concerning specific approachesto family therapy. This course is designed to help the studentlearn and practice ways of working with specific issuespresented by families in treatment. May be repeated for creditwith a change in topic. Post-master’s students only.PSY 6390 ADVANCED TOPICS IN PSYCHOLOGY 1–3Furthers and deepens the student’s understanding in currentareas of theory and treatment. May be repeated for creditwith a change of topic. Post-master’s students only.NON-CREDIT FIELD PLACEMENTSAND WORKSHOPSPSY/PSJ 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 requirementsand process; crisis intervention for the victim, families, andabusers; cross-cultural concerns; counter-transference issues;and community resources. It meets the requirement of AB141for seven hours of training for MFT licensure and must betaken prior to the beginning of field placement.PSY/PSJ 9001 PROFESSIONAL DEVELOPMENT WORKSHOP I:DIVERSITY AWARENESS 0In this workshop, students engage in activities anddiscussions designed to increase awareness of diversity issueson both the personal and social levels. It is intended to betaken in the first or second quarter and must be completedprior to enrollment in PSY/PSJ 5620 and field placement. Corequisite:PSY/PSJ 5635.PSY/PSJ 9002 PROFESSIONAL DEVELOPMENT WORKSHOP II:GENERAL CAREER ISSUES AND STRATEGIES 0This workshop uses exercises to identify individual valuesand work-style preferences. Students review strategiesto expand professional contacts and opportunities, learntechniques for writing effective resumes and cover letters, andget tips for successful interviewing.PSY/PSJ 9003 PROFESSIONAL DEVELOPMENTWORKSHOP III: MFT CAREER ISSUES AND STRATEGIES 0This no-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 andlicensees. Updates in BBS regulations are provided. Openonly to masters students in Counseling Psychology program.PSY/PSJ 9004 HUMAN SEXUALITY WORKSHOP 0Addresses human sexual behavior pertaining to pairing,sexual orientation, sexual intercourse, reproduction,contraception, abortion, myths, and attitudes about sex. Majorareas of sexual dysfunction and the basic principles andtechniques of modern sex therapy are discussed.PSY/PSJ 9007 SCHOOL-BASED PROGRAM WORKSHOP 0This workshop is taken in Phase II prior to a studentbeginning the school-based experience. Students will beoriented to the organization and dynamics of working in aschool-based setting. The politics of working with childrenand adolescents in the schools will be addressed includingthe legal and ethical issues inherent in the schools. Trainingwill be conducted regarding consultation with schoolpersonnel and parents. Information regarding assessmentand treatment planning in the school system will beconducted. Introduction into the specialized recordkeepingand procedures of the school-based program will beimplemented.GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 205

PSY/PSJ 9075 PERSONAL PSYCHOTHERAPY 0Students are encouraged to take responsibility for theirpersonal development and knowledge of self and to becomesensitive to the impact that they have on those around them.Consequently, and consistent with the BBS guidelines forMFT training, there is a non-credit requirement for at least50 sessions of personal (individual, couple, family, or group)psychotherapy. Students register in the quarter they willcomplete the requirement or later. Further guidelines areavailable at the GSPP office.PSY/PSJ 9091 ORAL EXAM 0Comprehensive oral examination covering material in allphases of the program to be taken in Phase III during fifth orsixth quarter of fieldwork. Further guidelines available in theGSPP office.PSY/PSJ 9100 EXIT MEETING 0This exit meeting formalizes the preparation of paperworkthat must be processed as students complete field placementand change from trainee to intern upon graduation.PSY/PSJ 9090 WRITTEN EXAM 0Comprehensive written examination covering material ofPhase I to be taken during the first or second quarter offieldwork in Phase II. Further guidelines are available in theGSPP office.206 GRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY JOHN F. KENNEDY UNIVERSITY

SCHOOL OF LAWGRADUATE SCHOOL OF PROFESSIONAL PSYCHOLOGY 207

John F. Kennedy University School of Law offers four-yearday and evening programs leading to the Juris Doctor. Thelaw program is specifically designed for people who want tostudy law while maintaining family, work, or other outsideresponsibilities. The School of Law is accredited by theCommittee of Bar Examiners of the State Bar of California.The School of Law is committed to providing the highestquality legal education in an environment that encouragesmutual support rather than competition. Students receivea thorough grounding in both the theoretical and practicalskills necessary to become effective attorneys. The curriculumemphasizes analytical and advocacy skills, with a focus onlaw in its wider political, social, and economic contexts.The school believes that law can be a tool for social changeand encourages its students to examine and share theirexperiences to reach a more comprehensive understanding ofsocial justice.JFKU School of Law not only prepares individuals to successfullypractice law, but also to become leaders in theircommunities. To achieve this, the School of Law offers:• World-class faculty—a faculty of full-time professors andworking professionals with outstanding records as lawyersand judges, nationally and internationally, who bring themost up-to-date professional perspectives to the classroom.• Exceptional support—day and evening classes are availableto help students balance law school with other professionaland personal responsibilities and a faculty mentor isassigned to each student to assist with everything fromcourse preparation to career planning. A wide range ofacademic support services are offered including workshopsand teaching sessions to assist students in developing skillsessential to success on the Bar Exam and in legal practiceas well as in law school itself.• Practical experience—students have the opportunity togain real-world legal experience either in the new ElderLaw Clinic located on the Pleasant Hill campus or throughplacements in law offices, government agencies, andthe courts. These experiences teach practical legal skills,expose students to a valuable professional network, andprovide a chance to engage in valuable public interestwork.scores are requested by the School of Law from the LawSchool Admission Council. Transcripts and other documentsmay also be accepted through LSDAS. In rare cases, LSATscores and transcripts may be accepted after the deadline.Please contact the Admissions Coordinator for moreinformation.For information on admission, course offerings, degreerequirements, academic policies, and faculty backgroundsplease visit www.jfku.edu/law. Prospective students areinvited to visit the school, attend some of the classes, and talkwith students, faculty, and staff about careers in law.ACCREDITATIONJohn F. Kennedy University is accredited by the WesternAssociation of Schools and Colleges. The School of Law isaccredited by The Committee of Bar Examiners of the StateBar of California. This accreditation permits graduates fromJFKU School of Law to take the California Bar Examinationupon 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 ofthe Introduction to Law course.Applicants are encouraged to apply before the deadline totake advantage of a rolling admissions policy. As part of thecommitment to make law school a feasible reality, admissionsdecisions for qualified students are made on an ongoing basisto give students as much time as possible before starting theprogram.All applications must be on file by the deadlines in orderto ensure a timely admissions decision. This includes thecompleted application form with fee, personal statement,transcripts, and any other supporting documentation. LSATSCHOOL OF LAW 209

STUDENT BODYLaw school students range in age from their early 20s intotheir 60s, bringing a rich diversity of backgrounds andlife experiences. Some have advanced degrees and workexperience in law-related fields; others begin their studieswith no professional knowledge of 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;most evening classes are scheduled from 7 p.m. to 10 p.m.LAW LIBRARYThe Law Library houses a collection of over 35,000 volumesand more than 175 periodical titles. Primarily supportingstudents, alumni, and faculty of the School of Law, the libraryis also available to the public for a fee.In addition to titles required by the California State Barfor accreditation, the library’s collection includes practicalresources for law clerking and the practice of law. Theseinclude California and federal form books, procedure guides,and specialty materials in such areas as bankruptcy, criminal,employment, environmental, family, immigration, property,and tax law.CLINICAL PROGRAMAfter the second year of study, students are encouraged toobtain practical experience at the on-site Elder Law Clinic orthrough placement with government agencies, public interestfirms and clinics, or private law firms. During this experience,students engage in a wide array of legal activities—legalresearch, drafting legal documents, client and witnessinterviewing, and trial preparation. Participation may bevoluntary or for academic credit.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 on skills and topics of particular interest to lawstudents. In addition, the university has an Academic SupportCenter to help on issues ranging from time management towriting.The ASP provides an interactive learning environment forlaw students. The goal of the program is to improve students’understanding of the most challenging subject matter. Forfirst-year students, the program focuses on Contracts, Torts,and Criminal Law. For second-year students, the focus is onReal Property, Civil Procedure, and Evidence. For third-yearstudents, Constitutional Law is the focus. The program alsoprovides assistance to fourth-year students in the form ofpreliminary Bar Exam preparation including exam writing andmultiple-choice testing skills.For first- to third-year students, the ASP has threeopportunities for learning: Saturday workshops, TeachingAssistant (TA) review sessions, and practice examinations.• The Saturday workshops are periodically offered for Contracts,Torts, Civil Procedure, Evidence, and Real Property.These sessions are led by an experienced master teacherand are designed to provide students with issue spottingand writing assistance in discrete areas of the law. TheSaturday workshops include a practice exam. Students mayturn their practice exams in for written feedback on theirexamination performance.• The TA review sessions are led by student teachingassistants and focus on material selected by the masterteachers.• 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 lawlibrary. Past California Bar Exam sets are available with Barpublishedanswers from the library.210 SCHOOL OF LAW JOHN F. KENNEDY UNIVERSITY

APPENDICES

BOARD OF REGENTSREGENTSEric H. Hasseltine, PhD, Chair of the Board, John F. KennedyUniversity. Hasseltine Consulting, Pleasant Hill.Keith A. Archuleta, President, Emerald Consulting, AntiochCA.Victor J. Bacigalupi, Senior Executive Vice President, GeneralCounsel and Secretary, PMI Group, Inc., Walnut Creek.Ann B. Blackburn, PhD, Owner, Blackburn Organization andReal Estate Advisory Services, Oakland.Mark Casillas, Attorney, Casillas Law Group, Tiburon.Richard Clark, Principal, Danville Associates, Danville.Angela M. Coffee, Senior Vice President and ManagingDirector Greater Bay Bank—Contra Costa Region, WalnutCreek.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 of theGraduate School, University of California, Berkeley.William E. Gagen, Jr., Attorney, Gagen, McCoy, McMahon &Armstrong, Danville.Anne B. Golden, Managing Director, Trainer Wortham, SanFrancisco.Robin Greenway MacGillivray, President, BusinessCommunications Services AT&T, San Ramon.Eric D. Horodas, Vice-Chair of the Board, John F. KennedyUniversity. President, Greystone Hospitality, San Francisco.Kathryn Mohan McDonald, Senior Product Strategist, Long/Short Equity, AXA Rosenberg Investment Management,Orinda.Michael R. McGill, Treasurer of the Board, John F. KennedyUniversity. President, McGill Martin Self, Inc., Walnut Creek.Richard P. Pauletich, Secretary of the Board, John F. KennedyUniversity. Chairman and CEO, First American TitleGuaranty Company, Walnut Creek (Retired).Debra B. Rossi, Executive Vice President, Wells Fargo, WalnutCreek.Janet Winters Smith, Alumna of the Year, 2004, School ofHolistic Studies.Cynthia C. Wordell, City Planner, City of Cupertino,Cupertino.REGENT EX-OFFICIOSteven A. Stargardter, President, John F. Kennedy University.PARTICIPANTSDoug Balderston, Alumni Association Liaison to the Board ofRegents.Linda Mandel, President, Faculty Senate.REGENTS EMERITIHarold Ballew, Founder, Officer and Director, PoreticsCorporation (Retired).Robert M. Fisher, President Emeritus, John F. KennedyUniversity.Paul Handlery, Chairman and Chief Executive Officer,Handlery Hotels, Inc.Roger D. Jacoby, Senior Vice President, Citicorp Savings(Retired).Madeline McLaughlin, Attorney at Law.Myron Rude, Secretary-Treasurer, Calpine Containers(Retired).Ruth Beahrs Spangenberg, Marriage, Family, and ChildCounselor.UNIVERSITY OFFICERS EMERITIRobert M. Fisher, President Emeritus.Charles E. Glasser, President Emeritus.Lind M. Higgins, Vice President Emeritus.APPENDICES 213

ADMINISTRATIONPRESIDENT’S LEADERSHIP TEAMSteven A. Stargardter, President. Fordham University, BA;Boston College, MA; PhD; University of Washington Schoolof Law, JD.David Disend, Vice President, Advancement. New College,FL, BA; Duke University, MAT.K. Sue Duncan, Vice President, Enrollment Services. John F.Kennedy University, BA; MA.Alex Kramer, Chief Financial Officer, Kent State University,BS; University of Pittsburgh, MBA.Linda Mandel, Faculty Senate President. University ofCalifornia, Berkeley, BA; John F. Kennedy University, MA.Diana Paque, Provost. Santa Clara University, BA; Universityof Southern California, MSLS; MPA; DPA.Paula L. Swain, Vice President, Human Resources. SaintMary’s College of California, BA; University of SanFrancisco, MA.Sandi Tatman, Adjunct Professor, Graduate School ofProfessional Psychology; Director of Institutional Research.Anna Maria College, BA; College of Notre Dame, MA;Pacific Graduate School of Psychology, PhD.Ann Marie Taylor, Associate Vice President, Development.Scripps College, BA; University of Missouri, MA.Jeannie Adams, Assistant to the President. Napa ValleyCollege, AA.ADMINISTRATIONMindy Bergeron, Director of Financial Aid. University ofCalifornia, Berkeley, BA.Donald Campbell, Associate Professor, School ofManagement; Director, Asian Pacific Institute. San FranciscoState University, BA; John F. Kennedy University, MA.Greg Canada, Director of Admissions. Virginia WesleyanCollege, BA; Boston College, MA.Claudia Chester, Technical Services Librarian; InterimUniversity Librarian. San Francisco State University, BA;University of California, Berkeley, MLIS.Susan Davi, Chief Accountant. California State University,Hayward, BS.Steven R. Feller, Law Library Director. University of California,Berkeley, BA; San Jose State University, MLIS; John F.Kennedy University, JD.Laura Fernandez, Accounting Manager. California StateUniversity, Fresno, BS.Winnie Froehlich, Director of Career Center. Universityof California, Santa Barbara, BA; San Francisco StateUniversity, MA; University of Wisconsin, MS.Bryan Hanson, Manager of Central Services. Minnesota StateUniversity, BA; John F. Kennedy University, MA.Penny Harrington, Administrative Director, Student Services,Campbell Campus.Scott Hassler, Director of Grants and Contracts. OberlinCollege, AB; University of California, Santa Barbara, MA;PhD.Laura Kay, Director, Academic Support Center. AntiochUniversity, BA; Mills College, MFA.Susan Kwock, Dean, School of Education and Liberal Arts.San Francisco State University, BA; University of SanFrancisco, MA; EdD.Joshua Lachs, Director, Continuing and Extended Education,University of California, Berkeley, BA; Columbia University,MEd; MA.Michelle Leighton, Interim Dean, School of Law. University ofCalifornia, Davis, BA; Golden Gate University, JD; LondonSchool of Economics, LLM.William D. Parham, Dean, Graduate School of ProfessionalPsychology. University of California, Irvine, BA; MA;Southern Illinois University, Carbondale, PhD.Lisa Noshay Petro, Director of Disability Services for Students.Audrey Cohen College, BPS; University of California,Hastings College of the Law, JD.Peter Rojcewicz, Dean, School of Holistic Studies. AssumptionCollege, BA; Northeastern University, MA; University ofPennsylvania, PhD.David Sadler, Director of Facilities.Nancy Southern, Adjunct Professor; Interim Dean, School ofManagement. Sonoma State University, BA; Saint Mary’sCollege of California, MBA; University of San Francisco,EdD.Adam J. Stone, Registrar. Aquinas College, BSBA; Wayne StateUniversity, MBA.Jacob Watkins, Director, Information Technology.214 APPENDICESJOHN F. KENNEDY UNIVERSITY

