Graduate Catalog - 2002-03 - Azusa Pacific University

AZUSA PACIF IC UNIVERSITY

G r a d u a t e C a t a l o g2002 -03

901 E. Alosta Ave.

PO Box 7000

Azusa, CA 91702-7000

(626) 969-3434

(800) TALK-APU

www.apu.edu

Graduate Center

568 E. Foothill Blvd.

PO Box 7000

Azusa, CA 91702-7000

(626) 815-4570

[email protected]

2002-03 Graduate Catalog

Choosing a graduate school is a critical choice –one that will greatly influence the purpose, direction,and shape of your life and professional career.

Azusa Pacific University is a place to sharpenyour intellect, hone your skills, deepen your faith,and grow as an individual. It is a warm and caringcommunity, both exciting and dynamic.

Graduate education at Azusa Pacific University isa careful process founded on these four cornerstones:Christ, Scholarship, Community, and Service.

We are called to scholarship permeated by ourChristian faith.We are committed to teachingexcellence, juxtaposing the theoretical against thepractical, for we are dedicated to the education of the whole person who lives and works in themarketplace.We value our professional offerings that equip students for specific disciplines.

We believe in community.We are a richly diversepeople who value the worth of each individual.Our mission is to encourage, equip, and enable each student to discover and fulfill his or her greatpotential, and in turn, become encouragers, equippers,and enablers of others.

Service is at the heart of our outreach and missionsemphases.We encourage each student to live out acalling to servant leadership.

Belief in Christ is central to all that we think anddo. It is this understanding of God’s love for theworld and the belief that “all truth is God’s truth”that informs all our pursuits: spiritual, academic,service, and community oriented.

With optimism and faith in God’s grace, weprepare to meet the challenges of society in ourcomplex and troubled world.As you prepare to meetthese same challenges, I pray that God will guide and go with you through these critical choices.

Jon R.Wallace, DBA President

Escoger un colegio de posgrado es una eleccióndeterminante – una que influirá, en gran forma,el propósito, dirección y forma de su vida y carreraprofesional.

La Universidad Azusa Pacific es el lugar para afilarsu intelecto, pulir sus habilidades, profundizar su fe ycrecer como individuo. Es una comunidad afectousa,dedicada y a la vez emocionante y dinámica.

La educación posgrado en la Universidad AzusaPacific esta fundada en un proceso que cuidadosamentecubre cuatro ángulos principales: Cristo, Erudición,Comunidad, y Servicio.

Somos llamados a la erudición impregnada pornuestra fe cristiana. Estamos comprometidos a laenseñanza por excelencia, yuxtaponiendo lo teóricocontra lo práctico, porque estamos dedicados a laeducación total de la persona que vive y trabaja.Valoramos las oferta profesionales que fortalecen a losestudiantes en disciplinas específicas.

Creemos en la comunidad. Somos gente ricamentediversa que valora a cada individuo. Nuestra misión esalentar, fortalecer y habilitar a cada estudiante hastadescubrir y lograr su gran potencial que a su vez losconvertira en seres alentadores y habilitadores de otros.

El centro del énfasis de nuestra misión y superaciónes el servicio. Nosotros alentamos a cada estudiante avivir el llamado al liderazgo con la misión de servir.

La creencia en Cristo es central en todo lo quepensamos y hacemos. Es esta comprensión del amor de Dios para el mundo y la creencia que “toda verdades la verdad de Dios” es lo que norma toda nuestrabúsqueda: espiritual, académica, servicio y comunidadorientada.

Con optimismo y fe en la gracia de Dios, nospreparamos para afrontar los desafíos de la sociedad eneste mundo complejo y confundido. Mientras ustedesse preparan para estos mismos desafíos, yo oro paraque Dios indique y esté con ustedes en la toma deestas decisiones críticas.

Jon R.Wallace, DBAPresidente

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4 2002-03 Graduate Catalog

Graduate Programsat a Glance

(Emphases are indented below the appropriate major.)

College of Liberal Arts and SciencesMASTER OF SCIENCE IN APPLIED

COMPUTER SCIENCE AND TECHNOLOGY

Client/Server Technology Computer Information SystemsEnd-User SupportInter-EmphasisTechnical ProgrammingTelecommunications

CertificatesClient/Server Technology Computer Information SystemsEnd-User SupportTechnical ProgrammingTelecommunications

MASTER OF ARTS IN TEACHING ENGLISH

TO SPEAKERS OF OTHER LANGUAGES

(TESOL)Certificate

Teaching English to Speakers of Other Languages

MASTER OF PHYSICAL THERAPY

School of Business andManagement

MASTER OF BUSINESS ADMINISTRATION

FinanceHuman and Organizational DevelopmentInternational BusinessManagement Information SystemsMarketingStrategic ManagementWeb and Information Technology

MASTER OF ARTS IN HUMAN AND

ORGANIZATIONAL DEVELOPMENT

MASTER OF ARTS IN ORGANIZATIONAL

MANAGEMENT

School of Education and Behavioral StudiesCredentials

Library Media TeacherMild/Moderate Disabilities Specialist

(Preliminary Level I)Mild/Moderate Disabilities Specialist

(Professional Level II)Multiple-Subject TeachingPreliminary Administrative Services (Tier I)Preliminary Administrative Services Internship (Tier I)Professional Administrative Services (Tier II)Professional Clear CredentialPupil Personnel Services: School CounselingPupil Personnel Services: School PsychologySingle-Subject Teaching

Master’s Degrees

MASTER OF ARTS IN CLINICAL PSYCHOLOGY

Marital and Family TherapyMASTER OF ARTS IN EDUCATION

Curriculum and Instruction in Multicultural Contexts

Pupil Personnel Services School AdministrationSchool LibrarianshipSpecial EducationTeaching

MASTER OF ARTS IN EDUCATIONAL

TECHNOLOGY

MASTER OF ARTS IN SOCIAL SCIENCE

Leadership StudiesMASTER OF EDUCATION

College Student Affairs MASTER OF SCIENCE IN PHYSICAL

EDUCATION

Combined Master of Arts and Credential ProgramsMaster of Arts in Education: Pupil Personnel

Services and Pupil Personnel Services Credential in School Counseling

Master of Arts in Education: Pupil Personnel Services and Pupil Personnel Services Credential in School Psychology

Master of Arts in Education: School Administration and Preliminary Administrative Services Credential (Tier I)

Master of Arts in Education: Special Educationand Mild/Moderate Disabilities Specialist Credential(K-12) Preliminary Level I,Track 1

Master of Arts in Education: Special Educationand Mild/Moderate Disabilities Specialist Credential(K-12) Preliminary Level I,Track 2

Multiple-Subject Internship Teaching Credential and Master of Arts in Education: Teaching

Master of Arts in Education:Teaching and Multiple-Subject Teaching Credential

Master of Arts in Education:Teaching and Single-Subject Teaching Credential

Master of Arts in Educational Technology and Preliminary Administrative Services Credential (Tier I)

Doctoral Programs

DOCTOR OF EDUCATION: EDUCATIONAL

LEADERSHIP

Educational AdministrationHigher EducationTeaching and Learning

DOCTOR OF EDUCATION: EDUCATIONAL

LEADERSHIP and PROFESSIONAL

ADMINISTRATIVE SERVICES

CREDENTIAL (TIER II)Educational AdministrationHigher EducationTeaching and Learning

DOCTOR OF PSYCHOLOGY IN CLINICAL

PSYCHOLOGY

Family Psychology

Certificate Cross-Cultural Language and Academic

Development (C.L.A.D.)

School of Music

MASTER OF MUSIC IN PERFORMANCE

MASTER OF MUSIC EDUCATION

School of Nursing

ARTICULATED RN-MSN MASTER OF SCIENCE IN NURSING

Clinical Specialization in:

Adult Nursing Combined Parent-Child Clinical Nursing and

Pediatric Nurse Practitioner Family Nurse Practitioner Parent-Child NursingParish Nursing

Optional Additional Emphasis in:

Nursing AdministrationNursing Education

SCHOOL NURSE SERVICES CREDENTIAL PLUS

MASTER OF SCIENCE IN NURSING

POST-BACHELOR’S CREDENTIAL:School Nurse Services

POST-MASTER’S CREDENTIALS:Adult NursingFamily Nurse Practitioner Nursing Administration Nursing Education Parent-Child NursingParish Nursing

Haggard Graduate School of TheologyMASTER OF ARTS IN CHRISTIAN EDUCATION

Youth MinistriesMASTER OF ARTS IN NONPROFIT

LEADERSHIP AND THEOLOGY

MASTER OF ARTS IN PASTORAL STUDIES

Church DevelopmentUrban and Intercultural Ministries

MASTER OF ARTS IN RELIGION

Biblical StudiesTheology and Ethics

MASTER OF DIVINITY

DOCTOR OF MINISTRY

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Table of Contents 1. General Information 7Regarding the Catalog 8Statement of Mission and Purpose 8Essence Statement 8Statement of Faith 9Statement of Academic Freedom 9History 10Location and Campus 10Regional Center Locations 11Accreditations 11Internet Acceptable-Use Policy 11Harassment Policy 12Statements of Compliance 12Earthquake Procedures 12

2. Campus Resources 15Graduate Center 16Regional Centers 16Libraries 17Writing Center 17University Counseling Center 17Information and Media Technology 18Computers 18International Center 18International Student Services 19

3. Admissions Policies 21Graduate Admission to the University 22Application and Fee 22PACE Option 22Transcripts 23Policy Regarding False Information 23Change of Program 23International Graduate Admissions 23TOEFL Requirements 23Conditional Admission 24School of Intensive English 24

4. Financial Information 27Graduate Student Financial Services 28Cost of Attendance 28Payment Terms and Conditions 28Refund Policy 29Student Employment 29Financial Agreement 29Financial Aid Application 29Financial Aid Policies 29Types of Financial Aid 31

5. Academic Policies and Procedures 35Reservation of Rights 36Course Numbering System 36Registration 36Late Registration 36Adding and Dropping Classes 36Independent Study 36Repeated Courses 37Auditing 37Withdrawal from Courses 37Withdrawal from the University 37Leave of Absence 37Honorable Dismissal 37Credit Hours 37

Study Load 37Deferment Information 37Attendance Regulation 37Final Examinations 37Grading 38Academic Probation and

Disqualification 38Transfer Credit 38Waivers 38Academic Advising 38Change of Program 38Petition Process 38Application for Graduation 39Normal Progress Toward a Degree 39Determining Degree Requirements 39Degree Posting Dates 39Grade-Point Average Requirement 39Residence Requirement 39Distribution of Courses 39Course Replacement and Substitution 39Additional Degree Requirements 39Thesis 39Additional Master’s Degree 40Commencement 40Security Interest in Student Records 40Student Records Policy 40Academic Integrity 41 Grievance Procedures and

Due Process 41Standards of Conduct 42

6. College of Liberal Arts and Sciences 45Department of Computer Science 47Department of Global Studies

and Sociology (TESOL) 57Department of Physical Therapy 61

7. School of Business and Management 67

8. School of Education and Behavioral Studies 81Department of Advanced Studies in

Education 85Department of Educational Leadership 96Department of School Counseling

and School Psychology 111Department of Teacher Education 118Department of College Student

Affairs and Leadership Studies 140Department of Graduate Psychology 145

9. School of Music 165

10.School of Nursing 171

11.Haggard Graduate School of Theology 185

12.Administration and Faculty 203

13.Academic Calendar 212

14. Index 214

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7

Regarding the Catalog . . . . . . . . . . . . . . . 8

Statement of Mission and Purpose. . . . . . 8

Essence Statement . . . . . . . . . . . . . . . . . . 8

Statement of Faith . . . . . . . . . . . . . . . . . . 9

Statement of Academic Freedom. . . . . . . 9

History . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Location and Campus . . . . . . . . . . . . . . 10

Regional Center Locations . . . . . . . . . . . 11

Accreditation . . . . . . . . . . . . . . . . . . . . . 11

Internet Acceptable-Use Policy . . . . . . . . 11

Harassment Policy . . . . . . . . . . . . . . . . . . 12

Statements of Compliance . . . . . . . . . . . 12

Earthquake Procedures. . . . . . . . . . . . . . 12

General Information



Regarding the CatalogThis catalog is produced for the university by the Offices of the Graduate Registrar,Associate Provost, and University Marketingand Creative Media. It contains general academic and administrative information and specific descriptions of the courses ofstudy offered.

Because this publication is prepared in advance of the year it covers, changes in some programs inevitably occur.Though the semester/term schedule of classes is thefinal authority in regard to classes offered,updated information may also be found on the Azusa Pacific University website.A schedule of classes is available prior to registration each semester/term.All classes are offered subject to instructor availabilityand sufficient enrollment.

Azusa Pacific University reserves the right to change any of its policies without priornotice, including but not limited to, tuition,fees, unit-value per course, course offerings,curricula, grading policies, graduation andprogram requirements, and admissionstandards and policies.

This catalog supersedes all previous catalogs.The policies expressed in this catalog andeach subsequent catalog will be controlling,regardless of any policies stated in a previouscatalog received by the student upon his orher admission.

This catalog and each subsequent catalog aresupplemented by the rules and regulationsstated in departmental publications and on thewebsite.Where conflict exists between any ofthese sources, the most recent rule, regulation,or policy will be controlling.

Students who wish to obtain specific infor-mation about the university not contained inthe catalog are advised to make a personalinquiry to the Graduate Center: GraduateAdmissions,Azusa Pacific University,568 E. Foothill Blvd., PO Box 7000,Azusa,CA 91702-7000, (626) 815-4570,[email protected], or consult theuniversity’s website at www.apu.edu.

International students please contact theOffice of International Student Services,901 E.Alosta Ave., PO Box 7000,Azusa, CA91702-7000, (626) 815-3801, [email protected].

Statement of Mission andPurposeThe Board of Trustees has adopted the following statement of mission and purposefor Azusa Pacific University:

“Azusa Pacific University is an evangelicalChristian community of disciples and scholarswho seek to advance the work of God in the world through academic excellence inliberal arts and professional programs ofhigher education that encourage students to develop a Christian perspective of truthand life.”

Essence StatementThe essence statement of Azusa PacificUniversity is a philosophical description ofthe institution and its people – students, staff,faculty, trustees, administration, and alumni –who we are and who we are becoming.Weare an institution of higher education with atradition of Wesleyan evangelical Christianity.While acknowledging that as individuals we are at different points along the way, we are all nevertheless journeying toward the idealsdescribed in the four perspectives that follow:Christian,Academic, Developmental, andService.

ChristianWe are Christians who:believe that God is the origin of all things andthe source of the values made known to us inHis creation, in human experience, and finallyand fully, in Jesus Christ.

hold the Bible as the Word of God, the basis of our faith, and the primary record bywhich these values are made known.

rely on the Holy Spirit to help us discoverthese values, understand them, and live a lifeconsistent with them.

live as citizens of the Kingdom of God, whomodel its values and thereby call into questionthe values of the world.

confess Jesus Christ as Lord of our lives, ouruniversity, and our world, and as the finalauthority for our faith and life.

recognize that redemption by Jesus Christ andpersonal acceptance of His forgiveness arenecessary for human wholeness.

show love toward God (holiness of heart) and a love toward each other (holiness of life) which express themselves in worship,self-denial, and a special concern for theoppressed, and which encourage us toabandon those distinctions that divide us.

practice community among ourselves asmembers of the one Body of Christ andmaintain a nonsectarian openness toward all Christians.

AcademicWe are scholars who:believe that all truth is of God; therefore,we recognize the importance of each field of study both for its own significance and for its interrelationship with other areas ofknowledge.

believe that God desires that we pursueexcellence according to the standard of Hiswill for us.

exhibit intellectual curiosity, flexibility, andcritical openmindedness.

are able to deal with complexity and ambiguity, and to communicate effectively,weigh evidence, and make decisions.

recognize that a knowledge of history is keyto understanding ourselves, our world, andour future.

have a basic understanding of Christianity, thehumanities, the social sciences, and the naturalsciences.

know the language, art, and customs of at leastone other culture or know the cross-culturalissues within one’s own discipline in order to develop understanding of, respect for, andcooperation with those of all other cultures.

promote and expand the body of knowledgerelated to our profession or discipline.

have a thorough command of the primarysources, methodology and research skills, majorissues, vocabulary, and facts in at least one academic field of study and understand howthe skills acquired in this way may be adaptedto other fields of endeavor.

encourage and make provision for any personto learn at any period of life.

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DevelopmentalWe are persons who:seek to develop a creative Christian lifestylewhose purpose flows from a commitment toGod through Jesus Christ.

honor our commitments and take responsibilityfor our personal behavior, decisions, andcontinuing growth.

know from experience that self-discipline,struggle, risk, and confrontation are necessaryfor growth, and recognize that because of thegrace of God we grow even through ourfailures.

have experiences in self-assessment in every dimension of our lives, in values-clarificationbased on biblical truths, and in planning forcontinuous individual growth and renewal.

understand the capabilities of our physicalbodies and are committed to the lifelongnurturing of our physical selves.

ServiceWe are servants who:are able to follow joyfully Jesus’ example ofservice in the world and pour out ourindividual and corporate lives for others because of God’s love in Christ for us.

share our faith unashamedly, disciple otherChristians, participate in missionary endeavors,minister to the needs of all persons regardless of their agreement with our beliefs, and affirmthe unique worth of every individual as onecreated by God, as one for whom Christ died,and as one who has been given individual giftsand talents to be discovered, developed, anddirected toward service.

are faithful stewards of our time, talents, and resources; welcome and seek opportunities forservice as a means to clarify and practice ourfaith and knowledge.

Statement of FaithWe believe the Bible to be the inspired, theonly infallible, authoritative word of God.

We believe that there is one God, eternallyexistent in three persons – Father, Son, and Holy Spirit.

We believe in the deity of our Lord JesusChrist, in His virgin birth, in His sinless life,in His miracles, in His vicarious and atoningdeath through His shed blood, in His bodily resurrection, in His ascension to the righthand of the Father, and in His personal returnto power and glory.

We believe in the fall and consequent totalmoral depravity of humanity, resulting in our exceeding sinfulness and lost estate andnecessitating our regeneration by the HolySpirit.

We believe in the present and continuingministry of sanctification by the Holy Spiritby whose infilling the believing Christian is cleansed and empowered for a life of holiness and service.

We believe in the resurrection of the savedand the lost: those who are saved to the resur-rection of life and those who are lost to theresurrection of damnation.

We believe in the spiritual unity of believersin our Lord Jesus Christ.

The following are fundamentals held to beessential, and the university expects facultyand staff not only to believe in them, but topractice them in daily living:• Caring, effective love both to God and

humanity• A Christlike unity and acceptance among

believers• A lifestyle dedicated to God’s will in

society• A growing, victorious state of mind

because of the indwelling Christ• A daily affirmation of Christ as Lord• A willingness to serve the Lord, even if

it involves sacrifice• A desire to be more sensitive to the

personal work of the Holy Spirit• A working faith in God’s promises for

all needs and daily life situations• A witness for Christ without hypocrisy• A firm, committed desire to be God’s

person

Statement of Academic FreedomAzusa Pacific University adheres to the 1940“Statement of Principles” by the AmericanAssociation of University Professors andincludes the statement in its FacultyHandbook. It states:

The teacher is entitled to complete freedom in the classroom in discussing his/her subject, and students should be encouraged to discuss any related controversial issues. However, the teacher should be careful to avoid dogmatic generalizations in any field.

The teacher is entitled to full freedom in research and the publication of the results, subject to the adequate performance of his/her other academic duties; but research with pecuniary return must be based upon an understanding with the administration of the institution.

Academic freedom carries with it responsibilities and obligations. Hence,the teacher should be accurate,restrained, and respectful of the opinions of others.

However, the “Statement of Principles”allows for some degree of limitation of academic freedom “because of religious or other aims of the institution, provided thatsuch limitations are clearly stated in writing at the time of appointment.”Azusa PacificUniversity adheres to this provision throughthe inclusion of the “Statement of Faith”within faculty application materials.

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HistoryThe school that today is Azusa PacificUniversity is the product of the merger ofthree Southern California-area Christianinstitutions:Azusa College, Los Angeles PacificCollege, and Arlington College.

The origins of Azusa Pacific University dateback to 1899, when a group of spiritualleaders from various denominations met inWhittier, California, and established a Biblecollege geared to training students for serviceand missionary endeavors.This was the firstBible college founded on the West Coast.Thefirst class of students met on March 3, 1900,with Mary A. Hill serving as the firstpresident.

The school moved three times in its firstseven years, settling in Huntington Park in1907.The school maintained the name of theTraining School for Christian Workers until1939, when it was changed to Pacific BibleCollege and four-year degrees were offered.Also in 1939, Cornelius P. Haggard,Th.D.,was appointed president, serving for 36 years,until his death in 1975.

By the mid 1940s, Pacific Bible Collegequickly outgrew its Huntington Park campus.After much consideration, the Board ofTrustees decided in late 1945 to purchase the12-acre Maybelle Scott Rancho School forGirls in Azusa. Classes began on the newcampus in 1947, and in 1956, the college’sname was changed to Azusa College.

Azusa College merged in 1965 with Los Angeles Pacific College, a four-year liberalarts institution founded in 1903 by the FreeMethodist Church.The college was thenrenamed Azusa Pacific College.Three yearslater, in 1968,Azusa Pacific College mergedwith Arlington College, founded in 1954 bythe Association of Churches of God inSouthern California.

After Haggard’s death, Paul E. Sago, Ph.D.,became the president, serving until 1989. In1981, the college achieved university status,and in May of that year, the Board of Trustees

adopted the name Azusa Pacific University.Among his many accomplishments, Sagoencouraged the development and growth of off-site educational regional centersthroughout Southern California, and presidedover the addition of master’s degree programsand development of schools within theuniversity.

Richard E. Felix, Ph.D., became president in 1990. Felix painted a vision of a newChristian university that offered men andwomen an opportunity to gain theirundergraduate as well as master’s and doctoraldegrees at a flagship Christian institution.Moving toward graduate degrees in selecteddisciplines meant a renewed emphasis onscholarship without compromising theschool’s historic Christian mission andpriorities for community-building andservice. Felix reframed these values as thecornerstones of the University – Christ,Scholarship, Community, and Service. Felixoversaw the construction of seven newbuildings, a doubling of student enrollment,and the quadrupling of graduate programs.In addition, he was instrumental in initiatingthe university’s first three doctoral programs.After a decade of exceptional growth and thecelebration of the university’s centennial,Felix announced his retirement in April 2000.Executive Vice President Jon R.Wallace,DBA, assumed the role of acting president inJuly 2000. He was selected unanimously bythe Board of Trustees to fill the role ofpresident, effective November 27, 2000.

Today,Azusa Pacific stands as a comprehensiveChristian university of the liberal arts andprofessional programs that seeks to serve its diverse constituencies throughout theworld.As part of that commitment,APUmaintains strong ties with the Brethren inChrist Church, the Church of God, the FreeMethodist Church, the Missionary Church,the Friends Church, the Wesleyan Church,and the Salvation Army.The university aimsfor the holistic development of its students,promoting an entrepreneurial spirit throughacademic excellence and outstandingcocurricular programming.

Location and CampusAzusa Pacific University is located in the San Gabriel Valley community of Azusa,26 miles northeast of Los Angeles.The surrounding mountains provide a rugged,wilderness-like backdrop to the campus.Situated on the 52-acre East Campus are the university administrative facilities, library,classrooms, student center, gymnasium,residence halls, and student apartments.Thepurchase of 21 additional acres on FoothillBoulevard, within a quarter-mile of campus,provided the university with room to grow.The West Campus now houses the Schools of Nursing and Education and BehavioralStudies, as well as the Department ofComputer Science, numerous classrooms and faculty offices, administrative facilities,the state-of-the-art Hugh and Hazel DarlingGraduate Library, a food court, and abookstore.The 3,500-seat $13.5 millionRichard and Vivian Felix Event Centeropened in December 2000. Located just westof this campus is the Administration Westfacility housing the Graduate Center as wellas other administrative offices.Across the streetis Azusa Square, home of APU’s new soccerfield and athletic facility.The August 2001ownership transfer of the Foothill propertyadjacent to West Campus provides room forfuture growth and experience.

The Azusa Pacific University Graduate Center is located in the Administration Westbuilding and comprised of GraduateAdmissions, Graduate Student FinancialServices, and the Graduate Registrar. Housedin one convenient center, these offices workas an integrated team to provide students withthe tools they need to enter and proceedthrough their graduate program. Students maycontact the Graduate Center at:

Azusa Pacific University 568 E. Foothill Blvd.Azusa, CA 91702-7000

(626) 815-4570Fax: (626) 815-4545 or 815-4571Email: [email protected]: www.apu.edu

The location of Azusa Pacific University affords its residents easy access to the popularmountain and beach resorts of SouthernCalifornia and all of the cultural attractions ofLos Angeles County. Students enjoy visitingDisneyland, Magic Mountain, Knott’s Berry

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Farm, Universal Studios, and the major televi-sion studios. Desert resorts are less than atwo-hour drive from the university.Theclimate is moderate, mostly warm and drythroughout the school year.

Regional Center LocationsAPU has six regional centers locatedthroughout Southern California, includingthe Inland Empire and High Desert Branch,Los Angeles, Murrieta, Orange County, SanDiego, and Ventura. See page 16 for addressesand maps. Check with locations for specificprograms offered.

AccreditationAzusa Pacific University is accredited by the Western Association of Schools andColleges*.The School of Nursing’s programsare accredited by the National League forNursing and the Board of RegisteredNursing.The Social Work Program isaccredited by the Council on Social WorkEducation.The Graduate Psychology Programis accredited by the American PsychologicalAssociation.The Athletic Training Program is accredited by the Commission onAccreditation of Allied Health EducationPrograms.The Haggard Graduate School ofTheology is accredited by the Association ofTheological Schools.The Master of PhysicalTherapy Program is accredited by theCommission on Accreditation in PhysicalTherapy Education (CAPTE) of theAmerican Physical Therapy Association.Azusa Pacific University offers programsapproved by the California Commission on Teacher Credentialing and Licensingauthorizing elementary and secondary schoolteaching and the National Council for theAccreditation of Teacher Education.AzusaPacific University is approved for the trainingof veterans under the Veterans’ Bill of Rights.The university is listed with the United StatesDepartment of Justice for the training ofstudents from foreign countries.

Accreditation documents and informationabout professional memberships are availablein the Office of the Provost.

*Western Association of Schools and CollegesAccrediting Commission for Senior Colleges andUniversities, 985 Atlantic Avenue, Suite 100,Alameda,California 94501, phone (510) 748-9001, fax (510)748-9797

Internet Acceptable- Use PolicyAzusa Pacific University’s domain name(APU.EDU) and other university computer,network, and electronic mail systems exist for the primary purpose of transmitting and sharing information for the university’spurposes.The use of apu.edu by any membermust be consistent with the mission of AzusaPacific University and is subject to control by the university.

Computer, network, communications,and Internet services exist to promote thepurposes of the university. Every attempt toprotect privacy will be maintained, butobservation of traffic flow and content may be necessary at the university’s discretion forsecurity and legal reasons.The end-user who originates traffic will be responsible ifthe traffic does not conform to this policy.

User Requirements1. Respect the privacy of others. For

example, users shall not intentionally seek information on, obtain copies of, or modify files belonging to other users.

2. Only use your own account and password;never misrepresent yourself as another user.

3. Respect the legal protection provided by copyright and licenses to programs and data.

4. Respect the integrity of apu.edu so as not to interfere with or disrupt network users,services, or equipment. Interference or disruption includes, but is not limited to,distribution of unsolicited advertising,propagation of computer viruses, and use of the network to make unauthorized entry into other computational, communications,or information devices or resources.

Acceptable Uses1. Use as a vehicle for scholarly or university-

related communications

2. Use in applying for or administering grantsor contracts for research or instruction

3. Use in activities of research or direct support for instruction

4. Use must be consistent with university standards as defined in its publications

Unacceptable Uses1. Use of apu.edu or any other university

computing resources for illegal purposes

2. Use of apu.edu or any other university computing resources to transmit or receive threatening, obscene, or harassing materials

3. Sending unsolicited advertising

4. Use for personal for-profit business

5. Use of the network by employees for recreational games during working hours

Enforcement and ViolationsAction may be taken by system management,subject to the guidance and authority of the Internet Policy Committee, to preventpossible unauthorized activity by temporarilydeactivating any member. Reasonable effortswill be made to inform the member prior to disconnection and to re-establish theconnection as soon as an acceptableunderstanding has been reached.Anydisciplinary action deemed necessary will be handled through the Student ConductCommittee under the auspices of the dean of students.

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Harassment PolicyEmployees of the university work to assiststudents in the several facets of university life.At no time is it acceptable to engage in adiscussion that is less than courteous andprofessional. It is the university’s policy that ifat any time an employee or student believesthat he or she is being harassed (verbally or in any other manner) by anyone in a publiccontact or an inquiry situation, he or sheshould immediately end the conversation andreport the matter to their supervisor, chair, ordepartment dean.Any other issues involvingharassment of any kind shall be handled inaccordance with the guidelines and standardsoutlined in the current undergraduate studenthandbook.This is available in the Office ofthe Vice President for Student Life/Dean ofStudents, (626) 815-3061.

Statements of ComplianceAzusa Pacific University, in compliance withTitles VI and VII of the Civil Rights Acts of 1964 and Title IX of the EducationalAmendments of 1972, does not discriminateon the basis of race, color, national origin,gender, age, disability, or status as a veteran inany of its policies, practices, or procedures.The dean of students is the campus coordi-nating officer for Title IX, and all inquiriesshould be made to the Office of Student Life,(626) 815-3883.

In compliance with Section 504 of theRehabilitation Act of 1973,Azusa PacificUniversity does not discriminate on the basis of disability in the recruitment and admission of students, or in the operation ofany of its programs and activities, as specifiedby federal laws and regulations. Persons withquestions about the Rehabilitation Act maycontact the dean of students.

Earthquake ProceduresIn the event of an earthquake during workinghours or while classes are in session, for thesafety of students and others, it is requestedthat everyone adhere to the specific guide-lines. Managers, supervisors, and faculty areresponsible for the safety of their employeesand the students in their classes.They mustgive directions to employees and students andensure the implementation of the followingguidelines:

During an earthquake:1. Keep calm. Do not run or panic. By taking

the proper precautions, the chances of being injured are reduced.

2. Stay put. Most injuries occur as people are entering or leaving buildings.

3. If the earthquake strikes when students are indoors, they should take cover under a desk, heavy table, bench, or against inside walls or doorways. Stay away from glass,windows, and overhead light fixtures. If the students are in a laboratory, they should stay away from hazardous materials that could spill and pose a hazard.

4. Do not use matches during or after the tremor.

5. If the earthquake occurs while students are outside, they should move away from buildings and utility wires. Move to an open area and stay there until the shaking stops.

After an earthquake:1. Check for injuries. Do not attempt to

move persons who may be seriously injured unless they are in danger of further injury.

2. If a gas leak is detected, call (626) 812-3002.Also notify the Emergency Operations Team so that an evacuation may be conducted.The team will assemble in the Friends Conference Room.

3. If other utility problems are detected,notify (626) 812-3002 and the Emergency Operations Team at the Friends Conference Room immediately.

4. Evacuation of buildings is not automatic;it depends on surrounding circumstances,(i.e., gas leak, fire, or severe structural damage). Building evacuations should be conducted at the direction of Emergency Operations Team members.

5. If buildings are evacuated, stay out of them until directed by a team member to re-enter. Be prepared to locate and assist individuals with disabilities.

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Graduate Center . . . . . . . . . . . . . . . . . . . 16

Regional Centers. . . . . . . . . . . . . . . . . . . 16

Libraries . . . . . . . . . . . . . . . . . . . . . . . . . 17

The Writing Center . . . . . . . . . . . . . . . . . 17

University Counseling Center . . . . . . . . . 17

Information and Media Technology . . . 18

Computers. . . . . . . . . . . . . . . . . . . . . . . . 18

The International Center . . . . . . . . . . . . 18

International Student Services . . . . . . . . 19

Campus Resources



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Graduate CenterThe Azusa Pacific University Graduate Centeris comprised of Graduate Admissions,Graduate Student Financial Services, and theGraduate Registrar. Housed in oneconvenient center, these offices work as anintegrated team to provide students with thetools they need to enter and proceed throughtheir graduate program. Students may contactthe Graduate Center at:

Azusa Pacific University568 E. Foothill Blvd.PO Box 7000Azusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545 or (626) 815-4571Email: [email protected]: www.apu.edu

Regional CentersAPU has six regional centers throughoutSouthern California. Check with locations for specific programs offered.

1. Inland Empire Regional CenterPrograms: Education and

Graduate Nursing685 E. Carnegie Dr., Ste. 170 San Bernardino, CA 92408 (909) 888-9977(800) [email protected]

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High Desert Regional BranchProgram: EducationVictor Valley College18422 Bear Valley Rd.Victorville, CA 92392(760) [email protected]

2. Los Angeles Regional Center Program: Theology 3580 Wilshire Blvd., Ste. 1240 Los Angeles, CA 90010 (213) [email protected]

3. Murrieta Regional CenterProgram: Education 39573 Los Alamos Rd.Murrieta, CA 92563-5032 (909) 679-6413 (877) 210-8841 (toll free)[email protected]

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4. Orange County Regional CenterPrograms: Education, Clinical

Psychology, and Computer Science 1915 Orangewood Ave., Ste. 100 Orange, CA 92868 (714) 935-0260 (800) [email protected]

5. San Diego Regional Center Programs: Education and Theology 2820 Camino del Rio South, Ste. 100 San Diego, CA 92108(619) 718-9655(877) 210-8839 (toll free)[email protected]

6.Ventura Regional Center Program: Education 5740 Ralston Ave., Ste. 100Ventura, CA 93003(805) 677-5825 (877) 210-8840 (toll free)[email protected]

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LibrariesAzusa Pacific’s libraries include the William V.Marshburn Memorial Library (located on theEast Campus), the Hugh and Hazel DarlingLibrary (located on the West Campus), and six regional center libraries in Los Angeles,Orange County, Inland Empire, San Diego,Murrieta, and Ventura.A unified catalogidentifies the more than 170,000 books,media, and 1,800 serial titles. More than630,000 microforms include the Library ofAmerican Civilization, Library of AmericanLiterature, New York Times, and EducationalResources Information Center collections.The university network provides access tomore than 100 electronic databases, whichinclude more than 11,000 full-text serial titles,as well as all of the material available on theWeb. Regular hours for the two campusfacilities are:

Monday-Thursday 8 a.m.-11 p.m.Friday 8 a.m.-4 p.m.Saturday 11 a.m.-6 p.m.Sunday 2-10 p.m.

Special hours may be set for final exam weeks,vacation breaks, and holidays.

The holdings of the William V. MarshburnMemorial Library include collectionssupporting liberal arts and sciences, religion,and business.This library includes extensivedenominational collections of the Church ofGod (Anderson), Free Methodists, SalvationArmy, and Society of Friends; a large holinesscollection; and a historical music educationcollection.The library has a 24-hour-a-day,7-day-a-week study area adjacent to theCornerstone Café; 20 computer stations inthe information commons, and 7 group-studyrooms.This library houses the SakiokaComputer Training Room with 20 computerstations and the Media Center with state-of-the-art audio-visual equipment, providingaccess to a large video, CD, and cassette tapecollection. It also houses InterLibrary Loan,Document Delivery Services, and the Writing Center.

The holdings of the Hugh and Hazel DarlingLibrary include collections supportingcomputer science, education, nursing, andprofessional psychology.The library iscomprised of two main areas that areconnected by The ECF Academic Hall of Fame.The Stamps Rotunda, which offers a traditional library environment of bookstacks and individual study carrels, and the Ahmanson Integrated InformationTechnology Center, which includes 75workstations for researching the more than 100 licensed electronic resources,including more than 8,000 full-text serialtitles.This center also houses 8 scholar studyrooms, 12 group study rooms, 4 conferencerooms, and the children’s literature collection.The Berger Computer Training Room with22 computer stations is located here alongwith the Department of Technical Servicesprocessing facility for acquisitions, cataloging,and serials.

Each regional center library provides a corecollection of holdings with emphases on theprograms at that location. Each regionalcenter library also include computers whichprovide access to all the electronic libraryresources and services.

Library UseElectronic resource access is available throughstudent ÜDEUPA accounts.The APU graduatestudent ID card is required for book checkoutand use of media center materials.

The Writing CenterThe Writing Center is a free source offeedback by trained writing consultants forwriters from all disciplines and all skill levels.Located in the Marshburn Library (MainCampus), the Center offers individualappointments, group workshops, and printresources to assist in a variety of writing needs such as academic papers, creativefiction, poetry, and other genres.The WritingCenter is also designed to offer support,at a professor’s request, for specific writingtasks or documentation forms particular

to a designated course or discipline. Indevelopment is a website where writers mayreceive help, connect with other writers in a collaborative forum, or find links to other writing sites.

The Writing Center also equips its staffmembers (included are undergraduate andgraduate students) with valuable instruction inthe theories of writing and writing assistancein one-on-one and small group situations.Staff training emphasizes the collaborativenature of writing and the interpersonal skillsnecessary for successful writing conferences.

Writing Center UseWhile walk-in sessions are often available,appointments are recommended to guaranteea convenient time slot.Appointments may be made in person or by phone (Ext. 3141)during open hours. Handouts and printresources are available for use without anappointment.

Currently, the Writing Center is openSeptember through April, Monday throughFriday, 10 a.m. to 8 p.m. (hours vary slightly).Expanded hours are planned for the future.

University Counseling CenterThe University Counseling Center (UCC) ismade up of professionally trained Christiancounselors committed to facilitating theemotional, psychological, social, academic, andspiritual wellness of the APU community.UCC services are available to any currentlyenrolled student, and include individualcounseling, couples counseling, groupcounseling, and educational workshops andtraining.All counseling services provided bythe UCC are confidential.


Information and Media TechnologyInformation and Media Technology (IMT)provides strategy, training, service, andinformation in the area of technology forAzusa Pacific University. IMT supportsadministration, faculty, staff, and students.Visit the website for more information –www.apu.edu/imt or call (626) 815-5050.

• The support desk provides assistance with Üdeupa accounts, All Access (wireless) connections and dial-up service.

• Üdeupa,APU’s intranet, is a free serviceoffered to every student, providing the necessary tools to communicate with other students and faculty.An Üdeupa account provides a free email account,disk space for web pages, and access to critical campus resources such as grades,financial information, and library online resources.

• All Access is APU’s name for the wirelessnetwork. Because mobility is an important part of a student’s learning experience, the wireless network allows students to connect to the Internet, use email, chat, search library resources, etc.from various locations on campus,including outdoor green spaces without using cables.There is a $25 set-up fee for this service. Contact the IMT support desk for connection services.

• Remote/Dial-In Service for students provides Internet access to APU resources.The cost for this service is $50per semester or $100 per calendar year.

• Computer facilities can be found clustered in the libraries and student union.These computer facilities are equipped with PC and MAC workstations and printers. Software available includes SPSS, Microsoft OfficeSuite, medical programs, databases, a variety of discipline-specific programs,and full Internet access. Lab assistants areavailable during operational hours.

• The Graphics Center, located on West Campus in the Fletcher Jones Center adjacent to the Darling Library, offers supplies and equipment such as color paper, a poster maker, Ellison die-cuts,

paper cutters, paints, a laminator, and a bookbinder.Also housed in the Graphics Center are four computers with scanners and a printer/color copier.

ComputersAzusa Pacific University encourages studentsto have their own computers for collaborationand communication, for searching onlinelibrary information resources, use of produc-tivity tools, and for exploring the Internet.Students will find that the computer is an important tool for their educationalexperience.

As a commitment to the importance ofcomputing as an integrated part of thelearning experience,APU partners with IBM and Apple to offer notebooks for thepower of mobility. For more information,contact the computer store coordinator [email protected].

The following may be used as a guide forminimum standards when purchasing acomputer for use at APU (recommendedconfiguration in parenthesis):

PC –Celeron (PIII) 500 (1.0)Mhz processor; 64 (128)mb RAM;10 (20)gig hard drive; 56 modem (10/100Base-T Ethernet card;CD-Rom); Win98 (XP) operating system

MAC–G3 (G4) or iMac/iBook 300 (500)Mhz processor; 64 (128)mb RAM; 20 (40)gig hard drive;56 modem; airport ready (10/100Base-T Ethernet card;CD-Rom); OS9.0 (OS10.x) operating system

The International CenterThe presence of international students anddiverse cultures on the APU campus is a very important aspect of the educationalexperience. Every student who comes toAPU from a different culture brings a wealthof cross-cultural knowledge to the APUcommunity.The International Center (IC)oversees and directs all of the internationaltraditional programs of Azusa PacificUniversity, develops international programs,and maintains consortium agreements withinternational universities.

The International Center consists of fourdepartments:

International Marketing Program (IMP)This office recruits international students fromall over the world, bringing diverse culturalbackgrounds to the APU community.

American Language and CultureInstitute (ALCI)In addition to implementing the six-level,year-round academic ESL program (alsoknown as SIE),ALCI encompasses a varietyof other academic programs offered ordeveloped within the department to serve theneeds of international students,Americanstudents, faculty, and staff at APU. ALCI’s goal is to design and implement academicservices that enable international andAmerican students and scholars to effectivelycommunicate in the global marketplace and academy.

Study Abroad Programs (SAP)This office develops and coordinates interna-tionally accredited academic programs for allAPU students who are able to travel andstudy at a foreign university and experiencethe cross-cultural aspect of educationfirsthand.

International Student Services (ISS)The ISS team includes internationaladmissions, transcript evaluations, immigrationadvising, and support services for all inter-national students residing on and off campus.All legal and official documents are processedwithin this office. For more information onISS see below.

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International Student ServicesThe Office of International Student Services(ISS) assists APU’s more than 300 internationalstudents and scholars as well as promotesinternational awareness and understanding oncampus.

Services provided to international studentsinclude assistance with admission to theuniversity, immigration documentation (I-20/IAP-66), and cultural adjustment. Uponinitial arrival into the U.S., ISS provides airportpick-up service. In addition, students receivehelp obtaining a bank account, Social Securitynumber, driver’s license, and housing.A specialorientation for international students is alsoprovided which acquaints them with theuniversity and U.S. laws and culture. ISS alsosponsors an International Chapel once a weekon Friday, which is open to international anddomestic students alike. In addition, ISSsponsors numerous other special activities tointroduce students to Southern California.

ISS holds various activities throughout the yearto promote international awareness on campus.A few of these activities include Global VisionWeek, cultural dinners, the International Bazaar,and international awareness training sessions forstudent leaders. ISS is also available to providecultural information to students, faculty, and staffvia literature, video, and personal consultation.

For more information on admissions, seeInternational Graduate Admissions.

International Campus FellowshipsInternational students of APU form severalChristian fellowship groups which meet weeklyon campus to promote understanding of theChristian faith as well as provide opportunitiesfor building friendships.There are both Japaneseand Chinese groups that meet regularly.Thesegroups are supported by ISS.

Financial AidAt present, there are no scholarships available atthe post baccalaureate level.There are someteacher assistantships or graduate internshipsavailable in some of the departments. For furtherinformation, please see specific program area.

Visiting ScholarshipsFive visiting scholarships are awarded for afull-tuition discount annually.There are twotypes of visiting scholars: research and degreeseeking.To be eligible to apply for a visitingscholar position, the individual must have a bachelor’s degree, a minimum of 5 years’work experience in a professional capacity,the financial ability to cover their own cost of living and books, and meet the minimumEnglish requirements for the university. Inaddition, those desiring the degree-seekingscholarship must meet all of the admissionqualifications for a specific degree program.Please contact ISS for additional informationabout this specific scholarship.

U.S. ImmigrationAzusa Pacific University employs a full-timeInternational Student Advisor to assiststudents with immigration issues from theinitial issuing of the immigration documentsto any immigration concerns or questionsduring their stay at the university.APU hasbeen authorized to issue both the I-20 andthe IAP-66 (F-1 visa status). For currentinformation about immigration related issues,please contact the ISS office to speak withthe International Student Advisor or theDirector of ISS.

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21

Graduate Admission to the University . . 22

Application and Fee . . . . . . . . . . . . . . . . 22

PACE Option . . . . . . . . . . . . . . . . . . . . . . 22

Transcripts . . . . . . . . . . . . . . . . . . . . . . . . 23

Policy Regarding False Information . . . . 23

Change of Program. . . . . . . . . . . . . . . . . 23

International Graduate Admissions . . . . 23

TOEFL Requirements . . . . . . . . . . . . . . . . 23

Conditional Admission . . . . . . . . . . . . . . 24

School of Intensive English . . . . . . . . . . . 24

Admissions Policies



Graduate Admission to the UniversityAzusa Pacific University brings to its campusstudents who are committed to personal,intellectual, and spiritual growth.Applicantsmust evidence sympathetic appreciation forthe standards and spirit of the university andexhibit moral character in harmony with itspurpose.The university encourages applica-tions from students who will contribute to,as well as benefit from, the university experi-ence. In assessing the applicant’s potential forsuccess, academic capabilities and involvementin church, school, and community activitiesare reviewed.

To be considered for university graduate admission, the applicant must have a bachelor’sdegree from a regionally-accredited college or university.An earned baccalaureate degreefrom an ATS- or AABC-accredited institutionwill be considered only for admission to theHaggard Graduate School of Theology andOperation Impact programs.

A cumulative minimum 3.0 grade-pointaverage (GPA) is required for the postedbaccalaureate degree. Candidates with a GPAof 2.5-2.99 will be considered for provisionaladmission.This provisional status requirescompletion of the first 12 units of graduatecourse work at APU with a grade of B (3.0) or better in each course. Specific programadmission requirements may be more rigorous.

Those with baccalaureate grade-point averagesbelow a 2.5 will be denied admission to the university. However, applicants deniedadmission may be considered for universityadmission by meeting one of the followingcriteria:

• A master’s degree from a regionally-accredited college or university, or in thecase of the Haggard Graduate School of Theology, a master’s from an ATS- or AABC-accredited institution, and a cumulative minimum 3.0 GPA for that posted degree

• A clear (not emergency or preliminary) teaching credential (applicable only to education programs)

• Twelve (12) or more post-baccalaureate units, with prior written approval by the dean, taken at a regionally-accreditedcollege or university; or in the case of the Haggard Graduate School of Theology, 12 or more post-baccalaureate units from a regionally-accredited ATS- or AABC-accredited institution, with a grade of B (3.0) or higher in each course

• CCTC-identified MSAT or PRAXIS/ SSAT scores meeting California passing standards (applicable only to some School of Education and Behavioral Studies programs)

• Minimum Graduate Record Examination score determined by the applicable program (not applicable to School of Nursing programs)

While these minimum admission require-ments are considered for university admission,program admission requirements should beconsulted as well by reviewing the applicablesection of the catalog.

All students graduating from non-Englishspeaking institutions must also meet TOEFLrequirements (see page 21).

Azusa Pacific University does not discrimi-nate in its admission policies or practices on the basis of race, color, national origin,gender, age, disability, or status as a veteran inany of its policies, practices, or procedures.

To apply for graduate admission to AzusaPacific University, U.S. citizens/permanentresidents must submit an application formavailable from the Office of GraduateAdmissions within the Graduate Center orapply online at the APU website:

Mailing Address:Graduate Center:Admissions Azusa Pacific University 901 E.Alosta Ave.PO Box 7000 Azusa, CA 91702-7000

Located at:568 E. Foothill Blvd.Azusa, CA 91702-7000 (626) 815-4570 Fax: (626) 815-4545 or 815-4571Email: [email protected]: www.apu.edu

Non-U.S. citizens/non-permanent residentsmust apply through the Office of InternationalStudent Services (see page 19).

Application and FeeTo be considered for admission to any gradu-ate course work, the prospective student mustcomplete the graduate application (printedcopy or online) and submit a nonrefundable$45 application fee as well as provide officialtranscripts for college course work completed.Certain programs may require additional ref-erences and/or other supporting documents.

The application fee is waived for OperationImpact students and alumni who have earneda degree from APU.

Pre-Admission CourseEnrollment (PACE)Students are allowed to take courses in a graduate program prior to being admitted toAzusa Pacific University.The number of unitsthat may be taken while in the applicationprocess varies by program.The PACE option isnot available for doctoral and School ofBusiness and Management program applicants.

The following must be submitted beforeexercising this option: a completed applicationfor admission, the $45 application fee, andtranscript of a bachelor’s degree earned from aregionally-accredited institution with theminimum GPA required for universityadmission. Completion of pre-admissioncourses does not guarantee admissionregardless of course outcome.

Some departments and schools may specifywhich courses a student may take prior toadmission and may allow only prerequisites to be taken.

The PACE option may be exercised onlyonce per APU degree earned. Students maynot take pre-admission courses for each“Change of Program” submitted.

This option is not applicable for internationalstudents who come to the U.S. on an I-20 orIAP-66.

A student must be admitted by the last day to register, as published in the GraduateAcademic Calendar, in order to enroll infurther graduate course work.

Please note that students are not eligible toreceive financial aid until they are admitted tothe university. Financial aid cannot be awardedretroactively for terms in which a studenttook classes but was not admitted to a specific

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program. Students must be admitted to theuniversity and graduate program by the lastday of the term in which they first enroll inorder to be eligible to apply for financial aidfor that term.

TranscriptsEvery applicant must submit official transcriptsof college course work completed prior toapplication to APU when applying.An officialtranscript is one which the university receivesdirectly from the institution(s) and bears anofficial seal.Transcripts must indicate a B.A.or B.S. degree for admission to a graduateprogram.The baccalaureate degree transcriptis required even if an applicant has earned amaster’s degree prior to applying to APU.

International transcripts must be translatedinto English, certified by an authorized official, and include the posted degree.International transcripts must be evaluated by an approved agency, which creates anofficial Degree/Transcript EquivalencyReport to verify that the international degree is comparable to a degree from aregionally accredited college or university in the United States.An official copy of thisDegree/Transcript Equivalency Report issubmitted with a student’s official transcriptfor university admission consideration.Contact the Office of Graduate Admissions in the Graduate Center for a list of approvedagencies.

Once filed, transcripts are subject to the provisions of applicable federal and state lawsand regulations and cannot be returned to theapplicant or forwarded to other educationalinstitutions.

For information about ordering an APU transcript,see page 40.

Policy Regarding False InformationStudents are advised that admission is contin-gent upon the truthfulness of the informationcontained in the application files. Discovery of false information subsequent to admissionis, at the university’s discretion, grounds forimmediate dismissal at any point in the student’s course of study. Such dismissal shallresult in forfeiture of all charges paid andacademic credits earned.

The full fraudulent records policy may be obtainedfrom the Office of the Graduate Registrar in theGraduate Center.

Change of ProgramAdmission to graduate programs at Azusa Pacific University is program-specific. If agraduate student changes plans and wishes to enroll in a program other than that towhich he or she was accepted, then the student must file a Change of Program formwith the Office of Graduate Admissions inthe Graduate Center. International studentsmust contact the Office of InternationalStudent Services.

A graduate admissions enrollment counselorwill contact the student if further documen-tation and materials are required for thischange of program. No credit toward the new degree program will be granted beforewritten program acceptance has been secured.

International GraduateAdmissionsThe university has approximately 330 international students from 35 countries.The Office of International Student Services(ISS) has a dedicated and caring staff that iscommitted to assisting international students.In addition, ISS assists all the nonresidentaliens.

Azusa Pacific University is authorized under federal law by U.S. INS and the U.S. Department of State to enrollnonimmigrant, alien graduate students.APU issues and administers both the I-20 and DS2019* (F-1 and J-1 status documentsrespectively).To apply to be a graduatestudent at Azusa Pacific, please submit thefollowing:

1. Application for International Graduate Admission

2. $65 nonrefundable application fee3. Affidavit of Financial Support (included in

application form) and bank statement** proving ability to pay for educational costs through personal, family, or sponsor resources

4. Official international TOEFL score report sent by ETS (See “TOEFL Requirements.”)

5. Letters of recommendation (included in International Graduate Admissions Application)

6. Letter to the dean (statement of educational and professional goals)

7. Résumé8. Official transcripts sent directly from the

previous school(s) attended to APU.Transcripts must be translated officially intoEnglish and include the degree that was earned by the student. (See “Transcripts”.)

9. One photo

Please note: individual departments may haveadditional requirements. Please see applicableprogram for that information.

To be considered for graduate admission, theapplicant must have a bachelor’s degree from a regionally accredited/officially recognizeduniversity with a minimum grade-pointaverage (GPA) equivalent of 3.0.Applicantswith a GPA of 2.75-2.9 may be consideredfor provisional admission.

In addition, all international applicants areexpected to read and comply with the policieslisted in this catalog.

International applicants must submit allapplication materials and direct all questions to:

Office of International Student Services Azusa Pacific University 901 E.Alosta Ave.PO Box 7000 Azusa, CA 91702-7000 (626) 812-3055 Fax: (626) 815-3801 Email: [email protected]: www.apu.edu

TOEFL RequirementsAll students graduating from non-Englishspeaking institutions and applying to univer-sity graduate programs are required to submita Test of English as a Foreign Language(TOEFL) test score.The graduate minimumrequired score varies per graduate program.

Master’s Programs550/213 TOEFL Score: Music,Theology,CSA, Leadership, Nursing, Physical Therapy600/250 TOEFL Score: Business,Computer Science, Psychology,TESOL

Doctoral Programs:550/213 TOEFL Score: D.Min.600/250 TOEFL Score: Ed.D., Physical Therapy, Psy.D.

In addition, students must enroll in TESL 500English for Internationals during their firstterm at Azusa Pacific University regardless of

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*Formerly form IAP66 **One year’s tuition may be required in advance priorto issuing the United States immigration document.


TOEFL score. During the first class session anopportunity will be given to demonstrateproficiency in English. If this is met, thestudent can waive the class.

A student’s ability to speak English well anduse clear pronunciation is an important partof a graduate education. It is assumed that astudent’s spoken English will be at a highenough level to communicate and participatecompetently in classes. If, while in classes, it is determined that the student’s ability tocommunicate and participate in English isbelow the necessary standard, a teacher mayrefer him/her to the department chair whocan require him/her to enroll in a noncreditprogram, at the student’s expense.Thisprogram will be specifically designed toenable the student to raise his/her Englishcommunication ability.

International students are required to submit a score on the Test of Written English(TWE) and Test of Spoken English (TSE)with their application materials. If these arenot submitted prior to admission, studentswill be required to take a written and spokenEnglish assessment upon arrival at theuniversity. Students whose English skills arenot adequate for graduate study in theirchosen field may be required to take, eitherprior to or concurrently with courses in theirdepartment, course work to develop theirwritten and/or spoken skills in English.

Conditional AdmissionSome applicants have high academic ability,but have not yet achieved English proficiency.For these applicants, conditional admission isoffered.Those given conditional admissionmust either complete their English require-ment prior to beginning their program atAPU, or may study in the School of IntensiveEnglish at APU prior to studying in theirprogram. Conditional admission is notavailable for the following: the Master of Artsin Physical Therapy, or the Master of Arts inTESOL.

School of Intensive EnglishApplicants who are not able to take theTOEFL test may apply to APU’s School ofIntensive English (SIE). Upon arrival at theSIE, English testing will be provided todetermine the level of English proficiency.Students who pass all the English testing canproceed directly into the university at thenext available starting date without studyingin the SIE (provided they have already beenaccepted to the graduate program at theuniversity). When a student has been placedin or advanced to level 6 of the SIE, they may take one graduate class concurrent withtheir intensive English studies.

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27

Graduate Student Financial Services . . . 28

Cost of Attendance. . . . . . . . . . . . . . . . . 28

Payment Terms and Conditions . . . . . . . 28

Refund Policy . . . . . . . . . . . . . . . . . . . . . 29

Student Employment . . . . . . . . . . . . . . . 29

Financial Agreement. . . . . . . . . . . . . . . . 29

Financial Aid Application . . . . . . . . . . . . 29

Financial Aid Policies. . . . . . . . . . . . . . . . 29

Types of Financial Aid . . . . . . . . . . . . . . . 31

Financial Information



Graduate StudentFinancial ServicesHigher education is one of the most impor-tant investments an individual can make.Cost should not be the only determiningfactor in selecting the right university;nevertheless, applicants should have a clearunderstanding of expenses when making afinal choice.

The Azusa Pacific University GraduateCenter is comprised of Graduate Admissions,Graduate Student Financial Services and the Graduate Registrar. Graduate StudentFinancial Services assists students inanswering questions related to financial aid and student accounts. Students maycontact Student Financial Services within the Graduate Center at (626) 815-4570.The Graduate Center office hours areMonday-Thursday 8:30 a.m.-7 p.m. andFriday 9:30 a.m.-4:30 p.m.

A student without a posted bachelor’s degree mustregister as an undergraduate and pay undergraduatefees.Any student with a bachelor’s degree pursuing asecond bachelor’s must register as an undergraduateand pay undergraduate tuition and fees.

Cost of Attendance 2002-2003(effective 9/1/02)

Matriculation feesApplication $45International Application $65

TuitionComputer Science $430/unitEducation $390/unitEducation Doctoral Studies $550/unitFamily Nurse Practitioner $415/unitMBA Continued Capstone $218/unitMBA, MAHOD, MAOM $435/unitMaster of Physical Therapy $400/unitMinistry Doctoral Studies $325/unitPsychology Doctoral Studies $550/unitStudent Teaching

(12-unit package) $4,280/12 unitsTheology

(including discounts) $280/unitOther Graduate Programs $395/unitAudit-Graduate 50 percent/unit

Mandatory FeesHealth Fee $185/semester

(mandatory for on-campus residents and international students on APU I-20s and IAP-66s)

Must be at least half time or enrolled in final classes tobe eligible to purchase health coverage.

Special FeesIndependent Study $125/unit, plus tuitionInternational Fee $90/semesterLate Registration Fee $125/termOnline fee $120/courseMBA Capstone Proposal Fee $150Music – Private Lessons $295/unit plus tuitionNursing Fees – includes malpractice insurance

$145/course, $290/semester maximumNurse Practitioner Clinical and Lab

(See class schedule) $200Physical Therapy Lab Fee $100/courseResearch Account Fee $20Recital Fee (conducting students) $135Service Charge for Payment Plans

15-Week Sessions $859-Week Sessions $45

Transcript $5/copyInternet Fee $50/semester

Graduation FeesGraduation Fee $80Placement File

Set-up and 10 mailings $60Renewal $55

Education Employment OpportunitiesNewsletter $40/year

Payment Terms andConditionsPast balances must be paid before a newsession can be started. Late registration willincur a $125 late charge as well as the currentsession prices. International students are noteligible for payment plans.Tuition and fees must bepaid in full at the time of registration.

Payment in FullTuition and fees are due and payable at thetime of registration.

15-Week Semester PlanNet balance owed plus an $85 service charge.

Registrations will be accepted based on a zerostudent account balance.The registration feesare due in four equal monthly installments:

Fall: September 15, October 15,November 15, December 15

Spring: January 15, February 15,March 15,April 15

9-Week Session PlanNet balance owed plus a $45 service charge

Registrations will be accepted based on a zerostudent account balance.The registration feesare due on the 15th in two equal monthlyinstallments following registration.

Students previously in APU collections for a priorbalance wishing to return, must have a zero balanceand pay in full for their first returning semester.

Federal Stafford Loan Payment PlanStudents who apply for a Federal StaffordLoan should apply early and have theircompleted Offer of Assistance paperworkturned in to Student Financial Services in the Graduate Center prior to registration.Incomplete paperwork may result in anunprocessed registration being returned.Registrations will be accepted based on a zero student account balance.

Students with a Federal Stafford Loan thatcovers the total for tuition and fees for theacademic year will not be charged a servicecharge.All charges for the term (i.e., Fall, Fall1 and Fall 2) must be paid in full before arefund of excess loan funds will be given.

Company Reimbursement Payment PlanStudents whose employers pay partial or infull for tuition and fees must:

• Indicate “Company Reimbursement” ontheir registration.

• Submit a letter of specific eligibility (each academic year).

• Submit a copy of the company policy indicating conditions for payment (once per academic year).

• Submit a Company Reimbursement/ Remission form with each registration available at apu.edu/sfs/grad or from the Graduate Center.

A service charge will apply. Tuition and fees notcovered will be due at the time of registration.

Petition ProcessA petition process exists for students whoseek an exception to stated university policies,procedures, and regulations. SFS petitionforms can be obtained in the GraduateCenter and must be approved by GraduateStudent Financial Services.

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Refund PolicyInstitutional Policy for StudentsWithdrawing from All UnitsIn the event a student withdraws from ALLunits of a term, refunds will be made asfollows:

Tuition excluding fees:(Fees are not refundable)

15-Week Semester Policy 1-2 week(s) 90 percent refund3-4 weeks 50 percent refund5-7 weeks 25 percent refund

9-Week Session PolicyFirst week 90 percent refund Second week 50 percent refund 3-4 weeks 25 percent refund

Summer and Special TermsRefund policies for other terms or specialprograms will be outlined in the appropriateprinted materials.

Federal Refund PolicyPolicy for students completely withdrawing from aterm and who have financial aid:In the event a student withdraws from all classes within a term, the Office of GraduateStudent Financial Services in the GraduateCenter will then calculate on a per diem basisall financial aid and refund amounts. If the netcalculates to 60 percent or greater of theterm, then NO adjustments will be made.

Student EmploymentThe Office of Student Employment is a jobreferral service for APU students. Employmentis a vital part of college life for the manyAzusa Pacific graduate students who work asa partial means of meeting college costs.Numerous part- and full-time jobs are postedon the job board outside the Career Centeror inside the Student Employment Office.

Financial AgreementA student may not participate in graduationceremonies, register for further sessions, orreceive any diploma, grades, certificate,transcripts, or Degree Verification Letter untilall financial obligations (excluding NDSL/Perkins Loan) have been satisfied with a zero balance.Any diploma, grades, certificate,transcripts, or letter of recommendation shallbe retained by the university as a securityinterest until all such obligations are satisfied.Release of any such security interest prior, orsubsequent to, any default by the debtors shallnot be considered a binding precedent ormodification of this policy.

The university reserves the right to make anychanges in costs, payment plans, and refund policieswithout notice.

Financial Aid ApplicationOnline Application for FinancialAssistance

1. Apply for a PIN Number atwww.pin.ed.gov. (The PIN acts as an electronic signature on the FAFSA as well as an identifier for other student-specific websites.)

2. Complete the FAFSA at www.fafsa.ed.gov.

3. Complete the Graduate Stafford Loan Worksheet (GSLW) at www.apu.edu/sfs/grad, or call the Graduate Center.

Early application is recommended, sincereceipt of loans can take several months.

An application for student assistance will beconsidered for a financial aid package onlyafter the student has been admitted to theuniversity and the Graduate Stafford LoanWorksheet and the processed FAFSA havebeen received.

Application Priority DateAdmitted students who have completed theFAFSA and Graduate Stafford LoanWorksheet by March 1 will receive loan processing priority over other applicants.

Financial Aid PoliciesSatisfactory ProgressStudents who wish to receive financial aidmust be in good academic standing and makesatisfactory academic progress towards adegree or certificate program in addition tomeeting other eligibility criteria.

A. Quality of Progress – “Good Academic Standing”

• Graduate students requesting aid must maintain a minimum cumulative grade-point average of 3.0.

• Grade-point averages are reviewed at the end of each semester and session.

• Students who fail to maintain the minimum grade-point average will be given one semester of “Aid Probation” in which they must earn a 3.0 (for that semester); otherwise,they will be suspended from the aid programs.

• Students with no previous graduate work who have less than a 3.0 in their previous undergraduate work,will be given one semester of “Aid Probation”and must achieve a 3.0 grade-point average to continue receiving aid.

B. Quantity of Progress – “Unit Completion Requirement”

• Students must make progress toward their degree as follows:

Teaching and Advanced Credential Students

Full time – 24 units/yearPart time – 12 units/year

Master’s StudentsFull time – 18 units/yearPart time – 10 units/year

PPSY StudentsFull time – 14 units/yearPart time – 8 units/year

Doctoral StudentsFull time – 12 units/yearPart time – 6 units/year

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• Unit completion is reviewed at the end of each academic year in June.Summer is considered part of the spring term for progress purposes.The following grades are considered to demonstrate satisfactory course completion: A, B, C, and Pass or credit.*These grades do not demonstrate coursecompletion: D, F, no credit, Incomplete (I),Withdrawal (W), and In-Progress.

* Students in doctoral programs should refer to those sections in the catalog for information regarding course completion.

• Repeated courses for which a satisfac-tory grade has been given may be counted only once for the purpose of academic progress.

• Prerequisite may be specifically prescribed by the student’s academic advisor.

• Students who fail to complete the required number of units per academic year will be suspended from financial aid until the deficit units are made up.Such units can be made up in the summer and/or by petitioning for a semester of “Aid Probation.” To petition, students must submit an SFS Petition form to Graduate Student Financial Services in the Graduate Center.

C. Quantity of Progress – “Maximum time Frame”

• Graduate students requesting aid are expected to complete their academic programs within a reasonable time frame (including transfer units) as follows:

Full time – 3 academic years Part time – 5 academic years

Please refer to individual programs for exceptions to this policy.

• The time frame is reviewed when the application is submitted.

• Students may petition for extended time by submitting a request in writing to Graduate Student Financial Services in the Graduate Center.

Financial Aid PackagingAzusa Pacific University offers financial aid in the form of employment, loans, grants,and scholarships. In order to serve the largenumber of students who need financialassistance, the university attempts to coordi-nate various elements of each student’sfinancial aid program.The university’s goal is to award all applicants the maximum scholarship, grant, and loan dollars for whichthey qualify, given restrictions on the avail-ability of funds, institutional policies, and federal guidelines.

Equitable TreatmentThe university shall provide fair and equitabletreatment when awarding financial aid. Inaddition, there shall be no discrimination ofany kind.Appeal procedures exist for anyonewho feels that a violation of the above has occurred. Contact the director of StudentFinancial Services for further information.

Release of RecordsIt is understood that by signing the GraduateStafford Loan Worksheet, the student grantsGraduate Student Financial Services the rightto release the student’s grades and enrollmentrecords to scholarship and loan agencies asneeded.

Keeping in TouchThe university will attempt to inform stu-dents about deadlines and procedures, but the final responsibility for the timely filing of the FAFSA and related documents lies with each student.

Students must notify Graduate StudentFinancial Services in the Graduate Center regarding changes in financial situation,marriage, loss of a job, withdrawal fromschool, or change of address.This can be done in writing, by phone, or in person.Send all information to the Graduate Center.

Outside Aid ResourcesStudents are required to report ALL resourcesknown or expected to be available to themduring the period for which they seek finan-cial assistance.These resources include, but arenot limited to: veterans’ benefits, scholarships,fellowships, stipends, and unemployment earnings (including spouse’s, where applicable).Failure to report these resources can result in delays in receiving aid funds for which thestudent may be eligible, cancellation of theaward, or even the return of funds already received.

Should any new resources become available,the student is required to report this fact.Withholding or concealing information aboutthese resources may constitute fraud, as thestudent would be receiving financial aid forwhich he or she is not entitled.

OverawardsEach year a number of financial aid recipientsare distressed to learn that their aid package is being reduced due to an overaward. Inmany cases, the student was aware of fundsfrom outside sources and failed to informGraduate Student Financial Services in theGraduate Center. Reporting this informationwill save the frustration and inconvenience thatmay result from an overaward.

All institutional aid is subject to coordination withfederal, state, and all other aid sources.

All institutional aid is subject to the policies printedin the catalog and any other printed materials.

Availability of all aid is subject to federal, state,institutional, and private funding.

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Types of Financial AidFederal AidAny student who wishes to apply for federalprograms must be either a U.S. citizen,permanent resident, or an eligible noncitizen.

Federal Stafford Loan The Federal Stafford Loan is a long-term, lowinterest loan designed to provide students withadditional funds for school.The loan comes intwo forms:

Subsidized:The interest is paid by thegovernment while the student is in school and during the grace period.The SubsidizedStafford is a need-based loan as determined by the FAFSA.

Unsubsidized:The student is responsible forthe interest on this loan. However the interestmay be capitalized and paid with the principleat repayment.The Unsubsidized Stafford is anon-need based loan as determined by theFAFSA.

Loan Limits:

• Teaching and Advanced Credentials,$10,500 annually up to aggregate.

• Master’s and Doctoral, $18,500 annually up to aggregate.

The Interest rate on the Federal Stafford Loanis variable and caps at 8.25 percent.

Repayment on the Federal Stafford Loanbegins six months after the student graduates,completes program, or drops below halftime.All students applying for the Federal StaffordLoan must be admitted to a degree orcredential seeking program and complete the FAFSA and Graduate Stafford LoanWorksheet.All students receiving a FederalStafford Loan must complete a loan entrancebefore receiving loans and a loan exit upondropping below halftime, graduating, or exitingschool. Entrance and exit processes can beaccessed at www.apu.edu/sfs/grad.

Alternative LoansStudents that wish to apply for alternativeloans must complete a separate application,have costs greater than school budget, and beapproved by the lending agency.Alternativeloans must pay tuition in full before anyrefund will be given.Alternative loans arethose monies received through any agenciesor process other than the FAFSA.

State AidCal Grant A and BStudents who received Cal Grant A and Cal Grant B as undergraduates have 15 months to enroll in a teacher educationprogram to renew this funding.A FAFSAmust be filed and a G-44 form sent to theCalifornia Student Aid Commission tocontinue receipt of these funds.

Cal Grant TThis program is for students in teachingcredential programs who did not receive Cal Grant A or B as an undergraduate.

The student must:

• Be admitted into a teaching credential program.

• Be enrolled in a teaching credential program: Multiple-Subject Traditional or Internship, Single-Subject, or Special Education. (Special Education students must be admitted to the credential program, not just the master’s program.)

• Be taking courses that are required for the Preliminary or Level I Teaching Credential only (see the Department of Teacher Education).

• Not already hold a preliminary or clear credential.

• Submit FAFSA and GSLW forms.

APLE The Assumption Program of Loans forEducation (APLE) is a competitive teacher-incentive program which encouragesoutstanding students to become teachers andserve in critical teacher-shortage areas.Theseareas can be changed each application yearbased on the projected shortage areas forCalifornia. Under the provisions of the APLE program, the California State AidCommission may assume up to a specifiedamount in outstanding education loanbalances in return for the participant’s serviceas a public school teacher in California inspecific teacher-shortage areas.

In order to receive the full benefits of theAPLE program, participants must provide fourconsecutive school years of eligible teachingservice at a California public school.Thesefour years begin no earlier than the first yearafter completion of the first credential(preliminary or clear).

This program is available to students pursuingteaching credentials who meet the followingrequirements:

1. Be admitted (including the admissions interview).

2. Be enrolled in a teaching credential program: Multiple-Subject Traditional or Internship, Single-Subject, or Special Education (those in the Special Education Program must be admitted to the credential program, not just the master’s degree program) or have completed at least60 semester units toward a bachelor’s degree (through APU’s traditional or accelerated degree completion programs).

3. Have not completed the course work necessary to obtain an initial teaching credential.

4. Have received or been approved to receive government loans (see details on the program application).

5. Agree to teach in the area that he/she selects on the application in a California public school for at least four consecutive years after obtaining a teaching credential.


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APLE applications become available duringmid-spring.The APU Department of TeacherEducation will mail out applications to alleligible students as soon as they becomeavailable.They are due back to APU in June.

Students with questions regarding specificqualifications and requirements of the APLEshould contact (626) 815-5376.

Graduate FellowshipsThe California Student Aid Commission offers graduate fellowships to California residents for use in a California college oruniversity. Recipients must demonstrate intent to teach at the college level.Applications are made directly to the Student Aid Commission by early March prior to enrollment in September.

Nursing AidNursing GrantsGrant money may be available for nursingstudents. Please contact the School of Nursingfor more information, (626) 815-5414.

Theology AidTo be eligible for all the scholarships listedherein, students must fill out the FAFSA formavailable in the Haggard School of Theologyor the Graduate Center. For moreinformation, contact the Haggard GraduateSchool of Theology, (626) 812-3049.

The James L. Stamps FoundationScholarshipThis scholarship assists the pastoral staff ofsmall churches. It is awarded to eligiblestudents in all master’s programs.

Earl E. Grant ScholarshipThis scholarship is granted to studentsattending classes at the San Diego RegionalCenter.

Walter and Mary HartleyScholarshipThis scholarship is granted to students whosearea of interest is biblical studies and whohave a desire to minister in overseas or inner-city missions.

Lou Ann Scott ScholarshipThis scholarship is awarded to an outstandingHaggard Graduate School of Theologystudent.

The Kim ScholarshipThis scholarship is for Asian students at theLos Angeles Regional Center.

The Hausman ScholarshipThis scholarship offers $900 and is dividedbetween two or three students, with amountsvariable.

Denominational Scholarship FundsSeveral denominations provide scholarshipsfor students who attend the HaggardGraduate School of Theology.The requestsmay be addressed to the following people at:

Azusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000

Brethren in ChristHaggard Graduate School of Theology,(626) 812-3049

Friends ChurchKenton Walkemeyer, Ph.D., Director ofFriends Center, Haggard Graduate School ofTheology, (626) 815-6000, Ext. 3237

Free Methodist ChurchDon Thorsen, Ph.D., Haggard GraduateSchool of Theology, (626) 815-6000, Ext. 3229

Church of God,AndersonDepartment of Religion and Philosophy (626) 969-3434

Wesleyan ChurchGordon Coulter, Haggard Graduate Schoolof Theology, (626) 815-6000, Ext. 3336

Education AidAlumni Teacher Education DiscountDiscounts of 20 percent are given to studentswho received a baccalaureate degree fromAPU and are fully admitted to a TeacherCredential Program. See program informationsections for eligible courses.

State AidFor APLE and CalT grant information, see“State Aid” on page 31.

FellowshipsAAUW – American Association ofUniversity WomenTeacher fellowships designed to provideprofessional development opportunities forfemale public school teachers, K-12.Visitwww.aauw.org/3000/fdnfelgra.html forspecific programs and funding amounts.

Governor’s Teaching FellowshipApplications are available online only atwww.teacher-fellowship.calstate.edu.Applicants must be admitted to a teachercredentialing program (non-intern), enrolledfull time, and intend to teach in a low-performing school for four years afterreceiving the preliminary credential.Thecompetitive fellowships are for $20,000 each.Individuals fully employed on an emergencyor extended contract are ineligible.

ScholarshipsErnest Boyer Teacher ScholarshipAdministered by the Boyer Center at MessiahCollege, the Ernest Boyer Teacher Scholarshipannually awards $1,500 to a senior who isplanning a career in education and whoexemplifies the characteristics that Boyerbelieved essential for becoming a goodteacher.APU was selected by the Boyerfamily as one of five universities to receive theteacher education scholarship. Ernest Boyerwas a noted educator and long-time presidentof the Carnegie Foundation for theAdvancement of Teaching.Applicationsbecome available in early March. Interestedstudents should contact Greg Kaiser, Ph.D.,in the Department of Teacher Education,

and apply by late March.

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CSLA – California School LibraryAssociation Southern SectionScholarshipThese scholarships are for students working ona library certificate.Applications are available onthe CSLA website under Southern Section/Scholarship.The deadline is January 31.

CCAC – Credential Counselors and Analysts of CaliforniaTeacher of the Year and the Teacher Educator of the Year awards recognize the contributionsmade to the State of California by outstandingteachers and those individuals who help preparenew teachers to enter the classroom. Eachhonoree receives a $500 cash award.The criteriafor selection includes demonstration ofeducational leadership, contributions made tothe profession, and reputation among peers.AnyCCAC member may nominate their choice bysubmitting their candidate’s résumé, letter(s) ofrecommendation, along with the completednomination form available at the CCACwebsite, www.teamccac.org.

Delta Kappa Gamma ScholarshipThe Delta Phi Chapter Frances MaxsonSanchez Scholarship grants awards yearly for a minimum of $500 each.Women enrolled inteacher preparation programs at APU, who have completed student teaching during theyear of award application and havedemonstrated dedication and professionalachievement in teaching, academic success,and community service, are encouraged toapply.Applications must be received by March 1, and the scholarship is awarded inApril. For applications or more information,contact Joan Heynen at (626) 331-6107 [email protected].

Jessamine Hopkins Hardcastle Encouragement GrantSingle parents enrolled in the DegreeCompletion Program or working toward acredential or master’s degree in the fields ofeducation or business at APU may apply for aJessamine Hopkins Hardcastle EncouragementGrant.This $600 award will be given annuallyto three single parents.The deadline forapplications is November 26; selections willbe made in late November and presented in December.A written statement that 1) describes their goals after they completetheir degree or credential, 2) providesevidence of their commitment to completingtheir studies, and 3) is no longer than a single page are all that candidates need tosubmit to be considered for this award.Please submit the single-page statement toBeverly Hardcastle Stanford, Ph.D., director,Center for Research on Ethics and Values,[email protected].

Pi Lambda Theta ScholarshipsApplications and deadline information areonline at www.pilambda.org or call (800)487-3411 to have information mailed to you.Awards vary from $200 to $1,000.A numberof categories exist including music, physicaleducation, counseling, psychology, andclassroom teaching. Distinguished studentscholar awards are also available.

Rodney Rodriguez ScholarshipThis scholarship is open to all studentsenrolled in the Teacher Education Program atAPU.The funding varies between $200 and$500.Applications are available through GregKaiser, Ph.D., in the Department of TeacherEducation.

Alice V.Watkins ScholarshipApplicants for this $500 annual award must be academically qualified and enrolled in aprogram leading to a graduate degree orcredential program and have demonstratedfinancial need.Applications are availablethrough the dean’s office in the School ofEducation and Behavioral Studies and are due by September 1. Recipients will receivewritten notification of award by September30 each year.

Information about any of the educationawards listed may be obtained fromChris Zeilenga, director of studentservices, School of Education andBehavioral Studies.


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35

Reservation of Rights . . . . . . . . . . . . . . . 36

Course Numbering System . . . . . . . . . . . 36

Registration. . . . . . . . . . . . . . . . . . . . . . . 36

Late Registration. . . . . . . . . . . . . . . . . . . 36

Adding and Dropping Classes . . . . . . . . 36

Independent Study . . . . . . . . . . . . . . . . . 36

Repeated Courses . . . . . . . . . . . . . . . . . . 37

Auditing. . . . . . . . . . . . . . . . . . . . . . . . . 37

Withdrawal from Courses. . . . . . . . . . . . 37

Withdrawal from the University. . . . . . . 37

Leave of Absence . . . . . . . . . . . . . . . . . . 37

Honorable Dismissal . . . . . . . . . . . . . . . . 37

Credit Hours . . . . . . . . . . . . . . . . . . . . . . 37

Study Load . . . . . . . . . . . . . . . . . . . . . . . 37

Deferment Information . . . . . . . . . . . . . 37

Attendance Regulation. . . . . . . . . . . . . . 37

Final Examinations . . . . . . . . . . . . . . . . . 37

Grading . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Academic Policies and Procedures


Academic Probation and Disqualification . 38

Transfer Credit . . . . . . . . . . . . . . . . . . . . 38

Waivers . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Academic Advising . . . . . . . . . . . . . . . . . 38

Change of Program . . . . . . . . . . . . . . . . 38

Petition Process. . . . . . . . . . . . . . . . . . . . 38

Application for Graduation . . . . . . . . . . 39

Normal Progress Toward a Degree. . . . . 39

Determining Degree Requirements . . . . 39

Degree Posting Dates . . . . . . . . . . . . . . . 39

Grade-Point Average Requirement . . . . 39

Residence Requirement . . . . . . . . . . . . . 39

Distribution of Courses . . . . . . . . . . . . . . 39

Course Replacement and Substitution . . 39

Additional Degree Requirements. . . . . . 39

Thesis . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Additional Master’s Degree . . . . . . . . . . 40

Commencement . . . . . . . . . . . . . . . . . . . 40

Security Interest in Student Records. . . . 40

Student Records Policy . . . . . . . . . . . . . . 40

Academic Integrity . . . . . . . . . . . . . . . . . 41

Grievance Procedures and Due Process. . 41

Standards of Conduct . . . . . . . . . . . . . . . 42


Reservation of RightsAzusa Pacific University reserves the right to change any of its policies without priornotice, including, but not limited to, tuition,fees, unit-value per course, course offerings,curricula, grading policies, graduation and program requirements, and admission stan-dards and policies.The university furtherreserves the right to refuse admission to anyapplicant and to disqualify, discontinue, orexclude any student at the discretion of thedeans, faculty, administration, or Ethical Standards Committee.

This catalog supersedes all previous catalogs.The policies expressed in this catalog andeach subsequent catalog will be controlling,regardless of any policies stated in a previouscatalog received by the student upon his orher admission.

This catalog and each subsequent catalog aresupplemented by the rules and regulationsstated in departmental publications and on the website.Where conflict exists between any of these sources, the most recent rule,regulation, or policy will be controlling.

All classes are offered subject to instructoravailability and sufficient enrollment.

Course Numbering SystemCourses are identified by a departmentalabbreviation followed by a three- or four-digit course number.The departmentalabbreviations are as follows:

College of Liberal Arts and SciencesCS Computer Science TESL Global Studies and Sociology

(TESOL)PT Physical Therapy

School of Business andManagementBUSI Business AdministrationMAOM Organizational

ManagementMHOD Human and Organizational

DevelopmentWEB Web and Information Technology

School of Education and Behavioral Studies CSA College Student Affairs EDUC EducationLDRS Leadership StudiesLMT Library Media TeacherPE Physical EducationPPSY Clinical PsychologySPED Special EducationTEP Teacher Education

School of Music GMUS Music

School of NursingGNRS Nursing

Haggard School of Theology GBBL Biblical StudiesGMIN Ministry GPHL PhilosophyGTHE TheologyGDMN Doctoral Ministry

The following guide may be used when reference is made to any given course:500-699, graduate credit (may also grantdoctoral credit); 700-799, doctoral; 800-899,graduate non-credit; 900-999, continuingeducation courses. See UndergraduateCatalog for departmental abbreviations ofcourses numbered 000-499.

RegistrationStudents will receive academic credit only forcourses in which they are officially enrolled.Registration is mandatory. Registrationdeadlines are published in the GraduateAcademic Calendar. Students are expected to submit their registration or register online(if available for their program) by the Mail-InRegistration deadline.

Late RegistrationStudents who are unable to register before the Mail-In Registration deadline may regis-ter late up until the Last Day to Register,as published on the Graduate AcademicCalendar.A $125 late registration fee and the current tuition and/or fees will becharged.The late fee may be waived for first-time students. Professor, dean, and registrarapproval for registration after the deadlinemay be granted only in extreme cases whereextenuating circumstances are evident and can be substantiated.An Academic GeneralPetition is required.

Adding and Dropping ClassesStudents may add and drop classes withoutfinancial penalty until the Last Day to Add or Drop Classes or Independent Studies bysubmitting an Add/Drop form. Such changesmay be made only during the dates listed inthe Academic Calendar. International studentsmust obtain approval from InternationalStudent Services to add or drop a class.

Independent StudyIndependent studies enable students to enrichtheir college experience by pursuing learningin a closely supervised program and provideopportunity for individual investigation ofsubject areas not covered in the regular courseoffering.

Graduate students may receive credit for amaximum of six units of independent studyto be applied to their degree program. Nomore than four units may be applied towardone project.A maximum of four units may be taken during one academic term.AnIndependent Study form and Proposal mustbe submitted with a Registration form to the Office of the Graduate Registrar in theGraduate Center by the Last Day to Add or Drop Classes or Independent Studies.An independent study fee of $125 per unitwill be assessed in addition to the regulartuition charge.

Course Tutorial study deals with a coursereplacement in terms of units, content,syllabus, outline, seat time, and testing.The student must complete an IndependentStudy Application form endorsed by theinstructor, department chair, and dean. Ingeneral, the course tutorial cannot substitutefor a course that is offered on a yearly basis.However, there may be occasions in which itmay be utilized to fulfill a course required in a major when a class is cancelled due to lowenrollment or there is a class conflict in thestudent’s course schedule.The independentstudy fee applies.The actual course number,rather than xxxx599 or xxxx799, is recordedon the student’s permanent academic record.Course tutorial units do not count toward the maximum six independent study unitsallowed in a degree program.

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Repeated CoursesStudents may repeat courses at Azusa PacificUniversity. Both grades remain on record,but only the new grade is calculated into thestudent’s grade-point average.The units arecounted only once. It is the responsibility of the student to notify the Office of theGraduate Registrar at the time of registrationwhen repeating a course. Current tuition ischarged.

AuditingA qualified student may apply for permissionto audit a class.The student must meet theregular university entrance requirements and pay the audit fee per unit. Students maynot change their audit classification to obtain credit after the last date to add/drop,or change from credit to audit after the lastday to withdraw from classes.

Withdrawal Withdrawal from CoursesGraduate students may withdraw from a classwithout grade penalty at any time during the first 10 weeks of the 15-week term andduring the first 6 weeks of the 9-week term,starting the first day of classes*.The last day to withdraw for every term is indicated in the Academic Calendar.The student mustsecure the appropriate form from the Officeof the Graduate Registrar in the GraduateCenter and obtain an approval signature fromthe professor.The student will receive a W(withdrawal) grade in the course from whichhe or she withdraws.A student who neverattends or stops attending a course for whichhe or she is officially registered will receive an F in that course if accepted procedures forwithdrawal are not followed. If the studentwishes to initiate withdrawal after the dead-line, he or she may do so by filing a specialpetition using the General Academic Petitionform available in the Office of the GraduateRegistrar in the Graduate Center. Professorapproval for withdrawal after the deadlineshould be granted only in extreme caseswhere extenuating circumstances are evidentand can be substantiated. Petitions must be signed by the professor of the course inquestion and the department chair prior to submission to the registrar for approval.No financial adjustments will be made.(See “Refund Policy” under “Financial Information.”)

*International students must obtain approval fromInternational Student Services to withdraw fromcourses.

Withdrawal from the UniversityA student who, for any reason, finds it necessary to withdraw from the universityduring the course of the semester must do so through the Office of the GraduateRegistrar in the Graduate Center.International students must obtain approvalfrom International Student Services towithdraw from the university.The studentmust complete the Class Withdrawal form.Failure to comply will mean that failinggrades will be entered on the student’s record.A letter indicating the student’s intention ofleaving the university must be submitted aswell. If the student intends to return aftersome time, a Leave of Absence form shouldbe submitted to extend the time limit forcompleting the degree. (See “Leave ofAbsence” below and “Refund Policy” under“Financial Information.”)

Leave of AbsenceGraduate students may take a leave of absencefrom enrollment in classes for a period ofmore than one semester only with universityapproval. Forms are available from the Officeof the Graduate Registrar in the GraduateCenter and must be submitted prior to thestudent’s absence from the university. Failureto complete the required form will result inthe student having to comply with updatedrequirements or changes if applicable.

Honorable DismissalTo qualify for an honorable dismissal,the student must be free from university financial obligations and disciplinary action.Academic disqualification does not constitutedishonorable dismissal.

General EnrollmentInformationCredit HoursSemester credit is generally determined on the basis of the Carnegie system, whichawards one unit of credit for each 50-to-55-minute class session per week. However, thenature of the course will determine thenumber of class-contact hours. Emphasis willbe given to achieving course objectives.

Study LoadTo be classified as a full-time graduate studentat the master’s or credential level, one must be enrolled in at least nine units per 15-weekterm (or combination of 15-week and 9-week terms within the same semester);at the doctorate level, six units. Comparablerequirements for half-time status for 15-week semesters are five-eight units, andthree units at the doctoral level.With certainrestrictions, students at the dissertation levelare considered full time if enrolled in any one of the following courses: EDUC 794,EDUC 795, GDMN 790, GDMN 792,PPSY 731, or PPSY 741. Students enrolled inPPSY 750, PPSY 751 or PPSY 752 are alsoconsidered full-time. Students in the Ed.D.Program who work full time may not enrollin more than seven units. Students in theClinical Psychology Program qualify for full-time status by taking at least seven units per15-week semester and four to six units forhalf-time status.

Deferment InformationIn general, in order to qualify for loandeferment, a student must be enrolled as at least a half-time student. Contact yourlender if you have questions regarding theterms of your loan deferment eligibility.

Students who depend on loan defermentswhile they are enrolled in school shouldregister for all terms within the semester atthe same time (i.e., for fall deferment, registerfor Fall, Fall I, and Fall II at the same time),so the deferment will become effective asquickly as possible.

Attendance RegulationClass attendance is of paramount importance,and excessive absences will affect the finalgrade. Individual instructors define gradingand attendance policies in the course instruc-tion plan for each class.

Final ExaminationsAssessment of learning will take place in each course per the course syllabus. If a finalexamination is required, no final examinationshall be given to individual students beforethe regularly scheduled time.An exceptioncannot be made to this rule without the written approval of the instructor, departmentchair, and school dean.

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GradingGrades are based on the daily work of class-room projects and examinations. Scholarship is ranked as follows: A, exceptional; B, good;C, passing; D, unsatisfactory, no credit awarded;F, failure; I, incomplete; and W, withdrawal.Please refer to individual sections within thecatalog for specific program information.Some departments and/or schools require ahigher minimum grade standard in order forcourse work to meet program requirements.For each credit, points are awarded accordingto the grade earned as follows:

Grade A 4.0 pointsGrade A- 3.7 pointsGrade B+ 3.3 pointsGrade B 3.0 pointsGrade B- 2.7 pointsGrade C+ 2.3 pointsGrade C 2.0 pointsGrade C- 1.7 pointsGrade D+ 0 pointsGrade D 0 pointsGrade D- 0 pointsGrade F 0 pointsGrade W* 0 pointsGrade I* IncompleteGrade K1* IncompleteGrade K2* IncompleteGrade K3* Incomplete

The grade I “incomplete” is to be given onlyif special circumstances exist.An incompletegrade may be given upon recommendation of the professor, with the permission of thedean and/or chair of the respective schooland/or department.To obtain an incomplete,the student must fill out the Incomplete form available from the Office of the GraduateRegistrar in the Graduate Center and obtainall necessary signatures.An extension may begranted for up to 12 weeks from the last dayof the term.

Petitions for extension beyond the 12 weeksare subject to review by the faculty memberand the dean of the school.An incompletenot made up within the 12-week period will be automatically changed to the gradeagreed upon in the “Instructor and StudentAgreement” section of the Incomplete form.An incomplete submitted without the properform will automatically become an F.

* Does not affect grade-point average.

Academic Probation andDisqualificationSatisfactory progress toward the graduatecertificate, credential, or degree program isrequired.A student may be disqualified fromfurther graduate work if a 3.0 grade-point average is not maintained. In the event thatthe grade-point average drops below theminimum level, the student may be given oneenrollment period to raise it to the satisfactorylevel. Exceptions to this policy may be notedin department brochures.

Transfer CreditAppropriate transfer work may be acceptedtoward a master’s degree.A minimum of 30 units of the degree requirements must be taken in residence at APU. In addition,transfer units may not exceed 20 percent* ofthe units required for a master’s degree.To be transferable, a course must meet thefollowing requirements:

1. The course was completed at a regionally accredited institution.

2. The grade earned was a B or better.(Neither Pass in a pass/fail, Credit in a credit/no-credit course, nor a B- is acceptable for transfer credit.)

3. The course was completed subsequent to the awarding of the bachelor’s degree.

4. The course was taken within eight years of the time in which the student begins work in the degree program. (More recent work may be required in some programs.)

5. The course must be applicable to a graduate degree at the institution where it was taken.

6. The course must not be professional development or extension course work.

*Some exceptions to the 20 percent limit apply in theSchools of Nursing and Theology. Please refer to thosesections within the catalog for specific departmentalpolicies.

Courses for transfer must be approved by the student’s department or school,as well as by the Office of the GraduateRegistrar in the Graduate Center.Students should not assume acceptanceof transfer work until they receivewritten notification from the registrar.

Students in doctoral programs should refer tothose sections in the catalog for informationregarding transfer credit.

WaiversSome departments permit waivers of certaincourses. Course waivers are processed by the student’s department or school. Contactthe appropriate department for details onspecific waiver procedures. Unlike transfercredit, waivers fulfill course requirementsonly; no units are awarded. Students withwaived courses must choose alternate electivecourses to satisfy the unit requirements oftheir degree program.

Academic AdvisingAcademic advising at Azusa Pacific Universityprovides individual academic advisingconferences, ensures successful completion of degree requirements, and promotes studentdevelopment through discussion of abilitiesand appropriate personal and occupationalchoices.

While the advisor is a guide and resourceperson, final responsibility for meetingrequirements to complete a program restswith the student.

Change of ProgramAdmission to graduate programs at Azusa Pacific University is program-specific. If agraduate student changes plans and wishes to enroll in a program other than that towhich he or she was accepted, then the student must submit a Change of Programform to the Office of Graduate Admissions in the Graduate Center and internationalstudents must contact the Office ofInternational Student Services.An enrollmentcounselor will contact the student if furtherdocumentation or materials are required.No credit toward the new program will begranted before written program acceptancehas been secured.

Petition Process A petition process exists for students whoseek an exception to stated academic policies,procedures, and regulations. AcademicGeneral Petition forms are available from theGraduate Center and the Regional Centersand must be returned to the Office of theGraduate Registrar in the Graduate Center.

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Application for GraduationGraduation is not automatic upon completionof all course work. Students who intend to graduate must complete an Intent toGraduate form and file it with the Office of the Graduate Registrar in the Graduate Centerat least 90 days prior to degree posting, alongwith the current graduation fee.The graduationdates are listed in the Class Schedule andAcademic Calendar.

A degree is granted based on the completion ofall requirements prior to degree posting dates.

Normal Progress Toward a Degreeand Time Limit for DegreeA student has a maximum of eight years tocomplete a master’s or doctoral degree at APU,beginning from the date of initial enrollment in the degree program.A student has a maxi-mum of 10 years to complete a Master ofDivinity degree, beginning from the first date of enrollment for course work in the degreeprogram, as determined by ATS accreditation.In rare instances, extensions may be requestedby petition. Granting of such a petition mayentail additional degree requirements.

Selection of Catalog for DeterminingDegree RequirementsA graduate student remaining in attendance in regular session at Azusa Pacific Universitymay, for the purpose of meeting graduationrequirements, elect to meet the requirements in effect at Azusa Pacific University either at the time the student began such attendance orat graduation. Substitutions for discontinuedcourses may be authorized or required by themajor department or appropriate school.

“In attendance” is defined as being enrolled in at least 6 graduate units for one 15-weekterm (or combination of 15-week and 9-weekterms within the same semester) per academicyear.Absence due to educational leave, approvedin writing, shall not be considered an inter-ruption in attendance if such absence is for theduration of two years or less.When a studentchanges majors, the academic requirements applied will be determined as of the date ofdeclaration or subsequent change.

Degree Posting DatesThe university posts graduate degrees tostudents’ permanent records four times eachyear according to a predetermined schedule,regardless of the specific date all work iscompleted.All degree requirements must bemet prior to the posting date.The postingdates for graduate students are at the end ofeach regular semester (fall, spring, andsummer, and at the end of Fall II).The regularsemesters and terms for graduate students(with approximate posting dates shown inparenthesis) are: Fall semester (December 15),Fall I term (December 15), Fall II term(January 31), Spring semester (May 1), SpringI term (May 1), Spring II term (July 30),Summer semester (July 30), Summer I term(July 30), Summer II term (July 30), andSummer III term (July 30). For degreescompleted on dates other than these, theposting will occur on the next posting date.Exception to this policy may be granted uponpetition, after approval by the dean.

Grade-Point Average Requirement All students must earn a minimum cumulativegrade-point average of 3.0 in all universitywork attempted. Some exceptions to thispolicy apply to students in the HaggardGraduate School of Theology. Please refer to individual sections within the catalog forspecific information. Some departmentsand/or schools also require a minimum cumulative grade-point average in certaincourses.

