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

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.

(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

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.

Books read for this class

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:

Below is rhe fieldwork Agreement

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:

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:

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