SCHOOL OF EDUCATIONAND LIBERAL ARTSSusan Kwock, Dean, School of Education and Liberal Arts.San Francisco State University, BA; University of SanFrancisco, MA; EdD.Colleen Dowd, Associate Professor, School of Education andLiberal Arts; Chair, Department of Education. University ofCalifornia, Berkeley, BA; University of California, Davis, MS;Nova Southeastern University, EdD.Cyd Jenefsky, Professor, School of Education and Liberal Arts;Director, Ford Institute for Integrative Coaching. Universityof California, Davis, BA; University of Wisconsin, MA; Universityof Wisconsin, PhD.Maria Mattioli, Assistant Professor, School of Education andLiberal Arts; Director, Bachelor of Arts in Psychology Program,Campbell Campus. San Jose State University, BA; MS.Marjorie Schwarzer, Associate Professor, School of Educationand Liberal Arts; Chair, Department of Museum Studies.Washington University, BA; University of California,Berkeley, MBA.Susanne West, Professor, School of Education and LiberalArts; Chair, Department of Liberal Arts. California StateUniversity, Long Beach, BA; University of San Francisco,California State Standard, Teaching Credential; John F.Kennedy University, MA.SCHOOL OF MANAGEMENTNancy Southern, Adjunct Professor; Interim Dean, School ofManagement. Sonoma State University, BA; Saint Mary’sCollege of California, MBA; University of San Francisco,EdD.Janet Amador, Assistant Dean, School of Management. SaintMary’s College of California, BA; MA.Gail Lynam Dutcher, Assistant Professor, School of Management;Chair, Career Development Program. Boston College,BA; John F. Kennedy University, MA.Lisa Hutton, Associate Professor, School of Management;Program Director, Legal Studies Program, School of Management.Chico State University, BA; John F. KennedyUniversity, JD.Patricia A. Lott, Associate Professor, School of Management;Chair, Business Administration Program. University of SanFrancisco, BS; John F. Kennedy University, MA.Charlene Tuckerson, Administrative Director, School ofManagement. California State University, Hayward, BA.SCHOOL OF HOLISTIC STUDIESPeter Rojcewicz, Adjunct Professor; Dean, School of HolisticStudies. Assumption College, BA; Northeastern University,MA; University of Pennsylvania, PhD.Cynthia deHay, Assistant Director, Center for HolisticCounseling. University of Hawaii, BA; John F. Kennedy University,MA.Mary Jo Dierickx, Adjunct Professor, School of HolisticStudies; Director, Center for Holistic Counseling. SouthwestState University, BA; John F. Kennedy University, MA.Bridget Goin, Administrative Director, Campbell Campus.University of California, Santa Cruz, BA.Michael Grady, Professor; School of Holistic Studies; Chair,Department of Arts and Consciousness. Tufts University,BFA; Pratt Institute, MFA.G. Ray Greenleaf, Professor, School of Holistic Studies; Chair,Department of Counseling Psychology. University of California,Berkeley, BA; John F. Kennedy University, MA.Mark Ludwig, Associate Professor, School of Holistic Studies;Director, Somatic Psychology, Department of CounselingPsychology. University of California, Berkeley, AB; MSW.Brian Shames, Lecturer, School of Holistic Studies; FieldPlacement Coordinator, Center for Holistic Counseling.Sonoma State University, BA; John F. Kennedy University,MA.Miriam Smolover, Adjunct Professor, School of HolisticStudies; Clinical Director, Center for Holistic Counseling.University of Pittsburgh, BA; California State University,Hayward, MS.Vernice Solimar, Professor, School of Holistic Studies; Chair,Department of Integral Studies. Hunter College, BA; LongIsland University, MS; California Institute of Integral Studies,PhD.Mary Tuchscherer, Adjunct Professor; Administrative Director,School of Holistic Studies. North Dakota State University,BS; Concordia University, BA; Holy Names College, MA.Sue Ellen Wise, Associate Professor, School of Holistic Studies;Chair, Counseling Psychology, Holistic Studies Specializations,Campbell. Western Michigan University, BS; MichiganState University, MA; John F. Kennedy University, MA.APPENDICES 215

GRADUATE SCHOOLOF PROFESSIONAL PSYCHOLOGYWilliam D. Parham, Dean, Graduate School of ProfessionalPsychology. University of California, Irvine, BA; MA;Southern Illinois University, Carbondale, PhD.Linda Belt, Administrative Director; Faculty Coordinator,Graduate School of Professional Psychology. University ofCalifornia, Berkeley, BA.Gail Kinsley-Dame, Professor, Graduate School ofProfessional Psychology; Program Director, MA CounselingPsychology Program. John F. Kennedy University, BA; MA.Ann Littlewood, Administrative Director; Faculty Coordinator,Graduate School of Professional Psychology, Campbell.John F. Kennedy University, BA.Sukie Magraw, Professor, Graduate School of ProfessionalPsychology; Director, PsyD Program. Harvard University,BA; California School of Professional Psychology, PhD.Rebecca Pegoda-Hallock, Associate Professor, GraduateSchool of Professional Psychology; Director, SunnyvaleCommunity Counseling Center. University of California,Santa Cruz, BA; University of San Francisco, MA.Gail Solt, Professor, Graduate School of ProfessionalPsychology; Director, Sport Psychology Program. CaliforniaState University, Hayward, BA; John F. Kennedy University,MA.SCHOOL OF LAWMichelle Leighton, Interim Dean, School of Law. University ofCalifornia, Davis, BA; Golden Gate University, JD; LondonSchool of Economics, LLM.Sherrill M. Hall, Administrative Director, School of Law.LIBRARIESFisher LibraryBill Ames, Cataloging Librarian. Massachusetts Institute ofTechnology, BS; California Institute of Technology, MS;University of Washington, PhD; University of California,Berkeley, MLIS.Joan Bewley, Psychology and Collection DevelopmentLibrarian. Humboldt State University, BA; MA; University ofCalifornia, Berkeley, MLIS.Claudia Chester, Technical Services Librarian; Interim UniversityLibrarian. San Francisco State University, BA; Universityof California, Berkeley, MLIS.Berkeley Campus LibraryJohn Taylor, Berkeley Campus Librarian. Oral RobertsUniversity, BA; University of Arizona, MLS.Campbell Campus LibraryAnn Buchalter, Campbell Campus Librarian. California StateUniversity, Long Beach, BA; San Jose State University, MLIS.Law LibrarySteven Feller, Law Library Director. California State University,Hayward, BA; John F. Kennedy University, JD.Bettina T. Miller, Technical Services Librarian. University ofSan Diego, BA; San Jose State University, MLIS.Jane Chittenden Minor, Assistant Law Librarian. University ofCalifornia, Berkeley, BA; MLIS.216 APPENDICESJOHN F. KENNEDY UNIVERSITY

FACULTYSCHOOL OF EDUCATIONAND LIBERAL ARTSAaronson, Julie, Adjunct Professor, School of Education andLiberal Arts. University of California, Los Angeles, BA.Agudelo-Silva, Fernando, Adjunct Professor, School ofEducation and Liberal Arts. Universidad de Caldas, BS;University of California, Berkeley, PhD; Harvard University,MA.Anoveros, Paloma, Adjunct Professor, School of Educationand Liberal Arts. Complutense University, Madrid, BA; JohnF. Kennedy University, MA.Banda, Masankho, Adjunct Professor, School of Educationand Liberal Arts. College of Wooster, BA; Holy NamesCollege, MA.Barone, Dennis, Lecturer, School of Education and LiberalArts. San Francisco State University, BA.; California StateUniversity, Dominguez Hills, MA.Beaudoin, Marie-Nathalie, Adjunct Professor, School ofEducation and Liberal Arts. Montreal University, Quebec,BS; Montreal University, Quebec, MS; Pacific GraduateSchool of Psychology, PhD.Bedrick, Ronald, Adjunct Professor, School of Education andLiberal Arts. Brown University, BA; Antioch School of Law,JD.Berger, Illana, Adjunct Professor, School of Education andLiberal Arts. California Institute of Integral Studies, BA;California Institute of Integral Studies, PhD.Berthoud, Philippe, Adjunct Professor, School of Educationand Liberal Arts. University of Geneva, Switzerland, BA;John F. Kennedy University, MA.Bertorello, Ardith, Adjunct Professor, School of Education andLiberal Arts. San Francisco State University, BA.Bhatt, Shirley, Adjunct Professor, School of Education andLiberal Arts. University of Pittsburgh, BS; University ofPittsburgh, MA.Birenbaum, Nancy, Lecturer, School of Education and LiberalArts. Towson State University, BS; Coppin State College,MEd; University of LaVerne, EdD.Brown, Kathleen, Adjunct Professor, School of Education andLiberal Arts. McGill University, BA.Burack, Charles (Chuck), Adjunct Professor, School ofEducation and Liberal Arts. University of Michigan, BA;University of Chicago, MA; Northwestern University, MA;University of California, Berkeley, PhD.Burke, John, Adjunct Professor, School of Education andLiberal Arts.Cabral, Daramola, Associate Professor, School of Educationand Liberal Arts; Director, Science, Health, and LivingSystems. Emory University, BMSc; PA; University ofCalifornia, Berkeley, MPH; DPH.Capecci, Gianna, Adjunct Professor, School of Education andLiberal Arts. Bowling Green State University, BA; John F.Kennedy University, MA.Cerney, Marenka, Lecturer, School of Education and LiberalArts. California Institute of Integral Studies, BA; MA.Charm, Susana, Adjunct Professor, School of Education andLiberal Arts. Smith College, BA; Harvard University, MA;John F. Kennedy University, MA.Coates, David, Lecturer, School of Education and Liberal Arts.California Institute of Integral Studies, MA; University ofColorado at Boulder, MS.Coerver, Chad, Lecturer, School of Education and Liberal Arts.Duke University, BA; Yale University, MPhil; MA.Cohen, Harriet, Adjunct Professor, School of Education andLiberal Arts. Hunter College, BA; Smith College, MA.Cook, Mary, Adjunct Professor, School of Education andLiberal Arts. California Baptist College, BA; San Jose StateUniversity, MS; California Christian University, DMin.Couturier, Andrew, Adjunct Professor, School of Educationand Liberal Arts. University of California, BA; San FranciscoState University, MA.Cutts, Brianna, Lecturer, School of Education and Liberal Arts.University of California, Davis, BS; John F. Kennedy University,MA.D’Alleva, Mary, Adjunct Professor, School of Education andLiberal Arts. Fairfield University, BA; San Francisco StateUniversity, MA.Denlinger, Eileen (Lee), Adjunct Professor, School ofEducation and Liberal Arts. Seton Hill College, BA; Universityof New Mexico, MA.Dowd, Colleen, Associate Professor, School of Education andLiberal Arts; Chair, Department of Education. University ofCalifornia, Berkeley, BA; University of California, Davis, MS;Nova Southeastern University, EdD.Durovchic, Janet, Adjunct Professor, School of Education andLiberal Arts. University of California, Berkeley, BA; GoldenGate University, MBA.Edwards, Clifford, Assistant Professor, School of Educationand Liberal Arts; Essentials Coaching Director, Ford Institutefor Integrative Coaching.Enos, Randall, Adjunct Professor, School of Education andLiberal Arts. University of California, Berkeley, AB.Eyer, Shawn, Adjunct Professor, School of Education andLiberal Arts. Defiance College, BA; John F. Kennedy University,MA.APPENDICES 217

Fakour, Mehrdad, Adjunct Professor, School of Educationand Liberal Arts. Eastern Connecticut State University, BA;California College of Arts and Crafts, BFA.; University ofCalifornia Berkeley, MA; University of California, Berkeley,PhD.Feder, Kayla, Adjunct Professor, School of Education andLiberal Arts. John F. Kennedy University, BA; John F.Kennedy University, MA.Fisher, Barbara, Adjunct Professor, School of Education andLiberal Arts. University of Rochester, BA; Mills College,MFA.Ford, Debbie, Lecturer, School of Education and Liberal Arts.John F. Kennedy University, BA.Foster, Chriss Warren, Adjunct Professor, School of Educationand Liberal Arts. University of California, Berkeley, BA;California State University, Dominguez Hills, MA.Fournier, Leslie, Lecturer, School of Education and LiberalArts. University of California, Davis, BA; John F. KennedyUniversity, MA.Fraser, Mary, Lecturer, School of Education and LiberalArts. Sonoma State University, BA; University of SouthernCalifornia, MS; PhD.Garcia, Andrew, Lecturer, School of Education and LiberalArts. Azusa Pacific University, BA, MA; Fuller TheologicalSeminary, MDiv.Garrett, William, Professor, School of Education and LiberalArts. San Francisco State University, BA; San Francisco StateUniversity, MA; California Institute of Integral Studies, PhD.Good, Lyle, Adjunct Professor, School of Education andLiberal Arts. Cascade College, BA; University of Oregon,MA; Fuller Theological Seminary, MA.Gowack, Paul, Adjunct Professor, School of Education andLiberal Arts. University of Tampa, BS; University of SouthFlorida, MS; California State University, Hayward, MA;California Institute of Integral Studies, PhD.Grimm, Raymond, Adjunct Professor, School of Education andLiberal Arts. San Francisco State University, BA; CaliforniaGraduate School of Psychology, PhD.Halpern, Linda, Adjunct Professor, School of Education andLiberal Arts. Beaver College, BA; New York University,MAT.Hare, Sandra, Adjunct Professor, School of Education andLiberal Arts. California State Polytechnic College, BS; MA;University of California, Los Angeles, MEd; EdD.Hennum, Paulette Dunn, Adjunct Professor, School ofEducation and Liberal Arts. University of California, SanDiego, BA.Hutchins, David, Adjunct Professor, School of Educationand Liberal Arts. Western Illinois University, BS; CaliforniaInstitute of Integral Studies, MA.Irving, Yvette, Lecturer, School of Education and Liberal Arts.San Jose State University, BA; University of San Francisco,MA.Jackson, Theopia, Adjunct Professor, School of Education andLiberal Arts. Howard University, BS; Howard University,MS; The Wright Institute, PhD.Janson, Carolyn, Adjunct Professor, School of Education andLiberal Arts. San Jose State University, BA; San FranciscoState University, MA.Jenefsky, Cyd, Professor, School of Education and LiberalArts; Director, Ford Institute for Integrative Coaching.University of California, Davis, BA; University of Wisconsin,MA; University of Wisconsin, PhD.Jensen, Carolyn, Adjunct Professor, School of Education andLiberal Arts. Eastern Washington University, BA.Joe, Frances, Adjunct Professor, School of Education andLiberal Arts. San Francisco State University, BA; San JoseState University, MS.Jones, Ryan, Lecturer, School of Education and LiberalArts. University of California, Berkeley, BA; University ofLondon, MA.Kadoyama, Margaret, Adjunct Professor, School of Educationand Liberal Arts. University of California, Davis, BS.Kass, Michael, Adjunct Professor, School of Educationand Liberal Arts. University of Michigan, AB; StanfordUniversity, MA.Kay, Laura, Adjunct Professor, School of Education and LiberalArts. Antioch University, BA; Mills College, MFA.Kwock, Susan, Dean, School of Education and Liberal Arts.San Francisco State University, BA; University of SanFrancisco, MA; University of San Francisco, EdD.Law, Carol, Adjunct Professor, School of Education andLiberal Arts. University of Texas, BA; San Francisco StateUniversity, MA; John F. Kennedy University, MA.Lehrman, Eric, Adjunct Professor, School of Education andLiberal Arts. Hofstra University, BA; Temple University, MA;Institute of Transpersonal Psychology, MA; PhD.Lerro, Bruce, Adjunct Professor, School of Education andLiberal Arts. Antioch University, BA; California Institute ofIntegral Studies, MA.Lipman, Donna, Assistant Professor, School of Educationand Liberal Arts; FIIC Continuing and Extended EducationDirector.Longerbeam, Sheila, Adjunct Professor, School of Educationand Liberal Arts. University of Pennsylvania, BA; John F.Kennedy University, MA.Malone, Jeffrey, Assistant Professor, School of Educationand Liberal Arts; Fulfillment Director, Ford Institute forIntegrative Coaching. Oregon State University, BS; StanfordUniversity, MBA.Marrero, Frank, Adjunct Professor, School of Education andLiberal Arts. John F. Kennedy University, BA.Mattioli, Maria, Associate Professor, School of Educationand Liberal Arts; Director, Bachelor of Arts in PsychologyProgram, Campbell Campus. San Jose State University, BA;MS.218 APPENDICESJOHN F. KENNEDY UNIVERSITY