Residence RequirementEach student must complete a minimum of30 semester units in residence at Azusa PacificUniversity. Individual programs may specify a higher minimum residence requirement;please see the specific program brochure for details. Courses taken at Azusa PacificUniversity regional centers are considered a part of courses taken in residence.

Distribution of CoursesA minimum of 18 semester units in the master’s degree program must be completed in courses at the 500 level or higher. Someprograms have higher minimum numbers.Please review individual degree requirementscarefully.

Course Replacement andSubstitutionChanges to degree requirements for a parti-cular student must be approved through theacademic petition process by the departmentchair and dean or program director and dean, and may not exceed 20 percent of thetotal units required for the degree. Suchchanges must be substantiated with academicreasons which become part of the student’sacademic records file.

Additional Degree RequirementsIn addition to the completion of courserequirements, individual departments establishspecific degree requirements.These may include core, qualifying, and/or comprehensiveexaminations, growth plans, portfolios, oralpresentations and examinations, written projects, theses, supervised practicums, exitinterviews, or other specified departmental requirements. Please check with the departmentfor specific requirements.

ThesisThe student selecting the thesis option,where available, must meet the followingrequirements:

1. The student must have maintained an appropriate grade-point average in all graduate courses at the time the thesis option is requested.

2. A thesis proposal must be submitted as evidence of writing ability.The student’s effort will be judged by the appropriate academic department.

3. The appropriate academic department must grant approval for the writing of the thesis using the prescribed form.

4. The student must work with an Azusa Pacific University faculty member who has been approved by the department chair and dean to serve as a thesis advisor.

5. Details on the development of a thesis proposal and matters of style and format are available from the Hugh and Hazel Darling Library.

6. The student has two consecutive semesters to complete the thesis.

7. The final thesis must have the approval of the faculty advisor, department chair,and dean of the appropriate school or college.


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Additional Master’s DegreeA graduate student who already holds a master’s degree from Azusa Pacific Universitymay complete a second master’s degree bymeeting all university and departmentaladmissions requirements and fulfilling allgraduation requirements.The second degree may not simply be an additionalemphasis in the same degree.This policy doesnot apply to programs that are substantiallydifferent from the first degree program.Whena second degree is taken in the same field,two-thirds of the required courses must bedifferent from the first degree.The student isrequired to submit an application form and be admitted to the new program; however,the application fee is waived.

CommencementCommencement exercises are held threetimes a year – at the end of the fall semester,at the end of the spring semester, and at theend of the summer term.The president of the university, by the authority of the trustees and on recommendation of the faculty, awards the degrees. Details regarding the exercises are mailed approximately four to six weeksprior to commencement to prospective participants who have submitted an Intent to Graduate form. In order to participate ingraduation exercises, all academic requirementsmust be complete or in process, and allfinancial obligations to the university must be met.

Security Interest in Student RecordsA student may not graduate or receive any diploma, certificate, grades, transcript, or letter of degree verification until all financialobligations (including student loans whereincollections are administered by the university)have been satisfied in accordance with policiesdescribed under “Financial Information.”Anydiplomas, certificates, grades, transcripts, orletters of degree verification shall be retained by the university as a security interest until all such obligations are satisfied. Release ofany such security interest prior or subsequentto any default by the debtors shall not beconsidered a binding precedent or modifica-tion of this policy.

Student Records PolicyThe Family Educational Rights and PrivacyAct of 1974, better known as the BuckleyAmendment or FERPA, generally providesthat: students shall have the right of access to their educational records, and educationalinstitutions shall not release educationalrecords to nonschool employees without consent of the student. Except in certainnarrowly-defined circumstance,“students” asused in this notice includes former students.

Release of TranscriptsTranscripts of Azusa Pacific University coursework are available approximately six weeksafter the completion of courses. Requestsmust be made in writing and should includethe following information: student’s name,location of classes taken, the last semesterattended, where the transcript is to be sent,number of copies required, date of graduation(if applicable), Social Security Number, andsignature.An Azusa Pacific University Tran-script Request form is available for thestudents’ convenience.A $5-per-copy feeapplies. Requests take approximately 7-10working days to process. Rush transcripts are available for an additional $10 charge.Contact the Office of the Registrar at (626) 815-6000, Ext. 3797 for specificinformation. Transcripts, diplomas, and/orverifications of degrees will not be releaseduntil all the student’s financial obligations tothe university are met.

Right of AccessWith a few exceptions provided by law,students at Azusa Pacific University may seeany of their educational records upon request.Access will generally be granted to the recordcustodian, but if a delay is necessary, accessmust be granted no later than 45 days afterthe request.With some limited exceptions,students are also entitled to copies (at thestudent’s expense) of all records to which they have access. Students further have theright, under established procedures, tochallenge the factual accuracy of the recordsand enter their viewpoints in the records.Students may waive their right of access torecommendations and evaluations in the casesof admissions, application for employment,and nomination for awards.Azusa Pacific University may not require students to sign a waiver of their right of access to their records, but students should be aware that recommendations and evaluations may not be helpful or candid without a signed waiver.

Disclosure of Student RecordsWith certain exceptions provided by law,Azusa Pacific University cannot release infor-mation concerning students to prospectiveemployers, government agencies, creditbureaus, etc., without the student’s writtenconsent. Students and alumni applying forjobs, credit, graduate school, etc., can expeditetheir applications by providing the universitywith written permission to release specificrecords and addresses.The student’s writtenconsent is not required for the disclosure of grades, disciplinary action, or otherinformation to parents of students who aredependents for federal income tax purposes.

The university has designated the following as directory information, which may, at theuniversity’s discretion, be released to the publicwithout the student’s consent: student’s nameand maiden name, address, email address,telephone number, date and place of birth,major field of study and courses taken, partici-pation in officially recognized activities andsports, weight and height (members of athleticteams), dates of attendance, degrees and awardsreceived, all previous educational agencies orinstitutions attended, current class schedule,employer, church membership, photographs,and parents’ names, addresses, and telephonenumbers.

APU has the right to disclose any informationfrom the education records of a dependentstudent to his or her parents.A dependentstudent is one designated as such on the mostrecent income tax return filed by the student’sparents. In addition,APU may disclose to theparents of a student the student’s violation ofany Federal, State, or local law or any ruleadopted by APU governing the possession oruse of alcohol or a controlled substance if thestudent is under age 21. Finally, the universitymay disclose information from the educationrecords of a student to his or her parents inconnection with an emergency if knowledgeof the information is necessary to protect the health or safety of the student or otherindividuals.

It is the general policy of the university not torelease directory information regarding its stu-dents unless, in the judgment of the appropriaterecord custodian or another official with recordaccess, such release either serves a legitimate educational purpose or is not adverse to theinterests and privacy of the student. However,

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the student may request that certain categories of directory information not be released to thepublic without his or her written consent. Suchrequests shall be submitted in accordance withthe student records policy of the university.

This notice is not intended to be fully explanatory of students’ rights under FERPA.The registrar maintains copies of the officialAzusa Pacific University Student Records Policy,which contains detailed information and proce-dures with regard to these rights. Students mayobtain a copy of that written policy upon request to the Graduate Center: Registrar,Azusa Pacific University, PO Box 7000,Azusa,CA 91702-7000.Any student alleging failure of the university to comply with FERPA mayfile a complaint with the Family EducationRights and Privacy Act Office (FERPA), UnitedStates Department of Education, 4511 SwitzerBuilding, 330 C St. SW,Washington, DC 20201.

Academic Integrity The maintenance of academic integrity for aquality education is the responsibility of eachstudent at Azusa Pacific University. Cheating or plagiarism, in connection with an academicprogram, is an offense for which a student maybe expelled, suspended, or disciplined.Academicdishonesty is a serious offense which diminishesthe quality of scholarship and defrauds thosewho depend upon the integrity of theeducational system.

Academic dishonesty includes:1. Cheating – Intentionally using, or

attempting to use, unauthorized materials,information, or study aids in any academic exercise.• Students completing any examination

should assume that external assistance (e.g., books, notes, calculators, conver-sations with others) is prohibited unless specifically authorized by the instructor.

• Students may not allow others to conduct research or prepare any work for them without advance authorization from the instructor.

• Substantial portions of the same academic work may not be submitted for credit in more than one course without authorization.

2. Fabrication – Intentional falsification or invention of any information or citation in an academic exercise.

3. Facilitating Academic Dishonesty – Intentionally or knowingly helping or attempting to help another commit an act of academic dishonesty.

4. Plagiarism – Intentionally or knowingly representing the words, ideas, or work of another as one’s own in any academic exercise.

See also:“Grievance Procedure” and “Due Process.”

Graduate Student Grievance Procedures andDue ProcessIn the area of academics, protocol requires that student concerns or grievances aboutcourse content and relevancy, grading,teaching style, and the like, be taken up firstwith the professor of the given class. Failure toresolve the matter at that point may require ameeting with the appropriate departmentchair, or finally, the dean of the school orcollege. In the event that informal proceduresfail to resolve the problem, the student willindicate in writing the nature of thegrievance, the evidence upon which it isbased, and the redress sought.

I. DefinitionsA. A grievance is a statement by a student

that he/she was wronged by Azusa Pacific University. The grievance may be caused by a failure of Azusa Pacific University to follow its established policies and practices.

B. A student is anyone who has officially enrolled in a graduate program at Azusa Pacific University at the time the perceived wrong occurred.

C. A complaint is the formal statement of a grievance that the student files with an appropriate administrative officer.

D. An appropriate administrative officer is the dean of the relevant college or school, the chair of the relevant department, the registrar, the director of graduate admissions, or the director of student financial services.

II. Time LimitsAnyone who cannot perform some procedural step within the time limits stated in this document must make prior written request of the appropriate administrative officer for an extension before the time limit has been exceeded.Failure on the part of a complainant to observe any time limit or receive an extension shall be taken to mean that the student has abandoned his/her complaint, and no further action on the matter shall be allowed. Failure on the part of someone named and accused in a complaint to object to the complaint after the complaint has been referred to the appropriate administrative officer or to observe a time limit or receive an extension, shall be interpreted as an indication of that person’s agreement with all statements in the complaint,provided he/she has been given a written copy of the complaint or grievance on a timely basis.

III. Legal CounselThe presence of legal counsel is not permitted, but the student may request and receive permission to have an APU student or faculty member present at the meetings for support.

IV. Settlements Prior to a HearingA.If the grievance can be resolved by the

mutual consent of both parties before it comes to a hearing, and the resolution requires some formal administrative action under the established policies of the university, college, or school,then the parties shall forward to the appropriate administrative officer a statement of the grievance and its proposed resolution.This statement must be approved by both parties.The appropriate administrative officer may then either approve the resolution and take the required action or order that the remainder of the grievance procedure be carried out.

B. If the proposed resolution does not require administrative action, then the resolution shall be considered the final step in the procedure, and no subsequent complaints or defenses on the matter shall be heard.


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STEP 1WHO ACTS:

StudentMeet with the person(s) immediately involved in the dispute (other party) and try to resolve the problem.

Other PartyDiscuss the problem with the student.

Time LimitThe meeting between the student and the other party must take place within 10 working days after it is requested.

STEP 2WHO ACTS:

StudentIf Step 1 has not resolved the problem,refer the issue to the appropriate administrative officer. Submit a written statement of the grievance and the requested resolution.

Administrative OfficerConsult with the parties involved.Try to resolve the issue.

Time LimitThe student must consult with the administrative officer within 10 working days after meeting with the other party,or if no meeting has been held, within 5 days after the end of the time limit in Step 1.

STEP 3WHO ACTS:

StudentIf Steps 1 and 2 have not resolved the problem, the student must request (in writing) a meeting to be arranged by the dean of the college or school with the other party, and the dean of the college or school.

Other PartyMeet with the student and the dean of the college or school.

Dean of the College or SchoolA.Meet with the student and the other

party. If the problem cannot be resolved at this meeting, direct the parties involved to write a statement of the grievance and their action with respect to that grievance. Each party shall receive a copy of the opposing party’s statement.The original statements shall be forwarded to the chair of the Committee on Graduate Student Grievances (CGSG).

B. Notify the chair or supervisor of the department or office of the other party,and, if appropriate, the administrator responsible for the issue under debate,that a formal grievance hearing will be held. Only the names of the parties involved shall be made known; all other details must be held in strict confidence.

Time LimitThe meeting between the dean of the college or school, the student, and the other party must take place within ten working days after the student requests it. If the matter remains unresolved, the results of the meeting must be submitted to the chair of the CGSG within three days of the meeting.

STEP 4WHO ACTS:

CGSGConduct a hearing on the grievance in accordance with approved procedures and submit recommendations to the dean of the college or school and to the principals.

Time LimitA schedule for the hearing must be set within 10 working days after the committee receives the statements of grievance from the principals along with the results of the meeting between the two parties and the dean of the college or school.

STEP 5WHO ACTS:

Dean of the College or SchoolReview the documents to make sure that all steps in this procedure have been followed; then consider the recommenda-tions of CGSG, make a decision, and send a written notification of the decision to all parties.

Time LimitThe decision of the dean of the college or school must be made within 10 working days following receipt of the documents.

AppealsEither of the parties involved in the grievance may appeal the administrative officer’s decision to the associate provost of Azusa Pacific University. This appeal must be made within five days after the administrative officer has announced a decision.The associate provost’s decision shall be final.

Failure to File GrievanceAny student who has a complaint or grievance against the university must follow this procedure or will waive any claim against the university.

Nursing students with grievances related to clinical problems should review the procedures outlined in the School of Nursing Handbook.

Standards of Conduct In accordance with the ideals of Christianeducation, it is the goal of Azusa PacificUniversity that the campus environmentpromote sound academic and personal growthexperiences.The administration believes it is important for each student to develop a living/learning style that is consistent with the Christian beliefs of Azusa PacificUniversity and reflected in both on- and off-campus behavior. Graduate students areexpected to use personal discretion involvingactivities that may be spiritually or morallydestructive. It is the intention of the universityto resolve violations of established policies and standards of conduct in a way that willmaintain respect for the individual.

The university may terminate, for reasonablecause, the registration of any student whoviolates university policies and regulations.A full printed copy of the procedures isavailable at the Office of Student Life,(626) 815-3883. (See also “AcademicIntegrity” and “Fraudulent Records Policy.”)

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Department of Computer Science . . . . . 47

Master of Science in Applied Computer Science and Technology . . . . . . . . . . . 47

Graduate Applied Computer Science and Technology Certificates. . . . . . . . . . . . 52

Department of Global Studies and Sociology (TESOL) . . . . . . . . . . . . . . . . 57

Master of Arts in TESOL . . . . . . . . . . . . . 57

Certificate in TESOL . . . . . . . . . . . . . . . . 57

Field-Based Master of Arts in TESOL . . . 59

Department of Physical Therapy . . . . . . 61

Master of Arts in Physical Therapy . . . . . 62

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College ofLiberal Arts and

SciencesFaculty

Dean and Professor, David L.Weeks, Ph.D.

Associate Dean, Diane J.Guido, Ph.D.

Department of Computer Science

Chair; Professor:Samuel E. Sambasivam, Ph.D.

Associate Professors: Lewis Chau, Ph.D.;Donald Johnson, Ph.D.; Lyle Reibling, Ph.D.;

Wendel Scarbrough, M.A.; Carol Stoker, Ph.D.

Lecturers (part time): Jim Aksel, Grace Boerner,John Callaci, John Coverdale, John Cox,

Richard Eckhart, Rodney Ulrich, Allen Vanderbilt,Robert Woolley

Department of Global Studies and Sociology

(TESOL programs)

Chair; Professor:Richard Slimbach, Ph.D.

Professor: Richard Robison, Ph.D.

Associate Professor: Mary Wong, Ph.D.

Instructors: Donna Burns, M.A.;Michael Chamberlain, M.A.; Donald Dorr, M.A.;

Russ Frank, Ph.D.; Kim MacDonald, M.A.;Li Qing Kinnison, Ph.D.;Thomas Scovel, Ph.D.

To uphold the excellence of APU’s academic offerings,programs undergo periodic review. Please contact theindividual program director for updated information.

Department of Physical Therapy

Chair;Associate Professor:Michael Laymon, DPTSc., PT, O.C.S., CCD

Associate Chair;Associate Professor:Jan Kodat, DPTSc., PT , CCD

Professor: Jerrold Petrofsky, Ph.D., JD

Associate Professor: Ross Biederman, DPM

Assistant Professors: Susan Shore, Ph.D., PT;Anne Steinbroner, DPT, PT

Ardith Williams-Meyer, DPTSc., PT, P.C.S.;

Lecturers:Wendy Chung, DPTSc., PT;Michael Holm, C.P.O.;

Denese Kaufeldt-Soliz, DPTSc., PT, G.C.S.;Kathy Kumagai, PT, N.C.S., O.C.S.;

Bruce Prins, Ph.D.;James Ries, MPT, O.C.S., PT;

Teresa Rogers, MPT, PT;Mary Ruth Velicki, M.S., PT;

Diane Whiting, M.Div., PT

IntroductionAzusa Pacific University’s College of LiberalArts and Sciences, commonly referred to as CLAS, offers academic programs in the arts, humanities, social sciences, and naturalsciences. It includes 10 academic departments,and 96 full-time faculty offering 18 under-graduate majors, an accelerated undergraduatedegree program in computer science, andgraduate programs in physical therapy,teaching English as a second language, andcomputer science.The college also housesthree centers (the Learning EnrichmentCenter, the Writing Center, and the Centerfor Research in Science), the yearbook, thestudent newspaper, the forensics program, thedrama program, and the campus radio station.

Programs OfferedThe College of Liberal Arts and Sciencesoffers on-campus as well as a field-basedMaster of Arts in TESOL, a Master of PhysicalTherapy, and a Master of Science in AppliedComputer Science and Technology with sixemphases. In addition, the College offers a certificate in TESOL and five GraduateApplied Computer Science and TechnologyCertificate programs including Client/ServerTechnology, Computer Information Systems,End-User Support,Technical Programming,and Telecommunications

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Department of Computer

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Chair; Professor:Samuel E. Sambasivam, Ph.D.

Associate Professors: Lewis Chau, Ph.D.;Donald Johnson, Ph.D.; Lyle Reibling, Ph.D.;

Wendel Scarbrough, M.A.; Carol Stoker, Ph.D.

Lecturers (part time): Jim Aksel, Grace Boerner,John Callaci, John Coverdale,John Cox,

Richard Eckhart, Rodney Ulrich,Allen Vanderbilt, Robert Woolley


IntroductionComputer science, like engineering, is an“artificial science” that deals with “how thingsought to be.” This is different from “naturalsciences” which are concerned with “howthings are.” Computer science is more con-cerned with design and synthesis rather thanwith analysis and deduction (which are theconcerns of the natural sciences, such asphysics, chemistry, mathematics, and biology).

With a faculty of competent and dedicatedteachers, small classes, state-of-the-art computerlabs, and with current versions of industry-used software, computer science at AzusaPacific University is challenging, professional,and intellectually stimulating, providing agateway to many exciting careers.

Master of Science inApplied ComputerScience andTechnologyProgram OverviewThe Master of Science in Applied ComputerScience and Technology meets the need for specialists in computer science and technology at the professional level.Theprogram provides successful graduates with a variety of technological skills in demand by organizations and businesses today. Theprogram comprises a fundamental under-standing of the use, knowledge, function,installation, and maintenance of computers.Topics include operating systems, computermodeling of management methods, multi-media, database systems, C++ programming,JAVA programming and Web development,assembly language programming, microcom-puter hardware, computer trouble-shooting,client/server technology, telecommunications,computer programming, computer-aideddesign systems and software engineering, arti-ficial intelligence, information structures,computer graphics, all aspects of the Internet,desktop publishing, embedded systems, datacommunications, local area networks, object-oriented programming, evaluation andselection of hardware and software, graphicaluser interfacing, computer ethics, computerlaw, proposal writing, computer consulting,and end-user support.

AdmissionThe requirements for admission to thegraduate program at Azusa Pacific Universityinclude an application for admission and verification of completion of a bachelor’s degree from a regionally accredited college or university with a 3.0 grade-point average.Candidates with a grade-point averagebetween 2.5-2.99 may be considered for provisional admission. Applicants must adhere to specific departmental applicationprocedures and related application materials.Documentation of computer workshops,seminars, or other special courses attendedshould be included.These are used to evaluateinterest and ability and determine if prereq-uisites are necessary.

University graduate and program admissionrequirements must be met before anapplication is complete. (See “GraduateAdmission to the University.”)

All materials should be submitted to:Graduate Center:AdmissionsAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000

Located at:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000 (626) 815-4570Fax (626) 815-4545 • (626) [email protected]

International applicants send forms to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA (626) 812-3055Fax (626) [email protected]


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Program Format andSchedulesGraduate computer science programs areoffered in a nine-week semester formatduring the fall and spring semesters. Classesusually meet one evening per week. Someclasses are scheduled on Saturdays.There arefive terms per year with one week betweensessions.The summer term is five weeks long,and classes are held twice per week with atotal of nine meetings. No classes are offeredduring the month of August and a two-weekChristmas break. Six semester units (twocourses) per term is considered a full load,although some students prefer one course perterm.The degree must be completed withineight years of the program starting date.

PrerequisitesThe department will review each applicant’sfile and may assign prerequisites as deemednecessary for successful participation in thisprogram.

1. Prerequisites (or corequisites) may be satisfied through appropriate course work orby passing a waiver exam which is available in the Department of Computer Science.The following prerequisites are minimal and can be satisfied at Azusa Pacific University:

• A course in introductory computer concepts (met by taking CS 120 Computer Literacy or CS 205 Microcomputer Software Tools)

• At least two computer programming languages, one of which must be C language (Computer programming course work taken more than five years ago may not be accepted unless skills and knowledge have been maintained.These programming prerequisites may be met through course work at Azusa Pacific University, preferably CS 501 Programming Logic [Visual Basic],and CS 509 Programming Internals [C Language].)

• Excellent working knowledge of various uses of a computer, including a word processing package, a database package (e.g.,Access), in-depth skill and knowl-edge of a spreadsheet application (e.g.,Excel), and good working knowledge

of a recent version of DOS and/or other operating systems (met by taking CS 505 Microcomputer Applications or CS 205 Microcomputer Software Tools)

• Six units of mathematics including MATH 110 College Algebra and MATH 151 Applied Calculus or equivalent course work

• Additional prerequisites as assigned by the program director based on applicant’s need as determined by departmental review of applicant’s records

2. Lack of prerequisites – Students who do not possess the above prerequisites may make up their deficiencies before entering the program or may enter the program provisionally, in which case prerequisites must be taken before beginning the core classes of the master’s degree.Waiver examinations for each of the prerequisite courses are available in the Department of Computer Science.A nonrefundable fee will be assessed for the examination.A program of study (which may include prerequisite courses) should be developed in cooperation with a department advisor.

3. International students are required to have a TOEFL score of 600 or better.However, if the TOEFL score is below the requirement, a student may study in the School of Intensive English (SIE) at the university to prepare for entry into the master’s program. (Completion of Level 6 at APU replaces the TOEFL 600 requirement.) If English is not the student’s primary language, he or she may be required to take TESL 500 English for Internationals, during the first semester at Azusa Pacific University.This course may be waived under certain conditions.

Transfer Credit and CourseSubstitutionsUp to nine semester units of acceptablegraduate transfer credit may be allowed if approved by the department and the office of the Graduate Registrar in the GraduateCenter.Also, in the event that a studentdemonstrates knowledge of a specific coursesufficient to bypass that course, an alternategraduate course may be substituted withdepartment approval of a relevant studentpetition.

Exit InterviewAn exit interview is required for graduationand must be completed during the student’sfinal term.

Program RequirementsA minimum of 39 semester units is requiredto complete this program with the capstoneoption. Otherwise, 45 units will be needed.Note:All units of credit offered at Azusa Pacific University are semester units.

Core Curriculum 24 unitsThe core curriculum consists of the followingeight courses:CS 511 Operating Systems Practicum 3CS 512 Microcomputer Hardware

Technologies 3CS 514 Computer Modeling of

Management Methods 3CS 518 Microcomputer Programming

with C++ Language 3CS 519 Database Systems 3CS 522 Networking and Data

Communications 3CS 524 Software Engineering I 3CS 525 Software Engineering II 3

Emphases 15-21 unitsThe Master of Science in Applied ComputerScience and Technology offers six different program specializations or emphases. Each emphasis requires core course work totaling 24 units, plus a concentration of either 15 units in the emphasis (including capstone project) or 21 units in the emphasis without a capstoneproject.These emphases are:• Client/Server Technology• Computer Information Systems• End-User Support• Technical Programming• Telecommunications• Inter-Emphasis


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Client/Server Technology EmphasisThe client/server technology emphasis is designed for students seeking careers developing or supporting networked databaseapplications in a client/server environment.This concentration provides the foundationfor a career as an application consultant, data-base administrator, or a 4GL programmer, andis ideally suited for professionals convertingfrom a traditional data processing paradigm to the latest computer information systemstechniques.

This specialization integrates aspects oftechnical programming, software engineering,and telecommunications. Client/servertechnology courses focus on techniques foraccessing networked SQL database enginesvia mixed-vendor front-end applicationsoftware.

Requirements for the client/server emphasisare listed below.

Core Curriculum 24 units

Client/Server Required Course Work 12 unitsCS 520 Information Structures and

Algorithm Design 3CS 532 Local Area Networks 3CS 550 Client/Server Applications

Development 3CS 551 Front-End Design Methods 3

Client/Server Electives 9 unitsCS 552 Graphical User Interfaces 3CS 553 Right-Sizing Information

Delivery Systems 3CS 558 Topics in Client/Server 3-6CS 560 Advanced Database Applications 3CS 574 LAN Internals 3CS 599 Research and Independent

Study 1-6

Total 45 units— or — Choose the Capstone option:CS 595 Capstone Project 3

Total 39 units

Computer InformationSystems EmphasisThe computer information systems emphasisprovides a solid foundation for studentsplanning careers dealing with the techno-logical aspects of the analysis, design, anddevelopment of computerized informationsystems. It prepares the student for professionalinvolvement as a programmer, systems analyst,applications developer, information specialist,project leader, or manager.

The curriculum includes the 24-unit core,three advanced computer science courses,and four graduate courses from the School of Business and Management.These coursesemphasize the potential use of technology to solve information problems and themethods and techniques of developing soft-ware solutions utilizing these technologies.The direction is primarily technological innature with a focus on those systems com-monly used in business and industry. Becausemost computerized information systems are closely related to the business world, theseapplications require an understanding of thenature and vocabulary of business practices.The four business courses have been carefullyselected to provide the understanding neces-sary to communicate with and developsystems for business and industry.

Courses with the BUSI prefix indicate anoffering within the School of Business andManagement.Tuition rates may be differentfor these courses.

Requirements for the computer informationsystems track are listed below.


Computer Information Systems Required Course Work 12 unitsBUSI 513 Financial Resource Management 3BUSI 514 Management of Technology 3BUSI 516 Organizational Behavior

and the Future 3BUSI 578 Strategy and Planning 3

Computer Information Systems Electives 9 unitsCS 532 Local Area Networks 3CS 546 Applied Artificial Intelligence 3CS 550 Client/Server Applications

Development 3CS 552 Graphical User Interfaces 3CS 560 Advanced Database

Applications 3CS 566 Computer Business Systems 3CS 568 Advanced Topics in

Business Programming 3-6


Total 39 units

Prerequisites for the MBA CoursesThe prerequisite for this emphasis is a bachelor’s degree in business, economics, ormanagement. For the applicant whoseundergraduate degree is in a nonbusinessfield, the necessary fundamentals of businessmay be obtained through prescribed coursework, including classical theories, concepts,and research studies in the functionaldiscipline of business.This fundamental course work will be covered in an intensivemanner compatible with graduate schoolstandards.Any or all of the following prereq-uisite courses may be waived based onprevious experience or accredited coursework following department review.

BUSI 501 Math for Decision Makers 3BUSI 502 Business Economics 3BUSI 503 Management Practices 3BUSI 504 Managerial Marketing 3BUSI 505 Managerial Accounting 3BUSI 506 Managerial Finance 3BUSI 517 Human Resource Management 3

Total 0-21 units


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End-User Support EmphasisThe end-user support emphasis preparesstudents for professional careers in the trainingand support of computer end-users.Thisspecialization provides preparation for manynew professional occupations, such as PC coordinator, computer training specialist,end-user support specialist, value-added reseller,computer sales specialist, and microcomputerapplications and technology teacher.

Topics studied include computer systemtrouble-shooting, software and hardwareproblems, computer systems configuration,rapid mastery of applications programs,implementation, instructional design anddelivery, installation of software, remote systemsupport, management of computer applicationsand files, computer aided design, ethics,computer consulting, professional relations,networking problems, file transfers, local areanetwork administration, desktop publishing,rapid seminar development and delivery,graphic design, and multimedia.

Requirements for the end-user supportemphasis are listed below.


End-User Support Required Course Work 9 unitsCS 530 Advanced Technologies 3CS 532 Local Area Networks 3CS 540 End-User Training and Support 3

End-User Support Electives 12 unitsCS 513 Computer Systems

Trouble Shooting 3CS 534 Computer Publishing Technology 3CS 544 Presentation Graphics and

Hypermedia 3CS 545 Topics in End-User Support 3-6 CS 546 Applied Artificial Intelligence 3CS 552 Graphical User Interfaces 3CS 599 Research and Independent

Study in Applied Computer Science and Technology 3-6

Total 45 units— or —Choose the Capstone option:CS 595 Capstone Project 3End-User Support Elective 3

Total 39 units

Technical Programming EmphasisThe technical programming emphasis isdesigned for students preparing for professional careers in the art and science ofsystems programming and/or other computerprogramming. Students completing thisemphasis gain expertise and skill in thedevelopment of nontrivial, complex, anddetailed computer software systems.Topics inthis emphasis include: analysis, design, andimplementation of problems with solutionsrequiring computer programs, programmingof distributed systems, problem solving,operating systems internals, low-levelcomponents of computer systems, embeddedsystems, real time systems, TSRs (Terminateand Stay Resident programs), time slicing,multi-tasking, analog-to-digital and digital-to-analog conversions, Motif,open-systems programming, programmingtools, graphics, device drivers, windows programming, operating system internals,interrupts, task switching, task schedulingroutines, asynchronous communications, andothers. Multiple platforms and operatingsystems are utilized. Computer languagescovered include 2GL, 3GL, and 4GLapproaches to code development.

Requirements for the technical programmingtrack are listed to the right.


Technical Programming Required Course Work 12 unitsCS 516 Microcomputer Organization

and Assembly LanguageProgramming 3

CS 520 Information Structuresand Algorithm Design 3

CS 538 UNIX Internalsand Device Drivers 3

CS 564 Windows Software Development 3

Technical Programming Electives 9 unitsCS 517 Embedded Systems Programming 3CS 546 Applied Artificial Intelligence 3CS 551 Front-End Design Methods 3CS 552 Graphical User Interfaces 3CS 560 Advanced Database Applications 3CS 574 LAN Internals 3CS 587 Topics in Technical

Programming 3-6CS 599 Research and Independent



Total 39 units


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TelecommunicationsEmphasisThe telecommunications emphasis developstheoretical and practical proficiency in thisrapidly expanding field. Special attention isgiven to networking and other applications of telecommunications.A graduate from thisemphasis should be prepared for a career in such fields as data communications, tele-communications programming, networkadministration, and telecommunicationscoordination.The telecommunicationsspecialization encompasses data and voicecommunications as well as local and wide area networks.The program strives to balancehands-on installation of hardware and relevant software issues.

Requirements for the telecommunicationsemphasis are listed below.


Telecommunications Required Course Work 12 unitsCS 520 Information Structures

and Algorithm Design 3CS 532 Local Area Networks 3CS 574 LAN Internals 3CS 577 Telecommunication Protocols 3

Telecommunications Electives 9 unitsCS 530 Advanced Technologies 3CS 550 Client/Server Applications

Development 3CS 575 Interoperability 3CS 578 Topics in Telecommunications 3-6CS 599 Research and Independent



Total 39 units

Inter-EmphasisThe inter-emphasis track is a general emphasisdesigned for students who prefer less special-ization and more elective choices for theiradvanced training in computer science.Thisincludes students who want to be able to dealwith a range of computer situations and desirea broad-based formal training program.

The inter-emphasis track consists of therequired 24-unit core along with 9 units ofrequired elective course work.The remainingelective courses may be selected from any ofthe other approved graduate computer science courses. However, six of these units mustinclude one required course from at least twoother emphases unless the capstone option ischosen.Total program requirements for theinter-emphasis track are a minimum of 39course units for students who complete acapstone project, or a minimum of 45 courseunits without a capstone project.

Requirements for the inter-emphasis are listed below.


Inter-Emphasis Required Course Work 9 unitsCS 520 Information Structures

and Algorithm Design 3CS 530 Advanced Technologies 3CS 532 Local Area Networks 3

Elective Graduate Computer Science Courses 12 units(not all from the same emphasis)

Total 45 units— or —Choose the Capstone option:CS 595 Capstone Project 3Elective 3

Total 39 units

Capstone Project The capstone project is a significant computerscience or software engineering projectrequiring extensive research and development,conducted under the general guidance of anapproved faculty member, and conforms todepartmental capstone project guidelines.The capstone project is roughly equivalent in work to a typical master’s thesis, but thefocus is on application, research, development,and technical standards. Projects are based on computer science and engineering imple-mentations of the scientific method.

Students in any emphasis may choose toenroll in CS 595 Capstone Project (3 units)and complete a capstone project.The studentmust complete all core and required coursework before enrolling in the CapstoneProject.This option requires 39 units.


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Graduate CertificateProgramsIntroductionGraduate Applied Computer Science and Technology Certificate programs at APU are for those with at least a bachelor’s degree whodesire a specialization in a specific concentrationof applied computer science and technology.Students may need to complete prerequisites asassigned by the department.

Students who possess a master’s degree may findthat a certificate program provides an expedientpath for upgrading skills or retraining. Eachcertificate comprises 18 units of graduate coursework which may also be applied to the Masterof Science in Applied Computer Science andTechnology. Certificates are offered in thefollowing areas:

• Client/Server Technology• Computer Information Systems • End-User Support • Technical Programming • Telecommunications

Client/Server TechnologyThis certificate provides for a career in thedevelopment of networked client/serverdatabase applications. It is designed for thoseseeking a professional career (as a consultant,database administrator, or 4GL programmer)developing and supporting networked data-base applications utilizing the latest techniquesof information management.

The graduate certificate in client/servertechnology covers the concepts, principles,functions, technologies, theory, and appli-cations related to the rapidly emerging newclient/server field, and includes the design,development, and maintenance of client/server systems on multiple computer platforms. Client/server courses focus ontechniques for accessing networked SQL database engines via mixed vendor front-endapplication software.

PrerequisitesApplicants must hold a bachelor’s degree and, depending on prior course work andexperience, may be required to completeprerequisites (which may also have prerequisites)as assigned by the department.

Prerequisite Courses 6 unitsCS 518 Microcomputer Programming

with C++ Language 3CS 524 Software Engineering I 3

Required Courses 9 unitsCS 532 Local Area Networks 3CS 550 Client/Server Applications

Development 3CS 551 Front-End Design Methods 3

Electives 9 unitsStudents must complete three of the followingcourses:CS 552 Graphical User Interfaces 3CS 553 Right-Sizing Information

Delivery Systems 3CS 558 Topics in Client/Server 3-6CS 560 Advanced Database Applications 3CS 574 LAN Internals 3CS 599 Research and Independent

Study in Applied Computer Science and Technology 3

Total 18-24 units

Computer InformationSystemsThis certificate provides specialized training in the technical aspects of informationmanagement. It prepares the computer professional for a career in the management of information systems.

PrerequisitesStudents must hold a bachelor’s degree andsatisfy prerequisites (which may also haveprerequisites) for this course work as assignedby the departmental advisors of the twodepartments.

Required Courses 9 units

From the School of Business andManagementSelect 9 units from the following courses:BUSI 513 Financial Resource Management 3BUSI 514 Management of Technology 3BUSI 516 Organizational Behavior

and the Future 3BUSI 578 Strategy and Planning 3

Electives 9 unitsStudents must complete three of the followingcourses:CS 532 Local Area Networks 3CS 546 Applied Artificial Intelligence 3CS 550 Client/Server Applications

Development 3CS 552 Graphical User Interfaces 3CS 560 Advanced Database Applications 3CS 566 Computer Business Systems 3CS 568 Advanced Topics in

Business Programming 3-6(may be repeated)

CS 599 Research and Independent Study in Applied Computer Science and Technology 3

Total 18 units


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End-User SupportThis certificate provides professional trainingfor a career in end-user support.

PrerequisitesApplicants must hold a bachelor’s degree.Students without prior computer courses orexperience must complete prerequisites(which may also have prerequisites) as assignedby the department.

Prerequisite Courses 9 unitsCS 505 Microcomputer Applications

(or equivalent) 3CS 511 Operating Systems Practicum 3CS 512 Microcomputer Hardware

Technologies 3

Required Courses 9 unitsCS 522 Networking and Data

Communications 3CS 540 End-User Training and Support 3CS 544 Presentation Graphics

and Hypermedia 3

Electives 9 unitsChoose three of the following courses:CS 513 Computer Systems

Trouble Shooting 3CS 530 Advanced Technologies 3CS 532 Local Area Networks 3CS 534 Computer Publishing

Technology 3CS 545 Topics in End-User Support 3-6CS 552 Graphical User Interfaces 3CS 599 Research and Independent


Total 18-27 units

Technical ProgrammingThis certificate concentrates on skills necessary for employment as technical programmers.

PrerequisitesApplicants must hold a bachelor’s degree.Students without prior computer courses or experience must complete additionalprerequisites (which may also have prereq-uisites) as assigned by the department.

Prerequisite Courses 6 unitsCS 509 Programming Internals with C

(C Language Programming) 3CS 519 Database Systems 3

Required Courses 9 unitsCS 516 Microcomputer Organization

and Assembly Language Programming 3

CS 518 Microcomputer Programming with C++ Language 3

CS 520 Information Structures and Algorithm Design 3

Electives 9 unitsChoose three of the following courses:CS 517 Embedded Systems

Programming 3CS 538 Unix Internals and Device

Drivers 3CS 546 Applied Artificial Intelligence 3CS 552 Graphical User Interfaces 3CS 560 Advanced Database Applications 3CS 564 Windows Software

Development 3CS 574 LAN Internals 3CS 587 Topics in Technical

Programming 3-6(may be repeated)

CS 599 Research and Independent Study in Applied Computer Science and Technology 3

Total 18-24 units

Telecommunications This certificate program provides an opportunity for professional training for acareer in telecommunications. It addressestelecommunications professionals’ need forcontinuing education and offers an entrypoint for computer professionals into the telecommunications field.

PrerequisitesStudents must hold a bachelor’s degree.Students without prior computer courses or experience must complete additionalprerequisite courses (which may also haveprerequisites) as assigned by the department.

Prerequisite Courses 9 unitsCS 518 Microcomputer Programming

with C++ Language 3CS 522 Networking and Data

Communications 3CS 524 Software Engineering I 3

Required Courses 6 unitsCS 532 Local Area Networks 3CS 574 LAN Internals 3

Electives 12 unitsChoose four of the following courses:CS 530 Advanced Technologies 3CS 550 Client/Server Applications

Development 3CS 575 Interoperability 3CS 577 Telecommunication Protocols 3CS 578 Topics in Telecommunications

(may be repeated) 3-6CS 599 Research and Independent


Total 18-27 units


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Course DescriptionsCS 501 Programming Logic (3)

This course focuses on the basic skills, practices, andtechniques required for systematic development ofcomputer software. It is designed for those with limitedor no experience in computer programming.Thecourse presents problem-solving methods, techniques,and tools needed for competence in a professionalcomputer programming environment, including topicssuch as the logic of computer programming, problem-solving methods, structured programming, pseudocode, flowcharting, and decision tables.This graduate-level course is a prerequisite for a number ofprogramming and other courses in the Master ofScience in Applied Computer Science and TechnologyProgram at Azusa Pacific University.This course cannotbe used to satisfy the requirements for the Master ofScience in Applied Computer Science and Technology,but provides critical content needed to complete themaster’s program. Students with strong competency inthe content of this course may petition to waive it,subject to passing an appropriate waiver test.

CS 505 Microcomputer Applications (3)

This course covers the basics of MS-DOS and the useof applications software as problem-solving tools.Thissoftware includes a thorough study of leading wordprocessing, spreadsheet systems, and other applications.This is a graduate course and prerequisite for a numberof other courses in the Master of Science in AppliedComputer Science and Technology Program.Thiscourse does not count as part of the required coursesequence, but provides critical content needed in themaster’s program. Students with strong competency inthe content of this course may petition to waive it,subject to passing an appropriate waiver test.

CS 509 Programming Internals with C (3)

This course teaches the internal structure of computerprograms using the C programming language.Topicsinclude program architecture and constructs, compilerfunctions, objects, arrays, pointers, separate compilationof program modules, data encapsulation, scope rules,exception handling, and concurrency mechanisms.Thecourse presents tools for competence in computerprogramming. This course does not count as part ofthe required course sequence, but provides criticalcontent needed in the master’s program. Students withstrong competency in the content of this course maypetition to waive it, subject to passing an appropriatewaiver test. Prerequisite: CS 501 or one programminglanguage

CS 511 Operating Systems Practicum (3)

The functions of computer operating systems,including memory management, hardware control,multi-tasking, batch-file programming, and otherrelevant topics are taught. Students become proficientin using current versions of several popular operatingsystems such as Unix, MS-DOS,Windows,WindowsNT, Macintosh OS, OS/2, and others.The courseincludes a comparative analysis of the operating systems studied. Prerequisite(s): CS 505 or strong workingknowledge of MS-DOS and programming skill

CS 512 Microcomputer Hardware Technologies (3)

The evaluation, selection, installation, maintenance,configuration, upgrading, interconnection, assembly,care, environment, and trouble shooting of micro-computers and auxiliary equipment are covered.This “hands-on” course does not produce computerrepairers, but provides the practical knowledge aboutcomputer hardware needed by the microcomputerspecialist.Also emphasized is the architecture ofcurrent microcomputers.The course includes numbersystems and coding schemes used in computers andan introduction to assembly language programming.

CS 513 Computer Systems Trouble Shooting (3)

This laboratory-based course provides students withtraining and knowledge relative to trouble-shootinghardware and software problems on desktop PCs and workstations. Students learn problem-solvingmethods that isolate and solve end-user problems on several kinds of desktop computer systems.Thiscourse is lab-centered and requires work on differentproblems each week. Prerequisite: CS 512

CS 514 Computer Modeling of Management Methods (3)

In this applied mathematics course, topics studiedinclude: probability and statistics; applied matrix and vector concepts and operations; mathematicalmodeling; simulation; curve fitting; forecasting; linearand nonlinear programming; sensitivity analysis;PERT/CPM and other project managementmethods; mathematics of business and finance andproposals (bid preparation); queuing, game, anddecision theory; integer and dynamic programming;theory of the firm; inventory analysis; and others.Abasic knowledge of algebra and differential calculus is required.This is a computer-based course usingpopular applications software. Prerequisites: CS 505 and calculus

CS 516 Microcomputer Organization and Assembly Language Programming (3)

This assembly language programming class includesthe architecture and organization of microcomputersystems, fundamentals of assemblers, DOS interrupt-based assembly language programming, and advancedtopics in MS-DOS on the Intel 80X86 family ofmicroprocessors. Students write several significantprograms, assembled and run on Intel 80X86-basedmicrocomputers.The course covers keyboard,screen, disk I/O, character manipulation, and screengraphics.The course also builds a solid foundation inthe internal functions and features of the MS-DOSoperating system. Prerequisites: CS 511, CS 512, andprogramming skill

CS 517 Embedded Systems Programming (3)

This course teaches the art, science, methods,principles, and techniques of embedded systemsprogramming, which includes low-level programmingof hardware components of a computer system. Inthis course, students learn how to design, code,debug, and build detailed low-level embeddedapplication computer code using several embeddedsystems tools, including C++, assembly language,and others.Topics may include any and all of the

following: operating systems internals,TSRs(Terminate and Stay Resident programs), timeslicing, multi-tasking, analog-to-digital and digital-to-analog conversions, operating system internals,interrupts, task switching and scheduling, andasynchronous communications. Prerequisites:CS 516 and CS 518

CS 518 Microcomputer Programming with C++ Language (3)

This course teaches object-oriented programmingusing the powerful object-oriented language, C++.An in-depth presentation of the syntax, semantics, andpragmatics of C++ is augmented by several modestprogramming assignments and one major project.Prerequisites: CS 509 or programming skill in C languageand at least one other programming language

CS 519 Database Systems (3)

Students study database systems, including basicdatabase concepts, the database environment, andrelational and nonrelational database systems.Students learn to plan, build, modify, maintain, andmanage databases using a powerful and populardatabase system.Advanced user interfaces and reportsare generated from practical applications.This is ahands-on, project-driven course. Prerequisites: CS 509and one graduate computer science course

CS 520 Information Structures and Algorithm Design (3)

This course includes advanced C++ programmingand a study of useful information structures forcomputer systems programming using C and C++programming languages. Fundamental data types andtheir computer implementation, arrays, pointers andlinked lists, queues, stacks, numerous tree structures,graphs, networks, data search methods, sortingalgorithms, and timing comparisons are included.Numerous algorithms and data structures will beprogrammed using the C++ language with anemphasis on proper style.This is a hands-on, project-driven course. Prerequisite: CS 518


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CS 522 Networking and DataCommunications (3)

The principles, techniques, and applications ofnetworking and data communications are covered.Topics include state-of-the-art practical technology,wide area networks, standards, protocols, topologies,ISDN, electronic/voice mail systems, electronicbulletin boards, network performance, proposals, andcase studies. Instruction may include field trips andprojects. Prerequisite: six units of computer science ordepartment’s permission

CS 524 Software Engineering I (3)

This course is the first of two required softwareengineering core courses for the Master of Sciencein Applied Computer Science and Technology.This course provides a formal study of softwareengineering, including goals, concepts, techniques,documents, principles, life cycle models, and tools.This course emphasizes planning and analysis withother software topics surveyed. Students are assignedto a software engineering team to analyze and design an assigned software project. Prerequisites:CS 518 and CS 519

CS 525 Software Engineering II (3)

This course continues the formal study of softwareengineering begun in CS 524.The focus of thiscourse is software design, program implementation,unit testing, systems testing, documentation,verification and validation, and other softwareengineering topics. In this course, each team ofstudents completes the software products for theirproject and participates in final presentations andreviews. Prerequisite: CS 524

CS 530 Advanced Technologies (3)

This course examines new hardware and softwaretechnologies through a combination of classroomlectures, hands-on labs, group/individual projects,and demonstrations.Topics include applied networkdesign, file transfer, operating system updates, andsystem maintenance/tuning. Special attention is given to end-user support. Prerequisite: CS 522

CS 532 Local Area Networks (3)

This course covers Local Area Networks (LANs),including basic concepts, topologies, physicaltransmission, access control, architecture, and acomparative analysis of the leading PC-based LANimplementations.The installation and management ofa leading LAN system are integral components ofthis course.This course provides necessary training inthe specialized skills required to install and manageLAN software and hardware. Prerequisite: CS 522

CS 534 Computer Publishing Technology (3)

This course presents the knowledge, tools, and skillsneeded in computer publishing, computer graphicsdesign, and desktop publishing. It provides a strongbackground in microcomputer-based desktoppublishing software capabilities including graphicdesign, page layout, and prepress operations. Studentslearn and use several desktop publishing softwareproducts.A number of desktop publishing projectsare required in this course. Prerequisite: six units ofcomputer science or department’s permission

CS 538 UNIX Internals and Device Drivers (3)

This course provides an in-depth study of the Unixoperating system and its internal structure withemphasis on programming at the system level usingthe C programming language. Each student createsand implements at least one device driver in thiscourse. Prerequisites: CS 511, CS 518, and CS 520

CS 540 End-User Training and Support (3)

This course examines training alternatives,end-user learning theories and research, and othertraining considerations. Emphasis is on consultingand trouble shooting as key components of end-usersupport.This course includes efficient and effectivemethods of installing new applications software oncomputers, using the given software, and developingand presenting quality training in the use of thissoftware. Prerequisite: CS 544 or department’s permission

CS 544 Presentation Graphics and Hypermedia (3)

This course teaches the concepts and skills needed tocreate computer-based presentations using majorpresentation software such as Microsoft Power Point,Adobe Persuasion, Lotus Free Lance Graphics, andAsymmetric Compel. Students learn to use bothWindows-based and Macintosh computers togenerate these presentations. Special attention isgiven to the development of effective presentationsusing a variety of media and delivery techniques.Projects and demonstrations are required. Prerequisite:six units of computer science or department’s permission

CS 545 Topics in End-User Support (3-6)

This course covers a different aspect of end-usertraining each time it is offered.Topics covered varyfrom term to term, but include emergingtechnologies such as multimedia, video editing,photo-typing, and new trends in more establishedtechnologies (e.g., hypermedia). Guest speakers maybe employed to ensure that the material is as currentas possible.This course may be repeated for credit.Prerequisite: six units of computer science or department’spermission

CS 546 Applied Artificial Intelligence (3)

This course examines the concepts and practice of the analysis and design of expert systems.Students receive hands-on training in the use ofexpert systems tools and an introduction to AIprogramming languages.Topics include:AI theory,expert system analysis and design, validation ofcompetence in expert systems, management of anexpert system project, and tools/AI languagecomparison. Prerequisite: CS 518 or department’spermission

CS 550 Client/Server Applications Development (3)

Client/server computing is a conceptual model.Theclient/server paradigm expresses an optimal balancebetween the use of a personal computer and thestrict demand for data integrity necessary in aninformation society.This course is based uponselected software engineering techniques to ensurethe successful implementation of applications in aclient/server environment.This course teachesclient/server systems theory and application.Allstudents are expected to develop an application inthe client/server environment. Prerequisites: CS 524and CS 532

CS 551 Front-End Design Methods (3)

This course presents various design paradigms for the front-end (or client) component of client/serversystems and provides an exploration of requirementsfor alternative client/server products. Projects include 3GL access to a local database and 4GLaccess to a networked database.Additional coursework is centered on case studies which compare4GL window-like alternatives with traditional 3GLtext-mode projects. Comparison and discussion ofadvantages and disadvantages of various types offront-end software are included. Prerequisites: CS 519and CS 524

CS 552 Graphical User Interfaces (3)

This course provides an introduction to the conceptsassociated with the graphic design of user interfacesand event-driven programming.Techniques fordesigning windows, dialogue boxes, menus,command buttons, scroll bars, list boxes, edit fields,and other graphic user interface (GUI) elements arepresented.Application development tools such ascompilers, linkers, and library makers are included.Advanced concepts such as custom controls, mixed-language programming, overlay structures, databaseprogramming using ISAM files, presentationgraphics, online help, math packages, and others arealso covered.The course uses appropriate popularsoftware for hands-on programming practice.Prerequisite: CS 501 or one programming language


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CS 553 Right-Sizing Information Delivery Systems (3)

This course provides analysis and application of right-sizing techniques through the comparison ofone upwardly directed project and one project on downward scalability. Right-sizing techniquesfacilitate the migration of applications to provideimproved information delivery services throughout the corporation. Proper design techniques lead toscalability (the ability to easily migrate an applicationbetween various computer platforms such as PC,RISC, and mainframe computers). Prerequisite: CS 550

CS 558 Topics in Client/Server (3-6)

This course focuses on current topics in client/servertools and techniques. Content varies from term toterm and may be devoted to current and relevanttopics such as the development of an application in aclient/server environment, or cover a range of topics,including a survey of peer-to-peer networkingalternatives or database tools and techniques.Withdepartmental approval, this course may be repeated forcredit. Prerequisite: varies depending on the topic

CS 560 Advanced Database Applications (3)

This course provides students with advanced skills inthe development of medium to very large databaseapplications in a multi-user environment usingrelational databases. It includes topics such as fourthgeneration languages (4GLs), structured querylanguages (SQLs), multi-user database issues, databaseapplication tuning and optimization, and user interfacedevelopment.This course is designed for students who are competent in basic database systems and desire advanced capabilities in database applicationdevelopment in a multi-user environment. Prerequisite:CS 524

CS 564 Windows Software Development (3)

This course introduces the development of applicationssoftware within a windowed environment, such asMicrosoft Windows or X Windows. Concepts of theprogramming of graphical user interfaces (GUIs) ingeneral and technical details of a specific applicationprogramming interface (API) are presented. UsingC++, students complete several modest windowsprograms and one integrative project.The course formsa foundation for continued, independent learning.Prerequisite: CS 520

CS 566 Computer Business Systems (3)

This course is designed for students without aprevious background in business administration who plan to work in business applications aftercompleting their degree program.The courseprovides students with an understanding of theapplication of computer technology to typicalbusiness functions such as accounts payable, generalledger, accounts receivable, etc.An introduction toelementary concepts of bookkeeping and accountingis included. Students complete several programmingassignments which illustrate the functionality ofbusiness applications. Prerequisite: CS 524

CS 568 Advanced Topics in Business Programming (3-6)

This course is intended for students specializing incomputer information systems and includes timelytopics in this field. Specific topics, which may vary by term, include current techniques in informationsystem analysis and design, advanced technologies for the information system specialist, artificialintelligence and the information society, evaluatinginformation needs, security and system adequacy,and managerial issues in information systemsdevelopment.With departmental approval, this coursemay be repeated for credit. Prerequisite: varies dependingon the topic

CS 574 LAN Internals (3)

This course offers students an opportunity to learnhow network software functions by using softwaredevelopment.The programs required in this courseare designed for a target environment involving alarge number of unknowns. Course time is devotedto the study of alternative developmental models.Prerequisites: CS 518 and CS 532 or department’spermission

CS 575 Interoperability (3)

This course emphasizes the application of tele-communications technology. Students fabricate cablesand use tools necessary for the physical implemen-tation of a telecommunications network. Readingsand lectures discuss the human impact of the inter-connectedness possible with modern networks. Guestspeakers may be utilized to discuss the complexity ofinteroperability (i.e., how to overcome the incompat-ibility between components of the network).Prerequisite: CS 532

CS 577 Telecommunication Protocols (3)

This course examines the internal details of networkprotocols. Each protocol is described in terms of thedata structures used to implement it. Comparisonsare made with the OSI telecommunications model.Prerequisite: CS 522

CS 578 Topics in Telecommunications (3-6)

This course focuses on current topics in telecommu-nications. Content varies from term to term and may be devoted to one important topic, such as thedevelopment of an application in a client/serverenvironment, or cover a range of topics, including asurvey of peer-to-peer networking alternatives.Withdepartment approval, this course may be repeated for credit. Prerequisite: varies depending on the topic

CS 587 Topics in Technical Programming (3-6)

This course explores current and advanced topics in technical programming, focusing on currenttechnology and practices as well as developments and innovations in systems programming.This course helps meet the objectives of the technicalprogramming specialization.With departmentalapproval, this course may be repeated for credit.Prerequisite: varies depending on the topic

CS 595 Capstone Project (3)

Students are guided and assisted in the completion of the capstone project, a nontrivial individualsoftware engineering project.The instructor reviews,advises, offers suggestions for corrections andimprovements, tests, validates, and verifies theresulting products as delineated in the APU Capstone Guidelines. Students are permitted full use of the university computer lab and other depart-ment facilities.This is an 18-week course. It may be repeated for half tuition, if necessary. Prerequisite(s):completion of all core and required courses and/ordepartment’s permission

CS 599 Research and Independent Study in Applied Computer Science andTechnology (1-6)

This optional course is not intended to replace orcover the content of a regularly scheduled course.The student selects a topic, and the instructor directsthe independent study.Together, they develop aproposal that must be completed and approvedbefore registration.

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Department of Global Studies

and Sociology(TESOL Programs)

Faculty

Chair; Professor:Richard Slimbach, Ph.D.

Professor: Richard Robison, Ph.D.

Associate Professor: Mary Wong, Ph.D.

Instructors: Donna Burns, M.A.;Michael Chamberlain, M.A.; Donald Dorr, M.A.;

Russ Frank, Ph.D.; Kim MacDonald, M.A.;Li Qing Kinnison, Ph.D.;Thomas Scovel, Ph.D.


IntroductionThe Master of Arts in Teaching English to Speakers of Other Languages (TESOL) offers prospective and experienced teachers of English as a second or foreign language a 36-unit master’s degree program comprisingcourses and seminars in language acquisitiontheory, English grammar and pronunciation,intercultural communication and socio-linguistics, language teaching methods andmaterials development, observation andpractice in classroom teaching, languageassessment, program design, and language-development research.The program preparesstudents to become exemplary classroomteachers committed to continued professionaldevelopment within a variety of adult contexts.Graduates of the program currently serve in the United States and several foreign countries in public and adult schools, colleges,universities, private institutions, and businesses.

The 21-unit Certificate in TESOL Program is designed for post-baccalaureate studentswho desire specialized skills in TESOL but do not wish to pursue the graduate degree.The certificate program is ideal for supple-menting and enhancing traditional ministry(e.g., translation, literacy, and friendship evangelism) within multicultural or cross-cultural environments.This program incor-porates work which may lead to a Master ofArts in TESOL.

Both programs blend compassionate Christianservice with strong academic preparation and practical training in language teaching.Course work is project-based and engages the student in a variety of practical tasks:formulating a working philosophy of languagelearning and teaching; designing instructionalprograms; teaching English grammar andpronunciation; organizing student interactions,activities, and tasks; understanding the influence of social and cultural differences inlanguage development; observing students andteachers; participating in practice-teachingexperiences; assessing student achievement;undertaking research projects; and integratingtheoretical, practical, and experiential knowledge in a thesis or through comprehensive examinations.

Mission StatementThe TESOL programs at Azusa PacificUniversity provide graduate students fromaround the world with opportunities toacquire the values, attitudes, concepts, andskills required for teaching English to diversestudent populations in a variety of educationalcontexts locally and internationally, in a man-ner marked by professional innovation,intercultural sensitivity, and spiritual passion.

Master of Arts inTESOL and the Certificate in TESOLAdmission RequirementsPrerequisites 1. Applicants must have a bachelor’s degree

from a regionally accredited institution with at least a 3.0 grade-point average on a 4.0 scale. Candidates with a GPA of 2.5-2.99 may be considered for provisional admission.Although applicants for the TESOL programs are not required to have majored in English, linguistics, or education, a strong background in at least one of these areas is recommended.

2. Nonnative speakers of English must score 600 or above on the Test of English as a Foreign Language (TOEFL), or at least 250on the computer-based TOEFL, and must pass a test of written English.Applicants who score between 550 and 600 (213-249 on the computer-based TOEFL) may be granted conditional admission, but will be required to complete TESL 500 English for Internationals (3 units) during their first semester of graduate work.

Corequisites 1. Prior to graduation, native speakers of

English must verify completion within the last 10 years of a minimum of six semester units of college-level foreign language with at least a 3.0 grade-point average on a 4.0 scale, or its equivalent.Many options exist to satisfy the foreign language requirement, including formal course work, community language learning, or study abroad. Students may also establish proficiency via an exam.


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2. Nonnative speakers of English scoring between 550 and 600 on the TOEFL will complete TESL 500 during their first semester of graduate work.This course enhances students’ listening, speaking,reading, and writing skills as preparation for graduate study. Degree credit is not given for the course. (A student with an undergraduate degree from an accredited institution in which English is the medium of instruction and a grade-point average of at least 3.0 on a 4.0 scale may waive this requirement.)

Time RequirementsStudents may begin TESOL studies in either Fall I (September) or Spring I (February).

The program is offered in a four-term format:Fall I, Fall II, Spring I, and Spring II. Full-timestudents typically enroll in two courses persession, and if they begin their studies in Fall I,complete the entire program in approximately six terms (one-and-a-half years). Part-time students taking one course each term cancomplete the program in about three years.

Admission ProceduresUniversity graduate and program admissionrequirements must be met before an applicationis complete. (See “Graduate Admission to theUniversity.”)

1. Submit a completed graduate application for admission.An online application is available at the APU website, www.apu.edu.(International students should request application materials from the Office of International Student Services.)

2. Remit the $45 nonrefundable application fee ($65 for international students).

3. Request official copies of transcripts to be sent directly to Azusa Pacific University.

4. Request three letters of recommendation as indicated in the graduate admissions materials.At least one must be from a professor or teacher acquainted with the applicant’s academic work.

5. For nonnative speakers of English:Request official TOEFL scores to be sent directly to Azusa Pacific University.


Located at:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000 (626) 815-4570Fax (626) 815-4545 • (626) [email protected]


Once all admission materials have beenreceived by the appropriate office, theGraduate Admissions and TESOL facultyreview the applicant’s file.The applicant isthen notified of the committee’s decision.

Requirements for the Masterof Arts in TESOLThe program leading to the Master of Arts in TESOL consists of 12 courses, includingboth required and elective options, totaling 36 units.

Required Courses 30 unitsTESL 505 Second Language Acquisition 3TESL 515 Teaching English Grammar 3TESL 525 Teaching English Pronunciation 3TESL 535 Sociolinguistics and

Language Teaching 3TESL 545 Second Language Pedagogy I 3TESL 550 Second Language Pedagogy II 3TESL 555 Observational Practicum 3TESL 556 Teaching Practicum 3TESL 560 Language Program Design 3TESL 570 Second Language Assessment 3

Elective Courses 6 unitsStudents select two courses from a variety ofelectives. Options include:

EDUC 509 Special Topics in Education 3TESL 530 Intercultural Communication

and Language Teaching 3TESL 589 Research Methods in TESOL 3TESL 590 Thesis Preparation 3TESL 599 Readings in TESOL 1-3

Total 36 units

Professional Development Students are required to provide evidence of the following prior to completion of theprogram:

1. Membership in a professional organization for teachers of English as a second or foreign language, such as TESOL (Teachers of English to Speakers of Other Languages) or IATEFL (International Association of Teachers of English as a Foreign Language)

2. Attendance at a national, state, or regional conference sponsored by one of these organizations

Thesis or ComprehensiveExaminations Students may choose either to take compre-hensive examinations or write a thesis tocomplete the program. Students who chooseto write a thesis must enroll in TESL 589 as one of their electives; most will also enrollin TESL 590 as their second elective.Aftercompleting the thesis, students must providean oral defense. Students who opt to finishthe program by course work take both oraland written comprehensive examinations.

Requirements for theCertificate in TESOLThe Certificate in TESOL is earned by candidates who satisfy all prerequisites andcorequisites and complete 21 units as follows:

Required CoursesTESL 505 Second-Language Acquisition 3TESL 515 Teaching English Grammar 3TESL 535 Sociolinguistics and

Language Teaching 3TESL 545 Second-Language Pedagogy I 3TESL 550 Second-Language Pedagogy II 3TESL 555 Observational Practicum 3TESL 556 Teaching Practicum 3

Total 21 units

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Field-based M.A./Certificatein TESOL ProgramThe TESOL Field-Based Program offers in-service teachers the opportunity to earneither a 22-unit certificate or a 34-unitMaster of Arts in Teaching English to Speakersof Other Languages (TESOL) while concur-rently teaching abroad.The master’s degreecan be completed in two-and-a-half yearswith three summer sessions on the APUcampus and two winter sessions abroad inChiang Mai,Thailand.The certificate requirestwo summer sessions at APU and one wintersession abroad. Candidates must be acceptedto APU and have secured a teaching contractabroad either on their own or through asending agency such as English LanguageInstitute/China (ELI/C) or EducationalServices International (ESI).Teachersdemonstrate their competence throughsuccessful completion of field-related projectsdeveloped in their courses in lieu of writing a thesis or taking a comprehensive exam.Courses are offered in an “intensive” one-week format with additional reading andwriting assignments completed over the nextsix months.

Required Courses for the Field-Based Master of Arts DegreeYear 1

TESL 502 Introduction to TESOL 1TESL 505 Second Language Acquisition 3TESL 545 Second Language Pedagogy I 3TESL 550 Second Language Pedagogy II 3TESL 555 Observational Practicum 3TESL 556 Teaching Practicum 3

Year 2TESL 515 Teaching English Grammar 3TESL 525 Teaching English Pronunciation 3TESL 570 Second Language Assessment 3TESL 595 Action Research Project 3

Year 3TESL 535 Sociolinguistics and

Language Teaching 3TESL 560 Language Program Design 3

Total 34 units

Required Courses for the Field-Based Certificate in TESOLYear 1

TESL 502 Introduction to TESOL 1TESL 505 Second Language Acquisition 3TESL 545 Second Language Pedagogy I 3TESL 550 Second Language Pedagogy II 3TESL 555 Observational Practicum 3TESL 556 Teaching Practicum 3

Year 2TESL 515 Teaching English Grammar 3TESL 525 Teaching English Pronunciation 3

Total 22 units

Christ’s College CooperativeM.A./TESOL ProgramThe APU/Christ’s College CooperativeM.A./TESOL Program offers collegegraduates in Taiwan the opportunity to earn a 36-unit Master of Arts in TESOL.TheCooperative Program requires two years, oneat Christ’s College and one at APU, and leadsone to academic accomplishments equal to those attained by graduates of the regular on-campus program. Students must beaccepted by both Christ’s College and Azusa Pacific University before enrolling in any course work. During the first year ofthe Cooperative Program, students take fourTESOL courses (12 units) identical innumber, title, and content to four coursesoffered on the APU campus; during thesecond year, students take an additional 8 courses (24 units) on the APU campus.Beyond course work, students must alsocomplete the same additional programrequirements as in the regular on-campusprogram.

Course DescriptionsTESL 500 English for Internationals (3)

The course prepares international students for theinterpersonal and academic language tasks ofgraduate study.Topics include developing effectivelistening techniques, giving persuasive oral presen-tations, reading authentic materials, and writingacademic prose.

TESL 502 Introduction to TESOL (1)

Offered only in the field-based program, this courseprovides an overview of the ESL/EFL teaching field.

TESL 505 Second Language Acquisition (3)

A study of the linguistic, psychological, and social aspects of language acquisition is offered,including the relationship of language and thought,language-learning strategies, interlanguage, transfer,and error analysis.

TESL 515 Teaching English Grammar (3)

This course surveys English grammatical structures,from word level to discourse level, in the context ofhow these structures are acquired by ESL/EFLstudents. Students consider effective means ofpresenting and practicing these structures within acommunicative framework.

TESL 525 Teaching English Pronunciation (3)

The phonology of English is addressed with a view towards pedagogy. Students examine the articu-lation of English sounds, as well as the rules thatgovern their use in native-like speech, and exploreways of applying this knowledge to the teaching ofpronunciation.

TESL 530 Intercultural Communication andLanguage Teaching (3)

This course explores issues related to the inter-cultural communication process. It considers the important role of context (social, cultural, andhistorical) in intercultural interactions. It examinesthe complex relationship between culture andcommunication from three conceptual perspectives:the social psychological perspective, the interpretiveperspective, and the critical perspective.

TESL 535 Sociolinguistics and Language Teaching (3)

Students explore the various patterns of language usein multilingual speech communities. Factors relatingto how and why languages change and sometimesdisplace other languages are examined. Basic socio-linguistic concepts are clarified through a wide rangeof authentic examples from a number of countries.


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TESL 545 Second Language Pedagogy I (3)

Language-acquisition theory is applied to the teachingof English to nonnative speakers. ESL/EFL teachingmethods, with an emphasis on listening comprehensionand oral communication at beginning to low-intermediate proficiency levels, are introduced.

TESL 550 Second Language Pedagogy II (3)

A review is offered of the pedagogical literature onteaching advanced English oral and literacy skillsbeyond sentence level. Issues include analysis ofcohesion and coherence, accent reduction, and conver-sational management.

TESL 555 Observational Practicum (3)

Students secure school placements where theycomplete a series of classroom observation tasks designed to help them consider variousdimensions of their teaching and to forge moremeaningful connections between theoreticalknowledge about teaching and actual classroomexperience.

TESL 556 Teaching Practicum (3)

Student teachers engage in practice teaching, observedby mentor teachers.Through short debriefing sessions,they are guided into a discovery of their teachingbehaviors and alternative ways of achieving desiredresults. Prerequisite:TESL 555

TESL 560 Language Program Design (3)

Students examine the interaction between teachers,learners, curricula, classroom activities, and instructional materials in the design, development,implementation, and evaluation of ESL/EFL languageprograms. Prerequisite: second-year status in program

TESL 570 Second Language Assessment (3)

The purposes, models, and administration of languageproficiency and achievement tests used in ESL/EFLprograms are studied. Students learn how to construct aseries of multi-skill achievement tests. Prerequisite:second-year status in program

TESL 589 Research Methods in TESOL (3)

A survey of research methodology in the field of TESOL and applied linguistics is offered. Studentslearn how to ask scientific questions; assess the uses,strengths, and limitations of alternative researchparadigms (naturalistic, experimental, and correlational);and interpret and evaluate other research studies.Course work includes developing a thesis proposal.

TESL 590 Thesis Preparation (3)

Students engage in intensive study, research, andwriting on a particular topic or problem in TESOLunder the direction of a department faculty member.They are guided in reviewing the literature and incarrying out a previously approved research design.Enrollment is by petition only and must be approvedby the department chair. Prerequisite:TESL 589

TESL 595 Action Research Project (3)

This course focuses on the planning, implemen-tation, and evaluation of a self-designed actionresearch project. Students identify an area of teachingto investigate, design a research plan, collect data,observe behavior, and reflect on the results. (Thiscourse is offered only in the field-based program.)

TESL 599 Readings in TESOL (1-3)

This course involves an independent study ofsubjects and interests beyond regular course offerings.Students explore particular topics or issues inaccordance with an individualized study plandeveloped with a sponsoring faculty member andapproved by the department chair.

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Department of Physical

TherapyFaculty

Chair;Associate Professor:Michael Laymon, DPTSc., PT, O.C.S., CCD

Associate Chair;Associate Professor:Jan Kodat, DPTSc., PT , CCD

Professor: Jerrold Petrofsky, Ph.D., JD

Associate Professor:Ross Biederman, DPM

Assistant Professors:Susan Shore, Ph.D., PT;

Anne Steinbroner, DPT, PT;Ardith Williams-Meyer, DPTSc., PT, P.C.S.

Lecturers:Wendy Chung, DPTSc., PT;Michael Holm, C.P.O.;

Denese Kaufeldt-Soliz, DPTSc., PT, G.C.S.;Kathy Kumagai, PT, N.C.S., O.C.S.;

Bruce Prins, Ph.D.;James Ries, MPT, O.C.S., PT;

Teresa Rogers, MPT, PT;Mary Ruth Velicki, M.S., PT;

Diane Whiting, M.Div., PT


IntroductionThe dramatic changes that are taking placetoday in the health care delivery system havesignificantly impacted the clinical practices of professionals in every area of health care,including physical therapy. Over the last twodecades, the role of physical therapy in patientcare has expanded rapidly.

The academic and clinical exposure to anincreasing body of knowledge and thedevelopment of a much larger number ofskills in patient care have propelled today’sphysical therapist into a more responsibleposition for primary care. More than half of the states in America allow patients to referthemselves directly to a physical therapist.The therapist’s ability to evaluate movementdysfunction, identify patient treatment goals,establish and implement individualizedtreatment programs, and make referrals toother health care professionals in settings suchas hospitals, clinics, school systems, nursinghomes, athletic programs, industry, and privatehomes create a greater range of availableservices.Authorities in the field of physicaltherapy predict more autonomy and special-ization in the 21st century.

This responsibility carries with it the demandfor mature, self-directed, patient-orientedprofessionals who are willing to work closelywith physicians, nurses, counselors, occupa-tional therapists, and speech/languagepathologists in a team approach to patientevaluation and care.

Doctor of Physical TherapyNOTE:A proposal to institute a new Doctorof Physical Therapy program is currentlyunder review and pending WASC approval.Please check with the Department of PhysicalTherapy at (626) 815-5014 for the date ofimplementation.Academic advisors will assistMPT students who wish to transition into thenew program.

Mission StatementThe Master of Physical Therapy Program atAzusa Pacific University prepares graduates to practice as competent generalist physicaltherapists who have a solid foundation forpost-professional specialization.Thesegraduates guided by Christian principles,critical thinking, lifelong learning, and ethicalvalues, support the community and thephysical therapy profession by functioning as service-oriented practitioners and arepledged to excellence in total patient care,guided by a belief in human worth anddignity, and dedicated to the optimization of human health and function.

Program ObjectivesIn order to achieve this mission, theDepartment of Physical Therapy will:1. Design and implement an entry-level

physical therapy curriculum.2. Provide resources for successful Christian-

oriented leadership toward the promotion of patient health.

3. Provide educational opportunities for the scholarly advancement of core faculty/staff,clinical faculty, and PT clinicians.

4. Engage in clinical research to support,broaden, and validate the profession of physical therapy.

5. Provide physical therapy services for the medical indigent within the community as Christian educators and practitioners who are consensus-based, evidence-based, and service oriented.

Curriculum ObjectivesUpon completion of this curriculum, thegraduate will be able to:1. Practice in an ethical, legal, competent,

caring, and compassionate manner.2. Participate in clinical research.3. Serve as a patient advocate.4. Establish a plan for lifelong learning and

enrichment.5. Contribute to the profession by partici-

pating in research, presenting at profes-sional meetings, serving in professional organizations, and supporting the American Physical Therapy Association.

6. Support the use of technology as it applies to physical therapy.

7. Serve as political activist for physical therapy and community health issues.

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Career OpportunitiesThe physical therapist can choose from awide selection of professional career opportu-nities in patient care beyond the traditionalhospital and private clinic environments suchas sports clinics, rehabilitation centers, businessand industry, pain clinics, school systems,government agencies, home and communityhealth care programs, academic programs, and research projects.

The confirmed need for specialization hasprompted the American Physical TherapyAssociation to offer clinicians the opportunityto become board certified in the followingspecialty areas: orthopedics, neurology,cardiopulmonary, clinical electrophysiology,pediatrics, geriatrics, and sports.

Master of Physical TherapyProgramThe MPT Program is a 27-month (includingsummers), entry-level professional programemphasizing the scientific basis of humanstructure and human movement, the spiritualbasis of human worth, and the integration of these foundational elements into a compre-hensive and problem-solving, evidence- andconsensus-based approach to artful evaluationand skillful treatment.

Graduates have a solid generalist perspective of patient care in a variety of professionaltreatment settings. Furthermore, graduates are equipped for continued study in clinicalspecialization and/or the pursuit of a doctoraldegree.

Admission RequirementsUniversity graduate and program admissionrequirements must be met before anapplication is complete. (See “GraduateAdmission to the University.”)

1. The applicant must have an officially posted bachelor’s degree from a regionally accredited college or university by the timehe/she matriculates to APU.

2. Prerequisite courses must be similar in value to courses offered by an accredited four-year college or university. Grades of C or better are required. Science courses must have laboratories. No prerequisite work may be taken on a pass/no pass basis.

Prerequisite CoursesThe following prerequisites must be completedby the end of the fall term before entry:

BIOLOGY: 4 courses Human Anatomy with lab (required)

Cell Biology (required) — or —

General Biology with lab

Genetics (recommended)Neurobiology (recommended)Human Physiology with lab (required)

CHEMISTRY: 1 year with labGeneral ChemistryOrganic Chemistry

PHYSICS: 1 year with lab (must include electro,hydro, and magnetic physics)

STATISTICS: 1 course

PSYCHOLOGY: 2 coursesGeneral Psychology (required) Any other Psychology course

HUMANITIES AND ARTS: 3 courses English Composition (required)English LiteratureHistory/Political Science/SociologyMusic/Art AppreciationPhilosophy/Ethics (recommended)Speech/Communication (recommended)

ADDITIONAL COURSES (recommended but not required):

Athletic Training Exercise Science Exercise PhysiologyKinesiology/BiomechanicsNutrition Writing Course

Other Admission Criteria • To ensure consideration for the February

start date, completed applications should bereceived by November 15.An online application is available at the APU website,www.apu.edu

• International students have a separate application procedure. Please contact the Office of International Student Services at (626) 812-3055 or email [email protected].

• A $45 nonrefundable application fee ($65 for international students)

• Official transcripts from all institutions leading to and awarding the applicant’s baccalaureate degree and all post-baccalaureate study (To be considered official, a transcript must come directly from the Office of the Registrar of the school attended to the Graduate Center:Admissions at Azusa Pacific University.Students’ sealed copies will not be considered official.)

• Bachelor’s degree from a regionally accredited institution

• A cumulative GPA of 3.0 (Candidates witha GPA of 2.5-2.99 may be considered for provisional admission.)

• Three recommendation forms from persons well-suited to evaluate qualifi-cations for graduate study and/or physical therapy: one must be from a registered/ licensed physical therapist and two from faculty members familiar with academic work in areas closely related to the proposed field of study or responsible persons well-informed about relevant work completed by the student

• Letter to the dean describing educational goals as well as short- and long-term professional goals, including reasons for wishing to enter study in physical therapy at APU

• 100 hours of clinical experience in physical therapy setting

• Minimum cumulative GRE score of 1,250 taken within the last five years

• Computer literacy

Students admitted into the program will be required to provide a nonrefundable $500 deposit 10 days upon receipt of theiracceptance letter.This will be applied to thefirst term’s tuition fee.


Located at:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000 (626) 815-4570Fax (626) [email protected]

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In addition to meeting the admission require-ments, those students whose first language isnot English must meet the required Englishproficiency standard as demonstrated in passingthe international TOEFL with a minimumscore of 550/250.

All international students must completeinternational student applications which must be approved through APU’s Office ofInternational Student Services.

Requirements for the Master of Physical Therapy Program 126 unitsGraduation requirements include thecompletion of the 126-unit program shownbelow with a minimum of 90 units completedat APU while maintaining a minimumcumulative 3.0 grade-point average (GPA).

Year I 62 unitsTerm I (Spring I – 9 weeks)PT 501 Research I 1PT 502 Professional Relationships 2PT 506 Seminar I 2 PT 520 Functional Anatomy I 5PT 529 PT Clinical Skills 1A 3

Term II (Spring II – 9 weeks)PT 521 Human Physiology 3PT 522 Functional Anatomy II 5PT 530 PT Clinical Skills IB 3PT 535 PT Clinical Skills II 3

Term III (Summer – 6 weeks)PT 524 Pathology I 3PT 549 Practicum 2PT 558 Research II 2PT 536 PT Clinical Skills III 1

Term IV (Fall I – 9 weeks)PT 525 Pathology II 3PT 531 PT Clinical Skills IV 4PT 541 Exercise Physiology 3PT 550 Neuroscience I 3

Term V (Fall II – 9 weeks)PT 527 Pharmacology 3PT 532 PTDDT I 4PT 534 PT Clinical Skills V 4PT 551 Neuroscience II 3

Year II 54 unitsTerm VI (Spring I – 9 Weeks) PT 533 PTDDT III 4PT 542 PTDDT V 4PT 557 PTDDT II 3

Term VII (Spring II – 9 Weeks)PT 538 PTDDT IV 3PT 552 Prosthetics and Orthotics 2PT 553 Pediatrics 4PT 554 Special Populations 3

Term VIII (Summer – 8 weeks)PT 540 Wellness and Nutrition 3PT 545 PTDDT VI 2PT 555 Seminar II 2PT 568 Research III 1

Term IX (Fall I – 6 weeks)PT 560 Internship A 6

Term IX (Fall I – 6 weeks)PT 561 Internship B 6

Term X (Fall II – 6 weeks)PT 562 Internship C 6

Term X (Fall II – 6 weeks)PT 503 Bioethics 2PY 556 PTDDT VII 3

Year III 10 unitsTerm XI (Spring I – 6 weeks)PT 563 Internship D 6

Term XII (Spring II – 5 weeks)PT 559 Administration 3PT 570 Research IV 1

Total 126 units

Course DescriptionsPT 501 Research I (1)

(15 contact hours)The first of four research courses, this courseintroduces the student to the concepts of physicaltherapy research.A survey of the major physicaltherapy research methods is conducted.The courseprepares the student to critically review and utilizeprofessional literature.

PT 502 Professional Relationships (2)

(30 contact hours)This course introduces the role of the physicaltherapist as a professional health educator. Emphasis is placed on the relationships between patient andtherapist, therapist and other health care professionals,and group interactions. Interviewing skills arediscussed.

PT 503 Bioethics (2)

(30 contact hours)The course examines the major ethical issuesaffecting the physical therapist and the health careprofession.Through class and small-group discussions,the student examines his/her own moral values.

PT 506 Seminar I (2)

(30 contact hours)This course introduces the student to the physicaltherapy profession. Historical and legal issues, as well as practice settings and health care trends areaddressed. Emphasis is placed on professionaldevelopment and responsibility of the physicaltherapist as a lifelong learner.

PT 520 Functional Anatomy I (5)

(150 contact hours)This is the first of a two-semester intensive course inclinically oriented human anatomy from a regionalapproach. Microscopic and gross human anatomy arestudied utilizing lectures, classroom demonstrations,human cadaver dissections, dissection videos,computer anatomic modeling software, radiographs,magnetic resonance imagining, tomography, radionu-cleotide bone scans, and hands-on functionaldemonstrations. Kinesiology will be studied from afunctional and clinical approach. Emphasis is on thehead, neck, upper extremity, thorax, and brain andspinal cord structures.

PT 521 Human Physiology (3)

(45 contact hours)This course examines normal human physiologicalfunction.The first half of this course provides anintroduction to applied physiological concepts inelectrophysiology, cell, cardiac, and neuromuscularfunctions across the life span.The second half of thecourse introduces concepts in respiration, acid-basebalance, metabolism, kidney function, and bloodcirculation across the lifespan.

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PT 522 Functional Anatomy II (5)

(150 contact hours)This is the second of a two-semester intensive course in clinically oriented human anatomy from aregional approach. Microscopic and gross humananatomy are studied utilizing lectures, classroomdemonstrations, human cadaver dissections, dissectionvideos, computer anatomic modeling software,radiographs, magnetic resonance imagining,tomography, radionucleotide bone scans, and hands-on functional demonstrations. Kinesiology is studiedfrom a functional and clinical approach. Emphasis ison the pelvis, hip, knee, ankle, and foot.

PT 524 Pathology I (3)

(45 contact hours)This is the first of two courses which examine human pathology. Specific areas of study include anintroduction to the general response to injury, painmechanisms, musculoskeletal pathology, andneurological pathology.

PT 525 Pathology II (3)

(45 contact hours)This is the second of two courses which examinehuman pathology. Specific areas for this courseinclude circulatory, pulmonary, integumentary,endocrine, urinary, and immune systems.

PT 527 Pharmacology (3)

(45 contact hours)This course is an introduction to pharmacology.Emphasis is on drugs commonly encountered duringrehabilitation. Side effects that alter physicalperformance and drug effects influenced by exercise are studied.

PT 529 PT Clinical Skills IA (3)

(75 contact hours)This is the first in a series of five courses designed to examine basic evaluation and clinical skill of thephysical therapist.This clinical skills course focuseson objective techniques of the upper extremity andaxial skeleton for range of motion (ROM), muscletesting (MMT), general neurological screening,draping, and palpation. Postural evaluation andcorrection are addressed. Biomechanics are studiedfrom a functional and clinical approach. Basicdocumentation is discussed and applied. Informationis reiterated with laboratory activities, homework,and practical examination using a problem-solvingapproach. Principles of therapeutic exercise andbody mechanics are introduced. Concurrent with PT 520

PT 530 PT Clinical Skills IB (3)

(75 contact hours)A continuation of PT Clinical Skills 1A, this clinicalskills course focuses on objective techniques of thelower extremity and axial skeleton for range ofmotion (ROM), muscle testing (MMT), generalneurological screening, draping, and palpation.Gross muscle test for the whole body is completed.Biomechanics of normal gait are studied from afunctional and clinical approach. Bed mobility andtransfer training are introduced. Incorporation ofevaluation skills continues including documentation.Measurement, selection, and adaptation of assistivedevices are performed. Information is reiterated withlaboratory activities, homework, and practicalexamination using a problem-solving approach.Concurrent with PT 522

PT 531 PT Clinical Skills IV (4)

(90 contact hours)The fourth in a series of clinical skills courses, thiscourse continues to develop skills in the areas of thesubjective and objective evaluation relative toorthopedic-specific pathology, histology, and inflam-matory responses.The Australian approach to thesubjective portion of the evaluation is discussed.The objective portion continues by incorporatingpalpation, postural findings, range of motion, andmuscle testing developed in PT Clinical Skills IA andIB with special tests and joint play. Joint and soft tissue mobilization are introduced. General typesof therapeutic exercise are demonstrated.

PT 532 PTDDT I (4)

(Orthopedics I – 90 contact hours)This course addresses differential diagnoses andtreatment of orthopedic patients. Examination of the lumbar spine, pelvis, hip, knee, and ankle/foot are emphasized. Mobilization, therapeutic exerciseprograms, complete evaluation, disease processes,and documentation are addressed specifically perdiagnosis.

PT 533 PTDDT III (4)

(Orthopedics II – 90 contact hours)This course further addresses differential diagnosesand treatment of orthopedic patients. Examination of the cervical spine, temporomandibular joint(TMJ), thoracic spine, shoulder, elbow, and wrist/hand are emphasized. Mobilization, therapeuticexercise programs, complete evaluation, diseaseprocesses, and documentation are addressed specif-ically per diagnosis.

PT 534 PT Clinical Skills V (4)

(90 contact hours)The last in the clinical skills series, this courseexamines the neurophysiologic rationale for treat-ment approaches commonly used in physical therapytreatment for the neurologically impaired patient.Emphasis is placed on integration and developmentof hands-on skills in a laboratory setting.

PT 535 PT Clinical Skills II (3)

(60 contact hours)This is the second in a series of clinical skills coursesand one of two courses that discusses the visual andelectromagnetic spectrum instrumentation for thetreatment of dysfunction.The focus is on physicalagents in relation to treatment.The course material is presented in a didactic and problem-solvingmanner, supplemented with virtual reality computersimulation and laboratory experience.

PT 536 PT Clinical Skills III (1)

(45 contact hours)The third in the series of clinical skills courses, thiscourse discusses the visual and electromagneticspectrum instrumentation for the treatment ofdysfunction.The focus is on electrotherapeuticsagents in relation to treatment.The course material is presented in a didactic and problem-solvingmanner, supplemented with virtual reality computersimulation and laboratory experience.

PT 538 PTDDT IV (3)

(General Medicine – 75 contact hours)This course provides the student with experience in the management of the general medicine patientwith acute, chronic, and terminal disease.Thelaboratory portion of the course assists in developingclinical skills and reasoning to determine appropriateand safe therapeutic procedures and protocols for this population.

PT 540 Wellness and Nutrition (3)

(45 contact hours)This course presents promotion of optimal health and disease prevention by incorporating the conceptsof wellness and nutrition with education andprevention programs for individuals, groups, andcommunities.Trends such as eating disorders andalternative medicine in relation to wellness andnutrition are addressed.

PT 541 Exercise Physiology (3)

(75 contact hours)This course relates bioenergetics, neuromuscularconcepts, hormonal responses, performance aids,and environmental and age influences to physicalperformance.

PT 542 PTDDT V (4)

(Neuro Rehabilitation – 90 contact hours)This course focuses on developing the skills used for functional evaluation, diagnosis, and treatmentmanagement of the neurologically impaired adult.Major areas investigated include spinal cord injury,stroke, and traumatic brain injury.Ph

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PT 545 PTDDT VI (2)

(Multiple System Dysfunction – 30 contact hours)Group and individual problem solving occurs usingcase studies involving complex, multiple systemsdysfunction.This course prepares the student tomanage patients with dysfunctions in two or morepreferred practice patterns of musculoskeletal,neuromuscular, cardiopulmonary, and integumentaryacross the lifespan.

PT 549 Practicum (2)

(80 contact hours)This two-week, full-time clinical exposure allowsstudents to observe and practice basic evaluationtechniques under the direction and supervision of alicensed physical therapist. Emphasis is placed on thestudent’s ability to communicate, develop professionalbehaviors, and practice basic evaluation skills from PT529, PT 530, and PT 531.

PT 550 Neuroscience I (3)

(60 contact hours)This is the first of two courses of in-depth anatomical and physiological study of the nervous system andneuromuscular function which serves as a foundationfor PT 534 and PT 542.The peripheral nervous systemis emphasized. Case studies are incorporated.

PT 551 Neuroscience II (3)

(60 contact hours)A continuation of Neuroscience I, this course coversthe anatomy and physiology of higher levels of thecentral nervous system. Further study of lesions andcorrelation with neurologic symptoms and neurologicdiagnostic tests is included. Students assess several case studies.

PT 552 Prosthetics and Orthotics (2)

(60 contact hours)This course provides foundational knowledge of thetypes, uses, and fitting of prosthetic and orthoticdevices. Rehabilitation intervention is addressed inregard to functional use, measurements, care, adjust-ments, precautions, and patient education for theappropriate device. Case studies, literature review,lecture, problem-solving models, videos, and laboratorypractice are used.

PT 553 Pediatrics (4)

(90 contact hours)This course provides the background knowledgeneeded to assess functional status, evaluate, and developappropriate treatment programs for infants and childrenfrom premature birth to adolescence. Lab sessions heldat a developmental center allow students to evaluate,develop a plan of care, and manage children underfaculty supervision.

PT 554 Special Populations (3)

(45 contact hours)This course addresses physical therapy management of special populations such as geriatrics, women’shealth, industrial medicine, athletes, and other specialinterest groups for physical therapy care.The studentis responsible for designing physical therapymanagement for each area considered.

PT 555 Seminar II (2)

(30 contact hours)The clinical performance instrument (Blue MACS) is reviewed. Each student is responsible to reviseevaluations given a specific diagnosis.Written andoral communication skills are refined. Expectations of clinical behavior are discussed.

PT 556 PTDDT VII (3)

(Clinical Case Studies – 45 contact hours)Students present one case study from their clinicalrotations and justify physical therapy diagnosis andcourse of treatment.The student also instructs aninservice on a specific evaluation or treatmentapproach learned in the clinic, incorporating lectureand lab into instruction.The students analyze theirperformance and are evaluated by their instructorand peers.

PT 557 PTDDT II (3)

(Cardiopulmonary – 75 contact hours)This course presents basic theories leading todecision-making skills in cardiopulmonary rehabilitation. Presentation of case studies reinforcemanagement of the cardiopulmonary patient.Practical application of theoretical concepts isemphasized.

PT 558 Research II (2)

(30 contact hours)The second in the research series, this courseexamines statistical methods used in physical therapyresearch. Development of an individual researchproposal is completed and submitted to the researchadvisor, research committee, and IRB.

PT 559 Administration (3)

(75 contact hours)This course presents the basic components ofadministration, financial and staff management,marketing strategies, and public relations for clinicaldirectors and/or owners.Administrative andcontractual legal issues and reimbursementmechanisms are explored.

PT 560 Internship A (6)

(240 contact hours)This is the first of four six-week clinical rotationsproviding integration of prior didactic work withfull-time clinical exposure under the supervision of a licensed physical therapist. Emphasis for this firstsession is on the student’s abilities to practice in a safe and professional manner, communication, basicevaluation skills, and assuming clinical responsibilities.

PT 561 Internship B (6)

(240 contact hours)This is the second of four six-week clinical rotationsproviding integration of prior didactic work withfull-time clinical exposure under the supervision of alicensed physical therapist. Emphasis for this secondsession is on time management, physical evaluationskills, goal setting, and basic physical therapytreatment skills.

PT 562 Internship C (6)

(240 contact hours)This is the third of four six-week clinical rotationsproviding integration of prior didactic work withfull-time clinical exposure under the supervision of a licensed physical therapist. Emphasis for this thirdsession is on the student’s abilities to develop andimplement complete treatment plans.

PT 563 Internship D (6)

(240 contact hours)This is the final of four six-week clinical rotationsproviding integration of prior didactic work withfull-time clinical exposure under the supervision of a licensed physical therapist. Emphasis is on thestudent’s abilities to perform as a physical therapist atentry level.

PT 568 Research III (1)

This course is comprised of guided researchconducted by the student.

PT 570 Research IV (1)

This course is the culmination of the research seriesin which the research conducted by the student ispresented.

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Master of Business Administration . . . . 68

Master of Arts in Human and Organizational Development . . . . . . 71

Master of Arts in Organizational Management . . . . . . . . . . . . . . . . . . . 78

School of Business andManagement

68 School of Business and Management

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School ofBusiness andManagement

Faculty

Dean; Professor:Ilene L. Smith-Bezjian, DBA

Chair, MBA Program;Professor: Orlando Griego, Ph.D.

Associate Professors: Gary Lemaster, M.S., M.Ed.;Jau-Lian Jeng, Ph.D.;

Bill McCarty, Ph.D.; Patricia Skalnik, DBA

Assistant Professors:Chris Banescu, J.D.; Roger Conover, M.A.;

Stanley Deal, M.S.; Ronald Jewe, MBA, M.Div.;Daniel Park, Ph.D.; Julia Underwood, Ph.D.

Instructors: Pamela Penson, MBA;Lindsey Rehfeld, MBA;

Paul Verdugo, M.S.


IntroductionAzusa Pacific University’s graduate programsin business and management provide advancedprofessional education that can lead to orenhance a career in a variety of settings,including business, government agencies,and nonprofit organizations. Careers in suchareas become more demanding each day.As a result, business leaders need a wide range of management skills.A firm grounding inthese skills is provided by courses groupedaround selected, broad overviews of organiza-tional activity.

The School of Business and Management(SBM) offers the following graduate degrees:Master of Business Administration (MBA);Master of Arts in Human and OrganizationalDevelopment (MAHOD); and Master of Arts in Organizational Management (MAOM).These programs are all experience-based,offering students the most relevant andmarketable education possible.

The SBM is a member of the Association of Collegiate Business Schools and Programs(ACBSP) and the American Assembly ofCollegiate Schools of Business (AACSB).

APU graduates are successful because theypossess the tools that empower them to takeaction, assume leadership roles, and definetheir niche within the competitive businesssector.

Programs Offered• Master of Business Administration

• Master of Arts in Human and Organizational Development

• Master of Arts in Organizational Management

Master of BusinessAdministrationThe MBA degree provides students with the opportunity for broad professional devel-opment.The program develops student skillswithin the general functional areas ofbusiness.This occurs through a reality-centered classroom experience enhanced bycollaboration with the business community.Students participate in real-life businesssituations not just textbook lectures with acase study or simulation game.

To qualify for the Master of BusinessAdministration Program, students must holdan undergraduate business degree from aregionally accredited college or university.Applicants whose undergraduate degrees areolder than 10 years or in a nonbusiness fieldmust satisfy the requirements of sixpreparatory courses which provide necessarybusiness fundamentals.

Students applying to the MBA program mustmeet all prerequisites prior to applying foradmission.A prerequisite survey seminar isoffered three times per year.

Prerequisite Courses 18 unitsBUSI 501 Math for Decision Makers 3BUSI 502 Business Economics 3BUSI 503 Management Practices 3BUSI 504 Managerial Marketing 3BUSI 505 Managerial Accounting 3BUSI 506 Managerial Finance 3

These six courses may be taken at anotheraccredited institution.They can also bewaived, if taken previously at an accreditedschool, upon the review and approval of thegraduate business chair.

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Core Courses 36 unitsThe following 12 core courses (36 units) arerequired of all MBA students:BUSI 510 Current Issues in Business

and Management 3BUSI 513 Financial Resource

Management 3BUSI 514 Management of Technology 3BUSI 515 Applied Research and Analysis 3BUSI 516 Organizational Behavior

and the Future 3BUSI 521 Managerial Economics 3BUSI 527 Strategic Marketing 3BUSI 529 Leadership and Managerial

Ethics 3BUSI 541 Management for the

Worldwide Organization 3BUSI 578 Strategy and Planning 3BUSI 581 The Christian Business and

Professional Leader 3BUSI 583 Integrated Decision Making 3

Total 36 unitsConcentrations 12 unitsWith the approval of the graduate programchair, students may also choose a specializedconcentration in one of the followingdisciplines:

• Finance• Human and Organizational Development• International Business• Management Information Systems• Marketing• Strategic Management• Web and Information Technology

A student seeking an area of concentrationwill select four electives (at three units each)in the chosen area of concentration. Electivesmay include BUSI 599 Readings in Businessas well as BUSI 586/587/588/589.Approvalof courses by the graduate program chairmust be granted prior to beginning study inan area of concentration.

