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Iyanla Vanzant has been such a motivating force in realizing and actualizing my development

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Observation Papers from HD 406

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Reflections on HD 497 Capstone, HD 406 Emergent Curriculum, and Capstone Project

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Reflections on HD 497 Capstone, HD 406 Emergent Curriculum, and Capstone Project

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Capstone_SAnderson_Self-Evaluation for HD 497 and 406 2018_11_30

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Below is an excerpt of the feedback i received on this project
Comments:

https://1drv.ms/v/s!AlCdD7WNSD_jkAGB3azbwoaRINYcStephen Anderson,

Oct 14 at 4:12am

Excellent work and learning. I am so impressed with your work ethic, your critical thinking, and use of authentic voice. I am glad you learned a lot about your personally and professionally as well as learned where your talents can be developed. I am so impressed that your project was over 40 hours. Can you send me your manual? Please stay in touch. I would love to share great higher education articles and student development theories that can help you with the amazing work you are doing. Also, I will be happy to write a letter of recommendation for graduate school.Dr. Veronica Estrada, Oct 16 at 2:03am

I spoke to Michael Patton today from POC and he loved your training manual. I reviewed it again today and it is well organized, clear, and well done. Great job!!!Dr. Veronica Estrada, Oct 16 at 11:45pm

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Reflections on HD 459 and Specialization Competencies

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Reflections on HD 459 and Specialization Competencies

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Capstone_SAnderson_Self-Evaluation for HD 459 and Specialization courses 2018_11_16

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HD 497 Capstone

Tell stories from their Pacific Oaks experience and observations, and reflect on how much they have learned about themselves, others, and how to be agents of change

Conceptualize and communicate their learning from Pacific Oaks experience in the form of a clear and concise portfolio

Demonstrate mastery of the Program Level Outcomes (PLO’s)

Books read for this class:

Developing Your Portfolio- Enhancing Your Learning and Showing
Your Stuff: A Guide (2011) by Marianne Jones and Marilyn Shelton.

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HD 406 Emergent Curriculum : Emergent Curriculum: Reflecting Learner Lives

Students will analyze play, progressive education theory and practices, and literacy as
the fundamental building blocks of emergent curriculum.
SLO2
Students will critically analyze their role in the construction of learning communities that
are implemented through progressive education theory and emergent practices.
SLO3
Students will critically analyze the role of diverse learners in the construction of learning
communities that are implemented through progressive education theory and emergent
practices.
SLO4
Students will analyze the use of progressive emergent curriculum as an inclusive tool to
develop spaces of learning which honor the learner culturally, socially, emotionally,
physically, cognitively, and academically.
SLO5
Students demonstrate growth in this class, indicated by an improvement in writing or critical thinking skills, a willingness to take risks and authentically engage with course
material and classmates; or an openness to new information and perspectives.

Books read for this class:

Tanner, L. N. (1997). Dewey's laboratory school: Lessons for today.
New York: Teachers College Press.

Paley, V. G. (2005). A child's work: The importance of fantasy play.
Chicago: University of Chicago Press.

Stacey, S. (2008). Emergent curriculum in early childhood settings:
From theory to practice. St Paul, MN: Redleaf Press.

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HD 459 Exploration and Fieldwork

The Student Learning Objectives for HD 459 Fieldwork were:
·         Integrate theoretical frameworks which underpin best reflective practice in fieldwork emphasis.
·         Use theoretical learning in Praxis, Diversity and Communication courses, along with other relevant theory and current popular literature/media on leadership and organizational culture.
·         Student observes their own practice and the impact of their actions on themselves and others, to assess their implicit theory-in-action.
·         Student assesses workplace conflicts and gaps in best practice from multiple perspectives, including cultural values, power asymmetries and ecosystemic influences on development.
·         Student analyzes the Praxis Cycle by critically examining emergent issues in their Observation/Fieldwork settings and developing theories and paradigms that reflect best practice in their specialization. They work to develop a critically conscious awareness and a commitment to overcoming social and/or political barriers.
Student demonstrates growth in the class, indicated by an improvement in observational. writing and critical thinking skills in order to assess assets and opportunities in service environments.

Books read for this class:

Curtis, D. & Carter, M. (2007). Learning Together with Young Children: A Curriculum Framework for Reflective Teachers. St Paul, MN: Redleaf Press.

Johnson, L.R. (2017). Community-Based Qualitative Research: approaches for education and the social sciences. Thousand Oaks, CA : Sage Publications.

Below is rhe fieldwork Agreement

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My Fieldwork Signature Assignment.

I decided to collaborate across departments at my work for this project.. I wanted to put my experience in leadership and working with large teams to work.

I took on the daunting task of developing training for new hires of a totally new department.

I came up with a new hire training guide for new Student Engagement Counselors.

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HD335 ONL-A Human Development: The Elder Years

1. Student integrates knowledge of theories about elder development and developmental change.

2. Student elucidates understanding of self from a developmental as well as socio-cultural aspect in light of course concepts; elder development, aging, death and dying.

3. Student explicates developmental and socio-cultural understanding of others about course concepts; elder development, aging, death and dying.

4. Student demonstrates the capacity to apply theory to bring about change for elders.

5. Student demonstrates growth in the class, indicated by an improvement in one or more of the following: writing or critical thinking skills, a willingness to take risks and authentically engage with course material and classmates, and openness to new information and perspectives.

Books read for this class

Albom, M. (1997). Tuesdays with Morrie. Broadway Books.

Pipher, M. (1999). Another Country. Riverhead Books.

Solie, D. (2004). How to Say It to Seniors. Prentice Hall Press.