McHenry, Gary, Visiting Professor, School of Educationand Liberal Arts. University of California, San Diego, BA;Stanford University, AM.McManus, Mary Ellen, Adjunct Professor, School of Educationand Liberal Arts. State University of New York, BS; SyracuseUniversity, MS.Metzler, Marilyn, Adjunct Professor, School of Educationand Liberal Arts. San Jose State University, BA; Saint Mary’sCollege of California, MA.Molnar, Cheri Lynn, Adjunct Professor, School of Educationand Liberal Arts. California Polytechnic State University, SanLuis Obispo, BA; John F. Kennedy University, MA.Morales, Rey, Adjunct Professor, School of Education andLiberal Arts. University of California, Davis, BS; CaliforniaState University, Hayward, MS.Nelson, Karen, Adjunct Professor, School of Education andLiberal Arts. California State University, San Bernardino, BA;MA.Newton, Gregory, Adjunct Professor, School of Educationand Liberal Arts. Cornell University, BS; John F. KennedyUniversity, MA.Nickel, Tricia, Adjunct Professor, School of Education andLiberal Arts. Saint Mary’s College of California, BA; John F.Kennedy University, MA.Nowacki, Melissa, Lecturer, School of Education and LiberalArts. California Polytechnic State University, BA.Osborne, Sheldeen (Shelly), Adjunct Professor, Schoolof Education and Liberal Arts. University of California,Berkeley, BA; State University Teachers College, Oneonta,MA.Palloff, Rena, Adjunct Professor, School of Management.University of Wisconsin, BA; MSW; Fielding GraduateInstitute, MA; PhD.Parsons, Christina, Adjunct Professor, School of Educationand Liberal Arts. University of San Diego, BA; San DiegoState University, MA.Petty, Louanne, Lecturer, School of Education and LiberalArts. California State University, Long Beach, BS; CaliforniaState University, Hayward, MS.Poon, Henry, Adjunct Professor, School of Education andLiberal Arts. Santa Clara University, BS; California Instituteof Integral Studies, MA; PhD.Price, Isabella, Lecturer, School of Education and Liberal Arts.University of Zurich, MA.Quinn, Dan, Adjunct Professor, School of Education andLiberal Arts. John F. Kennedy University, BA.Razak, Arisika, Adjunct Professor, School of Education andLiberal Arts. University of California, Berkeley, BA; MPH.Remba, Alina, Adjunct Professor, School of Education andLiberal Arts. University of California, Berkeley, BFA; StateUniversity of New York at Buffalo, MA.Rinehart, Richard, Adjunct Professor, School of Education andLiberal Arts. University of Oregon, BFA.Rosengard, Melissa, Adjunct Professor, School of Educationand Liberal Arts. University of California, Los Angeles, BA;University of Illinois, MA.Rotman, Judith, Lecturer, School of Education and LiberalArts. City University of New York, BA; Bank Street Collegeof Education, New York, MS.Sarraf, Brigitte, Adjunct Professor, School of Education andLiberal Arts. Fresno State University, BA; University ofRedlands, MA.Schlageter, Taryn, Lecturer, School of Education and LiberalArts. California State University, East Bay, BA; San JoseState University, MLIS.Schmitt, Mary Frances, Adjunct Professor, School ofEducation and Liberal Arts. Marian College of Fond du Lac,BA; Marquette University, MA; State University of New YorkDownstate Medical Center, PhD.Schwarzer, Marjorie, Professor, School of Education andLiberal Arts; Chair, Department of Museum Studies.Washington University, St. Louis, BA; University ofCalifornia, Berkeley, MBA.Seaberry, Benny, Adjunct Professor, School of Education andLiberal Arts. University of Oregon, BS; California StateUniversity, Los Angeles, MA.Shapiro, Richard, Lecturer, School of Education and LiberalArts. University of California, Berkeley, BA; MA.Shekerjian, Laura, Adjunct Professor, School of Educationand Liberal Arts. Oakland University, BA; University ofMichigan, MA; California Institute of Integral Studies, MA.Shogan, Jo Ann, Lecturer, School of Education and LiberalArts. Westminster College, BS; University of Pittsburg, MEd.Shulakoff, Allen, Adjunct Faculty, School of Education andLiberal Arts. Michigan State University, BA; San FranciscoState University, MA; University of Pittsburg, MA.Simmons, Charline, Adjunct Professor, School of Educationand Liberal Arts. Columbia University, BA; Tulane MedicalSchool, MD.Smith, Arlando, Adjunct Professor, School of Education andLiberal Arts. California State University, Fullerton, BA; MA.Somburu, Zakiya, Lecturer, School of Education and LiberalArts. California State University, Hayward, BA; University ofCalifornia, Berkeley, MPH.Speno, Ann Marie, Lecturer, School of Education and LiberalArts. Boston University, BA; University of North Carolina,MA; John F, Kennedy University, MA.Spero, Susan, Associate Professor, School of Education andLiberal Arts. Ohio State University, BA; MA; PhD.Stangl, Kristin, Adjunct Professor, School of Educationand Liberal Arts. University of California, Berkeley, BA;University of Illinois at Urbana-Champaign, MA.Stargardter, Steve, Professor, School of Education and LiberalArts. President, John F. Kennedy University. FordhamUniversity, BA; Boston College, MA, PhD; University ofWashington School of Law, JD.Stark, Marilee, Adjunct Professor, School of Education andLiberal Arts. University of California, Los Angeles, BA;International College, MA; Sierra University, PhD.APPENDICES 219

Stenger, Mel, Adjunct Professor, School of Education andLiberal Arts. Duns Scotus College, BA; California StateUniversity, Hayward, MS.Stephens, Noreen, Lecturer, School of Education and LiberalArts. San Francisco State University, BA.Sung, Kenzo, Adjunct Professor, School of Education andLiberal Arts. University of California, Berkeley, BA; HowardUniversity, MEd.Sutton, Mary Jo, Adjunct Professor, School of Education andLiberal Arts. University of California, Berkeley, BA.Tan, Suzanne, Lecturer, School of Education and Liberal Arts.University of Colorado, BA; John F. Kennedy University,MA.Townsend, Karen, Adjunct Professor, School of Education andLiberal Arts. John F. Kennedy University, BA; MA.Tutashinda, Kweli, Lecturer, School of Education and LiberalArts. University of Arkansas, BA.Vinson, Debra, Adjunct Professor, School of Education andLiberal Arts. Greenville College, BA; John F. KennedyUniversity, MA.Walbridge, Michael, Adjunct Professor, School of Educationand Liberal Arts. University of California, Berkeley, BA;California State University, San Bernardino, MA.Warren, Nicholas, Adjunct Professor, School of Educationand Liberal Arts. University of California, Berkeley, BA;Columbia University, MA; PhD.Weineapple, Jane, Adjunct Professor, School of Educationand Liberal Arts. American College of Traditional ChineseMedicine, MS.Wells, Andrea, Adjunct Professor, School of Education andLiberal Arts. University of California, Santa Cruz, BA; JohnF. Kennedy University, MA.West, Susanne, Professor, School of Education and LiberalArts; Chair, Department of Liberal Arts. California StateUniversity, Long Beach, BA; University of San Francisco,California State, Standard Teaching Credential; John F.Kennedy University, MA.Williams, Sylvia, Adjunct Professor, School of Education andLiberal Arts. San Francisco State University, BA.Wilson, Uncheedah, Adjunct Professor, School of Educationand Liberal Arts. San Jose State University, BA; MA;California Institute of Integral Studies, PhD.Wise, Susan, Adjunct Professor, School of Education andLiberal Arts. University of Pennsylvania, BA.Yorba, Jonathan, Adjunct Professor, School of Education andLiberal Arts. San Francisco State University, BA; MA.Young, Katharine, Adjunct Professor, School of Educationand Liberal Arts. University of California, Berkeley, BA;University of Pennsylvania, MA; PhD.SCHOOL OF MANAGEMENTAiken, Sue, Adjunct Professor, School of Management.Colorado College, BA; John F. Kennedy University, MA.Amato, Thomas, Lecturer, School of Management. ColumbiaUniversity, BS; Hofstra University, MBA.Artega, Danielle, Adjunct Professor, School of Management.San Francisco State University, BA; John F. KennedyUniversity, JD.Artel, Linda, Lecturer, School of Management. University ofCalifornia, Berkeley, BA; John F. Kennedy University, MA.Balassi, Steven, Adjunct Professor, School of Management.Sonoma State University, BA; Saint Mary’s College ofCalifornia, MBA.Barrie, Bruce, Lecturer, School of Management. CaliforniaState University, BS; John F. Kennedy University, MBA.Beckhusen, Lesah, Adjunct Professor, School of Management.San Diego University, BA; MS.Brown, Marvin, Adjunct Professor, School of Management.Wesleyan University, BA; Union Theological Seminary,MDiv; Graduate Theological Union, PhD.Campbell, Donald, Associate Professor, School ofManagement; Director, Asian Pacific Institute. San FranciscoState University, BA; John F. Kennedy University, MA.Cannon, Edward, Lecturer, School of Management.Morehouse College, BA; Golden Gate University, MBA;DBA.Carlson, Bruce, Adjunct Professor, School of Management.University of Akron, BSBA; MBA; The American University,JD.Carter, Laura, Adjunct Professor, School of Management.University of Illinois, BS; John F. Kennedy University, MA.Chow, Robert, Adjunct Professor, School of Management. SanFrancisco State University, BS; Golden Gate University, MS.Darden, William, Jr., Adjunct Professor, School ofManagement. North Carolina State University, BA; CampbellUniversity, MBA.Darling, Frank, Adjunct Professor, School of Management.California State University, Sacramento, BS; PepperdineUniversity, MBA.Davis, William, Adjunct Professor, School of Management.University of California, Santa Cruz, BA; University of thePacific, JD.Deju, Raul, Lecturer, School of Management. New MexicoInstitute of Mining and Technology, BSc; PhD.Dutcher, Gail Lynam, Assistant Professor, School ofManagement; Chair, Career Development Program. BostonCollege, BA; John F. Kennedy University, MA.220 APPENDICESJOHN F. KENNEDY UNIVERSITY

Elefant, David, Adjunct Professor, School of Management.University of California, Berkeley, BA; Hastings College ofLaw, JD.Elsdon, Ronald, Adjunct Professor, School of Management.University of Leeds, England, BS; Cambridge University,England, PhD; John F. Kennedy University, MA.Foster, Twilla, Adjunct Professor, School of Management.University of California, Berkeley, BA; Harvard University,JD.Gemmet, Rich, Adjunct Professor, School of Management. SanFrancisco State University, BA; MA.Genin, Larisa, Adjunct Professor, School of Management.University of San Francisco, BSBA; Golden Gate University,MBA; PhD.Genin, Vladimar, Lecturer, School of Management. Tver StateTechnical University, BS; MS; Moscow State University ofCivil Engineering, PhD.Giles, Christine, Adjunct Professor, School of Management.University of California, Berkeley, AB.Guterman, Mark, Adjunct Professor, School of Management.University of California, Los Angeles, BA; Sonoma StateUniversity MA.Hardle, Dennis, Adjunct Professor, School of Management.Stanford University, BS.Herkenhoff, Linda, Adjunct Professor, School of Management.University of Western Ontario, Canada, BS; University ofCalifornia, Berkeley, ME; Saint Mary’s College of California,MBA; University of Western Australia, Australia, PhD.Hess, William, Adjunct Professor, School of Management.Purdue University, BS; Ball State University, MA; St. LouisUniversity/International University of America, PhD.Hill, Grace, Adjunct Professor, School of Management.Albertson College of Idaho, BS; California State UniversityNorthridge, MA.Hutton, Lisa, Associate Professor, School of Management;Program Director, Legal Studies Program, School ofManagement. Chico State University, BA; John F. KennedyUniversity, JD.Knudson, Kathy, Lecturer, School of Management. San JoseState University, BA; San Francisco State University, MS.Kolpin, Marc, Adjunct Professor, School of Management.Swiss Institute of Technology, Switzerland, MA;Massachusetts Institute of Technology, PhD.Madison, Sandra, Lecturer, School of Management. Universityof California, Berkeley, BA; MA.Mahaley, Terry, Adjunct Professor, School of Management.Ohio State University, BA; California State University,Hayward, MS.Mandel, Linda, Adjunct Professor, School of Management.University of California, Berkeley, BA; John F. KennedyUniversity, MA.Martin, Carole, Adjunct Professor, School of Management.San Jose State University, BA; John F. Kennedy University,MA.Meshriy, Norman, Adjunct Professor, School of Management.San Francisco State University, BA; San Francisco StateUniversity, MS.Morgan, Leslie, Adjunct Professor, School of Management.Lincoln University Law School, LLB.Nawrocki, Adriene, Adjunct Professor, School of Management.Edinboro University of Pennsylvania, BS; Pennsylvania StateUniversity, MEd; Carnegie Mellon University, MPM.Newman, David, Adjunct Professor, School of Management.New York Institute of Technology, BS; John F. KennedyUniversity, MA.Nordstrum, Cazeaux, Lecturer, School of Management.University of Arizona, BA; John F. Kennedy University, MA.O’Flaherty, Dannie, Adjunct Professor, School ofManagement. Mount St. Mary’s College, BA; San FranciscoState University, MS.Pantell, Steven, Adjunct Professor, School of Management.California State University, Chico, BA; California StateUniversity, Fresno, MA; American School of ProfessionalPsychology (formerly California Graduate School ofPsychology), PhD.Panter, Deborah, Adjunct Professor, School of Management.University of California, Irvine, BA; Golden Gate UniversitySchool of Law, JD.Peter, Ken, Adjunct Professor, School of Management.Southern Illinois University, BA; MBA.Phillips, Laurie, Adjunct Professor, School of Management.Cornell University, BA; University of Pennsylvania, JD.Piazza, Charles, Adjunct Professor, School of Management.Saint Mary’s College of California, BA; University of SanFrancisco, MA.Pratt, Craig, Lecturer, School of Management. University ofCalifornia, Berkeley, AB; MSW.Lindgren, Yvonne, Adjunct Professor, School of Management.University of California, Los Angeles, BA; Hastings Collegeof Law, JD.Lott, Patricia, Associate Professor, School of Management;Chair, Business Administration Program. University of SanFrancisco, BS; John F. Kennedy University, MA.Lundberg, Linda, Adjunct Professor, School of Management.California State University, Chico, BA; John F. KennedyUniversity, MA.Ramrattan, Lall, Adjunct Professor, School of Management. St.Francis College, BA; New School University, MA; PhD.Ray, Theresa, Adjunct Professor, School of Management, JohnF. Kennedy University, JD.Rhyne, William, Lecturer, School of Management. Universityof Hawaii, Manoa, BA; Erasmus University, IMScEC;University of California, Davis, MBA.APPENDICES 221

Rizzi, April, Lecturer, School of Management. University ofSan Francisco, BS; John F. Kennedy University, MBA.Robertson, Carol, Adjunct Professor, School of Management.Idaho State University, BA; University of Nevada Reno, MA;University of California, Berkeley, JD.Rosenthal, Samuel, Adjunct Professor, School of Management.Harvard University, AB; Stanford University, MBA; LaSalleExtension University, LLB.Russell, Martha, Adjunct Professor, School of Management.Texas Woman’s University, BS; California State University,Sacramento, MS.Schaefer, Christine, Adjunct Professor, School of Management.University of Nebraska at Omaha, BS; John F. KennedyUniversity, MA.Schaeffer, Donna, Adjunct Professor, School of Management.Florida International University, BS; MBA; ClaremontGraduate School, PhD.Schippmann, Joan, Adjunct Professor, School of Management.Mills College, BA; John F. Kennedy University, MA.Schmid, Peter, Adjunct Professor, School of Management.University of California, Santa Cruz, BA; BA; John F.Kennedy University, JD.Shabazi, Shabaz, Lecturer, School of Management. College ofAccountancy, Tehran, Iran, BA; Tehran University, Schoolof Law and Political Science, BS; College of Accountancy,Tehran, Iran, MA; University of Texas at Dallas, MA; PhD.Shankar, Gopal, Adjunct Professor, School of Management.State University of New York at Stony Brook, MS; St. John’sUniversity, MBA.Siegert, Frank, Adjunct Professor, School of Management.Loyola College, BS; John F. Kennedy University, MBA.Simmons, Ronald, Adjunct Professor, School of Management.Michigan State University, BA; Golden Gate UniversitySchool of Law, JD.Smith, Shelley, Adjunct Professor, School of Management.California State University, Chico, BA; San Jose StateUniversity, MBA.Sneider, Dena, Adjunct Professor, School of Management. SanFrancisco State University, BA; John F. Kennedy University,MA.Sobilo, Richard, Adjunct Professor, School of Management.DePaul University, BSc; Golden Gate University, MBA.Sorrells, Galen, Adjunct Professor, School of Management.Columbia University, BA; Santa Clara University School ofLaw, JD.Southern, Nancy, Adjunct Professor; Interim Dean, School ofManagement. Sonoma State University, BA; Saint Mary’sCollege of California, MBA; University of San Francisco,EdD.Statler, Suzanne, Lecturer, School of Management. IllinoisState University, BS; John F. Kennedy University, MA.Stearns, Sharon, Adjunct Professor, School of Management.Syracuse University, BS; John F. Kennedy University, MA.Strongman, Kenneth, Adjunct Professor, School ofManagement. University of California, Davis, BS; GoldenGate University, MBA; John F. Kennedy University, JD.Swain, Paula, Lecturer, School of Management; VicePresident, Human Resources. Saint Mary’s College ofCalifornia, BA; University of San Francisco, MA.Swann, Eugene, Adjunct Professor, School of Management.Temple University, BS; University of Massachusetts, MA;University of California, Berkeley, LLB.Terry, Pamela, Adjunct Professor, School of Management.University of San Francisco, BS; Golden Gate University,MS.Terry, William, Adjunct Professor, School of Management.Massachusetts Institute of Technology, BS; MS.Van Atta, Sue, Adjunct Professor, School of Management.University of California, Berkeley, BA; MA; PhD.Walsh, Suzanne, Adjunct Professor, School of Management.Newton College, BA; John F. Kennedy University, MA.Warner, Deborah, Adjunct Professor, School of Management.University of San Francisco, BS; John F. KennedyUniversity, MA.Weitzner, Judith, Lecturer, School of Management. Universityof California, Berkeley, BA.White, Kimberly, Adjunct Professor, School of Management.San Francisco State University, BS; California StateUniversity, Hayward, MBA.Young, Kevin, Adjunct Professor, School of Management.Loyola College, Montreal, BA; Princeton University, MA.Young, Probal, Adjunct Professor, School of Management.University of California, Santa Barbara, BA; Golden GateUniversity School of Law, JD.Zamora, Cynthia, Adjunct Professor, School of Management.University of the Philippines, Philippines, BS; University ofCalifornia, Los Angeles, MBA.222 APPENDICESJOHN F. KENNEDY UNIVERSITY