MBA International TutorialBUSI 586/587/588/589 (3-12 units arranged)MBA students who have completed aminimum of nine units in residence in theirprogram may apply for participation in anapproved International Studies Programprovided by Azusa Pacific University facultyor through an articulation agreement with a

foreign university or institute graduateprogram.The application and course(s) ofstudy must be approved by the student’sacademic advisor, the department chair, andthe dean of the School of Business andManagement.The international tutorial(s)may satisfy or be substituted for curriculumrequirements. Specific topics studied in theMBA International Program will be listed onthe student’s transcript.

Intensive Weekend MBAWeekend FormatWeekend MBA students are exhilarated to beback in the classroom among their profes-sional and intellectual peers where they canshare the challenge of learning new methodsand means for managing the opportunitiesGod has given them.They have the joy ofknowing they are joining other Christians inchanging their corner of the world – oneorganization at a time.

Friday evenings 6-10 p.m.Saturdays 8:30 a.m.-4:30 p.m.

Core Courses 36 units Twelve core courses are required for weekendMBA students.The courses are the same asfor the traditional MBA student.

Transfer CreditUp to six semester hours of credit may betransferred into the master’s program.Theunits must come from a regionally accreditedmaster’s program.A grade of B or better isrequired, and the work must have beencompleted within the last five years.TheSchool of Business and Management willvalidate its assimilation into current programrequirements.

CalendarAzusa Pacific University’s School of Businessand Management traditional programconducts a year-round schedule.The academicyear is divided into nine-week sessions.Students have the option of a one-year, full-time, concentrated program which comprisesa curricular design of 12 months of academicwork. Fewer units in each semester arepermissible. However, the university requirescompletion of a graduate degree within eightyears of initial enrollment.

To be classified as a full-time graduatestudent, one must be enrolled in at least nineunits each two 9-week sessions (i.e., Fall I andFall II). New students are accepted each 9-week semester.The application deadline isapproximately four weeks before the start ofany session. International students contact theOffice of International Student Services forapplication deadlines, (626) 812-3055 [email protected].

Class Schedule and SizeEach on-campus class meets one night perweek except for summer. Classes are held inthe evening to accommodate working professionals, unless otherwise noted.Theaverage class size is 20.

Students benefit from personal attention and opportunities to build meaningful relationships with professors and peers withdiversified backgrounds.


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1. A bachelor’s degree from a regionally accredited college or university with a minimum grade-point average of 3.0

2. Five years of significant work experience or scores from either the Graduate Management Admission Test (GMAT),the Graduate Record Examination (GRE), or the Miller Analogies Test (MAT) (Scores that are more than five years old are unacceptable.)

3. Potential as a scholar (An assessment of students’ total qualifications – the rigor of their undergraduate studies, academic performance, extensive work experience,and personal references – is made.)

4. Students applying to the MBA programmust meet all prerequisites prior to applying for admission.A prerequisite survey seminar is offered three times per year.

All materials should be submitted to:

Graduate Center:AdmissionsAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA

Located at:568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570Fax (626) 815-4545 • (626) [email protected]

1. A completed Graduate Application for Admission (also available online at the APU website, www.apu.edu)

2. A $45 nonrefundable application fee

3. Official copies of transcripts

4. GMAT, GRE, or MAT scores (if a student has fewer than five years of work experience)

5. Three letters of recommendation

6. Typewritten letter to the dean describing educational and professional goals

7. Résumé or vita of work experience

After all admission materials have been receivedby the Graduate Center, the GraduateAdmissions Committee reviews the applicant’sfile.The student is notified of the committee’sdecision in approximately two weeks.

International ApplicantsAll international applicants should requestapplication materials from the Office of International Student Services. Internationalapplicants must provide the followingstipulations:

1. A university application for admission

2. The $65 nonrefundable application fee

3. Official copies of transcripts and official TOEFL test scores

4. Scores from the GMAT, GRE, or MAT

5. Letters of recommendation



In addition, international applicants must:

1. Meet all the regular admission require-ments for the chosen graduate program.

2. Submit an affidavit of support and a bank statement proving financial ability to pay for educational costs.

3. Be proficient in English, as evidenced by a TOEFL (Test of English as a Foreign Language) score of 600/250 or above.(Applicants who do not meet this requirement may enroll in the APU Schoolof Intensive English, or a similar program elsewhere, to upgrade their language and analytical skills to the required level.)

4. Enroll in TESL 500 English for Internationals during their first semester at APU, unless their undergraduate degree is from an institution in which the language of instruction is English.(Those who pass the pretest in the first meeting of this class are excused from further attendance; those who remain

will refine their English skills in listening,speaking, reading, and writing. In addition to TESL 500, the Department of Global Studies and Sociology offers numerous courses and workshops in skill building and writing competence that directly support international students in the MBA Program.)

International applications should be sent to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA (626) 812-3055Fax (626) [email protected]

After all admission materials have beenreceived by the Office of InternationalStudent Services, the Graduate Admissions Committee reviews the applicant’s file.Thestudent is notified of the committee’s decisionin approximately two weeks.

TranscriptsApplicants are responsible for requesting official transcripts from the institution wheretheir bachelor’s degree is posted.Applicantsshould also request any transcript deemednecessary to compute the minimum grade-point average or satisfy any programprerequisite.The transcript and other documents submitted as part of the applica-tion become the property of the universityand cannot be returned to the applicant orforwarded to another college or university.


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Master of Arts inHuman andOrganizationalDevelopmentToday’s business environment is marked by global competition for a variety of limited resources. Of primary concern forthese organizations is how to develop andimplement programs that will ensure a skilledand motivated workforce.This is critical asemployees understand that continued trainingand education is essential to their job securityand professional advancement. Professionalswithin the field of organizational development(OD) are working toward accomplishing thisobjective by developing their own set of skills,knowledge, and abilities that will enable themto meet this challenge. In essence, OD profes-sionals must bring with them a unique set ofcompetencies focused on developing humanpotential and leadership, and promotingongoing development in the workforce.

Organizational development represents aninvestment in human potential. It is adeliberate, ongoing effort by an organizationto improve employee competency levels andjob performance.The OD field has grownswiftly in recent years as organizations of allsizes and types employ OD professionals todevelop a competitive workforce.Furthermore, OD professionals serve in a widevariety of roles as organizational developmentconsultants, classroom instructors, training anddevelopment specialists, instructional designers,career developers, employment interviewers,and compensation analysts.

MAHOD ProgramThe Master of Arts in Human andOrganizational Development (MAHOD)Program at Azusa Pacific University preparesOD professionals for roles as organizationleaders and agents of change.The program istargeted toward college graduates pursuing a career in the OD field, experienced ODprofessionals who want to expand their skills and enhance their career potential,and working managers and professionals inleadership roles where skills in developing and leading people have become critical totheir organizations’ success.

The MAHOD curriculum follows guidelinesfor professional competency developed by the American Society for Training andDevelopment (ASTD) and the NationalSociety for Performance and Instruction(NSPI).The core courses introduce studentsto the terminology, theories, and method-ologies which form the foundation of theOD field. Specialized courses acquaintstudents with advanced concepts and profes-sional practice.

The MAHOD degree includes 36 units ofstudy, field experience, and individual profes-sional development. It requires completion of10 three-unit core courses and 2 three-unitelective courses.

MAHOD Core Courses 30 unitsMHOD 500 Foundations of Human

Resource Development 3MHOD 512 Adult Development in

Organizational Settings 3MHOD 521 Organization Development

and Change 3MHOD 550 Instructional Design and

Training Methods 3MHOD 551 Leadership in Organizations 3MHOD 561 Group Dynamics and

Conflict Management 3MHOD 570 Improving Quality and

Productivity 3BUSI 515 Applied Research and Analysis 3BUSI 517 Human Resource

Management 3BUSI 578 Strategy and Planning 3

All core courses may be taken in any orderexcept MHOD 500 Foundations of HumanResource Development.This course must betaken near the beginning of the program.

MAHOD Elective Courses 6 units(select two) Electives are chosen with the MAHODProgram director’s approval from the suggested list below or from courses offered in other graduate programs.

MHOD 501 Organizational Design and the Psychology of Work Behavior 3

MHOD 520 Career Development Systems 3BUSI 514 Management of Technology 3BUSI 516 Organizational Behavior

and the Future 3BUSI 529 Leadership and Managerial

Ethics 3BUSI 541 Management for the

Worldwide Organization 3BUSI 542 Managing Cultural Differences 3

Total 36 units

Class Scheduling for theWorking Professional Azusa Pacific University’s School of Businessand Management conducts a year-roundschedule.The academic year is divided into nine-week sessions. Students have the optionof a one-year, full-time, concentrated programwhich comprises a curricular design of 12months of academic work. Fewer units ineach semester are permissible. However, theuniversity requires completion of a graduatedegree within eight years of initial enrollment.

To be classified as a full-time graduatestudent, one must be enrolled in at least nineunits each two 9-week sessions (i.e., Fall I andFall II). New students are accepted each 9-week semester.The application deadline isapproximately four weeks before the start ofany session. International students contact theOffice of International Student Services forapplication deadlines, (626) 812-3055 [email protected].

For more information, contact MAHOD Program Chair, Orlando Griego, Ph.D.,(626) 815-3820.


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Class Schedule and SizeClasses are held either one evening per weekto accommodate working professionals, or onweekends with classes meeting Fridayevenings, 5:30-9:30 p.m. and Saturdays,8 a.m.-3 p.m.The average class size is 20.

Students benefit from personal attention and opportunities to build meaningfulrelationships with professors and peers withdiversified backgrounds.

Field Experience Each MAHOD student is required to complete field experience consisting of no fewer than 300 hours of supervisedinvolvement within an organizational settingrelevant to the organizational developmentfield.The field experience may include an internship; a part-time, full-time, or volunteerposition; a practicum; or some combinationthereof. Most students satisfy this requirementby continuing to work full or part time while pursuing their MAHOD studies.

Individual Professional DevelopmentOD practitioners with well-developed,values-based philosophies are better preparedto function as leaders in their profession. For this reason, MAHOD students are required to attend no fewer than three nongraded,not-for-unit-credit, personal developmentevents dealing with some aspect of spiritual/ethical/philosophical foundations for practiceas OD professionals.These events must beapproved by the director of the MAHODProgram and may include on-campuscolloquia or off-campus seminars, speakers,conferences, training sessions, or travel.

Transfer CreditUp to six semester hours of credit may betransferred into this program.The units mustcome from a regionally accredited graduateprogram.A grade of B or better is required,and the work must have been completedwithin the last five years.The School ofBusiness and Management will validate itsassimilation into current programrequirements.

Admission Requirements University graduate and program admissionrequirements must be met before anapplication is complete. (See “GraduateAdmission to the University.”)

Admission requirements to the MAHODprogram include:

1. An application for admission (An online application is accessible at the university website, www.apu.edu.)

2. A $45 nonrefundable application fee (International students pay $65 U.S.dollars.)

3. A bachelor’s degree from a regionally accredited college or university

4. A minimum undergraduate grade-point average of 3.0 (Students with a grade- point average of 2.5-2.99 may be consid-ered for admission on a provisional basis.)

5. Official copies of transcripts

6. Five years of significant work experience or scores from either the Graduate Management Admission Test (GMAT),the Graduate Record Examination (GRE), or the Miller Analogy Test (MAT) (Scores that are more than five years old are unacceptable.)

7. Three letters of recommendation



All materials should be submitted to:Graduate Center:AdmissionsAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA


After all admission materials have been received by the Graduate Center, theGraduate Admissions Committee reviews theapplicant’s file.The student is notified of thecommittee’s decision in approximately twoweeks.

All aspects of the applicant’s file are consid-ered as a basis for admission – rigor of theundergraduate curriculum, academic perfor-mance as an undergraduate student, workexperience, personal references, and personalgoal statement.

International ApplicantsSee requirements listed under the MBAsection of this catalog.

Academic AdvisingMAHOD students meet with the programdirector to discuss scheduling classes andselecting electives based on personal interestsand circumstances. Academic advisingprovides an opportunity to continuouslymonitor students’ progress and individualizetheir programs of study. All graduate studentsare required to maintain a minimumcumulative grade-point average of 3.0 on a4.0 scale for duration of the program.


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Course DescriptionsBusiness

BUSI 501 Math for Decision Makers (3)

Students review mathematics that applies to decisionmaking related to business problems.The courseprepares students to build elementary decision models,provides them with sufficient understanding ofmathematical language and notation, and enables themto communicate with technical specialists. Selectedtopics in traditional mathematics such as sets,probabilities, functions, linear equations vectors,matrices, and forecasting techniques are covered.

BUSI 502 Business Economics (3)

The curriculum deals with economic models and thedecision-making process as they affect business firms.The theories of the firm and market structures arestudied: the firm in pure competition, productiondecisions and resources utilization, entry and exitdecisions, the process of general equilibrium, and thefirm in other market situations such as monopolisticcompetition and imperfect factor markets. Other topicsinclude new approaches to the theory of the firm andthe revenue-maximizing model of the firm.

BUSI 503 Management Practices (3)

Students focus on the management process;emphasis is placed on pertinent concepts for those in managerial positions.Thorough understanding of those issues is a prerequisite to many advancedtechniques and clarifies the relevance of behavioralresearch in the field.The course has a strategyorientation, defining a company’s concrete goals.Implementation of the company strategy – the “makeit happen” character of management – is studied.

BUSI 504 Managerial Marketing (3)

The basic functions of marketing and the developmentof the concepts of the marketing process, mix, andenvironment are emphasized.The course takes aplanning approach using problems, case studies, andreadings which place the student in the role ofmarketing manager. Preparation of a research project ormarketing plan is an essential part of the course.

BUSI 505 Managerial Accounting (3)

This course offers an intense study of the funda-mentals of financial accounting, which establishes a concentration base for the management decisionprocess. Students examine cost behavior and decisionmaking; planning, control, and reporting; andbudgeting procedures.The course stresses manufac-turing operations and covers service, merchandising,and nonprofit organizations.

BUSI 506 Managerial Finance (3)

Course work provides an understanding of basicfinancial tools, relevant financial theory, and institu-tional behavior. Students gain insight into how thefinancial manager executes decision processes related tocomplex financial problems of the firm.

BUSI 507 Human Resources Management (3)

Human resource objectives and organizationalrequirements are identified. Emphasis is placed onexecutive decision making in dealing with formalemployee/employer relationships. Collectivebargaining, organization of employees, negotiation,and administration of collective bargainingagreements are studied.

BUSI 510 Current Issues in Business andManagement (3)

This course examines organizational and behavioralproblems facing managers. Students develop anawareness of modern concepts, strategies, andtechniques that can enhance organizationaleffectiveness.Among these subjects are organizationaldesign, personal leadership and delegation, communi-cation, conflict management, and interpersonalperception group dynamics.

BUSI 511 Quantitative Analysis (3)

Decision making in the business enterprise, whetherlarge or small, is becoming increasingly complex.Theuse of quantitative techniques, such as statisticalinference, correlation and regression, linearprogramming, and network analysis, enable thosewith managerial responsibility to make moreefficient, precise, and accurate decisions.This courseaccommodates those with minimal background inmathematics (comprehensive level is analyzed in thefirst class meeting).Actual application of theory toreal problems will be dealt with through case studies.Prerequisite: pass math test or BUSI 501

BUSI 513 Financial Resource Management (3)

This course examines the role of accounting in thetotal information system of an organization, whilefocusing on the decision-making processes pertainingto the acquisition of financial resources from externalmarkets and the effective utilization and control ofthese resources within a business organization.

BUSI 514 Management of Technology (3)

This course surveys a variety of topics dealing withtechnology: how to think strategically abouttechnology; organizational design and controls;business process design through technology; anoverview of hardware and software platforms,databases, and networking; Internet; and computer-supported cooperative work.

BUSI 515 Applied Research and Analysis (3)

Students study research methodology as it relates toneeds for research-derived information. Emphasis isplaced on the research process in the development of primary and secondary research information,conducting research related to given products orservices, and the analysis and evaluation of actualbusiness organizations.

BUSI 516 Organizational Behavior and the Future (3)

This course examines how people are individuallyand collectively directed toward the accomplishmentof a well-defined set of common goals. It sharpensskills for dealing with problems on the human side of enterprise. Students increase current capabilities in changing and redesigning organizations tosuccessfully compete in the 21st century.

BUSI 517 Human Resource Management (3)

Students study the establishment of human resourceobjectives and requirements in an organization.Emphasis is on executive decision making in dealingwith formal employee-employer relationships.Collective bargaining, organization of employees,negotiation, and administration of collectivebargaining agreements are covered.

BUSI 519 Research Design and ProgramEvaluation for Nonprofits (3)

This practical methods course focuses on theavailable literature and research studies in the publicand nonprofit sectors. In addition, it prepares studentsin such areas as setting research objectives, respondentselection/sample size, questionnaire development,evaluation, and the merits of conducting research“in-house” versus using an outside consultant orresearch firm.The course also covers qualitativeresearch techniques, including depth interviews andfocus groups. It includes a unit on “copy testing”(of brochures, direct mail, print, and video) toevaluate message communication before or afterproduction.

BUSI 521 Managerial Economics (3)

The process of solving management problems byeconomic analysis is explored. Classification of theeconomic basis for business policies and keyeconomic concepts that can serve as a framework forbusiness decisions are covered. Specific attention isgiven to analysis of financial institutions andinstruments.

BUSI 522 Private Enterprise and Public Policy (3)

The origins, processes, and effects of governmentpolicies that influence the workings of industrialmarkets are studied.Attention is focused on threeareas of government policy: anti-trust policy – thedevelopment of legal interpretations and theirrelationship to economic notions of marketfunctioning; regulation—public utilities,transportation securities, banking, and natural gas aswell as specific products, safety, health and fraud; andgovernment ownership and operation.


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BUSI 523 Manufacturing Operations (3)

This course provides an understanding of theconcepts, methodologies, and applications ofproduction operations management. Focus is onanalysis and study of production methods andprocedures available to line and staff management invarious-sized U.S. and global business operations.Significant attention is given to decision-makingprocesses appropriate for manufacturing or serviceorganizations, including tactical and operationalconsiderations. Course work stresses the need andreasons for input, involvement, and interaction ofoperations personnel with all other disciplines andareas of a business organization.

BUSI 524 New Venture Creation (3)

Students review the experiences entrepreneursencounter in conceiving and launching a business.The course combines personal assessment andinvolvement exercises with an emphasis on groupinteractions, personal planning, and contemplating anentrepreneurial career.Team activities, personalplanning exercises, new venture simulation, and casestudies are utilized. Students analyze factors affectingpurchase decisions in the marketplace, applybehavioral and social science concepts to the study ofbuyer behavior, and study methods that organizationsuse for personal selling, sales promotion, publicrelations, the art of negotiating, and other forms ofpromotion to communicate with customers andprospects. Prerequisite: instructor’s permission

BUSI 526 Capital Formation (3)

Students study the market processes by whichresources are allocated, from the capital formation ofeconomic activities of the economy’s various sectorsto the financial activities in the money and capitalmarkets. Specifically, the course includes the use offlow of funds analysis as applied to capital marketsand various financial chronicles as sources forexplaining and predicting economic behavior; thetheory and reality of the interest rate structure; thenature of various capital markets and their securities;knowledge of corporate debt and equity instruments;federal, state, and local government securities; andmortgages.The course leads to a basic knowledgeand understanding of the sources and uses of fundsand the role of financial intermediation in thegrowth and development of economies. Prerequisite:instructor’s permission

BUSI 527 Strategic Marketing (3)

This course emphasizes marketing strategies thatestablish a match between the firm and itsenvironment. Issues such as what businesses the firmmay enter and how the selected field, product, orservice may succeed in a competitive environmentare examined.The development of strategies forexisting and future relationships in terms of severalwell-defined target markets are analyzed.

BUSI 528 Consulting Experience (3)

The course simulates a consultant-client relationshipwith a sponsoring organization.Working under thejoint supervision of a faculty member and a companyrepresentative, the student will conduct a thoroughstudy of a significant project for the client organi-zation.The course must be taken during the last sixunits of the master’s program. Prerequisite: BUSI 524and BUSI 527

BUSI 529 Leadership and Managerial Ethics (3)

This course raises students’ moral recognition level,provides them with the apparatus to make moraldecisions in a business context, and considers ethical problems in business according to Christianprinciples. Emphasis is placed on the role of theleader in organizations.

BUSI 530 Capstone Project: EntrepreneurialEmphasis (3)

The project integrates the learning experience with aplan for development and implementation of a new,untried venture.The completed project describes theproduct or service offered, including necessaryfinancing, proposed staffing, market size and niche,and the timetable associated with each element. Oraldefense before a faculty panel completes theexperience.

BUSI 532 Ethical Issues in Nonprofit Management (3)

Following introductory class sessions on moralphilosophy and democratic capitalism, studentsexplore a variety of issues/decisions confrontingleaders/managers. Case study situations include suchareas as stewardship, truth in advertising, social(behavior change) marketing, marketing research(privacy and confidentiality); corporate responsibility,board/staff relations (accountability), individualresponsibility (limits of welfare), and global issues(government corruption, labor practices, etc.).

BUSI 541 Management for the Worldwide Organization (3)

This course focuses on the environmental andfunctional differences between U.S. and internationalbusiness, including exporting, balance payments,strategic planning, organization of multinationalfirms, international financial planning and cashmanagement, foreign exchange planning,comparative management philosophies, internationalmarketing strategies, incorporation for internationaloperations and external relations of the multinationalcorporation.

BUSI 542 Managing Cultural Differences (3)

Students learn how to identify, analyze, and plan for those elements within the cultural,economic, and political environments of internationalbusiness that require specialized understanding andstrategy for successful management or organizedenterprise.

BUSI 543 International Trade and Finance (3)

Students learn about the financial-monetary-economic environment of international business.Topics include the balance of payments, foreignexchange markets and risk, trade finance, directforeign investment, capital budgeting in the multina-tional firm, and the international money and capitalmarkets. Emphasis is placed on decision making withregard to international investment and financing.

BUSI 545 International Marketing (3)

International marketing is the performance ofbusiness activities that direct the flow of a company’sgoods and services to consumers or users in morethan one nation.The elements of the marketing mix(product, price, promotion, and place-channels ofdistribution) first studied in domestic marketing areanalyzed in global terms, thus adding the elements ofgeography, cultural forces, and the structure of distri-bution to the uncontrollables with which themarketer must contend.

BUSI 548 International Business Strategy (3)

Key managerial problems encountered in globaloperations are included. Students learn to apply toolsand theories to complex international businessproblems through a series of case studies. Prerequisite:BUSI 541

BUSI 550 Capstone Project: InternationalEmphasis (3)

Students submit a business plan that summarizes themajor areas within international business fromorganization to quantitative methods. Methodologyand underlying theories are presented through anexploration of the present international businessenvironment. Oral defense of the completed projectbefore a faculty panel is required.

BUSI 551 Situation Analysis and Diagnosis (3)

This course introduces the purpose, methods, andskills of situation analysis and diagnosis in carefullyselected case studies. Students benefit from a focusedapproach to interpreting, understanding, anddeveloping skills to discover appropriate conclusionsin differing business environments and situations.(Must be taken after other course work is completed.)

BUSI 552 Comparative Management (3)

The course enables the international business studentto understand how management objectives, goals,practices, and business-government interaction arerelated to the cultural settings in which they takeplace.The course includes: analysis of internationalsimilarities and differences in managerial functions,structure and process, etc., in light of environmentalfactors; identification of the impact and results ofdifferent management practices; and an inquiry intothe “universals” of management. (Must be taken afterother course work is completed.) Corequisite: BUSI 551


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BUSI 555 Integrated Decision Making in Nonprofits (3)

This course, taken in the student’s final semester,develops the students’ ability to understand thedecision-making process and execute the stepsinvolved in identifying, evaluating, and implementingan effective business strategy for a nonprofit organi-zation.The purpose is achieved as students identifytheir organization’s mission, primary customers, andspecific goals by integrating the functionalknowledge acquired in previous nonprofit courses(i.e., management, marketing, finance, research, ethics,etc.) and by developing a comprehensive strategicplan for a new organization, an existing organization,or from the perspective of an organization that wants to review its current offerings.As such, thecourse also examines factors unique to a nonprofit(e.g., involvement of the board and lay members,government funders, communication with variouscustomer groups, and assuring congruence betweenorganizational mission and the strategic plan).

BUSI 561 Fund Development: Planning,Implementing, and Evaluation (3)

This course examines the principles and methods of fundraising that respond to one’s understanding of what donors, finders, and volunteers value, that is,what inspires their giving and how to develop andnurture these relationships. It uses case studies todemonstrate successful/unsuccessful promotionaltechniques, including advertising campaigns, directmail, and special events. It also explores such areas as if/when to use consultants and special forms ofplanned giving. Finally, the course includes units onphilanthropy/corporate giving and foundations, aswell as a unit on grant writing.

BUSI 562 Effective Nonprofit Leadership andManagement (3)

This course addresses the questions:What are the characteristics of effective leadership andmanagement? How can one organize for success,and evaluate/strengthen the work already done? It explores the fundamental challenges to effectiveleadership including defining and articulating theorganization’s mission, identifying and understandingthe multiple “customers” served, and identifying andprioritizing the critical managerial tasks that must besuccessfully executed.As such, it examines the rolesof the executive director, the board, staff, andvolunteers. Finally, this course introduces students tothe Drucker Formulation Self-Assessment Tool forNonprofit Organizations, based on managementexpert Peter F. Drucker’s principles of management.

BUSI 563 Public Accounting: Legal andFinancial Issues in Nonprofit Management (3)

This course introduces the legal and financial issuesrelevant to managing a 501 (c)(3) nonprofit organi-zation. Issues addressed include organizing the entity,qualifying for and maintaining nonprofit status,fundraising, and nonprofit enterprise. Financial areascovered include the principles of fiscal responsibilityfor nonprofits as well as cost accounting, budgeting,the presentation of financial statements, proposeddevelopment, and in-kind resources.

BUSI 564 Strategic Marketing for Nonprofits (3)

This course provides an introduction to the field of strategic marketing of nonprofit organizations(e.g., educational institutions, churches, the publicand social sectors, health services, and the arts).Thecourse texts, outside readings, videos, case studies, andclass exercises focus on understanding three areas ofeffectiveness: 1) what makes an organization effectiveor not; 2) how individuals can improve their owneffectiveness as managers, staff, or volunteers; and 3) how promotional strategies can be used toenhance the organization’s effectiveness.

BUSI 565 Integrated Marketing Communications (3)

This course provides an introduction to the field of strategic marketing.The course texts, outsidereadings, videos, case studies, and class exercises aredesigned to focus on understanding three areas of effectiveness: 1) what makes an organizationeffective; 2) how individuals can improve their own effectiveness as managers, staff, or volunteers;and 3) how promotional strategies can be used toenhance the organization’s effectiveness.

BUSI 567 Investments Management (3)

This course provides managers and practitioners with an overview of the field of advertising as an integral part of the marketing mix.While advertising is its primary focus, the course examinesadvertising and promotion from an integratedmarketing communications (IMC) perspective thatincludes public relations, even marketing, crisismarketing, corporate and issue advertising, directresponse, and the Internet. In light of the increasingglobalization of business, international advertising isintegrated throughout the course, along with ethicsand social responsibility.

BUSI 569 Nonprofits in America: History,Philosophy, and Tradition (3)

This introductory course traces the history,philosophy, and societal role of nonprofits in theUnited States and how the “independent sector”today compares organizationally to business and government.As such, it examines the roles ofgovernment (at the state and federal levels), religionand churches (including constitutional issues),business (corporate philanthropy), and therights/responsibilities of individuals (e.g., natural lawand contemporary public policy).

BUSI 578 Strategy and Planning (3)

This course covers how to convert the vision ofexecutive intuition into definitive plans that can beoperationally implemented, and provides opportunityfor practice and experimentation in strategyformulation. Strategy support systems are used toassist in making the transition from a change-resistantoperational approach to a future-oriented approachcharacteristic of strategic thinking.

BUSI 581 The Christian Business and Professional Leader (3)

This course examines the need for Christian businessleaders to become transformational leaders as theyorient others to the necessity of continuous changeand improvement.

BUSI 583 Integrated Decision Making (3)

Students seek to develop the capability to appreciate and carry out the decision-makingprocesses involved in identifying, evaluating, selecting,and implementing strategy in a company.Thispurpose is achieved by requiring the student to setgoals, analyze business problems, develop a frame-work for making decisions to reach these goals,integrate the functional knowledge acquired inprevious courses, and experience, through computersimulation business cases, the processes and functionsperformed by executive officers in meeting goals, andcoping with an uncertain business environment.

BUSI 586 International Tutorial I (3)

This course allows students to investigate subjectsand interests that lie beyond regular course offeringsand explore topics in greater depth from an approvedInternational Studies Program.Tutorials provide anopportunity to identify and develop an area of studyof particular concern to the individual learner andare pursued with a sponsoring faculty member andapproved by the graduate programs chair and thedean. Course requirements typically involve one-on-one interaction with a sponsoring faculty member,an extensive literature review, submission of researchpapers, and oral defense of works.

BUSI 587 International Tutorial II (3)


BUSI 588 International Tutorial III (3)



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BUSI 589 International Tutorial IV (3)


BUSI 590 Capstone Project: StrategicManagement (3)

In this course, the student integrates the learningexperience by submitting a business plan andcorporate report which provides strategic directionto a business.The completed project describes thegeneral economic process applied to a businessselected by the student: seasonal sales cycle,inflation/recession tendencies, and product life cycle.Emphasis is placed on the development of strategies,economic analysis, and flexibility of strategicalternatives with the business plan.

BUSI 591 Marketing Strategy for CompetitiveAdvantage (3)

This course concentrates on the strategic issuesencountered in marketing, in terms of total corporateand business strategy. Emphasis centers on matchinginternal strengths with outside opportunities, givingattention to weaknesses of the firm and threats fromthe environment.The goal is attainment of asustainable competitive advantage. Prerequisite(s):business degree or BUSI 504 and BUSI 578

BUSI 592 Financial Strategy for CompetitiveAdvantage (3)

This seminar stresses the enterprise-wide view of thestrategic management of financial resources. Lecturesand case studies present the tools and perspectivenecessary to gain a competitive advantage throughfinancial management. Prerequisites: BUSI 513 andBUSI 578

BUSI 593 Manufacturing Strategy forCompetitive Advantage (3)

This course concentrates on the strategic issuesencountered in the manufacturing processes.Manufacturing is recognized as an importantstrategic resource which can provide majorcompetitive strengths for a business.Today’s manufac-turing managers must look to the future to plan, setobjectives, initiate strategy, establish policies, andcommit resources.The goal is attainment of asustainable competitive advantage. Prerequisite: BUSI578

BUSI 594 Information Resources Strategy forCompetitive Advantage (3)

This course explores and develops the integration ofmanagement skills and information resources. It dealswith the management and innovative use of diversetypes of information and integrates the functions ofmanagement with suppliers of information. Studentsanalyze the speed of delivery of information,advanced technological tools, masses of material, andthe decision-making process. It provides cross-training for future managers and undergirds theirroles as part of the corporate whole. Prerequisites:BUSI 514 and BUSI 578

BUSI 595 Capability Design and Managementof Strategic Change (3)

Management capabilities and components, strategicdiagnosis, and capability design are addressed.Thecourse introduces state-of-the-art,“real-time”planning systems, including crisis management.Evaluation of organizational dynamics during discon-tinuous strategic changes is addressed. Strategicdiagnosis and capability design are applied to asuccessful operation of a corporate firm.

BUSI 599 Readings in Business (1-3)

Students may enroll in an independent study for unitcredit to investigate subjects and interests that liebeyond regular course offerings, explore topics ingreater depth, and/or initiate individual projects.Such requests must be developed in consultationwith a sponsoring faculty member and be approvedby the graduate program chair and dean. Unit creditvaries depending on the scope of the study plan.

Human and Organizational Development

MHOD 500 Foundations of Human ResourceDevelopment (3)

The course provides an introduction to and overviewof the field of human resource development withemphasis upon its historical and philosophicalfoundations.Theories and concepts relevant to thefield are analyzed. Special emphasis is placed on the roles and functions of OD professionals withinorganizations and understanding the basiccompetencies of professional practice.

MHOD 501 Organizational Design and thePsychology of Work Behavior (3)

This course examines the fundamental theories andviewpoints on the nature of work, its role in adultlife, and the function of employment organizations.Included is discussion of forces impacting individual,group, and system performance and productivitywithin complex sociotechnical systems. Particularemphasis is placed on examining the role of work inthe growth and functioning of humans and inidentifying the characteristics of organizations inwhich both the human needs of the people whocompose the organization and the organization as aproductive, adaptive entity are satisfied.

MHOD 512 Adult Development in Organizational Settings (3)

Theories of human growth and development as afoundation for understanding the developmentalchallenges facing individuals during their lifespans areintroduced. Specific implications and applications aremade related to how human growth and developmentis effected by and affects organizational life.

MHOD 520 Career Development Systems (3)

Students study the emerging field of career planningand development related to initial and ongoingprofessional development. Current literature, relevanttheories, and major approaches to career planningand development are examined in accordance withcareer planning and development approaches inorganizations. Students use various self-assessmenttools and diagnostic instruments to evaluate data ontheir own work histories, interests, skills, and values.

MHOD 521 Organizational Development and Change (3)

Students investigate the emerging field of organiza-tional development (OD) – major theories, basicconcepts, and primary intervention strategies.Emphasis is placed on diagnosing the relationshipbetween an organization’s mission and culture, andfacilitating system-wide, planned changes to improveorganizational effectiveness.

MHOD 550 Instructional Design and Training Methods (3)

This course focuses on methods to assess an organi-zation’s training and development needs, anddesigning and implementing training programs toaddress those needs.Analysis and application of adult-learning theories in relation to program design areexplored. Methods of instructional design and coursedevelopment are emphasized.

MHOD 551 Leadership in Organizations (3)

This course introduces current literature and theoriesof leadership. Leadership within organizationalsettings is examined. Leadership dilemmas and issuesare analyzed (e.g., ethics, decision making, power andauthority, conflict management). Emphasis is placedon identifying and enhancing leadership in organiza-tional settings.

MHOD 561 Group Dynamics and Conflict Management (3)

This course helps the student understand small-group behavior. It uses experience-based methods,cases, reading material, and simulation, and examinesrole behavior, group dynamics, conflict control,leadership, and group development. It also addressesmotivation and problem solving as essential elementsof organizational behavior.

MHOD 570 Improving Quality and Productivity (3)

This course provides an introduction to fundamentalconcepts and methods of quality and productivityimprovement and examination of the OD profes-sional’s role in designing and implementing programsto improve quality of products and services.Particular emphasis is placed on understanding theforces that make quality and productivity criticalorganizational issues.


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MHOD 599 Readings in Human and Organizational Development (1-3)

Students may enroll in an independent study for unitcredit. In this course, students investigate subjects and interests that lie beyond regular course offerings,explore topics in greater depth, and/or initiateindividual projects. It provides an opportunity toidentify and develop an area of study of particularconcern to the individual learner. Readings arepursued in accordance with a study plan developed inconsultation with a sponsoring faculty member andapproved by the graduate programs chair and dean.Course requirements typically involve a literaturereview and submission of a paper. Unit credit variesdepending on the scope of the study plan.

Web and Information Technology

WEB 571 Website Design and Development (3)

This course examines fundamental principles ofwebsite design, emphasizing considerations offunctionality, information architecture, and usability.The course also introduces the students to proto-typing tolls used to develop and communicate websitedesigns.

WEB 572 Emergent Information Technologies (3)

This course involves the study of technological change,especially the effects of technological change on societyand commerce and how these changes and effectstranspire. The course also entails a study of keytechnologies that are having, or may have, significanteffects on society and commerce.

WEB 573 Relational Database Technology (3)

This course presents the relational database model andexplains a process for relational database design. Thiscourse covers the fundamentals of relational databasecreation and maintenance. It also explains the use ofan application development environment, such asAllaire’s Cold Fusion, to develop Web databaseapplications.

WEB 575 Internet Business and StrategicManagement (3)

This course describes how the Internet has createddemand for e-business, and how this new economicand technological shift has transformed the way in which business models are created. Major trends driving e-business are identified. E-businessapplication architecture is reviewed. The importanceof creating a customer relationship management(CRM) is emphasized.The significance of strategicmanagement is paramount to have a sustainablecompetitive advantage, where enterprise resourceplanning is being utilized. In this quickly changingenvironment, knowledge management becomesimportant to integrate technologies and solutions fororganizations. Clarifying strategic objectives with theprocess improvement, strategic improvement, andbusiness transformation are considered, along withelements of tactical execution options and e-projectmanagement.


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Center forAccelerated

Degree Programs

Faculty

Director; Professor:Fred Garlett, Ed.D.

Professor: Roxanne Lulofs, Ph.D.

Associate Professor: Cathy Heffernan, M.Ed.

Assistant Professor: Richard Durfield, Ph.D.


IntroductionAs the business world becomes morecompetitive, success takes more than just hard work.The choices one makes today willhave repercussions well into the 21st century.The Master of Arts in OrganizationalManagement (MAOM) is a nontraditionalgraduate business degree. It has been craftedspecifically for working professionals. It is intended primarily for those who have professional skills and are now in need of advanced people and organizational manage-ment skills for promotion and advancementand/or career change.

The classes provide the learner with strengthin the qualitative areas of organizational life.MAOM Program graduates understand therequirements and functions of leadership andethics. Such students have a contemporary,global vision for multicultural matters,research, strategic planning, management,and decision making.

Master of Arts inOrganizationalManagementThe MAOM DegreeThe program leading to the MAOM degree is a 20-month, 30-unit, lock-stepprogram with teams of 16-24 students who complete the course work together.

The MAOM Team ProgramThis lock-step program consists of 10 courses totaling 30 units. Each course meetsone evening per week for eight weeks, from6-10 p.m.The student takes two classes eachsemester.The following proforma schedulelists the required courses:

MAOM 504 Managerial Marketing 3MAOM 508 The Manager as

Communicator 3MAOM 514 Information Systems

for Managers 3MAOM 516 Organizational Behavior

and Communication 3MAOM 517 Human Resource

Management 3MAOM 529 Leadership and

Managerial Ethics 3MAOM 542 Managing Cultural

Differences 3MAOM 561 Group Conflict and Dynamics 3MAOM 570 Improving Quality

and Productivity 3MAOM 578 Strategy and Planning 3

Total 30 units

Each student should check with the Center for Accelerated Degree Programs for the sequence of courses required, (626) 815-5301.

NOTE:There are no transfer courses allowed in thisprogram.


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Admission RequirementsThe student entering the MAOM Program isrequired to:

1. Hold a bachelor’s degree from a regionally accredited college or university.

2. Possess a grade-point average of 3.0 or better. (Students with an undergraduate grade-point average of 2.5-2.99 may be considered for admission on a provisional basis. Such students will be allowed one semester to demonstrate their ability to continue graduate work by achieving a grade-point average of 3.0 or better.)

All aspects of the applicant’s file are considered – rigor of the undergraduatecurriculum, academic performance as anundergraduate student, work experience,personal references, and personal goalstatement.The above items and a $45application fee should be sent to:

Center for Accelerated Degree Programs Azusa Pacific University 901 E.Alosta Ave.PO Box 7000 Azusa, CA 91702-7000 (626) 815-5301 Fax (626) [email protected]

Course DescriptionsMAOM 504 Managerial Marketing (3)

Students review the basic functions of marketing and the development of marketing process, marketingmix, and marketing environment.A planningapproach using problems, case studies, and readingsplaces the student in the role of marketing manager.Preparation of a research project or marketing plan isan essential part of the course.

MAOM 508 The Manager as Communicator (3)

Proficiency in communication is a necessary part ofgood management. Many authors in the field haveargued that the manager’s job is essentially that ofcommunicator.The objectives of this course are toincrease the student’s awareness and understanding of the difficult variables which impact the communi-cation process (including leadership, verbal andnonverbal messages, perception, and attitudes), andbroaden the student’s skills in communication,especially in the areas of listening, decision making,conflict management, and interviewing.

MAOM 514 Information Systems forManagers (3)

This course introduces students to computers in abusiness context. As a manager, the student needs abasic understanding of the use of the computer as atool in solving operational and managerial problems.While productivity tools and microcomputers areused, the emphasis is on users of computers ratherthan development of computer specialists.Topicsinclude: the management of computer resources;fundamentals of computers, including the hardwareand software available to computer users; wordprocessing and management information systems;and common and specialized computer applicationsin business.

MAOM 516 Organizational Behavior and Communication (3)

The purpose of this class is to investigate the impactthat individuals, groups, and structures have onbehavior within organizations for the purpose ofapplying such knowledge toward improving anorganization’s effectiveness.This course examines rolebehavior, group dynamics, communication, conflict,leadership, organizational structure, and motivation.

MAOM 517 Human Resource Management (3)

Students study the establishment of human resourceobjectives and requirements in an organization.Emphasis is on executive decision making in dealingwith formal employee-employer relationships.Collective bargaining, organization of employees,negotiation, and administration of collectivebargaining agreements are covered.

MAOM 529 Leadership and Managerial Ethics (3)

This course raises the student’s moral recognition ofethical issues of the organization’s functions andenvironments. Leadership, as it applies to themanagement of power and authority issues, isstudied. Emphasis is placed on ethics and leadershipas illustrated by Christian principles.

MAOM 542 Managing Cultural Differences (3)

This course includes a study of the skills, capabilities,and knowledge managers must have to successfullyperform in the growing context of local, regional,and global cultures. It examines the roles managersplay, the broad activity areas they must influence, andthe techniques which will enhance theireffectiveness.

MAOM 561 Group Conflict and Dynamics (3)

This course helps the student understand small-group behavior. It uses experienced-based methods,cases, reading material, and stimulation, and examinesrole behavior, group dynamics, conflict control,leadership, and group development. It also addressesmotivation and problem solving as essential elementsof organizational behavior.

MAOM 570 Improving Quality andProductivity (3)

This course provides an introduction to fundamentalconcepts and methods of quality and productivityimprovement and examination of the OD profes-sional’s role in designing and implementing programsto improve quality of products and services.Particular emphasis is placed on understanding theforces that make quality and productivity criticalorganizational issues.

MAOM 578 Strategy and Planning (3)

Planning is a process of setting missions, goals, andobjectives and determining what should be done toaccomplish them. It is a decision-making activitythrough which managers act to ensure the futuresuccess of their organizations and work units.To beeffective, plans must be illuminated by strategy whichsets critical direction and guides the allocation ofresources.

81

Master of Arts in Education:Pupil Personnel Services and Pupil Personnel Services Credential: School Counseling 115

Master of Arts in Education:Pupil Personnel Services and Pupil Personnel Services Credential: School Psychology 116

Department of TeacherEducation 118

Multiple-Subject Teaching Credential 119

Single-Subject Teaching Credential 120Multiple-Subject Internship Teaching

Credential and Master of Arts in Education:Teaching 122

Mild/Moderate Disabilities,Specialist Credential, (K-12) 124

Master of Arts in Education:Special Education 126

Master of Arts in Education:Special Education and Mild/ Moderate Disabilities Specialist Credential (K-12) Level I Track 1 126

Master of Arts in Education:Special Education and Mild/ Moderate Disabilities Specialist Credential (K-12) Level I Track 2 127

School of Educationand Behavioral Studies


Department of AdvancedStudies in Education 85

Library Media Teacher Credential 85Master of Arts in Education:

Curriculum and Instruction inMulticultural Contexts 86

School Librarianship 87Teaching 89

Master of Arts in Education:Teaching and Multiple-Subject Teaching Credential 90

Master of Arts in Education:Teaching and Single-Subject Teaching Credential 90

Master of Arts in Educational Technology and Preliminary Administrative Services Credential (Tier I) 91

Master of Arts in Educational Technology 93

Master of Science in Physical Education 95

Department of EducationalLeadership 96

Preliminary Administrative Services Credential (Tier I) 97

Preliminary Administrative Services Internship Credential (Tier I) 97

Master of Arts in Education:School Administration 99

Master of Arts in Education:School Administration and

Preliminary Administrative Services Credential (Tier I) 100

Master of Arts in Educational Technology and Preliminary Administrative Services Credential (Tier I) 102

Professional Administrative Services Credential (Tier II) 104

Doctor of Education:Educational Leadership 105

Educational AdministrationHigher Education Teaching and Learning

Doctor of Education: Educational Leadership and Professional Administrative Services Credential (Tier II) 108

Educational AdministrationHigher Education Teaching and Learning

Department of SchoolCounseling and SchoolPsychology 111

Pupil Personnel Services Credential:School Counseling 111School Psychology 113

Master of Arts in Education:Pupil Personnel Services 114

Cross-Cultural Language and Academic Development (C.L.A.D.) Certificate 128

Department of College Student Affairs and Leadership Studies 140

Master of Education: College Student Affairs 140

Master of Arts in Social Science:Leadership Studies 141

Operation Impact Program 142

Department of GraduatePsychology 145

Master of Arts in Clinical Psychology: Marital and Family Therapy 145

Doctor of Psychology in Clinical Psychology:Family Psychology 149

NOTE: Italics indicates combinedcredential and degree programs.

82 School of Educat ion and Behavioral Studies

School ofEducation and

BehavioralStudies

Dean:Terence R. Cannings, Ed.D.

Associate Dean: Roger Harrell, Ed.D.

Department of Advanced Studies in Education

Chair, Department of Advanced Studies inEducation; School Librarianship and Library MediaCredential Program; Professor: Maria Pacino, Ed.D.

Program Director, Master of Arts in Education:Teaching, and Curriculum and Instruction inMulticultural Contexts:Associate Professor;

Daniel Doorn, Ph.D.

Program Director, Master of Arts in EducationalTechnology;Associate Professor:Kathleen Fletcher Bacer, Ed.D.

Director of Master of Science in Physical Education;Professor: Frank Lansford, Ed.D.

Professors: Linda Chiang, Ed.D.;James Green, Ph.D.;

Katy Lux, Ph.D.

Associate Professor: Kathryn Scorgie, Ph.D.

Assistant Professors: Gerald Boerner, M.A.;Shawn Fluharty, Ph.D.; Candice Frederick, Ph.D.;

Joanne Gilbreath, Ed.D.; Julia Harper, Ph.D.;Joseph Mintah, Ed.D.; Sean Rochelle, Ed.D.;

Jacob Rodriguez, Ph.D.

Department of Educational Leadership

Chair, Department of Educational Leadership;Professor: Lillian Wehmeyer, Ph.D.

Director, Master of Arts in Education: SchoolAdministration and Preliminary AdministrativeCredential (Tier I) Programs;Tier I Credential

Programs;Associate Professor: Robert Vouga, Ed.D.

Director, Professional Administrative ServicesCredential (Tier II) Program;Associate Professor:

Marcia McVey, Ed.D.

Program Director, Doctor of Education inEducational Leadership;Associate Professor:

Thomas Godley, Ed.D.

Director, Center for Research on Ethics and Values;Professor: Beverly Hardcastle Stanford, Ph.D.

Professors: Chip Anderson, Ph.D.;Patricia Bonner, Ph.D.;Laurie Shreiner, Ph.D.

Associate Professors: Daniel Elliott, Ed.D.;Ronald Foland, Ph.D.; Edgar Gill, Ph.D.;

Gail Houghton, Ph.D.; Dan Lawson, Ph.D.

Assistant Professor:Ying Hong Jiang, Ph.D.

Department of School Counseling and School Psychology

Chair, Department of School Counseling and SchoolPsychology;Associate Professor:

Barbara Wynne-Sorenson, Ed.D.

Program Director, School Counseling Program;Associate Professor: Dianne Saurenman, Ed.D.

Program Director, School Psychology Program;Assistant Professor: Randy Fall, M.S.

Associate Professors: Lewis Bonney, Ph.D.;Barbara Goldstein, Ph.D.

Assistant Professors: Betty Joy Davis, Ed.D.;Susan Elizabeth Lees, M.A.;

Robert Martin, Ph.D.

Department of Teacher Education

Chair, Department of Teacher Education; ProgramDirector, Single-Subject Teaching CredentialProgram; Professor: Nancy Brashear, Ph.D.

Program Director, Special Education;AssociateProfessor: David Colachico, Ed.D.

Program Director, Multiple-Subject InternshipTeaching Credential Program;Associate Professor:

Judith Hetzel, Ed.D.

Program Director, Multiple-Subject TeacherCredential Program;Associate Professor:

Gregory Kaiser, Ph.D.

Director of Accelerated Degree in HumanDevelopment Program;Assistant Professor:

Dan Watkins, M.S.

C.L.A.D. Coordinator;Associate Professor:Ivy Yee-Sakamoto, Ph.D

Technology Integration Coordinator;Assistant Professor:Wayne Bacer, Ed.D.

Program Director, Liberal Studies;Assistant Professor: Paul Flores, M.Div.

Professor: Sheryl O’Sullivan, Ed.D.

Associate Professor: Elizabeth Anderson, Ph.D.

Assistant Professors: Elizabeth Aitkens, Ph.D.;Manuel Arellano, M.A.;Wayne Bacer, Ed.D.;

Chinaka Domnwachukwu, Ph.D.;Paul Flores, M. Div.;Teresa Stoops, Ed.D.;

Steven Wentland, M.A.

Department of College Student Affairsand Leadership Studies

Chair; Professor: Dennis Sheridan, Ph.D.

Professor: David McIntire, Ed.D.

Program Director, Leadership Studies;AssociateProfessor: Grace Barnes, Ph.D.

Assistant Professor: Carol Lundberg, Ph.D.

Department of Graduate Psychology

Chair; Director of the Psy.D. Program; Professor:Mark Stanton, Ph.D.

Director of Clinical Training;Associate Professor:Sheryn Scott, Ph.D.

Professor of Marital and Family Therapy:George Larsen, Ed.D.

Professor: David Brokaw, Ph.D.;Marv Erisman, Ph.D.

Associate Professors: Michael Donahue, Ph.D.;Beth Houskamp, Ph.D.

Assistant Professors: Linda Matthews, Ph.D.;Doris Mok, Ph.D.;Theresa Tisdale, Ph.D.

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IntroductionThe School of Education and BehavioralStudies is a large configuration comprised of 9 departments and 24 programs within thedepartments.The professional preparationprograms in the Departments of Educationthat offer credentials in K-12 areas of special-ization are accredited by the CaliforniaCommission on Teacher Credentialing(CCTC) and the National Council forAccreditation of Teacher Education(NCATE). Programs within the Departmentsof Education not offering credentials areaccredited by NCATE.The Department ofGraduate Psychology is accredited by theAmerican Psychological Association.

The Department of Educational Leadershipand the Department of Graduate Psychologyoffer doctorates in Educational Leadership(Ed.D.) and Clinical Psychology (Psy.D.),respectively.The Master of Arts in SocialScience with an emphasis in LeadershipStudies is available to candidates through theDepartment of College of Student Affairs andLeadership Studies.

The teacher education credential programsprepare individuals to meet the needs of allchildren and youth enrolled in California’spublic and private schools. Prospective andexperienced classroom teachers andindividuals seeking to serve as counselors andadministrative personnel will discover profes-sionally challenging preparation programs atAzusa Pacific. Each of these programs providesa rigorous academic curriculum that reflectsthe university’s mission to integrate academicexcellence and advance the work of God.

In addition to the wide array of educationprograms, the School of Education andBehavioral Studies houses excellent programsin psychology. Students pursuing a career inclinical psychology will find the Departmentof Graduate Psychology to be a uniqueenvironment that fosters invaluable self-discovery and promotes extensive practicalclinical experience.The psychology degree

programs prepare students for licensure withinthe state of California and offer an interdisci-plinary approach to the field of psychology.With a distinctly Christian perspective, theprograms emphasize a caring, nurturingapproach to helping families, couples, andindividuals live and thrive in a culturallydiverse world. For more information regardingthese programs, refer to the graduate programsin the graduate psychology bulletin.

All programs within the school aredemanding and intellectually challenging,yet flexible and client-centered. Creativescheduling allows professionals engaged inevolving careers to enroll in graduate coursestaught by highly qualified faculty, held bothon APU’s main campus and in regionallylocated community centers.

CampusesPrograms offered by the departments listedabove may be taken on the Main Campuslocated in Azusa, California, or on one of fiveregional centers in Southern California.TheMain Campus at Azusa Pacific University islocated in the San Gabriel Valley community,26 miles northeast of Los Angeles.Thesurrounding mountains provide a rugged,wilderness-like backdrop to the campus.Situated on the 72-acre valley campus are the university administrative facilities, libraries,classrooms, student center, gymnasium,residence halls, and student apartments.

The state-of-the-art Hugh and Hazel DarlingGraduate Library was opened in January1998.The 3600-seat Richard and Vivian FelixEvent Center recently completed, not onlyserves university athletics, but has become afocal point of off-campus activities open tostudents and parents from nearby public andprivate schools.

The five regional centers and one regionalbranch that serve graduate and undergraduatestudents within the School of Education andBehavioral Studies throughout SouthernCalifornia are identified as:

1. Inland Empire Regional CenterPrograms: Education and Graduate Nursing685 E. Carnegie Dr., Ste. 170 San Bernardino, CA 92408 (909) 888-9977(800) [email protected]

High Desert Regional BranchProgram: EducationVictor Valley College18422 Bear Valley Rd.Victorville, CA 92392(760) [email protected]

2. Murrieta Regional CenterProgram: Education 39573 Los Alamos Rd.Murrieta, CA 92563-5032 (909) 679-6413 (877) 210-8841 (toll free)[email protected]

3. Orange County Regional CenterPrograms: Education, Clinical Psychology,and Computer Science 1915 Orangewood Ave., Ste. 100 Orange, CA 92868 (714) 935-0260 (800) [email protected]

4. San Diego Regional Center Programs: Education and Theology 2820 Camino del Rio South, Ste. 100 San Diego, CA 92108(619) 718-9655(877) 210-8839 (toll free)[email protected]

5.Ventura Regional Center Program: Education 5740 Ralston Ave., Ste. 100Ventura, CA 93003(805) 677-5825 (877) 210-8840 (toll free)[email protected]

School of Educat ion and Behavioral Studies 83

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Selected Support/Activities andOrganizationsCenter for Research onEthics and ValuesThe Center for Research on Ethics and Valuesis committed to the promotion of researchthat can enhance the moral, ethical, andspiritual development of children, youth, andyoung adults.The director of the center,Beverly Hardcastle Stanford, Ph.D., may becontacted at (626) 815-5363.

Child and FamilyDevelopment CenterThe Child and Family Development Center,a Christian-based counseling center, providesquality counseling and consulting services at a low cost to the community. Families utilizethe center’s resources, resolve life transitiondilemmas and find harmony between their values and actions.The center alsoenables students in APU’s Clinical or FamilyPsychology programs to develop the necessaryskills to become effective therapists and/orpsychologists.The director, Doris Mok, Ph.D.,may be contacted at (626) 815-5421.

Operation Impact ProgramThis program provides continued educationalsupport internationally to leaders of missionorganizations, businesses, and nonprofitenterprises by delivering the Master of Arts in Social Science with an emphasis inLeadership Studies Program to sitesthroughout the world. Contact the director of Operation Impact, Grace Barnes, Ph.D.,for the list of courses offered in each countryat (626) 815-5485.

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Advanced Studies in Educat ion 85

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Department ofAdvanced Studies

in EducationChair, Department of Advanced Studies in Education;

School Librarianship and Library Media CredentialProgram; Professor: Maria Pacino, Ed.D.

Program Director, Master of Arts in Education:Teaching, and Curriculum and Instruction inMulticultural Contexts:Associate Professor;

Daniel Doorn, Ph.D.

Program Director, Master of Arts in EducationalTechnology;Associate Professor:Kathleen Fletcher Bacer, Ed.D.

Director of Master of Science in Physical Education;Professor: Frank Lansford, Ed.D.

Professors: Linda Chiang, Ed.D.;James Green, Ph.D.;

Katy Lux, Ph.D.

Associate Professor: Kathryn Scorgie, Ph.D.

Assistant Professors: Gerald Boerner, M.A.;Shawn Fluharty, Ph.D.; Candice Frederick, Ph.D.;

Joanne Gilbreath, Ed.D.; Julia Harper, Ph.D.;Joseph Mintah, Ed.D.; Sean Rochelle, Ed.D.;

Jacob Rodriguez, Ph.D.


IntroductionBuilding upon the mission of Azusa PacificUniversity, the Department of AdvancedStudies in Education provides opportunitiesfor advanced academic work and researchleading to the Master of Arts in Education.The department strives to create a scholarlyenvironment where a community of learners engages in intellectual discourse ofphilosophical, sociological, and pedagogicalanalytic inquiry; develops research-basedparadigms for dealing with the challenges of 21st century schools and schooling;and participates in meaningful social actionresearch which connects schools withcommunities.

The faculty of active researchers facilitates the learning process and encourages teachersto become lifelong learners and classroomresearchers; to strengthen their knowledge of current issues on schools and schooling;to take leadership roles in the communityregarding current educational policies; to be advocates for the diverse community of learners, especially as current issues arisethat challenge educational philosophies,practices, and policies; and to wrestle with the complexity of the ethics of caring.

Faculty and students in the Department ofAdvanced Studies in Education areencouraged to engage in collaborative,interdisciplinary research projects. Researchtopics include the importance of literacy, thechallenge of cultural diversity, and theimplementation of technology in schools.Please refer to program page for moreinformation.

The Department of Advanced Studies inEducation faculty engages in research, presentsat national and international conferences, andmaintains membership in:

American Association of Higher Education(AAHE)

American Educational Research Association (AERA)

Association for Supervision and Curriculum Development (ASCD)

Comparative and International Education Society (CIES)

National Association for Bilingual Education (NABE)

National Association for Multicultural Education (NAME)

Advanced CredentialLibrary MediaTeacher CredentialOnline ProgramProgram Director: Maria Pacino, Ed.D.(626) 815-5480, [email protected] Library Media Teacher (LMT) CredentialProgram at Azusa Pacific University is acutting-edge program which preparescandidates for the specialized and compre-hensive role of school librarianship inCalifornia’s pluralistic schools andcommunities.The program prepares librarymedia teachers as educational leaders who areexperts in technology, literacy, and diversity.

Recent changes in California publiceducation, such as the 1998 CaliforniaPublic School Library Act, focus onliteracy, multiculturalism, and technology.Interest in school library media centers hasresurfaced along with the need forqualified library media teachers who willorganize information, support schoolcurriculum, help develop literacy programs,and assist in technology management.Consequently, there is a high demand forlibrarians throughout the state.

The Library Media Teacher CredentialProgram at Azusa Pacific University has beenapproved by the Western Association ofSchools and Colleges (WASC), the CaliforniaCommission on Teacher Credentialing(CCTC), and the National Council for theAccreditation of Teacher Education(NCATE).This innovative program is offeredonline, except for a one-week summerinstitute which provides for a face-to-faceteaching and learning experience.

The Library Media Teacher Credentialauthorizes the holder to instruct pupils in thechoice and use of library materials, plan andcoordinate school library programs with theinstructional programs of a school district,select materials for school and districtlibraries, coordinate or supervise libraryprograms at the school district or countylevel, plan and conduct a course of instructionfor those pupils who assist in the operation ofschool libraries, supervise classified personnelassigned to the school library duties, anddevelop procedures for and management ofthe school and district libraries.


Application RequirementsUniversity graduate and program admissionrequirements must be met before anapplication is complete. (See “GraduateAdmission to the University.”)

• Completed Application for Graduate Admission

• An online application is available at the APU website, www.apu.edu.

All materials should be sent to:Graduate Center:AdmissionsAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000

Located At:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]

• A $45 nonrefundable application fee

• Official transcripts from all institutions leading to, and awarding, the applicant’s baccalaureate degree and all post-baccalaureate study (To be considered official, a transcript must be mailed directly from the Office of the Registrar of the institution attended to the Graduate Center at Azusa Pacific University.Students’ sealed copies will not be considered official.)

• A bachelor’s degree from a regionally accredited institution

• A minimum undergraduate grade-point average of 3.0 on a 4.0 scale (Provisional admittance may be granted to individuals who do not meet this criteria if competency can be shown.)

• Three letters of recommendation that address the candidate’s competence and character (Appropriate recommendations include those who have supervised the applicant’s leadership and/or teaching experience with children/youth in public or private settings, an employer who directly supervised the applicant, or one faculty/academic reference. References from neighbors, friends, and relatives are not appropriate unless they have served as supervisors.)

• A letter to the dean addressing the following topics: experiences from the applicant’s background that may enhance the teaching/learning experience; the most rewarding and challenging aspects of working with children in school library media centers; special skills in literacy development, reading, and multi-cultural literature; technology skills; special interests,hobbies, or abilities; extracurricular activates; and previous residence or travel experiences (Communication skills will be assessed along with content.)

• Résumé or Statement of Experience including most relevant work and volunteer experience

• A valid prerequisite California teaching credential that requires a program of professional preparation including student teaching

• Access to an approved computer and Internet provider

• Proficiency in online use

• Candidates for the Library Media Teacher Credential Program must have met all requirements for a credential in California which includes subject matter competency,CBEST, RICA, and any other requirement

• International students have a separate application procedure. Please contact the Office of International Student Services at (626) 812-3055 or [email protected].

In addition to regular applicationrequirements for graduateadmissions, please:• Mark application for the Library Media

Teacher Credential Program.

• Look for a letter from the Office of Graduate Admissions after receiving the application form. Included will be instructions for registering for the applicant’s first courses.

• Refer to “Online Class Instructions”published in each graduate class schedule booklet.

Course Requirements LMT 500 School Library Media Center

Management 3LMT 505 Selection, Evaluation, and

Management of Learning Resources 3

LMT 510 Learning Resources for Elementary Schools 3

LMT 515 Learning Resources for Secondary Schools 3

LMT 520 Organization and Cataloging of Learning Materials/Resources 3

LMT 525 Information Retrieval and Reference Services 3

LMT 530 School Library-Classroom Partnerships 3

LMT 535 Library Media Technologies 3LMT 540 Current Topics in School Media

Centers 3LMT 550 Field Experiences for the Library

Media Teacher/Capstone 3

Total 30 units

Master of Arts inEducation: Curriculumand Instruction inMulticultural ContextsProgram Director: Dan Doorn, Ph.D.(626) 815-5371, [email protected] for K-12 teachers who possess astate credential or have significant experiencein private school, this program provides variedopportunities to acquire new curriculumknowledge and instructional strategies tobetter serve the personal, social, academic, andliteracy development needs of all K-12students interacting in diverse multiculturalclassrooms.The program is designed forteachers to explore several key educationalissues and practices:

• designing effective and creative learning contexts for students

• assessing students’ authentic learning experiences

• supporting students’ communication of their learning

• building a spirit of caring and collabo-ration among diverse communities of learners

• responding thoughtfully to new emergingchallenges and problems for learners

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Course work will support teachers in pursuingproject-based inquires, valuing the process ofreflective teaching, developing their own literatevoices, strengthening a lifelong commitment tolearning and researching in the classroom, andtaking on new leadership and advocacy roles forstudents, families, and other educators inculturally diverse communities.

Application RequirementsUniversity graduate and program admissionrequirements must be met before an applicationis complete. (See “Graduate Admission to theUniversity.”)

1. Completed Application for GraduateAdmission

2. International students have a separateapplication procedure. Please contact theOffice of International Student Services at(626) 812- 3055 or email [email protected].


4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directly fromthe Office of the Registrar of the schoolattended to the Graduate Center:Admissionsat Azusa Pacific University. Students’ sealedcopies will not be considered official.)

5. Bachelor’s degree from a regionallyaccredited institution

6. Minimum undergraduate grade-pointaverage of 3.0 on a 4.0 scale

7. Three recommendation forms submitted byprofessors or employers who have currentknowledge of applicant’s academic ability andpotential

8. Letter to the dean describing educationalgoals as well as short- and long-term profes-sional goals.

9. Résumé or Statement of Experience

10.International students who have graduatedfrom a college or university where English isnot the principal language must provide theminimum TOEFL score of 550.


Located At:Azusa Pacific University568 East Foothill BoulevardAzusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]: www.apu.edu

International applicants send forms to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000(626) 812-3055Fax (626) [email protected]

Prerequisites• Twelve semester units of undergraduate or

graduate course work in education

• For each year of verified, full-time teachingexperience, three units of prerequisites maybe waived.

Course RequirementsCore Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational

Psychology 3EDUC 573 Philosophy/Ethics and

History of Education 3

Required ConcentrationCourses 15 unitsEDUC 508 Assessment and Evaluation in

Multicultural Classroom 3EDUC 505 Advanced Literacy Development 3EDUC 554 Instructional Principles and

Practices 3EDUC 574 Current Issues in Education 3EDUC 589A Research for Educators:

Beginning Process* 2EDUC 589B Research for Educators:

Finish Reporting 1

Recommended Elective Courses up to 12 unitsEDUC 507 Family, Community, and School

Connections 3EDUC 509 Special Topics in Education 3EDUC 555 Comparative Education:

A Global Perspective 3EDUC 501 Language Structure Acquisition

and Development** 3EDUC 502 Methods of Bilingual, English

Language Teaching ** 3EDUC 503 School Practicum in English

Language Development** 3EDUC 504 Teaching and Cultural

Diversity** 3Other education electives or approved transfer units 3-6 units

TOTAL 36 units

*Note the EDUC 589A is a prerequisite for EDUC589B and must be taken last in the program.**Course for C.L.A.D. Certificate. Individuals whoneed to earn the C.L.A.D. Certificate may requestapproval from the program director to substitute someor all of the C.L.A.D. courses in place of required/elective program courses. Based on the student’stranscript of recent credential courses, the director willadvise students which specific courses are needed forthe C.L.A.D. Certificate requirements.

Master of Arts inEducation: SchoolLibrarianship Online ProgramThis master’s degree is offered in conjunctionwith the Library Media Teacher Credential.The Library Media Teacher Program is forcredentialed teachers who wish to earn both a Library Media Teacher Credential as well as a master of arts degree in the same field.The master’s degree can be obtained bycompleting three additional courses beyond the required credential courses.* Librarymedia teachers serve as school and districtlibrarians and media specialists.This programis accredited by the California Commissionon Teacher Credentialing (CCTC), theWestern Association of Schools and Colleges(WASC), and the National Council for theAccreditation of Teacher Education (NCATE).

The Library Media Teacher CredentialProgram at Azusa Pacific University is acutting-edge program which preparescandidates for the specialized and comprehensive role of school librarianship in


California’s pluralistic schools andcommunities.The program prepares librarymedia teachers as educational leaders who areexperts in technology, literacy, and diversity.

Candidates for the LMTP and the Master of Arts in Education: School Librarianship are multiple-subject and/or single-subjectcredentialed teachers who, as school librarymedia specialists, will develop, implement,and evaluate programs and services for schoollibrary media centers.The Library MediaTeacher Credential authorizes the holder toinstruct pupils in the choice and use of library materials, to plan and coordinateschool library programs with the instructionalprograms of a school district, to selectmaterials for school and district libraries, tocoordinate or supervise library programs atthe school district or county level, to plan andconduct a course of instruction for thosepupils who assist in the operation of schoollibraries, to supervise classified personnelassigned to the school library duties, and todevelop procedures for and management ofthe school and district libraries.

* Admission to the Master of Arts in Education: SchoolLibrarianship is required.


1. A completed Application for GraduateAdmission


3. International students have a separateapplication procedure. Please contact theOffice of International Student Services at(626) 812-3055 or email [email protected].

Those students whose first language is notEnglish must meet the required Englishproficiency standard as demonstrated inpassing the international TOEFL with aminimum score of 550.

4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must be mailed directlyfrom the Office of the Registrar of theinstitution attended to the Graduate

Center:Admissions of Azusa PacificUniversity. Students’ sealed copies will notbe considered official.)

5. A bachelor’s degree from a regionallyaccredited institution

6. A minimum undergraduate grade-pointaverage of 3.0 on a 4.0 scale (Provisionaladmittance may be granted to individualswho do not meet this criterion ifcompetency can be shown.)

7. Three letters of recommendation thataddress the candidates competence andcharacter (Appropriate recommendationsinclude those who have supervised theapplicant’s leadership and/or teachingexperience with children/youth in publicor private settings, an employer whodirectly supervised the applicant, or onefaculty/academic reference. Referencesfrom neighbors, friends, and relatives arenot appropriate unless they have served assupervisors.)

8. A letter to the dean addressing thefollowing topics: experiences from theapplicant’s background that may enhancethe teaching/learning experience; the mostrewarding and challenging aspects ofworking with children in school librarymedia centers; special skills in literacydevelopment, reading, and multiculturalliterature; technology skills, special interest,hobbies, or abilities; extracurricularactivities, and previous residence or travelexperiences (Written and communicationskills will be assessed along with content.)

9. Résumé or Statement of Experienceincluding most relevant work andvolunteer experience

10.Proof of Certificate of Clearance

11.Proof of successful passage of the CBEST,or proof of paid registration for the nextCBEST

12.Access to an approved computer andInternet provider

13.Proficiency in online use

14.Candidates for the Library Media TeacherCredential Program must have met allrequirements for a credential in Californiawhich includes subject matter competency,CBEST, RICA and any otherrequirements.


Located At:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]

International applicants send forms to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA(626) 812-3055Fax (626) [email protected]

In addition to regular application requirementsfor graduate admissions, please markapplication for the M.A. in Education: SchoolLibrarianship

Course RequirementsCore Requirements 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational

Psychology 3EDUC 573 Philosophy/Ethics and History

of Education 3Concentration Requirements 30 unitsLMT 500 School Library Media Center

Management 3LMT 505 Selection, Evaluation, and

Management of Learning Resources 3

LMT 510 Learning Resources forElementary Schools 3

LMT 515 Learning Resources for Secondary Schools 3

LMT 520 Organization and Catalogingof Learning Materials/Resources 3

LMT 525 Information Retrieval andReference Services 3

LMT 530 School Library-ClassroomPartnerships 3

LMT 535 Library Media Technologies 3LMT 540 Current Topics in School

Media Centers 3LMT 550 Field Experiences for the Library

Media Teacher/Capstone 3

Total 39 units

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Master of Arts inEducation: TeachingProgram Director: Dan Doorn, Ph.D.(626) 815-5371, [email protected] degree is designed for APU credentialedstudents who have received a PreliminaryCredential through APU within the last five years.These candidates have alreadycompleted 12-18 of the units required for the Master of Arts in Education:TeachingProgram, which capitalizes on the strengths ofthe APU teacher preparation programs.

Novice teachers find the program to be an idealforum for testing new ideas and sharingexperiences with other novices.Veteraneducators engage in a stimulating learningenvironment characterized by discovery, inquiry,and the ethic of caring.All students becomeanchored in their pedagogy and participate inaction research.With an emphasis onimmediately applicable course work, candidatesin this program are able to make significantcontributions to their districts through suchactivities as serving on committees, enhancingtheir schools’ curricula, and promoting strongchild advocacy programs.

All information stated is subject to changesmade by the California Commission on TeacherCredentialing and Graduate Education policy.The Master of Arts in Education:TeachingProgram is offered at the following locations:

• Azusa• Inland Empire• Murrieta• Orange County• Ventura




3. The $45 application fee not required

4. Official transcripts on file in the GraduateCenter

5. Minimum undergraduate grade-pointaverage of 3.0 on a 4.0 scale (Provisionaladmittance may be granted to individualswho do not meet this criterion ifcompetency can be shown.)

6. One recommendation form submitted by acurrent supervisor who has knowledge ofapplicant’s academic ability and potential

7. Letter to the dean



Located At:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]: www.apu.edu


Prerequisites• This program is for APU credentialed

students only.

• An APU Department of Teacher EducationClearance for Student Teaching or copy of Student Teaching Evaluation

• For specific information on completing and clearing the credential, please contact the program director.

Course RequirementsEmphasis Elective Courses 21 units(21 units from the list below, accordingto credential requirements)TEP 410 Methods and Curriculum I, K-8* 3TEP 420 Secondary Teaching Strategies** 3TEP 430 Methods and Curriculum II, K-8* 3TEP 440 Secondary Curriculum and

Procedures** 3TEP 550 First and Second Language and

Literacy, K-8* 3TEP 560 First and Second Language and

Literacy, 7-12** 3EDUC 400 Foundations of Education,

K-12*** 3EDUC 500 Technology for the K-12

Educator *** 3EDUC 502 Methods of Bilingual, English

Language Teaching*** 3EDUC 503 School Practicum in English

Language Development*** 3EDUC 504 Teaching and Cultural

Diversity*** 3EDUC 530 Introduction to Individual

Differences*** 3

*Required Multiple-Subject Teaching Credentialcourse**Required Single-Subject Teaching Credential course***Electives for both Multiple-and Single-SubjectCredential students. Substitutions may be made uponapproval from the program director.

Core Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational Psychology 3EDUC 573 Philosophy/Ethics and History

of Education 3

Required Emphasis Courses 6 unitsEDUC 574 Current Issues in Education 3EDUC 589A Research for Educators:

Beginning Process* 2EDUC 589B Research for Educators:

Finish Reporting 1

Total 36 post-baccalaureate units

Master of Arts in Education: Teaching canonly be posted after the student hascompleted requirements for a PreliminaryCredential.

*EDUC 589A is a prerequisite for EDUC 589B andalong with EDUC 574 should be taken last in theprogram.


Combined Master ofArts Degrees andCredential ProgramsAzusa Pacific University recognizes the needto provide quality academic programs forgraduate students with divergent professionalgoals and differing educational needs.Thecombined degree and credential programs aredesigned for a limited number of individualseager to pursue a master of arts degree and acredential program concurrently.

The combined degree and credential programsare restrictive, requiring faculty advisementand an admissions interview prior toenrollment in the program.

The combined program is not appropriate for an individual serving on an emergencycredential with an urgent need to complete a preliminary credential in one year.Acombined program may require more thanone academic year.

Application Requirements Combined programs mirror those listed forthe equivalent master’s-only option. Pleaseconsult that section of the catalog forinformation.

Master of Arts inEducation:Teachingand Multiple-SubjectTeaching CredentialProgram Director, Master of Artsin Education:TeachingDan Doorn, Ph.D.(626) 815-5480, [email protected]

Program Director, Multiple-SubjectTeaching CredentialGreg Kaiser, Ph.D.(626) 815-5430, [email protected]

The benefits of a master’s degree for teachersare clear; advanced skills and abilities, careeradvancement, and monetary compensation.Realizing this, many students choose toobtain their master’s degree while completingthe credential work.To serve these students,APU offers its program convenientlycombining the Master of Arts in Education:Teaching and Multiple-Subject TeachingCredential into one program.

Advisory Notes1. If students need to petition or waive any

of the required credential courses listed inthis program, they should contact theprogram director about applying to anotherappropriate master’s degree program ineducation.

2. Students using financial aid for this programmay incur a financial penalty if they changeto another education program.

Dovetailing with the Master of Arts inEducation:Teaching is the Multiple-SubjectTeaching Credential.Approved by theCalifornia Commission on TeacherCredentialing (CCTC), this credentialprepares teachers for positions at theelementary and middle school levels (K-8).The course work includes specific educationand methods courses focusing on practicalclassroom application.The distinctly Christianperspective leads to a strong foundation ofethics in the classroom.This, coupled withindividualized instructor attention, producesteachers uniquely equipped to educatestudents headed for a competitive workforce.

The Master of Arts in Education:Teaching is an invaluable foundation in the field of teaching. Students benefit from thestimulating idea exchanges inherent in thisprogram.The focus is on immediatelyapplicable course work and up-to-date,relevant information that prepares 21stcentury educators for success in a diverseworld. Students in this program can expect togain solid training that translates into highlymarketable skills such as committee service,curricula enhancement, and the developmentof child advocacy programs.

Course RequirementsCredential Courses 30 unitsEDUC 400 Foundations of Education,

K-12 3EDUC 504 Teaching and Cultural Diversity 3TEP 410 Methods and Curriculum I, K-8 3TEP 411 Field Experience I, K-8 1TEP 430 Methods and Curriculum II, K-8 3TEP 431 Field Experience II, K-8 1TEP 550 First and Second Language and

Literacy, K-8 3TEP 551 Language Acquisition Field

Experience, K-8 1TEP 570 Student Teaching Seminar, K-8 3TEP 571 Student Teaching, K-8 9

M.A. Courses 15 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational


of Education 3EDUC 574 Current Issues in Education 3EDUC 589A Research for Educators:

Beginning Process 2EDUC 589B Research for Educators: Finish

Reporting 1

Total 45 units

Master of Arts inEducation: Teachingand Single-SubjectTeaching CredentialProgram Director, Master of Arts inEducation:TeachingDan Doorn, Ph.D.(626) 815-5371, [email protected]

Department Chair; Program Director,Single-Subject Teaching Credential Nancy Brashear, Ph.D.(626) 815-5370, [email protected]

The increasing numbers of students seekingboth a Single-Subject Teaching Credential anda Master of Arts in Education:Teachinginspired the inception of APU’s combineddegree program. Designed for those pursuinga credential and master’s degree concurrently,this option conveniently joins both programsfor the most efficient path to a tailorededucation.

Advisory Notes1. If students need to petition or waive any of

the required credential courses listed in thisprogram, they should contact the programdirector about applying to anotherappropriate master’s degree program ineducation.

2. Students using financial aid for thisprogram will incur a financial penalty ifthey change to another education program.

Dovetailing with the Master of Arts inEducation:Teaching is the Single-SubjectTeaching Credential.Approved by theCalifornia Commission on TeacherCredentialing (CCTC), this credential

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prepares teachers for positions at the secondarylevel (7-12).The course work includes specificeducation and methods courses focusing onpractical classroom application.The distinctlyChristian perspective leads to a strongfoundation of ethics in the classroom.This,coupled with individualized instructor attention,produces teachers uniquely equipped to educatestudents headed for a competitive workforce.

The Master of Arts in Education:Teaching is an invaluable foundation in the field of teaching. Students benefit from thestimulating idea exchanges inherent in thisprogram.The focus is on immediatelyapplicable course work and up-to-date, relevantinformation that prepares 21st centuryeducators for success in a diverse world.Students in this program can expect to gainsolid training that translate into highlymarketable skills such as committee service,curricula enhancement, and the development ofchild advocacy programs.

Course RequirementsCredential Courses 30 unitsEDUC 400 Foundations of Education 3EDUC 504 Teaching and Cultural Diversity 3TEP 420 Secondary Teaching Strategies 3TEP 421 Field Experience I, 7-12 1TEP 440 Secondary Curriculum and

Procedures 3TEP 441 Field Experience II, 7-12 1TEP 560 First and Second Language and

Literacy, 7-12 3TEP 561 Language Acquisition Field

Experience, 7-12 1TEP 580 Student Teaching Seminar, 7-12 3TEP 581 Student Teaching, 7-12 9

M.A. Courses 15 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational


of Education 3EDUC 574 Current Issues in Education 3EDUC 589A Research for Educators:

Beginning Process 2EDUC 589B Research for Educators: Finish

Reporting 1Total 45 units

Master of Arts inEducationalTechnology andPreliminaryAdministrativeServices Credential(Tier I)Educational Technology ProgramDirector: Kathleen Fletcher Bacer, Ed.D.(626) 815-5355, [email protected]

Tier I Program Director:Robert Vouga, Ed.D.(626) 815-5369, [email protected]

Growing demand from districts for adminis-trators trained to provide leadership ineducational technology led to development of this combined program. Candidates whocomplete this 54-unit sequence will earn both the Master of Arts in EducationalTechnology and the entry-level PreliminaryAdministrative Services Credential (Tier I).Although the credential will authorize initialemployment in any administrative position,a graduate of this combined program will be uniquely prepared for positions such ascoordinator or director of educationaltechnology at a school site or district office.(Candidates may also pursue either programseparately, as described elsewhere in thiscatalog.)

Students in the program gain firsthandexperience with integration of technologyand the classroom.The focus moves beyondInternet access to cross-cultural literacy and communication with the world at large.The program includes functional analysis of computers, evaluation of educationalsoftware and computer hardware, curriculumand lab design, networking, telecommuni-cations, instructional application of integratedsoftware, desktop publishing, instructionaldesign and development, and current trends ineducational technology.

From a leadership perspective, the programemphasizes a Christian approach andincorporates four integrative themes into allcourse work: collaborative leadership anddecision making for effective, culturallydiverse schools; instructional system designand management; care and enhancement ofindividuals; and moral/ethical development of students and staff.


1. A completed Application for GraduateAdmissions



4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must be mailed directlyfrom the office of the Registrar of theinstitution attended to the GraduateCenter:Admissions of Azusa PacificUniversity. Students’ sealed copies will notbe considered official.)



7. Three recommendation letters or formssubmitted by principals or district adminis-trators who have current knowledge of theapplicant’s academic ability and potentialfor service in school administration

8. Letter to the dean describing educationalgoals as well as short- and long-termprofessional goals

9. Résumé or Statement of Experience,verifying with supervisor signatures at leastthree years of full-time service under a“basic” credential (i.e.,Teaching, PupilPersonnel Services,Library,School Nurse, etc.)

10.Valid California teaching, services, ordesignated subject credential

11.Successful completion of the CBEST


12.Intent to purchase or proof of ownershipof a designated laptop computer andrequired software.

13.International students who have graduatedfrom a college or university where Englishwas not the principal language must provideevidence of a minimum TOEFL score of 550.



International applicants send forms to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA(626) 812-3055Fax: (626) 812-3801Email: [email protected]



• For each year of verified, full-time teachingexperience, three units of undergraduateprerequisites may be waived.

• Candidates without previous course workin mainstreaming of special needs studentsare required to take EDUC 530Introduction to Individual Differences.

Laptop and Software RequirementsTo maintain a consistent and current level ofinstruction, each student is required to purchaseor show proof of ownership of a designatedlaptop and software.APU’s laptop labs allowstudents to plug into docking stations andaccess the latest technology at all times.

Current specifications may be obtained fromthe director of the master’s degree program ineducational technology. Software is requiredfor each course. Upon acceptance into theprogram, a student receives a list of softwarefor each course. Laptops are available at theuniversity bookstore and all required softwareis available for purchase. Often, the requiredpurchase of the laptop and software can bebudgeted into student loans. For furtherinformation, please contact the Office ofGraduate Student Financial Services,(626) 815-4570

Course RequirementsCore Courses 9 units(not required for those who possess a master’sdegree in education)

EDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational Psychology 3EDUC 573 Philosophy/Ethics and History

of Education 3

Educational Technology 18 unitsEDUC 511 Foundations of Educational

Technology (required) 3This course must be taken prior to any otherconcentration course. It may be taken inconjunction with the core classes, but not withEDUC 512 through EDUC 527.

Choose 5 courses from the following:EDUC 512 Instructional Applications of

Integrated Software 3EDUC 513 Operations Systems/Networking 3EDUC 514 Educational Video and

Multimedia 3EDUC 515 Emerging Trends in Technology 3EDUC 517 Telecommunications 3EDUC 518 Global Learning/Cross-Cultural

Classrooms 3EDUC 519 Educational Desktop Publishing 3EDUC 523 Instructional Applications of

Hypermedia 3EDUC 524 Instructional Design and

Development 3EDUC 527 Special Topics in Educational

Technology 3

Preliminary Administrative Services Courses 21 unitsEDUC 516 Technology for the Administrator 3EDUC 575 Educational Research and

Program Evaluation 3EDUC 580 Organization and Administration

of American Education 3EDUC 582 Schools and the Law 3EDUC 584 Supervision of Curriculum and

Instruction* 3EDUC 585 Leadership in Human Resource

Administration 3EDUC 586 School Site Leadership 3

*Must have completed the equivalent of EDUC 571

Field Experience/Practicum 6 unitsEDUC 565 Supervised Field Experience in

School Administration 3EDUC 526 Practicum in Educational

Applications of Technology** 3

The program of study must verify that a studentwho is employed full time enrolls in not morethan two courses in one term and one course in the other term during a field experiencesemester, for a maximum of 12 units per semester.

** These three units are in lieu of EDUC 566Supervised Field Experience in School AdministrationII. EDUC 526 includes a research-based, multi-mediaportfolio which must be completed to meet therequirements for the master’s degree. EDUC 526 mustbe taken at the end of the course work in EducationalTechnology.

Total 54 units

Comprehensive ExaminationRequirementCandidates for the Preliminary AdministrativeServices Credential combined with theMaster of Arts in Education with an emphasisin Educational Technology must pass acomprehensive exam composed of open-ended, problem-solving questions from allseven areas of administrative specializationcourses.The exams and orals occur late fall,early spring, and mid-July each year.

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Master of Arts in EducationalTechnologyProgram Director:Kathleen Fletcher Bacer, Ed.D.(626) 815-5490, (626)815-5355;[email protected] are no longer luxuries in theclassroom—they are necessities.Technology hasbecome as basic a requirement as books, paper,and pencils. Students are poised and ready forthis new frontier, but how prepared are theirteachers? The demand is high for educators andadministrators with expertise in technology.Designed for emerging teachers eager to meetthe challenge of the 21st century,Azusa PacificUniversity’s Master of Arts in EducationalTechnology prepares a new breed of teacher.Students in the program gain firsthandexperience about the integration of technologyand the classroom through hands-on activities.The focus moves beyond merely accessing theInternet, offering practical techniques to developcross-cultural literacy and communicate with theworld at large.

The program includes a functional analysis ofcomputers, evaluation of educational softwareand computer hardware, curriculum and labdesign, networking, telecommunications,instructional application of integrated software,desktop publishing, instructional design anddevelopment, current trends in educationaltechnology, and much more.Administrators,veteran educators, and novice teachers can allbenefit from this cutting-edge degree.With ateam of faculty members who are leaders in thefield of technology, course work is alwaysrelevant and immediately applicable.Thoseseeking to serve as site or district-level mentors,coordinators of technology, or leaders ininnovative teaching methods are invited toenroll in this exciting program.



2. International students have a separateapplication procedure. Contact the Officeof International Student Services at (626)815-3055 or [email protected].


4. Official transcripts from all institutionsleading to and awarding the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directlyfrom the Office of the Registrar of theschool attended to the Graduate Center:Admissions at Azusa Pacific University.Students’ sealed copies will not beconsidered official.)



7. Three recommendation forms submittedby professors of employers who havecurrent knowledge of applicant’s academicability and potential

8. Letter to the dean describing educationalgoals as well as short-and-long term profes-sional goals.

9. Resume or Statement of Experience

10.Intent to purchase or proof of ownershipof a designated laptop computer andrequired software (Contact programdirector for specifications.)

11.International students who have graduatedfrom a college or university where Englishwas not the principal language must providethe minimum TOEFL score of 550.




PrerequisitesTwelve semester units of undergraduate orgraduate course work in education.

For each year of verified full-time teaching,three units of prerequisites may be waived.

Laptop RequirementsIn order to maintain a consistent and currentlevel of instruction, each student is required topurchase or show proof of ownership of adesignated laptop and software.APU’s laptoplabs allow students to plug into dockingstations and access the latest technology at alltimes. Often, the required purchase of thelaptop and software can be budgeted intostudent loans. For further information, pleasecontact the Office of Graduate StudentFinancial Services, (626) 815-5440.

A designated laptop is required for allconcentration courses. Contact the programdirector for specifications.

Required SoftwareSoftware is required for each course. Uponacceptance into the program, a studentreceives a list of software required per course.

For more complete information and advising,contact program director, Kathleen FletcherBacer, Ed.D., at (626) 815-5355 [email protected].




History of Education 3

Concentration Courses 21 units EDUC 511 Foundations in Educational

Technology 3(This course must be taken prior to any otherconcentration course. It may be taken inconjunction with the core classes but notwith 512-527)

Choose 15 units from the following:EDUC 512 Instructional Applications of

Integrated Software 3EDUC 513 Operating Systems/Networking 3EDUC 514 Educational Video and Multimedia 3EDUC 515 Emerging Trends in Technology 3EDUC 516 Technology for the School

Administrator 3EDUC 517 Telecommunications 3EDUC 518 Global Learning/Cross

Cultural Classroom 3EDUC 519 Educational Desktop Publishing 3EDUC 523 Instructional Applications of



Technology 3Final CourseEDUC 526 Practicum in Educational

Applications of Technology* 3

*This course includes a comprehensive exam and oraldefense.This class must be taken at the end of thecourse work and is required of all students to receivethe Master of Arts in Educational Technology.

Approved electives or transfer credit available 6 units

Total 36 units

Master of Arts inEducationalTechnology Online ProgramProgram Director:Kathleen Fletcher Bacer, Ed.D.(626) 815-5355; (626) [email protected] Master of Arts in Educational Technologyoffered online is available to students acrossthe United States and capitalizes on the bestteaching/learning pedagogy from face-to-faceand online learning practices.This cutting-edge online version of the degree includes a functional analysis of computers and e-learning, applications of technology-supported curricular tools, telecommu-nications, global learning and cross-culturalliteracy, applications of hypermedia, instruc-tional design and development, and emergingtrends in technologies all encased in adynamic online learning environment.Students enter the program in learningcommunities of no more than 15 students,following a sequenced, integrated coursework plan. Students admitted into the onlineprogram must complete all their course workonline.


1. Online application is required

2. In addition to the requirements for theface-to-face program, students must emailthe following to the program director:Letter describing the student’s technologyproficiencies, technology goals, and learningstyles that may be suitable to the onlinelearning environment and EducationalTechnology degree

3. Proof of ownership of a computer withspecifications and an internet serviceprovider

Course SequenceTerm 1 EDUC 511 Foundations in Educational

Technology 3 EDUC 571 Curriculum Foundations* 3

Term 2 EDUC 517 Telecommunications 3EDUC 520 Applications of Technology-

Supported Curricular Tools 3Term 3 EDUC 518 Global Learning/Cross-Cultural

Classrooms 3EDUC 573 Philosophy/ Ethics and

History of Education 3Term 4 EDUC 523 Applications of Hypermedia 3EDUC 524 Instructional Design and

Development 3Term 5 EDUC 515 Emerging Trends in Technology 3EDUC 527 Special Topics in Educational

Technology 3Term 6 EDUC 526 Practicum in Educational

Applications of Technology 3EDUC 572 Advanced Educational

Psychology* 3TOTAL 36 units*Up to six approved units maybe transferred in.For more complete information, contactprogram director Kathleen Bacer, Ed.D. at(626) 815-5355 or [email protected]

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Master of Science inPhysical EducationThe program provides advanced study withinthe broad discipline of physical education andallows students to elect course work withadvisor approval in sport medicine, fitness/aging, sociology of physical education,physiology of sport, curriculum, and the historyand philosophy of human movement.

The Master of Science in Physical Education isintended to meet the needs of students who wishto prepare for admission to doctoral programs;enhance competencies in teaching, consulting, orprogram administration; and prepare for a varietyof other physical or sport-related careers.

These programs are offered at the followinglocation:

• Azusa• Inland Empire• Murrieta• Orange County• San Diego• Ventura



2. International students have a separateapplication procedure. Please contact theOffice of International Student Services at(626) 812- 3055 or email [email protected].


4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directly fromthe Office of the Registrar of the schoolattended to the Graduate Center:Admissionsat Azusa Pacific University. Students’ sealedcopies will not be considered official.)


6. Minimum undergraduate grade-pointaverage of 3.0 on a 4.0 scale

7. Three recommendation forms submittedby professors or employers who havecurrent knowledge of applicant’s academicability and potential



10.International students who have graduatedfrom a college or university where Englishis not the principal language must providethe minimum TOEFL score of 550.

All materials should be sent to:Graduate Center:AdmissionsAzusa Pacific UniversityPO Box 7000Azusa, CA 91702-7000

Located At:Azusa Pacific University568 East Foothill BoulevardAzusa, CA 91702-7000Phone: (626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]: www.apu.edu



graduate course work in education, or a baccalaureate degree or concentration in Physical Education

• For each year of verified, full-time teaching or coaching experience, three units of prerequisites may be waived.

• Students pursuing a teaching credential should refer to the TEP department prior to applying to the Physical Education Program.

Course RequirementsCore Courses 9 unitsEDUC 572 Advanced Educational Psychology 3PE 551 Curriculum Theory and Design

in Physical Education 3PE 552 History and Philosophy of

Physical Education 3

Research Component: Thesis 10 unitsEDUC 591 Thesis 4EDUC 590 Seminar in Research Methods 3EDUC 500 Technology and the K-12

Educator 3

Emphasis Elective Courses 18 units EDUC 509 Special Topics in Education 3PE 550 Sociology of Sport 3PE 560 Sport Medicine 3PE 561 Ethics in Physical Education

and Athletics 3PE 565 Physical Education,Athletics,

and the Law 3PE 575 Advanced Principles of Physical

Conditioning 3PE 576 Trends and Issues in Physical

Education and Sport 3PE 577 Administration of Physical

Education and Athletic Programs 3PE 578 Psychology of Coaching 3PE 580 Wellness and Fitness for Life 3PE 581 Techniques of Fundraising 3PE 582 Seminar in Professional Literature

in P.E. and Sport 3PE 599 Readings in Physical Education 1-3

Total 37 units


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Department ofEducationalLeadership

Faculty

Chair, Department of Educational Leadership;Professor: Lillian Wehmeyer, Ph.D.

Director, Master of Arts in Education: SchoolAdministration and Preliminary AdministrativeCredential (Tier I) Programs;Tier I Credential

Programs;Associate Professor: Robert Vouga, Ed.D.

Director, Professional Administrative ServicesCredential (Tier II) Program;Associate Professor:

Marcia McVey, Ed.D.

Program Director, Doctor of Education inEducational Leadership;Associate Professor:

Thomas Godley, Ed.D.

Director, Center for Research on Ethics and Values;Professor: Beverly Hardcastle Stanford, Ph.D.

Professors: Chip Anderson, Ph.D.;Patricia Bonner, Ph.D.;Laurie Shreiner, Ph.D.

Associate Professors: Daniel Elliott, Ed.D.;Ronald Foland, Ph.D.; Edgar Gill, Ph.D.;

Gail Houghton, Ph.D.; Dan Lawson, Ph.D.

Assistant Professor:Ying Hong Jiang, Ph.D.


IntroductionThe Department of Educational Leadershipoffers programs for administrators and othereducators who desire to enhance theirleadership roles in pre-K to 12th gradeschools and in higher education.

For those who wish to become adminis-trators, the department provides the Tier I or Preliminary Administrative ServicesCredential and the Preliminary AdministrativeInternship Credential.The latter is available tothose appointed to an administrative positionbefore they hold the Tier I Credential.

Upon completion of the Tier I Credentialand appointment to an administrativeposition, students continue through the Tier IIor Professional Administrative ServicesCredential.Advanced study for administratorsis available through the educational adminis-tration emphasis in the Doctor of Education(Ed.D.) in Educational Leadership.

Study of pre-K to 12th grade educationaladministration without earning a credential is possible through the department’s Master of Arts in Education: School Administration.This program may be of interest to teachersand other credentialed personnel, as well as to nonpublic school administrators.Anotheroption is the combined Master of Arts inEducational Technology and PreliminaryAdministrative Services Credential (Tier I)program.

Educators who prefer to fulfill leadership roleswithout becoming an administrator maypursue advanced study through the teachingand learning emphasis in the Ed.D. programin educational leadership.This program isdesigned for those who wish to serve asdepartment or grade-level chairs, teachereducators at the university level, or as mentorteachers, staff development consultants,curriculum writers, or the like.

