B.A. Human Development: Working with Adults Concentration
Courses for this B.A. in Human Development degree program with a concentration in working with adults focus on the mastery/utilization of adult-centered curricula, working with diversity in varied adult environments, and understanding the importance of social and cultural context to an adult’s existential experience in various age groups.
Our Credit for Learning from Experience option allows students to accelerate their progress toward a bachelor’s degree by awarding credit for experience they have gained in the workplace.
Sample B.A. in Human Development Courses
Human Development: The Elder Years
Shifting demographics, increased life expectancy, advances in medical technology, economic and financial realities: all these add to the challenges of navigating the later years with grace and dignity. This class provides theory as well as experiential learning. For those who are working with aging populations, interacting with and caring for aging parents or contemplating the aging process, here is an opportunity to explore relevant issues at both the macro and micro level, including deconstructing stereotypes.
Working with Adults
Students are introduced to a rationale and methodology for working with adults in Educational, professional and other settings in this human development course. Topics covered will include adult development, supervising adults, staff evaluation, leadership style, effective communication, and problem solving. Emphasis is on valuing diversity and respecting individuals; active, experiential learning; the interaction between theory and practice; and the impact of social contexts on oneself and others. Students will use observation to enhance their understanding of the challenges inherent in working with adults. They will develop strategies to facilitate adult empowerment and learn to advocate responsibly in diverse settings.
Team Building for Early Childhood Educators and Parents
Designed for administrators, teachers, staff, and parents to create an effective team which values working together with mutual respect. Among the issues addressed will be:
- Including parents as members of the team working for the growth and support of the children
- Developing clear communication, written and oral, formal and informal
- Exploring experiences of power and powerlessness among people with diverse roles, perceptions, and histories
Other B.A. Human Development Concentrations
- B.A. in Human Development: Early Childhood Education and Development
- B.A. in Human Development: Social Change
- B.A. in Human Development: Active Learning Across the Lifespan
- Admission to the B.A. program is open to any person who meets entrance requirements as outlined below. Applicants will be judged on their overall ability to successfully complete an undergraduate degree program. Generally, a high school cumulative GPA of a 2.0 or higher on a 4.0 scale is required for admission. However, applicants with a cumulative high school GPA below 2.0 will be considered for admission with the submission of additional required documents (see below). Applicants with college level studies will be expected to demonstrate an undergraduate cumulative GPA of 2.0 or higher. It is required that transcripts are submitted from all undergraduate schools where credit was received to support the application and request for transfer credit. (See Undergraduate Transfer Credit Policy).Factors and materials to be considered for admission will include:
- Completed application and $55 application fee
- Interview with a member of the Admissions Committee
- Demonstrated commitment to the mission and values of Pacific Oaks College
- Personal statement
- Applicants must submit a resume showing three or more years of significant professional or life experience or an official transcript confirming 24 transferrable units from a regionally accredited
Applicants must provide proof of the qualifying conferral of high school graduation (or the equivalent) or proof of successful completion of a minimum of 24 semester units at a regionally accredited post-secondary institution. Proof of qualifying academic history must be provided in one of the following ways:
- Official high school transcript recognized by the S. Department of Education showing an earned high school diploma, 2.0 GPA or higher, and date of graduation. A copy of a high school diploma, if transcripts are not immediately available, can be submitted with a contingency that original transcripts will be on file prior to day 5 of the term/semester of entry. Financial aid will not be disbursed until the compliant documentation is received.
- Official college transcript with 24 credits of transferable units with a grade of C or
- Official Associate degree transcript from a regionally accredited institution showing degree earned and date conferred
- Official college transcript from a regionally-accredited institution that contains the high school name and date of graduation
- Official NACES, ACREVS or AICE evaluation of an international diploma that contains the high school name and date of graduation
- High school equivalency completed through home schooling as defined by state law
- Official General Educational Development (GED) A copy of the student’s GED Certificate, or unofficial GED score issued by the state, can be submitted with a contingency that the Official GED document will be on file prior to day 5 of the term/semester of entry. Financial aid will not be disbursed until the compliant documentation is received.
- Official Test Assessing Secondary Completion (TASC) document
- Official High School Equivalency Test (HiSET) document
- Official documentation showing a passing score on a state-authorized exam that the state recognizes as equivalent to high school graduation
Applicants with a cumulative high school or undergraduate GPA below 2.0, applicants without three years of significant professional or life experience, or with less than 24 transferrable college units are required to submit additional documentation:
- One letter of support from someone (a non-relative) familiar with your ability to be successful in this program
- An additional essay three pages, double spaced typed (approximately 500-750 words). In your essay, please answer the following question:
- What life and professional experience do you possess that would enable you to be successful in the Pacific Oaks classroom focused on application of experience to course
- Why it is important to you to study this discipline at a school that emphasizes social justice, cultural humility and respect for every individual (refer to the Mission and Vision statement of Pacific Oaks College).
Additional Requirements for students interested in pursuing Elementary Education and/or Special Education concentrations:
For students entering with 40 or more transfer units at the time of admission:
- Successfully complete CBEST (California Basic Education Skills Test) or meet the Basic Skills Requirement (BSR)
- Proof of Registration for the CSET (California Subject Examinations for Teachers): Multiple Subjects exams
For students entering with fewer than 40 transfer units at the time of admission:
Progression to a Credential Program Requirement:
Students who wish to pursue the BA Early Childhood Education degree with the Elementary Education and/or Special Education concentration must pass the CBEST or meet the Basic Skills Requirement (BSR) by the conclusion of 40 GE units in order to progress into a credential track program. Students who pass the CBEST or meet the Basic Skills Requirement, must also show verification of registration for the CSET exams. For more information on Teacher Credentialing, please see the Credentials Office page under the Resource section of the POC website.
If a student does not pass the CBEST or meet the BSR by the conclusion of the 40 GE units, they may progress in the BA ECE degree program and attempt the CBEST or BSR until they have successfully passed. At the time a student has successfully passed the CBEST or BSR, they may request a program transfer by completing the Program Transfer form found on the Registrar’s Office webpage.
Passing CBEST or meeting the Basic Skills Requirement (BSR) is the first step into a credential track program. In order to progress through a credential program and earn a California teaching credential, students will need to meet additional exam and CCTC requirements beyond successful completion of coursework.
Please note: Prior coursework will be evaluated as part of the Admissions process.