SCHOOL OF HOLISTIC STUDIESAnderson, Elizabeth, Adjunct Professor, School of HolisticStudies. State University of New York at Geneseo, BA; StateUniversity of New York at Albany, MLS; John F. KennedyUniversity, MA.Auerbach, Loyd, Adjunct Professor, School of Holistic Studies.Northwestern University, BA; John F. Kennedy University,MS.Austin, Stephanie, Adjunct Professor, School of HolisticStudies. Bradley University, BA; John F. KennedyUniversity, MA.Bark, Linda, Adjunct Professor, School of Holistic Studies.University of Nevada, Reno, BS; Fielding Graduate Institute,MA; California Institute of Integral Studies, PhD.Bartner, Robert, Adjunct Professor, School of Holistic Studies.University of Washington, BA; University of California,Hayward, MS; Center for Psychological Studies, PhD.Barton-Cayton, Amy, Assistant Professor, School of HolisticStudies. University of California, Santa Cruz, BA; Universityof California, Berkeley, MLS; University of California, SantaCruz, MA; California Baptist University, MS., University ofCalifornia, Santa Cruz, PhD.Bauman, Edward, Adjunct Professor, School of HolisticStudies. Syracuse University, BA; University ofMassachusetts, MEd; University of New Mexico, PhD.Becker, Thomas, Lecturer, School of Holistic Studies.University of the Pacific, BA; California College of the Arts,MFA.Beckerman, Dani, Lecturer, School of Holistic Studies.University of Vermont, BA; Illinois School of ProfessionalPsychology, MA; PsyD.Bennett, Duncan, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling.California State University, Hayward, BA; MS.Berbower, Sharon, Adjunct Professor, School of HolisticStudies. California State University, Hayward, BS; MS.Bernhardt, Peter, Adjunct Professor, School of Holistic Studies.Antioch University, BA; John F. Kennedy University, MA.Blackwell, Margaret, Adjunct Professor, School of HolisticStudies. Open University, England, BA; Dartington Collegeof Arts, England, MPhil.Bodin, Aric, Adjunct Professor, School of Holistic Studies.University of Washington, BA; University of Massachusetts,MEd.; EdD.Bogart, Greg, Associate Professor, School of Holistic Studies.Wesleyan University, BA; California Institute of IntegralStudies, MA; Saybrook Institute, PhD.Bogzaran, Fariba, Adjunct Professor, School of HolisticStudies. University of Wisconsin, BS; California Institute ofIntegral Studies, MA; PhD.Bowen, Bill, Lecturer, School of Holistic Studies. CaliforniaState University, Long Beach, BA; San Francisco Fine ArtInstitute, MFA.Bradford, Kenneth, Adjunct Professor, School of HolisticStudies. Antioch University, BA; Sonoma State University,MA; Saybrook Institute, PhD.Brewer, Linda, Adjunct Professor, School of Holistic Studies.Brucker, Carola, Adjunct Professor, School of Holistic Studies.Business Huber & Wiedemann, Switzerland, ExecutiveBusiness Diploma; Ludwig-Maximilians University,Germany, MA; PhD.Bulkeley, Kelly, Adjunct Professor, School of HolisticStudies. Stanford University, BA; Harvard University, MTS;University of Chicago, PhD.Burns, Beverly, Adjunct Professor, School of Holistic Studies.Converse College, BS.Caplan, Mariana, Adjunct Professor, School of HolisticStudies. University of Michigan, BA; California Institute ofIntegral Studies, MA.Cashell, Donna, Adjunct Professor, School of Holistic Studies.Supervisor, Center for Holistic Counseling. Ohio StateUniversity, BS; Purdue University, MA; PhD.Catskill, Clover, Adjunct Professor, School of Holistic Studies.Antioch College, BA; John F. Kennedy University, MA.Chai, Ilan, Adjunct Professor, School of Holistic Studies. TheHebrew University of Jerusalem, MA; Alliant InternationalUniversity, PhD.Chalquist, Craig, Lecturer, School of Holistic Studies.California Lutheran University, BA; MS; Pacific GraduateInstitute, PhD.Chase, Michele, Professor, School of Holistic Studies. BowlingGreen State University, BA; Michigan State University, MA;PhD.Ching, Calvin Kaleonahe, Adjunct Professor, School ofHolistic Studies. University of Hawaii, BFA; University ofNew Mexico, MA.Cockrell, Susanne, Adjunct Professor, School of HolisticStudies. Burlington College, BA; California College of Artsand Crafts, MFA.Collier, Lucy, Lecturer, School of Holistic Studies; Supervisor,Center for Holistic Counseling. Swathmore College, BA;John F. Kennedy University, MA.Conley, Michael Anne, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling.University of Tennessee, BS; John F. Kennedy University,MA.Coster, Peter, Adjunct Professor, School of Holistic Studies.Supervisor, Center for Holistic Counseling. Ohio University,BA; Pacific School of Religion, MDiv; MA.Coyne, John, Lecturer, School of Holistic Studies. WorldCollege West, BA; California Institute of Integral Studies,MA; PhD.Craven, Patricia, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. San FranciscoState University, BA; California State University Hayward,MS.Degarrod, Lydia, Lecturer, School of Holistic Studies.University of Hawaii, Manoa, BA; MA; University ofCalifornia, Los Angeles, MA; PhD.Dello Joio, Victoria, Adjunct Professor, School of HolisticStudies. Sarah Lawrence College, BAAPPENDICES 223

Denney, Myron (Mike), Adjunct Professor, School of HolisticStudies. University of Michigan, MD. Pacific GraduateInstitute, PhD.de Quincey, Christian, Adjunct Professor, School of HolisticStudies. John F. Kennedy University, BA; MA; CaliforniaInstitute of Integral Studies, PhD.Devine, Jane, Adjunct Professor, School of Holistic Studies.University of Montana, BA; John F. Kennedy University,MA.Diamond, Ivan, Lecturer, School of Holistic Studies. Universityof New Mexico, BA; Family Studies Center, MA; WilliamLyon College—International College, PhD.Dierickx, Mary Jo, Adjunct Professor, School of HolisticStudies; Director, Center for Holistic Counseling. SouthwestMinnesota State University, BA; John F. Kennedy University,MA.Duncan, K. Sue, Adjunct Professor, School of Holistic Studies;Vice President, Enrollment Services. John F. KennedyUniversity, BA; MA.Eaton, Scott, Adjunct Professor, School of Holistic Studies.Colby College, BA; California Institute of Integral Studies,MA.Elium, Donald, Adjunct Professor, School of Holistic Studies.Wake Forest University, BS; John F. Kennedy University,MA.Esbjorn-Hargens, Sean, Associate Professor, School ofHolistic Studies; Program Director, Integral Psychology,Integral Theory, Integral Studies Department. Lewis & ClarkCollege, BS; California Institute of Integral Studies, MA.Esbjorn-Hargens, Vipassana, Lecturer, School of HolisticStudies. University of California, Berkeley, BA; Institute ofTranspersonal Psychology, MA; PhD.Ezra, David, Adjunct Professor, School of Holistic Studies.Antioch University, BA; MA.Fahrenbach, Christine, Adjunct Professor, School of HolisticStudies. University of Notre Dame, BA; Jesuit School ofTheology, MDiv; California State University, Hayward, BS;California School of Professional Psychology, PhD.Ferraris, Nina, Adjunct Professor, School of Holistic Studies.Saint Mary’s College of California, BS; John F. KennedyUniversity, MA.Finch, Karen, Lecturer, School of Holistic Studies; Supervisor,Center for Holistic Counseling. University of California,Berkeley, BA; John F. Kennedy University, MA.Fisher, Robert, Adjunct Professor, School of Holistic Studies.Knox College, BA; Norwich University, MA.Fowler, Marilyn, Associate Professor, School of HolisticStudies; Program Director, Consciousness andTransformative Studies, Integral Studies Department. SanDiego State University, BA; John F. Kennedy University,MA.Fox, C. John, Adjunct Professor, School of Holistic Studies.Bard College, AB.Friedman, Ellen, Adjunct Professor, School of Holistic Studies.Newcomb College, BA; Antioch University, MA.Glickman, Charles, Lecturer, School of Holistic Studies. BrownUniversity, BS: Union Institute and University, PhD.Goldenberg, Cliff, Adjunct Professor, School of HolisticStudies. Rutgers University, BA; San Francisco StateUniversity, MS.Golin, Cindy, Adjunct Professor, School of Holistic Studies.California State University Long Beach, BA; University ofSanta Monica, MA; Institute of Transpersonal Psychology,MA.Goodman, Kenith, Adjunct Professor, School of HolisticStudies. University of Southern California, Los Angeles, BA;California Institute of Integral Studies, MA.Grady, Michael, Associate Professor; School of HolisticStudies; Chair, Department of Arts and Consciousness. TuftsUniversity, BFA; Pratt Institute, MFA.Greenberg, Robin, Adjunct Professor, School of HolisticStudies. University of California, Santa Barbara, BA; MillsCollege, MA; California Institute of Integral Studies, MA.Greenleaf, G. Ray, Professor, School of Holistic Studies.Chair, Department of Counseling Psychology. University ofCalifornia, Berkeley, BA; John F. Kennedy University, MA.Hadlock, Donald, Adjunct Professor, School of HolisticStudies. San Jose State University, BA.Harris-Thomas, Dudleasa, Adjunct Professor, School ofHolistic Studies.Heckler, Richard, Adjunct Professor, School of HolisticStudies. Hobart and William Smith Colleges, BA; AntiochNew England Graduate School, MEd.; University ofPittsburgh, PhD.Henderson, Sheila, Lecturer, School of Holistic Studies.Simmons College, BA; University of Chicago, MBA; SantaClara University, MA; Stanford University, PhD.Hiller, Marsha, Adjunct Professor, School of Holistic Studies.State University of New York at Stony Brook, BA; BankStreet College of Education, MEd; John F. KennedyUniversity, MA.Hirsch, Glenn, Lecturer, School of Holistic Studies. Universityof Santa Cruz, BA; San Francisco Art Institute, MFA.Hobson, Mary, Lecturer, School of Holistic Studies. VassarCollege, BA; University of New Mexico, Albuquerque, MA.Hoeber, Gary, Associate Professor, School of Holistic Studies.State University of New York at Fredonia, BA; Sonoma StateUniversity, MA.Ireland, Lynn, Associate Professor, Counseling Psychology,School of Holistic Studies. Catholic University of America,BA; West Georgia Technical College, MA; CaliforniaInstitute of Integral Studies, PhD.James, Kathryn, Adjunct Professor, School of Holistic Studies.Oregon State University, BS.Johnson, Kimmy, Adjunct Professor, School of HolisticStudies. University of California, Berkeley, BA; CaliforniaInstitute of Integral Studies, PhD.Joseph, Andrew, Lecturer, School of Holistic Studies.Wesleyan University, BA; The Naropa Institute, MA.224 APPENDICESJOHN F. KENNEDY UNIVERSITY

Kennedy, Alexandra, Adjunct Professor, School of HolisticStudies. University of California, Santa Cruz, BA; Santa ClaraUniversity, MA.Klein, Jayla, Adjunct Professor, School of Holistic Studies.University of California, Berkeley, BA; Mills College, MA;University of San Francisco, MA.Kokin, Lisa, Adjunct Professor, School of Holistic Studies.California College of the Arts, BFA; California College of theArts, MFA.Koppman, Debra, Adjunct Professor, School of HolisticStudies. University of California, Berkeley, BA; MFA.; NewYork University, Doctor of Arts.Krauter, Cheryl, Adjunct Professor, School of Holistic Studies.Supervisor, Center for Holistic Counseling. California StateUniversity, Fullerton, BA; Sonoma State University, MA.Kreisberg, Joel, Adjunct Professor, School of Holistic Studies.Wesleyan University, BA; New York Chiropractic College,PhD.Lesny, Heidi, Lecturer, School of Holistic Studies; Supervisor,Center for Holistic Counseling. California State University,Northridge, BA; California Family Study Center, MA.Levin, Alan, Adjunct Professor, School of Holistic Studies.University of Florida, BA.Levy, Mark, Adjunct Professor, School of Holistic Studies.Clark University, AB; Indiana University, MA; IndianaUniversity, PhD.Lind, Jane, Adjunct Professor, School of Holistic Studies. SanDiego State University, BA; John F. Kennedy University,MA.Lindsey, Margaret, Adjunct Professor, School of HolisticStudies. California State University, Chico, BA; John F.Kennedy University, MFA.Linn, Diana, Adjunct Professor, School of Holistic Studies.University of California, Berkeley, BA; University ofCalifornia, San Francisco, MA; Institute of TranspersonalPsychology, MA.London, Peter, Visiting Professor, School of Holistic Studies.Queens, College, BA; Columbia University, MFA; EdD.Lowe, S. Cambria, Lecturer, School of Holistic Studies.Oberlin College, BA: California Institute of Integral Studies,MA.Luchakova, Olga, Adjunct Professor, School of HolisticStudies. Leningrad Pediatric Medical Institute, Russia, MD;Academy of Medical Sciences of USSR, PhD.Ludwig, Mark, Associate Professor, School of HolisticStudies; Program Director, Somatic Psychology, CounselingPsychology. University of California, Berkeley, AB; MSW.Luskin, Frederic, Lecturer, School of Holistic Studies. StateUniversity of New York at Binghamton, BS; San Jose StateUniversity, MS; Stanford University, PhD.MacBride, Bonnie, Lecturer, School of Holistic Studies.University of California, Berkeley, AB; John F. KennedyUniversity, MA.Mansbach, Manny, Adjunct Professor, School of HolisticStudies. University of California, Santa Cruz, BA; CaliforniaInstitute of Integral Studies, MA.Marco, Marilyn, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. University ofCalifornia, Berkeley, BA; San Francisco State University,MA.Martin, Fred, Adjunct Professor, School of Holistic Studies.University of California, Berkeley, BA; MA.Matheny, Dawn, Adjunct Professor, School of Holistic Studies.University of California, Santa Cruz, BA; Sonoma StateUniversity, MA; California Institute of Integral Studies, PhD.McCourt, Kim, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. SouthernMethodist University, BA; John F. Kennedy University, MA.McHugh, Jamie, Adjunct Professor, School of Holistic Studies.University of Wisconsin, BS.Mischke-Reeds, Manuela, Adjunct Professor, School ofHolistic Studies. Naropa University, BA; California Instituteof Integral Studies, MA.Mitnick, Mordecai, Adjunct Professor, School of HolisticStudies. Long Island University, C. W. Post Campus, BS;Adelphi University, MSW; University of California, Berkeley,MA.Monsour, Louise, Assistant Professor, School of HolisticStudies. Ohio State University, BS; National University, MA.Moorhead, W. Douglas, Adjunct Professor, School of HolisticStudies. Furman University, BS; Emory University, MD.Morgan, Jeremy, Adjunct Professor, School of Holistic Studies.University of Oxford, England, Certificate of Fine Art; RoyalAcademy Schools, England, Advanced Diploma in FineArts; San Francisco Art Institute, MFA.Morrison, Frederic, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling. MinotState University, BS; University of Arizona, MEd.Munoz-Keihne, Marisol, Adjunct Professor, School of HolisticStudies. University of Puerto Rico, Puerto Rico, BA; MA;Florida State University, MS; PhD.Owen, Mary, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. NorthwesternUniversity, BS; Boston University, EdM.Palmer, Wendy, Adjunct Professor, School of Holistic Studies.Sarah Lawrence College, BA.Parker, Charlotte, Lecturer, School of Holistic Studies;Supervisor, Center for Holistic Counseling. DePaulUniversity, BS; John F. Kennedy University, MA.Parlee, Bert, Adjunct Professor, School of Holistic Studies.University of New Brunswick, BA; Naropa Institute, MA;California Institute of Integral Studies, PhD.Peticolas, Michelle, Adjunct Professor, School of HolisticStudies. Rutgers University, BA; Indiana University, MA;PhD.Pleasants, David, Lecturer, School of Holistic Studies.University of North Carolina, BA; John F. KennedyUniversity, MA.Poletti, Frank, Lecturer, School of Holistic Studies. Universityof Washington, BA; John F. Kennedy University, MA.APPENDICES 225