Finally, candidates desirous of leadershippositions in higher education may choose thehigher education emphasis in the Ed.D.program in educational leadership.Thisprogram is offered on a nontraditionalschedule, making it available to candidatesaround the world.

Both the credential programs and the master’sdegree are offered at the university’s regionalcenters throughout Southern California.Thedoctoral emphases in educational adminis-tration and teaching and learning are availablein Azusa on Wednesday evenings and/or arotating Saturday schedule.

The higher education emphasis in the Ed.D.program involves fulltime attendance for threeweeks each July and two weeks each Januaryfor a minimum of three years.At each visit,students cap off two courses begun at theprevious session and begin two more. Projectsand other assignments are due throughouteach six-month semester, and communicationwith faculty is maintained by phone, email,and postal service.

Vision StatementPersonnel in the Department of EducationalLeadership seek to advance the work of Godin the world through excellence in leadershipthat encourages students to develop aChristian perspective of truth and life.

Mission StatementFaculty members in the Department ofEducational Leadership strive to: challengestudents to develop visionary leadership,scholarly practice, and exemplary characterand engage in the scholarship of discovery,integration, application, and teaching toprepare students who are:

• Identified as being competent, innovative,visionary leaders able to create educationalenvironments within their organizationswholly conducive to educational programsthat help connect the students to the worldof schooling and the world of life work.

• Recognized as scholarly practitioners whointegrate theoretical knowledge withpractical decision-making and who aregrounded in relevant technologies andsubstantive professional content, trained inskills of inquiry, capable of independent andcritical thought, and who are dedicated toimproving their own professional practice,as well as that of other educators.

• Respected as individuals of high moral andethical character who probe the deeperquestions regarding the meaning of humanexistence and who dedicate themselves to aperpetual quest for truth as they face thecontradictions inherent in the world.

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AccreditationThe credential programs in the Departmentof Educational Leadership are accredited by the California Commission on TeacherCredentialing and the National Council forAccreditation of Teacher Education. Master’sand doctoral degrees are accredited by theWestern Association of Schools and Colleges(WASC) and the National Council forAccreditation of Teacher Education(NCATE).

Center for Research onEthics and ValuesThe Center for Research on Ethics and Valueswas founded concurrently with the launch of the doctorate in education.The center is committed to the promotion of researchand scholarship that can enhance the moral,ethical, and spiritual development of children,youth, and young adults. Faculty research isfacilitated; the center also hosts conferencesfor faculty and students in keeping with itsmission.

ConferencesIn addition to conferences sponsored by theCenter for Research on Ethics and Values,students and graduates have other opportu-nities to keep abreast of current developmentsand enhance their professional abilities. Forexample, doctoral dissertations are presentedpublicly each semester, and an annualconference offers an update on Californiaeducation law.

Career CenterThe university maintains a Career Center toassist students in identifying and applying forappropriate positions. For a fee, students mayestablish a placement file that is handsomelyassembled and sent to prospective employerson request.

The Department of Educational Leadershipsponsors an Administrative PlacementWorkshop each year. Faculty are also availableto review application papers with students andprovide individual career guidance.

PreliminaryAdministrativeServices Credential orInternship Credential(Tier I)Program Director: Robert Vouga, Ed.D.(626) 815-5369, [email protected]

Leading the field,APU is among the largestcentrally based, credential-granting institutionsin the state. One of the primary reasonsstudents are drawn to the program is itsunique focus on developing effective instruc-tional leaders dedicated to a compassionate,competent, and caring Christian approach to education.APU’s faculty model thiscommitment as practicing administrators andfield work mentors involved in the dailyoperation of many Southern California schooldistricts.

The Preliminary Administrative ServicesCredential Internship Program meets aunique need within today’s school districts byallowing candidates whose districts desire toemploy them immediately as administrators tocomplete their credential course work whilesimultaneously filling the administrativeposition. Candidates do so under supervisionof the university and the nominating districtand must enroll in the field experiencecourses during the first two semesters of theprogram.

Credential onlyCandidates who already possess a master’sdegree in education may complete theconcentration in school administration andthe supervised field experience and be eligiblefor the Preliminary Administrative ServicesCredential (Tier I). Students not holding amaster’s degree should enroll in the combinedprogram leading to the Tier I Credential witha master’s degree in School Administration orEducational Technology, described elsewherein this catalog.

Interns participate in the administrativecredential courses along with othercandidates, bringing with them the invaluableexperiences they encounter daily in the field.The timely and relevant course work isimmediately applicable and an excellentresource for the problem solving and decisionmaking required in their current positions.

Faculty who are practicing administrators andfield work mentors enrich the learningexperience and offer a strong ethical approachto educational leadership.

The Tier I Program is offered at the followinglocations:• Azusa• High Desert• Inland Empire• Murrieta• Orange County• San Diego• Ventura



2. International students have a separateapplication procedure. Contact the Officeof International Student Services at (626) 815-3055 or email [email protected].

3.A $45 nonrefundable application fee

4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directlyfrom the office of the Registrar of theschool attended to the Graduate Center:Admissions at Azusa Pacific University.Students’ sealed copies will not beconsidered official.)

5. Bachelor’s and master’s degrees fromregionally accredited institution(s)

6. Minimum graduate grade-point average of3.0 on a 4.0 scale (Provisional admittancemay be granted to individuals who do notmeet this criterion if competency can beshown.)

7.Three recommendation letters or formssubmitted by principals or district adminis-trators who have current knowledge of theapplicant’s academic ability and potentialfor service in school administration

8. Letter to the dean describing educational aswell as short- and long-term professionalgoals


9. Résumé or Statement of Experience,verifying with supervisor signatures at leastthree years of full-time-service under aCalifornia “basic” credential (i.e.,Teaching,Pupil Personnel Services, Library, SchoolNurse, etc.)


11. Successful completion of the CBEST

12. International students who have graduatedfrom a college or university where Englishwas not the principal language mustprovide evidence of a minimum TOEFLscore of 550

Internship candidates must also submit:

13. Contract or letter verifying administrativeoffer of employment and Terms andAgreements form signed by the superin-tendent or designee

14. Letter from the employing districtsuperintendent or designee nominating thestudent for the internship credential andexpressing a willingness to participate inthe process

All materials should be submitted to:Graduate Center:Admissions Azusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000



Prerequisites• Candidates with a master’s degree that did

not include course work equivalent toEDUC 571 Curriculum Foundations maybe required to take that course.

• Candidates without previous course work inmainstreaming of special needs students arerequired to take EDUC 530 Introductionto Individual Differences.

• Candidates are required to show eitherproficiency in educational uses ofcomputers or completion of EDUC 500Technology and the K-12 Educator orEDUC 511 Foundations in EducationalTechnology or equivalent prior toregistering for EDUC 516 Technology forthe School Administrator.

Laptop RequirementsTo maintain a consistent and current level ofinstruction, each student is required topurchase or show proof of ownership of adesignated laptop and software.APU’s laptoplabs allow students to plug into dockingstations and access the latest technology at alltimes. Often, the required purchase of thelaptop and software can be budgeted intostudent loans. For further information, pleasecontact the Office of Graduate StudentFinancial Services, (626) 815-4570.

Course RequirementsNo required sequence except as noted.

Concentration Courses 21 unitsEDUC 516 Technology for the School

Administrator* 3EDUC 575 Educational Research



Instruction** 3EDUC 585 Leadership in Human Resource


*Must have completed the equivalent of EDUC 500**Must have completed the equivalent of EDUC 571

Field Experience 6 units(Each course lasts the duration of a 15-weeksemester.)

EDUC 565 Supervised Field Experience in School Administration I 3

EDUC 566 Supervised Field Experience in School Administration II 3

The program of study must verify that a studentwho is employed full time enrolls in not morethan two courses in one term and one course inthe other term during a field experience semester,for a maximum of 12 units per semester.

Field Experience (Intern) 8 units(Each course lasts the duration of a 15-weeksemester.)

EDUC 560 Supervised Administrative Internship Field Experience I 4

EDUC 561 Supervised Administrative Internship Field Experience II 4

The program of study must verify that internsare only enrolled in one course per termduring the two semesters of supervisedinternship field experience.

Total for those who possess a master’sdegree in education and meet prerequisites up to 27 units or, forinternship, up to 29 units.

Comprehensive ExamCandidates for the Preliminary AdministrativeServices Credential must pass a compre-hensive exam composed of open-ended,problem-solving questions from all seven areasof administrative specialization courses.Theexams and orals occur late fall, early spring,and mid-July each year.

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Master of Arts inEducation: SchoolAdministrationProgram Director: Robert Vouga, Ed.D.(626) 815-5369, [email protected]

Azusa Pacific University’s Master of Arts inEducation: School Administration Programprepares students to serve as effective, innovativeeducational administrators. Graduates emergewell-equipped to fulfill leadership roles such asfaculty mentor, curriculum planner, facilitator,or department chair.All course workthroughout the program reflects four integrativethemes: collaborative leadership and decisionmaking for effective culturally diverse schools,instructional system design/management, careand enhancement of individuals, and moral/ethical development of students and staff. Giventhis foundation,APU graduates are heavilyrecruited throughout California school districts.

Most students combine this degree with thePreliminary Administrative Services Credential(Tier I), which is also offered at APU asdescribed on subsequent pages.Those desiringonly the master’s degree may substitute six unitsof approved electives for the fieldwork requiredin the credential program.

The School Administration Program is offeredat the following locations:

• Azusa• High Desert• Inland Empire• Murrieta• Orange County• San Diego• Ventura



2. International students have a separateapplication procedure. Contact the Office ofInternational Student Services at (626) 815-3055 or email [email protected].


4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directlyfrom the Office of the Registrar of theschool attended to the Graduate Center atAzusa Pacific University. Students’ sealedcopies will not be considered official.)



7.Three recommendation letters or formssubmitted by persons who have currentknowledge of the applicant’s academicability and potential for service in schoolleadership



10. International students who have graduatedfrom a college or university where Englishwas not the principal language mustprovide evidence of a minimum TOEFLscore of 550.



International applicants send forms to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USAPhone: (626) 812-3055Fax: (626) 812-3801Email: [email protected]




• Candidates are required to show eitherproficiency in educational uses ofcomputers or completion of EDUC 500Technology and the K-12 Educator orEDUC 511 Foundations in EducationalTechnology or equivalent prior to enrollingin EDUC 516 Technology for the SchoolAdministrator.

Laptop RequirementsTo maintain a consistent and current level ofinstruction, each student is required topurchase or show proof of ownership of adesignated laptop and software.APU’s laptoplabs allow students to plug into dockingstations and access the latest technology at alltimes. Often, the required purchase of thelaptop and software can be budgeted intostudent loans. For further information, pleasecontact the Office of Graduate StudentFinancial Services, (626) 815-4570.


Core Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational Psychology 3EDUC 573 Philosophy/Ethics and History

of Education 3Concentration Courses 21 unitsEDUC 516 Technology for the School


and Program Evaluation 3EDUC 580 Organization and Administration



Administration 3EDUC 586 School Site Leadership 3Elective or transfer credit 6 unitsExtension courses are not viable.

Total 36 units*Must have completed the equivalent of EDUC 500 **Must have completed the equivalent of EDUC 571


Additional Master’s DegreeRequirementsComprehensive ExamCandidates for the Master of Arts inEducation: School Administration must pass a comprehensive exam composed ofopen-ended, problem-solving questions from all seven areas of administrative special-ization courses.The exams and orals occurlate fall, early spring, and mid-July each year.

Growth AssessmentCandidates for the Master of Arts inEducation: School Administration, uponcompleting the course work, must submit an Intent to Graduate form.This formtriggers the sending of the Growth Assessmentdocument to the candidate.The candidatecompletes the packet assessing his/heraccomplished growth during the program.Included are the possible questions fromwhich the candidate may select two inpreparation for the exit oral presentation.

Exit Oral Presentation At the conclusion of the program, candidatescomplete a growth assessment and prepare foran exit oral presentation on a topic from theapproved orals list.

Thesis OptionCandidates seeking the master’s degree withan emphasis in school administration mayelect to complete a master’s thesis/project inlieu of the comprehensive examination andoral presentation. Students meet with theprogram director to obtain preliminaryapproval and plan course work tocomplement their research for the thesis.Once approved, students enroll in EDUC 591Thesis during their final semester. The thesisor project enables the student to conductmeaningful research or program development.The program director is available to advisestudents who may be considering the thesis orproject option rather than the comprehensiveexam.A thesis advisor from the full-timefaculty will be designated by the programdirector to work with the student. Studentsmay request specific full-time faculty to betheir thesis advisor.

Master of Arts inEducation: SchoolAdministration andPreliminaryAdministrativeServices Credential(Tier I)Program Director: Robert Vouga, Ed.D.(626) 815-5369, [email protected]

Educators desiring to serve in administrativeroles find APU’s combined Master of Arts inEducation in School Administration andPreliminary Administrative ServicesCredential (Tier I) Program an ideal pathtoward their goal. (The credential-onlyprogram is described on previous pages of thiscatalog.) The master’s program coupled withthe Tier I Credential qualifies graduates toserve as effective instructional leaders inadministrative roles.The program emphasizesa strong Christian approach and incorporatesfour integrative themes into all course work:collaborative leadership and decision makingfor effective culturally diverse schools, instruc-tional system design/management, care andenhancement of individuals, and moral/ethicaldevelopment of students and staff.

This solid foundation is largely responsible forthe program’s growth and success since 1985.Today,APU is among the largest centrallybased, credential-granting institutions in thestate.The success is also a result of therigorous standards of the program’s faculty.As practicing administrators and fieldworkmentors involved in the daily operation of many Southern California school districts, these professors stand poised to offerrelevant, insightful instruction and firsthandexperience. Consequently,APU graduates are heavily recruited to serve in districtsthroughout the state.This program is offeredat the following locations:






4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directlyfrom the Office of the Registrar of theschool attended to the Graduate Center:Admissions at Azusa Pacific University.Students’ sealed copies will not beconsidered official.)



7.Three recommendation letters or formssubmitted by principals or district adminis-trators who have current knowledge of theapplicant’s academic ability and potentialfor service in school administration


9. Résumé or Statement of Experience,verifying with supervisor signatures at leastthree years of full-time service under a“basic” credential (i.e.,Teaching, PupilPersonnel Services,Library, School Nurse etc.)


11.Successful completion of the CBEST

12.International students who have graduatedfrom a college or university where Englishwas not the principal language mustprovide evidence of a minimum TOEFLscore of 550.

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Internship candidates must also submit;13. Contract or letter verifying administrative

offer of employment, and Terms andAgreements form signed by the superin-tendent or designee

14. Letter from the employing district superin-tendent or designee nominating the studentfor the internship credential and expressing awillingness to participate in the process


Located at:568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545Email: [email protected]: www.apu.edu





• Candidates without previous course work inmainstreaming of special needs students arerequired to take EDUC 530 Introduction toIndividual Differences.

• Candidates without introductory skills ineducational use of computers are required toeither show proficiency or complete EDUC500 Technology and the K-12 Educator orEduc 511 Foundations in EducationalTechnology or equivalent prior to registeringfor EDUC 516 Technology for the SchoolAdministrator.

Laptop RequirementsTo maintain a consistent and current level of instruction, each student is required topurchase or show proof of ownership of adesignated laptop and software.APU’s laptoplabs allow students to plug into dockingstations and access the latest technology at all times. Often, the required purchase of thelaptop and software can be budgeted intostudent loans. For further information, pleasecontact the Office of Graduate StudentFinancial Services, (626) 815-4570.


Core Courses 9 units(not required for those who possess a master’sdegree in education. Students who waivetheses courses may be required to choosealternative electives to satisfy the unitrequirements of the program.)


of Education 3

Concentration Courses 21 unitsEDUC 516 Technology for the School


and Program Evaluation 3EDUC 580 Organization and Administration




*Must have completed the equivalent of EDUC 500**Must have completed the equivalent of EDUC 571

Field Experience 6 units(Each course lasts the duration of a 15-weeksemester)

EDUC 565 Supervised Field Experience in School Administration I 3

EDUC 566 Supervised Field Experience inSchool Administration II 3

The program of study must verify that a studentwho is employed full time enrolls in not more than two courses in one term and onecourse in the other term during a fieldexperience semester, for a maximum of 12 unitsper semester.

Field Experience (Interns) 8 units(Each course lasts the duration of a 15-weeksemester.)

EDUC 560 Supervised Administrative Internship Field Experience I 4

EDUC 561 Supervised Administrative Internship Field Experience II 4

The program of study must verify that internsenroll in only one course per term during thetwo semesters of supervised internship fieldexperience.

Total 36 or 38 units(for those who do not possess a master’s degree ineducation)

Additional Master’s DegreeRequirementsComprehensive ExamCandidates for the Master of Arts inEducation: School Administration andPreliminary Administrative ServicesCredential must pass a comprehensive exam composed of open-ended, problem-solving questions from all seven areas ofadministrative specialization courses.The exams and orals occur late fall, early spring,and mid-July each year.


Growth AssessmentCandidates for the Master of Arts inEducation with an emphasis in SchoolAdministration and PreliminaryAdministrative Services Credential (Tier I),upon completing the course work, mustsubmit an Intent to Graduate form.This form triggers the sending of the GrowthAssessment document to the candidate.The candidate completes the packet assessinghis/her accomplished growth during theprogram. Included are the possible questionsfrom which the candidate may select two inpreparation for the exit oral presentation.

Exit Oral Presentation At the conclusion of the program, candidatescomplete a growth assessment and prepare foran exit oral presentation on a topic from theapproved orals list.

Thesis OptionCandidates seeking the master’s degree withan emphasis in school administration mayelect to complete a master’s thesis/project in lieu of the comprehensive examination and oral presentation. Students meet with the program director to obtain preliminaryapproval and plan course work tocomplement their research for the thesis.Once approved, students enroll in EDUC 591Thesis during their final semester.The thesisor project enables the student to conductmeaningful research or program development.The program director is available to advisestudents who may be considering the thesis orproject option rather than the comprehensiveexam.A thesis advisor from the full-timefaculty will be designated by the programdirector to work with the student. Studentsmay request specific full-time faculty to betheir thesis advisor.The student will registerfor 591 Thesis in lieu of the second semesterof field experience unless one semester offield experience has been waived for someother reason.

Master of Arts inEducationalTechnology andPreliminaryAdministrativeServices Credential(Tier I)Tier I Program Director:Robert Vouga, Ed.D.(626) 815-5369, [email protected]

Educational Technology ProgramDirector, Kathleen Fletcher Bacer, Ed.D.(626) 815-5355, [email protected]

Growing demand from districts for adminis-trators trained to provide leadership ineducational technology led to development of this combined program. Candidates whocomplete this 54-unit sequence will earn boththe Master of Arts in Educational Technologyand the entry-level Preliminary AdministrativeServices Credential (Tier I).Although thecredential will authorize initial employmentin any administrative position, a graduate ofthis combined program will be uniquelyprepared for positions such as coordinator ordirector of educational technology at a schoolsite or district office. (Candidates may alsopursue either program separately, as describedelsewhere in this catalog.)

Students in the program gain firsthandexperience with integration of technologyand the classroom.The focus moves beyondInternet access to cross-cultural literacy andcommunication with the world at large.Theprogram includes functional analysis ofcomputers, evaluation of educational softwareand computer hardware, curriculum and lab design, networking, telecommunications,instructional application of integratedsoftware, desktop publishing, instructionaldesign and development, and current trends in educational technology.

From a leadership perspective, the programemphasizes a Christian approach andincorporates four integrative themes into allcourse work: collaborative leadership anddecision making for effective, culturallydiverse schools; instructional system designand management; care and enhancement ofindividuals; and moral/ethical development ofstudents and staff.


1. A completed Application for GraduateAdmissions

2. A $45 nonrefundable application fee.


4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must be mailed directlyfrom the Office of the Registrar of theinstitution attended to the GraduateCenter:Admissions of Azusa PacificUniversity. Students’ sealed copies will notbe considered official.)



7. Three recommendation letters or formssubmitted by principals or district adminis-trators who have current knowledge of theapplicant’s academic ability and potentialfor service in school administration


9. Résumé or Statement of Experience,verifying with supervisor signatures at leastthree years of full-time service under a“basic” credential (i.e.,Teaching, PupilPersonnel Services, Library, School Nurse,etc.)



12. Intent to purchase or proof of ownershipof a designated laptop computer andrequired software.

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13. International students who have graduatedfrom a college or university where Englishwas not the principal language must provideevidence of a minimum TOEFL score of550.







• Candidates without previous course work inmainstreaming of special needs students arerequired to take EDUC 530 Introduction toIndividual Differences.

Laptop and SoftwareRequirementsTo maintain a consistent and current level ofinstruction, each student is required to purchaseor show proof of ownership of a designatedlaptop and software.APU’s laptop labs allowstudents to plug into docking stations andaccess the latest technology at all times.

Current specifications may be obtained fromthe director of the master’s degree program ineducational technology. Software is required for

each course. Upon acceptance into theprogram, a student receives a list of softwarefor each course. Laptops are available at theuniversity bookstore and all required softwareis available for purchase. Often, the requiredpurchase of the laptop and software can bebudgeted into student loans. For furtherinformation, please contact the Office ofGraduate Student Financial Services,(626) 815-4570

Course RequirementsCore Courses 9 units(not required for those who possess a master’sdegree in education)


of Education 3

Educational Technology 18 unitsEDUC 511 Foundations of Educational

Technology (required) 3This course must be taken prior to any otherconcentration course. It may be taken inconjunction with the core classes, but not with EDUC 512 through EDUC 527.

Choose 5 courses from the following:EDUC 512 Instructional Applications of

Integrated Software 3EDUC 513 Operations Systems/Networking 3EDUC 514 Educational Video and

Multimedia 3EDUC 515 Emerging Trends in Technology 3EDUC 517 Telecommunications 3EDUC 518 Global Learning/Cross-Cultural

Classrooms 3EDUC 519 Educational Desktop Publishing 3EDUC 523 Instructional Applications of



Technology 3

Preliminary Administrative Services Courses 21 unitsEDUC 516 Technology for the Administrator 3EDUC 575 Educational Research and



Instruction* 3EDUC 585 Leadership in Human Resource


*Must have completed the equivalent of EDUC 571

Field Experience/Practicum 6 unitsEDUC 565 Supervised Field Experience in

School Administration 3EDUC 526 Practicum in Educational

Applications of Technology** 3

The program of study must verify that a studentwho is employed full time enrolls in not morethan two courses in one term and one course in the other term during a field experiencesemester, for a maximum of 12 units per semester.

** These three units are in lieu of EDUC 566Supervised Field Experience in School AdministrationII. EDUC 526 includes a research-based, multi-mediaportfolio which must be completed to meet therequirements for the master’s degree. EDUC 526 mustbe taken at the end of the course work in EducationalTechnology.

Total 54 units

Comprehensive ExaminationRequirementCandidates for the Preliminary AdministrativeServices Credential combined with theMaster of Arts in Education with an emphasisin Educational Technology must pass acomprehensive exam composed of open-ended, problem-solving questions from allseven areas of administrative specializationcourses.The exams and orals occur late fall,early spring, and mid-July each year.


ProfessionalAdministrativeServices Credential(Tier II)Credential onlyProgram Director: Marcia McVey, Ed.D.(626) 815-5420, [email protected]

The Professional Administrative ServicesCredential (Tier II) Program is an advancedtraining program designed for students whohold a Preliminary Administrative ServicesCredential (Tier I) and are in full-timeadministrative positions.The program preparescandidates to assume higher-level adminis-trative positions and/or become moreproficient site administrators. Emphasis isplaced on the application of knowledgethrough in-depth and diverse experiences that are based upon the standards for thecredentials. Collaboration and joint planningbetween the university and the employingschool district provide a program tailored tomeet the specific needs and career goals ofeach student.

Candidates who have received thePreliminary Administrative ServicesCredential (Tier I) and are employed in anadministrative position have one year inwhich to declare their intention (apply foradmittance into a Tier II Program) to enter aprogram of study which will result in theProfessional Administrative ServicesCredential (Tier II). Once employed in anadministrative position, candidates have aperiod of five years to obtain the credential;there is no need to reapply every two years.The Tier II Program is offered at thefollowing locations:




2. International students have a separateapplication procedure. Please contact theOffice of International Student Services at(626) 815-3055 or e-mail [email protected].


4. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (To be consideredofficial, a transcript must come directlyfrom the Office of the Registrar of theschool attended to the Graduate Center:Admissions at Azusa Pacific University.Students’ sealed copies will not beconsidered official.)

5. Bachelor’s and master’s degree from aregionally accredited institution

6. Minimum graduate grade-point average of3.0 on a 4.0 scale (Provisional admittancemay be granted to individuals who do notmeet this criterion if competency can beshown.)

7.Two recommendation forms submitted byschool administrators who have currentknowledge of the applicant’s academicability and potential for service in schooladministration



10.Verification by supervisor and districtsignatures of appointment to a full-timeadministrative position requiring the Tier ICredential

11.Valid Preliminary Services Credential (Tier I)

12. International students who have graduatedfrom a college or university where Englishwas not the principal language mustprovide evidence of a minimum TOEFLscore of 550



International applicants send forms to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA(626) 812-3055Fax: (626) [email protected]

Course Requirements 24 unitsEDUC 600 Budgeting and Managing

Information Systems in K-12 Education – Human and Fiscal Resources* 3

EDUC 610 Human Diversity and Social Context* 3

EDUC 615 Politics and Policy Analysis in Education* 3

EDUC 620 Administration and Supervision in K-12 Education* 3

EDUC 661 Professional Field Experience I,Induction** 2

EDUC 662 Supervised Field Experience II 4EDUC 663 Supervised Field Experience III 4EDUC 664 Professional Field Experience IV,

Assessment** 2

Total up to 24 units

* May be applied toward the Doctor of Education inEducational Leadership Program at APU.** May be applied toward the Combined Tier II andDoctor of Education in Educational LeadershipProgram at APU.

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Credit for waiver of up to eight units ofelectives may be granted if appropriate trainingis received through CSLA,ACSA Principal’sAcademy, or other approved professionaltraining programs, including specially designedweekend seminars sponsored by Azusa PacificUniversity.Appropriate doctoral courses may beaccepted in lieu of EDUC 662 and/or EDUC663. See the option of a combined Tier IICredential and Ed.D. program later in thiscatalog.

Students enrolling in EDUC 661 ProfessionalField Experience I, Induction, and EDUC 664Professional Field Experience IV,Assessment,should register for two units in each of theseuniversity courses. Students enrolling in Tier IIcourses for the first time are required to registerfor EDUC 661.They must enroll in EDUC664 concurrently with or immediately after thelast semester in which they take a Tier IIcourse.

Students may apply for the credential uponsuccessful completion of the program and byproviding a statement with supervisor anddistrict signatures to verify at least two years ofappropriate full-time administrative experiencerequiring the Tier I Credential.

Students seeking admission to the doctoralprogram in educational leadership may apply 12or 16 units (see courses marked with anasterisk) of the completed Tier II coursestoward the doctoral degree.The Tier IICredential and Ed.D. degree may be earnedseparately or in combination, as described onsubsequent pages.

Doctor of Education in EducationalLeadershipProgram Director:Tom Godley, Ed.D.(626) 815-5374, [email protected]

Statement of PurposeThe aim of the doctoral program ineducational leadership is to developindividuals who will be distinguished for theirvisionary leadership, scholarly practice, andexemplary character.The faculty has expandedon the qualities set forth in the program’spurpose statement as follows:

Visionary LeadershipThe faculty envisions its graduates asinnovative, visionary leaders.These leaders arecompetent in and committed to creatingeducational environments that are simulta-neously challenging and supportive forstudents, employees, and communities.Theyuse their skills, insights, and convictions toexamine the educational organization in theircare; analyze, reflect upon, and evaluate thatorganization; and imagine and shape its future.Such leaders are bold, yet reflective; creative,yet practical; perceptive and patient; just andcompassionate.

Scholarly PracticeThe faculty envisions its graduates as scholar-practitioners who integrate theoreticalknowledge with practical decision making.These graduates identify theory and researchfindings from relevant disciplines and applythat knowledge to problems and needs in arange of educational settings. Such scholar-practitioners are grounded in relevanttechnologies and substantive professionalcontent, trained in skills of inquiry, capable ofindependent and critical thought, anddedicated to improving their own professionalpractice, as well as that of other educators.

Exemplary Character The faculty envisions its graduates asindividuals of high moral and ethical characterwho probe the deeper questions regarding themeaning of human existence.They dedicatethemselves to a perpetual quest for truth asthey face the contradictions inherent in theworld.Therefore, the program will leadstudents to explore Christian beliefs, values,and practices as they apply to educationalleadership in a diverse society.

Christian Perspective The university’s Statement of Mission andPurpose declares that the goal of theuniversity is to seek to advance the work ofGod in the world through academicexcellence in liberal arts and in professionalprograms of higher education that encouragestudents to develop a Christian perspective oftruth and life.Although the university doesnot require its graduate students to espouse aChristian worldview or sign a statement offaith or conduct, all faculty and staff hold aChristian commitment and seek to impart tostudents professional, ethical, and moralstandards in keeping with Christian principles.The programs in advanced educationalleadership include course work specificallydesigned to encourage and challenge students,regardless of their individual beliefs, to thinkdeeply about critical professional issues andconsider these issues within the context of aChristian worldview.

EmphasesWithin the Doctor of Education inEducational Leadership, whether pursuedalone or in combination with the Tier IIcredential, students may pursue an emphasis in educational administration, teaching andlearning, or higher education.The educationaladministration emphasis prepares graduates for advanced leadership roles, primarily inelementary and secondary education,including administrative positions at thedistrict, county, state, and federal levels.Theteaching and learning emphasis supportsteachers who aspire to provide leadershipfrom the classroom, as a mentor, or throughinvolvement with faculty teams andcommittees.This emphasis is also appropriatefor an individual planning to work as a leaderin professional development or curriculum


administration, or as a teacher educator.Thehigher education emphasis equips graduatesdesirous of leadership roles in colleges anduniversities.

If none of these emphases meets a student’sgoals, he or she may also opt for a person-alized course of study designed to meet his or her individual educational interests andprofessional needs. Students may also petitionfor program changes or adaptations,explaining how the modification will betterenable them to attain the goals of theprogram while also facilitating theirdevelopment as leaders and servants.

InstructionThe nature of doctoral study is such thatstudents are guided in critically analyzing thetheoretical and research literature pertinent tothe degree’s base of knowledge as well as theirparticular areas of interest. Emphasis is placedon in-depth analysis and synthesis of ideas,identification of those ideas worthy ofapplication to practice, and exploration ofprocesses and competencies critical to suchimplementation. Candidates are encouragedto make the transition from the role of a pupilto that of a scholar. In this process they areexpected to give thoughtful consideration toapplication of principles of academic integrity,set forth earlier in this catalog, as they apply toacademic inquiry and professional practice.

Program goals are accomplished through aseminar approach that focuses on class partici-pation and discussion, as well as individual andgroup presentations.Within this format, theinstructor, rather than acting as the imparterof knowledge, serves as a seminar facilitatorand colleague – assisting students in focusingdiscussion and ensuring that the necessary in-depth analysis, synthesis, and applicationoccur.Where appropriate, transfer of learningto practice is facilitated through case studies,ethical dilemmas, in-basket exercises, role play,simulation, and real-world applications.Athree-unit course calls for 39 class hours persemester, exclusive of breaks, and at least 9hours of preparation per week.

Resources that Support theProgram Among the resources that support theprograms in advanced educational leadershipis the Graduate Center, described elsewherein this catalog. Other resources are the faculty,library and online services, the Career Center,and the students themselves.The Center forResearch on Ethics and Values is describedearlier in this catalog

Faculty Faculty members hold doctorates fromnationally recognized universities and haveextensive experience as practicing leaders ineducation.While maintaining high academicstandards,Azusa Pacific University iscommitted to meeting the special needs ofindividual students.To this end, faculty andprogram directors are readily available toconfer with students. Students are assigned afaculty advisor upon admission.

Library and Online ServicesThe Hugh and Hazel Darling Library, nearly49,000 square feet in size, was opened in1998.The library provides printed,audiovisual, and online resources for graduatestudents in education. Its collection of books,journals, microfiche documents, audiovisualmaterials, and databases continues to expand.Online access is provided to approximately100 licensed electronic databases, as well asthe Internet and the Statistical Package for theSocial Sciences (SPSS). Most of theseresources are also accessible from students’homes via modem.

The Darling Library also offers a workroomfor production of audiovisual and computerpresentations. In addition, students have accessto the Academic Computer Center and theWilliam V. Marshburn Memorial Library,which houses materials in businessmanagement and other related disciplines.Theuniversity has equipped a number ofclassrooms with computers, video/dataprojectors, and online access to universityresources and the Internet.

Interlibrary loan is available for materials notin the Azusa Pacific collections. In addition,doctoral students may receive reimbursementfor a library card obtained at an appropriateresearch library.

Community of Students Students themselves bring diversebackgrounds and perspectives that provide arich resource for classroom discussions andprojects. Professional collegiality is alsosupported in the required Proseminar course,which sets the foundation for the program.Each Proseminar class elects a representativeto the Student Input Group, which meetsperiodically with the program director. Emailserves to facilitate exchange of informationand ideas among students and betweenstudents and faculty.

Other opportunities to develop communityamong students include the annual conferencein connection with EDUC 704 (ChristianPerspectives and Moral/Ethical Issues inEducational Leadership), when studentsinteract with a leader in this field.Anothersharing opportunity comes when studentsmeet in a symposium to present the papersthat grow out of EDUC 704. Finally, allstudents are invited to attend the sessions atwhich graduates present their dissertationresearch to their invited guests – family andcolleagues – and the Azusa Pacific community.

Research Fellowships andFinancial AidFederal Stafford loans and personal bank loansare available to all graduate students throughthe Office of Graduate Student FinancialServices. Since some papers can be submittedprior to admission, students are advised tocontact that office early in the admissionsprocess.

In addition, the university offers a limitednumber of fellowships to doctoral studentsable to act as research associates to doctoralfaculty.These fellowships are available tostudents who enroll in at least 9 units persemester and devote 18 hours per week totheir assignment.The fellowship involves amodest stipend and 50 percent reduction in tuition.

Application RequirementsThe following materials are required of eachapplicant to the Ed.D. program. Eachapplication is evaluated as a whole. Please seek advisement for additional requirementsfor those who wish to pursue the ProfessionalAdministrative Credential (Tier II) incombination with the Ed.D.

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2.A $45 nonrefundable application fee (notrequired of students previously admitted to agraduate program at Azusa Pacific)

3. Official transcripts from all institutionsleading to, and awarding, the applicant’sbaccalaureate degree and all post-baccalaureate study (This is not required ofstudents for whom Azusa Pacific already hassuch records.To be considered official, atranscript must come directly from theOffice of the Registrar of the schoolattended to the Graduate Center:Admissionsat Azusa Pacific University. Students’ sealedcopies will not be considered official.)

4.A master’s degree in education or a closelyrelated field from a regionally accreditedinstitution

5. Minimum graduate GPA of 3.5 on a 4-pointscale (Provisional admittance may be grantedto individuals who do not meet thiscriterion, if competency can be shown.)

6. Evidence of satisfactory completion ofgraduate course work in the corequisite areaslisted for each emphasis (Corequisites notcompleted prior to admission must be takenduring the first year of doctoral study.)

7.Three recommendations on doctoral forms,one completed by the applicant’s supervisorand all from persons who can attest to theapplicant’s potential for doctoral study andleadership

8. Form(s) signed by the employer to documentfive years of relevant professional experience(Ed.D. students who lack appropriateexperience but meet the other admissionscriteria may be admitted provisionally and,subsequently, complete experiences tobroaden their base of practical experience.)

9.A current professional résumé

10.Letter to the dean, double-spaced, describingthe student’s educational goals, short- andlong-term professional goals, professionalactivities, and areas of interest for a total offive to seven pages

11.A writing sample that demonstrates thestudent’s ability to write cogently and useresearch and professional literatureeffectively in developing ideas andarguments (e.g., a master’s thesis, a scholarlyarticle published in a journal, a compre-hensive course paper, or a major districtreport)

12.Results of the Miller Analogies Test (MAT)or the Graduate Record Examination(GRE) taken within the last 10 years andsent directly from the testing agency to theGraduate Center

13.For international students who havegraduated from a college or universitywhere English was not the principallanguage, a minimum TOEFL score of600/250 is required. Results of the Test ofSpoken English and the Test of WrittenEnglish are recommended. If the latterresults are not submitted prior toadmission, students may be required tofollow procedures described underAdmission Policies in this catalog.International students have a separateapplication procedure. Please contact theOffice of International Student Services at(626) 812-3055 or email [email protected].

14.Other evidence of potential for leadershipas the candidate desires


Located At:Azusa Pacific University568 E.Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]: www.apu.edu


InterviewUpon invitation, doctoral applicants completean interview with at least one member of thedoctoral faculty.The purpose of the interviewis to meet the candidate, discuss career goals,evaluate match of the program to the student,and ascertain, at least initially, the applicant’spotential for success in educational leadership.

Admission DecisionsThe university reserves the right to offerprovisional admission to students who fail tomeet all the specified admission criteria. Insuch cases, the program AdmissionsCommittee specifies the additionalrequirements necessary for full admission andthe time limit for completing them. Failure tomeet these requirements may result indismissal from the program.

The university reserves the right to refuseadmission to any applicant at the discretion ofthe deans or the Admissions Committee and todisqualify, discontinue, or exclude any studentat the discretion of the deans, faculty, adminis-tration, or Ethical Standards Committee.

AdvisementFor advisement with respect to the overallprogram, each doctoral student is assigned afaculty advisor at the time of admission.Thestudent and advisor jointly develop a programplan specifying the sequence of courses to becompleted.This plan is to be filed with thedirector of the Ed.D. program by the time thestudent completes the first nine units ofdoctoral study. Students meet at least annuallywith the faculty advisor.When the dissertationchair is selected, he or she typically assumesthe role of faculty advisor as well.

Course of Study: OverviewThe conceptual framework for the programin advanced educational leadership respondsto the Seven Learner Goals adopted by theDepartments of Education and the standardsof the Interstate School Leadership LicensureConsortium (ISLLC). In addition, the Tier IIprogram conforms to California requirementsfor the Professional Administrative ServicesCredential.The program emphasizesknowledge and skills of leadership and inquirynecessary for advanced positions ineducational leadership.


Combined Ed.D. and Tier IIProgramThe Ed.D. alone requires a total of 60 units.The Ed.D. combined with the Tier IIcredential requires a total of 64 units. Bothcourses of study include a first-year review, aGuided Inquiry Project, and successfulcompletion of the dissertation. Both programsaccept up to 12 units at the master’s level,subject to transfer limitations described below.Please seek academic advising for the programcombining the Tier II with the Ed.D.

Of the 60 units for the Ed.D. alone, 48 arenormally taken in residence at Azusa Pacific.Students who earned the Tier II elsewhereshould enter the Ed.D. Program and petitionto transfer up to 12 units of academic workfrom their Tier II Program, subject to thelimits below.Acceptance of these 12 transferunits automatically reduces the residencyrequirement at Azusa Pacific to 36 units.

CorequisitesAll doctoral applicants must present atadmission or complete within the first year ofstudy successful graduate work in specifiedcourses.Azusa Pacific equivalent courses areindicated for each corequisite. Courses takenelsewhere must be similar to the courses named.

Students in both the educational adminis-tration and the teaching and learningemphases must complete corequisites inhistory and philosophy of education(comparable to EDUC 573), curriculumfoundations (EDUC 571), educationalpsychology (EDUC 572), and educationalresearch and statistics (EDUC 575).

Higher education students also completecorequisite courses in history and philosophyof education (comparable to CSA 581 atAPU) and educational research and statistics(comparable to CSA 575).The third andfourth corequisites in higher education maybe selected from the following: psychology(EDUC 572), student development (CSA552), law (CSA 543), sociology of education(CSA 562), teaching/learning (CSA 571),counseling (CSA 563 or CSA 583), adminis-tration (CSA 553, CSA 591, MHOD 521,or MHOD 561), or finance (EDUC 600 orBUSI 506). Courses listed in parentheses areAPU equivalents to the corequisites.

Computer RequirementStudents must own or have ready access to acomputer during their tenure in the program.The university bookstore makes arrangementsto enable students to purchase computers andsoftware at economical rates on convenientterms. Often, the required purchase of thelaptop and software can be budgeted intostudent loans. For further information, pleasecontact the Office of Graduate StudentFinancial Services, (626) 815-4570.

Master’s-level and Tier IITransfer UnitsUp to 12 units at the master’s level may betransferred toward the 60 or 64 units requiredfor the Ed.D. degree. Such courses must berelevant to the student’s doctoral studies.Graduate transfer units (except those for theTier II) must have been acceptable toward agraduate degree at a regionally accreditedinstitution.

Academic Tier II courses, equivalent to AzusaPacific courses EDUC 600, EDUC 610,EDUC 615, and EDUC 620 must have beenpart of a state-approved credential program ata regionally accredited university. Supervisedfield experience units are not accepted towardthe Ed.D.-only program.

All transfer units must have been earned witha grade of B or better and ordinarily withinthe preceding 10 years. In some cases,experienced educational leaders may petitionfor an extension of the 10-year limit, withjustification on a course-by-course basis.

Course RequirementsMaster’s-Level Courses

12 units maximumStudents who bring in fewer than 12 transferunits at the master’s level may, within thatmaximum, include relevant master’s courses in their course of study. Most often, these are courses taken to satisfy corequisiterequirements. Corequisites may also be metby examination; of the 12 applicable master’s-level units, 6 may be earned in this way.

Tier II CoursesFor Ed.D. only (electives)

12 units maximum For Combined Program (required)

16 units In the Ed.D. program, courses EDUC 600,EDUC 610, EDUC 615, and EDUC 620 areavailable as electives. Courses EDUC 661 andEDUC 664 do not count toward the total of60 units for the Ed.D. degree, but may beincluded in a combined Tier II-Ed.D. courseof study. Consult the program director fordetails.

EDUC 600 Budgeting and Managing Information Systems In K-12 Education–Human and Fiscal Resources 3

EDUC 610 Human Diversity and Social Context 3

EDUC 615 Politics and Policy Analysis in Education 3

EDUC 620 Administration and Supervision in K-12 Education 3

EDUC 661 Professional Field Experience I,Induction 2

EDUC 664 Professional Field Experience IV,Assessment 2

Students who earned the Tier II Credentialprior to admission for doctoral study shouldapply for the Ed.D.-only program. Subject tothe same limits as for transfer units, they mayapply the core units of academic course workfrom that program (EDUC 600, EDUC 610,EDUC 615, and EDUC 620 or equivalent)toward the 60 required for the Ed.D.-onlyprogram.

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Doctoral-Level CoursesRequired Courses 15 unitsThe following are required courses. EDUC 794and EDUC 795 do not count toward the unitrequirement. EDUC 794 is a student’s firstsemester of work with his/her dissertationcommittee. EDUC 795 is repeated until thedissertation has been successfully defended.Registration in these courses provides access tofaculty, the library, and related services.

EDUC 700 Proseminar in Doctoral Study in Education 3

EDUC 704 Christian Perspectives and Moral/Ethical Issues in Educational Leadership 3

EDUC 740 Intermediate Statistics and Data Analysis 3

EDUC 741 Research Design 3EDUC 790 Doctoral Seminar in

Research Studies 3EDUC 794/5 Dissertation Research 3,3

Research options 0-9 unitsOne or more of the following courses may berequired, as determined by the student inconsultation with his/her faculty advisor.Thesecourses typically precede course EDUC 790.

EDUC 742 Qualitative Research 3EDUC 743 Program Evaluation in Education 3EDUC 746 Advanced Data Analysis 3

Emphasis Courses 12 or more unitsCandidates must complete at least 12 units inthe chosen emphasis area. Students who opt fora personalized course of study, rather than anemphasis, plan in conjunction with the facultyadvisor a program based on the student’seducational and career objectives.Whenappropriate, a Special Topics (EDUC 798)course may be identified as counting toward aprogram emphasis.

Educational Administration EmphasisAt least 12 units from the following:EDUC 714 Theories of Organization in

Educational Settings 3EDUC 716 Leadership Theories and Strategies 3EDUC 718 Forecasting and Strategic Planning 3EDUC 720 Innovation and Reform in

Educational Organizations 3EDUC 722 Legal Aspects of Education 3EDUC 726 Schooling and Social Theory 3EDUC 736 Seminar: Instruction in K-12

Environments 3

Teaching and Learning EmphasisAt least 12 units from the following:EDUC 726 Schooling and Social Theory 3EDUC 730 Theories and Models of

Learning 3EDUC 731 Achievement Motivation 3EDUC 733 Advanced Curriculum

Development 3EDUC 736 Seminar: Instruction in K-12

Environments 3EDUC 737 Teaching and Learning in

Higher Education 3EDUC 739 Professional Development and

Adult Learning 3EDUC 760 Adult Development 3EDUC 762 Issues in Child and Adolescent

Development 3

Higher Education EmphasisAt least 12 units from the following:Note:This emphasis meets on a nontraditionalschedule involving three weeks on campuseach July and two weeks each January forapproximately three years.At each session,students conclude the courses begun sixmonths earlier and start two new courses. Seattime is the same as in the traditional schedule.

EDUC 706 Student Development in Higher Education 3

EDUC 719 Financing Higher Education 3EDUC 723 Higher Education and the Law 3EDUC 727 The Social Context of

Higher Education 3EDUC 737 Teaching and Learning in

Higher Education 3

Elective Courses• As needed to equal at least 60 units for the

Ed.D.-only

• As needed to equal at least 64 units for thecombined program.

All emphasis courses,Tier II core courses, andresearch options are available as electives to alldoctoral students. Students may also petitionfor approval to take courses in another 600-level (within the 12-unit maximum) ordoctoral program at Azusa Pacific.Allexceptions must be justified in terms of thestudent’s educational and career objectives.

Other elective options are listed below.

EDUC 750 Writing for Publication 3EDUC 798 Special Topics in Educational

Leadership 1-3EDUC 799 Readings in Educational

Leadership and Administration 1-3

Ed.D. graduates and students who havecompleted the 60 or 64 units required forgraduation may elect additional 700-levelcourses within the program (except EDUC794 or EDUC 795) at half tuition.

Other Degree RequirementsResidence and Study LoadDoctoral students are expected to complete12 units per year.Three units per semesterconstitute part-time enrollment; six units areequivalent to full time. Except by petition,full-time students may not enroll in more than12 units per semester, nor may students whoare employed full time carry more than 7units per semester exclusive of Tier II fieldwork.

Grading and Grade-Point AverageThroughout higher education, and partic-ularly at the doctoral level, it is hoped thatcommitment to learning outweighs thepursuit of grades. Nonetheless, grading andthe grade-point average continue to play acrucial role in students’ careers. For doctoralstudents, the grade of B is considered average;a C grade is minimally acceptable. Coursesgraded C- and below may not be appliedtoward doctoral degree requirements.

A doctoral student whose cumulative grade-point average falls below 3.0 is placed onacademic probation. Students on probation formore than a total of two terms throughouttheir doctoral study may be dismissed fromthe Ed.D. program.

A doctoral student whose grade-point averagefalls between 3.0 and 3.2 is required to meetwith his/her advisor to identify academicskills that may need to be strengthened and toplan appropriate action.

Policies regarding incompletes andwithdrawals are set forth in the AcademicPolicies section of this catalog.


First-Year Review and GuidedInquiry ProjectTo evaluate success in meeting program goalsand uphold the mission and objectives of theuniversity and the School of Education andBehavioral Studies, the program designincludes an extensive array of procedures forquality control and assessment.These includea first-year review when students havecompleted 12 units in the program, amongwhich are at least 6 units at the 700 level.Thefirst-year review calls for a self-assessment, aportfolio of course work, and a writtenqualifying exercise.The student’s academicperformance is also reviewed. Continuation inthe program is contingent upon a successfulfirst-year review.

Upon passing the first-year review, the studentundertakes a Guided Inquiry Project.Afaculty mentor and committee oversee theproject, which may be a student-choice paper,an applied research project, preparation ofmaterials for an innovative course in highereducation, or an alternative scholarlyexperience proposed by the student andapproved by the committee.

Upon successful completion of the GuidedInquiry Project and at least 42 units, includingEDUC 740 and 741, the student may enrollin EDUC 790.

Ethics Symposia and ConferencesChristian perspectives and moral and ethicalissues in educational leadership form anessential strand in the doctoral program andare embedded within many courses andactivities.The course specifically dedicated tothis topic, EDUC 704, is required of allstudents. Students present at one andparticipate in two student symposia where thepapers developed in EDUC 704 are shared.In addition, students must attend two of theannual conferences hosted by the Center forResearch on Ethics and Values.

Advancement to CandidacyFollowing successful completion of all coursework and the Guided Inquiry Project,approval of the dissertation proposal, andrecommendation by appropriate advisors,students are advanced to candidacy status.

DissertationThe final step in the doctoral program is todesign, implement, and write a report of aresearch study. Standards and procedures forthe dissertation are defined by the doctoralfaculty and are provided to students in aDissertation Handbook.

The student defends the dissertation in ameeting with the faculty committee and areader who is not a faculty member in theTier II or doctoral program at Azusa Pacific.This reader is appointed by and reportsindependently to the dean of the School of Education and Behavioral Studies.Subsequently, the student participates in apublic presentation of the research.

Leaves of AbsenceStudents in good standing and makingsatisfactory progress toward their degrees whomust interrupt their studies for a compellingreason (e.g., illness, study abroad, familyconditions, or crises) may petition for a leaveof absence for a stated period of time not toexceed two years. Requests for a leave mustbe in writing and state both the reasons forthe leave and the semester in which thestudent will re-enroll. Leaves of absence mustbe approved by the director of the Ed.D.program and the dean of the School ofEducation and Behavioral Studies in advanceof the semester for which the leave isrequested.

Students who fail to return to enrolled statusat the end of an approved period of leave willbe considered no longer in pursuit of anadvanced degree and must petition for re-admission if they choose to continue theirprogram at a later time.

Time to Degree CompletionBy California law,Tier II candidates mustcomplete the credential within five years ofbeginning their first administrative position.Doctoral students are permitted eight yearsfrom the date of initial enrollment tocomplete all requirements for the Ed.D.degree. Extensions beyond the eight-year limitmay be granted at the discretion of thedirector of the Ed.D. program and the dean ofthe School of Education and BehavioralStudies. Students needing an extension due tounusual circumstances must make theirrequest in writing, stating the reasons for theextension and the expected date of degreecompletion.

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Department ofSchool

Counseling andSchool

Psychology

Faculty

Chair, Department of School Counseling and SchoolPsychology;Associate Professor:

Barbara Wynne-Sorenson, Ed.D.

Program Director, School Counseling Program;Associate Professor: Dianne Saurenman, Ed.D.

Program Director, School Psychology Program;Assistant Professor: Randy Fall, M.S.

Associate Professors: Lewis Bonney, Ph.D.;Barbara Goldstein, Ph.D.

Assistant Professors: Betty Joy Davis, Ed.D.;Susan Elizabeth Lees, M.A.;

Robert Martin, Ph.D


IntroductionToday’s classroom environment encompasses awide array of cultural backgrounds, sociallevels, and learning abilities.The Master ofArts in Education with emphases in schoolcounseling and school psychology preparesprofessionals with indepth understanding ofthe numerous issues facing students today, andinsight into the myriad forces that impactyoung students. Graduates with this degreeare better able to communicate with studentsand families as they facilitate the learningprocess for children.

Upon completion of the master’s program,candidates must present a final growthassessment which includes a formal researchpaper.The content summarizes a topic whichthe student has chosen to study in depth,describes the student’s personal and profes-sional growth, projects the student’s plan toapply knowledge toward future growth, andprovides program evaluation.

While the master’s degree without thecorresponding credential does not qualify one to serve as a school counselor or schoolpsychologist, it does offer career advancementand a highly marketable specialty.AzusaPacific University graduates with preparationin school counseling and school psychologyare aggressively recruited by school districtsdue to the great need and high regard in thefield for this outstanding program.

Pupil Personnel Services Credential: School CounselingCredential OnlyProgram Director:Dianne Saurenman, Ed.D.(626) 815-5361, [email protected]

Students in this 33-unit program earn aSchool Counseling Credential.This credentialprogram is application-oriented andemphasizes techniques that help youngstudents make the decision to stay in school.Students in this program explore the varioussupport agencies available to schoolcounselors and their students. Parent programsand substance abuse programs are researchedto determine their availability within thecommunity and for their innovative methodsfor caring for today’s youth and their families.Problem solving skills, discipline procedures,and crisis and routine intervention areexplored in depth with hands-on activities tosupport theory.The field courses provide theopportunity to work side-by-side with apracticing school counselor, offering thebenefits of on-the-job-training.This credentialprogram requires a final comprehensiveexamination.The Pupil Personnel ServicesCredential: School Counseling program isoffered at the following locations:


Revised ProgramAll of the programs offered by theDepartment of Counseling and SchoolPsychology are being revised.These programswill meet new mandated State of Californiastandards.When approved, a CatalogAddendum with complete programinformation will be mailed to all applicantsand all current Counseling and SchoolPsychology students.Applications are stillbeing accepted for the programs listed.Academic advisors will assist students transi-tioning to revised programs.

School Counsel ing and School Psychology 111

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1. Completed Application for Graduate Admission

2. International students have a separate application procedure. Please contact the Office of International Student Services at (626) 815-3055 or email [email protected].


4. Official transcripts from all institutions leading to and awarding the applicant’s baccalaureate degree and all post-baccalaureate study (To be considered official, a transcript must come directly from the Office of the Registrar of theschool attended to the Graduate Center at Azusa Pacific University. Students’ sealed copies will not be considered official.)

5. Bachelor’s degree from a regionally accredited institution

6. Minimum undergraduate grade-point average of 3.0 on a 4.0 scale (Provisional admittance may be granted to individ-uals who do not meet this criteria if competency can be shown.)

7. Three recommendation forms submitted by supervisors who have current knowl-edge of applicant’s academic ability and potential for service within the credential area

8. Submit a five page essay/autobiography describing personal/professional history


10. Valid California teaching credential,emergency permit, or Certificate of Clearance


12. International students who have graduated from a college or university where English was not the principal language must provide the minimum TOEFL score of 550


Located At:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000626-815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]: www.apu.edu


Prerequisites• The equivalent of EDUC 300 Introduction

to Teaching as a Profession, K-12, EDUC 400 Foundations of Education, or EDUC 571 Curriculum Foundations

• PSYC 290 Child Growth and Development or EDUC 558 Advanced Human Growth and Development and/or its equivalent

Course Requirements(Prerequisites exist; please pursue academicadvising with the program director beforeregistering.)

Concentration Courses 27 unitsEDUC 530 Introduction to Individual

Differences 3EDUC 531 Tests, Measurements, and

Instructional Planning 3EDUC 532 Counseling Exceptional

Individuals and Their Parents 3EDUC 533 Basic School Counseling* 3EDUC 550 Issues in School Counseling** 3EDUC 552 Pupil Personnel Services

Management and Career Development 3

EDUC 572 Advanced Educational Psychology 3

EDUC 582 Schools and the Law*** 3EDUC 583 Intervention through

Consultation 3

*Prerequisites for EDUC 550**Prerequisites for EDUC 583***Must be takin in the past five years

Credential Courses 6 unitsEDUC 562 Supervised Field Experience:

Exceptional and Nonexceptional Individuals (225 hours) 3

EDUC 564 Supervised Field Experience:Pupil Personnel (225 hours) 3

Total 33 units

A 15-unit residency requirement exists

Comprehensive Exam• A written comprehensive examination

covering the content of the concentration is also required.All credential candidates must obtain passing scores on the CBEST before they may apply for credentials.

Advisory Notes• A needs assessment is developed for each

candidate. Certain courses may be waived based on previous course work, and field-work may be waived based upon previous paid experience as a school counselor and demonstrated competency. Electives may then be taken to fulfill degree requirements.All requests for waivers must be submitted in writing to the director of the Pupil Personnel Services Program.

• A petition must be submitted along with an application for fieldwork in order to complete two fieldwork sessions simultaneously.

• A student who does not work in a multicultural school must obtain experience at a site where such an opportunity exists.

• To apply for your Pupil Personnel Services Credential: School Counseling,please obtain an application from your credential analyst in the School of Education.All credential requirements must be completed in order to apply for your credential.

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Pupil Personnel Services Credential: School PsychologyCredential OnlyProgram Director: Randy Fall, Ph.D.(626) 815-5399, [email protected]

Students in this 60-unit program earn a SchoolPsychology Credential. School Psychologistsserve schools by administering psychoeduca-tional assessments, identifying learningdisabilities, consulting with teachers and parents,and developing interventions for students.Because eight of the courses in the SchoolPsychology program are also requirements forthe School Counseling credential, students maywant to consider earning both credentials.TheSchool Psychology credential program requires afinal comprehensive exam.The SchoolPsychology program is offered at the followinglocations:

• Azusa• Inland Empire• Murrieta• Orange County• Ventura

Revised ProgramAll of the programs offered by the Departmentof Counseling and School Psychology are beingrevised.These programs will meet newmandated State of California standards.Whenapproved, a Catalog Addendum with completeprogram information will be mailed to allapplicants and all current Counseling andSchool Psychology students.Applications arestill being accepted for the programs listed.Academic advisors will assist students transi-tioning to revised programs.

Admission RequirementsUniversity graduate and program admissionrequirements must be met before an applicationis complete. (See “Graduate Admission to theUniversity.”)




4. Official transcripts from all institutions leading to and awarding the applicant’s baccalaureate degree and all post-baccalaureate study (To be considered official, a transcript must come directly from the Office of the Registrar of the school attended to the Graduate Center at Azusa Pacific University. Students’sealed copies will not be considered official.)








12.International students who have graduated from a college or university where English was not the principal language must providethe minimum TOEFL score of 550





to Teaching as a Profession, K-12,EDUC 400 Foundation in Education, or EDUC 5K71 Curriculum Foundations

• PSYC 290 Child Growth and Development or EDUC 558 Advanced Human Growth and Development and/or its equivalent

Course Requirements(Prerequisites exist; please pursue academicadvising before registering.)






EDUC 572 Advanced Educational Psychology 3

EDUC 582 Schools and the Law*** 3EDUC 583 Intervention through

Consultation 3

*Prerequisites for EDUC 550**Prerequisite for EDUC 583(Both EDUC 533 and EDUC 550 are also prerequisitesfor EDUC 668)***Must be takin in the past five years.


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Advanced Courses 27 unitsEDUC 558 Advanced Human Growth

and Development 3EDUC 630 Human Learning Abilities

and Disabilities*** 3EDUC 631 Young Children Assessment

and Intervention*** 3EDUC 632 Intellectual Assessment*** 3EDUC 633 Multicultural and Bilingual:

Assessment and Intervention*** 3EDUC 634 Intervention and Prevention 3EDUC 635 Role and Function of the

Psychologist 3EDUC 636 Research and Evaluation in

School Psychology 3EDUC 637 Child Psychopathology:

Assessment and Treatment*** 3***Prerequisites for EDUC 669

Supervised Field Experience 6 unitsEDUC 668 Field Experience I

(300 hours) 3EDUC 669 Supervised Field Experience:

School Psychology (240 hours) 3

Total 60 units

A 30-unit residency requirement exists

Comprehensive Exams• A written comprehensive examination


Advisory Notes• Any student who does not work in a

multicultural school must obtain experience at a site where such an opportunity exists.

• For the school psychology credential,students must complete a minimum of 300fieldwork hours for EDUC 668 and 240 hours for EDUC 669. Evaluation forms areadded to students’ files upon completion ofthe field experience. Official transcripts verify that credit has been earned.


Master of Arts inEducation: PupilPersonnel ServicesProgram Director:Dianne Saurenman, Ed.D.(626) 815-5361, [email protected]

Students in this 36-unit program earn aMasters of Arts in Education: Pupil PersonnelServices Degree.While the master’s degreewithout the corresponding credential doesnot qualify for one to serve as a schoolcounselor, it does offer career advancementopportunities and a highly marketablespeciality. Upon completing the master’sdegree program, candidates must present afinal growth assessment and participate in anoral presentation.The content summarizes atopic that the student has chosen to study indepth, describe the student’s personal andprogressional growth, project the student’splan to apply knowledge toward futuregrowth, and provide program evaluationfeedback.The M.A. in Pupil PersonnelServices is offered at the following locations:

• Azusa• High Desert• Inland Empire• Murrieta• Orange County• San Diego • Ventura

Revised ProgramsAll of the programs offered by theDepartment of Counseling and SchoolPsychology are being revised.These programswill meet new mandated State of Californiastandards.When approved, a CatalogAddendum with complete programinformation will be mailed to all applicantsand all current Counseling and SchoolPsychology students.Applications are stillbeing accepted for the programs listed.Academic advisors will assist students transi-tioning to revised programs.













12. International students who have graduated from a college or university where English was not the principal language must provide the minimum TOEFL score of 550.


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to Teaching as a Profession, K-12,EDUC 400 Foundations in Education, or EDUC 561 Curriculum Foundations

• PSYC 290 Child Growth and Development or EDUC 558 Advanced Human Growth and Development and/or it’s equivalent

Course Requirements(Prerequisites exist; please obtain academicadvising before registering.)

Core Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational


of Education 3




Individuals and Their Parents 3EDUC 533 Basic School Counseling* 3EDUC 550 Issues in School Counseling** 3EDUC 582 School and the Law*** 3EDUC 583 Intervention Through

Consultation 3

*Prerequisites for EDUC 550**Prerequisites for EDUC 583***Must be taken in the past five years

Advisory Notes• Near the conclusion of their degree

programs, students submit a written growth assessment which demonstrate their learning and development and include tentative plans for continued growth in their post-degree lives.

• Each Master’s degree program requires a final oral evaluation interview. Each concentration (except physical education) requires final oral evaluations in which three or four students meet with a faculty member.The purpose of the experience is to evaluate student’s growth and learning.

• You must submit an “Intent to Graduate”form with the Graduate Center at the conclusion of your master’s degree program.

Electives or transfer credit 6 units

Extension courses are not viable.

Total 36 units

Master of Arts inEducation: PupilPersonnel Servicesand Pupil PersonnelServices Credential:School CounselingProgram Director:Dianne Saurenman, Ed.D.(626) 815-5361, [email protected] Pacific’s combined degree andcredential program pairs the Master of Arts in Education: Pupil Personnel Services andPupil Personnel Services Credential: SchoolCounseling for a more efficient path to aschool counseling career. Because the master’sdegree alone does not qualify one to serve asa school counselor, many opt to obtain thecredential as well.This program convenientlycouples the two.

The Master of Arts in Education: PupilPersonnel Services equips candidates within-depth understanding of the numerousissues and pressures facing young students

today.With a solid background in this area,candidates are better able to communicatewith students of all cultures, socio-economiclevels, and learning abilities.

The master’s degree coupled with the PupilPersonnel Services Credential: SchoolCounseling significantly increases one’smarketability. Six additional field units beyondthe required course work for the master’simmerses the candidate into the world ofschool counseling, emphasizing practicaltechniques to help young students stay inschool. Candidates explore problem-solvingskills, discipline procedures, and crisis androutine intervention and work side-by-sidewith practicing school counselors.Thiscombination program produces well-rounded,yet highly specialized professionals and isoffered at the following locations:


Revised ProgramsAll of the programs offered by theDepartment of Counseling and SchoolPsychology are being revised.These programswill meet new mandated State of Californiastandards.When approved, a CatalogAddendum with complete programinformation will be mailed to all applicantsand all current Counseling and SchoolPsychology students.Applications are stillbeing accepted for the programs listed.Academic advisors will assist students transi-tioning to revised programs.

Prerequisites 1. Admission to graduate education and the

Department of School Counseling and School Psychology (See Graduate Admissions for all admission requirements.)

2. The equivalent of EDUC 300 Introductionto Teaching as a Profession, K-12,EDUC 400 Foundations in Education, orEDUC 571 Curriculum Foundations

3. PSYC 290 Child Growth and Development or EDUC 558 Advanced Human Growth and Development and/or its equivalent


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History of Education 3Required Courses 30 unitsEDUC 530 Introduction to Individual



Individuals and Their Parents 3EDUC 533 Basic School Counseling** 3EDUC 550 Issues in School Counseling** 3EDUC 552 Pupil Personnel Services


EDUC 562 Supervised Field Experience:Exceptional and Nonexceptional Individuals 3

EDUC 564 Supervised Field Experience:Pupil Personnel 3

EDUC 582 Schools and the Law*** 3EDUC 583 Intervention Through

Consultation 3*Prerequisite for EDUC 550**Prerequisite for EDUC 583***Must be taken in the past five years

Total 39 units

Comprehensive Exam• A written comprehensive examination



candidate. Certain courses may be waivedbased on previous course work, and field-work may be waived based upon previouspaid experience as a school counselor anddemonstrated competency. Electives maythen be taken to fulfill degree requirements.All requests for waivers must be submittedin writing to the director of the PupilPersonnel Services Program.

• A petition must be submitted along withan application for fieldwork in order tocomplete two fieldwork sessions simulta-neously.

• A student who does not work in amulticultural school must obtainexperience at a site where such anopportunity exists.

• To apply for your Pupil Personnel ServicesCredential: School Counseling, pleaseobtain an application from your credentialanalyst in the School of Education.Allcredential requirements must be completedin order to apply for your credential.

• Near the conclusion of their degreeprograms, students submit a written growthassessment which demonstrate theirlearning and development and includetentative plans for continued growth intheir post-degree lives.

• Each master’s degree program requires afinal oral evaluation interview. Eachconcentration (except physical education)requires final oral evaluations in whichthree or four students meet with a facultymember.The purpose of the experience isto evaluate student’s growth and learning.

• You must submit an “Intent to Graduate”form with the Graduate Center at theconclusion of your master’s degreeprogram.

Master of Arts inEducation: PupilPersonnel Servicesand Pupil PersonnelServices Credential:School PsychologyProgram Director: Randy Fall, Ph.D.(626) 815-5399, [email protected]

Azusa Pacific’s combined degree programpairs the Master of Arts in Education: PupilPersonnel Services and the Pupil PersonnelServices Credential: School Psychology for abroader, more marketable approach for schoolpsychologists.

The Master of Arts in Education: PupilPersonnel Services equips candidates with the ability to receive career advancementopportunities and given them a highlymarketable speciality.With a solid backgroundin this area, candidates are able to assessstudents of all cultures, social levels, andlearning abilities more effectively.

The Pupil Personnel Services Credential:Pupil Personnel Services qualifies one to serveas a school psychologist at the district level,responsible for overseeing several schools.School psychologists make psychologicalassessments, identify learning disabilities, andplace students in special education programs.The master’s degree coupled with the PupilPersonnel Services Credential: SchoolPsychology significantly increases one’smarketablity and is offered at the followinglocations:


All of the programs offered by theDepartment of Counseling and SchoolPsychology are being revised.These programswill meet new mandated State of Californiastandards.When approved, a Catalog

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Addendum with complete programinformation will be mailed to all applicants andall current Counseling and School Psychologystudents.Applications are still being accepted forthe programs listed.Academic advisors will assiststudents transitioning to new programs.

Revised ProgramsAll of the programs offered by the Departmentof Counseling and School Psychology are being revised.These programs will meet newmandated State of California standards.Whenapproved, a Catalog Addendum with completeprogram information will be mailed to allapplicants and all current Counseling andSchool Psychology students.Applications arestill being accepted for the programs listed.Academic advisors will assist students transi-tioning to revised programs.

Prerequisites 1. Admission to graduate education and

the Department of School Counseling and School Psychology (See Graduate Admissions for all admission requirements.)

2. The equivalent of EDUC 300 Introduction to Teaching as a Profession,K-12, EDUC 400 Foundations in Education, or EDUC 571 Curriculum Foundations

3. PSYC 290 Child Growth and Development or EDUC 558 Advanced Human Growth and Development and/or its equivalent



History of Education 3Required Courses 57 unitsEDUC 530 Introduction to Individual


lnstructional Planning 3EDUC 532 Counseling Exceptional



EDUC 582 Schools and the Law*** 3EDUC 583 Intervention Through

Consultation 3EDUC 558 Advanced Human Growth

and Development 3EDUC 630 Human Learning Abilities and

Disabilitiesˆ 3EDUC 631 Young Children:Assessment and

Early Interventionˆ 3EDUC 632 Intellectual Assessmentˆ 3EDUC 633 Multicultural and Bilingual:

Assessment and Interventionˆ 3EDUC 634 Intervention and Prevention 3EDUC 635 Role and Function of the School

Psychologist 3EDUC 636 Research and Evaluation in

School Psychology 3EDUC 637 Child Psychopathology:

Assessment and Treatmentˆ 3EDUC 668 Field Experience I 3EDUC 669 Supervised Field Experience:

School Psychology 3Total 66 units

*Prerequisite for EDUC 550**Prerequisite for EDUC 583 (Both EDUC 533 and EDUC 550 are also prereq-uisites for EDUC 668.)***Must be taken in the past five yearsˆPrerequisites for EDUC 669

Comprehensive ExamA written comprehensive examinationcovering the content of the concentration isalso required.All credential candidates mustobtain passing scores on the CBEST beforethey may apply for credentials.


candidate. Certain courses may be waived based on previous course work, and field-work may be waived based upon previous paid experience as a school counselor and demonstrated competency. Electives may then be taken to fulfill degree requirements.

All requests for waivers must be submitted in writing to the director of the Pupil Personnel Services Program.


• A student who does not work in a multicultural school must obtain experienceat a site where such an opportunity exists.

• To apply for your Pupil Personnel Services Credential: School Psychology, please obtain an application from your credential analyst in the School of Education and Behavioral Studies.All credential requirements must be completed in order to apply for your credential.

• Near the conclusion of degree programs,students submit a written growth assessment which demonstrates students’learning and development and includes tentative plans for continued growth in their post-degree lives.

• Each master’s degree program requires a final oral evaluation interview. Each concentration (except physical education) requires final oral evaluations in which three or four students meet with a faculty member.The purpose of the experience is to evaluate student’s growth and learning.

• Students must submit an “Intent to Graduate” form with the Graduate Center at the conclusion of the master’s degree program.


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Department ofTeacher

EducationFaculty

Chair, Department of Teacher Education; ProgramDirector, Single-Subject Teaching CredentialProgram; Professor: Nancy Brashear, Ph.D.

Program Director, Special Education;AssociateProfessor: David Colachico, Ed.D.

Program Director, Multiple-Subject InternshipTeaching Credential Program;Associate Professor:

Judith Hetzel, Ed.D.

Program Director, Multiple-Subject TeacherCredential Program;Associate Professor:

Gregory Kaiser, Ph.D.

Director of Accelerated Degree in HumanDevelopment Program;Assistant Professor:

Dan Watkins, M.S.

C.L.A.D. Coordinator;Associate Professor:Ivy Yee-Sakamoto, Ph.D

Technology Integration Coordinator;Assistant Professor:Wayne Bacer, Ed.D.

Program Director, Liberal Studies;Assistant Professor: Paul Flores, M.Div.

Professor: Sheryl O’Sullivan, Ed.D.

Associate Professor: Elizabeth Anderson, Ph.D.

Assistant Professors: Elizabeth Aitkens, Ph.D.;Manuel Arellano, M.A.;Wayne Bacer, Ed.D.;

Chinaka Domnwachukwu, Ph.D.;Paul Flores, M. Div.;Teresa Stoops, Ed.D;

Steven Wentland, M.A.


IntroductionAzusa Pacific University offers programsapproved by the California Commission onTeacher Credentialing (CCTC) whichauthorize service for elementary, secondary,and special education classrooms.Additionally,all of the programs offered in the Departmentof Teacher Education are accredited by theNational Council for the Accreditation ofTeacher Education (NCATE).As the thirdlargest credential-granting private institutionin California,APU produces graduates whoare professionally prepared to provide qualityeducational programs that effectively meetthe needs of the children and youth in publicand private schools. Graduates are heavilyrecruited by school districts throughoutCalifornia and other states.

The primary goal of the Teacher EducationDepartment is to provide the training andexperience needed to qualify for California’sMultiple-Subject, Single-Subject, and SpecialEducation Teaching credentials.Azusa PacificUniversity’s Teacher Education Program,established in 1963, is committed to preparingK-12 classroom teachers:

• who are competent – able to effectivelyeducate and lead in the cultural, socio-economic, and linguistic diversity of today’seducational environment.

• who are compassionate – committed to thecare and enhancement of the individualsthey teach and lead.

• who are people of character – able tocontribute to the moral and ethicaldevelopment of the students and familieswhom they serve.

Classes are small and the credential programsare conveniently offered at various locationsthroughout Southern California.

All of APU’s credential programs accommodateteacher candidates serving on EmergencyPermits.

The Department of Teacher Education is alsothe management unit responsible for theBachelor of Arts in Liberal Studies and theBachelor of Arts in Human Development (anaccelerated degree completion program),which are CCTC-approved subject matterprograms.Azusa Pacific University graduateshave been successful in obtaining jobs inpublic as well as Christian and other private

schools. Studies indicate that employmentopportunities in teaching will continue toincrease for both elementary and secondaryteachers, particularly in the areas of math,science, Spanish, and English, as well asbilingual and special education.

In general, it is recommended that teachercredential candidates complete the credentialprior to applying to the M.A. program, withthe exception of the multiple-subjectinternship teaching credential.When thecredential courses are combined with selectedcourses required for a Master of Arts inEducation with an emphasis in Teaching orSpecial Education, both the teachingcredential and a master’s degree may beobtained. Individuals wishing to pursue agraduate degree must also consult a facultyadvisor in the Department of AdvancedStudies to determine/select the master’sdegree appropriate to their needs.

Multiple- and Single-Subject credentialcandidates, as well as preliminary level 1 specialeducation candidates, who have an earnedbaccalaureate degree from APU and no priorteaching credential, may qualify for an alumnidiscount in tuition for specific credentialcourses. Contact the Office of Financial Aid inthe Graduate Center for information.

During the individualized admission inter-view, students are admitted and personallyadvised about how to complete therequirements of their credential program.

All credential standards and requirements forMultiple-Subject, Single-Subject, and SpecialEducation are subject to CCTC and NCATEpolicy changes, as well as Graduate Educationpolicy, and supercede catalog descriptions ofprograms. It is expected that a new credentialstructure for Multiple- and Single-SubjectCredentials, as recently mandated by theCCTC, will be in place by Fall 2003.

General ApplicationRequirements for allCredential Programs These requirements apply to the Single-,Multiple-Subject, and Special EducationTeaching Credential Programs. Master of artsdegrees have their own set of requirements asdoes the C.L.A.D. Certificate. Completedetails regarding admission and specificprogram requirements, advising, and generalinformation about APU’s Teacher Education

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credential programs are discussed atmandatory teacher education informationmeetings. Each program has specificrequirements listed within its description.

Prospective students must submit thefollowing directly to the Graduate Centerafter attending a mandatory teacher educationinformation meeting to receive initial groupadvising.




3. Two copies of official transcripts from allinstitutions leading to, and awarding, theapplicant’s baccalaureate degree (bachelor’sdegree from a regionally accreditedinstitution) and all post-baccalaureate study(To be considered official, a transcript mustbe mailed directly from the Office of theRegistrar of the institution attended to the Graduate Center at Azusa PacificUniversity. Students’ sealed copies will notbe considered official. Undergraduate orgraduate degree should be a grade-pointaverage of 3.0 on a 4.0 scale. Provisionaladmittance may be granted to individualswith grade-point averages between 2.5 and2.9 if competency can be shown usingmultiple measures.)

4. Three recommendation forms that assesscompetence and character (Appropriaterecommendations include those who havesupervised the applicant’s leadership and/orteaching experience with children/youthin public or private settings and anemployer who directly supervised theapplicant, or one faculty/academicreference. References from neighbors,friends, and relatives are not appropriateunless they have served as supervisors.Please use the required forms provided inthe Application for Graduate Admission;additional letters are optional.)

5. A one-to-two-page “Letter to the Dean”addressing the following topics: experiencesfrom the applicant’s background that mayenhance the teaching experience; the mostrewarding and challenging aspects of

working with children; why the applicantwants to teach; preferred grade level andcontent areas and why; special interests,hobbies, or abilities; extracurricularactivities; and previous residence or travelexperiences. (Written communication skillswill be assessed along with content. )

6. Résumé (preferred) or Statement ofExperience, including most relevant workand volunteer experience.

7. Proof of Certificate of Clearance (Submit photocopy of most currentEmergency Permit or Certificate ofClearance (fingerprint check for CCTC)application to the Graduate Center. Formore information, please contactCredential Analyst Wendy Ramsey at (626) 815-5455 or [email protected].)

8. Proof of successful passage of the CBESTor proof of paid registration for the nextCBEST. (Proof of successful completionmust be submitted no later than the date of Application for Student Teaching.)

9. International students have a separateapplication procedure that precedes theadmission process. If international studentshave graduated from a college or universitywhere English was not the principallanguage, they must provide proof of aminimum TOEFL score of 550. For moreinformation, please contact the Office ofInternational Student Services at (626) 812-3055 or email [email protected]

10.After all above materials have beenreceived by the Office of GraduateAdmissions, the Department of TeacherEducation reviews the file and notifies theapplicant by mail to schedule an admissioninterview.The prospective candidate shouldcome dressed professionally, prepared to beinterviewed. In addition to the previouslymentioned requirements, the followingcharacteristics also are considered:

• Evidence of good character and personality attributes and attitudes that are appropriate to professional service

• Good mental and physical health


Located At:Azusa Pacific University568 E. Foothill Blvd.Azusa, CA 91702-7000 (626) 815-4570Fax: (626) 815-4545 • (626) 815-4571Email: [email protected]: www.apu.edu


Traditional Multiple-Subject TeachingCredentialProgram Director: Greg Kaiser, Ph.D.(626) 815-5370, [email protected]

Azusa Pacific University’s Multiple-SubjectTeaching Credential Program preparesteachers for positions at the elementary andmiddle school levels (K-8).The program,approved by the California Commission onTeacher Credentialing (CCTC), is comprisedof specific pre-professional and professionalcourse requirements, accompanied by practicalclassroom application field experiences inmiddle and high schools.All course work andinstruction is delivered from a distinctlyChristian perspective, instilling in each studenta strong foundation of ethics, compassion, andteaching competency. Individualized attentionis emphasized throughout the program, givingstudents the invaluable advantage of a person-alized education. For undergraduate studentsin pre-professional education courses, servicelearning is a primary focus with studentsparticipating in local school districts.

The Traditional Multiple Subject TeachingCredential Program is offered at the followinglocations:

• Azusa (all classes offered during each semester)

• Ventura (classes offered on a rotating basis throughout the year)


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Single-SubjectTeaching Credential Department Chair, Program Director:Nancy Brashear, Ph.D.(626) 815-5370, [email protected]

Azusa Pacific University’s Single SubjectTeaching Credential Program preparesteachers for positions at the secondary (7-12)level or as content specialists (e.g., physicaleducation, music, and art) at the elementaryschool level.The program, approved by the California Commission on TeacherCredentialing (CCTC), is comprised ofspecific pre-professional and professionalcourse requirements, accompanied by practicalclassroom application field experiences inmiddle and high schools.All course work andinstruction is delivered from a distinctlyChristian perspective, instilling in each studenta strong foundation of ethics, compassion, andteaching competency. Individualized attentionis emphasized throughout the program, givingstudents the invaluable advantage of a person-alized education. For undergraduate studentsin pre-professional education courses, servicelearning is a primary focus with studentsparticipating in local school districts.

All Single-Subject teachers receive certifi-cation to teach in a specific content areaidentified through their subject mattercompetence, which is achieved either throughcompletion of a CCTC-approved subjectmatter program or passage of Praxis/SSATtests. In addition, to further prepare themselvesas highly marketable educators, Single-Subjectcandidates are encouraged to obtain a supple-mentary authorization along with theircredential.This optional addition to thecredential program authorizes educators,through additional course work in anotherspecific content area, to teach additionalsubjects if called upon to do so. For require-ments and criteria regarding supplementalauthorizations, contact the credential analyst.

The Single Subject Teaching CredentialProgram is offered at the following locations:

• Azusa (all classes offered during each semester)

• Inland Empire*• Murrieta*• Orange County*• Ventura*

* Classes offered on a rotating bases throughout the year.These programs take 12 months to complete course workprior to entering the student teaching phase.

Step-by-Step toBecoming a Teacherin the Traditional Multiple-Subject and Single-SubjectTeaching CredentialPrograms 1. Complete Pre-Professional CourseRequirements• Human Growth and Development or

Advanced Educational Psychology (early childhood through adolescence) (PSYC 290 or EDUC 572)

• U.S. Constitution (American Government) POLI 150 or U.S. Constitution Test passage

• Introduction to Teaching or Foundations ofEducation (EDUC 300 or EDUC 400)

• Diversity in the classroom or Teaching and Cultural Diversity (EDUC 405 orEDUC 504)

Appropriate substitutes may be approved bythe department with submission of a CourseWork Waiver Application accompanied bycourse description and/or syllabus, andverified by official transcripts.This applicationwill be considered only after full admission isgranted to the specific credential program.Units substituted may not apply to C.L.A.D.or M.A. classes and may need to be made upto qualify for required credential units.

2. Multiple-Subject MatterRequirement• Satisfactory completion of a CCTC-

approved multiple-subject liberal studies waiver program

— or —

• Passing score on the Multiple-Subject Assessment for Teachers exam (MSAT)

3. Single-Subject Matter Requirement• Satisfactory completion of a CCTC-

approved single-subject waiver program in art, business, English, mathematics, music,physical education, science, social science,Spanish, or health science

— or —

• Passing score on the appropriate PRAXIS series Single-Subject Specialty Area Test(s) and Single Subject Assessment for Teachers exam (SSAT)

4. Multiple-Subject (K-8) ProfessionalCourse Requirements (requires formal admission and advising to Traditional Multiple-Subject TeacherEducation)

Full-Time student teaching prerequisites

TEP 410 Methods and Curriculum I, K-8 3 TEP 411 Field Experience, K-8* 1 TEP 430 Methods and Curriculum II, K-8 3 TEP 431 Field Experience II, K-8* 1 TEP 550 First and Second Language and

Literacy, K-8 3 TEP 551 Language Acquisition Field

Experience, K-8* 1

5. Single-Subject (7-12) ProfessionalCourse Requirements (requires formal admission and advising to Single-Subject Teacher Education)

TEP 420 Secondary Teaching Strategies 3 TEP 421 Field Experience I, 7-12* 1 TEP 440 Secondary Curriculum and

Procedures 3 TEP 441 Field Experience II, 7-12* 1TEP 560 First and Second Language and

Literacy, 7-12 3 TEP 561 Language Acquisition Field

Experience, 7-12* 1 *Teacher candidates teaching in private schools mustcomplete one field experience in a public school.

6. Admission to Student TeachingStudents must attend a mandatory StudentTeaching Information Meeting in October or March to receive the Student TeachingApplication. Students who believe that theymight be qualified to student teach by thebeginning of the next student teaching termmust apply even if they are currently in the process of completing requirements.TheApplication for Student Teaching for theSinge-Subject Program must be submitted to the Teacher Education Department byNovember 1, for the spring semester, or by April 1, for the fall semester. Since thestudent teaching clearance process containsmany intricate steps and is time intensive,students who fail to turn in the application on time, will not be allowed to student teach.Members of the education faculty evaluatethe candidate’s suitability for the profession inlight of all evidence available.The criteriainclude such qualities as completion ofrequired program elements, academicaptitude, emotional stability, interpersonal


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relations, initiative, oral and written communi-cation, continued good mental and physicalhealth, and other requirements listed on theapplication.

Teacher candidates hired to teach on a paidcontract must provide a photocopy of theteaching contract and official verification of the teaching assignment on school letterhead to the program director for approval as anappropriate teaching assignment and teachinglocation. It is highly suggested that this approvalbe attained before the contract is signed if the assignment is to be used for the purposes of student teaching.The assignment must beconcurrent to the 18-week student teachingsemester, which occurs in the fall or spring.Allcontracted student teaching assignments mustbe approved as appropriate by the programdirector prior to student teaching.

In addition, a student hired to teach on acontract in a private school must provide proofthat the school is WASC accredited, has at least 25 percent ethnic diversity represented,has class sizes that are comparable to the publicschools (15-30 students per class), and uses theCalifornia State Frameworks as the guideline in the classroom.This assignment must beapproved by the program director prior tostudent teaching. If the teaching assignmentdoes not meet these requirements, the teachercandidate must postpone student teaching to alater semester and submit a new StudentTeacher Application being submitted by thenext indicated deadline.

A.Admission to Multiple-Subject Student Teaching is also dependent upon:

1. Subject-matter competence according to state and program guidelines by:

• Official verification of completionof an approved subject-matter program signed by the credential analyst at the institution of higher education in which courses were successfully completed.

— or —

• Proof of passage of MSAT exam

2. Satisfactory completion of all required pre-professional and professional course requirements.

3. Remediation for grades lower than Cin any pre-professional course or B inany professional course leading tostudent teaching.This remediationdoes not change the course grade, butshows competency that allows theteacher candidate to proceed.

4. Successful completion and verificationof passage of CBEST, receipt of resultsof Certificate of Clearance (or copy of current Emergency Permit),completion of U.S. Constitution requirement and verification of negative results from a Mantoux TB skin test.

The Student Teaching assignment consistsof 18 weeks of full-time student teachingwith the following components:

TEP 570 Student Teaching Seminar,K-8 3

TEP 571 Student Teaching, K-8 9

B.Admission to Single-Subject studentteaching is also dependent upon:

1. Subject-matter competence must be met prior to student teaching according to state and program guidelines by:

• Official verification of completion of an approved subject-matter program signed by the credential analyst at the institution of higher education in which courses were successfully completed.

— or —

• Proof of passage of all required PRAXIS and/or SSAT exams for the specific subject area.

2. Satisfactory completion of allrequired pre-professional and profes-sional education course requirements.

3. Remediation for grades lower than Cin any pre-professional course or B inany professional course leading to student teaching.This remediation does not change the course grade, butshows competency that allows the teacher candidate to proceed.

4. Successful completion and verificationof passage of CBEST, receipt of results of Certificate of Clearance, or copy of current Emergency Permit,completion of U.S. Constitution requirement, and verification of negative results from a Mantoux TB skin test.

The Student Teaching assignment consistsof 18 weeks of full time student teachingwith the following components:

TEP 580 Student Teaching Seminar,7-12 3

TEP 581 Student Teaching , 7-12 9

7. RICAMultiple-Subject teacher candidates are required to pass the Reading Instruction Competence Assessment (RICA) exam before applying for a Preliminary Credential.

8. Applying for the Credential • Preliminary Credential candidates may

apply for the Preliminary Credential upon completion of all above criteria.The Preliminary Credential is valid for five years and is nonrenewable.

• Professional Clear Credential candidates may apply for the Professional Clear Credential after completion of requirements for Preliminary Credential plus the following:

A.Completion of 30 post-baccalaureate,education-related units (may include credential course work)

B. EDUC 500 Technology and the K-12 Educator 3

C. EDUC 530 Introduction to Individual Differences 3

D. Health Education (must include substance abuse and nutrition and be less than ten years old at the time of credentialing)

E. CPR,“Community,”“Level B,” or “Level C” current certification (includes instruction on infants, children, and adults and must be valid at the time of application for the credential)

• C.L.A.D. Certificate(See page 128 for requirements.)


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9. Remaining requirements:It is recommended that teacher candidateswait to add the M.A. in Teaching until theyare in the student teaching phase of thecredential.To complete the remainingrequirements for the Master of Arts inEducation:Teaching, contact Dan Doorn,Ph.D., at (626) 815-5371. See details onpage 89.

Note: completion of credential, and allexamination, course work, and otherrequirements must be met before studentmay participate in graduation ceremony.

Multiple-Subject CourseRequirements: PSYC 290 Human Growth and Development

— or —

EDUC 572 Advanced Educational Psychology (Early Childhood through Adolescence)

POLI 150 American Government (U.S. Constitution) 3

EDUC 405 Diversity in the Classroom*— or —

EDUC 504 Teaching and Cultural Diversity* 3

TEP 410 Methods and Curriculum I, K-8 3 TEP 411 Field Experience I, K-8 1

TEP 430 Methods and Curriculum II, K-8 3 TEP 431 Field Experience II, K-8 1

TEP 550 First and Second Language and Literacy, K-8* 3

TEP 551 Language Acquisition Field Experience, K-8 1

TEP 570 Student Teaching Seminar, K-8 3 TEP 571 Student Teaching, K-8 9

PE 240 Health Education (must include substance abuse and nutrition) plus current CPR (“Community” or “Level B” or “Level C”) 3

EDUC 530 Introduction to Individual Differences 3

EDUC 500 Technology and the K-12 Educator 3

* EDUC 405/504 and TEP 550 must be taken at APUto count toward the C.L.A.D. certificate.

Single-Subject TeachingCredential Requirements PSYC 290 Human Growth and Development

— or—

EDUC 572 Advanced Educational Psychology (Early Childhood through Adolescence)

POLI 150 American Government (U.S. Constitution) 3

EDUC 405 Diversity in the Classroom*— or —

EDUC 504 Teaching and Cultural Diversity* 3

TEP 420 Secondary Teaching Strategies 3 TEP 421 Field Experience I, 7-12 1

TEP 440 Secondary Curriculum and Procedures 3

TEP 441 Field Experience II, 7-12 1

TEP 560 First and Second Language and Literacy, 7-12* 3

TEP 561 Language Acquisition Field Experience, 7-12 1

TEP 580 Student Teaching Seminar, 7-12 3 TEP 581 Student Teaching, 7-12 9

PE 240 Health Education (must include substance abuse and nutrition) plus current CPR (“Community” or “Level B” or “Level C”) 3


EDUC 500 Technology and the K-12 Educator 3

* EDUC 405/504 and TEP 550/560 must be taken atAPU to count toward the C.L.A.D. certificate.

Multiple-SubjectInternship TeachingCredential andMaster of Arts inEducation: Teaching Program Director, Multiple-SubjectInternship Credential:Judith Hetzel, Ed.D.(626) 815-5465, [email protected]

Program Director, M.A. in Education:Teaching:Dan Doorn, Ph.D.(626) 815-5371, ddoorn @apu.edu

Students holding an accredited bachelor’sdegree may be eligible for APU’s innovativeMaster of Arts in Education:Teaching andMultiple-Subject Internship TeachingCredential. Designed for beginning teacherswith a limited teaching background andpreparation, the 40-unit program combines the curricula of the credential and master’sprograms to deliver a unique educationalpackage. More than 60 California districtscooperate in the program, meeting the needs of public school teachers on emergencypermits or intern credentials.

NOTE: Students with an incomplete bachelor’sdegree and a minimum of 60 transferableunits may qualify for APU’s HumanDevelopment bachelor’s degree completionprogram, an accelerated program whichprepares students for admission to theMultiple-Subject Off-Campus InternshipCredential/Master of Arts in Education:Teaching Program. Please contact AccelerateDegree Programs for more information at(626) 815-5301.

The program is tailored to the workingprofessional, offering classes at the Azusacampus and regional centers. Uponcompletion, the graduate will earn both aPreliminary Multiple-Subject TeachingCredential and a Master of Arts in Education:Teaching degree.After completing theremaining two C.L.A.D. Certificate courses(along with the language requirement),students will be qualified to apply for theC.L.A.D. Certificate. (See page 19 forrequirements.) All candidates must attend a


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mandatory information meeting prior toenrolling. For more information, please contacta program director.The master’s degree isearned after the student has completed allrequirements for the Preliminary Credential andprogram course work.

The Multiple-Subject Internship TeachingProgram is offered at Azusa, Inland Empire,Orange County, San Diego, Murrieta,Ventura,and High Desert/Victorville regional centers.

Step-by Step in the InternProgram 1. Successful Completion of Pre-InternCourse Work:TEP 505 Clinical Experience in Classroom

Management 3 TEP 515 Clinical Experiences in Teaching

Reading and Writing 3 TEP 565A Pre-Intern Teaching/Field

Experience, K-8* 1 (completed through contract teaching or fieldexperience)

2. Successful Completion of:TEP 525 Clinical Experience in Teaching

of Math 3 TEP 535 Clinical Experience in Teaching

of Science 3 TEP 565B Pre-Intern Teaching/Field Work,

K-8* 1

3. Application for Intern Credentialmust include:

• Full-time public-school contract in an appropriate teaching assignment

• Letter on school letterhead fully describing the assignment for consid-eration (must obtain prior approval from the director of the intern program)

• Application fee will be paid by the university

4. Admission to Intern Teaching/StudentTeachingThe Application for Student Teaching for theMultiple-Subject Internship Program must besubmitted to Teacher Education Department by January 2, for the spring semester or by

August 1, for the fall semester.This applicationis available from the Intern Program Director.Members of the education faculty will screenapplications from students in the internprogram who are not on a teaching contract.The applicants will be evaluated as to his/hersuitability for the profession in light of allevidence available.The criteria include suchqualities as academic aptitude, emotionalstability, interpersonal relations, initiative, oraland written communication, subject mattercompetency, continued good mental andphysical health, and other requirements listedon the application.

Admission to student teaching is alsodependent upon:A.A full-time teaching contract or full-time

placement with a master teacher for two terms without pay.

B. Subject-matter competence must be met prior to student teaching according to state and program guidelines by:


— or —

• A passing score on the Multiple-Subject Assessment for Teachers (MSAT) exam

C.U.S. Constitution requirements (by test or course work)

D.Verification of passage of CBEST

E. Receipt of results of Certificate of Clearance or copy of current emergency permit

F. Verification of negative results from a Mantoux TB skin test

G.Completion of TEP 505, 515, 525, 535 and565A and B with remediation for grades lower than B.That remediation does not change the course grade, but shows competency that allows the teacher candidate to proceed.

5. Successful completion of corequisitecourse work with student teaching:TEP 545 Clinical Experience with

Integrating the Humanities 3 TEP 550 First and Second Language and

Literacy, K-8 3TEP 575A Intern Teaching*

— and —

TEP 575B Student Teaching, K-8* 2

6. Additional Credential CoursesEDUC 504 Teaching and Cultural Diversity**3 EDUC 571 Curriculum Foundations*** 3 EDUC 572 Advanced Educational

Psychology*** 3 EDUC 573 Philosophy/Ethics and History of

Education*** 3 * These courses do not count toward the Master ofArts in Education.** These courses count toward the C.L.A.D.Certificate.*** All above courses except those so denoted areeligible for the APU alumni discount.

7. RICAMultiple-Subject teacher candidates arerequired to pass the Reading InstructionCompetence Assessment (RICA) exam beforeapplying for a Preliminary Credential.

8. Applying for the Credential • Preliminary Credential teacher

candidates may apply for the PreliminaryCredential upon completion of all abovecriteria.The Preliminary Credential is valid for five years and is nonrenewable.

• Professional Clear Credential teachercandidates may apply for the ProfessionalClear Credential after completion of requirements for Preliminary Credential plus the following:

A.Completion of 30 post-baccalaureate,education-related units (may include credential course work)

B. EDUC 500 Technology and the K-12 Educator 3

C.EDUC 530 Introduction to Individual Differences 3

D.Health Education (must include substance abuse and nutrition and be lessthan ten years old at the time of credentialing)


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E. CPR,“Community,”“Level B,” or “Level C” current certification (includes instruction on infants, children, and adults)

• C.L.A.D. Certificate(See page 128 for requirements.)

To complete the remaining requirements forthe Master of Arts in Education:Teaching,contact Dan Doorn, Ph.D. at (626) 815-5371.For more information, see Master of Arts inEducation:Teaching in this catalog.