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HD 364 Community as a Context for Development

SLO1: Students will learn to create theories in order to conduct an analysis of community in their life and its impact upon their development

SLO2: Students will examine their development within multiple identifiers of race, gender, class, sexual orientation, ability, and other social identifiers along with their positions and socialization patterns within systems of privilege and oppression.

SLO 3:  Students will examine the development of others within multiple identifiers of race, gender, class, sexual orientation, ability, and other social identifiers along with their positions and socialization patterns within systems of privilege and oppression.

SLO 4:  Students will develop and apply strategies grounded in social justice and action to change the operation of inequities within communities.

SLO 5:  Students demonstrate growth in the class, indicated by an improvement in writing or critical thinking skills, a willingness to take risks and authentically engage with course material and classmates, or an openness to new information and perspectives.

Books read for this class:

Hooks, B. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.

González, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: theorizing practices in households, communities, and classrooms. New York, NY: Routledge.

Perez, W., & Solórzano, D. (2009). We are Americans: Undocumented students pursuing the American dream. Sterling, VA: Stylus.

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My ethnographic Life in Review Project

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Capstone_SAnderson_Self-Evaluation for HD 335 and 364 Elective Documentation _2018_11_10

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HD 361: Social and Political Contexts of Human Development
Student Learning Outcomes

(1) Students will conduct an analysis of systemic and historical power and its impact upon their development and the development of children, adolescents, adults and families.

(2) Students will examine their development within multiple identifiers of race, gender, class, sexual orientation, ability, and other social identifiers along with their positions and socialization patterns within systems of privilege and oppression.

(3) Students will examine the development of others within multiple identifiers of race, gender, class, sexual orientation, ability, and other social identifiers along with their positions and socialization patterns within systems of privilege and oppression.

(4) Students will develop and apply strategies grounded in social justice and action to change the operation of inequities.

(5) Students demonstrate growth in the class, indicated by an improvement in writing or critical thinking skills, a willingness to take risks and authentically engage with course material and classmates, or an openness to new information and perspectives.

Books read for this class:

Crow Dog, Mary (1990). Lakota Woman. New York: HarperPerennial. ISBN: 0-06-097389-7

Horton, Myles (1998). The Long Haul. New York: Teachers College Press.  ISBN-100-8077-3700-3

Johnson, Allan G. (2006, 2001). Privilege, Power, and Difference. 2nd edition. New York: McGraw Hill. ISBN-13: 978-0-07-287489-1 ISBN: 10: 0-07-287489-9

Polakow, Valerie (1993). Lives on the Edge: Single Mothers and Their Children in the Other America. Chicago: The University of Chicago Press. ISBN-100-226-67184-4

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Link to HD 364 Community Alliance Proposal

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HD 361 Research paper

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My name is Stephen D Anderson. I came to Pacific Oaks with an Associate degree. I knew it was a requirement to complete a Baccalaureate degree if I wanted to do more with my professional experience. I am a firm believer of ethics, empowerment, and authenticity. I truly believe these are the key components that build a solid foundation to our development.

Listening and communicating in whole messages is yet another "building block" that goes on top of the foundation I have mentioned. Throughout my experience at Pacific Oaks College, I walked away from each class a changed man. I learned more about myself and even more about the ways my life experience in totality has shaped me to be who I had become.

Another facet of human development that directs my current action is the internal truth I have uncovered for myself is that it is never too late to change what no longer suits our needs and end what no longer contributes to our development. Self-reinvention is an ongoing process and I don’t want to be the same person I was yesterday, last month or last year. I seek to be more educated, well-rounded individual that operates with all the knowledge I have gained in my 35 years of life experience.

I am developing this portfolio to catalog the experience I have gained at Pacific Oaks College. This is the last course that needs to be completed for my degree. I am extremely excited to share what I have learned and how I have synthesized the information into a working knowledge. I want my learning and education goals to be clearly exemplified through the education I have achieved in the two years it has taken me to complete. I would like to share this experience with anyone who has access and is interested in learning my story.

Additionally, I have learned how to tell my story in a way that empowers others. I have found therapy and solace in sharing my story, while giving a voice to those who feel that they do not have a voice. It is my goal and sincere hope that all who read this are changed for the better or can relate to my experiences.

This can only go one of two ways (kidding). Start by clicking below for a crash course on all things S>D>A OR continue by navigating to the right to learn more about my journey at Pacific Oaks College in Human Development.

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HD 300 Research Paper on Identification

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HD 300 Early Childhood Themes and Life Cycle Issues

SLO 1:

Students will synthesize theory and practice about developmental change based on integrating

and evaluating theories of development and constructing ways insights are applied to practice across

all age groups.

SLO 2:

Students will integrate personal reflections to construct a theory of development applied to self

within the cultural and societal context of their lives.

SLO 3:

Student demonstrates an enhanced ability to assess and evaluate others through observing

and analyzing the impact of cultural differences and societal bias on development.

SLO 4:

Student demonstrates an ability to critically assess the impact of societal oppression and its

relevance to human development and construct ways of addressing these issues as an educator.

SLO 5:

Student demonstrates growth in the class, indicated by an improvement in writing or critical

thinking skills, a willingness to take risks and authentically engage with course material and

classmates, or an openness to new information and perspectives.

Books read for this class:

Diversity in early care and education: Honoring difference, Gonzalez-Mena, Janet: (2007).

ISBN: 978-0073525-860.

The house on Mango Street: Sandra Cisneros: (1991).  ISBN: 978-0679734-772

Why Are All the Black Kids Sitting Together in the Cafeteria: Tatum, Beverly Daniel (2003).  ISBN:

978-0465083-619