Polevoy, Justine, Assistant Professor, School of HolisticStudies. California College of Arts and Crafts, BFA;California Institute of Integral Studies, MA.Pope, Thomas, Adjunct Professor, School of Holistic Studies.Eckerd College, BA.Porter, Eugene, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. AntiochUniversity, BA; MA.Purves, Theodore, Adjunct Professor, School of HolisticStudies. University of Illinois, BS; Ohio University, MFA.Readett, Brenden, Adjunct Professor, School of HolisticStudies. State University of New York at Buffalo, BA;Michigan State University MA; PhD.Reddel, Michelle, Adjunct Professor, School of HolisticStudies. Indiana University, BA; Boston College, MA.Regan, Marianne, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling. StateUniversity of New York at Buffalo, BA; John F. KennedyUniversity, MA.Rojcewicz, Peter, Adjunct Professor; Dean, School of HolisticStudies. Assumption College, BA; Northeastern University,MA; University of Pennsylvania, PhD.Rubin, Sheila, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. MaryhurstCollege, BA; California Institute of Integral Studies, MA.St. Thomas, Susan, Adjunct Professor, School of HolisticStudies. California State University, Long Beach, BA; John F.Kennedy University, MA.Salman, Meira, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. University ofMaryland, BA; John F. Kennedy University, MA.Schlatter, Frances, Adjunct Professor, School of HolisticStudies. University of Toledo, BA; Mercy Hospital School ofMedicine, MT; Medical College of Ohio, MD.Schneier-Miedzinski, Sanjen, Adjunct Professor, School ofHolistic Studies. Pennsylvania State University, BS; CityUniversity of New York, MPhil; PhD.Selby, Judith, Lecturer, School of Holistic Studies. PitzerCollege, BA; San Francisco State University, MA.Shames, Brian, Lecturer, School of Holistic Studies; FieldPlacement Coordinator, Center for Holistic Counseling.Sonoma State University, BA; John F. Kennedy University,MA.Shelby, Robert, Adjunct Professor, School of Holistic Studies;Supervisor, Center for Holistic Counseling. DePauwUniversity, BA; John F. Kennedy University, MA.Shirazi, Bahman, Adjunct Professor, School of Holistic Studies.Iowa State University, BS; California State University,Hayward, MS; California Institute of Integral Studies, PhD.Siegel, Connie, Adjunct Professor, School of Holistic Studies.University of Colorado, BFA; University of Colorado, MFA.Silow, Theresa, Associate Professor, School of Holistic Studies.Stiftungsfachhochschule Munich, Germany, MSW; OhioState University, PhD.Sirabella, Mirabruna, Adjunct Professor, School of HolisticStudies. Universitá di Bologna, Italy, Dottorato di Laurea;California State University Sacramento, MS.Siskin, Sharon, Adjunct Professor, School of Holistic Studies.Temple University, BFA; University of New Mexico, MA;University of California, Berkeley, MFA.Sjoholm, Karen, Associate Professor, School of HolisticStudies. California College of Arts and Crafts, BFA; John F.Kennedy University, MA.Smith-Yamagata, Janice, Adjunct Professor, School ofHolistic Studies. University of Illinois, BA; John F. KennedyUniversity, MA.Smolover, Miriam, Adjunct Professor, School of HolisticStudies; Clinical Director, Center for Holistic Counseling.University of Pittsburgh, BA; California State University,Hayward, MS.Solimar, Vernice, Professor, School of Holistic Studies; Chair,Department of Integral Studies. Hunter College, BA; LongIsland University, MS; California Institute of Integral Studies,PhD.Stallings, John, Adjunct Professor, School of Holistic Studies.University of Virginia, BA; John F. Kennedy University, MA.Steck, Ron, Lecturer, School of Holistic Studies. HumboldtState University, BA; John F. Kennedy University, MA.Stephens, Michael, Lecturer, School of Holistic Studies.Fresno State University, BS; John F. Kennedy University,MA.Stern, Joan, Lecturer, School of Holistic Studies. University ofMissouri, BJ; John F. Kennedy University, MA; MA.Taylor, Jeremy, Adjunct Professor, School of Holistic Studies.State University of New York at Buffalo, BA; MA.Teish, Luisah, Adjunct Professor, School of Holistic Studies.Timpe, Victoria, Lecturer, School of Holistic Studies. CornellUniversity, BA: John F. Kennedy University, MA.Toews, Margaret, Adjunct Professor, School of HolisticStudies. San Jose State University, BA; University of SanFrancisco, MA.Tuchscherer, Mary, Adjunct Professor, School of HolisticStudies; Administrative Director, School of Holistic Studies.North Dakota State University, BS; Concordia University,BA; Holy Names College, MA.Vanderburgh, Susan, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling.California State University, Hayward, BA; MS; GraduateTheological Union, MDiv.Velonis, Ursula, Adjunct Professor, School of Holistic Studies.Vohryzek, Eleanor, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling.University of California, Irvine, BA; John F. KennedyUniversity, MA.226 APPENDICESJOHN F. KENNEDY UNIVERSITY

Wade, Jenny, Adjunct Professor, School of Holistic Studies.Texas Christian University, BA; The Fielding Institute, MA;The Fielding Institute, PhD.Webster, Mary, Adjunct Professor, School of Holistic Studies.Hollins College, AB; University of North Carolina, MA; SanFrancisco Art Institute, BFA; Mills College, MFA.Weinstein, Julian, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling. StocktonState College, BA; John F. Kennedy University, MA.Wells, Sharon, Lecturer, School of Holistic Studies; Supervisor,Center for Holistic Counseling. University of Oregon, BA;John F. Kennedy University, MA.Wilford, Anne, Lecturer, School of Holistic Studies. GrandValley State College, BA; John F. Kennedy University, MA.Wilt, Barbara, Adjunct Professor, School of Holistic Studies.Wittenberg University, BA; Washington University, MA.Wise, Sue Ellen, Associate Professor, School of HolisticStudies; Chair, Counseling Psychology, Holistic StudiesSpecializations, Campbell Campus. Integral StudiesDepartment. Western Michigan University, BS; MichiganState University, MA; John F. Kennedy University, MA.Withington, Deborah, Adjunct Professor, School of HolisticStudies; Supervisor, Center for Holistic Counseling.California State University, Sacramento, BA; John F.Kennedy University, MA.Wolz, Birgit, Lecturer, School of Holistic Studies. FreieUniversitaet, Berlin, Germany, MBA; Med; PhD; John F.Kennedy University, MA.Wong, Lee, Adjunct Professor, School of Holistic Studies.Rollins College, BA; Alliant International University, MA;PsyD.GRADUATE SCHOOLOF PROFESSIONAL PSYCHOLOGYAl-Asad, Muwafaqu, Adjunct Professor, Graduate School ofProfessional Psychology. Institute of Higher Education,Romania, BS; IASI Institute of Medicine and Pharmacy,Romania, MD.Anderson, Aaron, Adjunct Professor, Graduate School ofProfessional Psychology. University of Connecticut, BS;Indiana University, MS; University of Michigan, MA; PhD.Annes, Deborah, Adjunct Professor, Graduate School ofProfessional Psychology. California State University,Northridge, BA; Alliant International University, MS; PhD.Anselmi, Sheri, Lecturer, Graduate School of ProfessionalPsychology. San Diego State University, BS; MS; PacificGraduate School, PhD.Baker, Rina, Adjunct Professor, Graduate School ofProfessional Psychology. San Diego State University, BA;University of California, Berkeley, MA; PhD.Barbee, Margaret, Associate Professor, Graduate Schoolof Professional Psychology; Director, OrganizationalPsychology Program. Denison University, BA; NorthernIllinois University, MA; Colorado State University, PhD.Barker, Eileen, Adjunct Professor, Graduate School ofProfessional Psychology. Indiana University, BA;Georgetown University, JD.Barker, Glen, Adjunct Professor, Graduate School ofProfessional Psychology. University of British Columbia, BS;University of Oregon, MS.Barron, William, II, Professor, Graduate School of ProfessionalPsychology; University of Texas, BA; BJ; John F. KennedyUniversity, MA.Barsky-Ex, Bryna, Adjunct Professor, Graduate School ofProfessional Psychology; California State University,Northridge, BA; Alliant International University, MA; PhD.Benson, Donald, Adjunct Professor, Graduate School ofProfessional Psychology. Arizona State University, BS.Berman, Diane, Adjunct Professor, Graduate School ofProfessional Psychology. Temple University, BA; SantaClara University, MA.Bernstein, Ben, Adjunct Professor, Graduate School ofProfessional Psychology. Bowdoin College, AB; Universityof Toronto, Canada, MEd; PhD.Bethanis, Susan, Adjunct Professor, Graduate School ofProfessional Psychology. Occidental College, BA; Universityof San Francisco, DE.Bettner, Louise, Adjunct Professor, Graduate School ofProfessional Psychology. Illinois Wesleyan University, BA;Adelphi University, MA; Adelphi University, PhD.Bishop, Kaye, Adjunct Professor, Graduate School ofProfessional Psychology. San Jose State University, BA;Santa Clara University, MA.Brockman, Tonia, Adjunct Professor, Graduate School ofProfessional Psychology. University of South Florida, BA;Pacific Graduate School of Psychology, PhD.APPENDICES 227

Brodeur, Kristy, Adjunct Professor, Graduate School ofProfessional Psychology. California Polytechnic StateUniversity, BS; John F. Kennedy University, MA.Brown, Dawn, Lecturer, Graduate School of ProfessionalPsychology.Butah, Jenny, Adjunct Professor, Graduate School ofProfessional Psychology. University of San Francisco, BA;MA.Carlson, Erika, Adjunct Proessor, Graduate School ofProfessional Psychology. Colorado State University, BS;John F. Kennedy University, MA.Carroll, Sarah, Associate Professor, Graduate School ofProfessional Psychology; Director of Research, PsyDProgram. Duke University, BA; The Wright Institute, PhD.Chambers, Lucia, Adjunct Professor, Graduate School ofProfessional Psychology. University of Colorado, BA; SantaClara University, MA.Chapin, Margo, Adjunct Professor, Graduate School ofProfessional Psychology. University of Wisconsin, BA; MA;California State University, Hayward, MS.Clark, Craig, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaCruz, BA; John F. Kennedy University, MA.Coble-Temple, Assistant Professor, Graduate School ofProfessional Psychology. Santa Clara University, BS; John F.Kennedy University, MA; PsyD.Cockshott, Randall, Adjunct Professor, Graduate Schoolof Professional Psychology. University of California,Berkeley, BA; John F. Kennedy University, MA; Florida StateUniversity, PhD.Cohen, Harvey, Professor, Graduate School of ProfessionalPsychology. California State University, Northridge, BA;John F. Kennedy University, MA.Combs, Dellajean, Assistant Professor, Graduate School ofProfessional Psychology. Aquinas College, BS; John F.Kennedy University, MA.Corsiglia, Victor, Lecturer, Graduate School of ProfessionalPsychology; Supervisor, Sunnyvale Community CounselingCenter. University of California, Davis, AB; University of thePacific, MA; California School of Professional Psychology,PhD.Cramer, Aubrey, Adjunct Professor, Graduate School ofProfessional Psychology. Temple University, BS; MS.Crawford, Janet, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, Berkeley,BA; Stanford University, MA.DeLapa, Paul, Adjunct Professor, Graduate School ofProfessional Psychology. Center College of Design, BA;California Institute of Integral Studies, MA.DePetro, Joann, Adjunct Professor, Graduate School ofProfessional Psychology. William Patterson College, BA;Sonoma State University, MA.Dreher, Francis, Adjunct Professor, Graduate School ofProfessional Psychology. Portland State University, BA;John F. Kennedy University, MA; American School ofProfessional Psychology, PhD.Ehrlich, Paul, Adjunct Professor, Graduate School ofProfessional Psychology. Sonoma State University, MA.Elliott, Elizabeth, Adjunct Professor, Graduate School ofProfessional Psychology. University of Arizona, BA; MA.Esposito, Sasha, Adjunct Professor, Graduate School ofProfessional Psychology. San Francisco State University, BA;John F. Kennedy University, MAEstrada, Alejandrina, Associate Professor, Graduate School ofProfessional Psychology. University of Puerto Rico, BA; TheWright Institute, PhD.Fisher-Luck, Cindy, Lecturer, Graduate School of ProfessionalPsychology. John F. Kennedy University, BA; MA.Ford, John, Adjunct Professor, Graduate School ofProfessional Psychology; Director, Conflict ResolutionProgram. University of Cape Town, South Africa, BA; LLB.Foster, Mary, Adjunct Professor, Graduate School ofProfessional Psychology. University of Oregon, BA; John F.Kennedy University, MA.Francisco, Richard, Adjunct Professor, Graduate School ofProfessional Psychology.Freeman, Jennifer, Adjunct Professor, Graduate School ofProfessional Psychology. Antioch University, BA; John F.Kennedy University, MA.Freemire, Catherine, Adjunct Professor, Graduate Schoolof Professional Psychology. Connecticut College, BA;University of California, Berkeley, MSW.Freemire, Steven, Adjunct Professor, Graduate School ofProfessional Psychology. Yale University, BA; New Collegeof California, MA.Friedeberg, Laura, Lecturer, Graduate School of ProfessionalPsychology. California State University, Chico, BA, John F.Kennedy University, MAFront, Cynthia, Associate Professor, Graduate School ofProfessional Psychology; Director, School-Based Program,Pleasant Hill. Alliant International University, BS; JohnF. Kennedy University, MA; Pacific Graduate School ofProfessional Psychology, PhD.Gardetto, Diane, Adjunct Professor, Graduate School ofProfessional Psychology. Ripon College, BA; John F.Kennedy University, MA.Giorgi, Amedeo, Visiting Professor, Graduate School ofProfessional Psychology. St. Joseph’s College, AB; FordhamUniversity, MA; PhD.Giorgi, Barbro, Professor, Graduate School of ProfessionalPsychology. Director of Research, MA Programs. YorkUniversity, BA; MA; University of Quebec, Canada, PhD.Glaser, Kathy, Lecturer, Graduate School of ProfessionalPsychology. Immaculate Heart College, BA; John F.Kennedy University, MA.Goldrich, Lori, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, LosAngerles, BA; Antioch University, MA; California Institute ofIntegral Studies, PhD.Gradwell, Lois, Adjunct Professor, Graduate School ofProfessional Psychology. Indiana University, BA; John F.Kennedy University, MA.228 APPENDICESJOHN F. KENNEDY UNIVERSITY