Multiple-Subject InternshipRequirements TEP 505 Clinical Experiences in

Classroom Management 3 TEP 515 Clinical Experiences in Teaching

Reading and Writing 3 TEP 565A Pre-Intern Teaching/Field

Experience, (K-8 on-site supervisionby APU mentor or fieldwork) 1

TEP 565B Pre-Intern Teaching/Field Experience, (K-8 on-site supervision by APU mentor or fieldwork) 1

TEP 525 Clinical Experiences in Teaching Math 3

TEP 535 Clinical Experiences in Teaching Science 3

TEP 545 Clinical Experiences in Teaching Humanities 3

TEP 550 First and Second Language and Literacy 3

TEP 575A Intern Teaching/StudentTeaching, (K-8 on-site supervision by APU mentor) 1

TEP 575B Intern Teaching/StudentTeaching, (K-8 on-site supervision by APU mentor) 1

EDUC 504 Teaching and Cultural Diversity**3EDUC 571 Curriculum Foundations+ 3 EDUC 572 Advanced Educational

Psychology+ 3EDUC 573 Philosophy/Ethics and History

of Education+ 3

** Courses that count toward the C.L.A.D. Certificate.See pg. 128 for remaining C.L.A.D. Certificaterequirements.+ The courses are not eligible for the APU alumni(B.A./B.S.) discount

For completion of Professional ClearCredential PE 240 (must include substance abuse and

nutrition) plus current CPR(“Community” or “Level B” or “Level C”) 3


EDUC 500 Computer Education for Teachers 3

Required M.A. Courses 6 unitsEDUC 574 Current Issues in Education 3EDUC 589A/B Research for Teachers 3

Special EducationProgramsMild/Moderate Disabilities(K-12) Specialist Credential,Level I, Tracks 1 and 2 Program Director:David Colachico, Ed.D.(626) 815-5430, [email protected] The current shortage of special educationteachers creates a growing demand foreducators with this credential.APU nowoffers a fifth-year credential in SpecialEducation for the teaching of mild/moderatedisabled students (K-12).The program isoffered in two distinct tracks to accommodateeducators from various points of entry.TheLevel I credential offers Track 1 for those with no teaching contract;Track 2 is for thecurrent contracted teacher. Students must see an advisor for proper placement in trackswithin this credential program. Coursecontent is application oriented, enablingstudents to take what they learn in the eveningand use it in their classroom the next day.

Those who successfully complete theprogram and earn the Mild/ModerateDisabilities Credential are granted five yearswithin which they must enroll in Level II ofthe specialist program to clear their credential.The Level II Credential is renewable. In thisprogram, candidates will develop an inductionplan under the supervision of their schooldistrict and an APU advisor.Track 1 isdesigned for the non-contracted student whois meeting the requirements of the program as a continuation of the bachelor’s degree.

Track 2 is designed for the paid contractedteacher already in the field who is seeking aSpecial Education Credential or is adding theSpecial Education component to a currentcredential.

Persons who are completing Level I,Track 1must complete a minimum of 13 units inresidence at APU which may include StudentTeaching and the Student Teaching Seminar.

Persons who are completing Level I,Track 2must complete a minimum of 15 units inresidence at APU which must include SPED 563.

Preliminary Level I Special Educationcredential candidates who have an earnedbaccalaureate degree from APU and no priorteaching credential may qualify for an alumnidiscount in tuition for specific credentialcourses. Contact the Office of Financial Aidin the Graduate Center for information.

Step-by-Step to Becoming a Teacher Mild/Moderate Level I, Track 1Mild/Moderate Level I, Track 2

1. Complete Preprofessional CourseRequirements

• Human Growth and Development/ Advanced Educational Psychology (early

childhood through adolescence) (PSYC 290 or EDUC 572)

• U.S. Constitution (American Government) POLI 150 or U.S.Constitution Test passage

• Diversity in the Classroom or Teaching and Cultural Diversity (EDUC 405 orEDUC 504)

2. Subject Matter Requirement• Satisfactory completion of a CCTC-

approved waiver program in Multiple-orSingle Subject programs

— or —

• Passing score on MSAT or PRAXIS/SSAT for either Multiple- or Single-Subject programs.


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3. Mild/Moderate Level I Professional Course RequirementsA. Level I,Track 1

TEP 410 Methods and Curriculum I, K-8 3TEP 411 Field Experience I, K-8 1TEP 515 Clinical Experiences in Teaching

Reading and Writing 3TEP 565A Field Experience 1EDUC 530 Introduction to Individual


Instructional Planning 3SPED 535 Counseling, Collaboration, and

Consultation 3SPED 536 Diagnosis of Mild to Moderate

Disabilities 3SPED 537 Theories and Interventions in

Behavior Disorders 3SPED 539 Field Experience 1

Appropriate substitutes may be approved by thedepartment with submission of a Course WorkWaiver Application accompanied by coursedescription and/or syllabus, and verified byofficial transcripts.This application will beconsidered only after full admission is grantedto the specific credential program. Unitssubstituted may not apply to C.L.A.D. or M.A.classes and may need to be made up to qualifyfor required credential units.

4. Mild/Moderate Level I Professional Course RequirementsB. Level I,Track 2


EDUC 531 Tests, Measurements, and Instructional Planning 3

SPED 562 Practicum I: Exceptional Settings 3Advanced Course work:

SPED 535 Counseling, Collaboration, and Consultation 3

SPED 536 Diagnosis of Mild to Moderate Disabilities 3

SPED 537 Theories and Interventions in Behavior Disorders 3

SPED 540 Mild to Moderate Disabilitiesin General Education 3

SPED 563 Practicum II: Mild to Moderate 3TEP 515 Clinical Experiences in Teaching

Reading and Writing 3

Appropriate substitutes may be approved by the department with submission of acourse work substitution application, coursedescription and/or syllabus, , and officialtranscripts.This application will be consideredonly after full admission is granted to thespecific credential program and unitssubstituted may not apply to C.L.A.D. orM.A. classes. Students with substituted coursesmay be required to choose alternative coursesto satisfy the unit requirement of theprogram.

5. Level I,Track I and Track 2:Passing score on the Reading InstructionCompetence Assessment (RICA)

6. Admission to Student Teaching forLevel I,Track 1:Students must attend a mandatory StudentTeaching Information Meeting in October orMarch to receive the Student TeachingApplication. Students who believe that theymight be qualified to student teach by thebeginning of the next student teaching termshould apply even if they are not currently inthe process of completing requirements.TheApplication for Student Teaching for theSpecial Education program must be submittedto the Teacher Education Department byNovember 1, for the spring semester, or by April 1, for the fall semester. Since thestudent teaching clearance process containsmany intricate steps and is time intensive,students who fail to turn in the application on time will not be allowed to student teach.Members of the education faculty thenevaluate the candidate’s suitability for theprofession in light of all evidence available.The criteria include such qualities ascompletion of required program elements,academic aptitude, physical/health difficulties,emotional stability, interpersonal relations,initiative, oral and written communication,continued good mental and physical health,and other requirements listed on theapplication.

Special Education teacher candidates hired toteach on a paid contract must provide aphotocopy of the teaching contract and officialverification of the teaching assignment onschool letterhead to the program director forapproval as an appropriate teaching assignmentand teaching location. It is highly suggestedthat this approval be attained before thecontract is signed if the assignment is to beused for the purposes of student teaching.

The assignment must be concurrent with the18-week student teaching semester, whichoccurs in the fall or spring.All contractedstudent teaching assignments must be approvedas appropriate by the program director prior tostudent teaching.

In addition, a student hired to teach on acontract in a private school must provide proofthat the school is WASC accredited, has at least25 percent ethnic diversity represented, hasclass sizes that are comparable to the publicschools (15-30 students per class), and uses theCalifornia State Frameworks as the guideline inthe classroom.This assignment must beapproved by the program director prior tostudent teaching. If the teaching assignmentdoes not meet these requirements, the teachercandidate must postpone student teaching to alater semester with a new Student TeacherApplication being submitted by the nextindicated deadline.

Admission to Special Educationstudent teaching is also dependentupon:1. Subject-matter competence must be met

prior to student teaching according to state and program guidelines by:


— or —

• Proof of passage of MSAT (multiple subject) or all required PRAXIS and/or SSAT (single-subject) exams

2. Satisfactory completion of all required pre-professional and professional education course requirements.

3. Remediation that may be required for grades lower than C in any pre-professionalcourse, or B in any professional courses leading to student teaching.This remediation does not change the course grade, but shows competency that allows the teacher candidate to proceed.


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4. Successful completion and verification of passage of CBEST, receipt of results of Certificate of Clearance, or copy of currentEmergency Permit, completion of U.S.Constitution requirement, and verification of negative results form a Mantoux TB skin test.

The Student Teaching assignment consists of18-weeks of full-time student teaching withthe following components:

TEP 570 Student Teaching Seminar, K-8 3— or —

TEP 580 Student Teaching Seminar, 7-12 3— and —

TEP 571/581 Student Teaching, K-12Special Education 6

Mild to ModerateDisabilities Specialist Level II Those who successfully complete theprogram and earn the Level I Credential aregranted five years within which they mustenroll in Level II of the specialist program toclear their credential.The Level II credential isrenewable. In this program, candidates developan Induction Plan under the supervision oftheir districts and APU. Upon completion ofall requirements in the Level I PreliminaryCredential program, all students are requiredto develop an Induction Plan which becomesthe roadmap for moving to the next levelcredential, the Specialist in Mild to ModerateDisabilities.This is completed at a meetingscheduled with a Special Education APUfaculty member, the employing schooldistrict, and the student. Please contact theprogram director, David Colachico, Ed.D., at(626) 815-5430, for more information.

Master of Arts inEducation: SpecialEducation Please refer to the General ApplicationRequirements for continuing and new M.A.students.

Course Requirements Core Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational Psychology 3EDUC 573 Philosophy/Ethics

and History of Education 3





Disabilities 3SPED 537 Theories of Intervention in

Behavior Disorders 3SPED 540 Mild to Moderate Disabilities in

General Education 3TEP 515 Clinical Experiences in Teaching

Reading and Writing 3

Electives or transfer credit 9 unitsExtension courses are not viable.

Total 39 units

Additional Master’s DegreeRequirements:Master’s candidates must hold a validCalifornia credential to earn the M.A. inEducation: Special Education.

Growth AssessmentNear the conclusion of their degree programs,students submit written growth assessmentswhich demonstrate their learning anddevelopment and include tentative plans forcontinued growth in their post-degree lives.

Core ExaminationAs part of each core class, students arerequired to take a written examination thatassesses knowledge and writing skills. If anycore examination is not passed, the candidatecan retake it at the next regularly scheduledretake session. Only one retake is allowed. If astudent is found to be deficient in communi-cation skills, the professor notifies both thestudent and the School of Education and

Behavioral Studies regarding the assessment.Students who have taken a comparablegraduate core course at another universitymay ask for a waiver of the requirement.Anadditional elective course must be taken forthe degree.

Oral Evaluation InterviewEach master’s degree program requires a finaloral evaluation interview. Each concentration(except physical education) requires final oralevaluations in which three or four studentsmeet with a faculty member.The purpose ofthe experience is to evaluate students’ growthand learning.

Master of Arts inEducation: SpecialEducation andMild/ModerateDisabilities SpecialistCredential (K-12)Level I, Track 1 Program Director:David Colachico, Ed.D.(626) 815-5430; (626) 815-5425;[email protected] the challenges of special needsstudents and creating an optimum learningenvironment for them requires focused studyunder experienced professionals.Those with amaster’s degree in addition to their credentialare better equipped to serve these students.Tofacilitate this,APU combines the foundationsof the Master of Arts in Education: SpecialEducation with the Mild/Moderate DisabilitiesSpecialist Credential Level I,Track 1 for thoseseeking to enter the field of special educationwith a clear advantage.

The Mild/Moderate Disabilities SpecialistCredential Level I,Track 1 is designed forthose with no teaching contract. Because thecourse work for this credential is embeddedin the Master of Arts in Education: SpecialEducation (with the addition of six supervisedfieldwork units), many students opt to pursueboth the degree and the credential simulta-neously.Those who do render themselveshighly marketable and eagerly recruited.Students who complete Level I,Track 1 aregranted five years in which they must enrollin Level II to clear their credential.

The Master of Arts in Education: SpecialEducation provides the tools to make solidcontributions in the special needs classrooms.


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The instruction and course work come from adistinctly Christian perspective, leading to a compassionate, caring, and ethical approachto teaching.

Level IIThose who successfully complete theprogram and earn the Level I Credential aregranted five years within which they mustenroll in Level II of the Specialist Program toclear their credential.The Level II Credentialis renewable. In this program, candidatesdevelop an induction plan under thesupervision of their district and APU.

Upon completion of all requirements in theLevel I Preliminary Credential program allstudents are required to develop an InductionPlan which will become the roadmap formoving to the next level credential, theSpecialist in Mild to Moderate Disabilities.This is completed at a meeting scheduledwith APU, the employing district, and thestudent.

Required Credential Courses 42 unitsLevel I,Track I is designed for candidates who arenot currently employed as a teacher by a schooldistrict.TEP 410 Methods and Curriculum I, K-8 3TEP 411 Field Experience I, K-8* 1TEP 550 First and Second Language and

Literacy, K-8 3 TEP 551 Language Acquisition Field

Experience, K-8 1

TEP 570 Student Teaching Seminar, K-8** 3— or —

TEP 580 Student Teaching Seminar, 7-12** 3

TEP 571 Student Teaching, K-8 9— or —

TEP 581 Student Teaching, 7-12 9

EDUC 504 Teaching and Cultural Diversity 3EDUC 530 Introduction to Individual


Instructional Planning 3SPED 535 Counseling, Collaboration,

and Consultation 3SPED 536 Diagnosis of Mild to Moderate

Disabilities 3SPED 537 Theories and Interventions in

Behavior Disorders 3SPED 539 Field Experience*** 1Elective (see advisor) 3

*Corequisite with TEP 410**Corequisite with TEP 571 or TEP 581***Corequisite with SPED 536

Required M.A. Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational

Psychology 3EDUC 573 Philosophy/Ethics

and History of Education 3

Total 51 units

Master of Arts inEducation: SpecialEducation andMild/ModerateDisabilities SpecialistCredential (K-12)Level I, Track 2 Program Director:David Colachico, Ed.D.(626) 815-5430 or (626) [email protected] years of practical field experience,APUprofessors offer valuable expertise to thosepursuing a career in special education.Thoseseeking their credential in this field gain adistinct advantage when they earn thecorresponding master’s degree as well.Facilitating the process,APU now offers anew combined program coupling the Masterof Arts in Education: Special Education withthe Mild/Moderate Disabilities SpecialistCredential Level I,Track 2.The combinationrenders the graduate more marketable andbetter prepared to communicate with andeducate special needs students.

The Mild/Moderate Disabilities SpecialistCredential Level I,Track 2 is designed forcurrently contracted teachers. Because muchof the course work for this credential isembedded in the Master of Arts in Education:Special Education, many students opt topursue both the degree and the credentialsimultaneously.Those who do renderthemselves highly marketable and eagerlyrecruited. In this program, candidates developan induction plan under the supervision oftheir school district and an APU advisor.Students who complete Level I,Track 2 aregranted five years in which they must enrollin Level II to clear their credential.

The Master of Arts in Education: SpecialEducation provides the tools to make solidcontributions in the special needs classrooms.The instruction and course work come froma distinctly Christian perspective, leading to acompassionate, caring, and ethical approach toteaching.

Level IIThose who successfully complete theprogram and earn the Level I Credential aregranted five years within which they mustenroll in Level II of the Specialist Program toclear their credential.The Level II Credentialis renewable. In this program, candidatesdevelop an induction plan under the super-vision of their district and APU. For moreinformation, please contact, David Colachico,Ed.D., program director, at (626) 815-5430.

Combined Master of Arts Degreesand Credential ProgramsAzusa Pacific University recognizes the needto provide quality academic programs forgraduate students with divergent professionalgoals and differing educational needs.Thedegree and credential programs are designedfor a limited number of individuals eager topursue a Master of Arts degree and acredential program concurrently.

The combined degree and credential programsare restrictive and faculty advisement and an admissions interview are required prior toenrollment in the program.

The combined program is not appropriate for an individual serving on an emergencycredential with an urgent need to complete a Level I credential in one year.A combinedprogram may require more than oneacademic year.


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Required Credential Courses 30 unitsLevel I,Track 2 is designed for candidates employedas a teacher by a school district.TEP 550 First and Second Language

and Literacy, K-8 3— or —

TEP 560 First and Second Language and Literacy, 7-12 3

EDUC 504 Teaching and Cultural Diversity 3EDUC 530 Introduction to Individual




Disabilities 3SPED 537 Theories of Intervention in

Behavior Disorders 3SPED 540 Mild to Moderate Disabilities in

General Education 3SPED 562 Practicum I: Exceptional

Settings 3SPED 563 Practicum II: Mild to Moderate 3

Required M.A. Courses 9 unitsEDUC 571 Curriculum Foundations 3EDUC 572 Advanced Educational

Psychology 3EDUC 573 Philosophy/Ethics

and History of Education 3Total 39 units

Cross-CulturalLanguage andAcademicDevelopment(C.L.A.D.) Certificate Coordinator: Ivy Yee-Sakamoto, Ph.D.(626) 815-6000, Ext. [email protected]

The Cross-Cultural Language and AcademicDevelopment (CLAD) Certificate Program isdesigned to meet the needs of secondary-language children in California by equippingteachers with the tools to understand theprocess of language and academic develop-ment, and the sensitivity and specific skillsnecessary to facilitate learning in a multi-cultural classroom.Teachers who complete the 12 units of California Commission onTeacher Credentialing-approved courses at APU, covering the three domains of

knowledge and teaching competencies, andwho meet the state foreign languagerequirement, are not required to take the stateexamination for the C.L.A.D. certificate.AllC.L.A.D. courses including EDUC 405/504and TEP 550/560 must be taken at APU tocount toward the C.L.A.D. Certificate. Pleasenote that two of the four required C.L.A.D.Certificate courses are requirements for theMultiple-Subject, Single-Subject, andMild/Moderate Level 1,Track 1 credentials.Those interested in completing their BilingualCross-Cultural Language and AcademicDevelopment (B.C.L.A.D.) Certificate for aspecific language should contact the programdirector for more information.

Application Requirements(necessary only if not a continuing APUcredential student or M.A. student)

Students should check with their credential ormaster’s program department about how toinclude the C.L.A.D. certificate course workwithin their chosen program.The followingare the application requirements for theC.L.A.D. Certificate Program for studentswho are not in a credential or master of artsprogram prior to completing it.



2. International students have a separateapplication procedure. Contact the Officeof International Student Services at (626)812-3055 or [email protected].


4.A posted bachelor’s degree from aregionally accredited institution

5. A photocopy of a current Californiateaching credential, or proof of being in theprocess of earning a California teachingcredential, an Emergency Permit, orCertificate of Clearance

Certificate RequirementsCourse Requirements 12 units EDUC 501 Language Structure,Acquisition,

and Development* 3EDUC 502 Methods of Bilingual, English

Language Teaching 3EDUC 503 School Practicum in English

Language Development 3EDUC 504 Teaching and Cultural Diversity* 3

Total 12 units

* Students in APU’s Teacher Credential Program maysubstitute TEP 550 or TEP 560 for EDUC 501, andEDUC 405 for EDUC 504.

When it is time to apply for the C.L.A.D.Certificate, credentialed teachers may contactthe credential analyst office for assistance.

All four courses of the C.L.A.D. Certificate(12 units) may be applied toward a Master ofArts in Education:Teaching degree program.

EDUC 501 or TEP 560 is a pre-requisite forEDUC 502 or 503.

Foreign Language Requirement Students must meet the California foreignlanguage requirement for obtaining theC.L.A.D. Certificate.There are multiple waysto do so.The three most common ways are:

1. Completion of six semester units in aforeign language at a college/university(including American Sign Language) withan average grade of C or better

2. Completion of 90 hours of approvedlanguage training though a school districtor institute with an average grade of C orbetter

3. Three years of one foreign language inhigh school, with an average grade of B orbetter

A listing of other alternatives is available at alllocations in which this program is offered.

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Course DescriptionsEducation

EDUC 300 Introduction to Teaching as aProfession, K-12 (4)

This course provides an overview of and orientation to the role of the professional educator for thoseinterested in teaching as a career.The emphasis is on development of professional self-awareness,including the historical, philosophical, psychological,sociological, and cultural perspectives through whichthe teaching profession can be viewed. Included are a variety of guest speakers who introduce differentcareers in education.With an earned grade of Bor higher, students may use this course to replaceEDUC 400 as a preprofessional course requirementprior to taking the Professional Education Programcourses. Includes 15-20 hours of service learningfield experience in the Teacher Assistant Program inschool settings.

EDUC 400 Foundations of Education, K-12 (3)

This course focuses on the art and profession ofteaching. Students study the historical, philosophical,political, and legal foundations of education inAmerica in order to gain a greater knowledge andappreciation of the field. Review of relevant conceptsand theories in psychology and human developmentand the application of them to the lives of students as they grow from elementary to high school and the teaching/learning conditions and dynamics inclassrooms are included. Students reflect on being a teacher, extending and evaluating personalphilosophy of education, and exploring their positionon major issues, concerns, and challenges in schoolstoday and for the future. Prerequisite: PSYC 290

EDUC 405 Diversity in the Classroom (3)

This course focuses on the examination of theinteraction of the student’s cultural background with ethical, racial, religious, and gender issues, theeducational setting, and wider social forces that affecttraditional success and failure for students who arelinguistically and culturally different.The courseevaluates the role that administrators and teachersplay in nurturing a spirit of multiculturalism toschools. Meets general studies upper-divisionintensive writing requirement. Includes servicelearning hours in educational settings.This is aC.L.A.D.-approved course.

EDUC 496 Education and Professional Ethics (3)

This senior seminar course prepares students tounderstand and express a Christian perspective onissues critical to the education profession. Biblical andtheological themes relating to education provide abase, while historical biographies and examplessupply a context in which students generate adistinctively Christian response to a contemporaryproblem facing education. Prerequisites: seniorstanding, completion of the majority of the unitsrequired for God’s Word and the Christian Response;and completion of the majority of course work inthe major.

EDUC 499 Readings in Education (1-3)

EDUC 500 Technology and the K-12 Educator (3)

This course is designed for K-12 educators andfocuses on the appropriate use of technology tofacilitate the teaching and learning process.Thecourse builds on the CCTC Level I TechnologyProficiencies that are met in the preliminarycredential programs. Instructional methods exploredutilize a variety of technology for collaboration andcommunication.This course covers 1) designing,optimizing, and analyzing technology-enrichedlessons and learning environments, 2) the use ofcomputer applications to manipulate and analyzedata, 3) determining the authenticity, reliability, andbias of data gathered, 4) the use of technology-enhanced curriculum for developing informationliteracy and problem-solving skills, 5) the use oftechnology as a tool for student assessment andparent communication, and 6) the acquisition anduse of technology resources at the site and districtlevel.This course is approved by the CaliforniaCommission on Teacher Credentialing to meet thetechnology requirements for the Professional ClearCredential (Level II Proficiencies).

EDUC 501 Language Structure, Acquisition,and Development (3)

This course explores the structures of English used in communicating meaning, theoretically soundmodels of second-language learning and teaching,and the distinctive factors which affect first- andsecond-language acquisition. Requirements includegathering oral and written language examples and amini-case study of a second-language learner.

EDUC 502 Methods of Bilingual, EnglishLanguage Teaching (3)

This course examines models and methods ofbilingual education and explores theories andmethods of teaching in and through English as asecond language for limited-English-proficientstudents in grades K-12.The course presents basicapproaches to assessing language and content areadevelopment of bilingual students.

EDUC 503 School Practicum in EnglishLanguage Development (3)

This course offers collaborative opportunities topursue classroom-based action plans for testingadaptations in learning conditions and teachingstrategies for English language development students.Students explore approaches in Specially DesignedAcademic Instruction in English (SDAIE) across thecurriculum with second-language learners.

EDUC 504 Teaching and Cultural Diversity (3)

This course examines the interaction betweenstudents’ racial, cultural, linguistic, gender, class,religious, and ability backgrounds and the widereducational and social community settings.Participants explore culturally responsive teachingstrategies that support and enhance educationalsuccess for students of diversity.

EDUC 505 Advanced Literacy Development (3)

This course explores exemplary models of literacydevelopment for elementary and secondary levelstudents who are advancing in their reading andwriting processes and learning to value narrative,informational, and poetic language uses across awidening range of literacy functions. Studentsexamine and experience process-sensitive approachesto readers’ and writers’ workshops, booksharingcircles, writing across the curriculum, content-areareading, and other structured formats which engagematuring readers/writers more fully in using writtenlanguage to construct meaning in their lives.Included in the course are investigations intomultiple literacies, reflective self-assessment, cross-ageliteracy programs, and other social, collaborativecontexts for literacy growth.

EDUC 507 Family, Community, and SchoolConnections (3)

This course explores strategies for building strongerschool ties with family members and people in thewider community. Students examine the needs anddesigns of exemplary family-community-schoolinteraction programs, which enhance language,literacy, and academic learning for bilingual childrenand their families. Participation in a community-based project or a service agency program isrequired.

EDUC 508 Assessment and Evaluation inMulticultural Classrooms (3)

This course reviews the uses, demands, andlimitations of formal, standardized testing practicesand builds on theoretical principles of teachersassessing more fully their own students’ growth inacademic knowledge and communication abilities.Students explore informal observational assessment,student self-assessment, parental involvement,portfolios, criterion- and performance-basedassessment, and other authentic approaches toassessing the development of language, literacy, andacademic concepts. Students also explore ways toassess and improve their own instructional programsand teaching.

EDUC 509 Special Topics in Education (3)

Students study specific current topics, trends,technologies, or innovative programs in the field ofbilingual/English language development.The coursecovers theoretical and practical aspects of issuesrelated to new problems or new possibilities forimproving and enhancing language, literacy, oracademic learning opportunities for bilingualstudents.


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EDUC 511 Foundations in EducationalTechnology (3)

This course focuses on developing proficiency with thefoundational skills necessary for the Master of Arts inEducational Technology degree.Working in face-to-face, synchronous, and asynchronous environments,students will utilize a variety of applications and skillsnecessary for competency in the program.This coursemust be completed before any of the EducationalTechnology concentration courses can be taken.

EDUC 512 Instructional Applications ofIntegrated Software (3)

The educational uses of integrated software packagesare studied.The student receives hands-on experiencewith one or more integrated software packages.Projects utilizing spreadsheets, word processing, drawtools, presentation software, sand databases in educationare required. Prerequisite: EDUC 511

EDUC 513 Operating Systems/Networking (3)

Students study the principles, theories, and applicationsof computer networking.Topics include hardware,software, standards, transmission vehicles, local areanetworks, protocols, network interfacing andperformance, types of networks, case studies, and designof a local area network. Prerequisite: EDUC 511

EDUC 514 Educational Video and Multimedia (3)

This course covers the use of video and interactivemultimedia for instruction.Topics addressed include theuse of video cameras, video editing equipment, titlingsoftware, various methods of video and graphicdigitizing, laserdisc players, barcode readers, andinteractive computer-assisted instruction (CAI).Projects include producing a video, using hypermediaauthoring software to create interactive multimediasoftware, and writing a hardware acquisition grant.Prerequisite: EDUC 511

EDUC 515 Emerging Trends in Technology (3)

This class looks at the historical development ofeducational technology and the social issues influencingits growth and implementation.Attention is also givento a synthesis of research related to the field, profes-sional organizations serving the discipline andemerging innovative uses of educational technology.Prerequisite: EDUC 511

EDUC 516 Technology for the SchoolAdministrator (3)

This course offers an overview of the use oftechnology in the administrative and instructionalprocesses for the school administrator. Software tohandle various administrative tasks routinely andprovide better information for school management isfeatured. Needs assessment, hardware and softwareselection, classroom applications of varioustechnologies, and other vital areas of technologyimplementation are also covered.This course facilitates

a discussion of the role school administrators can playin leading others to a better understanding of thepotential of educational technology and reducing the“computer phobia” that some classroom teachersmay experience. Prerequisites: ability to use wordprocessing, database, and spreadsheet programs

EDUC 517 Telecommunications (3)

Students study the principles, theory, and application of telecommunications. Prerequisite: EDUC 511

EDUC 518 Global Learning/Cross-CulturalClassroom (3)

This course focuses on the use of technology todevelop global, cultural, geographical, environmental,and sociopolitical understanding. Students engagetheir own classrooms in global learning projects as avehicle to promote cross-cultural literacy, a necessaryskill for the global workforce and the 21st century.Prerequisite: EDUC 511

EDUC 519 Educational Desktop Publishing (3)

Students learn the educational uses of desktoppublishing software. Projects such as handouts, news-letters, and student desktop publishing activities arerequired.Techniques, uses, curriculum integration,and vocabulary of desktop publishing are the primaryfocus. Prerequisite: EDUC 512 or instructor’s consent

EDUC 520 Applications of Technology-Supported Curricular Tools (3)

This course explores various technology-supportedcurricular tools applicable to management andinstruction in a K-12 educational environment.Topics include computer-assisted word processing,databases, presentation tools, grade books, graphicorganizers, spreadsheets, and online creation tools.Prerequisite: EDUC 511

EDUC 523 Educational Applications of Hypermedia (3)

The basics of Hypermedia are studied. Students areintroduced to an authoring program.Topics include the mechanics of the programs and their use for the development of class presentations, computer-assisted instruction (CAI), and multi-media projects.Integration of Hypermedia with school curriculumis emphasized. Prerequisite: EDUC 511 or instructor’sconsent

EDUC 524 Instructional Design andDevelopment (3)

This course focuses on the utilization of designprinciples to effectively communicate instructionaland professional materials prepared for the classroom,school/district, and professional development use.Implications on the educational experience ofteachers, students, and administrators are alsoexplored.Working in collaboration with other classmembers, students design an educational presen-tation/product for professional use. Prerequisite:EDUC 511

EDUC 526 Practicum in EducationalApplications of Technology (3)

The primary focus of this practicum is a research-designed multimedia portfolio that showcases skillsthe student has acquired in the EducationalTechnology Program.This practicum covers research,use of applied software and educational technologies,a growth assessment, comprehensive portfolio, and anoral defense to conclude the requirements for themaster’s degree.This course must be taken at the endof the course work. Prerequisite: all course work ineducational technology completed

EDUC 527 Special Topics in EducationalTechnology (3)

The current technologies, trends, or topics ineducational computing are explored.The coursecovers practical and theoretical aspects, effectiveness,and problems related to the implementation of thetopic into the classroom or computer laboratory.Different topics may be taken and repeated forcredit. Prerequisite: EDUC 511

EDUC 530 Introduction to IndividualDifferences (3)

Students are introduced to individuals withexceptional needs, cultural differences, socio-economic disadvantages, and sexual biases, in order to achieve awareness of and sensitivity to the needsand feelings of persons with differing experiences.There is an introduction to the legal requirements ofeducating learners in the least restrictive environ-ments.This course is approved by the CaliforniaCommission on Teacher Credentialing to meet thecomputer requirements for a Clear TeachingCredential.

EDUC 531 Tests, Measurements, andInstructional Planning (3)

Students study the validity and reliability of currenttests, interpretation of test results, and theirapplication to the instructional planning analysis ofnorm- and criterion-referenced measurement anddevelopment of objective-based programs.

EDUC 532 Counseling Exceptional Individualsand Their Parents (3)

Varied counseling theories and techniques areexamined. Students analyze the psychologicalprocesses and emotional stages of parenting childrenwith disabilities and the effects of disabilities onexceptional individuals.The course emphasizes therole of the teacher, the school counselor, and otherschool personnel in therapeutic relationships withexceptional individuals and their parents.


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EDUC 533 Basic School Counseling (3)

This course provides an examination of the variedcounseling theories and techniques needed by schoolcounselors for a variety of counseling roles andfunctions.The focus is on the application of basicskills in the domains of academic, career, personal andsocial development. Each student will demonstrateknowledge of how school counseling programs andservices promote student development, learning andachievement in diverse populations with the contextof professional ethics. Concepts, attitudes, and valuesheld by the counselor which most influence thecounseling relationship and outcome will beexplored.A holistic, ecosystemic model for viewingcounseling issues, the school community and theunderstanding of family processes will be studied. Itwill focus on acquiring knowledge and practicingskills related to individual and group counselingwithin a multicultural context. A prerequisite forEDUC 550 and EDUC 583

EDUC 541 Emerging Literacy, K-12 (3)

This course focuses on the emerging literacy needsof K-12 students who are at beginning or minimallevels of processing reading and writing effectivelyfor meaning, including English language learnerswith distinctive literacy development needs. Studentsexamine sound socio- psycholinguistic insights intothe nature and development of reading and writingprocesses and explore the critical conditions, whichhelp learners become more strategic, self-awarereaders and writers. Included in the course areinvestigations into structuring balanced literacyexperiences, guided reading and writing, literacy-enriched environments, quality reading materials,meaningful records of growth, and other practiceswhich increase students’ pleasure, value, and successin their literate lives.

EDUC 542 Bilingual Methods for PrimaryLanguage Instruction (3)

This course covers bilingual instructional strategiesfor teaching in students’ primary language andEnglish. Students review procedures for selecting,adapting, and using primary language materials; andthey evaluate the effectiveness and relevancy of suchmaterials for students.

EDUC 543 The Chicano/Hispanic andEducation (3)

Students study the cultural origins and characteristicsof Chicano/Hispanic people in California and theU.S., gaining insights into their major historical periods and events, migration and immigration, anddemography and contributions. Issues of intra- and intercultural relationships are examined.

EDUC 546 Resource Specialist Communication Skills (3)

Skills are developed for successful communicationand teamwork with administrators, teachers, parapro-fessionals, and parents in the provision of services toindividuals with exceptional needs.

EDUC 548 Staff Development and ParentEducation Techniques (3)

Techniques are discussed for planning and providingstaff development and in-service education foradministrators, teachers, and paraprofessionals in theimplementation of special education legislation andprovision of services.The course includes methods ofdevelopment and implementation of parent-education workshops.

EDUC 550 Issues in School Counseling (3)

This course focuses on four areas: school consul-tation, theory, and practice; multicultural counselingwithin a school setting; peacemaking within class-rooms and schools (e.g., peer mediation, classroomtechniques); and crisis/trauma prevention, inter-vention, and postvention. Both experiential anddidactic instructional methods are used. Prerequisite:EDUC 533

EDUC 552 Pupil Personnel ServicesManagement and Career Development (3)

Orientation to the concepts and procedures of pupilpersonnel ethics and management systems is offered.Emphasis is placed on information and the under-standing of occupational and career education trendsand theories, which transcend cultural and genderstereotypes.

EDUC 553 Personalized Learning (3)

This course assists the teacher with creating “learningcenters” in the classroom. Included are ways toorganize one’s self, materials, and rooms; how toschedule centers; current learning regarding centertheories and types; suggestions for the constructionof centers; center terminology; and centercommitment and tracking techniques.

EDUC 554 Instructional Principles andPractices (3)

This courses examines ways teachers can moreeffectively organize time, space, resources, students,and activities that embody standards of soundpractices while creating a strong sense of communitycollaboration among learners and genuinely student-centered classrooms. Course investigations focus on integrative units, grouping strategies, multiplemodes of learning representation, workshop formats,reflective assessment, and other promising approacheswhich nurture motivation and inquiry and provideauthentic learning experiences for culturally, academ-ically, and linguistically diverse students. Students alsoexplore models of peer coaching, teacher studygroups, and other processes that enhance reflectiveteaching.

EDUC 555 Comparative Education: A GlobalPerspective (3)

This course examines philosophical, theoretical, andpractical basis of educational systems across theworld: organization, administration, policy, andpractice.The roles of education practitioners,students, parents, and community members arediscussed. Students also examine the role of nation-states in developing educational systems and themission of education in global societies.

EDUC 558 Advanced Human Growth andDevelopment (3)

An overview of the human development theories(with an emphasis on the psychosocial model of ErikErikson) is provided. Special consideration is given tothe conditions and influences that shape children’slives, the helps and hazards to their growth, theirsources of identity, and the significance of family,school, and culture in their development.

EDUC 560 Supervised AdministrativeInternship Field Experience I (4)

This course is reserved for candidates who have been nominated by their employing districts asadministrative interns.This applied course providessupervised experience in administrative positions.Interns are expected to exhibit competence in the areas of educational leadership, improvement of an educational program, and management ofeducational personnel, school/community relations,legal and financial aspects of public education,educational governance and politics, and schoolmanagement. Competency is monitored by the APU faculty through the intern’s daily journal andmonthly intern workshops.

EDUC 561 Supervised AdministrativeInternship Field Experience II (4)

This course is reserved for candidates who have beennominated by their employing districts as adminis-trative interns.This applied course providessupervised experience in administrative positions.Interns are expected to exhibit competence in theareas of educational leadership, improvement of aneducational program, and management ofeducational personnel, school/community relations,legal and financial aspects of public education,educational governance and politics, and schoolmanagement. Competency is monitored by the APUfaculty through the intern’s daily journal andmonthly intern workshops.

EDUC 564 School Counseling Fieldwork 1 (3)

This course provides each student with firsthand,supervised pupil personnel experience. Each studentis involved in on-site experiences that includeapplication of theory to counseling and consultationpractice with individuals, groups, families, children,adolescents, and exceptional and nonexceptionalpupils.


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EDUC 565 Supervised Field Experience inSchool Administration I (3)

This applied course provides experience in the schoolsetting so that competencies may be developed underactual, rather than simulated, conditions. Candidates are expected to exhibit competence in the areas ofeducational leadership, improvement of an educationalprogram, and management of educational personnel,school/ community, legal and financial aspects of publiceducation, educational governance and politics, andschool management.

EDUC 566 Supervised Field Experience inSchool Administration II (3)

This applied course provides experience in the schoolsetting so that competencies may be developed underactual, rather than simulated, conditions. Candidates are expected to exhibit competence in the areas ofeducational leadership, improvement of an educationalprogram, and management of educational personnel,school/ community, legal and financial aspects of publiceducation, educational governance and politics, andschool management.

EDUC 567 Supervised Field Experience:Resource Specialist (3)

Students receive supervised resource specialistexperiences at selected sites. Emphasis is on interactionwith various staffs, working with parents, andimplementation of the 94-142 Public Law and A.B.3075 mandates.

EDUC 568 School Counseling Fieldwork 2 (3)

This course provides each student with firsthand,supervised pupil personnel experience. Each student isinvolved in on-site experiences that include applicationof theory to counseling and consultation practice withindividuals, groups, families, children, adolescents, andexceptional and nonexceptional pupils.

EDUC 570 Sociology of Education (3)

Education is viewed from a sociological perspective,and professional educators study and discuss theeducational implications of cultural concepts, socialstratification, roles, and the place of the school and theteacher in the social structure.

EDUC 571 Curriculum Foundations (3)

This master’s degree core course is designed to preparecandidates with both practical and theoreticalunderstanding of curriculum in schooling.The courseoffers a study of the various approaches of curriculumconstruction and organization in the schools byexamining the principles of curriculum improvement,change, and evaluation.The focus will be on thetheories, research, and best practice related to planningand developing curriculum and its implementation inschools and classrooms in order to address the needs ofstudents in diverse communities.

EDUC 572 Advanced Educational Psychology (3)

Professional educators apply the latest researchfindings of contemporary psychologists to thechallenges of classroom motivation, discipline,individual differences, learning styles, and evaluationmodes.

EDUC 573 Philosophy/Ethics and History ofEducation (3)

This course is a survey of the historical andphilosophical ideas that guide educational theory andpractice. Emphasis is on ethical clarification andpractical application of ideas in current, diverseeducational settings. Basic to the course is the notionthat valuable insights into American education can beobtained through a close examination of its historicaldevelopment from the colonial era to the present.Emphases on various philosophical systems ineducation and on the related issue of worldviews areespecially helpful in illuminating ever presenttensions in American education.American educationcannot be adequately understood, nor can well-informed decisions be made by administrators,instructional staff, or others responsible for education,without the benefit of both historical andphilosophical perspectives.

EDUC 574 Current Issues in Education (3)

Students investigate, analyze, discuss, and proposesolutions for the most significant problems, concerns,and challenges in education today.They studycurrent trends in curriculum, teaching practice, andschool organization, and evaluate them in terms ofthe effectiveness of teaching and learning and thequality of life in the school community.

EDUC 575 Educational Research and ProgramEvaluation (3)

Students apply statistical techniques, includingdescriptive and inferential statistics, to the problemsof education. Underlying logical principles andconcepts are emphasized.

EDUC 576 Trends and Issues in PhysicalEducation and Sport (3)

Students identify and analyze problems unique to thephysical education and athletic profession. emphasis isplaced on a general overview of issues germane toprofessional tensions arising with an educationsetting.A pragmatic approach to problem solving isemployed.

EDUC 580 Organization and Administrationof American Education (3)

The organization of public schools in the U.S. isstudied. Special attention is given to patterns ofpublic school governance and methods of bringingabout improvement within the school setting.Included is a study of organizational theory as a basisfor educational administration.

EDUC 581 Curriculum Leadership (3)

Curriculum improvement is investigated throughadvanced study of underlying design, principles,and practice in its development. Survey, inquiry,collaboration, application, and critical analysis buildleadership skills that contribute to curriculum qualityfor classroom teachers, mentors, administrators, andin-service presenters. Emphasis is on research,implementation, and evaluation in planning anddecision making.

EDUC 582 Schools and the Law (3)

The student acquires knowledge of federal, state,and local laws; court cases and legal opinions; and their applicability to the schools. Included are legalprinciples relating to youth conduct, contracts,liability, tort, employer-employee relations, equality of educational opportunity, and control of education.

EDUC 583 Intervention Through Consultation (3)

This course examines (1) the strengths and weak-nesses of several prominent models of consultation as they relate both to setting requirements and the individual consultant’s style of functioning;(2) the roles of consultant, consultee, and clientsystems; and (3) the consultative role and techniquescontrasted with those involving supervision,assessment, teaching, and counseling/therapy.Acollaborative model of consultation is emphasized.Further areas of emphasis include, but are not limited to, the following: types of consultativeintervention, evaluation of consultation, relevantresearch, legal, and ethical issues, consultation withminority groups, resistance to consultation, andspecific communication skills and staff development.Prerequisites: EDUC 533 and EDUC 550

EDUC 584 Supervision of Curriculum and Instruction (3 )

Students develop skills in all aspects of planning,including practice, task analysis, setting objectives,and the development of plans related to objectives.Systematic and unstructured decision-makingprocedures are also studied.

EDUC 585 Leadership in Human ResourceAdministration (3)

The role of the school leader is studied as it relates to human resource administration. Skills aredeveloped in collaboration with professionals ineducation. Included is a focus on personnelrecruitment and selection, evaluation, professionaldevelopment, collective bargaining, and personnellaw.As future instructional leaders, candidates aretrained in effective procedures for documentingperformance for both classified and certificatedemployees in ways that are legal and ethical. Specialattention is given to problem solving in conflictsituations, collaborating with diverse ethnic andcultural groups, and developing trust in working withorganizations.


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EDUC 586 School Site Leadership (3)

Students study school-site leadership, including inter-and intra-organizational planning and long- andshort-term decision making. School climate, conflictresolution, stress management, needs assessment, andsite-level funding and budgeting are also covered.

EDUC 589A Research for Educators: BeginningProcess (2)

This advanced course enables teachers to becomemore informed users and designers of educationalresearch.Teachers begin the process of planning andimplementing their own classroom or school-basedinquiry.Through activities integrated in their ownresearch process, teacher learn more about how tolocate, value, and synthesize other relevant research;select and employ appropriate types of qualitative orquantitative methods of data gathering and analyze avariety of descriptive data.Teachers complete theprocess in EDUC 589B.

EDUC 589B Research for Educators: Finish Reporting (1)

This course is a sequel to EDUC 589A, enablingteachers to complete their own research inquiryprocess and submit a final research report.Teacherswork independently and conference with a facultymember and peers in order to review fully their data gathering, analyses, and results; and to revise andedit effectively their completed research reports.Prerequisite: EDUC 589A

EDUC 590 Seminar in Research Methods (3)

The organization, development, research, and writingof a thesis, including analysis and criticism of othertheses, are emphasized.

EDUC 591 Thesis (4)

EDUC 594 School Counseling: Internship 1(300 hours) (3)

Students enrolled in this fieldwork course are undera paid internship with their school district. In thiscourse students will receive exposure to individualdifferences, involvement with testing and case studies,participation in parent conferences and IEP/E & Pmeetings, and provision of counseling and/or consul-tation as appropriate to students, staff, and parents.

EDUC 595 School Counseling: Internship 2(300 hours) (3)

Students enrolled in this fieldwork course are undera paid internship with their school district. In thiscourse students will receive exposure to individualdifferences, involvement with testing and case studies,participation in parent conferences and IEP/E & Pmeetings, and provision of counseling and/or consul-tation as appropriate to students, staff, and parents.

EDUC 599 Readings in Education (1-3)

EDUC 600 Budgeting and ManagingInformation Systems in K-12 Education –Human and Fiscal Resources (3)

School revenues, apportionments, budgetaryprocedures, costs, and business management arestudied.The focus is on finance, budgeting, resourceallocation, and personnel in the context of thestate/local systems and their linkages to the quality of the instructional and broader school programs.

EDUC 610 Human Diversity and SocialContext (3)

The theoretical and practical basis of educationaladministration in multicultural situations; the organi-zation and administration of multicultural education,including multi-ethnic and multilingual programs;and translation of policy into practice are the focusof study.

EDUC 615 Politics and Policy Analysis inEducation (3)

This course includes an analysis of administrativeinteraction with federal, state, and local forces, partic-ularly school boards and interest groups, and theimplications of public relations and administrativeaction.

EDUC 620 Administration and Supervision in K-12 Education (3)

Students study the role and responsibilities of leader-ship personnel in administration and supervision ofelementary and secondary schools and evaluation ofcurricular, instructional, and staff effectiveness;management of staff development as part of thechange process; and knowledge of communicationand planning models in the school setting.

EDUC 630 Disabilities in Children (Mild,Moderate, and Severe) (3)

This course introduces students to individualsdefined by cultural differences, socioeconomicdisadvantages, sexual biases and developmentalpsychopathology in order to achieve sensitivity to theneeds and feelings of persons with differingexperiences. Students are introduced to the legalrequirements for education learners in the leastrestrictive environments that are educationallyappropriate, and consideration of current issues andtrends in special education.

EDUC 631 Young Children: Assessment andIntervention (3)

This course equips school psychologists to assess theneeds of and make intervention recommendationsfor infants, toddlers, preschoolers, and young school-age children.Attention is given to drawing togetherinformation from multiple sources to arrive at acomprehensive picture of the child and his or herenvironment.

EDUC 632 Intellectual Assessment (3)

This course develops competence in understandingand assessing school-age children’s and adults’intellectual abilities. Emphasis is on the multifacetednature of human intelligence, research, and theoriesregarding the development and measurement ofhuman intellectual ability, and on the construction,uses, and limitations of assessment tools and methods.

EDUC 633 Multicultural and Bilingual:Assessment and Intervention (3)

This course focuses on the assessment of multi-cultural and bilingual students, including assessmentmodels and practices, test bias, and social and psycho-logical aspects associated with the differences andsimilarities of ethnic and cultural groups.

EDUC 634 Intervention and Prevention (3)

Learning, behavior, and social problems are viewedfrom behavioral, cognitive, ecosystemic, and familysystems perspectives.The student learns to select,design, implement, and evaluate prevention, inter-vention, and postvention programs and techniqueswithin a multicultural context.

EDUC 635 Role and Function of the School Psychologist (3)

Major theories and models of educational evaluationare surveyed. Consultation theories are considered to help students acquire the knowledge and skillsnecessary for a productive consultation relationshipwith school staff, parents, and community agencyrepresentatives.

EDUC 636 Research and Evaluation in SchoolPsychology (3)

Students gain advanced skills in understanding andapplying statistical techniques to the analysis ofeducational research data related to schoolpsychology. Strategies for conducting effectiveevaluations are considered as students plan anevaluation using appropriate statistical analysis asrelated to educational psychological research.Students gain additional experience in the use ofcomputers for statistical analysis.

EDUC 637 Child Psychopathology: Assessmentand Treatment (3)

This course provides a systematic approach to thedescription and assessment of and planning forchildren with emotional and behavioral problems.The emphasis is on the psychological disorders ofchildren in school settings most commonlyencountered in the delivery of psychological services.


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EDUC 661 Professional Field Experience I,Induction (2)

Students are required to enroll in EDUC 661Professional Field Experiences I, Induction uponadmission to the Tier II Program.

EDUC 662 Supervised Field Experience II (1-4)

EDUC 663 Supervised Field Experience III (1-4)

EDUC 664 Professional Field Experience IV,Assessment (2)

EDUC 668 Field Experience I (3)

Students are provided with on-site experience leadingto the acquisition of skills and knowledge of schoolcounselors and psychologists involving special andregular education students. Such experience includesworking with IDEA regulations and procedures,assessing and counseling exceptional students,consulting with teachers and parents, and supervisingof counseling services.

EDUC 669 Supervised Field Experience: School Psychology (3)

Through on-site supervision, students experiencedirectly the role and function of school psychologists.This includes conducting student assessment, writingreports, consulting with staff and parents, designingprevention, intervention and postvention strategies,working with exceptional students, completing progressevaluations, and interacting with community agencies.

Educational Leadership/Doctoral

EDUC 700 Proseminar in Doctoral Study inEducation (3)

The proseminar presents an introduction to AzusaPacific University, its mission, facilities, faculty,and programs. It proceeds to an overview of doctoral study: program requirements, instructionalapproaches, and professional and personal implications.Students begin to examine Christian perspectives,ethical considerations, and the interplay of theory,research, and practice through reflection-in-action.They have intensive experience in locating andevaluating the literature of the field; they explorescholarly writing and possible dissertation topics.

EDUC 704 Christian Perspectives andMoral/Ethical Issues in Educational Leadership (3)

Students critically analyze values, morals, and ethics ineducational leadership, especially in the public sector.The nature of value claims, value judgments, valuepropositions, and beliefs is explored, as well astechniques and tools to analyze, clarify, and evaluatethem within educational contexts. Students develop apaper and presentation on a moral and ethical dilemmafaced by educational leaders. Students participate in

annual symposia at which these papers are presentedand in annual conferences hosted by the Center forResearch on Ethics and Values. In preparation for thelatter, they investigate the published materials of thescheduled speaker. Prerequisite: EDUC 573 orequivalent

EDUC 706 Student Development in HigherEducation (3)

This course examines multiple dimensions of adultdevelopment as they relate to college students.Thefocus is on learning how student developmenttheory is constructed, critically evaluating existingtheory, developing models for applying theory, andgathering data about current student populations tofurther advance the evolution of adult developmentaltheory.

EDUC 714 Theories of Organization inEducational Settings (3)

Theoretical approaches to understanding complexorganizations are examined and applied toeducational organizations.The primary knowledgebase for this course is drawn from the fields oforganization theory, development, and behavior.Students are required to apply this knowledge base as they identify, diagnose, and develop effectivesolutions for interpersonal, structural, and organiza-tional problems experienced in a variety ofcontemporary educational institutions.

EDUC 716 Leadership Theories and Strategies (3)

This course explores the topic of leadership, bothgenerically and as practiced in contemporary public and private education environments.Varioustheoretical and practical perspectives relative to thenature of leadership are incorporated. In particular,students examine strategies pertaining to the processof selecting leaders and the development ofleadership among administrators and faculty.Theconcepts of stewardship and servant leadership areincorporated throughout the course. Recommendedprerequisite: EDUC 620 or equivalent

EDUC 718 Forecasting and Strategic Planning (3)

Students examine procedures for tracking, analyzing,and projecting demographic data internal andexternal to an educational institution or system.Theyconduct an environmental scan (situation audit) ofeducational research and practice, technology,governance, economics, politics, belief systems, andother relevant factors within a school or schoolsystems, its surrounding community, and the world asthese factors may affect the lives of students and theprocess and content of education.Additional topicsinclude examination and evaluation of alternativefutures and the theory and application of futuristmethodologies in strategic planning, medium- andshort-range plans, contingency plans, and control andfeedback systems.

EDUC 719 Financing Higher Education (3)

This course is intended to provide prospectivecollege and university administrators with a workingknowledge of strategies, techniques, issues, andpractices related to college and university budgetdevelopment and implementation.Attention is givento the formulation of various budgetary strategies:presentation strategies for multiple constituencies;development and execution of the university budget,including various revenue sources and review ofexpenditure patterns; and how strategies vary amongtypes of institutions. Students have the opportunityto engage in financial analysis and modeling and toexplore the current issues in the financing of highereducation.

EDUC 720 Innovation and Reform inEducational Organizations (3)

This course focuses on the substance and process ofchange in educational programs at three levels ofmagnitude: changes that modify programs withincurrent educational systems (innovation), design anddevelopment of future generations of programswithin current educational systems (innovation),and creation and design of systemic change ineducation, including instructional systems, adminis-trative systems, and governance systems (reform).Students analyze educational innovations and reformmovements of the past and present, examine theoriesof change and the forces that encourage anddiscourage innovation, and apply their knowledge topractical settings.

EDUC 722 Legal Aspects of Education (3)

General areas of law that impact school adminis-trators are addressed.These include, but are notlimited to, sources of law and the courts, the law and students, educational personnel and the law,desegregation and its effects, school finance issues and the administrator, and school district liability.Analysis of court decisions and procedures forresearch in law libraries are integral parts of thecourse.

EDUC 723 Higher Education and the Law (3)

This course examines legal problems and issues asthey affect students, faculty members, and adminis-trators in American colleges and universities.Distinctions in the legal environments of public,private, and church-related institutions will be made.Emphasis will be placed on constitutional issues,contract law, federal and state regulation, liability,faculty and staff employment, and communityrelationships.


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EDUC 726 Schooling and Social Theory (3)

This course examines the sociological dynamics ofeducational institutions.Theories of sociology areapplied to deepen understanding of the roles playedby individual and groups within and outside schoolsettings to perpetuate or to change patterns ofhuman interaction.This course raises issues related to justice, excellence, diversity, socialization of newteachers, and other topics that call for contemplation.Such understanding should heighten students’ abilityto intervene as needed.

EDUC 727 The Social Perspectives of HigherEducation (3)

This course explores the ways in which the social and cultural dynamics of American society affectinstitutions of higher education and selected issues that reflect sociocultural change in the Americansociety and American higher education. In addition,the course examines the student, faculty, andadministrative cultures of colleges and universities.

EDUC 730 Theories and Models of Learning (3)

A critical appraisal is made of theories of learningapplied to a range of educational settings.The earlyconnectionist theories of Thorndike, Guthrie, Hull,and Skinner and cognitive theories including Gestaltand those of Tolman and Bandura are explored.Other topics include metacognition, cognitive styles,constructivism, brain-based learning, and the natureof intelligence. Models of learning focus on instruc-tional conditions and variables that impact schoollearning, such as Vygotsky’s zone of proximal design.Prerequisite: EDUC 572 or equivalent

EDUC 731 Achievement Motivation (3)

This course provides an overview of the topic ofmotivation in elementary and secondary schoolclassrooms. It focuses on theories of achievementmotivation and how the classroom environmentshapes and influences students’ motivation.Thecourse examines different theories of achievementmotivation, including attribution, perceived control,self-efficacy, intrinsic and extrinsic motivation, andgoal theory, as well as how different student charac-teristics (e.g., age, gender, ethnicity) and classroomcharacteristics (e.g., teacher expectations, teacherbehavior, classroom organization) may be related tostudents’ motivation. Prerequisite: EDUC 572 orequivalent

EDUC 733 Advanced Curriculum Development (3)

Theoretical approaches to development andimplementation of curricula in elementary,secondary, and higher education settings are studied.The course emphasizes critical analysis, curriculuminquiry, and theorizing, based on current literature inthe field. Prerequisite: EDUC 571 or equivalent

EDUC 736 Seminar: Instruction in K-12Environments (3)

Students examine philosophical positions andpersonal religious beliefs in relationship to learningtheories, instructional methods, curriculum design,architectural and environmental factors, and the useof time, space, and personnel.They synthesize apersonal philosophy with regard to each area, thenincorporate the elements into a set of coherent andinternally consistent models for leadership to developlearning and instructional programs in K-12 schools.It is recommended that this course be taken towardthe end of the doctoral course sequence.

EDUC 737 Teaching and Learning in HigherEducation (3)

The ultimate purpose of higher education is studentlearning.This course explores the academicenterprise through an examination of the teaching-learning experience in the context of highereducation. Emphasis is placed on curriculum design,identification of student learning outcomes, effectiveteaching methodologies, course development anddelivery, and outcomes assessment.

EDUC 739 Professional Development andAdult Learning (3)

This course examines theories related to thepurposes, aims, and distinct characteristics of adultlearning and motivation for learning. Included areKnowles’s andragogy and self-directed learning,Maslow’s theory of perspective transformation,McClusky’s theory of margin, and Cross’s character-istics of adult learners and chain-of-response models.Theories are applied to the ongoing professionaldevelopment of teachers through staff developmentand organized learning activities. Current approachesto K-12 staff development are considered. Prerequisite:EDUC 572 or equivalent

EDUC 740 Intermediate Statistics and DataAnalysis (3)

The intermediate course in statistics and data analysis addresses statistical methodologies and theirapplications in analyzing data from empiricalresearch. Computer applications with SPSS statisticalsoftware are emphasized. Qualitative researchmethodologies are introduced. Prerequisites: EDUC575 or equivalent, EDUC 700, and a passing score on the review examination

EDUC 741 Research Design (3)

This course provides an introduction to researchdesign and its application to educational programs.Emphasis is given to developing knowledge and skillin research design and in assessing the technicaladequacy of research. Prerequisites: EDUC 575 orequivalent, and EDUC 700

EDUC 742 Qualitative Research in

Education (3)

In this doctoral-level course, students are introducedto the perspectives, purposes, designs, analysis,interpretation, and reporting of qualitative research inthe field of education. Ethnography, case study,grounded theory, action research and observation,interviewing, and document analysis, and the skills ofdata management, analysis, and interpretation arestudied and practiced.

EDUC 743 Program Evaluation in

Education (3)

This course introduces the skills and knowledge ofthe field of program evaluation and their applicationto educational programs. Students come tounderstand the issues and problems that threatenvalidity and reliability in program evaluations.Students learn to be thoughtful consumers ofevaluations as well as producers of their ownevaluation design.While theory guides the discussionof issues, emphasis is placed on application to goodpractice. Students produce a brief literature reviewand design a program evaluation. Prerequisites: EDUC700, EDUC 740, and EDUC 741

EDUC 746 Advanced Data Analysis (3)

The student explores advanced techniques of dataanalysis, including application of computer software.Although emphasis is placed on multivariate quanti-tative techniques, strategies for analyzing qualitativedata are also included. Multivariate statistical toolsinclude factor analysis, multiple regression, pathanalysis, and discriminant analysis. Prerequisites: EDUC700, EDUC 740, and EDUC 741; EDUC 743(recommended)

EDUC 750 Writing for Publication (3)

In this course, students will have an opportunity tosharpen their writing skills, develop their writingstyle, and examine strategies for publishing theirwork.They will explore writers’ work habits, studyelements of grammar and style, analyze writing inprofessional journals and participate in an ongoingwriters’ workshop during which they will share andevaluate drafts of their own and others’ writing. Bythe end of the course they are expected to completepublishable drafts of a book review and a non-fictionmanuscript, each targeted to a professional journal.

EDUC 760 Adult Development (3)

In this course, students examine theories, research,and issues in the field of adult development.Emphasis is placed on exploring the cultural,interpersonal, and spiritual domains of adulthood.Students apply the insights gained to their personal,social, and professional lives, integrating selected andfocused reflections on their own development acrossthe lifespan.


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EDUC 762 Current Issues in Child andAdolescent Development (3)

In this course, students examine current theories,research, and issues in child and adolescent develop-ment. Emphasis is placed on exploring the intellectual,emotional, and spiritual domains of development, witha focus on school-aged children and youth aged 5 to18.Teachers, administrators, psychologists, counselors,and all others who involve themselves in the lives ofthe young update their knowledge, extend theirunderstanding, and consider viable options so that theycan better provide the settings, care, and guidanceneeded to enhance the lives and development ofchildren and youth.

EDUC 790 Doctoral Seminar in Research Studies (2-3)

During this course, students identify a research topicand develop a dissertation proposal. Steps includeidentifying a researchable issue, conducting a literaturesearch, writing a literature review, selecting a researchmethodology, and evaluating qualitative and statisticaltools. Students discuss selection of the dissertation chair and committee and develop an action plan forcompleting the dissertation. Except by approval of the program director, students may not enroll inEDUC 790 until they are within 20 units ofcompleting, or in their last two semesters of coursework other than the dissertation. Prerequisites: EDUC700, EDUC 740, and EDUC 741; and successfulcompletion of guided inquiry project

EDUC 794 Dissertation Research (3-6)

Students work with their dissertation committee toconduct a doctoral level research project in educationalleadership. Students enroll for at least three units ofdissertation credit and must reenroll each semester fromthe time their proposal is approved until the disser-tation is completed. Prerequisites: EDUC 740, EDUC741, and EDUC 790

EDUC 795 Dissertation Research (3-6)

Students work with their dissertation committee inconducting a doctoral-level research project ineducational leadership. Students enroll for at least threeunits of dissertation credit and must reenroll eachsemester from the time their proposal is approved untilthe dissertation is completed. Prerequisites: EDUC 794

EDUC 798 Special Topics in EducationalLeadership (1-3)

In this course, a subject of current interest is examinedin depth. Students analyze and evaluate controversialissues to reach and express a reflective position.Students may repeat the course for credit up to amaximum of six units applied toward the Ed.D;each course must address a different topic.Whenappropriate, a special topics course may be identified as counting toward a program emphasis.

EDUC 799 Readings in Education Leadershipand Administration (1-3)

Students enroll in this course to pursue independentstudy investigating subjects and interests that liebeyond regular course offerings.The student explorestopics in greater depth than in other courses and/orinitiates an individual project. Readings are pursuedin accordance with a study plan, which is developedin consultation with a sponsoring faculty memberand approved by the Ed.D. program director.

Library Media Teacher

LMT 500 School Library Center Media Management (3)

In this overview of the management of the schoollibrary media center, the library media teacherfocuses on those elements that differ from responsi-bilities of a classroom teacher.The course examinesplanning, budgeting, marketing, community relations,policy development, legal concerns, facilitiessupervision of staff and students, and programevaluation. Professional ethics, organizations, and self-development, together with the power of access toinformation in society are emphasized.

LMT 505 Selection, Evaluation, andManagement of Learning Resources (3)

This course focuses on the study of collectionmanagement in school library media centers.Students investigate criteria, tools, procedures, andpolicies for the analysis, selection, and evaluation ofbook and non-book materials.The characteristics of different media and their appropriateness areexamined.

LMT 510 Learning Resources for ElementarySchools (3)

The course focuses on reading and examining printand non-print materials for elementary schoolstudents.There are opportunities for designingspecific school media center programs, which usefiction and non-fiction books and other learningresources which enrich literacy in pluralisticdemocracies. Students apply analytical criteria forusing anti-bias, inclusive materials of instructionalmerit which foster life-long learning.

LMT 515 Learning Resources for SecondarySchools (3)

The course focuses on reading and examining printand non-print materials for secondary schoolstudents.There are opportunities for designingspecific school media center programs which usefiction and non-fiction books and other learningresources which enrich literacy in pluralisticdemocracies. Students apply analytical criteria forusing anti-bias, inclusive materials of instructionalmerit which foster life-long learning.

LMT 520 Organization and Cataloging ofLearning Materials/Resources (3)

Students examine the theory and practice of biblio-graphic control, including the study of catalogingwith machine-based representation of OCLC withknowledge of MARC,AACR2, and subject analysisusing LCSH, Dewey, and LC classification forlearning materials and resources in the school mediacenter. In addition, students study the principles ofonline systems and microcomputer-based technicalprocessing.

LMT 525 Information Retrieval and ReferenceServices (3)

The library media teacher learns to model and teachinformation skills, including location, retrieval, andevaluation of learning resources, as well as criticalthinking.This course presents a 21st-century searchprocedure that systematically and thoroughlyintegrates print, non-print, and electronic forms ofinformation.The reference interview is emphasizedas a vehicle for demonstrating to faculty and studentsboth a sensitivity to diversity and client-centeredcare.The LMT is expected to integrate informationliteracy instruction with all curricular disciplines.Thecourse includes advanced online search techniques.

LMT 530 School Library – ClassroomPartnerships (3)

This course focuses on the role of the library Media Teacher in the curriculum. Students applycurriculum and instructional design models tosupporting and partnering with classroom teachers.Included is the role of the LMT as instructionalleader, equipped to lead professional developmentactivities and to collaborate in planning, teaching,and evaluating multi-resource units and courses.The LMT is also competent in assembling andcreating instructional materials, as well as in assistingcolleagues and students to do so. Communicationand human relations skills are integrated throughoutthe course.

LMT 535 Library Media Technologies (3)

In this course, students gain the ability to apply basicprinciples for the evaluation, selection, andcurriculum applications of computers, video, video-disc, CD-ROM, audiovisual and other technologiesappropriate for use in the school library mediacenter. Students build practical skills in a variety ofcomputer applications such as networking and theInternet, operating systems, multimedia design, anddesktop publishing and analyze currently availablesoftware and hardware. Opportunities for theproduction of graphic, photographic, and audiolearning materials are provided. Prerequisites: Beginningskills with word processing and database managementprograms


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LMT 540 Current Topics in School MediaCenters (3)

In this course, students investigate, analyze, discuss,and propose solutions for the most significantproblems, concerns, and challenges in school mediaservices today.They study current trends incurriculum, teaching/librarianship practices, andschool media organization, and evaluate them interms of the effectiveness of teaching and learningand the quality of life in the school community.

LMT 550 Field Experiences for the LibraryMedia Teacher/Capstone (3)

The course offers practical field experiences inschool media centers. Students have an opportunityto link theoretical content with practice, and observelibrary media teachers practicing their craft andengage in activities which reinforce the role oflibrary media teachers as information specialist,instructional leader, teacher, as well as skills adminis-trative leadership, management and organization,communication, diversity, human relations, literatureand literacy, access to information, and profes-sionalism.At the end of the program, students attenda one-week institute on the APU campus.

Physical Education

PE 550 Sociology of Sport (3)

The evolution of sports and its role in Americanculture are studied.The ideals and problemsrepresented in the interacting social forces ofeducational institutions, proprietary enterprises, andself-identification of athletics are thoroughlyinvestigated.

PE 551 Curriculum Theory and Design inPhysical Education (3)

A practical study of physical education and athleticprograms from K-12.The course includes the design,management and implementation of such programsin relation to the California State Framework andthe Standards of the California Teacher Credentialingprogram. Philosophy, principles, policies, andprocedures will be addressed.

PE 552 History and Philosophy of PhysicalEducation (3)

This course is designed to explore both the historicaland philosophical roots of the discipline. Particularattention is given to the time frame of theAntebellum Period to the present day structure ofthe profession. Philosophy fashions physicaleducation and sport, thus a strong emphasis ofdifferent philosophies and their impact on thediscipline will be examined.

PE 560 Sports Medicine (3)

Students study sports injuries and accidents and thephysiological and kinesiological problems whichcause them. Rehabilitation techniques, as well aspreventive theory, are discussed.

PE 561 Ethics in Physical Education and Athletics (3)

This course is designed to provide students with anunderstanding of the principles of moral reasoning,the effects of ethics, or the absence of ethics onphysical education/athletics, and an opportunity todevelop strategies to include ethics in their particularsetting. Students will analyze research, considerhistorical and political perspective and evaluate andreinforce their personal morals, values, and principlesas they relate to the profession of teaching andcoaching.

PE 565 Physical Education, Athletics, and theLaw (3)

This course focuses on the legal responsibilities ofcoaches and physical educators.The material is also applicable to those who teach sport skills inother recreational settings. It is designed to teachlegal responsibilities concerning risk, nuisance,negligence, liability, current legislation, insurance, andother relevant legal implications.

PE 575 Advanced Principles of PhysicalConditioning (3)

Theoretical and scientific concepts underlyingphysical conditioning of strength and endurancedevelopment are studied. Students analyze research,techniques, and application to conditioning programsin specific athletic events.Various weight trainingprograms, diet, and nutrition are also examined.

PE 576 Trends and Issues in PhysicalEducation and Sport (3)

Students identify and analyze problems unique to thephysical education and athletic professions. Emphasisis placed on a general overview of issues germane toprofessional tensions arising within an educationalsetting.A pragmatic approach to problem solving isemployed.

PE 577 Administration of Physical Educationand Athletic Programs (3)

Management theories and techniques that apply tothe administration of physical education and athleticprograms are examined. Organizational behaviorconcepts are explored.Technical, human, andconceptual skills related to the organization arediscussed. Philosophy, program development,operations, budgeting, personnel, and staff develop-ment are addressed.

PE 578 Psychology of Coaching (3)

Coaching is approached through an in-depth studyof player and coach personality traits, motivation,communication, discipline, team building, testing andproblems unique to today’s athletes.

PE 580 Wellness and Fitness for Life (3)

This course is designed to examine wellnesscomponents and how they can be taught in theschools, on the fields, courts, recreation centers andhomes to all ages from birth to death. Fitness for lifecomponents are also a focal point of the course;examining, studying and applying the ways they canbecome a vital part of the student’s and each person’slife with whom they come in contact.

PE 581 Techniques of Fundraising (3)

Overview of finance, fundraising skills and methods;emphasis on developing realistic objective andworkable action plans.Topics include direct mailfundraising, endowments, major gift solicitation,memorial giving and philosophy of giving.

PE 582 Seminar in Professional Literature inPhysical Education and Sport (3)

This course is designed to pursue a study of literaturein the various sub disciplines of physical education.The seminar will discuss various topics and currentissues related to the changing profession.A written,professional article that will be submitted to areferred journal is part of the requirement for thiscourse.

PE 599 Readings in Physical Education (1-3)

This course is an independent study, arranged with afaculty member on the physical education staff.

Special Education

SPED 509 Technology in Special Education (3)

Students in this course introduces the use of mediaand technology and its impact on the delivery ofservices for students with disabilities. Devices(hardware and software) that may be used to adaptcomputers to the needs of the disabled child areconsidered such as audiovisual productionequipment, commercial instructional materials, andaugmentative communication devices as well as otherdevices that may be necessary to provide anappropriate education for students with disabilities.

SPED 535 Counseling, Collaboration, andConsultation (3)

This course assists students in developing skillsnecessary for successful communication and collabo-ration and teamwork with administrators, teachers,paraprofessionals, and parents in providing services toindividuals with exceptional needs.

SPED 536 Diagnosis of Mild to ModerateDisabilities (3)

Students study learning disabilities and educationalretardation theories concentrating on assessment,diagnosis, and remediation of deficits in behavioralskills and underlying abilities.


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SPED 537 Theories and Interventions inBehavior Disorders (3)

Students examine interdisciplinary theories andintervention strategies as they relate to the education of children with behavior disorders.

SPED 538 Special Education Issues: Mild toModerate Disabilities (3)

This course provides original analysis of importantconceptual and practical issues that face professionalsinvolved in educating individuals with disabilities.It addresses issues surrounding home-school-community partnerships.This course is designedheighten concern for educational outcomes for all students, and to examine the challenges fromalternative practices such as school choice, transitionalservices, and inclusion creates for the professional andstudent in the field of special education.

SPED 539 Field Experience (1)

This course offers practical field experience related tothe content of the corequisite course. Corequisite:SPED 536

SPED 540 Mild to Moderate Disabilities inGeneral Education (3)

This course helps the prospective teacher candidates toorganize their classroom to make education equitablefor all students. Special practices that enable all studentsto achieve to the best of their abilities are delineated.

SPED 547 Implementation of Special EducationLegislation (3)

An overview of special education legal mandates isprovided to students as articulated in 94-142 PublicLaw and A.B. 3075. Students also study techniques ofconducting pupil identification, planning IEP meetings,coordinating individualized education programs,monitoring timelines, and observing parents’ rights anddue process procedures.

SPED 562 Practicum I: Exceptional Settings (3)

Students are provided with on-site experienceincluding exposure to individual differences,involvement with testing and case studies, participationin parent conferences and IEP/E & P meetings, andprovision counseling and/or consultation as appropriateto students, staff, and parents.

SPED 563 Practicum II: Mild to Moderate (3)

Students are provided with on-site experienceincluding diagnoses of learning deficiencies, assessmentof learning-disabled pupils’ basic skills, identification oflearning disorders, and development of remediationand intervention plans including individual educationprograms.

Teacher Education

TEP 410 Methods and Curriculum I, K-8 (3)

This course offers an introductory study of thecontent and methods of three elementary schoolsubject areas: mathematics, science, and physicaleducation. Prerequisites: MATH 110 or equivalent; andadmission to the Teacher Education Program; corequisite:TEP 411

TEP 411 Field Experience I, K-8 (1)

Practical field experience related to the content ofthe corequisite course is provided. Corequisite:TEP410

TEP 420 Secondary Teaching Strategies (3)

Various strategies of instruction commonly used insecondary schools are explored. Students haveopportunities to plan instructional experiences andevaluate their use. Prerequisite: admission to TeacherEducation Program; corequisite:TEP 421

TEP 421 Field Experience I, 7-12 (1)

The course offers practical field experience related to the content of the corequisite course. Corequisite:TEP 420

TEP 430 Methods and Curriculum II, K-8 (3)

The content and methods of language arts, socialstudies, music, and art in the schools are examined.Prerequisite: admission to Teacher Education Program;corequisite:TEP 431

TEP 431 Field Experience II, K-8 (1)

This course offers practical field experience relatedto the content of the corequisite course. Corequisite:TEP 430

TEP 440 Secondary Curriculum andProcedures (3)

The content and methods of secondary educationare examined. Prerequisite: admission to TeacherEducation Program; corequisite:TEP 441

TEP 441 Field Experience II, 7-12 (1)


TEP 500 Special Topics in Education (1-3)

Note: Please consult teacher education faculty for alist of courses required for the Intern CredentialProgram.

TEP 505 Clinical Experiences in ClassroomManagement (3)

This course addresses the basic technique necessaryto run a well-managed classroom. Included aregeneral methods for effective teaching, how to main-tain appropriate student success, how to identify andwork with special-needs children, and how to assess,grade, and otherwise evaluate students.Additionally,visits are made to grade-level appropriate classroomsto critique the overall effectiveness of a variety oflearning environments. Corequisites:TEP 515 and TEP565A

TEP 515 Clinical Experiences in TeachingReading and Writing (3)

This course affords beginning teachers opportunitiesto both examine and experience the conditionsnecessary for language development and to explorehow these relate to literacy learning. Observation of and interaction with children are introduced aspowerful tools for examining and understanding the importance and structure of a balanced literacyprogram, as well as the reciprocal relationshipbetween reading and writing. Corequisites:TEP 505and TEP 565A

TEP 525 Clinical Experiences in TeachingMathematics (3)

This course emphasizes the teaching of mathematicsin the elementary school, including instructionaldesign, analysis of math curriculum, materialselection that is developmentally appropriate, andstudent assessment. Emphasis is on effective teachingthat utilizes a variety of resources, strategies, andproblem solving. Corequisites:TEP 535 and TEP 565B

TEP 535 Clinical Experiences in Teaching Science (3)

This course covers the principles and methodologyof teaching science in the elementary schoolinvolving instructional design, material selection forhands-on experimentation, and student assessment.Emphasis is on effective teaching that utilizes avariety of resources, strategies, reading and writingconnections, problem solving, and scienceapplications. Corequisites:TEP 525 and TEP 565B

TEP 545 Clinical Experiences with Integratingthe Humanities (3)

Students are introduced to creating as a centerpiecefor moral and civic education, ways to connect thesocial sciences and the arts through thematicteaching, and a wide use of quality children’sliterature. Emphasis is on a meaning-centered,thinking, and diverse humanities curriculum.Corequisites:TEP 550 and TEP 575A

TEP 550 First and Second Language andLiteracy, K-8 (3)

This course affords prospective teachers opportunitiesto examine and experience general and specificteaching strategies and materials for developingstudents’ receptive and expressive language skills, aswell as critical-thinking skills, in all curriculum areas.Students are introduced to second-languageacquisition accompanied by practice in using SDAIEand ELD teaching strategies.This course also helpsstudents prepare to take the RICA Exam.This is aC.L.A.D.-approved course. Prerequisite: admission toTeacher Education Program; corequisites:TEP 551,TEP545, and TEP 575A


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TEP 551 Language Acquisition FieldExperience, K-8 (1)


TEP 560 First and Second Language andLiteracy, 7-12 (3)

This course affords prospective teachers opportunitiesto examine and experience general and specificteaching strategies and materials for developingstudents’ receptive and expressive language skills(listening, speaking, reading, and writing), as well ascritical-thinking skills, in all curriculum areas.Anintroduction to second-language acquisition isaccompanied by practice in using SDAIE and ELDstrategies form a substantial portion of class content.Students gain practical experience through enroll-ment in a corequisite course,TEP 561.This is aC.L.A.D.-approved course. Prerequisite: admission toTeacher Education Program; corequisite:TEP 561

TEP 561 Language Acquisition FieldExperience, 7-12 (1)


TEP 565A Pre-Intern Teaching I/ FieldExperience, K-8 (1)

Credit is given for a nine-week term in Fall I orSpring I of full-time supervised teaching in a publicschool or for the completion of 40 hours of fieldexperiences by the teacher candidate in this programnot employed as full-time public school teachers.Full-time public school teachers fulfill all responsi-bilities for which a beginning teacher is accountablewith mentorship provided by both the university andthe school site.Corequisite:TEP 505and TEP 515

TEP 565B Pre-Intern Teaching I/ FieldExperience, K-8 (1)

Credit is given for a nine-week term in Fall II orSpring II of full-time supervised teaching in a publicschool or for the completion of 40 hours of fieldexperiences by the teacher candidate in this programnot employed as full-time public school teachers.Full-time public school teachers fulfill all responsi-bilities for which a beginning teacher is accountablewith mentorship provided by both the university andthe school site.Corequisite:TEP 525 and TEP 535

TEP 570 Student-Teaching Seminar, K-8 (3)

The purpose of the seminar is to discuss problemscommon to student teachers and address individualconcerns. Extensive use is made of outside resourcepeople. Prerequisite: admission to student teaching;corequisite:TEP 571

TEP 571 Student-Teaching, K-8 (9)

Students complete a semester of full-time, supervisedstudent teaching in public schools, with all theresponsibilities normally included in a teachingassignment. Corequisite:TEP 570

TEP 575A Intern Teaching/ Student Teaching, K-8 (1)

Credit is given for a nine-week term in Fall I orSpring I of full-time supervised teaching in publicschools as an intern teacher under contract or as astudent teacher under the supervision of masterteachers (student teaching under master teachersupervision option available only for studentsattending an APU off-campus regional center).Theintern or student teacher fulfills all responsibilities forwhich a beginning teacher is accountable with dualmentor- ship provided by both the university andthe school site.An “Intern Teaching/StudentApplication,” which includes such requirements asverification of subject matter competency e.g.,passing MSAT score), must be submitted andapproved before the supervised term begins.Corequisites:TEP 545 and TEP 550

TEP 575B Intern Teaching/ Student Teaching, K-8 (1)

Credit is given for a nine-week term in Fall II orSpring II of full-time supervised teaching in publicschools as an intern teacher under contract or as astudent teacher under the supervision of masterteachers (student teaching under master teachersupervision option available only for studentsattending an APU off-campus regional center).Theintern or student teacher fulfills all responsibilities forwhich a beginning teacher is accountable with dualmentor-ship provided by both the university and theschool site. Corequisites: at least one of the following:TEP504,TEP 571,TEP 572, or TEP 573 (all of whichrequired for the Preliminary Multiple Subject Credential)

TEP 580 Student-Teaching Seminar, 7-12 (3)

The purpose of the seminar is to discuss problemscommon to student teachers and address individualconcerns. Extensive use is made of outside resourcepeople. Corequisite:TEP 581

TEP 581 Student Teaching, 7-12 (9)

Students complete a semester of full-time, supervisedstudent teaching in public schools, with all theresponsibilities normally included in a teachingassignment Corequisite:TEP 580


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Department ofCollege Student

Affairs andLeadership

StudiesFaculty

Chair; Professor Dennis Sheridan, Ph.D.

Professor: David McIntire, Ed.D.

Program Director, Leadership Studies;AssociateProfessor: Grace Barnes, Ph.D.

Assistant Professor: Carol Lundberg, Ph.D.


Programs Offered• Master of Education in College

Student Affairs

• Master of Arts in Social Sciencewith an emphasis in LeadershipStudies

• Master of Arts in Social Sciencewith an emphasis in LeadershipStudies – Operation Impact

IntroductionFor more than 30 years,Azusa Pacific University has been a leader in providinggraduate education for those preparing for service in the field of college studentaffairs.The M.Ed. in College Student AffairsProgram meets the standards established by the Council for the Advancement of Standards of the American College PersonnelAssociation and the National Association ofStudent Personnel Administrators, it is uniqueamong Christian colleges and universities.

The College Student Affairs Program isdesigned primarily for persons interested in working with students in a college oruniversity environment. Individuals in thisprogram balance academic and experientiallearning in the fields of student affairs, highereducation, and the social sciences. Candidatesare involved in field experiences at AzusaPacific and other university campuses inSouthern California.

The purpose of this program is to providedegree candidates with the competencies andskills necessary to succeed in the field ofcollege student affairs through the building ofa theoretical basis, a comprehensive overviewof academic and student affairs programs, andsupervised experience in the profession.

Upon completion of the program, graduatesare prepared to appraise the nature, character-istics, and needs of college students; analyzeand implement student affairs programs inrelation to those needs and the institution’sobjectives; and evaluate the effectiveness ofstudent affairs practice.

Master of Educationin College StudentAffairsProgram OptionsThe graduate program in College StudentAffairs is delivered in two distinct formats.The residential graduate program is designedas a two-year program for students attendinggraduate school full-time. Classes are held on a weekly basis utilizing the university’s nine-week term schedule. Students pursuing thisoption who are employed three-quarters timeor more are encouraged to complete theirprogram over three years instead of two.

The summer track for working professionals is a nontraditional delivery format designedfor students who are already employed incollege student affairs. Students pursuing thisoption attend intensive class sessions during a two-week period in the summer. Courseassignments and projects are then completedindependently during the subsequent academicyear. Students in the summer track requirethree years to complete their degree.

Career OpportunitiesOpportunities available to graduates includeprofessional careers in the field of studentaffairs, such as residence life, career develop-ment and placement, campus ministries,admissions, special services, counseling andtesting, academic support services, student financial services, and records.

PrerequisitesIn order to be admitted into the program,students should provide evidence of thefollowing:

1. A baccalaureate degree from a regionally accredited institution

2. An undergraduate grade-point average of at least 3.0 on a 4-point scale

3. Evidence of at least 12 semester units of undergraduate course work in the social sciences or education

4. Three personal and professional references

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RequirementsThe College Student Affairs Program consistsof a total of 39 semester units of course work. Of this total, at least 31 must be takenin residence. Up to eight semester units ofappropriate work may be transferred into theprogram with departmental approval.Thecourse work is divided into three majorcomponents: foundational studies, professionalstudies, and integration.

Foundational studies are those which explorethe historical, philosophical, and theoreticalbases of higher education and student affairsas well as assisting students in the assessmentof their personal leadership skills. Professionalstudies are those which assist students in devel-oping competencies in program design andevaluation, administration, counseling, andresearch.The integration of the theoretical andpractical is provided through supervised fieldwork, the comprehensive examination, andthe Capstone Project.

Foundational Studies 12 unitsCSA 551 Introduction to College

Student Affairs 3CSA 567 The Role of Diversity in

Student Affairs Practice 3CSA 575 Quantitative Analysis in

College Student Affairs 3CSA 581 Foundations of

Higher Education 3

Professional Studies 21 unitsCSA 543 Legal and Ethical Issues in

College Student Affairs 3CSA 552 The Process of Adult

Development 3CSA 553 Administration in College

Student Affairs 3CSA 562 Today’s College Students 3CSA 563 Counseling: The

Helping Relationship 3CSA 583 Counseling Issues and Practice 3CSA 592 Program Evaluation and

Research Methods 3

Integration and Supervised Practice 3 unitsCSA 595 Capstone Project in

College Student Affairs 3600 hours of supervised field placement in twopractice areas

Electives 3 units(select one) CSA 571 Designing Learning Experiences

and Environments 3CSA 591 Organizational Behavior and

Development in Higher Education 3

CSA 599 Readings in CollegeStudent Affairs 3

GMIN 516 Dynamics of Christian Formation 4

LDRS 501 Foundations of PersonalLeadership Development 3

LDRS 574 Servant Leadership 3LDRS 597 Current Issues in Leadership* 3

Total 39 units

*May be repeated; three units total

FieldworkAll students are required to complete aminimum of 600 hours of supervised field-work in student affairs practice in a college oruniversity.This fieldwork must be completedin at least two distinct areas with at least 150hours of supervised fieldwork in each.

Graduate AssistantshipsAzusa Pacific University provides a number of graduate assistantships for students enrolledin the College Student Affairs Program.Astudent who receives a graduate assistantship is required to enroll in six units of graduatecourse work in the program each semester.Graduate assistants are expected to work 20 hours per week, for which they receive astipend and a 50-percent tuition scholarship.

Capstone ProjectDuring the final semester, students are required to complete a professional portfoliowhich contains evidence of competence invarious aspects of student affairs practice.The presentation of the portfolio should bebefore a committee of three student affairsprofessionals who will evaluate and reflectwith the student regarding the effectiveness of the project.

Master of Arts inSocial Science withan emphasis inLeadership Studies The Master of Arts in Social Science with anemphasis in Leadership Studies is designed forexperienced professionals who hold positionsof leadership.The program is appropriate forthose interested in understanding how theprocess of human growth and developmentinfluences and enhances organizational lifeand productivity and how to manage personaland organizational change processes.The na-ture of the degree is interdisciplinary,intercultural, international, and organizational.The degree program provides an action-research emphasis for informed decisionmaking and organizational development.

RequirementsStudents pursuing the Master of Arts degreewith an emphasis in Leadership Studies mustcomplete 39 semester units of course work.Up to eight units may be transferred into theprogram by petition.The interdisciplinarynature of the program provides the student with a general background of nine core courses (27 units) in leadership and leadership-related topics along with the opportunity toselect a personal concentration of studyconsisting of four courses (12 units) chosen bythe student. Choosing a mentor, orientationmeetings, faculty advising, and a finalcelebration help provide cohesiveness to thestudent’s experience.The final CapstoneProject in leadership studies allows the studentto design and complete field research studies.The project provides creative application oflearning to the individual’s organization.


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Core Courses 27 unitsCSA 592 Program Evaluation and Research

Methods 3LDRS 501 Foundations of Personal

Leadership Development 3LDRS 516 Mentoring and Developing

Leaders of the Future 3LDRS 520 Understanding Vocation in a

Changing World 3LDRS 534 Leader as an Agent of Change 3LDRS 542 Leading Across Cultures 3LDRS 574 Servant Leadership 3LDRS 595 Capstone Project in Leadership

Studies 3 or 6

Possible Personal Concentration 12 unitsBusiness College Student Affairs Computer Science Counseling Cross-Cultural Education/Credential Human and Organizational DevelopmentNonprofit Leadership Theology/Ministry

Other Possible Electives 12 units(in place of or part of concentration)BUSI 516 Organizational Behavior and

the Future 3BUSI 529 Ethics in a Changing

Organizational Environment 3CSA 552 The Process of Adult

Development 3CSA 563 Counseling l:The Helping

Relationship 3CSA 571 Designing Learning Experiences

and Environments 3EDUC 515 Emerging Trends in Educational

Technology 3LDRS 510 Creative and Collaborative

Leadership 3LDRS 597 Current Issues in Leadership 1,3LDRS 599 Independent Study:

Readings in Leadership Studies 3MHOD 512 Adult Development in

Organizational Environments 3MHOD 521 Organizational Development

and Change 3MHOD 551 Leadership in Organizations 3MHOD 56l Group Dynamics and Conflict

Management 3

Total 39 units

Admission ProceduresAll materials should be submitted to theGraduate Center.A minimum grade-pointaverage of 3.0 in cumulative undergraduatecourse work is required. Students with agrade-point average of 2.5-2.99 may be con-sidered for provisional admittance pending.Agrade-point average of 3.0 for the first 12units of study must be maintained.




3. International students have a separate application procedure. Contact the Office of International Student Services (626) 812-3055 or [email protected] students who have graduated from a college or university where English was not the principal language must provide the minimum TOEFL score of 550/213.



6. Minimum undergraduate grade-point average of 3.0 on a 4.0 scale (Provisional admittance may be granted to individ-uals who do not meet this criterion if competency can be shown.)

7. Three recommendation forms submitted by professors or employers who have current knowledge of applicant’s academic ability and potential

8. Letter to the dean describing educational goals as well as short- and long-term professional goals and addressing such topics as future career objectives,educational and professional goals,current interests, and reason for applying to the program



Located at:568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570 Fax (626) 815-4545 • (626) [email protected]


Operation ImpactProgramAzusa Pacific University’s Operation ImpactProgram provides continued educationalsupport internationally to leaders of missionorganizations, businesses, and nonprofitenterprises by delivering the Master of Arts inSocial Science with an emphasis in LeadershipStudies Program to sites throughout theworld.

The program consists of two-week intensivesessions usually held between June and August during which the student enrolls inup to four courses.The intensive sessions are followed by year-long study projectscontracted for each course.These projects,like the classes themselves, relate directly toeach student’s occupational responsibilities.Students may earn up to 12 units of crediteach year.

Contact the department for the list of coursesoffered in each country, (626) 815-5483.

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Course DescriptionsCollege Student Affairs

CSA 543 Legal and Ethical Issues in CollegeStudent Affairs (3)

This course provides an examination of the majorlegal and ethical issues confronting contemporarystudent affairs professionals. Emphasis is placed onfederal regulations and mandates, constitutionalissues, tort liability, contractual relationships,distinctions between public and private sectorinstitutions of higher education, and ethical standardsof the student affairs profession.

CSA 551 Introduction to College StudentAffairs (3)

An introduction to and overview of the field ofcollege student affairs is offered with emphasis upon its historical and philosophical foundation, itsbasic documents, and its primary objectives withinAmerican colleges and universities. Students surveyand analyze the typical programs and services whichthe college student affairs field delivers withinAmerican colleges and universities.

CSA 552 The Process of Adult Development (3)

Students study and critique selected human develop-ment theories relevant to the process of being andbecoming an adult.An overview of models fortranslating theory to practice and assessmenttechniques to be applied to individuals, groups,and the environment is provided.

CSA 553 Administration in College Student Affairs (3)

Strategies, techniques, and issues related to the organization and administration of college studentaffairs’ functions and divisions are stressed.Organizational structure, staff selection, training,supervision, budgeting, planning, policydevelopment, and leadership as well as programimplementation and evaluation are addressed.

CSA 562 Today’s College Students (3)

Students are provided with a review and analysis ofthe ecology of college students in contemporaryAmerican higher education. Student characteristics,subcultures, values, beliefs, lifestyles, and other criticalvariables are examined in relation to assessmentmethods and policy/program implications.

CSA 563 Counseling: The HelpingRelationship (3)

This course includes an introduction to andoverview of various theoretical approaches to thehelping relationship and an examination of helpingtechniques (with culturally diverse populations) asapplied through advising, crisis intervention, andconsultation roles. Behavior development and changeas an interpersonal process is addressed. Practice inrole-playing situations involving various helping andhuman relations skills is included.

CSA 567 The Role of Diversity in StudentAffairs Practice (3)

This course introduces the attitudes, beliefs, values,skills, knowledge, and self-awareness necessary forstudent affairs professional to serve diverse studentpopulations.

CSA 571 Designing Learning Experiences and Environments (3)

Students are exposed to a dual study of theory andresearch pertaining to human learning and the designof effective learning experiences and environments.Needs analysis, specification of objectives, programdesign, implementation and evaluation, theory topractice dysfunctions, and exploration of contextualvariables in practice are addressed.

CSA 575 Quantitative Analysis in College Student Affairs (3)

Students explore the basic elements of descriptive and inferential statistics, and use a statistical softwarepackage to develop computer skills necessary forquantitative analysis.The application of data analysis to student affairs practice is emphasized. It is stronglyrecommended that students complete this course prior toenrolling in CSA 592 Program Evaluation and ResearchMethods.

CSA 581 Foundations of Higher Education (3)

Students explore and analyze the various purposesserved by American colleges and universities and theprincipal policy questions currently confronting these institutions. Classic works and events that haveinfluenced professional thought, public opinion, andpolicy related to higher education are addressed.

CSA 583 Counseling Issues and Practice (3)

Conflict, crisis, and dysfunctional behavior on thecollege campus are examined. Specific attention isgiven to the key issues relevant to culturally diversestudent populations, including prejudice, substanceabuse, promiscuity, suicide, cults, and eating disorders.An opportunity for the development of skillsapplicable to college student affairs roles is providedthrough laboratory experience/practice.

CSA 591 Organizational Behavior and Development in Higher Education (3)

Students undertake an investigation of the effectivefunctioning of individuals and groups within highereducation organizations. Emphasis is on applyingconceptual knowledge to major organizationalproblems and issues such as productivity, conflict,decision making, job stress and satisfaction, taskaccomplishment and accountability, and leadership and organizational adaptation and change.

CSA 592 Program Evaluation and Research Methods (3)

This course provides an introduction to basicconcepts, principles, and methods of evaluation andresearch in the social sciences. Problem identification,research/ program design, instrument development,data collection techniques, fundamental statisticaltests, cost/benefit analyses, and interpretation offindings are addressed. Critical analysis of relevantliterature is emphasized.

CSA 595 Capstone Project in College Student Affairs (3-6)

During the final semester, students design, conduct,evaluate, and present a substantive program orresearch project in some area of student affairspractice which synthesizes the theoretical andpractical dimensions of the program.An oral presen-tation of the project is made before a committee of atleast three student affairs professionals who evaluateand reflect upon the effectiveness of the project.

CSA 599 Readings in College Student Affairs (3)

This course is an independent study vehicle throughwhich students and their sponsoring faculty membersmay pursue approved investigations beyond thoseprovided within regular course offerings.

Leadership Studies

LDRS 501 Foundations of Personal Leadership Development (3)

This course encourages students to become aware of, understand, and accept themselves and others as whole persons with potential. It provides anopportunity to develop one’s personal philosophy of wellness related to the body, mind, and spirit;recognize the concepts and diversity of wellness; andincorporate one’s philosophy and knowledge as awellness agent within organizational and leadershiproles to facilitate wholeness in others.

LDRS 510 Creative and CollaborativeLeadership (3)

This course enables students to integrate theconcepts of personality, leadership, and creativity;investigate collaborative leadership; identify and applycreativity and preferred leadership styles; and explorethe effects leadership styles can have on given organi-zational communities.

LDRS 516 Mentoring and Developing Leadersfor the Future (3)

This course focuses on the process and practice of leadership development both for individuals and groups of people within organizations andcommunities for future sustainability. Models,systems, and programs will be presented. Mentoringand empowerment concepts will lead to real lifeapplications of these skills.


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LDRS 520 Understanding Vocation in aChanging World (3)

This course focuses on understanding one’s trueoverarching vocation in life as it connects to thepurposes of God in this world to steward the earth andits peoples. One’s vocation then influences what onedoes with his/her life.The concepts of career arecontinually changing, but work/life planning continuesto be important personally and professionally. Studentswill have the opportunity to use various self-assessmenttools and diagnostic instruments to evaluate their ownworking history, interests, skills, values and careeranchors. Students will also learn to design careerprograms for organizational settings.