Greenwald, Jeffrey, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaBarbara, BS; John F. Kennedy University, MA.Guaspari, Jeanne, Adjunct Professor, Graduate School ofProfessional Psychology. San Francisco State University, BA;John F. Kennedy University, MA.Haas, Michael, Adjunct Professor, Graduate School ofProfessional Psychology. Harvard University, BA;Professional School of Psychology, MA.Haase, Sharon, Adjunct Professor, Graduate School ofProfessional Psychology.Hancock, Kristin, Professor, Graduate School of ProfessionalPsychology. University of California, Berkeley, BA;California State University, Hayward, BA; MS; AlliantInternational University, PhD.Herb, Ellyn, Adjunct Professor, Graduate School ofProfessional Psychology. University of Cincinnati, BA; SanJose State University, MA; The Fielding Institute, PhD.Hilton, Alexandria, Adjunct Professor, Graduate School ofProfessional Psychology. California State University, LongBeach, BA; John F. Kennedy University, MA.Holt, Michelle, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, Berkeley,BA; San Francisco State University, MSW.Hunter, Elizabeth, Adjunct Professor, Graduate School ofProfessional Psychology. Colorado State University, BA;John F. Kennedy University, MA.Husack, George, Lecturer, Graduate School of ProfessionalPsychology. San Diego State University, BS; University ofSan Francisco, MBA.Jacobson, Anne, Adjunct Professor, Graduate School ofProfessional Psychology. Pomona College, BA; SanFrancisco State University, MS; Professional School ofPsychology, PhD.James, Rhonda, Adjunct Professor, Graduate School ofProfessional Psychology. California State University,Sacramento, BA; John F. Kennedy University, MA.James, Sheridan, Adjunct Professor, Graduate School ofProfessional Psychology. Boston University, BS; BrooklynCollege, MS.Jarosz, Emily, Adjunct Professor, Graduate School ofProfessional Psychology. University of Washington, BA;Golden Gate University, MA.Johnson, Bret, Adjunct Professor, Graduate School ofProfessional Psychology. University of Colorado, BA; AlliantInternational University, MA; PhD.Johnston, Tonya, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaCruz, BA; John F. Kennedy University, MA.Joseph, Christine, Lecturer, Graduate School of ProfessionalPsychology. State University of New York at Oneota, BS;John F. Kennedy University, MA.Kandels, Lori, Adjunct Professor, Graduate School ofProfessional Psychology. University of Minnesota, BA; SaintMary’s College of California, MA.Kaplinsky, Jean, Adjunct Professor, Graduate School ofProfessional Psychology. San Francisco State University, BA;Santa Clara University, MA.King, Ellen, Lecturer, Graduate School of ProfessionalPsychology. Cleveland State University, BA; Center forHumanistic Studies, MA.Keeler, Bruce, Lecturer, Graduate School of ProfessionalPsychology. University of California, Los Angeles, BS; MS;PhD.King, Marilee James, Adjunct Professor, Graduate School ofProfessional Psychology. Florida Atlantic University, BA;John F. Kennedy University, MA.Kinoy, Ellen, Lecturer, Graduate School of ProfessionalPsychology. University of Sussex, Brighton, England, BA;New College of California, MA.Kinsley-Dame, Gail, Professor, Graduate School ofProfessional Psychology; Director, MA CounselingPsychology Program. John F. Kennedy University, BA; MA.Lachman, Larry, Adjunct Professor, Graduate Schoolof Professional Psychology. University of LaVerne,BA; California State University, Fullerton, MS; AlliantInternational University, MA; PsyD.Lazarus, Jeffrey, Adjunct Professor, Graduate School ofProfessional Psychology. Beloit College, BA; AlliantInternational University, MA; PhD.Leavy, Julianne, Adjunct Professor, Graduate School ofProfessional Psychology. San Diego University, BA; John F.Kennedy University, MA.Lee, Catherine, Adjunct Professor, Graduate School ofProfessional Psychology. Wilkes College, BA; CaliforniaSchool of Professional Psychology, PhD.Lewis, Lisa, Adjunct Professor, Graduate School ofProfessional Psychology. University of the Pacific, BA; JohnF. Kennedy University, MA.Locke, Dana, Adjunct Professor, Graduate School ofProfessional Psychology. University of Kansas, BA; John F.Kennedy University, MA.Lowen, Lanz, Adjunct Professor, Graduate School ofProfessional Psychology. University of San Francisco, BS;San Francisco State University, MS.Magraw, Sukie, Associate Professor, Graduate School ofProfessional Psychology; Director, PsyD Program. HarvardUniversity, BA; Alliant International University, PhD.Martin, Ann, Lecturer, Graduate School of ProfessionalPsychology; Supervisor, Sunnyvale Community CounselingCenter. San Jose State University, BA; John F. KennedyUniversity, MA.Martin, Caroline, Adjunct Professor, Graduate School ofProfessional Psychology. University of Nebraska, BA; JohnF. Kennedy University, MA.Martinez, John, Adjunct Professor, Graduate School ofProfessional Psychology. San Jose State University, BA; SanJose State University, MSW.Mattar, Sandra, Associate Professor, Graduate School ofProfessional Psychology. Universidad Catolica AndresBello, Venezuela, BS; Massachusetts School of ProfessionalPsychology, MA; PhD.APPENDICES 229

McCullagh, Penny, Lecturer, Graduate School of ProfessionalPsychology. State University College, Brockport, BS;University of Washington, MS; University of Wisconsin,PhD.Merwin, Michele, Adjunct Professor, Graduate School ofProfessional Psychology; Assistant Director, SunnyvaleCommunity Counseling Center. University of California,Santa Cruz, BA; John F. Kennedy University, MA.Methfessel, Diana, Adjunct Professor, Graduate School ofProfessional Psychology; Director, Pleasant Hill CommunityCounseling Center. San Francisco State University, BA; JohnF. Kennedy University, MA.Michaels, Carolyn Ruth, Lecturer, Graduate School ofProfessional Psychology. University of Michigan, BA,University of Manitoba, MA.Michaelsen, Rachel, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaCruz, BA; Smith College, MSW.Michahelles, Thomas, Professor, Graduate School ofProfessional Psychology. University of Munich, Germany,MA; John F. Kennedy University, MA.Mickelis, Angela, Adjunct Professor, Graduate School ofProfessional Psychology. National University, BA; John F.Kennedy University, MA.Milner-Brown, H. Alexander S., Adjunct Professor, GraduateSchool of Professional Psychology. University of Ottawa,Canada, BS; MS; University of Alberta, Canada, PhD.Mimms, Tiffany, Assistant Professor, Graduate School ofProfessional Psychology. Claremont McKenna College, BA;Fuller Theological Seminary, PhD.Mock, Matthew, Adjunct Professor, Graduate School ofProfessional Psychology. Brown University, BA; AlliantInternational University, MA; PhD.Moilanen-Harper, Jennifer, Assistant Professor, GraduateSchool of Professional Psychology. Metro State College ofDenver, BA; John F. Kennedy University, MA; MBA.Monette, Maurice, Adjunct Professor, Graduate School ofProfessional Psychology. St. Stephen’s College, BA; BostonUniversity, MEd; Weston School of Theology, MDiv.;Columbia University, MA; EdD.Montenegro, Haydee, Professor, Graduate School ofProfessional Psychology; Director of Training, PsyDProgram. New School for Social Research, MA; RutgersUniversity, PhD.Morin, Tom, Adjunct Professor, Graduate School ofProfessional Psychology. Louisiana State University, BA;John F. Kennedy University, MA.Mulgrew, Sharon, Adjunct Professor, Graduate Schoolof Professional Psychology; Advisor, OrganizationalPsychology Research. Towson University, BA; YaleUniversity, MPH.Nelson, Sheryl, Adjunct Professor, School of Management.University of Oregon, BS; Texas A&M University, MA; JohnF. Kennedy University, MA.Noel, Judith, Adjunct Professor, Graduate School ofProfessional Psychology. Lesley College, BS; University ofNew Hampshire, MA.Ostrem, Francine, Adjunct Professor, Graduate School ofProfessional Psychology. University of Wisconsin, BA;University of California, Berkeley, MA; PhD.Oveissi, Mohammad Ali, Adjunct Professor, Graduate Schoolof Professional Psychology. Pars College, BS; CaliforniaState University, Hayward, MS; University of San Francisco,EdD.Parham, William D., Dean, Graduate School of ProfessionalPsychology. University of California, Irvine, BA; MA;Southern Illinois University, Carbondale, PhD.Pegoda-Hallock, Rebecca, Associate Professor, GraduateSchool of Professional Psychology; Director, SunnyvaleCommunity Counseling Center. University of California,Santa Cruz, BA; University of San Francisco, MA.Penn, Stephen, Adjunct Professor, Graduate School ofProfessional Psychology. California State University, LosAngeles, BS; Pepperdine University, MBA; Glendale Collegeof Law, JD; Golden Gate University, MS; John F. KennedyUniversity, MA.Pereira, Sharon, Lecturer, Graduate School of ProfessionalPsychology; Supervisor, Sunnyvale Community CounselingCenter. Sophia College, India, BA; Marywood College, MA.Pojman, Andrew, Professor, Graduate School of ProfessionalPsychology. Adams State College, BA; University ofNorthern Colorado, MA; EdD.Polcin, Douglas Lawrence, Adjunct Professor, GraduateSchool of Professional Psychology. Thomas JeffersonCollege, BPh; San Francisco State University, MS;Northeastern University, EdD.Polin, Stephen, Adjunct Professor, Graduate School ofProfessional Psychology. City College of the City Universityof New York, BA; San Jose State University, MA.Ramsay, C. A., Adjunct Professor, Graduate School ofProfessional Psychology. California State University, LongBeach, BA; John F. Kennedy University, MA.Ravizza, Kenneth, Adjunct Professor, Graduate School ofProfessional Psychology. Springfield College, BS; Universityof Southern California, MA; PhD.Retzlaff, Anne, Lecturer, Graduate School of ProfessionalPsychology. Concordia College, BA; North Dakota StateUniversity, RN; John F. Kennedy University, MA; RosebridgeGraduate School of Integrative Psychology, PhD.Reynolds, Robin, Lecturer, Graduate School of ProfessionalPsychology. Hunter College, BA; New York University,MPA.Rhodius, Alison, Associate Professor, Graduate School ofProfessional Psychology; Research Coordinator, SportPsychology Program. University of Stirling, Scotland,BSc(Hons.); Liverpool John Moores University, England,MSc; PhD.Rider, Eva, Adjunct Professor, Graduate School of ProfessionalPsychology. McGill University, BA; John F. KennedyUniversity, MA.Riniti, Jo Ann, Adjunct Professor, Graduate School ofProfessional Psychology. Rutgers University, BA; San JoseState University, MS; Georgia State University, PhD.230 APPENDICESJOHN F. KENNEDY UNIVERSITY

Rivera-Lopez, Hector, Adjunct Professor, Graduate School ofProfessional Psychology. University of Puerto Rico, PuertoRico, BA; Caribbean Center for Advanced Studies, MS; TheWright Institute, PhD.Rome, Kate, Adjunct Professor, Graduate School ofProfessional Psychology. Williams College, BA; John F.Kennedy University, MA.Ross, Merry, Adjunct Professor, Graduate School ofProfessional Psychology. George Washington University,BA; Webber Douglas Academy of Dramatic Arts, MA;California Institute of Integral Studies, MA.Rossi, Kaye, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaBarbara, BA; San Francisco State University, MA; John F.Kennedy University, MA.Rubin, Judith, Adjunct Professor, Graduate School ofProfessional Psychology. Connecticut College, BA; BrynMawr College, MSS.Rubinstein, Terri, Adjunct Professor, Graduate School ofProfessional Psychology. Cornell University, BA; John F.Kennedy University, MA.Ruchlis, Janice, Lecturer, Graduate School of ProfessionalPsychology. San Francisco State University, BA; MS; John F.Kennedy University, MA.Saltzman, Ben, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaCruz, BA; John F. Kennedy University, MA.Sanchez, Shellie, Adjunct Professor, Graduate School ofProfessional Psychology. University of California, SantaCruz, BS; California State University, Hayward, MS.Sardella, Stephen, Adjunct Professor, Graduate School ofProfessional Psychology. John F. Kennedy University, BA;MA.Satchell, Linda, Adjunct Professor, Graduate School ofProfessional Psychology. Sierra Nevada College, BA; John F.Kennedy University, MA.Sbragia-Zoricic, Paula, Lecturer, Graduate School ofProfessional Psychology. University of California, Berkeley,BA.Schmuckler, Jan, Professor, Graduate School of ProfessionalPsychology; Director, Coaching Certificate Program. TempleUniversity, AB; MEd; The Wright Institute, PhD.Scott, Beverly, Associate Professor, Graduate Schoolof Professional Psychology; Director, OrganizationalPsychology Field Experience. University of Puget Sound,BA; University of Iowa, MA.Shankar, Sandaya, Adjunct Professor, Graduate School ofProfessional Psychology. Bangalore University, India,BA; MSW; National Institute of Mental Health and NeuroSciences, India, MPhil.Siebe, Jo Ann, Adjunct Professor, Graduate School ofProfessional Psychology. George Mason College, BA;Sonoma State University, MA.Simmons, Cheryl, Adjunct Professor, Graduate School ofProfessional Psychology. California State University,Hayward, BA.Simons, Jeffrey, Lecturer, Graduate School of ProfessionalPsychology. University of California, Davis, BA; Universityof California, Davis, MA University of Illinois, PhD.Smith, Matthew, Lecturer, Graduate School of ProfessionalPsychology. University of California, Santa Cruz, BA; JohnF. Kennedy University, MA.Smith, Maureen, Adjunct Professor, Graduate School ofProfessional Psychology. Ithaca College, BS; MS; Ohio StateUniversity, MA.Smith, Teri, Lecturer, Graduate School of ProfessionalPsychology. Shippensburg State College, BA; San FranciscoState University, MS.Smith-Combe, Moyra, Adjunct Professor, Graduate School ofProfessional Psychology. University of San Francisco, BS;John F. Kennedy University, MA.Solomon, Gloria, Adjunct Professor, Graduate School ofProfessional Psychology. University of Oregon, BS; MS;University of California, Berkeley, PhD.Solt, Gail, Professor, Graduate School of ProfessionalPsychology; Director, Sports Psychology Program. CaliforniaState University, Hayward, BA; John F. Kennedy University,MA.Soltani, Sophie, Adjunct Professor, Graduate School ofProfessional Psychology. Roosevelt University, BS; John F.Kennedy University, MA; Alliant International University,PsyD.Soo-Hoo, Terry, Adjunct Professor, Graduate School ofProfessional Psychology. California State University,Northridge, BA; San Francisco State University, MS;University of California, Berkeley, MA; PhD.Spector, Helen, Adjunct Professor, Graduate Schoolof Professional Psychology. Brown University, BA;Northwestern University, MA.Stone, Jessica, Adjunct Professor, Graduate School ofProfessional Psychology. Antioch University, BA; AlliantInternational University, MA; PhD.Stoneham, Donna, Lecturer, Graduate School of ProfessionalPsychology. Trinity University, BA; Lesley College, MA;California Institute of Integral Studies, MA.Sugarman, Karlene, Associate Professor, Graduate Schoolof Professional Psychology; Field Placement Coordinator;Director of Certificates, Sport Psychology Program.Saint Mary’s College of California, BA; John F. KennedyUniversity, MA.Tatman, Sandi, Adjunct Professor, Graduate School ofProfessional Psychology; Director of Institutional Research.Anna Maria College, BA; College of Notre Dame, MA;Pacific Graduate School of Psychology, PhD.Turner, Jimmie, Professor, Graduate School of ProfessionalPsychology. University of California, Berkeley, BA; MA;PhD.Ucko, Thomas, Adjunct Professor, Graduate School ofProfessional Psychology. Fordham University, MBA;Columbia University, MA.Urquhart-Brown, Susan, Adjunct Professor, Graduate Schoolof Professional Psychology. Allengheny College, BA;College of Notre Dame, MA.APPENDICES 231

Van Oot, Peter, Professor, Graduate School of ProfessionalPsychology. University of Delaware, BA; University ofBritish Columbia, MA; Pennsylvania State University, PhD.Vogel, Eric, Assistant Professor, Graduate School ofProfessional Psychology. University of California, SantaCruz, BA; John F. Kennedy University, PsyD.Wallace, Stephen, Lecturer, Graduate School of ProfessionalPsychology. Kent State University, BS; MA; University ofWisconsin, PhD.Walt, James, Professor, Graduate School of ProfessionalPsychology. California State University, Sacramento, BA;MA.Weintraub, Paula, Adjunct Professor, Graduate School ofProfessional Psychology. Michigan State University, BA;John F. Kennedy University, MA.Wentworth, Bonnie, Lecturer, Graduate School of ProfessionalPsychology. Saint Mary’s College of California, BA; John F.Kennedy University, MA.Wildt, Theresa, Adjunct Professor, Graduate School ofProfessional Psychology. University of Oregon, BS; MS.Wise, April, Adjunct Professor, Graduate School ofProfessional Psychology. Shiller College, Germany, BA;California State University Hayward, MS.Yokoyama, Kayoko, Assistant Professor, Graduate Schoolof Professional Psychology. American University, BA;Columbia University, MA; MEd; Arizona State University,PhD.232 APPENDICESJOHN F. KENNEDY UNIVERSITY

COURSE NUMBERS AND ABBREVIATIONSCOURSE NUMBERING SYSTEMCourses of instruction are numbered according to thefollowing 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 Placementand WorkshopsCOURSE PREFIXESPrefixes ending in J designate courses offered at theCampbell campus.A&CBUSCBACDVCNSCORCUJECTEDJEDNEDUENJHHEHSJHUJIPPISDMUSPHRPLSPSDPSEPSJPSOPSPPSYPYCPYJSCISCJSECSPCTPCArts and Consciousness (Berkeley)Business AdministrationCredit by AssessmentCareer DevelopmentConsciousness and Transformative StudiesCore CurriculumBA Completion Program (Campbell)Essentials CoachingBA Completion Program (Campbell)EducationEducation (undergraduate)Administrative Credential (Campbell)Holistic Health EducationCounseling Psychology (Campbell)Humanities (Campbell)Integral PsychologyIntegral StudiesMuseum Studies (Berkeley)Philosophy and ReligionParalegal StudiesDoctor of PsychologyCounseling Psychology (Pittsburg)Counseling Psychology (Campbell)Organizational PsychologySport PsychologyCounseling PsychologyBA Completion in PsychologyBA Completion in Psychology (Campbell)Science, Health, and Living SystemsScience, Health, and Living Systems (Campbell)Social EcologySomatic PsychologyTranspersonal PsychologyAPPENDICES 233

UYMAPSPleasant Hill Campus100 Ellinwood WayPleasant Hill CA 94523-4817(800) 696-JFKU (5358)(925) 969-3300J O H NF.K E N N E D YNIV1 9 6 4ERSIT234 APPENDICESJOHN F. KENNEDY UNIVERSITY

Campbell CampusOne West Campbell AvenueCampbell CA 95008-1052(408) 874-7700to San Franciscoto OAKLAND/ FREMONTNLawrence ExpresswaySaratoga Avenue280San Tomas ExpresswayMoorpark Ave.Latimer St.Winchester Blvd.Williams Rd.HamiltonAvenueCampbellAvenue88017to SANTA CRUZto 680SAN JOSEBerkeley Campus2956 San Pablo AvenueSecond FloorBerkeley CA 94702-2471(510) 649-0499APPENDICES 235

Pittsburg Campus and Community Counseling Center60 Civic AvenuePittsburg CA 94565-3815(925) 473-9907Pleasant Hill Community Counseling Center380 Civic Drive, Suite 200Pleasant Hill CA 94523-1984(925) 798-9240236 APPENDICESJOHN F. KENNEDY UNIVERSITY

Sunnyvale Community Counseling CenterCupertino Union School District572 Dunholme WaySunnyvale CA 94087-3300(408) 524-4900The Center for Holistic Counseling2501 Harrison StreetOakland CA 94612-3811(510) 444-3344APPENDICES 237

ACADEMIC CALENDARDates are subject to change. The following calendar governs all university programs except the School of Law.SUMMER 2006EDUCATION DEPARTMENTNew student registration .........................................Mon., June 5Classes for new students begin .......... Fri., June 9–Sat., June 10Registration appointments ..............Mon., June 12–Fri., June 16Classes for continuing students begin ..................Mon., June 19Late registration fee and add/drop fee begins .....Mon., June 19Independence Day holiday—no classes;library and administrative offices closed ............Tues., July 4Labor Day holiday—classes meet;library and administrativeoffices closed ................................. Sat., Sept. 2–Mon., Sept. 4Classes end ................................................................Sat., Sept. 2Grade posting ends ................................................... Fri, Sept 15Grades available to students ...................................Sat., Sept. 16ALL OTHER DEPARTMENTSRegistration appointments ............. Mon., June 12–Fri., June 16Classes begin ........................................................ Mon., June 26Late registration fee and add/drop fee begins .... Mon., June 26Independence Day holiday—no classes;library and administrative offices closed ........... Tues., July 4Labor Day holiday—classes meet;library and administrativeoffices closed .................................Sat., Sept. 2–Mon., Sept. 4Classes end ............................................................... Sat., Sept. 9Grade posting ends ..................................................Fri., Sept 15Grades available to students .................................. Sat., Sept. 16FALL 2006EDUCATION DEPARTMENTRegistration appointments ........ Mon., Aug. 28–Tues., Aug. 29Classes begin ........................................................ Tues., Sept. 5Late registration fee and add/drop fee begins .... Tues., Sept. 5Veterans’ Day—classes meet; libraryopen; administrative offices closed ................... Fri., Nov. 10Classes end ..........................................................Mon., Nov. 20Grade posting ends ................................................ Fri., Dec. 22Grades available to students ..................................Sat., Dec. 23ALL OTHER DEPARTMENTSRegistration appointments .............. Tues., Sept. 5–Fri., Sept. 8Late registration fee and add/drop fee begins ...Mon., Sept. 18Classes begin ..........................................................Mon., Oct. 2Veterans’ Day—classes meet; libraryopen; administrative offices closed ................... Fri., Nov. 10Thanksgiving holiday—no classes;library and administrativeoffices closed .........................Thurs., Nov. 23–Sun., Nov. 26Classes end .............................................................Sat., Dec. 16Grade posting ends ................................................ Fri., Dec. 22Grades available to students ..................................Sat., Dec. 23Winter holiday—no classes;library and administrativeoffices closed ................................Sat., Dec. 23–Mon., Jan. 1238 APPENDICESJOHN F. KENNEDY UNIVERSITY

WINTER 2007EDUCATION DEPARTMENTRegistration appointments ............ Mon., Dec. 11–Fri., Dec. 15Late registration fee and add/drop fee begins ...Tues., Dec. 26Classes for new students begin ............. Fri., Jan. 5–Sat., Jan. 6Classes for continuing students begin ................... Mon., Jan. 8Martin Luther King Jr., birthday—classes meet;library open; administrative offices closed ..... Mon., Jan. 15President’s Day—classes meet;library open; administrative offices closed .....Mon., Feb. 19Classes end ............................................................. Sat., Mar. 24Grade posting ends .................................................Fri., Mar. 30Grades available to students .................................. Sat., Mar. 31ALL OTHER DEPARTMENTSRegistration appointments ............ Mon., Dec. 11–Fri., Dec. 15Late registration fee and add/drop fee begins ...Tues., Dec. 26Classes begin .......................................................... Mon., Jan. 8Martin Luther King Jr., birthday—classes meet;library open; administrative offices closed ..... Mon., Jan. 15President’s Day—classes meet;library open; administrative offices closed .....Mon., Feb. 19Classes end ............................................................. Sat., Mar. 24Grade posting ends .................................................Fri., Mar. 30Grades available to students .................................. Sat., Mar. 31SPRING 2007Registration appointments .............. Mon., Mar. 19–Fri., Mar. 23Classes begin ........................................................... Mon., Apr. 2Late registration fee and add/drop fee begins ....... Mon., Apr. 2Memorial Day holiday—classes meet;library open; administrativeoffices closed ............................... Sat., May 26–Mon., May 28Classes end .............................................................. Sat., June 16Commencement exercises ...................................... Sat., June 16Grade posting ends ..................................................Fri., June 22Grades available to students ................................... Sat., June 23SUMMER 2007EDUCATION DEPARTMENTRegistration appointments ............... Thurs., June 7–Fri., June 8Classes for new students begin ........ Fri., June 15–Sat., June 16Classes for continuing students begin ................. Mon., June 18Late registration fee and add/drop fee begins .... Mon., June 18Independence 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. 15ALL OTHER DEPARTMENTSRegistration appointments ............. Mon., June 11–Fri., June 15Late registration fee and add/drop fee begins .... Mon., June 18Classes 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. 15FALL 2007EDUCATION DEPARTMENTRegistration appointments ..........Mon., Aug. 27–Tues., Aug. 28Classes begin ......................................................... Tues., Sept. 4Late registration fee and add/drop fee begins ..... Tues., Sept. 4Veterans’ Day—classes meet; libraryopen; administrative offices closed ................. Mon., Nov. 12Classes end ........................................................... Mon., Nov. 19Grade posting ends ................................................. Fri., Dec. 21Grades available to students ................................... Sat., Dec. 22ALL OTHER DEPARTMENTSRegistration appointments ................Tues., Sept. 4–Fri., Sept. 7Late registration fee and add/drop fee begins ....Mon., Sept. 17Classes 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. 15Winter holiday—no classes;library and administrative officesclosed .........................................Tues., Dec. 25–Tues., Jan. 1Grade posting ends ................................................. Fri., Dec. 21Grades available to students ................................... Sat., Dec. 22APPENDICES 239

WINTER 2008EDUCATION DEPARTMENTRegistration appointments ............. Mon., Dec. 10–Fri., Dec. 14Late registration fee and add/drop fee begins .... Mon., Dec. 24Classes for new students begin .............. Fri., Jan. 4–Sat., Jan. 5Classes for continuing students 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 appointments ............. Mon., Dec. 10–Fri., Dec. 14Late registration fee and add/drop fee begins .... Mon., Dec. 24Classes 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. 29SPRING 2008Registration appointments .............. Mon., Mar. 17–Fri., Mar. 21Classes begin .........................................................Mon., Mar. 31Late registration fee and add/drop fee begins .....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 21SUMMER 2008EDUCATION DEPARTMENTRegistration appointments ............... Thurs., June 5–Fri., June 6Classes for new students begin ........ Fri., June 13–Sat., June 14Classes for continuing students begin ................. Mon., June 16Late registration fee and add/drop fee begins .... Mon., June 16Independence 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. 13ALL OTHER DEPARTMENTSRegistration appointments ................ Mon., June 9–Fri. June 13Classes begin ........................................................ Mon., June 23Late registration fee and add/drop fee begins .... 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. 13FALL 2008EDUCATION DEPARTMENTRegistration ..................................Mon., Aug. 25–Tues., Aug. 26Classes begin ......................................................... Tues., Sept. 2Late registration fee and add/drop fee begins ..... Tues., Sept. 2Veterans’ Day—classes meet; libraryopen; administrative offices closed .................Tues., Nov. 11Classes end ........................................................... Mon., Nov. 17Grade posting ends ................................................. Fri., Dec. 26Grades available to students ................................... Sat., Dec. 27ALL OTHER DEPARTMENTSRegistration appointments ................Tues., Sept. 2–Fri., Sept. 5Late registration fee and add/drop fee begins ....Mon., Sept. 15Classes 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. 20Winter holiday—no classes;library and administrativeoffices closed .......................... Thurs., Dec. 25–Thurs., Jan. 1Grade posting ends ................................................. Fri., Dec. 26Grades available to students ................................... Sat., Dec. 27240 APPENDICES JOHN F. KENNEDY UNIVERSITY

INDEX

INDEXAA&C courses ..............................................................................139Academiccalendar .................................................................................238counseling ...............................................................................16honors. See Honors list; Recognition of academic honors.performance. See Unsatisfactory academic performance.policies and procedures .........................................................18programs and degrees ..............................................................2progress (financial aid). See Satisfactory academic progress.Standards committee review ..................................................21See also Satisfactory academic progress; School academicstandards committees.Support Center ........................................................................16term .........................................................................................26Accreditation and recognition .....................................................viGraduate School of Professional Psychology ......................187School of Law .......................................................................209School of Management ...........................................................81Addiction Studies specialization ...............................................172Adding courses ............................................................................13Address changes. See Changes of name or address.Administration, university .........................................................214Administrative Services credential ..............................................53courses [ENJ] ...........................................................................63Admissions .....................................................................................3Advanced Placement (AP) ........................................................6application .................................................................................3auditors ......................................................................................4College Level Examination Program (CLEP) ...........................6corporate or government agency courses ...............................6DANTES Subject Standardized Tests (DSST) ...........................6deferment ..................................................................................4degree and certificate students ................................................3denial .........................................................................................4enrollment deposit ....................................................................3extension and correspondence courses ..................................6graduate .....................................................................................7international students ...............................................................5linked programsSchool of Education and Liberal Arts ................................45School of Management ......................................................86School of Psychology .......................................................184military service ..........................................................................6non-degree ................................................................................4program transfer .......................................................................4provisional admission ...............................................................3readmission ...............................................................................4registered nurse’s training ........................................................6second baccalaureate degree ...................................................6transfer creditgraduate ................................................................................7undergraduate ......................................................................5undergraduate ...........................................................................5See also schools and individual programs.Advanced Placement (AP) ............................................................6Advancement to Candidacy ......................................................189Advising, peer ..............................................................................17Alcohol. See Drug and alcohol policy.Alumni Association ......................................................................16American Council on Education (ACE) ........................................5American Psychological Association (APA) ..............................187AP Credit. See Advanced Placement.Appeal process (financial aid) ....................................................10See also Probation, dismissal, and reinstatement.Appendices ................................................................................211Application information ................................................................3fees .........................................................................................12financial aid ...............................................................................9See also individual programs.Arts and Consciousness ............................................................110courses [A&C] ........................................................................139exhibitions .............................................................................111facilities ..................................................................................110mentorships ...........................................................................110Studio ArtsBFA ....................................................................................116MFA ...................................................................................112Transformative Arts ...............................................................114visiting artists .........................................................................111Art gallery, Berkeley campus ......................................................viiAttendance ...................................................................................26Assessment tests ....................................................................82, 87Auditors ........................................................................................27BBachelor’s degreecompletion program. See Liberal Arts.graduation requirements ........................................................22second .......................................................................................6listing. See Academic programs and degrees.See also individual programs.Berkeley campus .......................................................................235Board of Regents .......................................................................213Breadth requirements ..................................................................23See also individual programs.Business AdministrationBachelor of Science ................................................................82assessment tests ..................................................................82E-Commerce specialization ................................................84Leadership specialization ...................................................84linked BS/MBA program ....................................................86Strategic Managementcertificate .........................................................................87specialization ...................................................................85See also Career Development; Legal Studies.courses [BUS] ..........................................................................97Master of ..................................................................................91admission requirements .....................................................91E-Commerce specialization ................................................92Leadership specialization ...................................................93Strategic Management specialization ................................93CCalendar, university ...................................................................238See also Academic term.Campbell campus ......................................................................235Camps, university (Sport Psychology) .....................................166Campus crime ..............................................................................28Campuses and centers ................................................................viimaps ......................................................................................234Career center ...............................................................................17INDEX 243

Career developmentadmission requirements .........................................................94certificate in .............................................................................96courses [CDV] ........................................................................103educational and community services ....................................96experiential component .........................................................94field studies .............................................................................94Master of Arts in ......................................................................94See also Business Administration; Legal Studies.Catalog changes ............................................................................ iiCBA courses .................................................................................58Centers .........................................................................................viiCareer development center (Pleasant Hill) ...........................96Center for holistic counseling (Oakland) ....................126, 237Community counseling centerPleasant Hill ......................................................................236Sunnyvale .........................................................................237Certificate programsgraduation requirements ........................................................24petition for ..............................................................................25listed. See Academic programs and degrees.Certificates/diplomas ...................................................................33Change of grade. See under Grading system.Change of name or address ........................................................27Change of program. See Program transfer.Changes of registration ...............................................................13fees .........................................................................................12Changes to catalog. See Catalog changes.CHEA. See Council for Higher Education Accreditation.Child and Adolescent Therapy specialization ..........................172CLAD. See Cross-Cultural Language and AcademicDevelopment.Class ranks for the School of Law ..............................................20Class schedule .............................................................................11Coachingcertificate ...............................................................................178Essentials .................................................................................46College Level Examination Program (CLEP) ................................6Commencement ceremony .........................................................26Committee of Bar Examiners ................................................6, 209Completion program. See Liberal Arts.Consciousness and Transformative Studies .............................128courses [CNS] ........................................................................144Controlled substances. See Drug and alcohol policy.Concurrent enrollment at other institutions ...............................16Conduct ........................................................................................27Conflict resolution .......................................................................27Consulting specialization ..........................................................136Continuing and extended education ..........................................14Continuing education units (CEUs) .........................................6Core curriculum [COR] courses ..................................................58Corporate or government agency courses ...................................6Correspondence courses. See Extension andcorrespondence courses.Council for Higher Education Accreditation ........................... 5, 7244 INDEXCounselingacademic .................................................................................16centers .....................................................................................viiCareer development center (Pleasant Hill) .......................96Community counseling center (Pleasant Hill) ................236Community counseling center (Sunnyvale) ....................237The Center for holistic counseling (Oakland) ........126, 237Psychologyfield placement .........................................................119, 168Holistic Studies specialization .........................................124courses [HSJ] ..................................................................149individual psychotherapy ................................................126MFT emphasis ..................................................................167courses [PSY/PSJ] ..........................................................202Post-Master’s Clinical Training certificate .....................174specializations ...............................................................172MFT licensing requirements ....................................127, 169Somatic Psychology specialization ..................................120courses [SPC] .................................................................156spiritual practice requirement ..........................................127Transpersonal Psychology specialization ........................122courses [TPC] .................................................................159Couple and Family Therapy specialization ..............................173Course(s)Education and Liberal Arts .....................................................58Holistic Studies ......................................................................139Management ............................................................................97materials. See Textbooks and course materials.numbering system ................................................................233prefixes ..................................................................................233Professional Psychology .......................................................192Credential Program ......................................................................48Multiple Subject ......................................................................49Single Subject ..........................................................................49See also under Education; Teaching.Credit by Assessment (CBA) .......................................................15courses ..............................................................................58, 97fees .........................................................................................12Credit/No Credit, grading ...........................................................19letter grading in CR/NC graded courses ................................19Crime. See Campus crime.Cross-Cultural Language and Academic Development .............52Cross-Registration ........................................................................16CUJ courses ..................................................................................59DDANTES Subject Standardized Tests (DSST) ................................6Dean’s list for School of Law ......................................................20See also Honors list; Recognition of academic honors.Deferment (admission) .................................................................4Deferred payment of tuition .......................................................13fee .........................................................................................12Degree programs. See Academic programs and degrees.Degree requirements, universitybachelor’s ................................................................................22certificate .................................................................................24doctoral ...................................................................................23individualized programs .........................................................24Juris Doctor .............................................................................24master’s ....................................................................................23Denial (admission) ........................................................................4Diplomas or certificates ..............................................................25Directed study .............................................................................32Disabled students. See Students with disabilities.Discrimination and harassment ..................................................27JOHN F. KENNEDY UNIVERSITY