LDRS 534 Leader as an Agent of Change (3)

The leadership role is one of the most important rolesin the group structure.The course begins with anexamination of some of the defining problemsregarding leadership and continues with a study ofdifferent leadership styles and the contexts in whicheach style is most effective.

LDRS 542 Leading Across Cultures (3)

Many courses provide knowledge of the culturaldifferences that exist in nations, organizations, andcommunities. Sometimes the knowledge of thedifferences becomes a barrier: preventing many leadersfrom being active and effective. It is one thing knowingcultural differences, it is another thing to develop theskills to harness the differences to stay in “business.”The course introduces an ethno-leadership theory, amodel, with a how-to-approach for leading acrosscultures. It is designed to investigate leadership valuesunderlying national, organizational and communitybehaviors that are crucial to effective leadership in agiven context.

LDRS 574 Servant Leadership (3)

This course explores biblical, historical, and contemporary theories, models, and perspectives ofleadership and how they relate to issues of power,authority, manipulation, influence, persuasion, andmotivation; leadership effectiveness skills in the areas of understanding organizational culture, groupprocess, communication, and conflict resolution;leadership efficiency focusing on visioning, goal setting,self-management, understanding of leadership styles,preferences, and the learning process; and leadershipempowerment and the stewardship of humanresources.The objective of the course is to encouragethe discovery and utilization of one’s leadershipknowledge, skills, and attitudes as one influences otherswherever one lives, works, and serves, with an emphasison servant-leadership values. Offered concurrently asan undergraduate and graduate course.

LDRS 595 Capstone Project in Leadership (3 or 6)

Field research enables learners to identify, develop,and study an area of interest.The study involvesproblem analysis and a literature review; thedevelopment, testing, and evaluation of a new idea, program, concept, etc.; and the submission of a summary of the process for publication orpresentation.The project provides an opportunity to utilize the learning and skills acquired in thegraduate program.

LDRS 597 Current Issues in Leadership (1 or 3)

Current topics are chosen for discussion, research,and decision making relevant to the College ofStudent Affairs and Leadership Studies programs.

LDRS 599 Independent Study: Readings inLeadership Studies (3)

The independent study vehicle allows students andtheir sponsoring faculty members to pursue approvedinvestigations beyond regular course offerings.

Graduate Psychology 145

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Department ofGraduate

PsychologyFaculty

Chair; Director of the Psy.D. Program; Professor:Mark Stanton, Ph.D.

Director of Clinical Training;Associate Professor:Sheryn Scott, Ph.D.

Professor of Marital and Family Therapy:George Larsen, Ed.D.

Professor: David Brokaw, Ph.D.;Marv Erisman, Ph.D.

Associate Professors: Michael Donahue, Ph.D.;Beth Houskamp, Ph.D.

Assistant Professors: Linda Matthews, Ph.D.;Doris Mok, Ph.D.;Theresa Tisdale, Ph.D.


Programs Offered• Master of Arts in Clinical Psychology:

Marital and Family Therapy

• Doctor of Psychology in Clinical Psychology: Family Psychology

Master of Arts inClinical Psychology:Marital and FamilyTherapyIntroductionThe School of Education and BehavioralStudies offers two graduate programs throughthe Department of Graduate Psychology.

The Master of Arts in Clinical Psychology withan emphasis in Marital and Family Therapy isintended for individuals who wish to developa solid foundation in the theoretical andapplied practice of professional counselingwith individuals, couples, and families.Also included in the program are interdisci-plinary studies in theology, ethics, andpsychotherapy. For those wishing to practiceat the master’s level, this program meets thecurrent requirements for California licensureas a marriage and family therapist. For otherswho want to pursue a doctoral degree, thisprogram meets most prerequisite requirementsfor Psy.D. programs in clinical psychology.

Application ProceduresApplicants to the Master of Arts in ClinicalPsychology Program should apply four to sixmonths in advance of the desired enrollmentdate (students may begin in either the fall,spring, or summer).To ensure fall enrollment,applications must be submitted by June 15 forfall, October 31 for spring, or February 28 forsummer. However, if by action of either theapplicant or the department, the applicationprocess is not completed prior to theprojected enrollment date, the applicant mayenroll in a maximum of six units ofdepartment course work.While enrolled inthe limited term of study, the student mustcomplete the admission process and anyunfulfilled undergraduate prerequisites.Continued enrollment beyond the limitedterm of study will require proof of acceptanceby the Graduate Center.

PrerequisitesIn order to be admitted into the program,students must do the following:• Hold a bachelor’s degree from a regionally

accredited university or college (or an equivalent degree from a college or university in another country) with a 3.0 grade-point average on a 4.0 minimum.(At the discretion of the university, a higher professional degree such as an MD or DC may be accepted as a substitute for the bachelor’s degree.) A limited number of applicants with a grade-point average between 2.7 and 2.99 may be admitted provisionally, at the department’s discretion,by providing adequate supportive documentation including a statement of explanation and/or 12 units of upper-division, post-B.A. course work with grades of B or better (extension courses excluded).

• Satisfy two undergraduate prerequisites for full admission into the master’s degree program.These courses are 1) Abnormal Psychology, and 2) Human Growth and Development or General Psychology, both of which must have been taken within the previous eight years and completed with a grade of B or better.

• International applicants whose first language is not English must submit a TOEFL score of 600/250 minimum and are also encouraged to submit results of the Test of Written English (TWE) and the Test of Spoken English (TSE). Since written and verbal English language skills are crucial to the education, training, and practice of psychology, further testing for spoken and written English will be required for all international students upon entrance to the program or as deemed necessary at any point in the program.Students must meet standards appropriate to graduate-level study or they will be required to participate in concurrent speaking and/or writing classes in the School of Intensive English at APU until they achieve the required language skills.Students who do not meet language and writing standards are subject to dismissal from the program.

• In addition, departmental application procedures must be completed.


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Located at:568 E. Foothill Blvd.Azusa, CA 91702-7000(626)815-4570 Fax (626) 815-4545 • (626) [email protected]


Application MaterialsUniversity graduate and program admissionrequirements must be met before an applicationis complete. (See “Graduate Admission to theUniversity.”)

• Completed Application for Graduate Admission (An online application is accessible at the university website,www.apu.edu.)

• A $45 nonrefundable application fee

• Official transcripts from all institutions leading to and awarding the applicant’s baccalaureate degree and all post-baccalaureate study (To be considered official, a transcript must come directly from the Office of the Registrar of the school attended to the Graduate Center at Azusa Pacific University. Students’ sealed copies will not be considered official.)

• Bachelor’s degree from a regionally accredited institution

• Minimum undergraduate grade-point average of 3.0 on a 4.0 scale (Provisional admittance may be granted to individuals having a GPA of 2.7 or above if competency can be shown.)

• Three recommendation forms submitted by professionals who have current knowledge of applicant’s academic or clinical ability and potential (e.g.,professors, clergy, supervisors, employers)

• Written essay (“Letter to the Dean”) covering the following areas:1. Brief background information which

would help another person get to know you as a unique person

2. Why you have chosen to pursue an M.A.in psychology at this time in your life

3. Why you are applying to Azusa Pacific University for your M.A.

4. The experiences you have had that prepare you for a clinical psychology program

5. Strengths and weaknesses that would affect your performance as a therapist;

6. Your professional goals

• Final interview

• International students who have graduated from a college or university where English was not the principle language must provide the minimum TOEFL score of 600 and are also encouraged to submit the results of the Test of Written English (TWE) and the Test of Spoken English (TSE). Since written and verbal English language skills are crucial to the education,training, and practice of psychology, further testing for spoken and written English will be required for all international students upon entrance to the program or as deemed necessary at any point in the program.The student must meet standards appropriate to graduate-level study or they will be required to participate in concurrent speaking and/or writing classes in the School of Intensive English until they achieve the required language skills.Students who do not meet language and writing standards are subject to dismissal from the program.

• International students have a separate application procedure. Please contact the Office of International Student Services at (626) 812-3055 or email [email protected].

Final InterviewAfter all records have been submitted, eachapplication will be processed and carefullyreviewed. Final candidates for the programwill be invited to interview with one or morefaculty members, but should keep in mindthat an interview does not assure admission.

The Department of Graduate Psychologyreserves the right to determine in its solediscretion whether a candidate is suitable foradmission to the M.A. program.Applicantsreceive written notice of their status withinseveral weeks following the final review bythe university.

Course WorkThe degree must be completed in aminimum of two years and a maximum offour. Under special circumstances, a studentmay be granted a fifth year to complete thedegree.A three-year course of study isrecommended for most working students.The M.A. Program is comprised of 60 unitsof course work.A maximum of 12 units of selected course work, which meet thefollowing criteria, may be transferred:

• Taken within the past eight years and completed with a grade of B or better.

• Obtained at a regionally accredited institution.

• Received from a graduate program in Clinical Psychology, Counseling Psychology, or Marital and Family Therapy.

• Acceptable for California MFT licensing requirements.

The California MFT licensing board requiresthat each applicant for licensure completetraining in child abuse (7 hours) and alcoholism/chemical dependency (1 unit) aspart of a master’s degree program.Thistraining is offered once annually in aworkshop format.

Personal and GroupPsychotherapy*During the first or second year of the program,students must complete 40 hours of individualpsychotherapy. Students have the option ofcompleting 20 sessions (40 hours) of grouptherapy in lieu of 20 of the 40 requiredindividual psychotherapy hours.

*The California Board of Behavioral Sciences willaccept up to 100 psychotherapy hours taken bygraduate students or interns and triple-count themtoward the 3,000 hours of professional experiencerequired for MFT licensure.


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Faculty RecommendationAt the conclusion of each of the first twosemesters of study, the progress and suitabilityof each student is reviewed by members ofthe faculty in the Department of GraduatePsychology. Continuation of course workbeyond each of the first two semesters is basedon faculty recommendation.

Academic ProbationContinuous satisfactory progress toward theM.A. degree is required of all students in theprogram. Students are placed on academicprobation if a cumulative 3.0 grade-pointaverage is not maintained, or if they obtain agrade of C+ or lower in their course work.Students may be disqualified from furthergraduate work if a cumulative 3.0 grade-pointaverage is not maintained or if they obtain atotal of two grades of C+ or lower in theircourse work. Course grades below a C- donot count toward degree requirements, andsuch courses will need to be repeated.

Clinical PlacementStudents develop therapeutic skills throughrequired hours of direct clinical experience.Students in the two-year program normallydo so in a 12-18 month clinical placement;and students in the three-year or four-yearprogram, in a 24-30 month placement.

While students are responsible for securing aplacement site, assistance is provided by sitedirectors, the clinical placement coordinator,and in the Introduction to Clinical Practicecourses. In addition, students receive supportand opportunities to discuss clinical issues andproblems with supervisors and faculty inclinical placement and supervision courses.

For students seeking licensure, the clinicalplacement sequence meets MFT requirementsin California.To ensure the highest quality inclinical placements, the director of clinicaltraining, the site directors, and/or the clinicalplacement coordinator will maintain contact with the off-site supervisors and evaluate the student’s experience.Any violations ofprofessional ethics codes may be grounds fordismissal from the degree program.

Students are required to obtain 150 hours ofdirect client experience.To meet graduationand licensure requirements, the student mustreceive one hour of individual or two hoursof group supervision for every five hours ofdirect client experience.These hours counttoward the 3,000 hours required for MFTlicensure in California.

Comprehensive ExaminationEach student must successfully complete acomprehensive examination in order tograduate. Failure to pass the exam will preventgraduation from the program.

Program LocationsThe Department of Graduate Psychologyoffers its master’s degree program on APU’sCampus in Azusa as well as at the OrangeCounty Regional Center. Information maybe obtained by contacting the programdirector or the local site administrator.

Campus Program – Department of Graduate PsychologyAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 (626) 815-5008

Orange County Regional Center1915 Orangewood Ave., Ste. 100Orange, CA 92668(714) 935-0260

Course RequirementsFoundational Course Work 12 unitsPPSY 551 Theories of Personality

and Psychotherapy 3PPSY 558 Advanced Developmental

Psychology 3PPSY 563 Psychopathology 3PPSY 572 Research Methodology 3

Professional Course Work 39 unitsPPSY 510 Psychotherapy and Cultural

Diversity 3PPSY 512 Legal, Ethical, and Moral

Issues in Therapy 3PPSY 552 Human Sexuality and Sex

Therapy 3PPSY 557 Marital Therapy 3PPSY 561 Child and Adolescent Therapy 3PPSY 571 Family Therapy 3PPSY 577 Psychological Assessment 3PPSY 580 Introduction to Clinical

Practice: Basic Skills 3PPSY 581 Introduction to Clinical

Practice:Advanced Skills 3PPSY 582 Introduction to Clinical

Practice: Group Skills 2PPSY 585 Psychobiology and

Psychopharmacology 3PPSY 595 Special Topics: Substance Abuse 1PPSY 597 Clinical Placement I 3PPSY 598 Clinical Placement II 3

Interdisciplinary Course Work 9 unitsPPSY 531 Ethical Foundations

of Psychotherapy 3PPSY 533 Theological Foundations, Spiritual

Formation, and Psychotherapy 3PPSY 534 Integrative Therapy, Clinical

Process, and Moral Maturity 3

Specialized TrainingChild Abuse Workshop 7 hours

Total 60 units


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Course DescriptionsPPSY 510 Psychotherapy and Cultural Diversity (3)

An awareness of divergent cultural values, assumptions,and family dynamics is essential to the practice ofpsychotherapy in a pluralistic society.Through experi-ential exercises and assignments, this course examinesthe conceptual and theoretical foundations of cross-cultural psychotherapy and encourages students toevaluate their readiness to do so. An introduction tothe distinctives of several cultural groups is provided.

PPSY 512 Legal, Ethical, and Moral Issues in Therapy (3)

This course introduces students to the moralfoundations, ethical responsibilities, and California lawsessential to the practice of clinical psychology andmarital and family therapy. Ethical codes and the resolution of moral dilemmas are studied from theperspective of the Judeo-Christian ethical tradition.The study of family law includes the legal rights andobligations of spouses, children, and grandparents;divorce settlements and mediation; and custody andvisitation rights.The study of law related to clinicalpsychology and practice of marital and family therapycomprises confidentiality, privilege, limitations, and allreporting requirements imposed on the therapist bystatute and case law. Consideration is also given to themoral, ethical, and legal responsibilities of trainees,interns, and supervisors.

PPSY 531 Ethical Foundations of Psychotherapy (3)

This course presents philosophical and ethicalperspectives integral to the understanding of thecontemporary psychologies. Students learn how to analyze the ethical bias of psychotherapeuticpsychologies, identify their underlying philosophicalassumptions, and develop an appreciation for the moralcomponents in individual, marital, and family identityformation.

PPSY 533 Theological Foundations, SpiritualFormation, and Psychotherapy (3)

This course examines key issues in the theologicalfoundations of human nature and spiritual formation.Students are encouraged to develop a view of humannature that demonstrates theological consistency, reflecton frameworks of meaning in spiritual development,and engage in clinical perspectives that are beneficial intherapeutic practice. Prerequisite: PPSY 531

PPSY 534 Integrative Therapy, Clinical Process,and Moral Maturity (3)

Moral maturity in Christian theology is the focus of this course. Students apply integrative clinicalstrategies from biblical, theological, philosophical,sociological, and psychological perspectives to theclinical setting. Prerequisites: PPSY 533 and PPSY 531

PPSY 551 Theories of Personality andPsychotherapy (3)

This course surveys the basic theoretical orientationsused by current practitioners, focusing on theoriesused in treatment of individuals within a system.Established schools of thought and their immediatedescendants and alternative theoretical approaches arepresented through lectures, videotapes, readings,reflection, and experiential learning.

PPSY 552 Human Sexuality and Sex Therapy (3)

This course reviews human sexuality as a basis forsex therapy. Students examine and evaluate thebiological, psychological, social, and moralperspectives of the theories of sexual developmentand functioning. In addition, students surveyliterature on sexual dysfunction, develop diagnosticskills for assessing the nature and extent of sexualdysfunction, and learn treatment strategies utilized inthe various systems of marital and sex therapy.

PPSY 557 Marital Therapy (3)

A study of the psychotherapeutic theories utilized inthe clinical assessment and treatment of maritaldysfunction is covered in this course. Models of ahealthy marriage are also studied. Reading specificbooks and journal articles, as well as conducting apsychological assessment of couples, is required.

PPSY 558 Advanced DevelopmentalPsychology (3)

This course utilizes a lifespan perspective to considerindividual development as it occurs within the familyand family development as composed of individuals.Biological, psychological, social, and moral develop-ment are studied. Psychoanalytic, cognitive, andecological systems models of development arepresented. Special attention is given to the transitionpoints at which the greatest individual and familytension occurs, examining the process of change andadaptation. Clinical application of the material isstressed. Prerequisite: Human Development or equivalent

PPSY 561 Child and Adolescent Therapy (3)

This course provides an understanding of the broadrange of childhood and adolescent problems anddisorders.A variety of psychotherapeutic modalities is presented, offering the student an opportunity todevelop a knowledge of basic child and adolescenttherapy skills, assessments, and treatment strategies.The impact of developmental aspects, familydynamics, and the social environment is addressed. Inaddition, legal and ethical issues and the role ofhospitalization are considered.

PPSY 563 Psychopathology (3)

This course provides a survey of the major theories,categories, and treatment of psychopathology.Through the use of case studies, students developtheir diagnostic skills and a mastery of the concepts inthe Diagnostic and Statistical Manual of MentalDisorders (DSM-IV). Prerequisite:Abnormal Psychologyor equivalent

PPSY 571 Family Therapy (3)

This course consists of an overview of currenttheories and methods of family intervention.Thesystems approach is emphasized, though psycho-dynamic and communication concepts in theinterpersonal field are also included.The majortheorists in each system are identified and theirtechniques demonstrated.

PPSY 572 Research Methodology (3)

This course surveys the major social science researchmethods, preparing students to design andimplement a testable research proposal and to reviewand utilize professional literature.

PPSY 577 Psychological Assessment (3)

This course provides students with a broad under-standing of the clinical use of psychological tests,including objective personality tests, intelligence tests,and projective testing devices. Emphasis is placed on developing skills in interviewing, understanding and interpreting test data and reports, and gainingknowledge of referral questions, as well as writingintegrated reports and providing feedback toexaminees.

PPSY 580 Introduction to Clinical Practice: Basic Skills (3)

This course introduces the student to basic skills in attending behavior, clinical interviewing, treatmentplanning, progress notes, clinical intervention, andmedical/psychiatric consultation and referral.Activities include reading, observation, role playing,and student audio/videotaped clinical practice.Agrade of B- or higher must be achieved.

PPSY 581 Introduction to Clinical Practice:Advanced Skills (3)

This course is designed to further develop thepsychotherapeutic skills of students prior to theirentry into a clinical placement. Students focus ondeveloping proficiency in the core interviewingqualities, deriving goals for a clinical session, and in making contracts with clients for change.Additionally, students are encouraged to begindeveloping a theoretical and conceptual under-standing of cases, and trained to work with diversepopulations. Students are also encouraged to addressissues regarding the integration of their faith with thepractice of psychotherapy.These goals are addressedthrough experiential learning, lecture, readings,discussion, and reflection. Prerequisite:PPSY 580

PPSY 582 Introduction to Clinical Practice:Group Skills (2)

This course is designed as an adjunct to students’clinical placement and supervision experiences.Assuch, the course will provide students with a forumfor discussing their clinical caseload and theirinteraction with placement supervisors. In addition,the course will provide an introduction to the theoryand practice of group psychotherapy. Prerequisites arePPSY 580, PPSY 581, and placement at a clinical site


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PPSY 585 Psychobiology andPsychopharmacology (3)

This course introduces the biological andneurological bases of human behavior and use ofpsychotropic medications as an adjunctive therapy topsychotherapy. Current information on the use ofmedications in the treatment of psychologicaldisorders is provided. Consideration is given to thespecial needs of certain populations (e.g., the elderly,substance abuse patients) when psychotropicmedications are prescribed. Students develop skills incase management when referral to medical doctorsor neuropsychologists is part of therapeutic practice.

PPSY 593 Advanced Clinical Placement (1)

This elective course is designed as an adjunct to the advanced-level students’ clinical placement andsupervision experiences.The course emphasizes the enhancement of clinical skills and the applicationof theory to clinical issues.The primary purpose of this course is to provide an opportunity forstudents to discuss the clinical caseload, and toprovide departmental oversight of clinical placementexperience. Prerequisites: PPSY 580, PPSY 581,PPSY597, PPSY 598, current placement in a clinical site.

PPSY 595 Special Topics (1-6)

Special topics courses offer graduate-level contentthat is typically scheduled in an intensive format.These courses include a range of specialized topicsthat are of interest to mental health professionals.Among these topics are the Substance Abuse course,offered annually, and topics having to do withcontemporary approaches to integration andcounseling.The unit values of these courses rangefrom one to six unit credits, depending upon thespecific contact hours and workload involved in the course.

PPSY 597/598 Clinical Placement I, II (3,3)

During the final year of study, students participateweekly in a practice class, clinical field placement,and supervision session. In the classroom, studentsdiscuss and practice the clinical application ofpsychological theories to clients seen in their field placement. Students receive feedback frominstructors and other students in response to roleplaying and audio/videotaped client sessions. In theclinical placement, students develop their skillsthrough direct treatment of individuals, couples,families, and children. In the individual/groupsupervision session, students discuss their clinicalplacement case load with their on-site supervisor.These courses represent the classroom portion ofstudents’ clinical experience.The clinical placementbegins after a student has completed 12 semesterunits, but no later than the first week of the final year of study.All application and approval forms for a clinical placement must be filed with theDepartment of Graduate Psychology no later than 30 days prior to the first week of the student’sinvolvement in a clinical field placement. Studentsmust obtain an approved clinical placement as aprerequisite to registering for Clinical Placement I,II. Student violations of professional ethics codes aresufficient grounds for dismissal from the program.Prerequisites: PPSY 512, PPSY 580, and PPSY 581(Master of Science in Nursing students should consult theSchool of Nursing for separate prerequisites.)

Doctor of Psychologyin Clinical Psychology:Family PsychologyIntroductionThe Doctor of Psychology (Psy.D.) in ClinicalPsychology with an emphasis in FamilyPsychology is a professional doctorate.ThePsy.D. is becoming the recognized degree inpsychology for practitioners.The Psy.D. retainsa commitment to provision of a compre-hensive education in psychological science as the foundation for any training in psych-ology, yet emphasizes the service orientationof a clinical degree in which training andsupervision comprise a substantial part of the curriculum.The Psy.D. at Azusa PacificUniversity is identified as a practitioner-scholar program.The intent is that APUgraduates actively apply the science ofpsychology to the practice of psychology.

The Psy.D. curriculum provides the coursesand training necessary to meet theeducational requirements in the state ofCalifornia for licensure as a psychologist.

Professional AccreditationThe APU Psy.D. program is accredited by theAmerican Psychological Association (APA)Committee on Accreditation.APA accredi-tation recognizes that the program meets thestandards for quality programs in psychologyas stated in the APA Guidelines and Principlesfor Accreditation of Programs in ProfessionalPsychology.

Program GoalsThe Doctor of Psychology Program at AzusaPacific University:• Seeks to educate and train students to

be “practitioner-scholars” so they are equipped to provide quality psycho-logical services to their communities based upon the findings of research and the science of psychology.

• Approaches the knowledge of psychology from a Christian perspective and trains students to exemplify the servanthood of Christ in their practice of psychology.

• Provides an integrative sequence of courses so students may understand the interrelationship between ethics,psychology, and theology.

Family Psychology SchematicIndividual Factors

Psychobiological and NeuropsychologicalIndividual Development-in-Context

Psychodynamic Concepts (personality)Cognitive Development

Interpersonal DynamicsFamily Development and Family Life Cycle

Parent-Child RelationsMarital RelationsFamily Process

Social Network Relations

Environmental Factors Cultural Differences

Socioeconomic Status Physical Environment

Employment Conditions Community Organizations

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• Emphasizes family psychology, the distinctive focus on the interaction between individual, interpersonal, and environmental aspects of human behavior.

• Recognizes the diversity of human experience and enables students to respond to the variety of human needs.

• Encourages individual growth and development as part of the educational experience so students develop congruence and authenticity as they balance the demands of professional and personal life.

The Discipline of FamilyPsychologyBased on systems theory, the discipline of familypsychology recognizes the dynamic interactionbetween persons and environments withoutdetracting from an awareness of individual,intrapsychic issues (see diagram below).

A doctoral program in Clinical Psychologywith an emphasis in Family Psychologyincorporates numerous elements from severaldisciplines within psychology (e.g., clinicalpsychology, developmental psychology,personality theory, environmental psychology,neuropsychology, psychobiology, and socialpsychology).All the disciplines are related bythe theoretical understanding of the dynamic,reciprocal relationship between these factors as they impact human behavior.

This theoretical foundation undergirds theprogram courses at APU. In courses that havetraditionally had an individual focus, systemicaspects relevant to the content area areincorporated. By the end of the program,students will think systematically and applysystemic analysis to clinical situations.

In an era when it is increasingly difficult for people to navigate their way through thecomplex world in which they live, a Doctor ofPsychology in Clinical Psychology with anemphasis in Family Psychology will bestprepare students to provide psychologicalservices.

Interdisciplinary StudiesAPU has a strong Christian heritage andcommitment to integrating evangelicalChristian principles into the universityprograms.The APU PsyD includes anemphasis on the integration of ethics,theology, philosophy, and psychology.

While PsyD students are not required to signany doctrinal statement in order to participatein the program, it is important for prospectivestudents to recognize that the APU PsyDprovides coursework and training in theintegration of Christian values in the practiceof psychology.We consider religious faith andspirituality to be one aspect of humandiversity.We believe it is important for ourstudents to develop the competency toprovide psychological services to persons withreligious faith. It has been our experience thatstudents appreciate the education they receivein Interdisciplinary Studies and Integration,regardless of their personal religious identity.

Interdisciplinary Studies and Integration arewoven as a strand in our curriculum andtraining:

• Three PrePsyD courses (1: Ethical Foundation of Psychotherapy; 2:Theological Foundations, Spiritual Formation, and Psychotherapy; and 3: Integrative Therapy, Clinical Process, and Moral Maturity) form a foundationfor advanced training in the PsyD. Students who enter with an existing master’s degreein psychology are requested to adit these courses.The PrePsyD course in Cultural Diversity includes recognition of religion and spirituality as one aspect of human diversity.

• The role of religion and spirituality in psychotherapy is introduced in Clinical Practicum I

• First year practicum at the APU Child and Family Development Center includes in-service training on integration

• Clinical Practicum III: Diversity Competency includes applied training on the role of a client’s personal faith in the clinical practice of psychology

• Three PsyD Interdisciplinary Studies courses assist students in developing a coherent understanding of the ethical values and moral precepts that inform the practice of psychology (Biblical Ethics;Family Ethics; and Social Ethics)

• Clinical Practicum VI: Interdisciplinary-Integration Competency assists students with implementation of applied integrationin clinical practice as it considers practical issues in light of integrative theory learnedin the program

Additional electives are available to thestudents with a special interest inInterdisciplinary Studies-Integration. Informal“brown bag” discussion groups are heldduring the dinner hour on a regular basis forstudents who want to interact with facultyaround issues related to faith and clinicalpractice.Two special week-end seminars areoffered annually to supplement thecurriculum with guest speakers and specialtopics of contemporary importance in theintegration of faith and psychology.

The APU PsyD provides a pluralisticenvironment for the development ofcompetency in the provision of psychologicalservices to people of religious faith andspirituality.

The Psy.D. ProgramThe curriculum for the Psy.D. Program iscompetency based. Such a curriculumrecognizes that it is essential to identify corecompetency areas in psychology as theprimary organizing principle for a professionaldegree. Successful degree completion requiresthe achievement of the competenciesnecessary to function well in the field ofpsychology.The APU Psy.D. curriculumreflects concern for the development of sixcore competencies in psychology: researchand evaluation, relationship, assessment,intervention, consultation, and managementand supervision.The six professionalcompetency areas may be defined briefly:

1. Research and evaluation comprise a systematic mode of inquiry involving problem identification and the acquisition,organization, and interpretation of information pertaining to psychological phenomena. Psychologists have learned to think critically and engage in rigorous,careful, and disciplined scientific inquiry.Education and training in the epistemo-logical foundations of research, the design and use of qualitative and quantitative methods, the analysis of data, the application of research conclusions, and sensitivity to philosophical and ethical concerns is needed in order for psychologists to develop in this area.


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2. Relationship is the capacity to develop and maintain a constructive working alliance with clients.This competency is informed by psychological knowledge of self and others. In the development of the relationship competency, special attention should be given to the diversity of persons encountered in clinical practice. Curriculum design should include education and training in attitudes essential for the development of the relationship competency, such as intellectual curiosity and flexibility,open-mindedness, belief in the capacity to change, appreciation of individual and cultural diversity, personal integrity and honesty, and a value of self-awareness.Experiential learning with self-reflection and direct observation and feedback by peers and experts is essential in the development of this competency.

3. Assessment is an ongoing, interactive, and inclusive process that serves to describe,conceptualize, and predict relevant aspects of a client.Assessment is a fundamental process that is interwoven with all other aspects of professional practice.As currentlydefined, assessment involves a compre-hensive approach addressing a wide range of client functions.Assessment takes into account sociocultural context and focuses not only on limitations and dysfunctions but also on competencies, strengths, and effectiveness.Assessment increasingly addresses the relationship between the individual and his or her systemic context.The assessment curriculum is not limited to courses but involves a pattern of experiences covering general principles as well as specific techniques. Supervised skill training is an essential component of the assessment curriculum.

4. Intervention involves activities that promote, restore, sustain, or enhance positive functioning and a sense of well-being in clients through preventive,developmental, or remedial services.The intervention competency is based on the knowledge of theories of individual and

systemic change, theories of intervention,methods of evaluation, quality assurance,professional ethical principles, and standards of practice. Effective training for intervention should include knowledge of a broad diversity of clients and teaching materials, practicum client populations,teachers, and supervisors. Service systems should reflect diversity.The issues of power and authority are particularly relevant to this competency.

5. Consultation is a planned, collaborative interaction that is an explicit intervention process based on principles and procedures found within psychology and related disciplines in which the professional psychologist does not have direct control of the actual change process. Education is the directed facilitation by the professional psychologist for the growth of knowledge,skills, and attitudes in the learner. Students tasks in consultation and education as part of their course work or internship.

6. Management consists of those activities that direct, organize, or control the services of psychologists and others as offered or rendered to the public. Supervision is a form of management blended with teaching in the context of relationship directed toward the enhancement of competence in the supervisee.This competency is informed by the knowledge of professional ethics and standards, theories of individual and systemic functioning and change, dysfunctional behavior and psychopathology, cultural bases behavior,theoretical models of supervision, and awareness of diversity. Self-management processes and structures should be provided for students. Demonstrated competence in supervision should include the development of receptivity to supervision and the acquisition of skills in providing supervision.*

*Adapted from Bent, R. (1992).The professional core competency areas. In R.L. Peterson, et al. (Eds.)The core curriculum in professional psychology.(pp. 77-81).Washington, DC:American PsychologicalAssociation.

PrerequisitesStudents may enter the Psy.D. in one of twocategories: 1) with an existing master’s degreein Clinical Psychology or while enrolled in amaster’s program in Clinical Psychology, OR2) directly from completion of a bachelor’sdegree or with a master’s degree that is not inClinical Psychology.

1. Students with an existing M.A. in Clinical Psychology or a closely related discipline (e.g., Counseling Psychology, Marital and Family Therapy, or Social Work) and students who are in the final year of a master’s program in Clinical Psychology or a closely related discipline will be admitted to the Psy.D. in the spring to begin the program in September of that year.These applicants must have completed the prerequisite courses listed to the right,or their equivalent, prior to commencing Psy.D. studies. If an applicant’s master’s degree did not contain all the prerequisite courses, a limited number of courses may be completed while in the admission process or concurrently with Psy.D. studies,by agreement with the director of the Psy.D. Program.

2. Students applying to the Psy.D. directly from a bachelor’s degree program and students with a master’s degree that is not in psychology or a closely related discipline will be admitted to the Psy.D. Program in the spring, followed by a one-year Pre-Psy.D. track in which the following sequence of prerequisite courses and a clinical practicum are completed in order to commence the Psy.D. Program.A limited number of graduate courses deemed equivalent to the prerequisite courses may be transferred to satisfy these requirements. Upon completion of the one-year track, the student will automat-ically become a member of the Psy.D.Program the following September.These students may apply for a master’s degree en route to the Psy.D. after the completion of the first year of the Psy.D. (on the four-year track).This admission process parallels programs in clinical psychology that only admit students to a continuous-from-the-bachelor’s doctoral program.


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Prerequisite Courses to the Psy.D.: (All must be master’s-level courses) Child Abuse

(seven hours; suitable for licensure) Family Therapy

(introductory/overview) Human Sexuality/Sex Therapy Introduction to Clinical Practice Introduction to Psychological TestingPsychopathology Psychotherapy and Cultural Diversity Theoriesof Psychotherapy

Admission with an Existing Master’sDegree in Clinical Psychology orwhile Enrolled in a Master’s Programin Clinical PsychologyUniversity graduate and program admissionrequirements must be met before an applicationis complete. (See “Graduate Admission to theUniversity.”)

Applicants must:

1. Submit a completed Application for Graduate Admission. An online application form is accessible on the university website,www.apu.edu.The preferred application deadline is February 15. Students who apply prior to this date will be given consideration for initial admission.The extended application deadline is June 15.Students who apply during this period will be considered on a case-by-case basis for admission if positions are available.

2. Submit a nonrefundable $45 application fee

3. Provide one copy of official transcripts of allprevious collegiate course work. (To beconsidered official, transcripts must be sentdirectly to APU from the registrar’s office ofeach institution attended.)

4. Possess an M.A. in Clinical Psychology (or aclosely related discipline) from a regionallyaccredited college or university with aminimum GPA of 3.5 on a 4.0 scale, or be inthe final year of a master’s degree inpsychology or a closely related disciplinefrom a regionally accredited college oruniversity with a minimum current GPA of3.5 on a 4.0 scale (these applicants mustcommit to completing the master’s degree inClinical Psychology prior to July 15 of thecurrent year and must maintain a minimum3.5 GPA in the M.A. program, as evidencedon their final transcript for the M.A.).Allmaster’s degrees must include the coursesspecified as prerequisite to Psy.D. admissionor the applicant must complete those courses

during the application year (a limitednumber of master’s courses may beremediated while enrolled in the Psy.D.Program). Students who do not satisfythese requirements may have their Psy.D.admission revoked.

5. Submit two academic references and oneclinical reference (e.g., from a clinicalsupervisor).

6. Submit a curriculum vita (résumé) andrespond to questions regarding professionalinterest.

7. Submit a written essay covering thefollowing areas:• What interests you in the field of

psychology?• Why have you chosen to pursue a Psy.D.

at this point in your life?• Why are you applying to the APU

Psy.D. program?• What special skills or abilities do you

bring to the Psy.D. program?• What experiences (volunteer, paid,

practicum) have you had that prepare you for a clinical psychology program?

• What personal or professional strengths and weaknesses do you bring to the program that will affect your performance as a psychologist?

• What roles and functions do you anticipate fulfilling when you complete the Psy.D.?

8. Provide a specification of intent to pursuethe four- or five-year program sequence.

9. Submit Miller Analogies Test (MAT) scoresor Graduate Record Exam (GRE) scores.The applicant may choose the test ofhis/her preference. Scores on the MAT orGRE will be used as one considerationof the application. No mandatory score has been established.Verbal ability isimportant to success in the Psy. D.Program. Information on the adminis-tration of these tests is available from theDepartment of Graduate Psychology.

10. Submit GRE Writing Assessment Scores.This test is separate from other GREexaminations and is widely available atcomputerized testing locations.

11. International applicants whose firstlanguage is not English must submit aTOEFL score of 600/250 minimum andare encouraged to submit the results of theTest of Written English (TWE) and theTest of Spoken English (TSE). Sincewritten and verbal English language skills

are crucial to the education, training, andpractice of psychology, further testing forspoken and written English will berequired for all international students uponentrance to the program or as deemednecessary at any point in the program.Thestudent must meet standards appropriate todoctoral-level study or he/she will berequired to participate in concurrentspeaking and/or writing classes in theSchool of Intensive English, until therequired language skills are achieved.Students who do not meet this standard aresubject to dismissal from the program.


Applicants who are finalists will be invited to a meeting that will provide an opportunity for them to present their qualifications foradmission and for faculty evaluation of studentskills. International applicants who are finalistswill be interviewed by telephone by one ormore members of the admissions committee.

An interview does not assure admission.TheDepartment of Graduate Psychology reservesthe right to determine, in its sole discretion,whether a candidate is suitable for admission tothe Psy.D. Program.Applicants will receivewritten notice of their status within severalweeks following the final review by theuniversity.

Admission Directly from a Bachelor of Arts Program or with a Master’sDegree not in PsychologyApplicants must:

1. Submit a completed Application forGraduate Admission.The applicationdeadline is February 15. Students whoapply prior to this date will be givenconsideration for our initial admission.Theextended application deadline is June 15.Students who apply during this period willbe considered on a case-by-case basis foradmission if positions are available.

2. Submit a nonrefundable $45 application fee.

3. Possess a bachelor’s degree from aregionally accredited college or universitywith a minimum overall GPA of 3.0 on a 4.0 scale and 3.5 for the last two years ofthe degree.Applicants in the final year oftheir bachelor’s degree must be currently at


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the GPA specified and their final transcriptwith degree posted must demonstratemaintenance of the GPA specified oradmission may be revoked.A secondoption is that applicants possess a master’sdegree in a field other than psychologyfrom a regionally accredited college oruniversity with a minimum GPA of 3.5 ona 4.0 scale.Applicants in the final year oftheir master’s degree must be currently atthe GPA specified and their final transcriptwith degree posted must demonstratemaintenance of the GPA specified oradmission may be revoked.

4. Submit three academic references

5. Submit a curriculum vita (résumé)

6. Submit a written essay covering thefollowing areas:• What interests you in the field of

psychology?• Why have you chosen to pursue a Psy.D.

at this point in your life?• Why are you applying to the APU

Psy.D. program?• What special skills or abilities do you

bring to the Psy.D. program?• What experiences (volunteer, paid,

practicum) have you had that prepare you for a clinical psychology program?

• What personal or professional strengths and weaknesses do you bring to the program that will affect your performance as a psychologist?

• What roles and functions do you anticipate fulfilling when you complete the Psy.D.?

7. Commit to completing the APU Pre-Psy.D. track during the followingacademic year and to beginning the Psy.D. curriculum the subsequentSeptember. Students who do not satisfythese requirements may have theiradmission to the Psy.D. revoked. Provide a specification of intent to pursue the four-or five-year Psy.D. Program sequence.

8. Submit Miller Analogies Test (MAT) scoresor Graduate Record Exam (GRE) scores.The applicant may choose the test ofhis/her preference. Scores on the MAT or GRE will be used as one considerationof the application. No mandatory score has been established.Verbal ability isimportant to success in the Psy.D. Program.Information on the administration of thesetests is available from the Department ofGraduate Psychology.

9. Submit GRE Writing Assessment Scores.This test is separate from other GREexaminations and is widely available atcomputerized testing locations.

10. Submit a TOEFL score (minimum 600) if English is not the primary language.International applicants are also encouragedto submit Test of Written English (TWE)and Test of Spoken English (TSE) scores.Since written and verbal English skills arecrucial to the education, training, andpractice of psychology, further testing forspoken and written English will berequired for all international students uponentrance to the program or as deemednecessary at any point in the program.Thestudent must meet standards appropriate todoctoral-level study or he/she will berequired to participate in concurrentspeaking and/or writing classes in theSchool of Intensive English until therequired language skills are acquired.Students who do not meet this standard aresubject to dismissal from the program.

Applicants who are finalists will be invited toa meeting that will provide an opportunity forthem to present their qualifications foradmission, and for faculty evaluation ofstudent skills.

An interview does not ensure admission.TheDepartment of Graduate Psychology reservesthe right to determine, in its sole discretion,whether a candidate is suitable for admissionto the Psy.D. Program.Applicants will receivewritten notice of their status within severalweeks following the final review by theuniversity.

International applicants who are finalists will be interviewed by telephone by one or moremembers of the admissions committee.


Located at:568 E. Foothill Blvd.Azusa, CA 91702-7000(626) 815-4570 Fax (626) 815-4545 or (626) [email protected]


Pre-Psy.D. Required CoursesFall PPSY 531 Ethical Foundations

of Psychotherapy 3PPSY 551 Theories of Personality

and Psychotherapy 3PPSY 563 Psychopathology 3PPSY 580 Introduction to Clinical

Practice: Basic Skills 3JanuaryCERT Child Abuse Seminar 7 hoursSpringPPSY 510 Psychotherapy and Cultural

Diversity 3PPSY 533 Theological Foundations, Spiritual

Formation, and Psychotherapy 3PPSY 540 Assessment I 3PPSY 571 Family Therapy 3PPSY 594 Clinical Practicum 3SummerPPSY 534 Integrative Therapy, Clinical

Process, and Moral Maturity 3PPSY 552 Human Sexuality and Sex

Therapy 3

Doctor of PsychologyAdmission StandardsApplicants to the Psy.D. in ClinicalPsychology with an emphasis in FamilyPsychology Program must meet both thedepartmental and the university criteria for admission.Admission to the university is the first step in the process, but it does not guarantee admission to the program.

One cohort of students is admitted annually,with course work beginning in September.Students are not permitted to begin mid-year.

Provisional AdmissionThe university reserves the right to offerprovisional admission to students who fail to meet all the specified admission criteria.In such cases, the Admissions Committeespecifies the additional requirements necessaryfor full admittance and the time limit forcompleting them. Failure to meet theserequirements may result in dismissal from thedoctoral program.


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Acceptance of Admission andRegistrationUpon notification of acceptance into the Psy.D.Program, students will have 30 days to make acommitment to the program. In addition,students must complete preliminary paperworkand registration procedures by the assigneddates. Failure to do so may result in revocationof acceptance. Since graduate education inpsychology is competitive, this procedureenables the university to ensure full enrollment in the program.

Transfer CreditThe Psy.D. Program will require 89 semesterunits beyond the M.A. degree, as well ascompletion of clinical training and a clinicaldissertation. Of these, 80 must be earned atAPU, while 9 equivalent doctoral units may betransferred from other institutions. Manyapplicants to the Psy.D. Program will have anexisting master's degree in psychology or aclosely related discipline.These degrees will beevaluated according to the list of requiredprerequisites. Some remediation or additionalcourse work may be required for students fromother institutions to satisfy these requirements.

Residency RequirementsStudents in the Psy.D. Program must meet auniversity residency requirement.This will beaccomplished by enrolling in 80 units duringthe program.

Computer Access RequiredStudents are required to own or have readyaccess to a computer during their tenure in thePsy.D. Program.The university offers acomputer purchase program which enablesstudents to obtain computers and software at reduced rates. Current hardware standardsthat allow access to the university online systemare available from the Department of GraduatePsychology. Online access is crucial for students,since an email account and the ability to accessPsycINFO, the APA database, are required forall Psy.D. students.

Psy.D. CurriculumThe Psy.D. curriculum has been designed to meet the requirements of the APA forprofessional education in psychology. Coursesstress the importance of critical thinking in the discipline of psychology, and thecurriculum provides a breadth of knowledge

regarding scientific psychology. Cultural andindividual diversity perspectives are woveninto courses across the curriculum. Since thisis a professional degree, clinical education and application of scientific knowledge toclinical domains are stressed throughout the curriculum, as well as in the clinicalpracticum experience.

The APU Psy.D. embodies an emphasis inFamily Psychology.All the courses in thecurriculum incorporate a systemic perspectiveon psychology which includes an awarenessof the dynamic interaction betweenindividuals, interpersonal relationships, and the environment.

In addition to the interdisciplinary coursesthat integrate ethics, theology, and psychology,issues relevant to Christian faith are addressedin the curriculum where appropriate.

Required Courses 89 units PPSY 701 Clinical Practicum I 2PPSY 702 Clinical Practicum II 2PPSY 711 Psychology and Systems Theory 3PPSY 712 Theories of Change and

Empirically Validated Treatments 3PPSY 713 Assessment II: Personality 3PPSY 714 Assessment III: Intelligence,

Academic 3PPSY 715 Adult Psychology 3PPSY 716 Family Psychology 3PPSY 717/734/735 Child Psychology,

— or — Gerontology,— or — Adolescent Psychology

(must take two 2-unit courses) 4PPSY 718 History and Systems of

Psychology 3PPSY 719 Social Psychology 2PPSY 721 Addictive Behaviors 2PPSY 722 Research Design I 3PPSY 723 Research Design II 3PPSY 724 Couples Theory and Therapy 2PPSY 726 Biblical Ethics and Psychotherapy 3PPSY 727 Clinical Practicum III 2PPSY 728 Clinical Practicum IV 2PPSY 729 Treatment Planning 1PPSY 730 Cognition 2PPSY 731 Dissertation Development 1PPSY 736 Social Ethics and Psychotherapy 3PPSY 737 Clinical Practicum V 2PPSY 738 Clinical Practicum VI 2PPSY 739 Psychobiology 3PPSY 740/744Consultation in Clinical

Psychology— or — Supervision in Clinical

Psychology 2PPSY 745 Dissertation I 1

PPSY 746 Dissertation II 1PPSY 747 Dissertation III 1 PPSY 748 Dissertation IV 1PPSY 750 Predoctoral Internship 1

(Full-time, Pre-Doctoral Internship:2 semesters/1 unit each)

PPSY 753 Family Ethics and Psychotherapy 3PPSY 754 Assessment IV: Projectives 3PPSY 755 Dissertation V 1PPSY 756 Dissertation VI 1PPSY 757 Psychopharmacology 2PPSY 758 Techniques of Change:A 1PPSY 759 Techniques of Change: B 1PPSY 760 Techniques of Change: C 1PPSY 798 Electives (three/2-unit courses) 6

These courses have been arranged in two tracks(four- and five-year studies) to allow studentsflexibility in choosing the academic load mostappropriate for their lifestyle.

Four- and Five-YearAcademic PlansFour-Year ProgramParticipation in the full-time, four-year planrequires attending classes during the eveningtwo days per week plus Saturday courses(usually six Saturdays in a semester).Anadditional 12-15 hours per week minimum forpracticum is required throughout the program.

Five-Year ProgramParticipation in the reduced-load per semester,five-year plan requires attending classes duringthe evening one to two days per week plusSaturday courses (usually six Saturdays in asemester).An additional 12-15 hours per weekminimum for practicum is required in the firstthree years of the program.

Students take electives during the program and their choice of two of Child Psychology,Adolescent Psychology, or Gerontology.(Electives may be taken in semesters otherthan where indicated. Students are encouragedto consider how best to balance eachsemester.)

Psy.D. Clinical TrainingClinical training is central to the practitioner(Psy.D.) model for educating clinical psychol-ogists.Azusa Pacific University’s program iscommitted to assisting students in developingthe essential knowledge base, attitudes, andtherapeutic skills necessary to function as aclinical psychologist.


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Quality clinical training provides practitionerswith experiences that ensure depth and breadthof clinical interventions, diversity of clients,the opportunity to develop therapeuticcompetencies that integrate their theoreticalcourse work with direct client experience andthe development of the six core competenciesin professional psychology.

Clinical training at the doctoral level involvesthree years of practicum and a full-time, year-long internship (a limited number oftwo-year, half-time internships are available insome settings). Students entering the Psy.D.Program with existing clinical training orlicensure must still complete the program’sclinical training sequence.

In their clinical placements, students gainexperience in a variety of clinical settingsincluding in-patient/residential, child, out-patient, brief/managed care, and settingsutilizing psychological assessment. Supervision is provided by the field placement sites as well as psychologists on the APU faculty.

Concurrent with their supervised practicum,students participate in an on-campus coursethat provides a forum for the review of theclinical practicum experience.

For those students who are licensed orregistered in mental health professions otherthan psychology, the Department of GraduatePsychology requires that all practicum trainingin the Psy.D. be entirely separate from anypractice under such existing license orregistration. For purposes of predoctoraltraining in psychology, all students are to beidentified exclusively as psychology trainees,psychology students, or psychology interns.Practicum students are not allowed to makeknown in any manner any other status theymay hold in other mental health professions.Practicum hours from training in psychologymay not under any circumstances be “doublecounted” toward training required for othermental health professions. If a student conductsa clinical practice or performs mental healthservices under an existing nonpsychologymental health license while he or she is astudent in the Psy.D. Program, the Departmentof Graduate Psychology officially recommendsthat these students consider the impact of theireducation and training in psychology on such

practice and that they seek supervision for anyservices that may be deemed to be part of theprofession of psychology.

During the clinical training component of the Psy.D. Program, the student completes aminimum of 1,600 hours of clinical training,including supervision, direct client contact,and an assessment practicum completed overthe course of the Psy.D.These hours ofclinical training occur in addition to anymaster’s level training hours.

Prerequisites for Clinical Training at theDoctoral LevelStudents entering the Psy.D. Program with an accredited master’s degree in psychology or a closely related field are likely to haveearned hours of supervised clinical placement,including hours of direct client contact,supervision, and other supervised activities.Such training provides a foundation forclinical training at the doctoral level, but is nota substitute for the Psy.D. training sequence.

Students entering the Psy.D. Program directlyfrom a bachelor’s degree must complete thePre-Psy.D. track before entering the clinicaltraining courses provided at the doctoral level.Included in the Pre-Psy.D. are Introduction toClinical Practice and the Pre-Psy.D. Practicumin Advanced Skills and Psychological Ethics inpreparation for the Psy.D. clinical trainingsequence.

Students entering the Psy.D. Program with anM.A. in Psychology, but without a clinicalpracticum, are encouraged to take the clinicaltraining practicum in the Pre-Psy.D. trackbefore entering the clinical training coursesprovided at the doctoral level.

Clinical Training Course WorkPracticumThe clinical training sequence begins in thefirst year of the APU Psy.D. and continuesthrough the third year of the program, inpreparation for the predoctoral internship.Each semester the student participates in aClinical Practicum course that emphasizes the development of a particular clinicalcompetency. Students are required todemonstrate their accomplishment of thecompetency by passing a mini-competencyexam at the end of each semester.

Competencies by CP course are:CP I: Ethics in Professional Practice CP II: Legal and Ethical Competency CP III: Diversity Competency CP IV: Diagnostic Competency CP V: Empirically Validated Treatment

Competency CP VI: Interdisciplinary Competency

The Clinical Practicum I-VI sequence iscoordinated with the science, theory, andclinical course work in the APU Psy.D.Theopportunity to apply the course material isconsidered essential to the development of the core competencies in psychology.

In the first year, students take courses thatprovide a theoretical foundation in psycho-logy and the orientation of the program(Systems Theory, History and Systems,Research Design), as well as clinical courses inassessment (Assessment I and II), and specificclinical issues (Treatment Planning).These courses coordinate with CP I-II, theintroductory practicum courses that developbasic competency in professional ethics and legal issues, and include rehearsal, roleplay, and interviewing opportunities forstudents prior to the external practicum siteplacements in CP III-VI.

During the second year of the program,students take clinical courses in Techniques ofChange, and specific clinical populations(Adult Psychology, Family Psychology,Addictive Behaviors, Couples Theory andTherapy), as well as two interdisciplinarycourses (Biblical Ethics and Family Ethics).These courses provide material relevant to theexperiences in external practicum sites duringCP III-VI.

In the third year of the program, students take additional science and interdisciplinarycourses (Social Psychology, Cognition andSocial Ethics), population-specific clinicalcourses (Adolescent Psychology,Gerontology), emerging clinical competencycourses (Consultation, Supervision), and acourse in Psychopharmacology that isintended to prepare students for internship.

Internship The Psy.D. Program requires a predoctoralinternship in a one-year, full-time or two-year,half-time (1,800 hours minimum) setting.The clinical dissertation must be completedprior to the internship, which allows thestudent to focus on the internship as the


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capstone of the clinical training sequence.The director of clinical training (DCT) meetswith prospective interns each June to discuss theinternship application process.A special vita andapplication workshop is held. During thesummer before they apply to internship, studentsare encouraged to study the APA or APPICDirectory for options that fit their trainingneeds. During Clinical Practicum V: EmpiricallyValidated Treatment Competency, additionalinformation about Uniform Notification Day,APPIC requirements and forms, interviewingskills, reference and cover letters, and other issuesspecific to internship application is provided.

All students are strongly encouraged to apply forAPA-accredited or APPIC-recognized internshipsites, though the department understands thatsome students may be unable to relocate due tofamily and occupational responsibilities. Allinternship sites must meet APPIC standards.

Upon receiving approval from the DCT,students may begin the application process of obtaining a predoctoral internship.

Quality Assurance in ClinicalPlacementsThe director of clinical training and the ClinicalTraining Committee have an ongoing responsi-bility to ensure that the Psy.D. Program’s clinicaltraining standards meet all state licensing andAPA requirements.All clinical training isintended to be consistent with the requirementsstated in the Laws and Regulations Governingthe Practice of Psychology in the State ofCalifornia. Modifications in state law shall bereflected in program changes to ensure trainingconsistent with the current practice ofpsychology.Additionally, the clinical trainingrequired by the Psy.D. at APU is consistent withthe APA ethical and professional standards andtraining guidelines.

Director of Clinical TrainingThe director of clinical training organizes, plans,and coordinates all aspects of clinical trainingfor the Psy.D. Program at APU.The DCT is alicensed psychologist in the state of Californiawith a background demonstrating mastery inthe core areas of clinical training and reflectiveof the diverse training setting required by theprogram (in-patient/residential, child,brief/managed care, and psychologicalassessment).

All clinical placements must be approved by the DCT and must meet the requirementsfor quality of training experience, depth and quantity of supervision, and level ofappropriateness for doctoral level training.The DCT coordinates and has oversightresponsibility for all clinical placements anddevelops appropriate training experiences forstudents in the on-campus counseling centersas well as establishing contractual relationshipswith off-campus sites.

Clinical Training CommitteeThe Clinical Training Committee (CTC) is asubset of APU faculty comprised of licensedpsychologists, and has direct oversight of orprovides direct supervision to students in theprogram.The CTC is chaired by the DCTand meets regularly to review and establishpolicies related to clinical training, grantapproval to students to begin the clinicalpracticum sequence, and sit on students’Clinical Competency Examination panels.

Evaluation ProceduresThe clinical training goals and objectives are integrated into the clinical practicumsequence and coordinated with the clinicalcourses in the Psy.D. Program. Outcomes inthe clinical sequence are measured throughoutthe program and include regular presentationsof videotaped work of students, classroomdemonstrations and role plays, assessmentreports presented in class, mini-competencyexams, supervisor evaluations, integrationpaper, Clinical Competency Exam, internacceptance and level, and licensureacquisition.

Informal EvaluationInformal evaluation consists of feedback given to students by their field placementsupervisor, on-campus clinical supervisor,and supervision groups.Although primarilyverbal and situational, this evaluative form isof great importance due to its immediacy toclinical interventions and the issues arisingduring the students’ clinical placements.

Formal EvaluationFormal evaluation occurs at the end of eachsemester of clinical placement. Students are evaluated by their field site supervisor aswell as by all faculty members.The sitesupervisor evaluation is discussed withstudents prior to its being sent to the DCT

and becoming part of the students’ clinicalfiles. Students receiving inadequate evaluationsare placed on probation, counseled by theirfaculty supervisor, and should their clinicalperformance fail to meet expected standards,dismissed from the program.The CTC mayrequire students to complete remediationassignments in order to meet competencystandards.As noted above, students areevaluated at the end of each semester for theachievement of competency in key clinicalareas.These mini-competency exams preparethe student for the Clinical CompetencyExam, a cumulative evaluation of readiness for the predoctoral internship.

Students also evaluate their site experienceand site supervisor at the end of eachsemester.These evaluations are submitted to the DCT and are used to ensure thequality of placement sites and on-campussupervision groups.

Clinical Competency ExaminationAs a final evaluative measure, each student mustpass a Clinical Competency Examination.A student submits an example of his/herclinical work (case presentation, assessment,treatment plan, and a videotape of student-client interaction including a verbatimtranscript) along with his/her ClinicalPortfolio (including two assessments, a video-tape with transcript, a complete writtensummary of case from intake to termination,supervisor evaluation, verification ofpracticum hours, list of assessments performed,curriculum vita, and conference presentationsor published works) to a three-memberfaculty committee (including at least onemember of the CTC).The student presents aclient case in which he/she has performed theinitial assessment, case history, and mentalstatus exam; an analysis of the client’s psycho-logical testing; and a case summary, includinglegal and ethical issues in the case, treatmentplanning based upon empirically supportedinterventions, case management, diversityissues, and the transference and counter-transference involved in the case.Thepresentation must include a 50-minutevideotape of student interaction with theclient. In addition, the student must respondto a case vignette, including the sameelements noted above. Students must includea family psychology perspective in theirinteraction with the cases and demonstrate anability to discuss the interdisciplinary(psychology, ethics, theology, and philosophy)


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dimensions of the case.The purpose of thisexam is to ensure that the student hasdeveloped the requisite skills to successfullyenter an internship. Successful completion ofthe exam is required in order to proceed tointernship.

Clinical DissertationDefinition of the DissertationCandidates for the Psy.D. must complete and defend a Clinical Dissertation as a majorpart of their degree requirements.The term“Clinical Dissertation” is intended to convey the nature of the treatise: it involves criticalthinking, creative integration, and scholarlycommunication relevant to professional issuesand practice in psychology. The ClinicalDissertation reflects disciplined consideration of the issues and methods associated with thepractice of clinical psychology.A Psy.D.dissertation must demonstrate the implicationsof the science of psychology for the practice of psychology.The clinical dissertation may fall within one of several broad categories:

• Critical Literature Analysis: scholarly review and critique of the research literature in an area of clinical psychology with notation of implications for further research and clinical application

• Program Consultation: psychological consultation to a program, including relevant literature review, needs assessment, results, and recommendations

• Quantitative Research: relevant literature review, hypotheses, analysis, and inter-pretation of data (new or archival) relevant to the practice of clinical psychology,results, and discussion

• Qualitative Research: relevant literature review, qualitative research methodology,results, and discussion of the findings in an area of clinical psychology

• Theoretical Development: literature review and significant modification,reformulation, or advance in a conceptual or theoretical area relevant to the practice of psychology

• Clinical Application: relevant literature review, development of a product or program, including support documenta-tion, and implementation or evaluation of at least a portion of the application

The nature and scope of the Psy.D. ClinicalDissertation is distinct from the type of dissertation required in a Ph.D. program.TheClinical Dissertation is intended todemonstrate satisfaction of the Research andEvaluation competency in professionalpsychology. However, a clinical dissertationmay not require extensive original empiricalresearch.The Psy.D. research curriculum andclinical dissertation teaches students to follow“a systematic mode of inquiry involvingproblem identification and the acquisition,organization, and interpretation of informationpertaining to psychological phenomena.”Successful completion of the courses andclinical dissertation will demonstrate thecompetency “to engage in rigorous, careful,and disciplined scientific inquiry.”

The clinical dissertation model is evolving inthe field of professional psychology. Theclinical dissertation stands parallel, as asignificant final project in the program, withthe Clinical Competency Exam, the clinicalskill outcome measure built into the clinicalcomponent of the program.The combinationof these two measures provides a moreappropriate outcome measurement for aPsy.D. program.

Relationship of ResearchCurriculum to DissertationStudents gain expertise in research andassistance in formulating their ClinicalDissertation in the research sequence of coursesin the Psy.D. curriculum.The sequence ofcourses is interwoven with the development ofthe dissertation; each course contains specificrequirements that demonstrate progression incompletion of the dissertation. In the APUPsy.D., students may complete the dissertationduring their residency on campus prior to the predoctoral internship or during theinternship after passing the proposal defense.

Research Design I, offered in the first semesterof the program, teaches the variety of designswhich may be utilized in scientific inquiryand assists the student in the initial choice of aresearch topic. Faculty research interests andareas of expertise are provided to students in aClinical Dissertation Proseminar conductedduring this semester to aid in the selection oftheir dissertation chair and committee. Duringthe Proseminar, individual faculty membersinteract with students about their research

interests and current opportunities for partici-pation in their research groups. Students areexpected to select their dissertation chairduring this semester.

Research Design II, in the spring semester ofthe first year, provides the foundational skillsnecessary for understanding and analyzingdata utilizing a statistical analysis program aswell as for evaluating qualitative data. Duringthis semester, students choose the category of dissertation (e.g., quantitative, qualitative,program consultation, etc.) they intend tocomplete, select their committee members,begin attending research team meetings withtheir chair, and develop the initial literaturereview.The Dissertation Development course,in the summer semester of the first year,assists the student by provision of specializededucation to support the specific model ofdissertation they have elected (e.g., advancedstatistics for quantitative dissertations, trainingin the use of a computerized qualitativeanalysis program for qualitative dissertations,etc.). During this semester, students developtheir methodology section and a prospectusfor their dissertation.

Each subsequent semester, students enroll indissertation units, having specific milestonerequirements that move them along in theprocess toward completion of the dissertation.Interaction with the dissertation chair andcommittee is continuous throughout theresearch sequence of courses and untilcompletion of the dissertation.The disser-tation proposal defense must be completed byOctober 15 of the fall semester prior toapplication for the predoctoral internship.Students are strongly encouraged to completethe dissertation prior to internship. Studentsmust register for continuation units beginningin the internship year until the dissertation is complete.

The research courses and dissertationsequence are intended to enable students todemonstrate the following characteristics as part of their completion of the dissertation:a) Research and Evaluation Competency:Dissertation work must demonstrate theability to think critically and engage inrigorous, careful, and disciplined scientificinquiry.b) Independent Functioning: Students areexpected to demonstrate the ability to workat their own initiative within the structureprovided by the doctoral program.


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c) Skill in Written Communication:Thedissertation provides an opportunity forstudents to develop essential writing skills; itmust demonstrate clear organization of ideas,correct grammar, and writing styleappropriate to psychologists.

Dissertation CommitteeThe Dissertation Committee consists of nofewer than three members who guide studentsthrough the dissertation process.Additionalexternal readers with expertise in the area ofstudy are encouraged as agreed upon by thecommittee chair. It is expected that the studentsmake initial contact with the person theywould like to chair their committee during thesemester in which they take Research Design I.Selection and approval of the entire committeeis a requirement for completion of theResearch Design II course. Students mustcomplete a form indicating the members oftheir committee.

All Dissertation Committee members musthold an earned doctorate from an accreditedinstitution.The chair must be a full-time facultymember in the Department of GraduatePsychology.The remaining member(s) may befull-time faculty members from the Departmentof Graduate Psychology or another departmentat APU, an adjunct faculty in the department, ora person from outside the APU community. Ifthe student chooses a person from outside theAPU community, it is necessary to secure theapproval of the committee chair. Studentsshould choose committee members whoseresearch interests and content expertise areclosely related to the area of their dissertation.

Dissertation Proposal ReviewDuring the Research Methods II andDissertation Development courses, studentsconduct their initial literature review, developtheir methodology section, and begin work ontheir proposal. Subsequently, students continueto develop their dissertation proposal withconsultation from the dissertation chair,committee member(s), and the research coursesequence faculty while they enroll inDissertation I-VI (one course each semester).The proposal must be approved by the chairand committee member(s) at the ProposalDefense as a final requirement in order to gainapproval to submit applications for placement inpredoctoral internship. Failure to complete the

dissertation defense by the deadline results ina minimum of a one-year delay in applyingfor an internship. It is the student’s responsi-bility to schedule the Proposal Defense withthe dissertation chair and committee.Thedraft proposal must be provided to thecommittee at least two weeks prior to themeeting. Students review the proposal with thecommittee, indicate how the dissertationstudy will enhance development of the corecompetencies in psychology, present anunderstanding of the relevant literature, providea rationale for the proposed dissertation,describe the scope of work and choice ofmethods, and answer questions regarding theproposal. Formal approval of the dissertationproposal by the entire committee is necessaryto proceed with the dissertation study.

Dissertation Process and Oral DefenseAfter the approval of the dissertation proposal,students proceed with the development oftheir dissertation. Dissertation Committeechair and members are available to students toguide the work. Institutional Review Boardapproval must be secured before any researchactivity with participants commences.TheDissertation I-VI courses and interaction withthe committee facilitates completion of thedissertation, since students must fulfill certainmilestone requirements in order to proceed tothe next semester.

All students are responsible for the timelycompletion of their dissertation. Studentsshould note that there is an additional disser-tation fee for each semester beyond the finalsemester of course work prior to internship inwhich the dissertation is not complete.Thisfee allows students to access universityresources, including faculty advisement.Themaximum length of time for completion ofthe dissertation is eight years from the date ofmatriculation.

The written dissertation must follow currentAPA style and university guidelines in thedissertation manual, including appendices.Once the written dissertation is complete andmeets the requirements of the DissertationCommittee chair and members, students areinformed that their written dissertation isacceptable as a scholarly contribution withminor revisions (students do not proceed tothe defense until the committee has indicated

that the written dissertation is acceptable).Students must then successfully defend thedissertation in front of the entire committee.At the Oral Dissertation Defense, studentsformally present the dissertation to thecommittee, demonstrating that the dissertationis their work and that they are able to explainand defend it. If the defense is deemedacceptable by the committee, the committeesignifies its approval using appropriate forms.The committee must have unanimousagreement to approve the dissertation defense.It is likely that changes and additional work will be required to complete the dissertationfollowing an acceptable defense. If theirdissertation defense is rejected, the studentsmust demonstrate substantive improvement in their ability to defend their dissertation,consistent with the response of thecommittee, prior to a second oral defense.

Following approval of the defense, studentsmake necessary corrections in their writtendissertation as requested by the committee.These corrections must be approved by thedissertation chair and any other member(s) ofthe committee who wishes to review them.The final corrected copy is then submitted to a technical reader who reviews the disser-tation to determine compliance with APAstyle (American Psychological Association,2001) and university guidelines.Thesecorrections are returned to students and mustbe completed within a month.

Following approval of these corrections,students submit copies duplicated accordingto specifications to the Department ofGraduate Psychology for binding and distri-bution to Bell and Howell for inclusion inDissertation Abstracts.A final approval,signifying completion of all the requiredfilings, must be filed with the department tosatisfy the degree dissertation requirement.Failure to complete all of the above within sixmonths of the oral defense may result in arequirement that the student repeat the oraldefense.

Public PresentationAfter the approval of the dissertation, studentsare required to make a public presentation of their work.The Department of GraduatePsychology coordinates a public forum for the presentation.The presentation shoulddemonstrate the primary design and results of the dissertation. Faculty in the Departmentof Graduate Psychology, students in the Psy.D.Program, friends and relatives of the student,the Azusa Pacific academic community, and


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members of the public are invited to attend.This presentation must be completed beforecommencement.

Degree PostingThe doctoral degree is posted after the student has met all degree requirements,including documentation of completion of the Predoctoral internship. Degree postingdates conform to those published in thegraduate catalog.

Doctoral AssistantshipsFunds are allocated to provide up to twoassistantships in each entering class of thePsy.D. Program. For the first three years oftheir program, assistants receive 50 percenttuition remission plus a $6,250 annual stipendin return for 15 hours of service per week inthe Department of Graduate Psychology. Thedirector of the Psy.D. Program determines theroles and responsibilities of the assistants. Insome cases the director of the Psy.D. Programwill divide one position into two (eachreceiving one-half of the benefits) in order to assist more students.

Preference is given to applicants whoevidence financial need, possess culturalknowledge and language skills that facilitatethe provision of psychological services in aminority community, and expresscommitment to providing psychologicalservices in a minority community followinggraduation. If a student elects the five-yearsequence in the Psy.D., the assistantship andtuition remission will apply only to coursesactually taken in the first three years of theprogram. Minimum GPA and performancestandards must be maintained to continue inthe assistantship.

Applications for the assistantships and criteriafor evaluation of applications are availablefrom the director of the Psy.D. Program.

Adherence to Four- or Five-Year TrackStudents are admitted to the Psy.D. based ontheir stated intent to adhere to one of the two course sequence tracks created for theprogram.The four-year track requires greaterweekly time commitment and more units persemester.The five-year track is somewhat lessintense in weekly time demands and semesterunit load.

Once admitted, students must adhere to theselected track unless special permission isgranted by the director of the Psy.D. Program.The Psy.D. faculty believes that participation in a cohort of peers throughout the program is an important factor in academic and profes-sional development.

Progress Review and AnnualEvaluationThe progress of all students in the Psy.D.Program is reviewed each semester in order to encourage professional development andcompletion of the program.

Since personal characteristics are important to competency in professional psychology,students will be evaluated regularly by facultyon categories determined in the literature to be important to the development of psychologists.The evaluation form, noting the dimensions for evaluation, is provided tostudents upon entrance to the program (orearlier by request). Students who evidencebehavior rated unsuitable for a Psy.D. student by faculty will be required to meet with theiradvisor to determine a personal developmentplan. Students who fail to improve according to their development plan are subject todismissal from the program.

An annual student progress evaluation isconducted in July, following the summerterm.All aspects of student progress in theprogram are reviewed and a letter is sent tostudents informing them of the results of thereview, noting strengths or completion ofparticular requirements and areas for improve-ment or remediation in order to remaincurrent in the program.

Academic Probation andDisqualificationPsy.D. students must maintain a minimumcumulative GPA of 3.0 throughout the period of their enrollment. Students will beplaced on academic probation if a cumulative3.0 grade-point average is not maintained,or when they obtain a grade below a B- intheir course work. Psy.D. students may bedisqualified from further graduate work if acumulative 3.0 GPA is not maintained or if they obtain a total of two grades below a B- in their course work.

Student GrievanceProcedureThe procedure for initiation of studentgrievance is detailed in the Academic Policiesand Procedures section of this catalog.

Identification of Students with the Profession of PsychologyIn order to facilitate the identification ofstudents with the profession of psychology, allstudents are required to join the AmericanPsychological Association as student membersupon acceptance into the Psy.D. Program.Membership in APA provides many benefits,including subscriptions to the Monitor andAmerican Psychologist.

Personal PsychotherapyRequiredAll Psy.D. students must complete 30 hours ofpsychotherapy with a licensed psychologist of their choice.Additional individual psycho-therapy may be recommended or required bythe program as part of the degree require-ments if deemed necessary by the faculty ofthe Department of Graduate Psychology.

Academic AdvisingEach student selects a Dissertation Committeechair during his/her first semester in theprogram.That faculty member also serves thestudent as his/her academic advisor. Inaddition, the director of the Psy.D. Programand the director of clinical training mayprovide information regarding programplanning and special concerns.

Academic PsychologyLicensureThe APU Psy.D. Program fulfills the graduateeducation requirements in the state ofCalifornia for licensure as a psychologist.Students seeking licensure in California mayobtain information regarding requirements by contacting:

Board of Psychology 1422 Howe Ave., Ste. 22 Sacramento, CA 95825-3200 (916) 263-2699 www.dca.ca.gov/pscyh

Students seeking licensure in another stateshould contact the appropriate examiningboard in that state.


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Course DescriptionsPre-Psy.D.

PPSY 510 Psychotherapy and Cultural

Diversity (3)

An awareness of divergent cultural values, assump-tions, and family dynamics is essential to the practice ofpsychotherapy in a pluralistic society.Through experi-ential exercises and assignments, this course examinesthe conceptual and theoretical foundations of cross-cultural psychotherapy and encourages students toevaluate their readiness to do so.An introduction to thedistinctives of several cultural groups is provided.

PPSY 531 Ethical Foundations ofPsychotherapy (3)

This course presents philosophical and ethicalperspectives integral to the understanding of thecontemporary psychologies. Students learn how to analyze the ethical bias of psychotherapeuticpsychologies, identify their underlying philosophicalassumptions, and develop an appreciation for the moralcomponents in individual, marital, and family identityformation.

PPSY 533 Theological Foundations, SpiritualFormation, and Psychotherapy (3)

This course examines key issues in the theologicalfoundations of human nature and spiritual formation.Students are encouraged to develop a view of humannature that demonstrates theological consistency,reflects on frameworks of meaning in spiritualdevelopment, and engage clinical perspectives that arebeneficial in therapeutic practice. Pre requisite PPSY 531

PPSY 534 Integrative Therapy, Clinical Process,and Moral Maturity (3)

Moral maturity in Christian theology is the focus of this course. Students apply integrative clinicalstrategies from biblical, theological, philosophicalsociological, and psychological perspectives to theclinical setting. Prerequisites: PPSY 531 and PPSY 533

PPSY 540 Assessment I (3)

This course provides a broad understanding of thepsychometric principles related to psychologicalassessment. It is the first in a sequence of courses thatwill continue in the Psy.D. Program, and it provides thefoundation of knowledge that is necessary fordevelopment of the assessment competency inpsychology. Special emphasis is placed on the science ofpsychological assessment, including an introduction todescriptive statistics, reliability, validity, and item analysis.The structure of an assessment battery, conductingclinical interviews, and the use of psychological testswith diverse populations is addressed.

PPSY 551 Theories of Personality andPsychotherapy (3)

This course surveys the basic theoretical orientationsused by current practitioners, focusing on theoriesused in treatment of individuals within a system.Established schools of thought and their immediatedescendants and alternative theoretical approaches arepresented through lectures, videotapes, reflection, andexperienced learning.

PPSY 552 Human Sexuality and Sex Therapy (3)

This course reviews human sexuality as a basis for sex therapy. Students examine and evaluate the biological, psychological, social, and moralperspectives of the theories of sexual developmentand functioning. In addition, students surveyliterature on sexual dysfunction, develop diagnosticskills for assessing the nature and extent of sexualdysfunction, and learn treatment strategies utilized in the various systems of marital and sex therapy.

PPSY 563 Psychopathology (3)

This course provides a survey of the major theories,categories, and treatment of psychopathology.Through the use of case studies, students developtheir diagnostic skills and a mastery of the conceptsin the Diagnostic and Statistical Manual of MentalDisorders (DSM-IV). Prerequisite:Abnormal Psychologyor equivalent

PPSY 571 Family Therapy (3)

This course consists of an overview of currenttheories and methods of family intervention.Thesystems approach is emphasized, though psycho-dynamic and communication concepts in theinterpersonal field are also included.The majortheorists in each system are identified and theirtechniques demonstrated.

PPSY 580 Introduction to Clinical Practice: Basic Skills (3)

This course introduces the student to basic skills in attending behavior, clinical interviewing,treatment planning, progress notes, clinical intervention, and medical/psychiatric consultationand referral.Activities include reading, observation,role playing, and student audio/videotaped clinicalpractice.A grade of B- or higher must be achieved.

PPSY 594 Clinical Practicum (3)

This course provides an introduction to the clinicalworld of the psychologist. Students are introduced to the American Psychological Association’s EthicalStandards and other content that distinguish psychol-ogists from other mental health professionals.Areview of basic clinical skills are provided with anemphasis on developing and refining the skills relatedto the relationship between clinician and client(respect, warmth, genuineness, empathy, concreteness,potency, self-disclosure, confrontation, andimmediacy).Work in small groups allows anopportunity for students to role play and receivefeedback concerning their skills.

Psy.D.The Clinical Practicum courses that follow areintended to provide additional clinical training forstudents while they are in clinical practice; inaddition to the course work, a student must gainhours of clinical experience in the sites specifiedeach year during the time the Clinical Practicumsequence is taken.

PPSY 701 Clinical Practicum I (2)

This course provides an introduction to the clinicalpractice of psychology. Students review the AmericanPsychological Association’s Ethical Principles ofPsychologists and Code of Conduct.The coursefocuses on understanding and application of ethicalprinciples in a variety of professional psychologysettings. Students practice basic skills in assessment,interviewing, conduct of a mental status exam, crisismanagement, sensitivity to diversity of clients, anduse of empirically validated treatments in a briefclinical experience.The role of the psychologist isdistinguished from other mental health professionals.

PPSY 702 Clinical Practicum II (2)

This course provides an introduction to the practice of clinical psychology. Students review the AmericanPsychological Association’s Ethical Principles ofPsychologists and Code of Conduct and other lawsrelevant to the practice of psychology.The coursefocuses on understanding and application of ethicalprinciples and legal rulings in a variety of profes-sional psychology settings. Students must pass acompetency examination on legal and ethical issuesto complete this course. Students practice basic skillsin a brief clinical experience and participate in aforum for the review of their clinical practicumexperience.

PPSY 711 Psychology and Systems Theory (3)

This course provides an introduction to the disciplineof Family Psychology and the theoretical orientationof the Psy.D. curriculum.An in-depth analysis of thetenets of systems theory and their application topsychotherapy is provided. Philosophical, theological,and psychological ramifications of systems theory are considered. Students are challenged to adopt anecological systems epistemology and think criticallyregarding the integration of psychological theorieswithin a systemic framework.

PPSY 712 Theories of Change and EmpiricallyValidated Treatments (3)

This course examines major theoretical orientationsregarding the process of change in psychotherapy andprovides instruction in the selection of empiricallyvalidated treatments. Contemporary theories arereviewed and critiqued in light of current researchon the effectiveness of treatments based upon thosetheories. Students are expected to develop a coherenttheoretical and empirical rationale for therapeuticinterventions.


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PPSY 713 Assessment II: Personality (3)

This course provides a review of the fundamentals ofpsychological assessment; the administration, scoring,and interpretation of objective instruments for theclinical assessment of personality; and professionalreport writing. Instruments to be studied include theMinnesota Multiphasic Inventory II and the MillonClinical Multiaxial Inventory III. Cultural issues inthe interpretation of psychological tests are addressed.

PPSY 714 Assessment III: Intelligence, Academic (3)

This course covers the assessment of intelligence inchildren, adolescents, and adults and the assessment ofchildren for developmental, learning, and emotionaldisorders.The course emphasizes the Wechslerintelligence scales. Critical analysis of cultural consid-erations in test interpretation are considered.Thedevelopment and composition of comprehensiveassessment batteries are addressed.

PPSY 715 Adult Psychology (3)

This course surveys adult development, adult psycho-pathology, and individual adult psychotherapy.Systemic and social interaction is emphasized indevelopmental process, etiology and manifestation ofpsychopathology, and therapeutic interventions.Culturally diverse populations are considered.

PPSY 716 Family Psychology (3)

This course examines family development, theassessment of family functioning, the intersection ofpsychopathology and family dynamics, and familypsychotherapy. Students learn to administer andinterpret family assessment measures.The role ofculture, ethnicity, and religious influences in familiesis discussed. Students develop systemic treatmentplans which recognize the value of the appropriateinclusion of individual, dyadic, and family therapysessions.

PPSY 717 Child Psychology (2)

This course provides an overview of the field ofchild psychology, including child psychopathology.Emotional, behavioral, and learning problems arethoroughly examined and understood within asystemic developmental context. Particular attentionis paid to assessment, diagnosis, and treatment ofchildren within the familial and cultural context.

PPSY 718 History and Systems of Psychology (3)

This course provides an overview of the history ofthe discipline of psychology.Topics covered includethe theoretical and research underpinnings of thediscipline; the various schools of thought associatedwith the discipline since its inception; and theinfluence and impact of each of these schools uponthe practice of psychology. Students explore thesubject matter through lecture, readings, discussion,and videos.

PPSY 719 Social Psychology (2)

The course provides an overview of the theoreticaland applied knowledge of social psychology, whichconsists of how individuals affect their environment,and how the environment affects individual behaviorand social interactions.The focus is on theory andempirical research which supports theory. Inaddition, classic-action oriented social psychology isexamined in the application of social psychologicaltheory to real-life situations.

PPSY 721 Addictive Behaviors (2)

This course addresses the etiology, course ofprogression, assessment methodologies, and treat-ment of addictive behaviors.A range of addictivebehaviors are studied, including substance use andeating disorders, gambling, sexual addictions, andrelationship addictions. Cultural and religious factorsin addictions are studied. Special attention is given tosocial and environmental factors in the progressionand treatment of addictive behaviors.

PPSY 722 Research Design I (3)

This course provides an introduction to researchdesign and its application to psychology. Emphasis isgiven to developing knowledge and skills in researchdesign, and in assessing the technical adequacy ofresearch conducted by others.Various types of clinicaldissertations are presented and discussed to assiststudents in developing their clinical dissertationproposal.

PPSY 723 Research Design II (3)

This course focuses on statistical methodologies andtheir applications in the analysis of both empiricaland qualitative data. Lectures emphasize statisticalconcepts and their application to clinical research.Computer applications of statistical software packagesare emphasized in an experiential, laboratorycomponent.This course provides the foundationalskills necessary for students to finalize their clinicaldissertation proposal and to conduct the research tocomplete their clinical dissertation.

PPSY 724 Couples Theory and Therapy (2)

This course reviews the current literature on dyadicrelationships and psychotherapeutic approaches tocouples.A minimum of three contemporarytheoretical orientations and their clinical applicationsare studied in-depth. Demonstration, simulation, casepresentations, and clinical experience are used toreinforce the models presented. Students receivetraining in the administration and interpretation ofassessment devices for the clinical evaluation ofcouples.Variations across cultures and interactionwith wider systems are considered.

PPSY 725 Moral Psychology (3)

This course explores psychological perspectives onmoral development and moral meaning. Studentsgain an understanding of the moral development ofindividual and family life using the conceptualframeworks and moral categories of phenomeno-logical, gestalt, existential, cognitive, and objectrelations theories.

PPSY 726 Biblical Ethics and Psychotherapy (3)

In this course, students examine the primary ethicalperspectives of Scripture in order to understand theirrole in the development of person and family valuesand their importance as a source of ethical guidancefor individuals and families. Special attention is givento cultural and ethical relativism, biblical ethics and community life, and the clinical use of biblicalethics in ethical confrontation.

PPSY 727 Clinical Practicum III (2)

This course provides an on-campus forum for thereview of clinical experience at a practicum sitechosen subsequent to the development of anindividual training plan.This course focuses oncompetency in the delivery of psychological services to diverse populations. Students must pass a competency examination on diversity tocomplete this course. Students are evaluated on thedevelopment of increased skill in the practice ofpsychology.

PPSY 728 Clinical Practicum IV (2)

This course provides an on-campus forum for thereview of clinical experience at a practicum site.Thiscourse focuses on competency in clinical diagnosis.Students must pass a competency examination ondiagnosis to complete this course. Students areevaluated on the development of increased skill inthe practice of psychology

PPSY 729 Treatment Planning (1)

This course provides instruction in the process andstructure of clinical treatment plans. Instruction isprovided in the development of treatment plans,including the definition and diagnosis of problems,inclusion of psychological assessment andmeasurement in case conceptualization, and theformulation and implementation of empiricallyvalidated intervention strategies. Diversity issues inintervention evaluation and treatment planning areconsidered. Ethical principles and legal issues relatedto the standards of care in treatment are emphasized.Application is made to the variety of settings inwhich clinical psychology is practiced.

PPSY 730 Cognition (2)

This course studies current information on cognitionand cognitive processes.The relationship of contem-porary understandings of cognition to the practice ofpsychotherapy are considered.

PPSY 731 Dissertation Development (1)

This course provides advanced instruction in thedevelopment of the Psy.D. dissertation. Studentsparticipate in the section of the course that addressesthe category they have chosen for their dissertation(e.g., Qualitative Research, Quantitative Research,Program Consultation, Critical Literature Analysis,Theoretical Development, or Clinical Application).


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PPSY 734 Gerontology (2)

This course focuses on the specific developmentalissues, psychopathology, and therapeutic interventionsrelevant to the aging. Special attention is given toecosystemic factors, such as extended family dynamicsand community services, as they relate to treatment.Differences across cultures are considered.

PPSY 735 Adolescent Psychology (2)

This course covers current perspectives on adolescentdevelopment, psychopathology, and psychotherapy.Traditional and recent models of adolescentdevelopment are reviewed. DSM-IV criteria fordisorders which relate especially to adolescents arereviewed and therapeutic interventions studied. Specialattention is given to models which recognize systemicfactors in the etiology and treatment of adolescentissues. Students learn to administer and interpret at leastone assessment device for adolescents (e.g., MMPI-A,MACI).

PPSY 736 Social Ethics and Psychotherapy (3)

This course presents ethical perspectives on theformation of social identity and community. Studentsexamine the communal nature of the maturing self, thecritical influence of urban life and urban problems onthe family, and broader social goals of psychotherapy.

PPSY 737 Clinical Practicum V (2)

This course provides an on-campus forum for review of clinical experience at a practicum site.Thiscourse focuses on the appropriate use of empiricallyvalidated treatments in clinical practice. Students mustpass a competency examination on empiricallyvalidated treatments to complete this course. Studentsare evaluated on the development of increased skill inthe practice of psychology. Students review the processand skills related to application for internship.

PPSY 738 Clinical Practicum VI (2)

This course provides an on-campus forum for thereview of clinical experience at a practicum site.Thiscourse focuses on the appropriate use of an interdisci-plinary approach to clinical services that notes theinteraction of philosophical, ethical, theological, andpsychological dimensions. Students must pass acompetency examination on the interdisciplinaryapproach to complete this course. Students areevaluated on the development of increased skill in thepractice of psychology.

PPSY 739 Psychobiology (3)

This course introduces the biological and neuro-logical bases of human behavior.The role of the centralnervous system and organic bases of psychologicaldevelopment and psychopathology are examined.Theeffects of trauma, head injury, and the neurologicalaspects of DSM-IV disorders are discussed.

PPSY 740 Consultation in Clinical Psychology (2)

This course provides instruction and training in the provision of professional clinical consultation.Students are introduced to the theoretical andpractical aspects of providing consultation.

PPSY 741 Dissertation (2)

PPSY 744 Supervision in Clinical Psychology (2)

This course provides instruction and training in theprovision of professional clinical supervision. Studentsare introduced to the theoretical and practical aspectsof providing supervision. In addition to lectures and readings focused on the process of supervision,students are supervised as they provide supervision tomaster’s level trainees.

PPSY 745 Dissertation I (1)

Students enroll for dissertation credit while theywork with their committees on their ClinicalDissertation. Specific goals, objectives, and tasks mustbe completed to demonstrate satisfactory progresstoward completion of the dissertation. Documentsdemonstrating completion of the assignments mustbe submitted to the Department of GraduatePsychology in order to receive credit for the course.

PPSY 746 Dissertation II (1)


PPSY 747 Dissertation III (1)

Students enroll for dissertation credit while they work with their committees on their ClinicalDissertation. Specific goals, objectives, and tasks mustbe completed to demonstrate satisfactory progresstoward completion of the dissertation. Documentsdemonstrating completion of the assignments mustbe submitted to the Department of GraduatePsychology in order to receive credit for the course.

PPSY 748 Dissertation IV (1)

Students enroll for dissertation credit while they workwith their committees on their Clinical Dissertation.Specific goals, objectives, and tasks must be completedto demonstrate satisfactory progress towardcompletion of the dissertation. Documentsdemonstrating completion of the assignments must besubmitted to the Department of Graduate Psychologyin order to receive credit for the course.Thefollowing are possible examples of electives whichmay be offered.

PPSY 750 Predoctoral Internship (1)

One-year professional internship at an external siteapproved by the Clinical Training Committee.Students register for Internship during the fall andspring semesters. Prerequisites: completion of all Psy.D.curriculum and practicum requirements; pass the ClinicalCompetency Exam; and approval to apply for internshipform the Clinical Training Committee (Students who optto take a half-time, two-year internship must registerfor this course both years.)

PPSY 753 Family Ethics and Psychotherapy (3)

This course explores moral identity formation withinthe family. Students consider religious, intergenera-tional, and systemic influence in the development ofthe moral landscape of the family and the moral andspiritual resources available to confront the emotionaland psychological challenges of family life today.

PPSY 754 Assessment IV: Projectives (3)

This course provides an introduction to projectivepersonality assessment tools and techniques. Itemphasizes administration, scoring, interpretation, andreport writing of the Rorschach using Exner’sComprehensive System.The course also briefly coversissues related to the use of other projective devices(e.g.,Thematic Apperception Test and ProjectiveDrawings).

PPSY 755 Dissertation V (1)


PPSY 756 Dissertation VI (1)


PPSY 757 Psychopharmacology (2)

This course introduces the use of psychotropic medi-cations as an adjunctive therapy to psychotherapy.Current information on the use of medications inthe treatment of psychological disorders is provided.Consideration is given to the special needs of certainpopulations (e.g., the elderly or substance abusepatients) when psychotropic medications areprescribed. Students develop skills in casemanagement when referral to physicians orneuropsychologists is part of therapeutic practice.

PPSY 798 Special Topics (Electives) (2)

Elective courses are offered each semester accordingto the interests of students and faculty. Students are required to take elective courses during theirprogram; some may choose to take additional coursesof interest beyond the unit requirement of theprogram.

PPSY 798 Psychotherapy and

Personality Disorders (2)

This course considers the developmental etiology of personality disorders, surveys various models ofthe disorders of personality (e.g., Millon, factormodels), addresses the place of personality disordersin a systemic model of psychology, and introducestherapeutic treatment models for personalitydisordered individuals.

PPSY 798 Psychology of Women (2)

This course explores developmental, cultural, andclinical models of understanding and working withwomen’s experience in the process of psychotherapy.Attention is focused upon particular issues presentedby women clients and treatment approaches fordealing with these issues.

PPSY 798 Interpersonal Approaches toPsychotherapy (2)

This course considers the theory and practice ofinterpersonal psychotherapy, beginning with thefoundational work of Harry Stack Sullivan, thefounder of interpersonal psychiatry. In addition tothe theory and work of Horney and Benjamin,Klerman’s interpersonal psychotherapy of depressionis examined.

PPSY 798 Value Formation within the Family (2)

This course explores the development of values with the family system. Special attention is paid tointergenerational perspectives, the role of familymembers in value formation, and the moral identityof the family.

PPSY 798 Psychological Assessment:

Projectives (2)

This course covers the administration, scoring, andinterpretation of the major projective tests for bothchildren and adults. Emphasis is on the Rorschachand the Thematic Apperception Test (TAT), withadditional focus on projective techniques, such as theHouse-Tree-Person, Kinetic Family Drawings, andIncomplete Sentences.

PPSY 798 Brief Therapy and the Managed

Care Environment (2)

This course provides an introduction to the theoriesand techniques of brief therapy and information onthe practice of psychotherapy within the managedcare environment.

PPSY 798 Family and Community Violence (2)

This course focuses on the perpetration of violencesuch as child abuse and neglect, rape, incest,battering, and gang and other violence in thecommunity.The course addresses treatment issues for victims of violence, including crisis interventionin schools and the community.This course partiallymeets the requirements for state authorizedreimbursement to therapists treating victims ofviolence.

PPSY 798 Neuropsychology (2)

This course considers the neurological basis ofbehavior.The emphasis is on understanding therelationship of neurological disorders and psycho-pathology and an introduction to neuro-psychological assessment. Screening, referral, andtreatment issues are covered.The role of family/social network issues in treatment are alsoemphasized.


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PPSY 758 Techniques of Change: A (1)

Students learn and practice a variety of behavioralinterventions designed to modify problematicbehaviors in relation to specific disorders and clinicalpopulations.The course emphasizes interventionswith children and adolescents.

PPSY 759 Techniques of Change: B (1)

Students learn and practice a variety of cognitive-behavioral interventions designed to changeproblematic behaviors, affective states, and thoughtpatterns in relation to specific disorders and clinicalpopulations.

PPSY 760 Techniques of Change: C (1)

Students learn and practice a variety of psycho-dynamic interventions in relation to specific disordersand clinical populations with an emphasis on time-limited (brief) intensive psychodynamicpsychotherapy.

PPSY 761 Advanced Clinical Practicum I (1)

This course provides an on-campus forum for thereview of the clinical practicum experience.Thecourse addresses clinical skills, case management, legaland ethical issues, and the processes of the practiceand supervision of psychology.

PPSY 762 Advanced Clinical Practicum II (1)

This course provides an on-campus forum for thereview of the clinical practicum experience.Thecourse addresses clinical skills, case management, legaland ethical issues, and the processes of the practiceand supervision of psychology.This course aims toprovide an ongoing learning experience for studentswho desire or need to pursue an additional year oftraining beyond the required CP I-VI sequence.Readings and lectures are intended to furtherenhance skills of assessment and clinical intervention.

PPSY 795 Dissertation Continuation (1.5)

Only students who have not completed their dissertation prior to the predoctoral internship enroll in this course. Students enroll for dissertationcontinuation during the fall, spring, and summersemesters until the dissertation is complete andaccepted for publication. Students are expected tocomplete specific goals, objectives, and tasks and todemonstrate satisfactory progress toward completion of the dissertation. Students who are continuing tocomplete their dissertation after they proceed tointernship are required to enroll in this course eachsemester until the dissertation is completed,successfully defended, and accepted for binding.Students will meet or interact with their facultymentor and dissertation committee to facilitatecompletion of the dissertation.

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Master of Music in Performance . . . . . 166

Master of Music Education . . . . . . . . . 166School of Music


166 School of Music

School of Music

Faculty

Dean; Professor:Duane Funderburk, DMA

Chair, Graduate Programs;Associate Professor:Dennis Royse, Ph.D.

Professor: Robert Sage, DMA

Associate Professors:Donovan Gray, DMA;

Don Neufeld, M.A.;Philip Shackleton, M.A.

Assistant Professors:Al Clifft, M.A.;Ruth Meints, M.M.;

Brenda Reinebach, M.A.


IntroductionThe graduate program in the School of Musicat Azusa Pacific University endeavors toprepare students for professional positions inareas of performance, education, and churchmusic.The faculty is committed to servingeach student personally, ensuring a stronglearning environment while combining awell-balanced academic setting with diverseperformance opportunities available at theschool.

The School of Music maintains a programunique to most schools, merging classical andcontemporary musical training all within aChristian academic setting. Graduate studentsexperience and interact with choralensembles, opera workshops, chamber music,orchestral music, handbell choirs, windensembles, concert bands, marching bands,and jazz ensembles.The Artist Concert Seriesbrings world-class concerts to campus withguest artists and faculty collaborating eachsession.Assistantships are offered to ensurestudents a practical program to utilize theirskills, with the possibility of financialassistance.

Programs OfferedThe Master of Music in Performance allowsspecialization in several areas includingconducting, instrumental performance, pianoperformance, and vocal performance.

The Master of Music Education degree isdesigned for current teaching professionalsand those who intend to be school musicspecialists.

Master of Music inPerformance and Master of MusicEducationAdmission RequirementsUniversity graduate and program admissionrequirements must be met before anapplication is complete. (See “GraduateAdmission to the University.”)

1. Completed application for Graduate Admission (An online application is accessible at the university website,www.apu.edu.)

2. A $45 nonrefundable application fee($65 for international students)


4. Official transcripts sent directly to APU from all institutions leading to and awarding the applicant’s baccalaureate degree and all post-baccalaureate study (Students’ sealed copies will not be considered official.)

5. Minimum undergraduate grade-point average of 3.0 on a 4.0 scale (Candidates with a grade-point average between 2.5-2.99 may be considered for provisional admission.)

6. A letter to the dean describing the applicant’s personal and professional goals


8. A personal audition or recent video or cassette tape recording is required of applicants to the Master of Music in Performance Program (Tapes will not be returned unless return postage is supplied.Personal auditions must be scheduled through the School of Music.)

9. International students who have graduated from a college or university where English was not the medium of instruction must provide the minimum TOEFL score of 550, and must submit a score for the test of written English and the test of spoken English.


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Additional RequirementsStudents must complete at least 30 semesterunits in residence at Azusa Pacific University.No more than six units of equivalent coursework may be transferred into the program.Courses are scheduled so that the programcan be completed in two years.A maximumof eight years is allowed for the completion ofthe degree.

Master of Music inPerformance Degree Requirements

Core Courses 15 unitsGMUS 500 Introduction to Graduate

Music Program 3GMUS 501 Seminar in Music History I 3GMUS 502 Seminar in Music History II 3GMUS 503 Advanced Analysis of

Form and Style 3GMUS 509 Conducting III 3

Additional Courses Required for the Master of Music in Performance

Conducting 21 unitsGMUS 504 Advanced Orchestration 3GMUS 505 Advanced Arranging 3GMUS 510 Conducting IV 3GMUS 511 Conducting V* 3GMUS 512 Conducting VI* 3GMUS 542 Vocal Techniques 2

Electives** 4*A $100 nonrefundable recital fee is required.

Total 36 units

Piano 15 unitsGMUS 520/521/522/523

Applied Instrument 8 GMUS 524 Keyboard Literature 2GMUS 525 Chamber Ensemble 2

Electives** 3Graduate Recital N/CTotal 30 units

Vocal 17 unitsGMUS 525 Chamber Ensemble 2GMUS 530/531/532/533

Applied Voice 8GMUS 534 Vocal Literature 2GMUS 542 Vocal Techniques 2


Instrumental 15 unitsGMUS 520/521/522/523

Applied Instrument 8GMUS 525 Chamber Ensemble 2GMUS 588 Ensemble 1GMUS 589 Ensemble 1


**Private lessons taken for elective units require anadditional fee.

Master of Music EducationDegree Requirements

Core Courses 21-24 unitsGMUS 500 Introduction to Graduate

Music Program 3GMUS 501 Seminar in Music History I 3GMUS 502 Seminar in Music History II 3GMUS 503 Advanced Analysis of

Form and Style 3GMUS 513 Philosophical and Psychological

Foundations of Music Education 2 GMUS 514 Issues in Music Classroom

Pedagogy 2 GMUS 516 Social and Historical Foundations

of Music Education 2GMUS 590 Directed Research* 1-4GMUS 591 Thesis 2

Additional Courses Required for the Master of Music Educationwith Choral Emphasis 12 units

GMUS 505 Advanced Arranging 3GMUS 509 Conducting III 3GMUS 517 Seminar in Choral Pedagogy 2 Electives 4

Additional Courses Required for theMaster of Music Education withInstrumental Emphasis 12 unitsGMUS 504 Advanced Orchestration 3GMUS 509 Conducting III 3GMUS 515 Seminar in Instrumental

Pedagogy 2Electives 4

Total 33 units

*One unit may be taken each semester untilcompletion of degree; independent student fee(s) andform are required.

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168 School of Music

Course DescriptionsGMUS 500 Introduction to Graduate MusicProgram (3)

Students survey and examine various researchmethods and fields of research in music. Students areintroduced to the sources available for music researchand writing found in local libraries and on theInternet.An emphasis is placed on practical areas ofmusical knowledge as related to specific topicsoutlined by the professor.

GMUS 501 Seminar in Music History I (3)

This course offers a survey of performance styles andliterature, both choral and instrumental.

GMUS 502 Seminar in Music History II (3)

This course offers a continuing survey of musicalstyles and literature, both choral and instrumental.Special emphasis is placed on techniques of authenticperformance.

GMUS 503 Advanced Analysis of Form and Style (3)

The forms and structures of music, both choral andinstrumental, from Bach to the present are studied.Particular attention is given to the effect of form oninterpretation. Prerequisite: MUS 427 Form andAnalysis or equivalent

GMUS 504 Advanced Orchestration (3)

Discussion, study, and analysis of orchestrationaltechniques, as well as scoring for varied instrumentalgroupings, are offered.The course concentrates onusing scoring knowledge as a conductor and onpractical writing techniques. Prerequisite: MUS423 Orchestration or equivalent

GMUS 505 Advanced Arranging (3)

This course is designed to enhance skills in arrangingmusic for performance. Emphasis is placed on choralarranging. Prerequisite: MUS 421 InterpretiveArranging or equivalent

GMUS 509 Conducting III (3)

This course focuses on the preparation of choral orinstrumental works. Emphasis is placed on musicalinterpretation, rehearsal procedure, and choral orinstrumental conducting technique. Students beginto develop a repertoire of choral and instrumentalliterature appropriate for church and school.

GMUS 510 Conducting IV (3)

This course is a continuation of GMUS 509.

GMUS 511 Conducting V (3)

This course is a continuation of GMUS 509 andGMUS 510.

GMUS 512 Conducting VI (3)

This course is a continuation of GMUS 509,GMUS 510, and GMUS 511. Emphasis is placed on individual instruction. A nonrefundable recitalfee is required.

GMUS 513 Philosophical and PsychologicalFoundations of Music Education (2)

The course addresses philosophical understanding of the foundations of music education coupled with practical application of the principles of thepsychology of music in the classroom.

GMUS 514 Issues in Music Classroom Pedagogy (2)

Students discuss contemporary issues that apply tomusic classroom teachers.The course is taught in aseminar format.

GMUS 515 Instrumental Pedagogy (2)

Students survey method books and repertoriesappropriate for elementary, middle school, and high school settings, and study beginning andintermediate instrumental development in schools,communities, and churches.

GMUS 516 Social and Historical Foundations of Music Education (2)

This course focuses on musical traditions in America,the development of music teaching, and gaining anunderstanding of the changing context of Americansociety.

GMUS 517 Seminar in Choral Pedagogy (2)

The repertoire and techniques appropriate forelementary, secondary, community, and churchchoruses are examined.

GMUS 520 Applied Instrument (2)

Individual instruction in an instrument is given inthis course.Additional fee required. Prerequisite:Admission to the graduate program in instru-mental performance or instructor’s permission


Individual instruction in an instrument is given inthis course.Additional fee required. Prerequisite:GMUS 520





GMUS 524 Keyboard Literature (2)

Students survey the musical literature from all historical periods. Solo and small ensembleliterature are emphasized.

GMUS 525 Chamber Ensemble (2)

This course provides opportunity to rehearse andperform with other musicians in both homogeneousand diverse musical groupings. Literature appropriateto the various groupings is explored.

GMUS 530 Applied Voice (2)

Individual instruction in voice is given in this course.Additional fee required. Prerequisite: admission tothe graduate program in vocal performance orinstructor’s permission


Individual instruction in voice is given in this course.Additional fee required. Prerequisite: GMUS 530





GMUS 534 Vocal Literature (2)

Students survey the musical literature from allhistorical periods. Solo and small ensemble literatureare emphasized.

GMUS 542 Vocal Techniques (2)

Students study the techniques of good vocalproduction, especially as they apply to the role of thechoral conductor and teacher.

GMUS 543 Seminar in Music Education (3)

In this advanced course, students consider thehistorical foundations of music education and themajor trends in its development.The overallobjectives of music education are studied andattention is given to improvement of teaching at alllevels. Students’ problems receive special attention.This course is offered as needed.

GMUS 561 History of Congregational Song (2)

This course is a study of congregational song fromBiblical times to present day, emphasizing the use ofcorporate song in Christian worship.The courseincludes a study of the lives of the men and womenwho wrote hymns, the times in which they lived, andthe effect that this had on their work. Some attentionis given to the music to which these texts have beenset.

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GMUS 562 Survey of Contemporary WorshipStyles (2)

This course investigates the philosophy, practice, andhistory of diverse worship styles and traditions beingused today in the United States as well as around theworld. Styles and expressions such as liturgical,traditional, contemporary, blended, Gen X,Taize, andglobal expressions are discussed and researched toidentify their strengths and weaknesses in helpingtoday’s Church voice its song of worship unto God.

GMUS 563 Introduction to Technology andWorship (2)

This course is an introduction to the history, theology,philosophy and practical uses of technology.Powerpoint, MIDI, sound systems, video projection,and multimedia of all kinds are examined in order tounderstand the appropriate role of technology inassisting the Church’s worship unto God.

GMUS 564 The Use of the Keyboard in Worship (1)

This class is a survey of traditional and contemporaryapproaches to keyboard instruments and their use inworship.

GMUS 565 Aesthetics of Worship (2)

This course focuses on the unique role of aesthetics inworship with particular emphasis on music and thevisual symbols of faith and ritual. It includes the studyof iconography, imagination, movement, and thedramatic integration of the arts in corporate worship.

GMUS 566 Conducting for the Church Musician (3)

This course prepares students to provide leadership as achoral and instrumental conductor. It includes timewith live ensembles, learning the art of conductingvarious types of musical styles.Traditional and contem-porary church music is explored and studied.

GMUS 567 Arranging: Choral and Instrumental (2)

This course teaches advanced skills in arranging forchoral and instrumental ensembles for use in worshipservices.Arranging for several musical levels isincluded, from less experienced to advanced levels.

GMUS 568 Instrumental/Voice and their Use inContemporary Worship (1)

This course examines the use of instruments and voicein various styles and expressions of worship, includingliturgical, traditional, contemporary, blended, Gen X,and Taize.An emphasis is placed on the practical areasof musical knowledge as related to theses styles ofworship.

GMUS 588 Ensemble (1)

This course provides opportunity for students toenhance performance skills in a larger ensemble.Thespecific ensemble in which the student participates isdetermined by their emphasis.

GMUS 589 Ensemble (1)

This course is a continuation of GMUS 588.

GMUS 590 Directed Research (1-4)

Individualized assistance in researching materials forthe thesis is given in this course.

GMUS 591 Thesis (2)

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Articulated RN to MSN . . . . . . . . . . . . 173

Master of Science in Nursing . . . . . . . . 173

School Nurse Services Credential Program Plus Master of Science in Nursing. . . 176

Post-Master’s Credential Programs . . . 178

School of Nursing


172 School of Nurs ing

School ofNursing

Faculty

Dean; Professor:Rose Liegler, RN, Ph.D.

Chair; Professor, Graduate Program:Leslie Van Dover, RN, Ph.D.

Chair;Assistant Professor, Undergraduate Program:Shila Wiebe, RN, MSN

Professors: Barbara Artinian, RN, Ph.D.;Felicitas dela Cruz, RN, DNSc, FAANP;

Marsha Fowler, RN, Ph.D., M.Div., FAAN;Elaine Goehner, RN, Ph.D. (part time);Marianne Hattar, RN, DNSc, FAAN;

Aja Tulleners Lesh, RN, Ph.D.

Associate Professor:Connie Brehm, RN, Ph.D., FNP

Assistant Professor: Young Kim, RN, Ph.D., CANP

Clinical Instructors/Lecturers (part time):Divina Bautista, RN, MSN, FNP;Margaret Brady, RN, Ph.D., PNP;

Carol Brainerd, RN, MN;Charlie Evanilla, RN, MSN, NP;

Catherine Goodhue, RN, MN, PNP;Laura Guerrero, RNC, MSN, FNP;

Virginia Hart-Kepler, RN, MS, FNP-C;Marilyn Klakovich, RN, DNSc, CNAA;

Zarmine Naccashian, RN, MN, GNP;Anne Odell, RN, MSN, CFNP

Professor Emeritus:Phyllis Esslinger, RN, MS


IntroductionGraduate education in nursing provides themeans to develop advanced and specializedskills in a selected area of nursing clinicalpractice.Accordingly, this program focuses on the acquisition of advanced knowledge in nursing theory, cultural competency,research, spiritual care, bioethics and healthpolicy, health assessment, pathophysiology,pharmacology, and clinical practice.The aim is to prepare nurses who are wellequipped to accept leadership roles uponcompletion of the program.

Programs OfferedThe School of Nursing offers pathways to theMaster of Science in Nursing degree andPost-Master’s Credential programs in severalareas:

1. Articulated RN to Master of Science in Nursing Program – for those with an A.A. degree or diploma in nursing who have a baccalaureate degree in a field other than nursing

• Total units for a Clinical Nurse Specialist track is 65.

• Total units for Parish Nursing track is 69.

• Total units for Family Nurse Practitioner track is 73.

2. BSN to Master of Science in Nursing Program – for those who have completed a bachelor’s degree in nursing

• Total units for Clinical Nurse Specialist track is 42.

• Combined Parent-Child Clinical Nursing Specialty (CNS) and Pediatric Nurse Practitioner (PNP) Specialty – Total units for Parent-Child CNS + PNP is 50.

• Total units for Parish Nursing track is 46.

• Total units for Family Nurse Practitioner track is 50.

3. School Nurse Services Credential Program plus Master of Science in Nursing

• Total units for School Nurse Services Credential (nondegree program) is 33.

To complete the Master of Science in Nursing following the Credential:

• Total additional units for Pediatric Nurse Practitioner is 21.

• Total additional units for Family Nurse Practitioner is 31.

4. Post-Master’s Nursing Credential programs – in Adult, Parent-Child, Nursing Administration,Nursing Education, Parish Nursing, and Family Nurse Practitioner are for nurses who have already completed a master’s degree.

The School of Nursing reserves the right to change the curriculum and degreerequirements as deemed necessary to maintaina high-quality program. In the School ofNursing, graduate full-time status isconsidered to be 6 units per semester or 12units per 12-month academic year.A studenthas a maximum of eight years to completethe master’s degree, beginning from the dateof initial enrollment in the degree program.

Program OutcomeObjectivesA graduate of the Master of Science inNursing program:

• Synthesizes knowledge from theory and research to evaluate its applicability to professional nursing practice and health policy.

• Evaluates delivery of health care to individuals, families, and communities based on a theoretical frame of reference.

• Demonstrates competence in an advanced nursing role incorporating consultation,leadership, management, and teaching in a specialized area of nursing practice.

• Utilizes the research process to improve health care and contribute to the body of nursing knowledge.

• Applies bioethical and spiritual concepts in nursing practice and health policy.

• Articulates how the basic tenets of the Christian faith inform nursing practice.

• Provides spiritual care with an understanding of the influential elements ofone’s own spiritual formation and beliefs.

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Articulated RN toMaster of Science inNursing ProgramThe Articulated RN to Master of Science inNursing Program offers registered nurses whohave a bachelor’s degree in a health-relatedacademic discipline other than nursing theopportunity to pursue both bachelor’s andmaster’s degrees in nursing.A sequence ofcourses has been designed which recognizesthe expertise of the registered nurse andenhances the academic and professionalpreparation required at both the bachelor’sand master’s levels in nursing.The programfacilitates educational mobility and strengthensthe leadership abilities of registered nurses.The bachelor’s requirements include boththeoretical and clinical course work thatprovide the foundation for advanced graduatestudy and address the objectives of a genericbachelor’s program. Both the master’s degreein nursing and the bachelor’s degree areawarded only at completion of the articulatedprogram. Course work must be completed inseven years.


1. A.A. degree or diploma in nursing from an accredited program

2. Bachelor’s degree from a regionally accredited college or university where general education requirements are similar to those offered in the APU undergraduate program

3. 3.0 grade-point average (Candidates with a grade-point average of 2.7-2.99 may be considered for provisional admission.)

4. Current licensure as a registered nurse in the United States

5. Recent (within past five years) experience as a registered nurse

6. Completed application for admission and three letters of reference (two professional, one personal)

7. Written statement of educational and professional goals

8. TOEFL score of 550 or higher for all international students

9. Completion of the California Critical Thinking Test (given in the School of Nursing)

10.Computer literacy – for the MSN Program



Send international applications to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA (626) 812-3055Fax (626) [email protected]

Additional Requirements See MSN Program.

Bachelor’s Requirements for theArticulated RN-MSN 23 unitsUNRS 220 Health Assessment* 3UNRS 325 Nursing Research* 2UNRS 367 Pathophysiology* 3GNRS 546 Theory and Practice in Health

Care Systems in the Community** 6

GNRS 547 Nursing Leadership in Acute-Care Settings** 6

PSYC 350 Applied Statistics* 3

Total 23 units

NOTE: Please see the current UndergraduateCatalog for descriptions of undergraduate courseslisted above.All bachelor’s requirements must becompleted before enrolling in graduate courses.

*At least one of these four courses must be taken orchallenged at Azusa Pacific University.**These courses must be taken at Azusa PacificUniversity.

For the Articulated RN to Master ofScience in Nursing Program, theMaster’s-Level Courses Required ofAll Students Are:

Academic Core Advanced Practice Core Clinical Specialty Option Concluding Courses

Please see the Master of Science in Nursing Program (which follows) for course requirement details.

Transfer of Credits Up to 12 units of approved graduate worktaken elsewhere may be applied toward theMSN degree. Six additional units of approvedgraduate work may be applied toward theMSN degree through course challenge.

Master of Science inNursing ProgramNationally accredited, the Master of Sciencein Nursing Program prepares students inadvanced theory and practice in a specializedclinical area of nursing. Graduate students are prepared to assume functional roles asclinical nurse specialists, parish nurses, familynurse practitioners, or pediatric nurse practitioners, and may elect an additionalemphasis in administration or education.The combination of theory, research, andprofessional development also preparesgraduates for doctoral study in nursing.

The curriculum assists students in developinga conceptual frame of reference for analyzingnursing problems, studying advanced patho-physiology and pharmacology, utilizing theories related to nursing practice, and integrating principles of spiritual care andbioethics in their professional roles. Studentshave the opportunity to practice as clinicalnurse specialists, parish nurses, family nursepractitioners, or pediatric nurse practitioners,in a variety of health care settings.

Students electing the administration emphasisare prepared to manage nursing services in a variety of health care settings.Attention is given to analyzing health care needs ofgroups of patients, utilizing resources, andorganizing and implementing the delivery of nursing services to meet those needs.

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Students electing the nursing educationemphasis learn to develop and evaluatecurricula for various types of programs innursing education, develop and implementvarious teaching strategies, and assess and meet the learning needs of a diverse group of adult learners across multiple educationalenvironments.


1. Bachelor’s degree in nursing from an NLN- or CCNE-accredited program (Nurses with bachelor’s degrees in fields other than nursing will be considered for admission to the Articulated RN-MSN Program.)

2. 3.0. grade-point average (Candidates with a grade-point average of 2.7-2.99 may be considered for provisional admission.)

3. Current licensure as a registered nurse in the United States

4. Recent (within past five years) experience as a registered nurse

5. Completed application for admission and three letters of reference (two professional, one personal)

6. Written statement of educational and professional goals

7. Completion of the California Critical Thinking Test (given in the School of Nursing)

8. Computer literacy (This includes how to start a computer, enter and exit programs, format disks, save and delete files, and use basic functions in word processing and/or data programs.)

9. Completion of courses in health assess-ment, pathophysiology, nursing research,statistics, nursing leadership, and community health nursing equivalent to those offered in the APU undergraduate nursing program

10.TOEFL score of 550 or higher for all international students

11.International students have a separate application procedure. Please contact the Office of International Student Services at (626) 812-3055 or email [email protected].



Send international applications to:Office of International Student ServicesAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA (626) 812-3055 Fax (626) [email protected]

Transfer of Credits Up to 12 units of approved graduate worktaken elsewhere may be applied toward the MSN degree. Six additional units ofapproved graduate work may be appliedtoward the MSN degree through coursechallenge.

Additional RequirementsAt the beginning of clinical course work,including health assessment labs, the student is required to provide documentationconcerning CPR certification, malpracticeinsurance,TB screening, and immunizationsappropriate to the clinical setting.

The student’s health status must permithim/her to safely undertake and completeclinical experience required for the degree.As a fully prepared health professional, thestudent is expected to take responsibility forself-evaluation of her/his own health status,including an assessment of the safety andappropriateness of practice in the clinicalcontext, both for the student and the patient.An individual faculty member may requiredocumentation of the student’s health status.

Program RequirementsFor the Master of Science in Nursing degree,the following are required of all CNS,CNS+PNP, and FNP students:

Academic Core 15 unitsGNRS 501 Theoretical Thinking in

Nursing 2GNRS 503 Cultural Competency in

Health Care 2GNRS 504 Bioethics and Health Policy 3GNRS 506 Spiritual Care 3GNRS 508 Research for Advanced

Practice Nursing 3GNRS 510 Family Theory in Health Care 2

Advanced Practice Core 14 unitsGNRS 512 Advanced Health Assessment

and Health Promotion 6— or —

GNRS 511 Advanced Pediatric Health Assessment and Health Promotion 6

GNRS 513 Advanced Nursing Practice Role 3GNRS 515 Advanced Pathophysiology 2GNRS 594 Pharmacology in Advanced

Practice Nursing 3

Clinical Specialty Options 8-17 unitsIn addition to the academic and advancedpractice core courses, students select theirclinical focus in one of the five advancedpractice clinical specialties – Adult, Parent-Child, Parish Nursing, Combined Parent-Child and Pediatric Nurse Practitioner, or theFamily Nurse Practitioner. Students workclosely with faculty and clinical preceptors tolearn theory and practical skills essential fortheir advanced practice roles.

Adult, Parent-Child 8 unitsCombined Parent-Child and Pediatric

Nurse Practitioner 16 unitsFamily Nurse Practitioner 16 unitsParish Nursing 17 units

Concluding Courses 5 unitsGNRS 540 Case Management 2GNRS 541 Clinical Practicum in

Case Management 2GNRS 597/598

Comprehensive Examination Directed Study/Thesis 1

Students must choose either the thesis or compre-hensive exam option for one unit of credit tocomplete the program.

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Total Clinical Specialty Program CNS 42 units CNS+PNP 50 units FNP 50 unitsPN 46 units School Nurse Services Credential+PNP or FNP

54-64 units

Elective Courses Students may select additional elective courses tosupport their programs of study as directed byfaculty. In addition, if desired, students may elect asecond emphasis in administration or education.

Clinical Nursing Specialties (CNS)

Adult, or Parent-Child Clinical NursingSpecialty (CNS)The Master of Science with a clinical specialtyin Adult or Parent-Child Nursing allowsstudents to concentrate on one of these twoclinical areas of content and practice. Post-master’s credentials are also available in thesespecialties.

For details on Academic Core and AdvancedPractice Core courses, please see “ProgramRequirements” on the previous page.

Academic Core 15 units

Advanced Practice Core 14 units

Clinical Specialty Courses 8 unitsGNRS 520 Theory and Practice

in Adult Nursing 4— or —

GNRS 530 Theory and Practice in Parent-Child Nursing 4

— and —

GNRS 521 Clinical Specialization in Nursing Care of Adults 4

— or —

GNRS 531 Clinical Specialization in Parent-Child Nursing 4

Concluding Courses 5 unitsGNRS 540 Case Management 2GNRS 541 Clinical Practicum in Case

Management 2GNRS 597/598


Total Required for Clinical NurseSpecialist (CNS) 42 units

Combined Parent-ChildClinical Nursing Specialty(CNS) and Pediatric NursePractitioner (PNP) SpecialtyThe Combined Parent-Child ClinicalNursing Specialty (CNS) and Pediatric NursePractitioner Specialty (PNP) prepares nursesto be effective practitioners in both of theseadvanced practice roles with children andtheir families. In the CNS, the focus is expertclinical practice, consultation, clinical leader-ship, research and education.The focus of the PNP is health care of children in theprimary care setting and includes direct client assessment, diagnosis, management, andtreatment; client advocacy; client/familyeducation; consultation; program planning,implementation, evaluation and research.Graduates of the combined specialty programwill be eligible to apply to the state ofCalifornia for certification as a Clinical NurseSpecialist (CNS) and certification as aPediatric Nurse Practitioner (PNP).They arealso qualified to seek national certificationthrough specialty boards.

Academic Core 15 unitsAdvanced Practice Core 14 unitsStudents must take:GNRS 511 Advanced Pediatric Health

Assessment and Health Promotion 6Clinical Specialty Courses1. Parent-Child CNS Specialty 8 unitsGNRS 530 Theory and Practice in

Parent-Child Nursing 4GNRS 531 Clinical Specialization in

Parent-Child Nursing 42. Pediatric Nurse Practitioner

(PNP) Specialty 8 unitsGNRS 589 Adolescent Reproductive

Health Care 2GNRS 590 Primary Health Care of

the Young Family 6




Total Required for Combined CNS+ PNP Specialty 50 units

Family Nurse Practitioner(FNP) Specialty This specialty program prepares students to be nurse practitioners across the humanlifespan.The program is designed so graduatescan be licensed by the state of California and can also take FNP National Certificationexaminations.This advanced clinical practicespecialty includes direct patient assessment,diagnosis, management, and treatment; clientadvocacy; client/family education; consul-tation; program planning, implementation,evaluation, and research.A post-master’scredential is also available.

For details of Academic Core and AdvancedPractice Core courses, please see “ProgramRequirements” on the previous page.



Clinical Specialty Courses 16 unitsGNRS 590 Primary Health Care of

the Young Family 6GNRS 591 Primary Health Care of

the Childbearing Family 4GNRS 592 Primary Health Care of the

Mature and Aging Family 6




Total Required for FNP Specialty 50 units

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Parish Nursing (PN) andHealth MinistriesSpecializationParish nursing is an interdisciplinary programthat prepares nurses to serve within churches or other religiously based settings as nursespecialists in spiritual aspects of patient care.The parish nurse serves as a church staffassociate to the minister (clergy) for healthministry and spiritual care.This programintegrates formal theological knowledge andmethodology, professional ministry skills, andadvanced nursing practice to address thebioethical, health, and spiritual concerns of afaith-based community, its members, and its“neighbors.”That is, both a ministry of healthand faith integration, health maintenance, andhealth promotion for the prayer communityitself, and mission outreach for healthadvocacy and social ethics are encompassedwithin this specialization.The uniqueness ofthis program resides in the depth oftheological knowledge and ministry skill thatis required to be integrated into advancednursing practice.A post-master’s nursingcredential is also available.

This specialty is also open to ministrystudents, who are ordained clergy or who areseeking ordination to professional ministry,and who wish an interdisciplinary emphasison the integration of health and spirituality,health maintenance, and health promotionwithin congregations and faithtraditions/denominations. For ministrystudents, a health ministries focus isindividually designed to meet the specificministry needs of the student (e.g., familyhealth ministries, older adult-enablementhealth ministries, youth and child healthministries, women’s health ministries. etc.).


Advanced Practice Core* 17 units

GNRS 512 Advanced Health Assessment and Health Promotion 6

GNRS 513 Advanced Nursing Practice Role 3

GTHE 504 God, Creation, and Humanity* 4GTHE 514 Jesus Christ, the Holy Spirit,

and the Church 4

*Parish nursing students must take the constructivetheology course series as offered by APU’s HaggardGraduate School of Theology, however that series maybe constituted. See course descriptions in the HaggardGraduate School of Theology section of this catalog.

Clinical Specialty Courses 9 units GNRS 570 Parish Nursing/Health

Ministries 2GMIN 568 Field Education in Ministry I 2GMIN 569 Field Education in Ministry II 1GMIN 618 Philosophy of Ministry 4

Concluding Courses 5 units GNRS 540 Case Management 2GNRS 541 Clinical Practicum in



Total Required for PN Specialty 46 units

School Nurse ServicesCredential (a nondegree program)plus option to earn aMaster’s Degree in PediatricNurse Practitioner (PNP) orFamily Nurse Practitioner(FNP) SpecialtyThe School Nurse Services CredentialProgram prepares nurses who have completeda bachelor’s degree to be effective practi-tioners of school health. Students whocomplete the program will be eligible toapply for the State of California School NurseServices Credential.Through the program,students develop theoretical and practicalexpertise in nursing and education applied to basic health services in the public schools(K-12).This enables them to establish,maintain and coordinate a comprehensiveschool health program.Among the schoolhealth activities students undertake are:planning health programs, assessing the healthof children, providing health care and healthreferral, and contributing to formulation and evaluation of school health policy.Tomaximize children’s ability to learn in school,candidates for the credential emphasize child health maintenance, illness prevention,restoration of health, and childhood wellness.This program is approved by the CaliforniaCommission on Teacher Credentialing(CCTC). It also enables qualifying studentswho complete the credential to continuetheir studies toward a Master of Science inNursing degree.Admission requirements forthis program are the same as those for theMaster of Science in Nursing Program.

Nondegree Program: School NurseServices Credential Specialty Academic Core 9 units GNRS 501 Theoretical Thinking in Nursing 2 GNRS 503 Cultural Competency in

Health Care 2 GNRS 504 Bioethics and Health Policy 3GNRS 510 Family Theory in Health Care 2

Educational Support Courses 6 unitsAudiology/Audiometry for School Nurses** 3EDUC 400 Foundations of Education,

K-12* 3—or—

TEP 420 Secondary Teaching Strategies* 3

Clinical Specialty Courses 18 unitsGNRS 511 Advanced Pediatric Health

Assessment and Health Promotion 6

GNRS 550 Theory and Practice in School Nursing 4

GNRS 590 Primary Health Care of the Young Family 6

GNRS 591 Primary Health Care of the Childbearing Family (didactic portion only) 2

Total Required for School NurseServices Credential 33 units

* Please see School of Education and BehavioralStudies for descriptions of these courses.**Not offered at APU. Select from state-approvedaudiology programs.

Master’s Degree with PediatricNurse Practitioner Specialtyfollowing Completion of School Nurse Services Credential (SNSC)Requirements 33 units Additional Course Work RequiredAcademic and Advanced Practice Core 14 unitsGNRS 506 Spiritual Care 3GNRS 508 Research for Advanced

Practice Nursing 3GNRS 513 Advanced Nursing Practice Role 3GNRS 515 Advanced Pathophysiology 2GNRS 594 Pharmacology in Advanced

Practice Nursing 3

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Clinical Specialty and Concluding Courses 7 units GNRS 591 Primary Health Care

Childbearing Family (lab) 2GNRS 540 Case Management 2GNRS 541 Clinical Practicum in Case

Management 2GNRS 597/598


Total Required Beyond SNSCSpecialty to Complete Master’sDegree as a PNP 21 units

Total Required for Both SNSC and Master’s Degree with PNP Specialty 54 units

NOTE:The School Nurse Services Credentialplus PNP includes a total of 634 clinical hoursfrom the following courses: GNRS 511 (158hrs.); GNRS 550 (106 hrs.); GNRS 590 (158hrs.); GNRS 541 (106 hrs.); and GNRS 591(106 hrs.). Meets California BRN requirementsfor NP certification of 18 units of theory, 12units of lab.

Master’s Degree with FamilyNurse Practitioner Specialtyfollowing Completion ofSchool Nurse ServicesCredential (SNSC)Requirements 33 units

Additional Course Work RequiredAcademic and Advanced Practice Core 14 unitsGNRS 506 Spiritual Care 3GNRS 508 Research for Advanced

Practice Nursing 3GNRS 513 Advanced Nursing

Practice Role 3 GNRS 515 Advanced Pathophysiology 2GNRS 594 Pharmacology in Advanced

Practice Nursing 3

Clinical Specialty and Concluding Courses 17 unitsGNRS 512 Advanced Health Assessment and

Health Promotion (adult focus) 4GNRS 540 Case Management 2GNRS 541 Clinical Practicum in

Case Management 2GNRS 591 Primary Health Care of the

Childbearing Family (lab) 2GNRS 592 Primary Health Care of the

Mature and Aging Family 6GNRS 597/598


Total Required Beyond SNSC Specialty to Complete Master’s Degree as a FNP 31 units

Total Required for Both SNSC and Master’s Degree with FNP Specialty 64 units

NOTE: The School Nurse Services Credentialplus FNP includes a total of 898 clinicalhours from the following courses: GNRS 511(158 hrs.) GNRS 512 (106 hours); GNRS550 (106 hrs.); GNRS 592 (158 hrs.); GNRS591 (106 hours); GNRS 590 (158 hrs.); andGNRS 541 (106 hrs.). Meets CaliforniaBRN requirements for NP certification of 18units of theory, 12 units of lab.

Nursing Education EmphasisAlong with a clinical specialty track, studentsmay elect nursing education as an additionalemphasis.This course of study preparesstudents at the master’s level for teaching rolesin various clinical or academic settings.



Clinical Specialty CoursesAdult, Parent-Child 8 units— or —

Family Nurse Practitioner 16 units

Concluding Courses 5 units

Required Nursing Education Emphasis Courses 9 unitsGNRS 552 Education Concepts and Clinical

Instruction in Nursing 5GNRS 554 Curriculum Foundations

and Instructional Strategies 4

Total Requirements for CNS with Nursing EducationEmphasis 51 units

Total Requirements for FNP with Nursing EducationEmphasis 59 units

Nursing AdministrationEmphasis Along with a clinical specialty track, studentsmay elect nursing administration as anadditional emphasis. Course work focuses on combining the resources of nursing,organizational development, and businessmanagement.This program prepares nurses for administration of nursing service in avariety of health care settings.



Clinical Specialty CoursesAdult, Parent-Child 8 units — or —

Family Nurse Practitioner 16 units

Concluding Courses 5 units

Required Nursing Administration Emphasis Courses 9 unitsGNRS 560 Theory and Practice in

Nursing Administration 5GNRS 568 Issues in Health Care

Finance 4

Total Requirements for CNS with Nursing Administration Emphasis 51 units

Total Requirements for FNP with Nursing AdministrationEmphasis 59 units

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Post-Master’sCredential ProgramsPost-master’s credential programs are availablein:Adult, Parent-Child, Parish Nursing,Family Nurse Practitioner, NursingAdministration, and Nursing Education.Please contact the graduate program forspecific requirements at (626) 815-5391 or fax(626) 815-5414.

Admission Requirements forPost-Master’s ProgramsUniversity graduate and program admissionrequirements must be met before anapplication is complete. (See “GraduateAdmission to the University.”)

1. Master’s degree in nursing from a regionally accredited program

2. Completed application for graduate admission

3. $45 nonrefundable application fee (unless a previously admitted APU student)

4. Official transcripts from all institutions leading to and awarding the applicant’s master’s degree

5. Minimum graduate grade-point average of 3.0 on a 4.0 scale (Candidates with a grade-point average between 2.7-2.99 may be considered for provisional admission.)

6. Three recommendations: two should be of a professional nature, and one personal

7. Résumé or statement of work experience8. Current copy of license to practice as a

Registered Nurse in California9. Computer literacy (This includes how to

start a computer, enter and exit programs,format disks, save and delete files, and use basic functions in word processing and/or data programs.)


Located at:568 E. Foothill Blvd.Azusa, CA(626) 815-4570 Fax (626) 815-4545 • (626) [email protected]


PrerequisitesPlease contact the School of Nursing (626) 815-5391 for prerequisite courserequirements.

Adult NursingRequired Courses 15 unitsGNRS 504 Bioethics and Health Policy 3GNRS 520 Theory and Practice in

Adult Nursing 4GNRS 521 Clinical Specialization in

Nursing Care of Adults 4GNRS 540 Case Management 2GNRS 541 Clinical Practicum in

Case Management 2

NOTE: The following courses will be required forall Adult Nursing post-master’s students who havenot completed such a course previously:GNRS 512 Advanced Health Assessment

and Health Promotion 6GNRS 515 Advanced Pathophysiology 2GNRS 594 Pharmacology for Advanced

Practice Nursing 3

Parent-Child NursingRequired Courses 17 unitsGNRS 504 Bioethics and Health Policy 3GNRS 510 Family Theory in Health Care 2GNRS 530 Theory and Practice in

Parent-Child Nursing 4GNRS 531 Clinical Specialization in

Parent-Child Nursing 4GNRS 540 Case Management 2GNRS 541 Clinical Practicum in

Case Management 2

NOTE:The following courses will be required forall Parent-Child Nursing post-master’s studentswho have not completed such a coursepreviously:GNRS 512 Advanced Health Assessment

and Health Promotion 6GNRS 515 Advanced Pathophysiology 2GNRS 594 Pharmacology for Advanced

Practice Nursing 3

Parish NursingRequired Courses 23 unitsGNRS 504 Bioethics and Health Policy 3GNRS 506 Spiritual Care 3GTHE 504 God, Creation, and Humanity* 4GTHE 514 Jesus Christ, the Holy Spirit,

and the Church* 4GNRS 570 Parish Nursing/Health Ministries 2GMIN 568 Field Education in Ministry I 2GMIN 569 Field Education in Ministry II 1GMIN 618 Philosophy of Ministry 4

NOTE:The Parish Nursing Credential is aninterdisciplinary nondegree program. Studentsmay take the theology courses at a denomina-tional seminary. Course work in theology fromthis program may be applied toward a degree intheology at APU.

*Parish nursing students must take the constructivetheology course series as offered by APU’s HaggardGraduate School of Theology, however that series maybe constituted.

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Family Nurse PractitionerStudents must be admitted into the universitybefore registering for this program.The FamilyNurse Practitioner Credential Program isdesigned as a nondegree course credit optionfor nurses with a master’s degree in nursing*.This program promotes primary health careskills through didactic education and clinicalsupervision, which prepares the nurse forlicensure by the state of California and forNational Certification as a family nurse practi-tioner.

Prerequisites1. Master’s degree in nursing

2. Completion of a basic health assessment course

Required Courses 34 unitsGNRS 512 Advanced Health Assessment

and Health Promotion 6GNRS 513 Advanced Nursing

Practice Role** 3GNRS 515 Advanced Pathophysiology 2GNRS 590 Primary Health Care of

the Young Family 6GNRS 591 Primary Health Care of

the Childbearing Family 4GNRS 592 Primary Health Care of the

Mature and Aging Family 6GNRS 594 Pharmacology in Advanced

Practice Nursing 3GNRS 540 Case Management 2GNRS 541 Clinical Practicum in

Case Management 2

Total Requirements for FNP Post-Master’s Credential 34 units

*Students who hold current California state certification as a nurse practitioner or nurse midwife, andstudents who hold a master’s degree in nursing and/ornational certification as clinical nurse specialist (CNS)may challenge or request waiver of the course workrequired for the Family Nurse Practitioner Program, asappropriate to the student’s current specialty. Petitions forchallenge or waiver of courses must be initiated onadmission and approved through the School of NursingGraduate Council. Students must show proof of currentnurse practitioner, nurse midwife, or clinical nursespecialist certification.**This requirement is waived for APU master’s graduatesbetween the years of 1992-93 to 1995-96, since thecontent was integrated in the clinical courses.

Nursing AdministrationStudents must be admitted into the universitybefore registering for this program.TheNursing Administration Post-Master’sCredential Program prepares students foradministration of nursing service in a variety of health care settings. Course work focuses on combining the resources of nursing,organizational development, and businessmanagement.This program builds on skills and knowledge obtained in a master’s of science in nursing program.

Prerequisite Master’s degree in nursing

Required Courses 9 unitsGNRS 560 Theory and Practice in

Nursing Administration 5GNRS 568 Issues in Health Care Finance 4

Total Requirements for Nursing Administration Post-Master’s Credential 9 units

Nursing EducationThe Nursing Education Post-Master’sCredential Program prepares nurses forteaching roles in various clinical and/oracademic settings.This program builds onskills and knowledge obtained in a master’s ofscience in nursing program.

Prerequisite Master’s degree in nursing

Required Courses 9 unitsGNRS 552 Education Concepts and Clinical

Instruction in Nursing 5GNRS 554 Curriculum Foundations

and Instructional Strategies 4

Total Requirements for Nursing Education Post-Master’s Credential 9 units

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Course DescriptionsGNRS 501 Theoretical Thinking in Nursing (2)

This course examines questions about the nature and construction of theory and how theoretical ideasare developed and used in nursing practice andresearch. Philosophical ideas underlying theory areexamined and selected theoretical models andtheories are explored. Prerequisite: completion ofundergraduate research course or instructor’s consent

GNRS 502 Advanced Clinical Decision Making (2)

The theory and practice of clinical decision makingin nursing provides the major course focus. Factorswhich influence the clinical decision-making processare examined, and practical applications within theclinical area identified.The relationship betweenclinical decision making and policy formulation isanalyzed.The role of nursing diagnoses in clinicaldecision making is critiqued.

GNRS 503 Cultural Competency in Health Care (2)

This course focuses on understanding general andspecific culture concepts relevant to health andhealth-seeking behaviors of diverse ethnic/culturalgroups in the United States.These concepts serve as the basis for formulating culturally competenthealth care interventions for individuals, families,and communities. In addition, the course addressesthe concept of acculturation as a major source ofinter- and intra-ethnic/cultural diversity.

GNRS 504 Bioethics and Health Policy (3)

This course focuses on bioethical analysis, decision-making and moral policy analysis, and formulation.Health-related cases, issues, and policy are addressedas related to the professions represented by thestudents enrolled in the course. Health is broadlyunderstood as encompassing a wide range of professional and social issues (such as world hunger,poverty, euthanasia and assisted suicide, organtransplantation, state and national health policy, etc.).Prerequisites: graduate standing and instructor’s consent

GNRS 506 Spiritual Care (3)

Selected concepts in the spiritual care of personsfrom the traditional Judeo-Christian perspectiveprovide a central focus to the course.The goal is to apply spiritual concepts to the care of personswith complex health or illness care needs. Studentsare introduced to and engage in the process ofscholarly research.The course is conducted as atutorial/seminar experience. Prerequisites: graduatestanding and instructor’s consent; recommended: one theory-based graduate course

GNRS 508 Research for Advanced Practice Nursing (3)

The focus of this course is development of an under-standing of the principles of the research process,especially quantitative methods, with an overview of qualitative methods.The course prepares theadvanced practice nurse to systematically review andcritique research literature, participate in evaluationof health services, and effectively utilize research inclinical practice. Experience in computerized dataentry and analysis is included. Prerequisites: computerliteracy, undergraduate research course, a statistics course, andGNRS 501

GNRS 509 Qualitative Research: Grounded Theory (3)

A variety of qualitative research approaches andissues, including grounded theory, phenomenology,and ethnography, are introduced and explored.Students collect and analyze qualitative data using theconstant comparative methodology of groundedtheory. Prerequisites: GNRS 508 and instructor’s consent

GNRS 510 Family Theory in Health Care (2)

The major theoretical perspectives for understandingthe family as a core unit of analysis are studied.This course fosters the student’s recognition of thefamily’s responsibility for health. Factors such asfamily patterns and care-giving tasks of familiesexperiencing catastrophic or chronic alteration inhealth care are examined. Prerequisite: GNRS 501 orinstructor’s consent

GNRS 511 Advanced Pediatric HealthAssessment and Health Promotion (6)

This course develops the graduate nurse’s assessmentskills and focuses on the promotion of health in thepediatric population from the newborn periodthrough adolescence.The emphasis is on adaptingand expanding the medically focused history andphysical assessment to incorporate the assessment oftraditional health practices and to identify culturallyrelevant and age appropriate health promotionstrategies. Outcomes are examined in light of relatedtheoretical concepts. Strategies for health promotioninclude a focus on developmental and behavioralassessments, emotional health, nutrition, counselingto modify risk factors, and screening tests/prophylaxisfor early detection and prevention of disease.Prerequisites: graduate status, basic (undergraduate) healthassessment

GNRS 512 Advanced Health Assessment and Health Promotion (6)

The course develops the graduate nurse’s assessmentskills and focus on the promotion of health inindividuals across the age range and within a family,community, and cultural context.The emphasis is onadapting and expanding the medically focusedhistory and physical assessment to incorporate theassessment of traditional and nontraditional therapiesand to identify culturally relevant and age appropriate health promotion strategies for common episodiccomplaints and chronic health conditions. Outcomesare examined in light of theoretical concepts.Strategies for health promotion include a focus onlifestyle, mental health, nutrition, counseling tomodify risk factors, and screening tests/prophylaxisfor the early detection and prevention of disease.Prerequisites: undergraduate health assessment, patho-physiology,Academic Core, and all other Advanced Practice Core courses

GNRS 513 Advanced Nursing Practice Role (3)

The focus is on the concepts of role developmentand performance competence of the advancedpractice nurse. Emphasis is placed on the clinician,educator, consultant, and researcher roles of theadvanced practice nurse. Leadership aspects of theadvanced practice nursing role are explored inrelation to clinical decision making, health caredelivery, proposal writing, and regulation of practice.Prerequisite: completion of Academic Core courses

GNRS 514 Research Proposal Writing (2)

This course focuses on the application of theconcepts in GNRS 508.The goal is the completionof a research proposal that details the problem, theresearch purpose, questions or hypotheses to betested, a critique of the literature, the design andmethods of the study including protection of humansubjects, the plans for analysis, use of the study, andthe budget and personnel. Prerequisite: GNRS 508

GNRS 515 Advanced Pathophysiology (2)

This course builds on basic anatomy and physiologyand undergraduate study of pathophysiology. Itfocuses on development of an advanced under-standing of the pathophysiologic mechanisms ofhuman health disorders. Diagnostic reasoning thatfacilitates the clustering of signs and symptomsleading to diagnosis is a key process undergirding thecourse.This course requires the integration of signsand symptoms, clinical testing (such as laboratory andradiologic studies), and pathophysiologic mechanismswith diagnoses. Prerequisites: undergraduate pathophys-iology and graduate Academic Core courses

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GNRS 520 Theory and Practice in Adult Nursing (4)

Critical concepts in the care of selected adult-client populations utilizing the nursing process are aprimary focus.Advanced assessment and interventionstrategies of selected clients who exhibit healthproblems and have entered the health care deliverysystem are emphasized. Client populations may beselected from the areas of critical care, adult medical-surgical, or gerontology with the instructor’s consent.Prerequisites:Academic Core and Advanced Practice Core courses

GNRS 521 Clinical Specialization in Nursing Care of Adults (4)

A study of the clinical specialist role in nursing isincluded. Continued refinement and extension ofprofessional knowledge and skills in a selected clinicalarea are emphasized. Practicum and seminars areplanned according to the students’ clinical interests.Prerequisite:Academic Core,Advanced Practice Core courses,and GNRS 520

GNRS 530 Theory and Practice in Parent-Child Nursing (4)

Theory and practice in care of fathers, mothers, andinfants in all phases of the reproductive processes arethe primary focus. High-risk families and problemsrelated to normal pregnancy are included. Nursingprocesses and conceptual models for practice areincorporated into both the didactic and clinicalcomponents of the course. Prerequisites:Academic Core and Advanced Practice Core courses

GNRS 531 Clinical Specialization in Parent-Child Nursing (4)

A study of the clinical specialist role with young familypopulations is included.Application of theory andcontinued refinement of professional knowledge andskills in maternal-child health are emphasized. Seminarand practicum are planned according to the students’clinical interests. Prerequisites:Academic Core,AdvancedPractice Core courses, and GNRS 530

GNRS 540 Case Management (2)

This course focuses on principles and models of case management and its implementation in a multidis-ciplinary practice environment that emphasizes healthcare delivery through system integration.The student isintroduced to decision making related to allocation ofresources and services, the development of clinicalpathways, and evaluation of case managementapproaches. Integral to case management is thepromotion of consumer education, involvement andadvocacy. Prerequisite: completion of one clinical graduatespecialty course

GNRS 541 Clinical Practicum in Case Management (2)

This clinical course promotes the development ofcase management skills in collaborative practice with members of the health care team. It allows the student opportunities to apply principles of casemanagement and utilize case management tools and methods to improve patient care and patientoutcomes. Evaluation of case management activitiesis an integral component of the course. Prerequisite:completion of one graduate clinical specialty course

GNRS 546 Theory and Practice in Health Care Systems in the Community (6)

This specialized course prepares RNs without a bachelor’s degree for graduate study in nursing.A multiple theoretical focus that includes conceptsfrom systems, stress, adaptation, developmental, androle theory is emphasized.A beginning practice inthe utilization of the nursing process with anemphasis on nursing diagnosis and the nurse’s role in assessing, planning, implementing, and evaluatingcare of clients in a variety of community settings is provided. Collaboration with community-basedorganizations and services that provide healthrestoration, maintenance, illness prevention, and clienteducation services to individuals and families athome are essential course components.A review oflegal mandates for practice and discussion of ethicaldilemmas and issues related to high quality nursingcare are included. Specific content varies based on thestudents’ prior education and experience. Clinicalplacements are arranged to meet the individualstudent’s needs. Prerequisites: undergraduate research,pathophysiology, and health assessment

GNRS 547 Nursing Leadership in Acute Care Settings (6)

This is one of two clinical courses provided for theRN who seeks both a bachelor’s and master’s degreein nursing.The course synthesizes selected infor-mation from the generic bachelor’s and master’sprograms for presentation in a condensed format,addressing the development and nature of today’shealth care systems and associated issues in theUnited States. Further, content familiarizes thestudent with several roles and responsibilities of thecontemporary nurse, such as leader, consultant,teacher, manager, and client advocate.The coursefocuses on client needs in acute health care settingsand emphasizes the relationship between the health care system and the advocate. Prerequisites:undergraduate research, pathophysiology, and healthassessment

GNRS 550 Theory and Practice in SchoolNursing (4)

This combined didactic and clinical course providestheoretical content and field experiences thatemphasize the multifaceted role of the school nurse.The student participates in field experiences andclassroom learning activities that focus on theassessment and management of children’s health care needs in various school settings.This courseprovides the student with the necessary tools andskills to successfully function as a professional schoolnurse.At the conclusion of this course, the studentwill be able to successfully function as a provider of health education as well as a provider, planner and coordinator of health care in school settings.Prerequisites:All School Nurse Services Credential courses except GNRS 591; GNRS 503 may be takenconcurrently

GNRS 552 Education Concepts and ClinicalInstruction in Nursing (5)

The roles of the nurse educator in nursing educationand service programs are investigated.This coursebuilds on both clinical and teaching/learningtheories, concepts in curriculum design, and instruc-tional strategies.Teaching/learning theories areimplemented in clinical and lecture situations with a group of nursing students or nursing servicepersonnel.Additional attention is directed to issues of men’s and women’s intellectual development andthe needs of adult and ethnic minority learners.Prerequisites:Academic Core,Advanced Practice Core, andSpecialty courses; and GNRS 554

GNRS 554 Curriculum Foundations and Instructional Strategies (4)

Curriculum issues in education and teaching/learning theories are emphasized. Development andevaluation of nursing curricula for a variety ofnursing programs are discussed. Specific teachingstrategies derived from presented theories areidentified for implementation in a variety of nursingsettings: community or bedside client instruction,in-service presentations, and classroom instructionwithin schools of nursing. Prerequisites: GNRS 501,GNRS 503, GNRS 504, and GNRS 510

GNRS 560 Theory and Practice in Nursing Administration (5)

The advanced study of management theories andtheir relationship to nursing and health care facilitiesare addressed. Emphasis is on organizational andcommunication theories, nursing care deliverysystems, and quality of care. Prerequisites: GNRS 501,GNRS 504, GNRS 510, and GNRS 568

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GNRS 568 Issues in Health Care Finance (4)

An introduction to control mechanisms for use innursing administration is provided. Content instrategic planning, forecasting, goal setting, andfinancial planning in health care is emphasized.Development of skills in planning and measuring the cost-effectiveness of nursing care delivery, plusprogram planning and budgeting for nursing services,is included.

GNRS 570 Parish Nursing/Health Ministries (2)

This course provides an introduction to andoverview of health ministry and parish nursingtheory and practice.The philosophy of the course isthat (a) the parish nursing role is that of a specialist inspiritual aspects of patient care in the congregationalcontext, requiring the integration of graduate leveltheology/ministry and nursing theory and praxis; and(b) health ministry is an emerging role and trend inpastoral ministry that seeks to bring professionalministry skill to bear upon the integration of health,faith, and spirituality in the parish setting.

GNRS 589 Adolescent Reproductive Health Care (2)

This course focuses on the assessment and manage-ment of adolescents with respect to reproductivehealth needs. Emphasis is on preservation ofreproductive health with a focus on cancerprevention and screening, pregnancy prevention and screening, teenage sexual issues, and preventionand treatment of sexually transmitted infections.Cross-cultural aspects related to reproductive healthwill be addressed. Prerequisites:Academic Core andAdvanced Practice Core courses, and GNRS 511

GNRS 590 Primary Health Care of the Young Family (6)

This combined theory and clinical course focuses on management of health care of children (frombirth through adolescence) and their families.Theory and clinical experiences emphasizeassessment, prevention, and management of physio-logical, social, emotional, intellectual, spiritual, andeducational needs of the child as an individual and as a family member.The effects of culture ondevelopment, parenting, and health care practicesare emphasized.The course provides theory andclinical experiences in the management of normaland common pathological conditions to preparestudents for advanced nursing practice in the role ofnurse practitioner. Prerequisite:Academic Core andAdvanced Practice Core courses

GNRS 591 Primary Health Care of the Childbearing Family (4)

This course focuses on the assessment and manage-ment of the primary health care needs of the familywith a childbearing woman. Emphasis is placed on health promotion and maintenance, diseaseprevention, curative, and restorative care. Cross-cultural aspects related to women bearing childrenare addressed. Prerequisites:Academic Core and AdvancedPractice Core courses

GNRS 592 Primary Health Care of the Mature and Aging Family (6)

This combined theory and clinical course focuses on the role of the family nurse practitioner (FNP) in caring for mature adults and aging familymembers, from young adulthood to elderlyadulthood. Emphasis is placed on the managementof common primary health problems of these agegroups.The delivery of culturally competentprimary health care interventions of young, middle-aged, and elderly adults are addressed. Prerequisites:Academic Core and Advanced Practice Core courses

GNRS 594 Pharmacology in Advanced Practice Nursing (3)

This course builds upon basic knowledge in pharmacology and provides content essential for the advanced practice nurse to render appropriatepharmacological treatment in practice. Mechanismsof action, interactions, side effects, and prescribingguidelines for drugs commonly utilized across the lifecycle are addressed.Variations in pharmacologicalreactions attributed to cultural factors are emphasized.Strategies for fostering individual/family adherenceto pharmacological regimens are examined.Thiscourse meets the requirements of the CaliforniaBoard of Registered Nursing in the application of a“furnishing number” by the advanced practice nursein California. Prerequisites:Academic Core courses

GNRS 595 Special Topics in Nursing (1-4)

In this course, a topic of current interest to studentsis examined in depth. Students analyze and evaluatetopics/issues to reach and express a position, enhancepersonal development and/or to develop a particularproject. If students elect this course more than onceduring their program, each such course must addressa different topic. Prerequisite: graduate standing

GNRS 596 Nursing Informatics in Advanced Nursing Practice (3)

This course focuses on the management of infor-mation and application of computer and informationscience and technology to support and enhanceadvanced nursing practice, especially in the deliveryof quality health care, decision making, and strategicplanning. Students are assisted in becoming proficientusers of computers and information technology intheir professional and academic roles.

GNRS 597 Comprehensive Examination Directed Study (1)

This course guides the student through the processof demonstrating an integration of theoretical,clinical, and research knowledge. Critical thinking is enhanced through careful consideration ofinformation presented during discussion.Theexaminations are taken as part of this seminar.Prerequisites: completion of all Academic Core,AdvancedPractice Core, and Specialty courses; and GNRS 540;GNRS 541 may be taken concurrently

GNRS 598 Thesis (1)

A student initially enrolls in this option toward thelatter part of the program for one unit of credit.Thestudent registers for one unit of thesis credit eachsemester (two of three semesters per year) until thethesis is completed. Prerequisites: GPA of 3.5 or above,chair’s consent for thesis option, and completion of allAcademic Core and Advanced Practice Core courses

GNRS 599 Readings/Independent Study in Nursing (1-4)

A student may elect to pursue special interests forcredit at any time during the program under thesupervision of a faculty member. University policystates that the student must earn a grade in anindependent study course in order to receive credittoward graduation. Prerequisite: graduate standing

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Master of Divinity . . . . . . . . . . . . . . . . 188

Master of Arts in Pastoral Studies . . . . 190

Master of Arts in Christian Education . 191

M.A.C.E. in Youth Ministries . . . . . . . 192

Master of Arts in Nonprofit Leadership and Theology . . . . . . . . 193

Master of Arts in Religion . . . . . . . . . . 194

Doctor of Ministry . . . . . . . . . . . . . . . . 195

Haggard Graduate School of

Theology


186 Haggard Graduate School of Theology

Haggard Graduate School

of TheologyFaculty

Dean; Professor:Kevin Mannoia, Ph.D.

Associate Dean; Professor:Lane Scott, Ph.D.

Chair, Department of Biblical Studies; Professor:John Hartley, Ph.D.

Chair, Department of Theology and Ethics; Professor:Lane A. Scott, Ph.D.

Chair; Department of Ministry;Associate Professor:Sarah Sumner, Ph.D.

Director of the Doctor of Ministry Program:Catherine Gregg, D.Min.

Chair,Advanced Studies; Professor:Donald W. Dayton, Ph.D.

Professors:Don Thorsen, Ph.D.;

Marsha Fowler, Ph.D.;Roger White, Ed.D.

Associate Professors:Lynn Allan Losie, Ph.D.;

John S.. Park, Ph.D.;Stephen E. Peisner, Ph.D.

Assistant Professors:Gordon Coulter, M.A.;

Kenton Walkemeyer, M.Div;Enrique Zone, Ed.D.

Scholar in Residence:Ralph P. Martin, Ph.D.

Lecturers (part time):Charles Allers, D.Min.; Steve Fitch, M.Div;

Doug Heal, M.A.; Jim Le Shana, Ph.D.;Luis Madrigal, M.Div.; John McKenna, Ph.D.;

Laurie Polich, M.A.;Terry Samples, Ph.D.;Jon Sarver, D.Min.; Claude M. Stonier, Ph.D.;Ron Williams, D.Min.; Richard Zone, M.A.R.


IntroductionThe Haggard Graduate School of Theologyat Azusa Pacific University is an expansion of an institution that began in 1899 with the formation of the Training School forChristian Workers. Devoted Christianeducators from the Evangelical Friends(Quaker) and Methodist churches providededucation for ministry at the training schoolthroughout the early part of the 20th century.Today, the Haggard Graduate School of The-ology exists to carry on and expand thisfundamental purpose of training men andwomen for effective ministry in the Churchof Jesus Christ.The theological stance of theHaggard Graduate School of Theology isWesleyan.

Programs OfferedDegree programs in the Haggard GraduateSchool of Theology prepare men and womenfor ministry in the church, whether as laypersons or as ordained professionals. Sixdegrees are offered including the Master ofDivinity, a 90-unit program which equips students for pastoral and other forms ofministry (many denominations require theMaster of Divinity for ordination); the Masterof Arts in Pastoral Studies, a 60-unit programwhich trains students for service in specialministries; the Master of Arts in ChristianEducation, a 60-unit program directed towardthe person with a specific call to educationalministries (may be desirable for lay ministersnot seeking ordination); the Master of Arts inNonprofit Leadership and Theology, a 60-unitprogram for the person with a specific call orleading to one of the more specialized fieldsof professional ministry; the Master of Arts inReligion, a 36-unit program for personspreparing to teach Bible or theology courses;and the Doctor of Ministry, a 36-unit professional doctorate in spiritual formation.

Spiritual LifeThe faculty of the Haggard Graduate Schoolof Theology believes that the growth of the student’s spiritual life is foundational to effective ministry.Accordingly, the develop-ment of the spiritual life is integral to everycourse. In addition, there are opportunities for the graduate school community to praytogether and share experiences in Jesus Christ.Chapel services are conducted during each

semester. Students and faculty are encouragedto attend the university chapels as well asspecial services and lectures.

Experiential LearningThe Haggard Graduate School of Theologyutilizes an experiential learning model.TheMaster of Divinity, Master of Arts in ChristianEducation, Master of Arts in NonprofitLeadership and Theology, Master of Arts inPastoral Studies, and the Doctor of Ministryprograms intentionally integrate biblical,theological, and ministerial studies with ministerial practice. Field education, the central component in the M.A.C.E.,M.A.N.L.T., M.A.P.S., and M.Div. degreeprograms, facilitates the integration of academic learning and experience in ministry. Students are required to devote at least 12 hours per week for the duration of their master’s degree program to someform of supervised ministry.

Biblical LanguagesMaster of Divinity students are required toobtain competence in at least one biblicallanguage for use as an exegetical tool in thestudy of the Bible.This requirement may be met by the course GBBL 500 Elements of Greek Exegesis; by transcript evidence of one year of biblical Greek or Hebrew at the undergraduate level; or by GBBL 504,505 New Testament Greek I, II or GBBL524, 534 Hebrew I, II. It is stronglyrecommended, however, that students who anticipate further graduate study intheology complete a full-year course inbiblical Greek and/or Hebrew.To obtain full benefit from courses in biblical studies,students should enroll in the biblicallanguage course, as well as in GBBL 511Seminar in Biblical Interpretation, as early as possible in their academic program.

Los Angeles Regional CenterThe Los Angeles Regional Center of AzusaPacific University is located in the Koreatowndistrict at 3580 Wilshire Blvd. Ste. 1240, LosAngeles, CA 90010.The center currentlyoffers two HGST programs – the AsianProgram and the Urban Program.The centeris supervised by John S. Park, Ph.D., director,and Amy Carlson, secretary of admission.For information, call (213) 252-0962,(626) 812-3049, or (626) 815-6000, Ext. 3202.

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Asian ProgramThe Asian Program offers bilingual courses inEnglish and Korean for the various graduatedegree programs in the HGST.This programseeks to make an eternal impact for Christ by equipping Korean pastors and lay leadersto serve as ministers, missionaries, and leadersin the Korean community throughout theworld. Blending Korean culture with theprinciples of God’s Word, the programprovides academic excellence coupled withpractical ministry training. Suk Kim, Ph.D., iscoordinator of the program. For information,call (213) 252-0962 or (626) 815-6000,Ext. 3202.

Urban ProgramThe Urban Program contextualizes themessage of the Gospel and brings theology to the marginalized and disenfranchised.With a special focus on the African-Americancommunity, emerging leaders study, integrate,interpret, and assess classical doctrinalaffirmations in the light of the experience of African-American people.African-American scholarship is paramount in theUrban program’s mission to educate blackleaders. For information, call (626) 812-3049or (213) 252-0962.

Hispanic ProgramThe commitment of the Haggard GraduateSchool of Theology in equipping qualifiedleaders for the Hispanic church of the 21st

century is evident in the articulation andimplementation of a vision that recognizes the need for a new paradigm of ethnicleadership mutuality.With such focus in view,the Haggard Graduate School of Theology isunapologetically on the vanguard, providingqualified Hispanic students a singular graduatetheological education in a linguistic andcultural dynamic that enhances the richness of the Hispanic worldview in the context ofmainstream American culture.

The Master of Arts in Pastoral Studies(M.A.P.S.) Program consists of 60 semesterunits taught in three stages: the first 20 units are taught in Spanish by Hispanicprofessors, the next 20 units are taught in abilingual setting with the aid of a bilingualstaff and teaching assistant, and the remaining20 units of the program are taught in English.Hispanic students are thus prepared toembrace two worldviews and two languages.

They are contextually able to provide a strongChristian witness where God has called themto minister. Enrique Zone, Ed.D., is directorof Hispanic Studies. For information, call(626) 815-6000, Ext. 3301 or Ext. 3867.

Friends CenterThe Friends Center is the seminary educationand ministry training program of FriendsChurch Southwest at the Haggard GraduateSchool of Theology.The Friends Center’smission is to make an eternal impact forChrist by equipping men and women toserve internationally as ministers, missionaries,and leaders.The program highlights theEvangelical Friends’ theological tradition with its emphasis on the primacy of Scriptureas the revelation of God’s Word.The centerprovides an excellent academic environmentfor students seeking a scholarly foundation for ministry.There is significant emphasisplaced on instruction, related to ministerialskills and practical application. For information,call Kenton Walkemeyer, M.Div., director,(626) 815-6000, Ext. 3237.

Council for Christian Women in Leadership The Council for Christian Women inLeadership is a body of professional womenand men whose purpose is to advanceChristian women as ministers and ambassadorsof Christ.The council provides support andguidance to women in the community and atAzusa Pacific University who are considering,entering, or currently serving in ministry.In addition, the council sponsors a variety of events to help establish the vision of seeingwomen and men serve the Lord togetherwith freedom to use their spiritual gifts. For acomplete listing of council members see page200. For information, call LaVerne Tolbert,(626) 815-6000, Ext. 3300.

Library and InformationResourcesCollections in the areas of theology, biblicalstudies, and philosophy include nearly 50,000volumes within the library holdings.Theuniversity maintains special collections fordenominations with historic ties to theinstitution including Friends, Church of God– Anderson, Free Methodist, Holiness, andSalvation Army.

The library has placed a high priority onobtaining the latest in electronic technologyincluding many full-text databases.Additionally,a CD-ROM network includes theology,philosophy, and biblical studies researchproducts.Access through the Internet isavailable to the APU community and includesthe library’s electronic catalog,APOLIS, aswell as more than 100 proprietary databases.The OCLC First Search system providesaccess to the holdings of more than 20,000libraries throughout the world.

The theological librarian serves on thefaculties of both the library and the HaggardGraduate School of Theology and overseescollection development for resources at themain campus libraries and at the San Diegoand Los Angeles regional centers.Training inthe use of library resources for religiousstudies, database use, and use of the internet is available to classes and individuals byappointment.

The library resources of the Haggard GraduateSchool of Theology are expanded throughseveral consortial and contractual agreements.Through a contractual arrangement with theClaremont School of Theology, the HaggardGraduate School of Theology students andfaculty have the use of its theological library(140,000 volumes).A consortial arrangementwith the Southern California Area TheologicalLibrary Association (SCATLA) provides accessto the 18-member campus libraries betweenSanta Barbara and San Diego.

Dual Degree RequirementsStudents may be either simultaneously or sequentially enrolled in the Master of Arts inReligion and the Master of Arts in PastoralStudies or Master of Divinity programs at the Haggard Graduate School of Theologyand earn two degrees by completing a minimum of 78 units for the Master of Arts in Religion/Master of Arts in PastoralStudies and 108 units for the Master of Artsin Religion/Master of Divinity combinations.All degree requirements for both programsmust be met.A minimum of three years offull-time study is required for the Master ofArts in Religion/Master of Arts in PastoralStudies combination; a minimum of fouryears of full-time study is required for theMaster of Arts in Religion/Master of Divinity combination.

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Advanced Standing• M.Div. students may petition for up to

14 units of advanced standing from upper-division undergraduate work in religion.

• M.A.C.E., M.A.N.L.T., and M.A.P.S.students may petition for up to 10 units of advanced standing from upper-division undergraduate work in religion.

• M.A.R. students may not petition for advanced standing.

• Prior to formal admission, the Request for Advanced Standing Petition form should be completed.

• Students must pass examinations for advanced standing within 12 months of their admission date.The cost for the exam is $50 per unit. If the student passes the exam(s), then he/she will not be required to pay full tuition for those units.

• A student may repeat advanced standing examinations one time without further charge.

• Courses in which a grade of B- or lower was earned may not be used for advanced standing.

• Students admitted under the exceptional category may not petition for advanced standing units.

Transfer Units• A student may petition for up to 45 units

for the M.Div., less any advanced standing units (e.g., 31 units transfer and 14 units advanced standing or any other combination totaling 45 units for the M.Div.), and 30 units for the M.A.C.E.,M.A.N.L.T., M.A.P.S., less any advanced standing units, and 6 units for the M.A.R. from other accredited graduate degree programs. Units transferred are limited to one-half of an earned master’s degree.A minimum of 45 units for the M.Div.; 30 units for the M.A.C.E.,M.A.N.L.T., and M.A.P.S.; and 30 units for the M.A.R. must be completed at the Haggard Graduate School of Theology.

• Transfer units from unaccredited schools must be evaluated on a course-by-course basis.

• Units transferred must have been earned within eight years from the date of admission for the M.Div., M.A.C.E.,M.A.N.L.T., M.A.P.S., and M.A.R.degrees.

• Courses in which a grade of B or better was earned may be used in a limited number as transfer credit toward the M.A.C.E., M.A.N.L.T., M.A.P.S., and the M.Div. degrees.

• Prior to formal admission, the Request for Transfer Credit petition form should be completed.

Visiting Student StatusThe Haggard Graduate School of Theologyhas visiting student agreements with FullerTheological Seminary and Claremont Schoolof Theology. Students may contact theHaggard Graduate School of Theology foradditional information, (626) 812-3049.

Advancement to CandidacyIn order to progress beyond the initial coursesof the degree program and be admitted to fullgraduate standing, the student must begranted candidacy. Candidacy is granted byfaculty approval upon the completion of thestated candidacy requirements for therespective degrees, and after the faculty(through a careful review) is satisfied with thestudent’s progress in his/her field educationstudies, spiritual formation, and personalgrowth. Specific requirements for attainingcandidacy are listed under the respectivedegree program descriptions.

Master of DivinityThe Master of Divinity Program preparesmen and women for professional ministry inthe church.The core curriculum providesstudents with solid training in biblical,theological, and ministerial studies.A uniquefeature of the program is its intentional integration of academic and experientialcomponents. Students must engage in someform of supervised ministry during their degree programs.The Haggard GraduateSchool of Theology’s faculty brings to theprogram a unique combination of the highestacademic credentials and extensive ministerialexperience.

Program GoalsThe program helps the student develop apastoral theology for ministry in a localchurch or parachurch organization.The emphasis involves biblical and theological reflection on a broad spectrum of ministerialtasks and needs. Specifically, the goals of theMaster of Divinity Program are to preparegraduates who:

• Understand basic principles for inter-pretation of Scripture and use an inductive method of Bible study.

• Understand and discuss the central themes of the Bible and expound the Scriptures.

• Utilize resources from church history and systematic theology to shape contemporary ministry.

• Understand the contributions of the Wesleyan movement and apply these to their particular tradition.

• Explicate a theory of ministry relevant to their intended ministerial vocation.

• Communicate effectively through preaching, teaching, and writing.

• Perform ministry with an appropriate professional style.

• Teach, train others to teach, and direct the teaching program of the local church.

• Experience personal and spiritual growth.

• Plan and lead worship effectively.

• Counsel people and make referrals to appropriate mental health professionals.

• Provide leadership in the administration of the local church.

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• Provide leadership in addressing the church’s social and cultural mandate.

• Have global awareness of the church and its ministry.

• Integrate personal and professional development through disciplined reflection on ministerial, personal, and academic experiences.

Admission RequirementsUniversity graduate and program admissionrequirements must be met before an applicationis complete. (See “Graduate Admission to theUniversity.”)

1. A bachelor’s degree from a regionally accredited college or university is required;however, a limited number of students who do not have bachelor’s degrees,but have extensive ministerial experience,may be considered for admission. For a description of the standards governing these exceptions, please write to the dean of the Haggard Graduate School of Theology.

2. Students must have a 3.0 grade-point average.Applicants with a grade-point average between 2.5-2.99 may be admitted with provisional standing.

Admission ProceduresApplicants to the master’s program shall submitthe following items:

1. Application for graduate admission and adherence to all departmental application procedures (An online application is accessible at the university website,www.apu.edu.)

2. Letter to dean and résumé

3. Three references

4. Official transcripts from all institutions leading to and awarding the applicant’s baccalaureate degree and all post-baccalaureate study (To be considered official, a transcript must come directly from the Office of the Registrar of the school attended to the Graduate Center:Admissions at Azusa Pacific University.Students’ sealed copies will not be consideredofficial.)

5. A nonrefundable $45 application fee

6. International students have a separate application procedure. Please contact the Office of International Student Services at (626) 812-3055.

These items should be sent to:Graduate Center AdmissionsAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA



After the information has been reviewed by the Admissions Committee, the candidateis notified of the committee’s decision.Anacademic counseling appointment with theHaggard Graduate School of Theology facultyis required prior to registration for classes.

Program of StudiesThe Master of Divinity Program requires 90 units of course work comprising 20 unitsof biblical studies, 20 units of theology andethics, 20 units of ministry studies, 10 units in the professional block, and 16-20 units ofelectives. Students who have not completed a course in a biblical language must registerfor GBBL 500 Elements of Greek Exegesis.An emphasis in parish nursing is availablethrough a joint program with the School ofNursing.

Requirements for the Master ofDivinity Program

Biblical Language Requirement 4 units GBBL 500 Elements of Greek Exegesis 4

Students who have completed one year ofundergraduate Hebrew or Greek may waive thisrequirement.The requirement may be filled witheither GBBL 500 Elements of Greek Exegesis,GBBL 523, 524 Hebrew I, II, or GBBL 504, 505New Testament Greek I, II.

Biblical Studies Core 20 unitsGBBL 511 Seminar in Biblical

Interpretation 4GBBL 512 The Gospels’Witness to Christ 4GBBL 521 People of God 4GBBL 531 Kingdom of God 4GBBL 532 Paul the Apostle and

Theologian 4

Theology and Ethics Core 20 unitsGTHE 504 God, Creation, and Humanity 4GTHE 513 History of the Modern Church 4GTHE 514 Jesus Christ, Holy Spirit, and

the Church 4GTHE 615 Church and Society 4One of the following:GTHE 503 History of Early and

Medieval Church 4GTHE 505 Christian Ethics 4Ministry Core 20 unitsGMIN 507 Preaching and Worship 4GMIN 516 Dynamics of Christian

Formation 4GMIN 518 Pastoral Servant Leadership 4GMIN 528 Transitions in Ministry* 4GMIN 628 Seminar in Ministry 4

*This course includes a theological writingcomponent.

Professional Block (Field Education) 6 unitsGMIN 569 Field Education in Ministry* 1*Six units are required for M.Div. students.

Philosophy of Ministry Requirement 4 unitsGMIN 618 Philosophy of Ministry* 4* An oral exam is taken in GMIN 618 Philosophy ofMinistry.

Concentrations/Electives 16-20 units If a student takes GBBL 500 Elements ofGreek Exegesis, only 16 required

Total 90 units

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Additional Degree Requirements CandidacyIn order to advance toward the Master ofDivinity degree, the student must attaincandidacy by completing 60 units of coursework with a grade-point average of 2.7 orbetter, including GBBL 500 Elements ofGreek Exegesis or a year of Greek or Hebrew,GBBL 511 Seminar in Biblical Interpretation,and 3 units of field education. In addition,students must comply with the following requirements:

1. A satisfactory evaluation by the professor of field education and field ministry supervisors

2. A satisfactory evaluation of the student’s spiritual and personal growth and skills for ministry development by the faculty

3. Approval for candidacy by the Haggard Graduate School of Theology faculty (The faculty may act to grant candidacy and permission to continue studies, or deny candidacy and recommend that the student be dropped from the program.)

All students in the Master of Divinity Programmust devote at least 12 hours per week, forthe duration of the degree program, to thepractice of some form of supervised ministryin an approved church or parachurch fieldministry center.

In order to graduate, a student must maintaina 2.7 grade-point average and pass an oralexam during the final semester of study inconjunction with the Philosophy of Ministryrequirement.

Time LimitThe Master of Divinity must be completedwithin 10 years from the date of admission.APU course work completed more than 10years prior to completion of degreerequirements is not acceptable toward thedegree.

Master of Arts inPastoral StudiesThe Master of Arts in Pastoral Studies Programis for persons seeking preparation in thespecialized field of church development orurban and intercultural ministries.Thisprogram may be desirable for professional layministers not seeking ordination.

Admission requirements and procedures arethe same as for the Master of DivinityProgram.

Program GoalsThe Master of Arts in Pastoral StudiesProgram helps the student, who has had a specific call to church development or urbanand intercultural ministries to develop apractical theology. Specifically, the goals of theMaster of Arts in Pastoral Studies Program areto prepare graduates who:

• Understand basic principles for inter-pretation of Scriptures and are able to use an inductive method of Bible study.

• Use inductive skills to develop a biblical theology.

• Develop the ability to reflect theologically and historically about the purpose, nature,and methods of urban and intercultural ministries.

• Are knowledgeable about the basic concepts, theories, and methodologies of the various disciplines related to the chosen field of urban and intercultural ministries.

• Critique and evaluate basic concepts,theories, and methodologies of urban and intercultural ministries from a disciplined theological perspective.

• Develop professional proficiency and leadership ability.

• Show evidence of growth in spiritual life.

• Have a global awareness of the church and its ministry.


Program of StudiesThe Master of Arts in Pastoral Studies requires60 units of course work: 24 units of core courses, 20 units of course work in urban and intercultural ministry, 14 units in the professional block, and 2 units of elective.

Requirements for the Master of Arts in Pastoral Studies

Core Courses 24 unitsGTHE 504 God, Creation, and Humanity 4GTHE 505 Christian Ethics 4GBBL 511 Seminar in Biblical

Interpretation 4 GTHE 513 History of the Modern Church 4

Two of the following:GBBL 512 The Gospels’Witness to Christ 4GBBL 521 People of God 4GBBL 531 Kingdom of God 4GBBL 532 Paul the Apostle and Theologian 4GBBL 622 The Church of the First

Century 4

Concentration 20 unitsSelect five courses in urban and interculturalministries or five courses in church development.

Professional Block 14 unitsGMIN 528 Transitions in Ministry 4GMIN 568 Field Education in

Ministry* 2GMIN 569 Field Education in



Ministry* 1GMIN 618 Philosophy of Ministry** 4

Electives 2 units

Total 60 units

*GMIN 568 and GMIN 569 are two parts of the samecourse, taken in fall and spring respectively.The contentdiffers for each two-part segment. Six units are requiredfor M.A.P.S. students.**An oral exam is taken in GMIN 618 Philosophy of Ministry.

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Additional Degree RequirementsCandidacyIn order to advance toward the Master of Arts in Pastoral Studies degree, the student must attain candidacy by completing 20 units of course work, including 3 units of fieldeducation, with a grade-point average of 2.7 orbetter. In addition, the student must complywith the first three candidacy requirementslisted under the Master of Divinity Program(see page 170).

All students in the Master of Arts in PastoralStudies Program must devote at least 12 hoursper week, for the duration of the program,to the practice of some form of supervisedministry in an approved church or parachurchfield center.

In order to graduate, a student must maintain a 2.7 grade-point average and pass an oral exam during the final semester of study inconjunction with the Philosophy of Ministryrequirement.

Time LimitThe Master of Arts in Pastoral Studies must be completed within eight years from the date of admission.APU course work completedmore than eight years prior to completion ofdegree requirements is not acceptable towardthe degree.

Master of Arts inChristian EducationThe Master of Arts in Christian EducationProgram is for persons seeking preparation inthe specialized field of educational ministries.This program may be desirable for profes-sional lay ministers not seeking ordination.

Program GoalsThe Masters of Arts in Christian EducationProgram is basically directed toward theperson with a specific call to educationalministries. Specifically, the goals of the Masterof Arts in Christian Education Program are to prepare graduates who:

• Understand basic principles for inter-pretation of Scriptures and are able to use an inductive method of Bible study.


• Develop the ability to reflect theologically and historically about the purpose, nature,and methods of Christian education.

• Are knowledgeable about the basic concepts, theories, and methodologies of the various disciplines related to the chosen field of Christian education.

• Critique and evaluate basic concepts,theories, and methodologies of Christian education from a disciplined theological perspective.

• Develop professional proficiency and leadership ability within Christian education.


• Have a global awareness of the church and its ministry and the role of Christian education within that ministry.


Program of StudiesThe Master of Arts in Christian EducationProgram requires 60 units of course work:24 units of core courses, 22 units of coursework in Christian education, and 14 units inthe professional block.

Requirements for the Master of Arts in ChristianEducation

Core Courses 24 unitsGTHE 504 God, Creation, and Humanity 4GTHE 505 Christian Ethics 4GBBL 511 Seminar in Biblical

Interpretation 4GTHE 513 History of the Modern Church 4

Two of the following:GBBL 512 The Gospels’ Witness to Christ 4GBBL 521 People of God 4GBBL 531 Kingdom of God 4GBBL 532 Paul the Apostle and

Theologian 4GBBL 622 The Church of the First

Century 4

Concentration 22 unitsGMIN 506 Foundations of Educational

Ministries 4GMIN 516 Dynamics of Christian

Formation 4GMIN 526 Curriculum and Instruction 4Elective 2

Two of the following:GMIN 546 Seminar in Educational

Ministries: Innovation and Entrepreneurship 4

GMIN 596 Educational Ministry Administration 4

GMIN 606 Current Issues in Educational Ministries 4

Total 60 units

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Professional Block 14 unitsGMIN 528 Transitions in Ministry 4GMIN 568 Field Education in




Ministry* 1GMIN 618 Philosophy of Ministry** 4

Total 60 units

*GMIN 568 and GMIN 569 are two parts of the samecourse, taken in fall and spring respectively.The contentdiffers for each two-part segment. Six units are requiredfor M.A.C.E. students.**An oral exam is taken in GMIN 618 Philosophy of Ministry.

Additional Degree RequirementsCandidacyIn order to advance toward the Master of Arts in Christian Education degree thestudent must attain candidacy by completing20 units of course work, including 3 units of field education, with a grade-point averageof at least 2.7. In addition, the student mustcomply with the first three candidacyrequirements listed under the Master ofDivinity Program (see page 170).

All students in the Master of Arts in ChristianEducation Program must devote at least 12hours per week for the duration of theprogram to the practice of some form ofsupervised ministry in an approved church orparachurch field center.


Time LimitThe Master of Arts in Christian Educationmust be completed within eight years from the date of admission.APU course workcompleted more than eight years prior tocompletion of degree requirements is notacceptable toward the degree.

Master of Arts inChristian Education:Youth MinistriesEmphasisToday’s youth ministers meet teenagers frommore diverse backgrounds than ever before.Consequently, a new breed of youth ministersis emerging.The 21st century youth ministermust be rooted in scriptural principles andable to meet the complexity of challengesfacing youth in today’s culture (suicide, teenpregnancy, crime, drugs, etc.).Youth workerstoday must become active liaisons betweenschools, nonprofit government agencies, lawenforcement agencies, and the community.Today’s youth ministers must understand the crucial function of role modeling andeffectively establish mentoring programs in awide array of settings and circumstances.

The Degree ProgramThe M.A.C.E. Program offers those with a passion for the spiritual growth of today’syouth the opportunity to earn a master’sdegree in only three years. Classes meet onenight per week with summers off.

The cohort model of teaching brings together20 adult learners for the duration of theprogram who study, learn, and experience thedynamic interplay of spiritual formation andeducational preparation. Such an experiencealso fosters deep and supportive friendshipsthat span cultural, age, and gender differencesand last far beyond graduation.

Program Goals• Integration of truth with culture

• Development of a philosophy of lifelong service to Christ

• Promotion of an understanding of youth culture

• Provision of hands-on experience and reality-based learning

Program of Studies• This 60-unit program comprises 24 units

of core courses, 20 units within the Christian Education concentration, 10 units in the professional block, and 6 units of electives.

• At least 12 hours per week are devoted to the practice of some form of supervised ministry in an approved church or parachurch field center for the duration of the program.

• Maintenance of a 2.7 grade-point average or higher, and passing of an oral exam in conjunction with the Philosophy of Ministry requirement is required.

Requirements for the Master of Arts in Christian Education: Youth MinistriesCore Courses 24 unitsGBBL 511 Seminar in Biblical

Interpretation 4 GBBL 512 The Gospels’Witness to Christ 4GBBL 532 Paul the Apostle and

Theologian 4GTHE 504 God, Creation, and Humanity 4GTHE 505 Christian Ethics 4GTHE 513 History of the Modern

Church 4

Ministry Studies Core 20 unitsGMIN 506 Foundations of Educational

Ministries:Youth 4GMIN 516 Dynamics of Christian

Formation 4GMIN 528 Transitions in Ministry 4GMIN 546 Seminar in Educational

Ministries:Youth 4GMIN 628 Seminar in Ministry:Youth 4

Professional Block 6 unitsGMIN 568 Field Education in Ministry* 2GMIN 569 Field Education in Ministry* 1GMIN 568 Field Education in Ministry* 2GMIN 569 Field Education in Ministry* 1

Philosophy of Ministry Requirement 4 unitsGMIN 618 Philosophy of Ministry** 4

Electives 6 units

Total 60 units

*GMIN 568 and GMIN 569 are two parts of the samecourse, taken in fall and spring respectively.The contentdiffers for each two-part segment. Six units are requiredfor M.A.C.E. with a Youth Ministries emphasisstudents.**An oral exam is taken in GMIN 618 Philosophy ofMinistry.

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Master of Arts inNonprofit Leadershipand TheologyThe Master of Arts in Nonprofit Leadershipand Theology Program equips nonprofit leadersand those in ministry with the managementtools needed to achieve organizationalexcellence with a results-focused Christianworldview. This program is ideal for:• Graduates from the Christian Ministries

bachelor’s degree program• Graduates from the business bachelor’s

degree program• Mid-level managers and executives at

not-for-profit and church organizations

Program GoalsSpecifically the goals of the Master of Arts in Nonprofit Leadership and Theology are to prepare graduates who:

• Understand basic principles for inter-pretation of Scripture and are able to use an inductive method of Bible study.


• Develop the ability to reflect theologically and historically about the purpose,nature, and methods of nonprofit leadership.

• Are knowledgeable about the basic concepts, theories, and methodologies of the various disciplines related to nonprofit leadership.

• Critique and evaluate basic concepts,theories, and methodologies of nonprofit leadership from a disciplined theological perspective.

• Develop professional proficiency and leadership ability within nonprofit organizations.


• Have a global awareness of the church and its ministry and the role of nonprofit leadership within that ministry.

• Are equipped to facilitate the Drucker Foundation’s self-assessment tool for nonprofit organizations – a strategic planning process based on the principles of Peter F. Drucker.

Admission RequirementsAdmission requirements and procedures are the same as for the Master of DivinityProgram (see page 188).

Program of StudiesThe Master of Arts in Nonprofit Leadershipand Theology requires 60 units of coursework: 24 units of core courses, 24 units ofcourse work in the nonprofit concentration,and 12 units in the professional block.

Requirements for the Master of Arts in Nonprofit Leadership and Theology

Core Courses 24 unitsGTHE 504 God, Creation, and Humanity 4GTHE 505 Christian Ethics 4GBBL 511 Seminar in Biblical Interpretation 4GTHE 513 History of the Modern Church 4

Two of the following:GBBL 512 The Gospels’Witness to Christ 4GBBL 521 People of God 4GBBL 531 Kingdom of God 4GBBL 532 Paul the Apostle and

Theologian 4GBBL 622 The Church of the First

Century 4

Concentration 24 unitsBUSI 519 Research Design and Program

Evaluation for Nonprofits 3BUSI 532 Ethical Issues in Nonprofit

Management 3BUSI 555 Integrated Decision

Making in Nonprofits 3BUSI 561 Fund Development: Planning,

Implementing, and Evaluation 3BUSI 562 Effective Nonprofit Leadership

and Management 3 BUSI 563 Public Accounting: Legal and

Financial Issues in Nonprofit Management 3

BUSI 564 Strategic Marketing for Nonprofits 3

BUSI 569 Nonprofits in America: History,Philosophy, and Tradition 3

Professional Block 12 unitsGMIN 528 Transitions in Ministry 4

— or —

BUSI 581 The Christian Business and Professional Leader 3

— with —

BUSI 599 Readings in Business

Independent Study with BUSI 581* 1

GMIN 568 Field Education in Ministry* 2

GMIN 569 Field Education in Ministry* 1

GMIN 618 Philosophy of Ministry** 4

Total 60 units

*GMIN 568 and GMIN 569 are two parts of the samecourse, taken in fall and spring respectively.The contentdiffers for each two-part segment.Three units arerequired for M.A.N.L.T. students.**An oral exam is taken in GMIN 618 Philosophy andMinistry.

Additional Degree RequirementsCandidacyIn order to advance toward the Master of Arts in Nonprofit Leadership and Theologydegree the student must attain candidacy bycompleting 20 units of course work, including3 units of field education, with a grade-pointaverage of at least 2.7. In addition, the studentmust comply with the first three candidacyrequirements listed under the Master ofDivinity Program (see page 170).

All students in the Master of Arts in NonprofitLeadership and Theology Program mustdevote at least 12 hours per week for theduration of the program to the practice ofsome form of supervised ministry in anapproved church or parachurch field center.


Time LimitThe Master of Arts in Nonprofit Leadershipand Theology must be completed withineight years from the date of admission.APUcourse work completed more than eight yearsprior to completion of degree requirements isnot acceptable toward the degree.

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Master of Arts inReligionThe Master of Arts in Religion Program is designed for students with an under-graduate major or minor in religion whodesire advanced academic training in biblicalstudies or theology and ethics in preparationfor teaching in Christian schools or colleges.The Master of Arts in Religion may alsoserve as the foundation for doctoral studies inBible or theology and ethics.

Program GoalsThe Master of Arts in Religion Programprovides a general foundation in the biblicaland theological disciplines as well as anopportunity for specialized training in eitherbiblical studies or theology and ethics.Specifically, the goals of the Master of Arts in Religion Program are to preparegraduates who:

• Understand the principles and methods of biblical interpretation, with particular focus on the inductive method of Bible study.

• Understand the principles and methods of the formation of Christian doctrine and/or ethics.

Graduates with a concentration in biblicalstudies:

• Use the critical methods of biblical interpretation.

• Understand the relationship of historical and cultural context to the interpretation of the Bible.

• Understand the methodology and central themes of biblical theology.

Graduates with a concentration in theology and ethics:

• Use theological methodology in addressing theological and ethical issues.

• Understand the historical development of Christian doctrine and ethics.

• Understand the central doctrines of Christian theology and the foundations of Christian ethics.

Admission Requirements1. Students seeking admission must hold a

bachelor’s degree with a 3.0 grade-point average from an accredited college or university. Provisional admission may be granted to applicants with a grade-point average between 2.5-2.99.

2. Students must have completed at least 18 semester units of upper-division undergraduate course work in religion.

3.At least six semester units of biblical Greek or Hebrew for students concentrating in biblical studies are required. Proficiency in the biblical language must be demonstrated by examination.

Additional admission procedures are outlined under the Master of DivinityProgram (see page 188).

Program of StudiesThe Master of Arts in Religion requires 36 units of course work comprising 12 unitsof core courses, 20 units of concentration in either biblical studies or theology andethics, and 4 units of elective or a thesis. Each student is assigned a faculty advisor who willgive guidance in the selection of courses,preparation for the written core examination,and composition of the research paper orthesis.

Requirements for the Master of Arts in Religion

Core Courses 12 unitsThree of the following:GBBL 511 Seminar in Biblical Interpretation 4GBBL 512 The Gospels’Witness to Christ 4GTHE 505 Christian Ethics 4GTHE 534 Interdisciplinary Seminar

in Theology 4Concentration 20 unitsThe student chooses a concentration in eithertheology and ethics or biblical studies and selects20 units of courses from the area of concentration.

Elective/Thesis Option 4 unitsThe student selects one elective or writes a thesis.

Total 36 units

Additional Degree RequirementsCandidacyBefore students are allowed to enroll incourses beyond a total of 24 units, they mustbe advanced to candidacy in the Master ofArts in Religion Program. Candidacy isgranted by the faculty of the HaggardGraduate School of Theology after a reviewof the student’s progress in the program andthe successful completion of the core coursesand the written core examination (taken after the three core courses are completed).

Research Paper or ThesisTo receive the Master of Arts in Religiondegree, students must demonstrate the abilityto write and conduct scholarly research intheir area of concentration. Under thesupervision of the faculty advisor, the studentprepares a major research paper or a thesiswhich is defended in an oral session beforethe faculty advisor and two other facultymembers selected by the faculty of theHaggard Graduate School of Theology.The major research paper or thesis may be an expansion of work presented to meetcourse requirements in the concentration.The oral defense may be scheduled after thestudent has achieved candidacy and is withinsix units of the completion of course work,and must be accomplished before the degreeis awarded. In order to graduate, a studentmust have at least a 3.0 grade point average.

Time LimitThe Master of Arts in Religion must becompleted within eight years from the date of admission.APU course work completedmore than eight years prior to completion ofdegree requirements is not acceptable towardthe degree.

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Doctor of MinistryThe Doctor of Ministry is the highest professional degree offered by schools oftheology. It builds on and develops the professional competence in ministry achieved in the completion of the Master of Divinity degree.The doctorate offered by the HaggardGraduate School of Theology focuses onspiritual formation. In the program attention is also given to the development of ministerialskills which will make the pastor more effectiveas a spiritual leader.

Program GoalsThe goals of the Doctor of Ministry programare to:

• Develop a theology of spirituality by drawing on and integrating insights from Scripture, theology, and related disciplines in the humanities and behavioral sciences.

• Understand the spiritual dynamics in the transformation of the human personality.

• Understand how persons form habits that facilitate spiritual growth.

• Understand how renewal movements enhance or inhibit the formation of Christian character.

• Understand how the pastor’s style of leadership contributes to spiritual formation in the congregation, with reflection on the concerns of men and women in ministry.

• Understand the relationship between personal piety and the promotion of social justice.

• Understand the dynamics of spiritual life in the context of urban life and ministry.

• Apply the theory of spiritual formation to personal spiritual growth and the tasks of ministry through experience-oriented learning strategies.

Admission RequirementsAdmission to the D.Min. Program is on the basis of competence in theology andministry, giving evidence of the motivationand ability to pursue further study at thedoctoral level.This is demonstrated not onlyby the applicant’s previous academic work,but also by the endorsement of the church or parachurch organization to which the applicant is accountable.Admission, therefore,is granted by the D.Min. Committee withreference to the following requirements:


1. Completed application for graduate admission (An online application is accessible at the university website,www.apu.edu.)

2. Possess an ATS-accredited M.Div. degree or its educational equivalent, achieved with a grade-point average of at least 3.0 and verified by the submission of an official transcript. (The educational equivalent of the M.Div. degree is under-stood to be a minimum of 90 semester units of graduate work in theology,distributed among biblical, theological,and ministerial studies.Transcripts of any other graduate study beyond the baccalaureate level must also be submitted.)

3. Provide evidence of the active practice of ministry for at least three years subsequent to the M.Div. degree as well as current involvement in ministry.(This evidence must include the written endorsement of the church or para-church organization to which the applicant is accountable.)

4. Submit a 1,500-word written statement of the applicant’s ministerial goals,including reference to personal history,ministerial experience, and recent theological reading.

5. Obtain three letters of reference attesting to the applicant’s personal character,academic ability, and ministerial skills.

6. Provide a résumé.

7. Schedule a personal interview with the director of the D.Min. Program and/or the D.Min. Committee.

8. Applicants for whom English is a second language must demonstrate proficiency to work at the doctoral level by a score of 550 on the Test of English as a Foreign Language (TOEFL) and pass a test of written English. Students who have completed at least 48 units in an accredited English speaking program just prior to attending APU may be admitted without the TOEFL.

9. Possession of or access to a computer is highly recommended for all students.

10. International applicants have a separate application procedure. Please contact the Office of International Student Services at (626) 815-3055 or email [email protected].

All materials should be submitted to:Graduate Center:AdmissionsAzusa Pacific University901 E.Alosta Ave.PO Box 7000Azusa, CA 91702-7000 USA

Located at:568 E. Foothill Blvd.Azusa, CA(626) 815-4570Fax (626) 815-4545 • (626) [email protected]


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Transfer CreditBecause of the specialized nature of theprogram, transfer credit must be evaluated by the director of the D.Min. Program.Amaximum of six semester units of doctoral-level work which have been completedwithin the past eight years will be allowed as transfer credit.

Full-Time StatusFull-time status in the D.Min. Program is 8 units per term. Students who enroll in atleast 4 units are considered to be half time.

Time Limit for DegreeCompletionA maximum of 16 units of course work may be completed during one calendar year, requiring a minimum of two years forcompletion of the course work.The writtenD.Min. project may be completed in the third year.The maximum time allowed forcompleting the program is eight years fromthe time of enrollment. Extensions beyondthis deadline may be granted at the discretionof the D.Min. Committee in response torequests received before the conclusion of theeighth year, citing appropriate extenuatingcircumstances and specifying the expecteddate of completion.

Leave of AbsenceStudents in good standing who must interrupttheir studies for compelling reasons maypetition the D.Min. Committee for a leave ofabsence of not more than two years.

Written D.Min. ProjectSpecific competence in a specialized area ofministry, related to the candidate’s personalexperience and interest and involving researchand writing at both the theoretical and practicallevel, will be demonstrated by a writtenD.Min. project.

Advancement to CandidacyFollowing the successful completion of four courses, and the presentation of thewritten D.Min. dissertation project proposal,the student is advanced to candidacy status

after review by the committee of the Doctorof Ministry program.The minimum standardwill be a grade-point average of 3.0 in coursework.As a preliminary to advancement tocandidacy the student will meet for aninterview with the director.