Dismissal hearing process ...........................................................21Disqualificationfinancial aid .............................................................................10See also Probation, dismissal, and reinstatement.Distinctions. See Recognition of academic honors.Doctor of Psychology. See under Psychology.Dream Studies ...........................................................................136Dropping courses ........................................................................13fee .........................................................................................12refunds ....................................................................................13See also Withdrawing from courses.Drug and alcohol policy .............................................................28DSST. See DANTES Subject Standardized Tests.EEast/West Spirituality track ..........................................................42E-Commerce specializationBS program .............................................................................84MBA program ..........................................................................92ECT courses .................................................................................59Education .....................................................................................47Administrative Services credential .........................................53courses [ENJ] .......................................................................63admission requirements .........................................................47coursesEDJ ......................................................................................60EDN .....................................................................................60EDU .....................................................................................63Cross-Cultural Language and Academic Development .........52Master of Arts in Teaching .....................................................50multiple subject ..................................................................50single subject ......................................................................51Teaching credential .................................................................48multiple subject ..................................................................49single subject ......................................................................49See also Liberal Arts; Museum Studies; Teaching.Enrollment deposit ........................................................................3Essentials Coaching certificate ....................................................46courses [ECT] ...........................................................................59Examinationscompetency. See individual programs.College Level Examination Program (CLEP) ...........................6DANTES Subject Standardized Tests (DSST) ...........................6Test of English as a Foreign Language. See Internationalstudents.Exercise and Sport Performance certificate .............................182Expressive Arts Therapy specialization ....................................173Extended education. See Continuing and extended education.Extension and correspondence courses .......................................6FFaculty .......................................................................................217Family Education Rights and Privacy Act (FERPA) ....................27Fees. See Tuition and fees.Field studies. See Career development.Financial aid ..................................................................................7appeal process ........................................................................10application forms and deadlines ..............................................9grants and scholarships ............................................................8loans ..........................................................................................8probation/disqualification ......................................................10See also Probation, dismissal, and reinstatement.Financial aid (continued)reinstatement ...........................................................................10repeating courses ......................................................................9return of Title IV funds ...........................................................10satisfactory academic progress .................................................9withdrawal/leave of absence .................................................10Financial support, university ........................................................ iiFire prevention ............................................................................28Foreword ......................................................................................viFull-time unit load .......................................................................26GGeneral-education breadth .........................................................23Good scholastic standing ............................................................20See also Unsatisfactory academic performance.Government courses. See Corporate or governmentagency courses.Grade-point average required for graduation. See underGraduation requirements.Grading system ............................................................................18credit/no credit grading ..........................................................19grade changes .........................................................................20grade-point average ................................................................19grade reports ...........................................................................19incomplete ..............................................................................19letter grading in CR/NC-graded courses ................................19prerequisite courses for doctoral program ............................20prerequisite courses for master’s programs ...........................20repeating courses ....................................................................20Graduate School of Professional Psychology ..........................163admission requirements .......................................................165courses ..................................................................................192educational and community services ..................................166community counseling centers ........................................166university camps ..............................................................166non-degree students .............................................................165See also Counseling Psychology; OrganizationalPsychology; Psychology (Doctor of); SportPsychology.Graduate work by undergraduates .............................................13Graduationbachelor’s degrees ..................................................................22general-education breadth .................................................23certificates ...............................................................................24commencement ceremony ...............................................25, 26credential programs ................................................................48Doctor of Psychology (PsyD) degrees ...................................23individualized programs .........................................................24Juris Doctor (JD) degrees .......................................................24master’s degrees ......................................................................23petitioncredential programs ...........................................................25degree or certificate ...........................................................25recognition of academic honors ............................................25requirements ...........................................................................22Grants (financial aid) .....................................................................8Green practices ............................................................................. iiHHarassment. See Discrimination and harassment.Holistic Health Education .........................................................130courses [HHE] ........................................................................146INDEX 245

Holistic Studies ..........................................................................107admission requirements .......................................................109Center for Holistic Counseling .....................................126, 237courses of instruction ...........................................................139specialization .........................................................................124See also Arts and Consciousness, Counseling Psychology;Integral Studies.Honors list ...................................................................................20Housing ........................................................................................27HSJ courses ................................................................................149Humanities [HUJ] courses ...........................................................64IIdentification cards. See Student photo identification cards.Incomplete (grade policy) ..........................................................19Independent study ......................................................................14Individualpsychotherapy .......................................................................126study ......................................................................................173Individualized programs .............................................................24Integral Studies ..........................................................................128Consciousness and Transformative Studies .........................128courses [CNS] ....................................................................144courses [ISD] .........................................................................153Dream Studies certificate ......................................................136Consulting specialization .................................................136Research specialization ....................................................137Teaching specialization ....................................................137Holistic Health Education .....................................................130courses [HHE] ...................................................................146Holistic Nutrition specialization ......................................132Health, Consciousness, and Spirituality specialization ...132Somatic Education specialization ....................................133Integral Psychology ..............................................................134courses [IPP] .....................................................................152Integral Theory certificate ....................................................138Integrative Health track ...............................................................43International students ....................................................................5JJuris Doctor. See School of Law.LLapse in attendance. See Leave of absence; Readmission.Late registration fee .....................................................................12Latin honors. See Honors list; Recognition of academic honors.Law, School of ...........................................................................207Leadership specializationBA program .............................................................................84MBA program ..........................................................................93Leave of absence .........................................................................22See also Withdrawal/leave of absence.Legal Studies ................................................................................88academic probation ................................................................88admission requirements .........................................................88attendance ...............................................................................88BA program .............................................................................88courses [PLS] ..........................................................................105Paralegal certificate .................................................................90state regulation ........................................................................88transfer credit ..........................................................................88See also Business administration; Career development.Letter grading in CR/NC-graded courses ....................................19Liberal Arts ...................................................................................31BA in Philosophy and Religion ..............................................33courses [PHR] ......................................................................66BA in PsychologyCampbell .............................................................................40courses [PYC/PYJ] ..............................................................69Pleasant Hill ........................................................................34BA in Science, Health, and Living Systems ...........................36courses [SCI/SCJ] ................................................................71BA in Social Ecology ..............................................................38courses [SEC] ......................................................................75East/West Spirituality track .....................................................42Essentials Coaching certificate ...............................................46Integrative Health track ..........................................................43Linked degree programs ........................................................45Multicultural Studies track ......................................................43School of Education and ........................................................29academic policies ...............................................................32admission requirements .....................................................29courses of instruction .........................................................58Transpersonal Studies track ....................................................42Women’s Studies track ............................................................44See also Education; Museum Studies; Teaching.Libraries ........................................................................................17fees .........................................................................................12Licensuredoctoral program ..................................................................190Marriage and Family Therapy ......................................127, 169Linked programsLiberal Arts ..............................................................................45Management ............................................................................86Psychology ............................................................................184Loans (financial aid) ......................................................................8Lower-division general-education breadth. See Generaleducation breadth.MMajor, honors in. See Recognition of academic honors.Management, School of ..............................................................79admission requirements .........................................................81courses ....................................................................................97graduate division ....................................................................91undergraduate division ...........................................................82See also Business Administration; Career Development;Legal Studies.Maps and addresses ..................................................................234Master’s exams ...........................................................................168graduation requirements ........................................................23thesis ........................................................................................15Maximum unit load .....................................................................13Mentorships ...............................................................................110MFT requirements .............................................................127, 169Military service ...............................................................................6Mission statement .............................................. inside front coverMulticultural Studies track ...........................................................43Multiple Subjectcredential .................................................................................49Master of Arts in Teaching .....................................................50246 INDEXJOHN F. KENNEDY UNIVERSITY

Museum Studies ...........................................................................54admission requirements .........................................................54certificate in .............................................................................57courses [MUS] ..........................................................................65Master of Arts in ......................................................................55Administrative specialization .............................................56Collections Management specialization ............................57Education and Interpretation specialization .....................57NName changes. See Changes of name or address.Non-degreeadmission policy .......................................................................4students ...................................................................................26Non-discrimination ....................................................................... iiNon-registered students ..............................................................13Numbering of courses ...............................................................233Nurse’s training. See Registered nurse’s training.OOrganizational Psychologycertificate in ...........................................................................179Coaching certificate ..............................................................178courses [PSO] ........................................................................196Master of Arts ........................................................................175PParalegal certificate .....................................................................90Courses [PLS] .........................................................................105Peer advising .............................................................................171Performance reviewCounseling PsychologySchool of Holistic Studies ................................120, 122, 124Graduate School of Professional Psychology .................167Organizational Psychology ...................................................177Sport Psychology ..................................................................180Petition for degree or certificate .................................................25fees .........................................................................................12Philosophy and Religion, Bachelor of Arts in ............................33courses [PHR] ..........................................................................66Photo ID cards. See Student photo identification cards.Pittsburg campus and community counseling center ..............236Plagiarism .....................................................................................22Pleasant Hillcampus ..................................................................................234community counseling center ..............................................236Post-Master’s Clinical Training certificate .................................174Prefixes, course .........................................................................233Prerequisite coursesdoctoral program ....................................................................20master’s programs ...................................................................20President’s letter ............................................................................vPrivacy rights. See Family Educational Rights and Privacy Act.Probation, dismissal, and reinstatement .....................................21See also Financial aid probation/disqualification.Professional development workshops .....................................169Professional Psychology. See Graduate School of ProfessionalPsychology.Program transfer ............................................................................4Programs and degrees. See Academic programs and degrees.Provisional admission ...................................................................3PSJ courses .................................................................................202PSO courses ...............................................................................196PSP courses ................................................................................199PSY courses ...............................................................................202PsychologyBachelor of ArtsCampbell .............................................................................40courses [PYC/PYJ] ..............................................................69Pleasant Hill ........................................................................34Doctor of ...............................................................................187accreditation .....................................................................187admission requirements ...................................................187courses [PSD] ....................................................................192degree requirements ........................................................190licensure ...........................................................................190MA in Clinical Psychology ...............................................189satisfactory progress .........................................................189transfer credit ...................................................................188See also Clinical psychology.Psychotherapy, individual .........................................................126RRanks. See Class ranks for the School of Law.Readmission (after lapse in attendance) ......................................4Recognitionof academic honors ................................................................25See also Accreditation and recognition.Refunds of tuition ........................................................................13Regents, Board of ......................................................................213Registered nurse’s training ............................................................6Registration ..................................................................................11adding courses ........................................................................13changes in registration ...........................................................13concurrent enrollment at other institutions ...........................16continuing and extended education ......................................14credit by assessment ...............................................................15cross-registration .....................................................................16deferred payment of tuition ...................................................13dropping courses ....................................................................13graduate work by undergraduates .........................................13independent study ..................................................................14master’s thesis .........................................................................15maximum unit load ................................................................13non-registered students ..........................................................13refunds of tuition ....................................................................13schedule of classes .................................................................11tuition and fees .......................................................................12withdrawing from courses ......................................................13Reinstatementfinancial aid .............................................................................10university. See Probation, dismissal, and reinstatement.Repeating courses .......................................................................20financial aid ...............................................................................9Requirements for degrees and certificatescredential completion certification ........................................48individualized program ..........................................................24university .................................................................................22Research specialization .............................................................137Residency requirementsbachelor’s degree ....................................................................22certificate .................................................................................24doctoral degree .......................................................................24Juris Doctor .............................................................................24master’s degree .......................................................................23Return of Title IV funds ..............................................................10Review of student records for graduation .................................25INDEX 247

SSatisfactory academic progressfinancial aid ...............................................................................9PsyD program .......................................................................189See also Good scholastic standing; Probation, dismissal,and reinstatement.Schedule of classes ......................................................................11Scholarships ...................................................................................8Scholastic performance ...............................................................20Class ranks for the School of Law .........................................20Dean’s list for School of Law .................................................20Good scholastic standing .......................................................20Honors list ...............................................................................20Unsatisfactory academic performance ...................................21See also Probation, dismissal, and reinstatement.Scholastic standing. See Good scholastic standing.School academic standards committees .....................................21School ofEducation and Liberal Arts .....................................................29Holistic Studies ......................................................................107Law .......................................................................................207Management ............................................................................79Professional Psychology, Graduate ......................................163Science, Health, and Living Systems ..........................................36courses [SCI/SCJ] .....................................................................71SEC courses .................................................................................75Second baccalaureate degree .......................................................6Service Members Opportunity Colleges. See Military service.Single Subjectcredential .................................................................................49Master of Arts in Teaching .....................................................51Smoking .......................................................................................28Social Ecology, Bachelor of Arts in ............................................38courses [SEC] ...........................................................................75Somatic Psychology specialization ...........................................120courses [SPC] .........................................................................156Sport Psychologycourses [PSP] .........................................................................199Exercise and Sport Performance certificate .........................182linked program .....................................................................184MA program ..........................................................................180specialization .........................................................................173Sport Management certificate ...............................................182Strategic Managementcertificate in .............................................................................87specializationBA program ........................................................................85MBA program .....................................................................93Student association ......................................................................17fee .........................................................................................12Student photo identification cards ..............................................17Student services .............................................................................3Students with disabilities .............................................................16Studio Arts. See under Arts and Consciousness.Subjectcodes. See Course prefixes.Standardized Tests. See DANTES Subject Standardized Tests.Substance abuse policy. See Drug and alcohol policy.Sunnyvale community counseling center ................................237Support. See Academic Support Center.TTeaching .......................................................................................48Administrative Services credential .........................................53248 INDEXTeaching (continued)Credential ................................................................................48Multiple Subject ..................................................................49Single Subject .....................................................................49Cross-Cultural Language and Academic Development .........52Master of Arts in Teaching .....................................................50Multiple Subject ..................................................................50Single Subject .....................................................................51specialization .........................................................................137See also Education.Term. See Academic term.See also Academic calendar.Test of English as a Foreign Language. See Internationalstudents.Textbooks and course materials .................................................17Thesis, master’s ............................................................................15TPC courses ...............................................................................159Transcripts ....................................................................................26fees .........................................................................................12Transfer creditgraduate .....................................................................................7undergraduate ...........................................................................5See also individual schools and programs.Transferability of JFK University courses ...................................26Transformative Arts ...................................................................114See also Consciousness and Transformative Studies.Transpersonal Psychology specialization .................................122courses [TPC] .........................................................................159Transpersonal Studies track ........................................................42Tuition and fees ...........................................................................12deferred payment ...................................................................13refunds ....................................................................................13UUndergraduategraduate work by ...................................................................13transfer credit ............................................................................5Unitcredit ........................................................................................26loadfull-time ...............................................................................26maximum ............................................................................13Universityadministration .......................................................................214requirements for degrees and certificates .............................22University’s right to modify catalog ............................................. iiUnsatisfactory academic performance .......................................20See also Financial aid: satisfactory academic progress; Goodscholastic standing; Probation, dismissal, and reinstatement.Upper-division general-education breadth. See Generaleducationbreadth.VVeterans’ benefits .........................................................................11WWestern Association of Schools and Colleges. See Accreditationand recognition.Withdrawing from courses ..........................................................13refund ......................................................................................13unauthorized. See Grading system.Withdrawal/leave of absence (financial aid) .............................10See also Leave of absence.Women’s Studies track ................................................................44Workshops, professional development ....................................169JOHN F. KENNEDY UNIVERSITY

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