Requirements for Doctor of MinistryCore Courses 20 unitsGDMN 704 Research and Design 4GDMN 710 History of Christian Spirituality 4GDMN 720 Theology for Spiritual

Formation 4GDMN 730 Church Renewal 4 GDMN 740 Spiritual Leadership 4

Electives 12 unitsGDMN 750 Civic Spirituality 4 GDMN 760 Christian Spirituality and

Modern Technology 3GDMN 762 Spiritual Practices in the Church 4GDMN 764 History and Theology

of Worship 3GDMN 766 Empowering the Laity 3GDMN 768 Urban Immersion 3GDMN 770 Church Growth and

Church Planting 3GDMN 772 Contemplative Spirituality 4GDMN 782 Scripture: Its Spirituality and

Proclamation 4

GDMn 799 Independent Study 1-4

ProjectGDMN 790 D.Min. Project 4

Total 36 units

GDMN 792 D.Min. Project Continuation 0

Students who do not complete their D.Min.project during the semester they are enrolled inGDMN 790 Ministry Project, must enroll forsubsequent semesters in this course.

Instructional FormatEach course is structured to include three components which incorporate the theoreti-cal, practical, and collegial aspects of thelearning experience:

1. Preliminary reading. Reading is assigned that must be completed prior to the class-room experience, fulfilling a requirement of 1,800-2,000 pages of reading for a three-unit course and 2,400-2,500 pages for a four-unit course.The reading providesthe theoretical basis for the analysis of practical situations in ministry.

2. Classroom experience. Classroom experience is in concentrated sessions during a two-week period that involves interaction with the faculty instructor and with the student’s peers in a seminar format (a three-unit course comprises 30 hours of classroom contact and an 8-hour field assignment; and a four-unit course, 40 hours of classroom contact and an 8-hour field assignment).The faculty instructor serves as a facilitator of discussion in a collegial atmosphere,using his or her academic and practical expertise to keep the seminar in focus and ensure that in-depth analysis, application,and integration occur.The concentration of classroom time in an intensive period of residence on campus facilitates the development of a community of colleagues for enrichment and support. Field assignments on the weekend at the midpoint of the class sessions allow for experiential learning outside of the formal classroom periods. Discussion among colleagues can continue after the formal class sessions through the establishment of email groups through the internet.

3. Grading. Students must achieve a minimumgrade of B- in order to receive credit for work in a course. If a student receives a grade of C+ or less in a course, the course may be repeated, and the new grade, if higher, will replace the former grade in thecomputation of the grade-point average.

4. Course project.An extensive post-classroom project provides an opportunity to synthesize the reading and the classroom discussions and apply them to a ministerial situation.The results of this reflection are then submitted in the form of a paper with a minimum length of 5,000 words (20 pages).

Classes are scheduled two times during theyear – January and July.

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Course DescriptionsBiblical Studies

GBBL 500 Elements of Greek Exegesis (4)

Students who are readers of the English Bible are introduced to the syntax of New Testament Greekfor a better understanding of the translation process,the principles of exegesis, and the exegetical referencetools available for interpreting the New Testament.

GBBL 504 New Testament Greek I (4)

This class introduces the basic vocabulary, morphology,and syntax of New Testament Greek for the purpose oflearning to read and interpret the New Testament as afoundation for theological study and pastoral practice.

GBBL 505 New Testament Greek II (4)

This class continues the study of the basic vocabulary,morphology, and syntax of New Testament Greekbegun in New Testament Greek I.

GBBL 511 Seminar in Biblical Interpretation (4)

This course looks at the history of interpretation andintroduces the student to literary, form, and redactioncriticism.The basic method presented is the inductiveapproach.

GBBL 512 The Gospels’ Witness to Christ (4)

This course examines the life and teaching of Jesusportrayed in the Gospels, exploring the historical,literary, and theological features of their witnessthrough the inductive method of Bible study, enhancedby the methods of contemporary Gospel criticism.

GBBL 521 People of God (4)

This course addresses the theology of Creation,including history and covenant. Genesis, Exodus, andDeuteronomy are used as primary source material.

GBBL 522 Mark: The Challenge of Discipleship (4)

This course applies various reading strategies to theinterpretation of the Gospel of Mark in order topenetrate the mystery of its portrait of Jesus and engagethe challenge of its witness to Jesus’ call to discipleship.

GBBL 524 Hebrew I (4)

This course introduces the basic vocabulary,morphology, and syntax of biblical Hebrew for thepurpose of learning to read basic Hebrew narrative and gaining the tools for interpreting the OldTestament as a foundation for biblical study. It providespastors and teachers with tools for greater insight intothe biblical message of the Old Testament.

GBBL 531 Kingdom of God (4)

The interrelationship between the Israelite kingdomand the Kingdom of God are examined.These themesare traced through the historical books, the Psalms, andthe prophets.

GBBL 532 Paul the Apostle and Theologian (4)

This course studies the Apostle Paul’s pastoral workin the establishment and care of churches and hisformative contribution to the theology of the churchthrough examination of his letters.

GBBL 534 Hebrew II (4)

This course serves as a continuation of the intro-duction to the basic vocabulary, morphology, andsyntax of biblical Hebrew begun in Hebrew I.

GBBL 541 Exegetical Study of the Greek or Hebrew Text (4)

Students are introduced to the basic principles andpractice of Greek or Hebrew exegesis, through adetailed study of selected passages in the Greek textof the New Testament or the Hebrew Scriptures.Attention is given to methodological and biblio-graphical resources.

GBBL 542 Biblical Foundations for Spirituality (4)

This course investigates the biblical foundations ofthe spiritual life. Students study selected biblical textsto develop a theology of worship, prayer, spiritualdisciplines, and the Holy Spirit’s work in the believer.The application and integration of this material tothe student’s life is stressed.

GBBL 551 Geographical and Historical Setting of the Bible (4)

This comprehensive course of study emphasizes the geography, history, and archaeology of Israel inbiblical times, as well as introducing the post-biblicalhistory of the land, the Holocaust, and the complexsocial issues facing the modern nation of Israel.The course includes a 10-day travel tour of the lands of the Bible.

GBBL 552 Romans: The Obedience of Faith (4)

Students study Paul’s letter to the Romans, withattention to developing skill in the methods ofbiblical exegesis and engaging the theological andethical implications of Paul’s thought.

GBBL 561 Psalms as Resource for Ministry (4)

The psalms of ancient Israel provide models ofappropriate human response to the breadth of life as lived before God. In a strange but hopeful way,these human songs also become the source of the Divine Word of guidance, salvation, and grace.The course investigates the historical and literarycharacter of the Hebrew psalms as well as ways thesecompositions can be effectively and appropriatelyincorporated into a life of ministry.

GBBL 562 Biblical Foundations of Worship (4)

This course is a study of the worship of the believingcommunities of the Bible and early Christianitywithin the context of the ancient Near East and theGreco-Roman world, with special attention to itshistorical expressions and theological foundations.

GBBL 570 Directed Research (1-4)

GBBL 571 Readings in the Hebrew Text of the Pentateuch (1-4)

Selections from the Pentateuch are chosen accordingto the students’ needs and interest.Attention isdevoted to improving the ability to read the Hebrewtext and knowledge of advanced Hebrew grammar.The course focuses on the documentary hypothesisand traditional-historical criticism.

GBBL 572 Readings in the Greek Text of the Gospels (1-4)

Selected passages from the Greek text of the Gospelsare examined, and special attention is given to thetools of source, form, redaction, and narrativecriticism.

GBBL 581 Readings in the Hebrew Text of the Prophets (1-4)

Selections from the Hebrew Bible are chosenaccording to the students’ needs and interests.Attention is devoted to improving the ability to read the Hebrew composed in poetry.The role ofthe prophets in the life of Israel is investigated interms of their preparation of the people for thecoming of God’s Kingdom in Christ.

GBBL 582 Readings in the Greek Text of the Epistles (1-4)

Selected passages from the Greek text of the Epistlesare examined and special attention is given torhetorical criticism.

GBBL 590 Thesis (4)

GBBL 59l Isaiah (4)

This course comprises a study of the canonical bookIsaiah.The life and ministry of Isaiah of Jerusalem are investigated.Then the other sections of Isaiah arestudied.The concepts of Isaiah 40-55 receive specialemphasis, particularly the view of God, God’s Word,the messages of salvation, and the role of the servant.Some attention is given to the major themes of Isaiah 56-66.The role of this canonical book inpreparation for the coming of God’s Kingdom inChrist receives special attention. His message of hope laid the foundation for the early Christians to understand God’s work in Jesus.Thus, of all thebooks of the Old Testament, Isaiah is the most crucialfor understanding the work of God in Christ.

GBBL 599 Readings in Biblical Studies (1-4)

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GBBL 611 Old Testament Seminar (4)

Topics with current and/or continuing significance forOld Testament studies, critical methods, and advancedresearch techniques are emphasized.

GBBL 612 New Testament Seminar (4)

Topics that have current and/or continuing signif-icance for the study of the New Testament areexplored with emphasis on the methods of advancedresearch.

GBBL 621 Jeremiah (4)

The student undertakes a thorough investigation intothe message of Jeremiah.This great prophet workedduring the years of great turmoil leading up to theexile.A study of his life, confessions, and strugglesleads the student into a thorough acquaintance withthe events of the Middle East of the 6th century B.C.Also, the material in Jeremiah provides the studentwith the opportunity to discover the inner life of aprophet who faced tremendous opposition.

GBBL 622 The Church of the First Century (4)

Students undertake an investigation of the emergence of the Christian Church in the firstcentury A.D. through an examination of the Acts ofthe Apostles, using the tools of literary, historical,sociological, and theological analysis.

GBBL 632 The New Testament World (4)

This course gives students an encounter with Jewish and Greco-Roman primary texts from theHellenistic Age in order to gain an understanding of the history, religion, and culture that formed themilieu of the New Testament.

GBBL 641 Theological Themes of the Old Testament (4)

This course investigates contemporary approaches to Old Testament theology. These methods arestudied and critiqued. Specific theological themes arepursued, including God’s self-revelation, God’sholiness, justice, wisdom, love, the view of humans,sin and atonement, praise, and lament.Very importantis a consideration of the relationship of bothtestaments for practicing biblical theology.

MinistryGMIN 506 Foundations of Educational Ministries (4)

Students explore the history of Christian educationand its influence as a church movement, thephilosophy of ministry with emphasis on learningtheory, and contemporary trends and their effect onChristian education, formation, and discipleship.

GMIN 507 Preaching and Worship (4)

The preparation of the preacher, sermonconstruction, and delivery are studied. Students aresupervised in the development of effective communi-cation skills, with attention given to the differentelements of Christian worship, leadership in worship,and planning the worship service.

GMIN 508 Church Leadership and Administration (4)

The nature and function of church administrationare studied in light of a process through which thechurch moves to fulfill its central purpose.The roleof leadership in giving direction is examined.

GMIN 509 Urban Anthropology and Christian Ministry (4)

Theories of urban anthropology are evaluated withspecial emphasis on cross-cultural perspectives, ethnicdifferences, the distinction between urban and folksocieties, and the encounter of the church with theurban environment.

GMIN 516 Dynamics of Christian Formation (4)

This course offers a study of foundational principlesand models of Christian formation and discipleship,with special emphasis on edification and evangelism,and human growth and development. Considerationis given to the varying needs of each student.

GMIN 518 Pastoral Servant Leadership (4)

This introductory course explores the varied andmany roles and aspects of pastoral ministry. Emphasisis given to the strategies necessary in handling theresponsibilities of family, church, and community.

GMIN 519 Christian Ministry and Urban Social Problems (4)

The task of ministry is viewed from the perspectiveof urban sociology.Attention is devoted to thepressing social problems of the city and the cults that exist in the modern urban center.

GMIN 526 Curriculum and Instruction (4)

Students gain knowledge of recent trends incurricular materials, principles, and methods;the use of the Bible; activities; and objectives ofprogramming in Christian education.

GMIN 527 Expository Preaching (4)

The principles and techniques of expositionalpreaching are covered. Students are supervised in thepractice of preaching from a biblical text.

GMIN 528 Transitions in Ministry (4)

The church and its ministry are studied.The courseemphasizes contemporary changes in the church,directions in which the church and ministry aremoving, staff relationships, contemporary methods of service, extra-church ministries, and the impli-cations of modern culture on the development of the church’s ministry strategy.

GMIN 529 The City in Theological Perspective (4)

Students examine theological perceptions of the city,with an emphasis on ministry in and to the polis.

GMIN 538 Evangelism and Discipleship (4)

Students undertake an analysis of the principles andmethods of establishing interpersonal relationships,fellowship, and resources necessary to communicateand live out the Gospel message.

GMIN 546 Seminar in Educational Ministry (4)

An important area in the field of educationalministry and spiritual formation is selected andstudied each semester.Areas of study may includefamily ministry, age-group studies, leadership,spirituality, and ministry.

GMIN 548 Pastoral Counseling (4)

This course addresses the pastor’s counseling role and is structured from the perspectives of Christiantheology and the behavioral sciences. Considerationis given to such problems as parent-child conflicts,marital tensions, terminal illness, and grief.Thecourse provides insights for effective pastoralcounseling and shows the student how to refer casesto counseling professionals.

GMIN 558 Women and Men in Ministry (4)

Male and female ministry roles are studied from the perspective of a biblical view of ministry as thepartnership of men and women who are called of God. Special attention is given to male/femaledifferences relative to ministry style and cross-gendercommunication skills.

GMIN 559 Urban Cross-Cultural Ministry (4)

Students learn about particular ethnic groups, with a focus on ministry to each group, the church inchanging neighborhoods, and the development ofmulti-congregational churches.

GMIN 568 Field Education in Ministry (2)

GMIN 569 Field Education in Ministry (1)

GMIN 570 Directed Research (1-4)

GMIN 578 Worship Leadership (4)

This course equips the student to become a servantleader. It is a practical class designed to help worshipleaders succeed as family members, team players,event coordinators, budget managers, vision casters,congregational guides, and reproducers of otherleaders. Discussions are focused on the complete setof challenges that worship leaders typically face.

GMIN 590 Thesis (4)

GMIN 596 Educational Ministry Administration (4)

GMIN 598 Principles of Church Growth (4)

The basic principles of church growth, with specialapplication to evangelism, mission, education, andadministrative leadership, are covered.

GMIN 599 Readings in Ministry (1-4)

GMIN 606 Current Issues in Educational Ministries (4)

Each term, a selected topic in educational ministry is chosen, building upon and integrating ideas from theology, the social sciences, education, andleadership.

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GMIN 618 Philosophy of Ministry (4)

Students develop a philosophy of ministry, givingparticular attention to the specialized type of ministryfor which they are preparing, and defend thisphilosophy in an oral examination before a facultypanel of examiners.

GMIN 628 Seminar in Ministry (1-4)

The course covers topics that are of pressing concernin ministry, including spirituality, church renewal, andchurch planting.

Theology and EthicsGTHE 503 History of the Early and Medieval Church (4)

The history of Christianity is surveyed from the firstcentury to the Reformation. Consideration is given tomajor theologians and their works and significantdevelopments in the history of the church.

GTHE 504 God, Creation, and Humanity (4)

This course introduces students to basic beliefs aboutGod and the methods of Christian theology.Thedoctrines of revelation, Scripture, creation, humanity,and sin are studied from the perspective of historicaland systematic theology, based on a biblical foundation.

GTHE 505 Christian Ethics (4)

The biblical and theological foundations of historicaland contemporary interpretations of Christian ethicsare covered, with an analysis of the nature of Christianresponsibility in the major areas of social concern.

GTHE 513 History of the Modern Church (4)

Major theological movements within the Christianchurch, from the Reformation to the present, arestudied. Consideration is given to major theologiansand their works and significant developments in thehistory of the modern church.

GTHE 514 Jesus Christ, the Holy Spirit, and the Church (4)

This course helps students develop their basic Christianbeliefs about Jesus Christ and the Holy Spirit.Thedoctrines of atonement, salvation, church, andeschatology are studied from the perspective ofhistorical and systematic theology, based upon a biblicalfoundation.

GTHE 523 Seminar in Church History (4)

Students explore selected epochs, movements, or issuesin the history of the Church.Topics included are theReformation, the Wesleyan revival, the GreatAwakening, and the Church in the urban context.

GTHE 529 The City in Theological Perspective (4)

Students examine theological perceptions of the city,with an emphasis on ministry in and to the polis.

GTHE 534 Interdisciplinary Seminar in Theology (4)

A selected topic in Christian theology, from theperspectives of the Bible, theology, philosophy,sociology, psychology, and communication theory, isstudied in a given semester.

GTHE 543 History of Worship and Liturgy (4)

This course is a study of worship and liturgy in thehistory of the church.Attention is given to therelationship between theological commitments andworship and to the development of liturgicalexpressions in the various Christian communitiesfrom the first century to the present.

GTHE 544 The Theology of John Wesley (4)

Highlights of Wesley’s life are studied with referenceto the development of his theology. Special attentionis given to the unique emphases of Wesleyandoctrine.

GTHE 553 Evangelical Friends History: Birth,Growth, and Organization (4)

This course provides a survey of the Friends Churchfrom its origins in the 17th century to the present.The birth, growth, and organization of Quakerism isdelineated, along with Quaker distinctives in thoughtand practice, the role of evangelicalism, reformefforts, church polity, and the ongoing challenges ofcultural relativism and relevancy. Special attention isgiven to the experiences and practices of AmericanFriends in general and of Evangelical Friends in theSouthwest in specific.

GTHE 563 American Church History (4)

This course will present an introduction and study ofthe major themes, persons and movements withinthe history of the American church form the Puritanchurch to the present, and will primarily focus uponProtestant Christianity.

GTHE 554 Friends Theology, Worship, and Leadership (4)

Students learn about the distinctive theology, worship,and leadership practices of Friends, as compared andcontrasted with other Christian groups.The coursemeets the needs of those in the “recording” process.

GTHE 564 Contemporary Theology (4)

This course will investigate contemporary issues oftheology as they emerged within the context of themodern and/or postmodern world. Special emphasiswill be placed upon the reading of primary texts andupon relating to issues in a way that is responsible tohistoric Christianity as well as contemporaryconcerns. Issues will include those related to existen-tialism and such contextualized theologies asliberation, ethnic, and feminist theologies.

GTHE 570 Directed Research (1-4)

GTHE 590 Thesis (4)

GTHE 599 Readings in Church History,Theology, and Ethics (1-4)

GTHE 615 Church and Society (4)

This course deals with the nature and mission of the church and the problems which the churchmust face in its relationship with society.

GTHE 625 Seminar in Christian Ethics (4)

A selected area in the field of Christian ethics isstudied in a given semester.Areas of study includethe following: political ethics, social justice, war and peace, economic ethics, the ethics of sex, andmedical ethics.

Doctor of MinistryGDMN 704 Research and Design (4)

Students are introduced to the practical applicationof the doctor of ministry course work as it relates totheir needs and ministerial context. Special attentionis given to developing a lifelong appreciation ofactive discovery. Focus is on tools for study andresearch, developing a design proposal for the D.Min.project, and the methods of research and writing.

GDMN 710 History of Christian Spiritual (4)

The spiritual dynamics involved in the transformationof the human personality are studied in the course.Topics covered include biblical, theological, historical,psychological, and sociological understanding of thehuman condition and how holy habits are formed.Special attention is given to how spiritual formationapplies to situations of ministry.

GDMN 720 Theology for Spiritual Formation (4)

Students explore the ways in which the disciplines oftheology, the humanities, and the behavioral sciencescan be integrated and applied to the task of ministry.Spiritual formation of individuals and communitiesinto the way of Christ, the imitatio Christi, is thefocus of the integration process; practical applicationis made to congregational life.

GDMN 730 Church Renewal (4)

Students consider the dynamics of spiritual renewalthrough an investigation of renewal movementsamong the people of God from the pre-exilicprophets in ancient Israel to contemporarymovements in the Christian church in the 20th

century.The analysis draws on the perspectives oftheology, psychology, and sociology, with a focus onthe ways in which these movements enhance orinhibit character formation.Attention is given to the application of the dynamics of renewal tocontemporary situations.

GDMN 740 Spiritual Leadership (4)

Students uncover the dynamics of leadership in thecontext of Christian community, using modelsdeveloped from the humanities and behavioralsciences as well as the theological disciplines todetermine the ethnic and cultural variables inleadership practice. Special emphasis is given to theeffect of different leadership styles on growth towardChrist-likeness, and application is made to practicalpastoral settings.

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GDMN 750 Civic Spirituality (4)

Students uncover the dynamics of spiritual formationwithin the context of urban life and ministry,integrating issues of social justice and personal piety.Particular attention is given to the African-American,Asian-American,Asian, Hispanic-American, andHispanic experience, and practical application ismade to the ministerial context of the individualstudent.

GDMN 760 Christian Spirituality and Modern Technology (3)

Students study the theory and practice of moderntechnology in the context of Christian ministry,including practical experience with the variousaspects of the information superhighway (e.g.,computers and peripherals, software, networkservices, and email).Attention is given to ways inwhich the technological society enhances or inhibitsspiritual formation in individuals and communities.

GDMN 762 Spiritual Practices in the Church (4)

This course covers the biblical, theological, andhistorical foundation for the classical disciplines ofthe spiritual life as a means of grace through whichthe human person exercises relative independent willto bring body, mind, and spirit into a cooperativerelationship with God. Special attention is given toprayer as the foundational discipline of engagement,the via positiva, and its practice in the prayer life ofthe individual and in the life of the congregation.

GDMN 764 History and Theology of Worship (3)

This course documents the history and theology of worship with particular attention given to worshipas a means for the cure of souls.The rationale andpractice of both liturgical and free church worship isconsidered along with attention to various musicalforms.Attention is also given to the application ofthe insights of this study to the ministerial context ofthe individual student.

GDMN 766 Empowering the Laity (3)

This course focuses on the universal ministry of allChristians, the priesthood of all believers.Attention isgiven to everyday life as the place for effectivespiritual formation, the exercise of discernment inthe common life of the Christian community, andthe role of the enabling pastor in mobilizingChristians for ministry.

GDMN 768 Urban Immersion (3)

Students analyze the impact of urban changes uponthe work of church planting and congregational lifethrough an exposure to urban culture using theuniversity’s network of relationships to churches,institutions, and agencies throughout the greater LosAngeles area.

GDMN 770 Church Growth and Church Planting (3)

This course stresses the dynamics of church growthin the context of planting churches both mono- andcross-culturally. Particular focus is given to spiritualformation in the process of planting, growing, anddeveloping community life within the local church.

GDMN 772 Contemplative Spirituality (4)

This course explores the history and theology ofIgnatian spirituality, and the unique contribution thatit makes to spiritual formation. Course materialexamines the world in which Ignatius of Loyola livedwhen he created the “Spiritual Exercises” as well asthe practice and use of the exercises throughout thehistory of the church, and their significance forbelievers today.

GDMN 782 Scripture: Its Spirituality andProclamation (4)

The Christian Scriptures exist as a great variety ofmanuscript and printed texts.They express aspectrum of content in many different genres, andthey have evoked an enormous range of thoughtfulresponses.Viewed from the perspective of God’scommunity, all of these aspects are manifestations ofthe work of God’s Spirit. In this course students willseek to better understand the spiritual phenomenacollectively known as Christian Scripture. Studentswill explore the relevance of the spiritual dimensionsof Scripture to Christian ministry.

GDMN 790 Ministry Project (4)

Students work with their D. Min. project committeein developing a doctoral-level report based on criticalreflection concerning a specific problem or issue inthe practice of ministry.

GDMN 792 Project Continuation (0)

Students who do not complete their D.Min. projectduring the semester they are enrolled in GDMN 790Ministry Project, must enroll for subsequentsemesters in this course.

Council of Christian Women in Leadership The Council for Christian Women providessupport, guidance, and resources for womenpreparing for ministry at Azusa PacificUniversity.

LaVerne Tolbert, Ph.D.Director of Christian Women in Leadership

Marlia Cochran

Debbie Daniels, M.A.

Marilyn Faber

Dani Falcioni, M.A.

Mario Ferrante, M.A.

Carol Garlow

Robert Harvey, M.B.A.

Adelita Martinez, M.A.

Mary Naber

Lane Scott, Ph.D.

Knofel Staton

Sarah Sumner, Ph.D.

Tammy Tkach

Ray Wheeler, M.A.

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Council of Church LeadersThe following church leaders advise the deanand faculty of the Haggard Graduate School ofTheology on program development to ensurethe practicality and relevance of programcontent.

Rev. Stephen P. FitchSuperintendent, Southern California Free

Methodist Church ConferenceAzusa, California

Dr. Moon ChungElder, Oriental Mission Church

Los Angeles, California

Dr. James GarlowSenior Pastor, Skyline Wesleyan Church

La Mesa, California

Dr. Justo GonzalesPresident,AHETH

Decatur, Georgia

Mrs. Betty Alvarez HamExecutive Director

City ImpactOxnard, California

Rev. Jerry JohnsonPastor, Seasons of Life

Lake Avenue ChurchPasadena, California

Rev. Jack LooSenior Pastor

Presbyterian Church of the MasterMission Viejo, California

Dr. Mike MacIntoshSenior Pastor, Horizon Christian Fellowship

San Diego, California

Dr. Keith PhillipsPresident

World ImpactLos Angeles, California

Mr. Robert B. PhillipsStrategy Consultant

Arcadia, California

Dr. Earl SchamehornBoard of Trustees,Azusa Pacific University

Redlands, California

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203

Administration and Faculty . . . . . . . . . 204

Academic Calendar . . . . . . . . . . . . . . . 212

Index . . . . . . . . . . . . . . . . . . . . . . . . . 214Administration and

Faculty


204 Administrat ion and Faculty

AdministrationJON R.WALLACE, DBA, President/Chief Executive

Officer

DAVID E. BIXBY, Ed.D.,Vice President for University Advancement

HANK C. BODE, JD,Vice President Emeritus

TERRY A. FRANSON, Ph.D.,Vice President for Student Life/Dean of Students

CLIFFORD A. HAMLOW, Ph.D.,Vice President Emeritus

DEANA L. PORTERFIELD, M.A.,Associate Vice President for Enrollment

JACK H. RANKIN, Ed.D.,Assistant to the President

JOHN C. REYNOLDS,Vice President for Information Media and Technology/CIO

JOAN K. SINGLETON, CPA, CFP,Vice President for Finance and Administration/CFO

MICHAEL M.WHYTE, Ph.D., Interim Provost

Board of TrusteesMRS. FAYE BERT,Vice Chair, Lifeline Ministries

MR. GARY DAICHENDT, Executive Vice President (former),Worldwide Operations,CiscoSystems

MR. MORGAN DAVIS, Managing Director,One Beacon Insurance Group

GREGORY DIXON, D.Min., Senior Pastor,First Church of God, Inglewood

TED ENGSTROM, LHD, President Emeritus,World Vision

MR. ED HEINRICH, Owner/President,Deccofelt, Inc.

MR. HOWARD KAZANJIAN, Film Producer,Magic Lantern Productions

GORDON KIRK,Th.D., Senior Pastor,Lake Avenue Church

MR.TOM KOBAYASHI, Founder, CEO, EDNet (retired)

MR. MICHAEL LIZARRAGA, President/Chief Executive Officer,TELACU Industries

MR. DONALD C. MARSHBURN, President,Champion Seed Company

KENNETH OGDEN, ED.D.,Vice President, Focus on the Family (retired)

MS. JEANNIE WEBB PASCALE, Shepherd Foundation

MRS. SHERYL PATTON, CEO, Pacific West Communications, Inc.

TIMOTHY PURGA, D.Min., Senior Vice President, Fresh Start Bakeries, Inc.

PAUL C. REISSER, MD, Family Physician,Conejo Oaks Medical Group

MR. RAYMOND ROOD, President, Human Technologies, International

EARL SCHAMEHORN, D.D.,Associate Pastor for Administration, Riverside Free Methodist Church

MR. STEVEN SITTKO, Servant Leadership Foundation

PAUL SZETO, D.Miss.,President,Evangelize China Fellowship, Inc.

JON R.WALLACE, DBA, PresidentAzusa Pacific University

MRS. DOLLY WARREN,Vice President,Warren Companies

Support ServicesNINA ASHUR, Ed.D., Director of the Learning

Enrichment Center

VIC BEZJIAN, MIBA, Executive Director International Center

GINNY DADAIAN, MPA, Director of Student Financial Services

REBECCA J. KNIPPELMEYER, M.A., Director,Graduate Admissions

ADRIEN J. LOWERY, Ph.D., Director,Writing Center

NORMA J. MOCABEE, M.Ed.,Associate Registrar,Graduate Programs

HEATHER L. PETRIDIS, M.B.A., Director,Graduate Center

DEBORAH SERRANO,Associate Director, Graduate Center: Student Financial Services

Academic CabinetMICHAEL M.WHYTE, Ph.D., Interim Provost

LESTER C. EDDINGTON, C.Phil.,Assistant Provost

TERENCE R. CANNINGS, Ed.D, Dean of the School of Education and Behavioral Studies

DUANE A. FUNDERBURK, DMA, Dean of the School of Music

PAUL W. GRAY, Ed.D., Dean of Library Services

ROSE M. LIEGLER, Ph.D., Dean of the School of Nursing

KEVIN W. MANNOIA, Ph.D., Dean of the Haggard Graduate School of Theology

LANE A. SCOTT, Ph.D., Interim Associate Provost

ILENE L. SMITH-BEZJIAN, DBA, Dean of the School of Business and Management

DAVID L.WEEKS, Ph.D., Dean of the College of Liberal Arts and Sciences

DAVID MCINTIRE, Ed.D., Faculty Moderator

FacultyACKLEY, HEATHER,Assistant Professor of ChristianMinistries; B.A., Mount Union College; M.A.,Claremont School of Theology; Ph.D., ClaremontGraduate University

AITKEN, ELIZABETH,Assistant Professor of Education;B.A., B.S., University of Maryland; M.Ed., RegentUniversity; Ph.D., University of Maryland

ALLBAUGH,THOMAS, Assistant Professor of English;B.A., Hope College; M.A., Michigan StateUniversity; Ph.D. Southern Illinois University

ANDERSON, EDWARD “CHIP”, Professor ofEducation; B.A., M.A., Pasadena College; Ph.D.University of California, Los Angeles

ANDERSON, ELIZABETH, Associate Professor ofEducation; B.A., Nazareth College; M.A., StateUniversity of New York; Ph.D., University ofSouthern California

ARELLANO, MANUEL,Assistant Professor ofEducation; B.S., M.A., Stanford University

ARTINIAN, BARBARA, Professor of Nursing; B.A.,Wheaton College; M.N., Case-Western ReserveUniversity; M.S., University of California, Los Angeles; Ph.D., University of Southern California

ARVIDSON, MARK,Associate Professor ofMathematics; B.S.,Wheaton College; M.A.,AzusaPacific University; Ph.D., Claremont GraduateSchool

ASHUR, NINA,Associate Professor; Director of theLearning Enrichment Center; B.A., CaliforniaPolytechnic University, Pomona; M.A., CaliforniaState University, Los Angeles; Ed.D., University of La Verne

AUSTIN, CONNIE,Associate Professor of Nursing;BSN, Point Loma Nazarene College; M.A., MSN,California State University, Los Angeles

BACER, KATHLEEN,Associate Professor of Education;B.A.,Azusa Pacific University; M.A., CaliforniaPolytechnic University, Pomona; Ed.D., PepperdineUniversity

BACER,WAYNE,Assistant Professor of Education;B.A., San Jose State University; M.A., ClaremontGraduate School; Ed.D., Pepperdine University

BALOIAN, BRUCE, Professor of Religion; B.A.,Westmont College; M.Div., Fuller TheologicalSeminary; Ph.D., Claremont Graduate School

BANESCU, CHRIS,Assistant Professor of Business andManagement; B.S., New York University; J.D.,Southwestern University School of Law

BARNES, GRACE PREEDY,Associate Professor ofCollege Student Affairs; B.A.,Wheaton College;M.A.,Azusa Pacific University, Ph.D., FullerTheological Seminary

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BATTLE-WALTERS, KIMBERLY,Associate Professor ofSocial Work; B.A., Southern California College;MSW,Temple University; Ph.D., University of Florida

BAUGUS, JOHN,Assistant Proffessor ofCommunication Studies; B.S.,Azusa PacificUniversity; MBA, Claremont Graduate School

BAZNER-CHANDLER, JAN, Instructor of Nursing;B.S., Madonna College; M.S., California StateUniversity, Los Angeles

BEATTY, DAVID, Instructor of Music; B.M., Universityof California, Northridge; M.M., California StateUniversity, Los Angeles

BELL, SALLY ALONZO, Chair; Professor of SocialWork; B.A., California State University, Los Angeles;MSW, Ph.D., University of California, Los Angeles

BENTZ, JOSEPH, Professor of English andCommunication; B.A., Olivet Nazarene University;M.A., Ph.D., Purdue University

BERRY, MARCIA, Instructor of Communications;B.A., M.A., University of Illinois

BEZJIAN,VIC, Executive Director, InternationalCenter; B.S., California State University, Los Angeles;M.I.B.A., United States International University

BICKER, DAVID, Professor of Communication Studies;B.A., Summit Christian College; M.Div., DenverSeminary; M.A., Denver University; Ph.D.,University of California, Los Angeles

BIEDERMAN, ROSS,Associate Professor of PhysicalTherapy; B.S., Loma Linda University; DPM,California College of Podiatric Medicine

BOERNER, GERALD,Associate Professor of Education;B.A., Biola University; M.A., Claremont GraduateSchool

BOND,TORRIA,Assistant Professor of Education; B.S.,California State Polytechnic University; M.S., M.S.,California Lutheran University

BONNER, PATRICIA, Professor of Education; B.A.,Point Loma Nazarene College; M.A.,Azusa PacificUniversity; M.A., Ph.D., Claremont Graduate School

BONNEY, LEWIS,Associate Professor of Education;B.A., University of California, Berkeley; M.A.,University of North Texas; Ph.D., University ofArizona

BOOCOCK,WILLIAM, Instructor of Music; B.A.,California State University, Fullerton; M.A.,California State University, Los Angeles

BOWDEN,VICKY,Associate Professor of Nursing;BSN, Harding University; NP, MNSc, University ofArkansas; DNSc, University of San Diego

BRASHEAR, NANCY, Chair, Department of TeacherEducation, Professor of Education; B.A., M.A., Cali-fornia Polytechnic University, Pomona; Ph.D.,Claremont Graduate School

BREHM, CONNIE,Associate Professor of Nursing;B.S., M.P.H., University of California, Los Angeles;M.S., California State University, Long Beach; Ph.D.,University of Colorado

BROKAW, DAVID, Professor of Graduate Psychology;B.A.,Wheaton College; M.A., Ph.D., Fuller Theological Seminary

CANNINGS, TERENCE R., Dean, School of Educationand Behavorial Studies; B.A., University of NewEngland in Australia; M.Ed., University of Sidney inAustralia; Ed.D., University of Caifornia, Los Angeles

CARLSON, RALPH, Professor of English and TeachingEnglish to Speakers of Other Languages; B.A., SeattlePacific University; M.A., Ph.D., University of Oregon

CARTER, JACK,Associate Professor of Mathematics;B.S., M.S., University of Colorado

CATHEY, ROD, Chair, Undergraduate Program;Assistant Professor of Music; B.A., M.A.,AzusaPacific University

CATLING,WILLIAM, Professor of Art; B.A., M.A.,California State University, San Francisco; MFA,California State University, Fullerton

CHAU, LEWIS,Associate Professor of ComputerScience; B.S.,The Chinese University of HongKong; M.S., University of Alabama; M.A., FullerTheological Seminary; Ph.D., University ofCalifornia, Los Angeles

CHERNEY, DAVID, Professor of Biology; B.A.,Anderson College; M.A., Ph.D., Bowling GreenState University

CHIANG, LINDA, Professor of Education; B.S.,TaiwanNational Normal University; M.A., Ed.D., Ball StateUniversity

CHRISTOPHERSON, RICHARD, Professor of Sociology; B.A.,Wheaton College; M.A., CaliforniaState University, Hayward; Ph.D., University of Cali-fornia, Davis

CLARK, SUSAN, Director and Instructor,AmericanLanguage and Culture Institue; B.S., PhiladelphiaCollege of Bible; M.A.,Azusa Pacific University

CLIFFT,ALVIN,Assistant Professor of Music;B.A., Point Loma Nazarene College; M.A.,AzusaPacific University

COLACHICO, DAVID,Associate Professor of Education;B.A., Johnston State College; M.Ed., University ofVermont; Ed.D.,Texas A&M University

CONE, PAMELA, Instructor of Nursing; BSN,Alderson-Broaddees College, MSN,Azusa PacificUniversity

CONOVER, ROGER, Chair, Undergraduate Program;Assistant Professor of Business and Management;B.A., Grinnell College; M.A., University ofCalifornia, San Diego

COULTER, GORDON,Assistant Professor of Theology;B.A., Pasadena College; M.A.,Azusa PacificUniversity

CRAIG,ANDREA IVANOV,Assistant Professor ofEnglish; B.A., University of Redlands; M.A., Ph.D.,University of Southern California

CREASMAN, PAUL,Assistant Professor ofCommunication Studies; B.A., PepperdineUniversity; M.A.,Arizona State University

CULP, JOHN, Professor of Philosophy; B.A., GreenvilleCollege; M.Div.,Asbury Theological Seminary; M.A.,Butler University; Ph.D., Claremont Graduate School

DAYTON, DONALD, Professor of Theology; B.A.,Houghton College; B.D.,Yale University; M.S.,University of Kentucky; Ph.D., University of Chicago

DEAL, STANLEY,Assistant Professor of Accounting;B.A.,Azusa Pacific University; M.S., Golden StateUniversity

DELA CRUZ, FELICITAS, Professor of Nursing; BSN,MN, University of the Philippines; DNSc, Universityof San Diego

DIXON, DAVID, Assistant Professor of CommunicationStudies; B.A., Messiah College; M.A.,WheatonCollege Graduate School; Ph.D., Indiana University

DOMNWACHUKWU, CHINAKA, Assistant Professor ofEducation; B.Th., Nigerian Baptist TheologicalSeminary; M.A., Ph.D., Fuller Theological Seminary

DONAHUE, MICHAEL, Associate Professor of GraduatePsychology; B.S., Loyola University of Chicago;M.S., Ph.D., Purdue University

DOORN, DANIEL, Associate Professor of Education;B.A., Calvin College; M.A., University of Pittsburgh;Ph.D., University of New Mexico

DUKE, RUSSELL, Professor of Theology; B.A., M.A.,Ambassador College; M.A.I.S., University of Texas at Tyler; Ph.D.,The Union Institute

DURFIELD, RICHARD, Assistant Professor in the Center for Accelerated Degree Programs; Director of Assessment; B.A., L.I.F.E. Bible College; M.Div.,Azusa Pacific University; M.A., Ph.D., FullerTheological Seminary

EATON, MARK, Assistant Professor of English; B.A.,Whitworth College; M.A., Ph.D., Boston University

ECK, BRIAN, Chair; Professor of Psychology; B.A.,Trinity College; M.A., Northwestern University,Illinois; M.A., Ph.D., Rosemead School ofPsychology

EDDINGTON, LESTER,Assistant Provost; Chair;Associate Professor of Biology; B.S., M.S., North Dakota State University; C.Phil., University of California, Los Angeles

EDWARDS, PATRICIA, Instructor of Music; B.M.,M.M., University of Southern California

ELLIOTT, DANIEL, Associate Professor of Education;B.A.,Azusa Pacific University; M.A., California State University, San Diego; Ed.D., University of Southern California

ELOFSON, MATTHEW,Assistant Professor ofAthletics/Religion and Philosophy; B.A.,Southeastern College; M.A., Fuller TheologicalSeminary

ERISMAN, MARVIN, Professor of Graduate Psychology; B.S.C., Bethany Bible College; M.Div.,Fuller Theological Seminary; M.A., Ph.D.,University of Southern California

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ESSELSTROM, DAVID, Professor of English; B.A.,University of California, Los Angeles; M.A.,California State University, San Francisco; Ph.D.,University of Southern California

FALL, RANDY, Assistant Professor of Education; B.A.,University of California, Berkeley; M.S., CaliforniaState University, Hayward; Ph.D., University ofCalifornia, Los Angeles

FLANNERY, CHRISTOPHER, Chair; Professor ofPolitical Science; B.A., California State University,Northridge; M.A.,The London School ofEconomics and Political Science, University ofLondon; M.A., Ph.D., Claremont Graduate School

FLORES, PAUL, Assistant Professor of Education;B.S., University of Southern California; M.Div.,Fuller Theological Seminary

FLUHARTY, SHAWN,Assistant Professor of PhysicalEducation; B.A., Bethel College; M.A, Ball StateUniversity; Ph.D., Brigham Young University

FOLAND, RONALD, Associate Professor of EducationalAdministration; B.S., M.S., University of California,Los Angeles; Ph.D., United States InternationalUniversity

FORD, PHILIP, Instructor of Physcial Education;B.S., Grand Canyon University; M.S., Boise StateUniversity

FOWLER, MARSHA, Professor of Nursing andTheology; Diploma, Contra Costa College; B.S.,M.S., University of California, San Francisco; M.Div.,Fuller Theological Seminary; Ph.D., University ofSouthern California

FRANSON,TERRY,Vice President for Student Life;Dean of Students; Professor of Physical Education;B.A., M.A., California State University, Chico; Ph.D.,University of Southern California

FREDRICK, CANDICE, Assistant Professor ofEducation; B.A., University of Massachusetts; M.A.,Harvard University; Ph.D., Claremont GraduateUniversity

FUNDERBURK, DUANE, Dean, School of Music;BMA, Seattle Pacific University; MMA, BostonUniversity; DMA, University of Southern California

GANAS, MONICA, Associate Professor ofCommunication Studies; B.A., M.A., San FransiscoState University; Ph.D., University of Kentucky

GARLETT, FRED, Director of the Center forAccelerated Degree Programs; Professor; B.M.E.,M.M., Emporia State University, Kansas; M.A.,Ed.D.,Teachers College, Columbia University

GAYA, KIERAN,Assistant Professor Art; B.A.,University of Arkansas; M.A., Syracuse University

GILBREATH, JOANNE, Assistant Professor of TeacherEducation; B.A., California State PolytechnicUniversity, Pomona; M.Ed.,Azusa Pacific University;Ed.D., Pepperdine University

GILL, EDGAR, Associate Professor of EducationalAdministration; B.A., M.A., California StateUniversity, Sacramento; Ed.D., Pepperdine University

GLYER, DIANA, Professor of English; B.A., B.S.,Bowling Green State University; M.S.Ed., NorthernIllinois University; Ph.D., University of Illinois,Chicago

GODLEY,THOMAS, Associate Professor of Education;B.A., California State University, Long Beach; M.A.,California State University, Dominguez Hills; Ed.D.,University of Southern California

GOEHNER, ELAINE, Professor of Nursing; BSN,MSN, California State University, Los Angeles; Ph.D.,Claremont Graduate School

GOLDSTEIN, BARBARA,Associate Professor ofEducation; B.A., Occidental College; M.A.,California State University, Los Angeles; Ph.D.,Claremont Graduate University

GRANT, EARL, Professor and on-site Director of the Oxford Program; B.A., Biola University;M.A.,Wheaton Graduate School; M.Div.,Talbot Theological Seminary; D.Min.,Th.M., Ph.D.,Fuller Theological Seminary

GRAY, DONAVON, Associate Professor of Music; B.A.,Dordt College; M.A., University of Northern Iowa;DMA, University of Southern California

GRAY, PAUL, Dean of Library Services; Professor;B.A., Faith Baptist Bible College;Th.M., DallasTheological Seminary; M.A.,Texas Women’sUniversity; M.S.L.S., Ed.D., East Texas State University

GREEN, JAMES, Professor of Education; B.A., M.A.,Southwest Missouri State University; Ph.D., SaintLouis University

GREGORY, GERRY, Assistant Professor of PhysicalEducation; B.A., University of California, SantaBarbara; M.S.,Wright State University

GRIEGO, ORLANDO, Chair, Graduate Programs;Professor of Business; B.A., California StateUniversity, San Jose; M.S., Golden State University;Ph.D., Colorado State University

GRIESINGER, EMILY, Associate Professor of English;B.A., M.A., Baylor University; Ph.D.,VanderbiltUniversity

GUERRERO, JUAN, Chair;Assistant Professor ofModern Languages; B.S., Universidad NacionalPedro Henrriquez, Urena, Dominican Republic;M.A., State University College, New York; M.Div,Golden Gate Baptist Theological Seminary; Ph.D.,Biola University

GUIDO, DIANE, Associate Dean of CLAS; B.A.,Pepperdine University; MBA, Ph.D., ClaremontGraduate University

HACK, KONRAD, Instructor, Communication Studies;B.A., Biola University; M.A., San Diego StateUniversity

HALE, BRADLEY,Assistant Professor of History andPolitical Science;A.B.,Vassar College; M.A., Ph.D.,University of Connecticut

HAMLOW, JUNE, Assistant Professor of ModernLanguages; B.A.,Azusa Pacific University; M.A.,California State University, Fullerton

HARMEYER, DAVID, Associate Professor; B.S.,California Polytechnic University, Pomona; M.A.,Talbot School of Theology; M.L.S., University ofCalifornia, Los Angeles; M.A., International Schoolof Theology

HARPER, JULIA, Assistant Professor of Education; B.S.,University of Hawaii; M.A., Seattle University; Ph.D.,Oregon State University

HARRELL, ROGER, Associate Dean, School ofEducation and Behavioral Studies; Professor ofEducation; B.S., M.A., Eastern New Mexico University; Ed.D., University of New Mexico

HARRELL, SHELLEY, Instructor in the Library; B.A.,Azusa Pacific University; MLS, Catholic Universityof America

HARTLEY, JOHN, Chair; Professor of Old Testament;B.A., Greenville College; B.D.,Asbury TheologicalSeminary; M.A., Ph.D., Brandeis University; post-graduate study, Harvard Divinity School

HATTAR, HANEH “MARIANNE”, Professor ofNursing; BSc, University of Jordan; MN, Universityof California, Los Angeles; DNSc, University ofCalifornia, San Francisco

HEBEL, SUSAN, Professor of Physical Education; B.A.,Biola University; M.A., California State University,Long Beach; Ed.D., Brigham Young University

HEDGES, JAMES, Chair; Professor of English; B.A.,Seattle Pacific University; M.A., University ofWashington; Ph.D., University of California,Riverside

HEDLUND, BONNIE, Associate Professor ofInstitutional Research; B.A., M.A., California StateUniversity, Fullerton; Ph.D., University of SouthernCalifornia

HEFFERNAN, CATHY, Associate Professor in theCenter for Accelerated Degree Programs; B.A.,Virginia Polytechnic Institute; M.A., M.Ed.,AzusaPacific University

HEFNER,ANNA, Associate Professor of Nursing;BSN, California State University, Los Angeles; MSN,California State University, Long Beach

HETZEL, JUDITH, Associate Professor of Education;B.A., M.A., M.A., San Jose State University; Ed.D.,University of Southern California

HILL, CATHERINE, Assistant Professor of Nursing;BSN, MSN, California State University,Los Angeles

HOUGHTON, GAIL, Associate Professor of Education;B.S., California State University, Long Beach; M.S.,California State University, Fullerton; Ph.D., UnitedStates International University

HOUSKAMP, BETH, Associate Professor of GraduatePsychology; B.A., Calvin College; M.A., Fuller Theological Seminary; Ph.D., Fuller Graduate Schoolof Psychology

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HSIA, CURTIS,Assistant Professor of Psychology; B.A.,University of California, Los Angeles; M.A., Ph.D.,Hofstra University

HUGHES, DAVID, Assistant Professor of Music; B.Mus.,Biola University; M.M., DMA, University of SouthernCalifornia

HUTCHINSON, JUDY, Assistant Professor, Director,Center for Service and Research; B.A., OlivetNazarene College; M.A., Ph.D., University ofCalifornia, Los Angeles

ISAAK, DON, Chair; Professor of Mathematics and Physics; B.Sc., University of Redlands; M.Sc.,Pennsylvania State University; Ph.D., University of California, Los Angeles

JANTZI, JULIE, Director of Center for AssessmentPlanning; B.S., M.A., Concordia Teachers College;Ph.D., University of Nebraska

JENG, JAU-LIAN, Associate Professor of Business andManagement; B.A., National Taiwan University; M.A.,Rutgers University; Ph.D., University of California, SanDiego

JEWE, RONALD, Assistant Professor of Business andManagement; B.S., MBA,Arizona State University;M.Div.,Talbot Theological Seminary

JIANG,YING HONG, Assistant Professor of Education;B.A., Shanghai International Studies University;M.S., Fort Valley State University, Georgia; Ph.D.,University of Wisconsin

JOHNSON, DONALD, Associate Professor of ComputerScience; B.S., University of Wisconsin; Ph.D., MichiganState University; Ph.D., University of Minnesota

JUILLERAT, STEPHANIE, Associate Professor ofPsychology; B.S., Kentucky Christian College;Ph.D.,Temple University

KAISER, GREGORY, Associate Professor of Education;B.A., California State University, Fullerton; M.A.,Ph.D., Claremont Graduate School

KIM,YOUNG, Assistant Professor of Nursing; BSN,University of Nursing, Korea; MSN, University ofCalifornia, Los Angeles

KINNEAR, GUY, Assistant Professor of Art; B.A.,AzusaPacific University; M.A., San Francisco Art Institute

KINNES, SCOTT, Professor of Biology; B.S., BelhavenCollege; M.F., Ph.D., Duke University

KNECHT, GARY, Associate Professor of PhysicalEducation; B.A., University of California, SantaBarbara; M.A., Sacramento State University

KOCH,WARREN, Assistant Professor of CommunicationStudies; B.A., George Fox University; M.A., BostonUniversity; Ph.D., Regent University

KODAT, JANIFER SNELL, Associate Chair;AssociateProfessor of Physical Therapy; B.S., Middle TennesseeState University; MPT, DPTSc, Loma Linda University

KOONS, CAROLYN, Professor of Religion; ExecutiveDirector, Institute for Outreach Ministries; B.A.,AzusaPacific University; M.A., Pasadena College; M.R.E.,Talbot Theological Seminary

KOOPS,ALEXANDER, Instructor of Music; B.A.,Calvin College; M.A., University of Colorado

LAIDIG, JOAN,Assistant Professor of Psychology; B.A.,Biola University; M.A., Ph.D., Biola University

LAMBERT, CAROLE, Professor of English; B.A., MountMercy College; M.A., University of Pittsburgh;Ph.D., University of California, Berkeley

LAMBERT, DAVID, Assistant Professor of History andPolitical Science; B.A., Georgetown UniversitySchool of Foreign Service; M.A., University ofPittsburgh; MBA, Stanford University GraduateSchool of Business

LAMKIN, BRYAN, Associate Professor of History; B.A.,University of Washington; M.A., M.Div.,TrinityEvangelical Divinity School; Ph.D., University ofCalifornia, Riverside

LANSFORD, FRANK, Professor; Director of theGraduate Physical Education Program; B.S.,Tennessee Polytechnic University; M.S.,VanderbiltUniversity; Ed.D., University of California, LosAngeles

LARSEN, GEORGE, Professor of Graduate Psychology; S.Tm., Boston University, School ofTheology;A.B., College of the Pacific; Ed.D.,Arizona State University

LAWRENCE, DONALD, Professor; Director of theYosemite/Sierra Semester; B.S.,The King’s College;M.Ed., East Stroudsburg State College; Ph.D.,Brigham Young University

LAWSON, DANIEL, Associate Professor of EducationalAdministration; B.A., M.A., California StateUniversity, Los Angeles; Ph.D., Claremont GraduateSchool

LAYMON, MICHAEL, Chair; Associate Professor ofPhysical Therapy; B.A., California State University,Northridge; B.S., MPT, DPTSc, Loma LindaUniversity

LEAHY, ELIZABETH, Associate Professor;AssociateUniversity Librarian; Chair of William V. MarshburnMemorial Library; B.S., Pepperdine University;M.L.S., University of Maryland; M.A.T., FullerTheological Seminary

LEES, SUSAN, Assistant Professor of Counseling andSchool Psychology; B.A., University of SouthernCalifornia; M.A.,Azusa Pacific University

LEHMAN, SHARON, Assistant Professor of PhysicalEducation; B.A., M.A.,Azusa Pacific University;Ed.D., United States Sports Academy

LEMASTER, GARY, Associate Professor of Business and Management; B.A., Pasadena College;M.Ed., North Adams State College, Massachusetts;M.S., Chapman University

LIEGLER, ROSEMARY, Dean, School of Nursing;Professor of Nursing; BSN, St.Ambrose College;MSN, Marquette University; Ph.D., ClaremontGraduate School

LOSIE, LYNN, Associate Professor of New Testament;B.S.,Wheaton College; B.D., Ph.D., FullerTheological Seminary

LOWERY,ADRIEN, Assistant Professor of English; B.A.,Biola University; M.A., Ph.D., University ofSouthern California

LULOFS, EDWARD, Associate Professor of Mathematics and Physics; B.S., Michigan State University; M.S., Ohio State University; Ph.D.,University of California, Irvine

LULOFS, ROXANE, Professor in the Center forAccelerated Degree Programs; B.A., University of Southern California; B.A.,Azusa PacificUniversity; M.S., Purdue University; Ph.D.,University of Southern California

LUNDBERG, CAROL, Assistant Professor of CollegeStudent Affairs and Leadership Studies; B.A.,University of California, Irvine; M.A.,Azusa PacificUniversity; Ph.D., Claremont Graduate University

LUX, KATY, Professor of Advanced Education; B.A.,Concordia University; M.A., University of Michigan;Ed.D., Michigan State University

MALCOLM,THOMAS, Professor of Psychology; B.A.,University of California, Riverside; M.A., Universityof California, Berkeley; M.A., Fuller TheologicalSeminary; Ph.D., Fuller Graduate School ofPsychology

MANNOIA, KEVIN, Dean, Haggard Graduate Schoolof Theology; B.A., Roberts Wesleyan College;M.Div.,Trinity Evangelical Divinity School; Ph.D.,North Texas State University

MARTIN, ROBERT, Associate Professor of Education;B.A., M.S., California State University, Fullerton;M.S., University of La Verne; Ph.D., University ofSouthern California

MATTHEWS, LINDA, Assistant Professor of Psychology;B.A., University of California, Los Angeles; M.A.,Ph.D., University of California, Santa Barbara

MCCARTY,WILLIAM, Associate Professor of Businessand Management; B.S., California State University,Fullerton; MBA, Ph.D., Claremont Graduate School

MCCORMICK, RAY, Professor of CommunicationStudies; B.A., M.A., California State University, LongBeach; M.Div., Reformed Theological Seminary;Ph.D., University of Southern California

MCGILL, DAVE,Associate Professor of Art; B.A.,University of Redlands; MFA, California StateUniversity, Fullerton

MCHENRY, BART, Assistant Professor ofCommunication Studies; BFA, University of Southern California; MFA, University ofCalifornia, Irvine

MCINTIRE, DAVID, Faculty Moderator; Professor ofCollege Student Affairs; B.A.,West Virginia WeslyanCollege; M.A., Ed.D.,West Virginia University

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MCKISSICK, MARVIN, Associate Professor of Music;B.A., Bob Jones University; M.M., University ofSouthern California

MCKNIGHT, CYNTHIA, Chair and Associate Professorof Physical Education; B.S., Ball State University;M.Ed., University of Cincinnati; Ph.D., University ofToledo

MCVEY, MARCIA, Associate Professor of Education;B.A., Pomona College; M.A., Claremont GraduateSchool; Ed.D., University of Southern California

MEYER,ARDITH, Assistant Professor of PhysicalTherapy; B.S., MPT, University of Southern California; DPTSc, Loma Linda University

MILHON, JON, Assistant Professor of Biology andChemistry; B.S.,Azusa Pacific University; Ph.D.,University of Southern California

MINTAH, JOSEPH, Assistant Professor of PhysicalEducation; B.A., University of Cape Coast; M.A.,Ed.D., University of Northern Iowa

MIYAHARA, DAVID, Associate Professor of Sociology;B.A., B.A., University of California, Irvine; M.A.,M.A., Ph.D., Stanford University

MOK, DORIS, Assistant Professor of GraduatePsychology; B.A., Queen’s University, Ontario,Canada; M.A.,Wheaton College; Ph.D., RosemeadSchool of Psychology, Biola University

NASH, PHIL, Assistant Professor of Drama; B.A.,M.A., Pepperdine University

NEUFELD, DON, Associate Professor of Music; B.A.,Pasadena College; M.A., California State University,Fullerton

NEY, SUSAN, Chair;Associate Professor of Art; B.A.,Scripps College; M.A., Claremont Graduate School

NOBLE, CHRISTOPHER, Assistant Professor of English;B.A.,Westmont College; Ph.D., University ofCalifornia, Irvine

ODA,ALAN,Assistant Professor of Psychology;B.S., University of California, Davis; M.A., Ph.D.,University of California, Riverside

ODELL,WILLIAM, Athletic Director;AssistantProfessor of Physical Education; B.A.,Westmont College; M.A., University of Southern California

O’SULLIVAN, SHERYL, Professor of Eudcation; B.S.,Ed.D., Ball State University; M.S., Southern IllinoisUniversity

OTTO, KENNETH, Associate Professor;TechnicalServices Librarian; B.A., M.S.,Azusa PacificUniversity; M.L.I.S., University of Texas

PACINO, MARIA, Chair, Department of AdvancedStudies; Professor of Education; B.A., M.L.S., Ed.D.,Ball State University

PALM, DAN, Associate Professor of Political Science;B.A.,Augustana College; M.A., University ofChicago; Ph.D., Claremont Graduate School

PARHAM,THOMAS,Assistant Professor ofCommunication Studies; B.S., U.S. Naval Academy;M.A., Ph.D., Regent University

PARK, DANIEL,Assistant Professor of Business andManagement; B.A., Pusan National University;MBA, Ph.D., University of Oklahoma

PARK, JOHN S., Director of the Los Angeles RegionalCenter,Associate Professor of Theology; B.A., Dong-A University; M.Div., Fuller Theological Seminary;M.A., Ph.D., Claremont Theological Seminary

PEIRCE, CAROL “CARRIE”, Associate Professor ofGlobal Studies and Sociology; B.A., BarringtonCollege; M.Ed., M.A., Ph.D., Bowling Green StateUniversity

PEISNER, STEPHEN,Associate Professor of Theology;B.A., University of Redlands; M.A.,Azusa PacificUniversity; M.A., Hope International University;Ph.D., Fuller Theological Seminary

PENSON, PAMELA, Instructor of Business andManagement; B.S., California State PolytechnicUniversity, Pomona; MBA, Pepperdine University

PETROFSKY, JERROLD, Distinguished Research Scholarin Physcial Therapy; B.S.,Wright State University;B.S.,Washington University; Ph.D., St. LouisUniversity Medical School; Ph.D., University ofHuman Studies; Ph.D., University of Pennsylvania;JD,Western State Law School

PIESLAK, DIXIE, Associate Professor of ModernLanguages; B.A., California State University, LongBeach; M.A., University of California, Irvine

PLAXTON-HENNINGS, CHARITY, Assistant Professor of Psychology; B.A., Point Loma Nazarene College;M.A., M.P.H., Loma Linda Univeristy

POKRIFKA-JOE, JUNE, Assistant Professor of Religionand Philosophy; B.A., University of Denver; M.Div.,Gordon-Conwell Theological Seminary; S.T.M.,YaleDivinity School

POWELL, KARA, Assistant Professor of Religion andPhilosophy; B.A., Stanford University; M.Div., BethelTheological Seminary West; Ph.D., Fuller TheologicalSeminary

POZZA, RENEE, Assistant Professor of Nursing; BSN,MN,Azusa Pacific University

PRITCHARD, RICHARD,Assistant Professor ofReligion and Philosophy; B.A., Eastern NazareneCollege; M.Div., Nazarene Theological Seminary;M.Ed., Boston University

QUAST, DEBRA, Assistant Professor; Librarian;Interlibrary Loan Coordinator; B.A., University ofCalifornia; M.S.L.S., California State University,Fullerton; M.A.,Azusa Pacific University

REEVES, KEITH, Professor of New Testament andGreek; B.A., Bartlesville Wesleyan College; M.Div.,Asbury Theological Seminary; Ph.D., UnionTheological Seminary,Virginia

REIBLING, LYLE, Associate Professor of ComputerScience; B.S., Lawrence Technological University;M.S.,Western Michigan University; Ph.D. MichiganState University

REINEBACH, BRENDA, Assistant Professor of Music;B.A., B.S., M.A., Bob Jones University

RICHMOND, KARLA, Assistant Professor of Nursing;B.S., California State University, Long Beach; M.S.,Azusa Pacific University, Ph.D., University of SanDiego

ROBINSON, IRENE, Associate Professor; Collectionsand Development Librarian; B.A., FairleighDickinson University; M.L.S., Rutgers University;M.A.,Azusa Pacific University

ROBISON, RICHARD, Professor of TESOL; S.B., Mas-sachusetts Institute of Technology; M.Div.,Gordon-Conwell Theological Seminary; M.A.,Ph.D., University of California, Los Angeles

ROCHELLE, SEAN, Assistant Professor of PhysicalEducation; B.S., University of Arkansas, Monticello;M.Ed., Ed.D., University of Arkansas, Fayetteville

RODGERS, JAMES, Professor of Chemistry; B.A.,Westmont College; Ph.D., University of California,Berkeley

RODRIGUEZ, JACOB, Assistant Professor of Education;B.A.,The University of New York–Regents College;M.A., Ph.D., Claremont Graduate University

ROSEN, SCOTT, Assistant Professor in the Library;B.A., University of California, Santa Barbara; M.A.,University of California, Los Angeles; M.L.S.,California State University, San Jose

ROYSE, DENNIS, Chair, Graduate Program;AssociateProfessor of Music; B.A., Pasadena College; M.A.,California State University, Los Angeles; Ph.D.,Claremont Graduate School

SAGE, ROBERT, Professor of Music; B.A., Loma LindaUniversity; M.M., DMA, University of SouthernCalifornia

SAMBASIVAM, SAMUEL, Chair; Professor of ComputerScience; B.S., University of Madras, India; M.S.,University of Mysore, India; M.Phil., Indian Instituteof Technolgy, Delhi, India; M.S.,Western MichiganUniversity; Ph.D., Moscow State University, Russia

SAURENMAN, DIANNE, Associate Professor ofCounseling and School Psychology; B.A., SanFrancisco University; M.S., Ed.D., University ofSouthern California

SCARBROUGH,WENDEL, Associate Professor ofComputer Science; B.A., University of New Mexico;M.A., New Mexico Highlands University

SCHMIDT, CHRISTOPHER, Instructor of PhysicalEducation; B.A.,Whittier College; M.Sc., Universityof Arizona

SCHREINER, LAURIE, Professor of EducationalLeadership; B.A., Milligan College; Ph.D., Universityof Tennessee

SCHWENK, JOHN, Instructor in the Darling Library;B.A.,Wheaton College; MLIS, University ofCalifornia, Los Angeles

SCORGIE, KATHRYN, Associate Professor ofEducation; B.S., Ohio State University; M.A.,Western Michigan University; M.A.,WheatonCollege; Ph.D., University of Alberta, Canada

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SCOTT, LANE, Interim Associate Provost;AssociateDean, Professor of Theology and Ethics; B.A.,AsburyCollege; B.D.,Asbury Theological Seminary; M.A.,Ph.D., Emory University

SCOTT, SHERYN, Associate Professor of GraduatePsychology; B.A., University of California, Berkeley;M.A., Chapman College; M.A., Ph.D., FullerTheological Seminary

SHACKLETON, PHILIP, Associate Professor of Music;B.A.,Anderson College; M.M., University of thePacific

SHERIDAN, DENNIS, Chair; Professor of College StudentAffairs; B.A., Louisiana Tech University; M.Ed.,Louisiana State University; M.R.E., Ed.D.,Southwestern Baptist Theological Seminary; Ph.D.,University of California, Los Angeles

SHINNICK, PETER, Assistant Professor of PhysicalEducation; B.S., University of Colorado, Boulder;M.A., Clemson University

SHOEMAKER, MELVIN, Professor; Director of Study Abroad Program;A.B., Indiana WesleyanUniversity: M.Div.,Asbury Theological Seminary;M.Phil., Drew University; D.Min., Fuller TheologicalSeminary

SHORE, SUSAN, Assistant Professor of Physical Therapy;B.Sc., University of Wisconsin; M.S., University ofMinnesota; Ph.D., University of Toronto

SHRIER, CAHLEEN, Associate Professor of Biology andChemistry; B.A., Southern California College; M.S.,Ph.D., Loma Linda University

SHRIER, PAUL, Assistant Professor of Religion andPhilosophy; B.A., University of Waterloo; M.A., FullerTheological Seminary

SIMMEROK, BRUCE, Professor; Director DistanceLearning and Continuing Education; B.A.,TaylorUniversity; M.A., Indiana State University; Ph.D.,University of Southern California

SIMMS,WILLETTA TOOLE, Assistant Professor ofBiology; B.S., Stillman College; Ph.D., PurdueUniversity

SKALNIK, PATRICIA, Associate Professor of Business and Management; B.A., MBA, NationalUniversity; DBA, United States InternationalUniversity

SLIMBACH, RICHARD, Chair; Professor of Global Studies and Sociology; B.A., Humboldt StateUniversity; M.A.,William Carey InternationalUniversity; Ph.D., University of California, Los Angeles

SMITH, KATHRYN, Assistant Professor of Religion andPhilosophy; B.A., University of Washington; M.A.,Ph.D., Claremont Graduate School

SMITH, SUSAN, Associate Professor of Nursing; G.N.P.,Methodist Hospital School of Nursing; B.S., HunterCollege; MN, University of California, Los Angeles

SMITH-BEZJIAN, ILENE, Dean, School of Business andManagement;Associate Professor of Management andMarketing; B.S., California State University, LosAngeles; MBA,Azusa Pacific University; DBA, UnitedStates International University

SOLORZANO,AROLDO, Instructor of ModernLanguages; B.A.,Asbury College; M.A., University ofTexas, Austin

SORENSON, BARBARA, Chair, Department of SchoolCounseling and School Psychology, AssociateProfessor of Education; B.A., M.A., M.A., PointLoma Nazarene College; Ph.D., University ofSouthern California

SPALDING, BRUCE, Professor of Biology andChemistry; B.S., California Institute of Technology;Ph.D., University of Washington

SPEAK, DANIEL, Assistant Professor of Religion andPhilosophy; B.A.; Biola University; M.A., ClaremontGraduate School

STANFORD, BEVERLY HARDCASTLE, Director, Centerof Research on Ethics and Values; Professor ofEducation; B.A., University of Iowa; Ph.D.,ArizonaState University

STANTON, MARK, Chair; Professor of GraduatePsychology; B.A., Pacific Christian College; M.Div.,Ph.D., Fuller Theological Seminary

STEINBRONER,ANNE, Assistant Professor of PhysicalTherapy; B.A., California State University, Fullerton;MPT, Loma Linda University; DPT, University ofSouthern California

STETSON, BRAD, Associate Professor of History andPolitical Science; B.S., M.A., Ph.D., University ofSouthern California

STOOPS,TERESA, Assistant Professor of Education;B.A., University of Northern Colorado; M.A.,Adams State College; Ed.D., Seattle PacificUniversity

STOKER, CAROL, Associate Professor of ComputerScience; B.A., University of California, Riverside;M.S., Pepperdine University; Ph.D., University ofSouthern California

SUMNER, SARAH, Associate Professor of Theology;B.A., Baylor University; M.A.,Wheaton College;Ph.D.,Trinity Evangelical Divinity School

SUTTON, JOHN, Lecturer of Music; B.A., NorthwestCollege; M.A., San Jose State University

SZETO,THEODORE, Associate Professor of Math; B.S.,M.A., Ph.D., University of California, Los Angeles

THOMPSON, JAMES, Associate Professor of Art; B.A.,Point Loma Nazarene College; M.A., CaliforniaState University, Long Beach; Ed.D., Illinois StateUniversity

THORSEN, DONALD, Professor of Christian Theology;B.A., Stanford University; M.Div.,AsburyTheological Seminary;Th.M., Princeton TheologicalSeminary; M.Phil., Ph.D., Drew University

TISDALE,THERESA, Assistant Professor of Psychology;B.A., Radford University; M.A., Ph.D., BiolaUniversity

TULLENERS-LESH,AJA, Professor of Nursing; BSN,MN, University of California, Los Angeles; Ph.D.,Claremont Graduate School

VAN DOVER, LESLIE, Chair; Professor of Nursing;BN, University of New Brunswick; MScN,University of Western Ontario; Ph.D., University of Michigan

VERDUGO, PAUL, Assistant Professor of Economics and Statistics; B.S., M.S., California Polytechnic StateUniversity, Pomona

VOUGA, ROBERT, Associate Professor of Education;A.B., Pasadena College; M.A., California StateUniversity, Los Angeles; Ed.D., University ofSouthern California

WALKEMEYER, KENTON, Assistant Professor ofTheology, Director of the Friends Center; B.A.,Friends University; M.Div.,Azusa Pacific University

WALTERS,THOMAS, Associate Professor of Biologyand Chemistry/Accelerated Degree Program;B.A.,Walla Walla College; Ph.D., Stanford University

WATERS, KENNETH, Assistant Professor of NewTestament; B.A., Paul Quinn College; M.Th.,Southern Methodist University; Ph.D., FullerTheological Seminary

WATKINS, DANIEL, Director of Human DevelopmentProgram in Education; B.A.,Azusa Pacific University;M.S., University of Southern California

WEAVER, MELANIE, Assistant Professor of Art; B.S.,Biola University; MFA, University of North Texas

WEEKS, DAVID, Dean, College of Liberal Arts and Sciences; Professor of Political Science; B.A.,Marion College; M.A., Indiana State University,TerreHaute; Ph.D., Loyola University, Chicago

WEHMEYER, LILLIAN, Chair, Department ofEducational Leadership; Professor of Education; B.A.,M.L.S., Ph.D., University of California, Berkeley

WENTLAND, STEVEN, Assistant Professor ofEducation; B.A., Fresno Pacific University, M.A.,University of La Verne

WHITE, JAMES, Professor of Chemistry; B.A., FresnoPacific College; M.S., Ph.D., University of the Pacific

WHITE, ROGER, Associate Professor of Theology;B.S., East Tennessee State University; M.C.E., M.Ed.,Reformed Theological Seminary; Ed.D, University of Tennessee

WHYTE, MICHAEL, Interim Provost; B.S., UnitedStates Air Force Academy; M.S., Ph.D., University of Southern California

WICKMAN, LESLIE, Associate Professor; Director ofthe Center for Research in Science; B.A.,WillametteUniversity, Oregon; M.S., Ph.D., Stanford University

WIEBE, SHILA, Chair;Assistant Professor of Nursing;BSN, Hamline University; MSN, California StateUniversity, Los Angeles

WILKENS, STEVE, Professor of Philosophy; B.A.,TaborCollege; M.A., Ph.D., Fuller Theological Seminary

WILSON, GERALD, Professor of Old Testament andBiblical Hebrew; B.A., Baylor University; M.Div.,M.A., Fuller Theological Seminary; M.A., M.Phil.,Ph.D.,Yale University

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WILSON, PAMELA, Associate Professor of Social Work;B.A., University of Washington; MSW, Ph.D.,University of South Carolina

WOLF, PHIL, Instructor of Physical Education;B.A., M.A.,Wheaton College

WOOD, GARY, Associate Professor of Mathematicsand Physics; B.A.,Anderson College; M.S., MiamiUniversity

WONG, JEANETTE, Director and Professor ofAcademic Advising; B.A.,Whittier College;M.M., DMA, University of Southern California

WONG, MARY, Associate Professor; Director of the TESOL Program; B.A.,Westmont College;M.A., University of California, Los Angeles;M.A.,Azusa Pacific University; Ph.D., University of Southern California

WORK, TELFORD, Assistant Professor of Religion andPhilosophy; B.A.; Stanford University; M.A., FullerTheological Seminary; Ph.D., Duke University

YARCHIN,WILLIAM, Chair; Professor of BiblicalStudies; B.A., Southern California College; M.A.,Ph.D., Claremont Graduate School

YEE-SAKAMOTO, IVY, Associate Professor ofEducation; B.A., University of California, Berkeley;Ph.D., University of California, Los Angeles

ZONE, ENRIQUE, Associate Professor of Theology;B.A., L.I.F.E. Bible College; M.A., M.Div.,AzusaPacific University; M.A., Fuller TheologicalSeminary; Ed.D., Pepperdine University

Site Directors CAMPBELL-JONES, BRENDA, Murrieta RegionalCenter; B.A., University of Redlands, M.A.,California State University, Fullerton

KILDAL, LORI, San Diego Regional Center; B.S.,California State Polytechnic University, Pomona;M.Ed.,Azusa Pacific University; Ph.D., University of New Mexico

MARTIN, DOUGLAS, Orange County RegionalCenter; B.A., Concordia College; M.A., Ed.D.,University of Southern California

MCMURTRY, RAY, Inland Empire Regional Centerand High Desert Branch; B.A., University ofNorthern Colorado; M.A.,Adams State College;Ph.D., University of Wyoming

PARK, JOHN S., Los Angeles Regional Center;B.A., Dong-A University;Th.Min., M.Div., FullerTheological Seminary; M.A., Ph.D., ClaremontGraduate School

WEATHERBY,AARON “BUD”,Ventura RegionalCenter; B.A., Northwest Nazarene College; M.A.,Azusa Pacific University; Ph.D.,Walden University

Professors EmeritiBALL, CHARLES, Professor Emeritus of Religion;Th.B., Marion College; B.A., Friends University;M.A.,Winona Lake School of Theology; D.D.,William Penn College

BARBER, ROBERT, Professor Emeritus of Music;B.A., Cascade College

BOYER,WILLIAM, Professor Emeritus of Physics;B.A., Greenville College; M.S., University ofMichigan

BROOKINS, JEANETTE, Faculty Emeritus; B.A.,AzusaPacific University

BULLOCK, ROBERT, Professor Emeritus of Art; B.A.,M.A., California State University, Los Angeles

CAMPBELL,WENDELL, Professor Emeritus of SocialWork and Sociology; B.A., College of Emporia;M.S., Emporia State; MSW, University of Kansas;Ph.D., University of Southern California

COLLIER, GWENDOLYN, Professor Emeritus ofEducation; B.A., Pasadena College; M.S.,University of Southern California

CRANDALL, JOHN, Professor Emeritus of Education;B.S., Friends University; M.S., Emporia StateCollege; Ph.D., University of Southern California

CROISSANT,ANN, Professor Emeritus of Education;B.A., University of Northern Colorado; M.S.,University of Wisconsin; Ph.D., University ofSouthern California

DONNELLY, FRANK, Professor Emeritus ofPsychology; B.A.,Azusa Pacific University,M.S., Pepperdine University; Ed.D., University of California, Los Angeles

ELLIS, DAVID, Professor Emeritus of Chemistry;B.S., University of Washington; M.S., Ph.D.,University of Southern California

GRANT, DONALD, Professor Emeritus of Music; B.A.,Azusa Pacific University; M.A., Claremont GraduateSchool; Ed.D., University of Southern California

GRYDE, STANLEY, Professor Emeritus of Business and Management; B.S., University of California,Los Angeles; M.S., Ed.D., University of SouthernCalifornia

HALL, BERT, Professor Emeritus of Religion andPhilosophy; B.A., D.D., Houghton College; B.D.,Th.D., Northern Baptist Theological Seminary

HUFFMAN, CLARENCE, Professor Emeritus ofReligion; B.A., M.Rel., Marion College; B.D.,Northern Baptist Seminary; Ed.D., IndianaUniversity

HUTTER,WALTER, Professor Emeritus of Businessand Management; MBA, Graduate School ofBusiness, University of Chicago; Ph.D., ClaremontGraduate School

JACKSON, SHELDON, Professor Emeritus of Historyand Political Science;A.B.,Th.B., Marion College;M.A., University of Kansas; Ph.D., University ofSouthern California

JACOBS,ANGELINE, Associate Professor Emeritus;B.S., M.S., University of Pittsburgh

KING,VIRGINIA, Professor Emeritus of Music andLibrary; B.S., Greenville College; M.M., M.S.L.S.,University of Southern California

MARDOCK, MARVIN, Professor Emeritus of Global Studies and English; B.A., Cascade College;M.S., Fort Hays State College; M.A., California State University, Fullerton; Ed.D., University ofNorthern Colorado

MIKELS, GERALD, Professor Emeritus of Religion;B.A., Greenville College; B.D., LouisvillePresbyterian Seminary; M.A., University of SouthernCalifornia

MILHON, JAMES, Professor Emeritus of PhysicalEducation; B.A., University of La Verne; M.A.,California State University, Los Angeles

PETERMAN, EDWARD, Professor Emeritus of Libraryand Learning Resources;Th.B.,Th.M.,Azusa PacificUniversity; M.Div., Nazarene Theological Seminary;M.A.L.S.,Western Michigan University

PETERS,VICTOR, Professor Emeritus of Religion;B.A., University of Southern California;Th.B.,Th.M., Princeton Theological Seminary;Th.D.,Webster University

RICHEY, EVERETT, Professor Emeritus of Theology;Th.B.,Anderson College; M.Div.,Anderson Schoolof Theology;Th.D., Iliff School of Theology

ROBERTSON, MALCOLM, Professor Emeritus ofReligion and Philosophy; B.A., Pasadena College;Th.B.,Azusa Pacific University; M.A., CaliforniaState University, Los Angeles; Ed.D., University ofSouthern California

ROSS,THOMAS, Professor Emeritus of Education;B.A., M.A., California State University, Los Angeles;Ed.D., University of Southern California

SHACKLETON, FREDERICK, Professor Emeritus of Religion and Philosophy; B.A., MacalesterCollege; M.A., Butler University

STRAND, RICHARD, Professor Emeritus of Education;B.A.,Whittier College; M.A., Ed.D., University ofSouthern California

TUOHEY, MATTHEW, Professor Emeritus of SocialWork; B.A.,Azusa Pacific University; MSW,University of Nebraska

International Programs andMarketing Sister SchoolAffiliations

Alliance AcademyCasilla 6186Quito, ECUADOR, South America

Chiao Tai High SchoolTaichung,Ta-Li City,TAIWAN

Christian Academy in Japan1-2-14 Shinkawa ChoHigashi Kurume ShiTokyo 203, JAPAN

Christ’s College51 Tzu Chiang Rd.Tanshui 25120Taipei,Taiwan, R.O.C.

Holy Light Theological SeminaryPO Box 270 KaohsiungTaiwan, R.O.C.

Orio Women’s Educational Institute12-10 HorikawaYohata NishiKitahyushu 807, JAPAN

Tokyo Biblical Seminary1-30-1 Megurity, Higashi MurayamaTokyo 189, JAPAN

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AcademicCalendar 2002-03

15-Week Semester Fall ScheduleTuesday,August 20, 2002

Mail-In Registration DueWednesday,August 21, 2002

Late Registration Fee Begins ($125)Tuesday, September 3, 2002

Fall Classes BeginMonday, September 16, 2002

Last Day to Register Monday, September 16, 2002

Last Day to Add or Drop Classes or Submit Independent Study Proposals

Friday, September 20, 2002Last Day to Submit Intent to Graduate for December 13, 2002 or January 25, 2003 degree posting

Friday, October 25, 2002Dinner Rally

Monday, November 11, 2002 Last Day to Withdraw from Classes

Thursday-Sunday, November 28-December 1, 2002HOLIDAY*:Thanksgiving Break (no classes, offices closed)

Monday-Friday, December 9-13, 2002Final Examinations

Saturday, December 14, 2002Graduate Winter Commencement

Thursday, January 2, 2003Graduate Fall Semester Grades Due

9-Week Session Fall I ScheduleTuesday,August 20, 2002

Mail-In Registration DueWednesday,August 21, 2002

Late Registration Fee Begins ($125)Tuesday, September 3, 2002

Fall I Classes BeginMonday, September 9, 2002

Last Day to RegisterMonday, September 9, 2002


Friday, September 20, 2002Last Day to Submit Intent to Graduate for December 13, 2002 or January 25, 2003 degree posting

Monday, October 14, 2002Last Day to Withdraw from Classes

Friday, October 25, 2002Dinner Rally

Monday, November 4, 2002Fall I Classes End

Friday, November 15, 2002Fall I Grades Due

Saturday, December 14, 2002Graduate Winter Commencement

9-Week Session Fall II ScheduleFriday, September 20, 2002

Last Day to Submit Intent to Graduate for December 13, 2002 or January 25, 2003 degree posting

Monday, October 28, 2002Mail-In Registration Due

Tuesday, October 29, 2002Late Registration Fee Begins ($125)

Monday, November 11, 2002Fall II Classes Begin

Friday, November 15, 2002Last Day to Register

Friday, November 15, 2002Last Day to Add or Drop Classes or Submit Independent Study Proposals

Thursday-Sunday, November 28-December 1, 2002HOLIDAY*:Thanksgiving Break (no classes, offices closed)

Saturday, December 14, 2002GraduateWinter Commencement

Friday, December 20, 2002Last Day to Withdraw from Classes

Monday-Sunday, December 23, 2002-January 5, 2003VACATION: Christmas Break (no classes, offices closed; Dec. 24 through Jan. 1)

Monday, January 20, 2003HOLIDAY*: Martin Luther King Jr. Day (no classes, offices closed)

Saturday, January 25, 2003Fall II Classes End

Friday, February 7, 2003Last Day to Submit Intent to Graduate for May 3, 2003 Graduation

Friday, February 7, 2003Fall II Grades Due

Saturday, May 3, 2003Spring Commencement

15-Week Semester Spring ScheduleMonday, December 16, 2002

Mail-InRegistration DueTuesday, December 17, 2002

Late Registration Fee Begins ($125)Monday, January 6, 2003

Spring Classes BeginFriday, January 17, 2003

Last Day to RegisterFriday, January 17, 2003


Monday, January 20, 2003HOLIDAY*: Martin Luther King Jr. Day (no classes, offices closed)

Friday, February 7, 2003Last Day to Submit Intent to Graduate for a May 3, 2003 Degree Posting

Friday, February 14, 2003HOLIDAY*: Presidents’ Day (no classes, offices closed)

Friday, March 14, 2003Last Day to Withdraw from Classes

Sunday-Sunday,April 13-20, 2003VACATION: Easter Break (no classes)

Friday,April 18, 2003 HOLIDAY: Good Friday (offices closed)

Monday-Friday,April 28-May 2, 2003Final Examinations


Friday, May 16, 2003Graduate Spring Semester Grades Due

*Students are advised to review syllabus for classes which fall on holidays.

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9-Week Session Spring I ScheduleTuesday, January 21, 2003

Mail-In Registration DueWednesday, January 22, 2003

Late Registration Fee Begins ($125)Monday, February 3, 2003

Spring I Classes BeginFriday, February 7, 2003

Last Day to Submit Intent to Graduate for a May 3, 2003 Degree Posting

Friday, February 7, 2003Last Day to Register

Friday, February 7, 2003Last Day to Add or Drop Classes or Submit Independent Study Proposals

Friday, February 14, 2003HOLIDAY*: Presidents’ Day (no classes, offices closed)

Friday, March 14, 2003 Last Day to Withdraw from Classes

Saturday,April 5, 2003Spring I Classes End

Monday,April 21, 2003Spring I Grades Due


9-Week Session Spring II ScheduleFriday, February 7, 2003

Last Day to Submit Intent to Graduate for a May 3, 2003 Degree Posting

Monday, March 31, 2003Mail-In Registration Due

Tuesday,April 1, 2003Late Registration Fee Begins ($125)

Monday,April 14, 2003Spring II Classes Begin

Friday,April 18, 2003HOLIDAY*: Good Friday (no classes, offices closed)

Monday,April 21, 2003 Last Day to Register

Monday,April 21, 2003 Last Day to Add or Drop Classes or Submit Independent Study Proposals

Friday, May 2, 2003 Last Day to Submit Intent to Graduate for July 25, 2003 Degree Posting


Friday, May 23, 2003Last Day to Withdraw from Classes

Monday, May 26, 2003HOLIDAY*: Memorial Day (no classes, offices closed)

Saturday, June 14, 2003Spring II Classes End

Friday, June 27, 2003Spring II Grades Due

Friday, July 25, 2003Summer Commencement

12-Week SessionSummer ScheduleMonday,April 21, 2003

Mail-In Registration Due Tuesday,April 22, 2003

Late Registration Fee Begins ($125)Friday, May 2, 2003

Last Day to Submit Intent to Graduate for a July 25, 2003 Degree Posting

Monday, May 5, 2003Summer Classes Begin

Friday, May 16, 2003Last Day to Register

Friday, May 16, 2003Last Day to Add or Drop Classes or Submit Independent Study Proposals


Friday, June 27, 2003Last Day to Withdraw from Classes

Friday, July 4, 2003HOLIDAY*: Independence Day (no classes, offices closed)

Friday, July 25, 2003 Summer Classes End

Friday, July 25, 2003 Summer Commencement

Friday,August 8, 2003 Graduate Summer Semester Grades Due

6-Week Session Summer I ScheduleMonday,April 28, 2003

Mail-In Registration DueTuesday,April 29, 2003

Late Registration Fee Begins ($125)Friday, May 2, 2003


Monday, May 5, 2003Summer I Classes Begin

Friday, May 9, 2003Last Day to Register

Friday, May 9, 2003Last Day to Add or Drop Classes or Submit Independent Study Proposals


Friday, May 30, 2003Last Day to Withdraw from Classes

Friday, June 13, 2003Summer I Classes End

Friday, June 27, 2003Summer I Grades Due


6-Week Session Summer II ScheduleFriday, May 2, 2003

Last Day to Submit Intent to Graduate for aJuly 25, 2003 Degree Posting

Monday, June 9, 2003Mail-In Registration Due

Tuesday, June 10, 2003 Late Registration Fee Begins ($125)

Monday, June 16, 2003Summer II Classes Begin

Friday, June 20, 2003Last Day to Register

Friday, June 20, 2003Last Day to Add or Drop Classes or Submit Independent Study Proposals


Friday, July 11, 2003 Last Day to Withdraw from Classes

Friday, July 25, 2003 Summer II Classes End


Friday,August 8, 2003 Summer II Grades Due

5-Week Session Summer III ScheduleFriday, May 2, 2003


Monday, June 16, 2003Mail-In Registration Due

Tuesday, June 17, 2003 Late Registration Fee Begins ($125)

Monday, June 23, 2003Summer III Classes Begin

Friday, June 27, 2003Last Day to Register

Friday, June 27, 2003Last Day to Add or Drop Classes or Submit Independent Study Proposals


Tuesday, July 15, 2003 Last Day to Withdraw from Classes

Friday, July 25, 2003 Summer III Classes End


Friday,August 8, 2003 Summer III Grades Due

*Students are advised to review syllabus for classes which fall on holidays,

214 Index

Ind

ex

Index

Academic Advising 38Academic Calendar 2002-2003 212Academic Integrity 41Academic Policies and Procedures 35Academic Probation and Disqualification 38Accreditation 11Adding and Dropping Classes 36Additional Degree Requirements 39Additional Master’s Degree 40Administration and Faculty 203Admissions Policies 21Admission to the University 22Adult Nursing 178Application and Fee 22Application for Graduation 39Articulated RN-Master of Science in

Nursing Program 173Asian Program 187Attendance Regulation 37Auditing 37Biblical Studies Concentration 189Board of Trustees 204Calendar 212Campus Resources 15Capstone Project 51Center for Accelerated Degree Programs 78Change of Program 23Christ’s College Cooperative M.A./TESOL 59Church Development Concentration 190Client/Server Technology Emphasis 49Client/Server Technology Certificate 52Clinical Nursing Specialties (CNS) 175College of Liberal Arts and Sciences 46Combined Parent-Child Clinical Nursing

Specialty (CNS) and Pediatric Nurse Practitioner (PNP) Specialty 175

Commencement 40Computer Facilities 18Computer Information Systems Certificate 52Computer Information Systems Emphasis 49Computer Science Certificate Programs 52Computers 18Cost of Attendance 2002-03 28Council for Christian Women in Leadership 187Council of Church Leaders 201Course Numbering System 36Course Replacement and Substitution 39Credit Hours 37Cross-Cultural Language and Academic

Development (C.L.A.D.) Certificate 128Deferment Information 37Degree Posting Dates 39Department of Advanced Studies in

Education 85

Department of College Student Affairs and Leadership Studies 140

Department of Computer Science 47Department of Educational Leadership 96Department of Global Studies and Sociology 57Department of Graduate Psychology 145Department of Physical Therapy 61Department of School Counseling/

School Psychology 111Department of Teacher Education 118Determining Degree Requirements 39Distribution of Courses 39Doctor of Education in Educational

Leadership 105Doctor of Ministry 195Doctor of Psychology in Clinical Psychology:

Emphasis in Family Psychology 149Doctoral Assistantships 159Earthquake Procedures 12Education Aid 32Educational Administration Emphasis 105End-User Support Certificate 53End-User Support Emphasis 50Equitable Treatment 30Essence Statement 8False Information Policy 23Family Nurse Practitioner 179Family Nurse Practitioner (FNP) Specialty 175Federal Aid 31Field-based M.A./TESOL Program 59Field-based Certificate in TESOL Program 59Final Examinations 37Financial Agreement 29Financial Aid Application 29Financial Aid Packaging 30Financial Aid Policies 29Finance Emphasis 69Financial Information 27Friends Center 187General Information 7Grade-Point Average Requirements 39Grading 38Graduate Admission to the University 22Graduate Assistantships 141Graduate Center 16Graduate Programs 4Graduate Student Grievance Procedures 41Graduate Student Financial Services 28Graphic Center 18Haggard Graduate School of Theology 185Harassment Policy 12Higher Education Emphasis 105Hispanic Program 187History 10Honorable Dismissal 37Human and Organizational Development

Emphasis 69

Information and Media Technology 18Independent Study 36Inter-Emphasis 51International Business Emphasis 69 International Center 18International Graduate Admissions 23International Programs and Marketing Sister

School Affiliations 211International Student Services 19International Tutorial 69Internet Acceptable-Use Policy 11Late Registration 36Leave of Abscence 37Libraries 17Library and Information Resources

(Theology) 187Library Media Teacher Credential 85Location and Campus 10Los Angeles Regional Center 186MAHOD Program 71MAOM Degree 78Management Information Systems Emphasis 69Marketing Emphasis 69Master of Arts in Christian Education 191Master of Arts in Christian Education;

Youth Ministries Emphasis 192Master of Arts in Clinical Psychology:

Marital and Family Therapy 145Master of Arts in Education: Curriculum

and Instruction in Multicultural Contexts 86Master of Arts in Education:

Pupil Personnel Services 114Master of Arts in Education:

Pupil Personnel Services and Pupil Personnel Services Credential:School Counseling 115

Master of Arts in Education:Pupil Personnel Services and Pupil Personnel Services Credential:School Psychology 116

Master of Arts in Education:School Administration 99

Master of Arts in Education: School Administration and Preliminary Administrative Services Credential (Tier I) 100

Master of Arts in Education:School Librarianship 87

Master of Arts in Education:Special Education 126

Master of Arts in Education:Special Education and Mild/Moderate Disabilities Specialist Credential (K-12)Level I,Track 1 126

Master of Arts in Education:Special Education and Mild/Moderate Disabilities Specialist Credential (K-12)Level I,Track 2 127

Index 215

Ind

ex

Master of Arts in Education:Teaching 89Master of Arts in Education:

Teaching and Multiple-Subject Teaching Credential 90

Master of Arts in Education:Teaching and Single-Subject Teaching Credential 90

Master of Arts in Educational Technology 93Master of Arts in Educational Technology,

Online Program 94Master of Arts in Educational Technology

and Preliminary Administrative Services Credential (Tier I) 91

Master of Arts in Human and Organizational Development 71

Master of Arts in Nonprofit Leadership and Theology 193

Master of Arts in Organizational Management 78

Master of Arts in Pastoral Studies 190Master of Arts in Religion 194Master of Arts in Social Science:

Leadership Studies 141Master of Arts in TESOL and the

Certificate in TESOL 57Master of Business Administration 68Master of Divinity 188Master of Education in College

Student Affairs 140Master of Music Education 166Master of Music in Performance 166Master of Physical Therapy 62Master of Science in Applied

Computer Science and Technology 47Master of Science in Nursing 173Master of Science in Physical Education 95Mild/Moderate Disabilities (K-12) Specialist

Credential, Level I Track 1 and Track 2 124Mission Statement 8Multiple-Subject Internship Teaching

Credential and Master of Arts in Education:Teaching 122

Multiple-Subject Teaching Credential 119Normal Progress Toward a Degree and

Time Limit for Degree 39Nursing Administration-Post Master’s 178Nursing Administration Emphasis 177Nursing Aid 32Nursing Education Emphasis 179Operation Impact Program 142Outside Aid Resources 30Overawards 30PACE Option 22Parent-Child Nursing 178Parish Nursing 178Parish Nursing (PN) and Health Ministries

Specialization 176

Payment Terms and Conditions 28Petition Process 38Preliminary Administrative Services

Credential (Tier I) 97Preliminary Administrative Services

Internship Credential (Tier I) 97Professional Administrative Services

Credential (Tier II) 104Pupil Personnel Services Credential:

School Counseling 111Pupil Personnel Services Credential:

School Psychology 113Psy.D. Program 150Refund Policy 29Regarding the Catalog 8Regional Centers 16Registration 36Release of Records 30Release of Transcripts 40Repeated Courses 37Reservation of Rights 36Residence Requirement 39Satisfactory Progress 29School Nurse Services Credential

(a nondegree program) plus option to earn a Master’s Degree in Pediatric Nurse Practitioner (PNP) or Family Nurse Practitioner (FNP) Specialty 176

School of Business and Management 67School of Education and Behavioral Studies 81School of Intensive English 24School of Music 165School of Nursing 171School of Theology, Haggard Graduate 185Security Interest in Student Records 40Single-Subject Teaching Credential 120Special Education Programs 124Spiritual Life 186Standards of Conduct 42State Aid 31Statement of Academic Freedom 9Statement of Faith 9Statement of Mission and Purpose 8Statements of Compliance 12Strategic Management Emphasis 69Student Employment 29Student Records Policy 40Study Load 37Support Services 204 Teaching and Learning Emphasis 105Technical Programming Certificate 53Technical Programming Emphasis 50Telecommunications Certificate 53Telecommunications Emphasis 51Theology Aid 32Theology and Ethics Concentration 194Thesis 39

TOEFL Requirements 23Transcripts 23Transfer Credit 38Types of Financial Aid 31University Counseling Center 17Urban Program 187Urban and Intercultural Ministries

Emphasis 190Waivers 38Web and Information Technology Emphasis 69Withdrawal from Courses 37Withdrawal from the University 37Writing Center 17


Ad

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LAX 105 FWY.

Ontario Airport

John Wayne Airport

Long Beach Airport

Garden Grove 22 FWY.

San Bernardino 10 FWY.

Santa Monica 10 FWY.

Pomona 60 FWY.

605

FWY.

Pasadena 110 FW

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Riverside 91 FWY.

15 F

WY.

San Diego

405 FWY.

Santa Ana 5 FWY.

Hollywood

101 FWY.

Glendale2 FW

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Long Beach 710 FW

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Harbor 110 FW

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New

port 55 FWY.

Foothill 210 FWY.

Orange 57 FW

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Pacific Ocean

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Freeway Map to Azusa Azusa Campus

Azusa PacificUniversity

The Graduate Center is located in the Administration West building,568 East Foothill Boulevard, Azusa.

APU

901 E. ALOSTA AVE.PO BOX 7000 AZUSA, CA 91702-7000

GRADUATE CENTER

(800) 825-5278

(626) 815-4570

FAX (626) 815-4545

[email protected]

www.apu.edu

Graduate Catalog - 2002-03 - Azusa Pacific University

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Transcript of Graduate Catalog - 2002-03 - Azusa Pacific University