Anda di halaman 1dari 140

General Catalog

2009-2010

Antioch University Santa Barbara


801 Garden Street Suite 101
Santa Barbara, CA 93101
Phone: 805.962.8179 Fax: 805.962.4786
www.antiochsb.edu
Antioch University is accredited by the Higher Learning Commission and is a member of the North
Central Association of Colleges and schools.

Higher Learning Commission


North Central Association of Colleges and Schools
30 North LaSalle Street, Suite 2400
Chicago, IL 60602-2504
(800) 621-7440
www.ncahigherlearningcommission.org

Antioch University Santa Barbara is also accredited by


Western Association of Schools and Colleges (WASC).

WASC - Western Association of Schools and Colleges


985 Atlantic Avenue, Suite 100
Alameda, CA 94501
(510) 748-9001
http://www.wascsenior.org/wasc/

Antioch University - Santa Barbara is in voluntary compliance with state statutes, rules, and
regulations pertaining to a private postsecondary institution in order to operate in California as
directed by the Department of Consumer Affiars’ Bureau for Private Postsecondary and Vocational
Education (BPPVE) of the State of California..
BPPVE -

Bureau for Private Postsecondary and Vocational Education


400 R Street, Suite 5000
Sacramento, CA 95814
or
P.O. Box 980818
West Sacramento, CA 95798
(916) 455-3427
www.bppve.ca.gov

All of the credentials offered in the Master of Arts in Education and Teacher Credentialing Program are
fully accredited by the California Commission on Teacher Credentialing.

California Commission on Teacher Credentialing Information Services


P.O. Box 944270
Sacramento, CA 94244-2700
(916) 445-7254 or (888) 921-2682
www.ctc.ca.gov

Antioch credentials also include recognition for a variety of federal assistance, grants, contracts, and eligibility
of Antioch students for financial aid. Any questions or problems concerning the institution that have not been
satisfactorily resolved internally should be directed to the Executive Director of the BPPVE (400 R Street, Suite
500, Sacramento, California 95814).
For undergraduate students interested in obtaining a teaching credential in the State of California, it is
important to note that Antioch University Southern California is accredited by the Higher Learning Commission
and is a member of the North Central Association (NCA) of Colleges and Schools (see above address). As is
the case with other out-of-state regionally accredited colleges and universities, degrees from Antioch are fully
recognized Degrees by the higher education community. However, those seeking teaching credentials should
check with the credentialing program to which they intend to apply to be aware of any restrictions that program
might have on the acceptance of undergraduate coursework. This does not apply to Antioch’s graduate
program for teacher preparation, which is accredited by the California Commission on Teacher Credentialing.

Disclaimer:

The policies and procedures described herein are current as of October 2009. Antioch University Santa
Barbara reserves the right to revise its fees, policies, procedures, and/or catalog at any time.
Table of
Contents
GENERAL INFORMATION...................................................................................................................................1
DEGREES OFFERED .......................................................................................................................................... 4
ACCREDITATION ................................................................................................................................................ 5
ADMISSION ..........................................................................................................................................................7
APPLICATION PROCESS.................................................................................................................................... 7
INTERNATIONAL STUDENTS............................................................................................................................. 8
FINANCIAL AID………………………………………………………………………………………………………… ..11
WHAT TYPES OF FINANCIAL AID ARE AVAILABLE? ...................................................................................... 11
APPLYING FOR FINANCIAL AID ....................................................................................................................... 12
POLICIES AND PROCEDURES......................................................................................................................... 12
TUITION & FEES ................................................................................................................................................13
TUITION ............................................................................................................................................................. 13
EXPLANATION OF FEES................................................................................................................................... 14
REGISTRARIAL POLICIES & PROCEDURES ..................................................................................................17
STUDENT STATUS............................................................................................................................................ 17
TRANSCRIPTS .................................................................................................................................................. 19
TRANSFER OF COURSE CREDIT .................................................................................................................... 20
ACADEMIC POLICIES, PROCEDURES & SERVICES REGISTRATION .........................................................21
ADDING AND DROPPING ................................................................................................................................. 21
UNDERGRADUATE STUDENTS....................................................................................................................... 21
GRADUATE STUDENTS.................................................................................................................................... 21
PRIOR LEARNING ACTIVITIES………………………...………………………………………………..……………………………21
TAKING COURSES AT ANOTHER
INSTITUTION.................................................................................................................. ................................... 21
ACADEMIC PROGRESS.................................................................................................................................... 23
GRADE EQUIVALENTS………………………………………………………………………….……………………………………..26
STUDENT EVALUATION OF COURSES........................................................................................................... 28
STUDENT SERVICES & FACILITIES ................................................................................................................29
BOOKSTORE ..................................................................................................................................................... 30
SERVICES FOR STUDENTS WITH DISABILITIES…………………………………………………..……………………………..29
LIBRARY RESOURCES..................................................................................................................................... 31
INTERNATIONAL STUDENT SERVICES .......................................................................................................... 31
STUDENT SERVICES........................................................................................................................................ 33
PARKING............................................................................................................................................................ 33

STUDENT LIFE AT ANTIOCH............................................................................................................................35


RIGHTS AND RESPONSIBILITIES .................................................................................................................... 35
STUDENT CONDUCT ........................................................................................................................................ 35
INTELLECTUAL INTEGRITY ............................................................................................................................. 36
FORMS OF ACADEMIC DISHONESTY ............................................................................................................. 36
CONFIDENTIALITY OF STUDENT INFORMATION .......................................................................................... 38
CAMPUS POLICIES………………………………………………………………………….……………………………..38

DEGREE PROGRAMS .......................................................................................................................................45


BACHELOR OF ARTS IN LIBERAL STUDIES..................................................................................................46
MISSION............................................................................................................................................................. 46
PRAXIS FOR SOCIAL JUSTICE ........................................................................................................................ 47
CORE PURPOSES OF A LIBERAL ARTS EDUCATION.................................................................................... 47
LEARNING OPTIONS…..........................................................................................................................................................48
DEGREE REQUIREMENTS............................................................................................................................... 50
GENERAL STUDIES REQUIREMENT AND REQUIRED AREAS OF STUDY ................................................... 51
AREAS OF CONCENTRATION.......................................................................................................................... 53
PLANNING THE PROGRAM .............................................................................................................................. 63
GRADUATION.................................................................................................................................................... 64
PREPARATION FOR GRADUATE SCHOOLS .................................................................................................. 64
BACHELOR OF ARTS COURSE DESCRIPTIONS ......................................................................................66
MASTER OF ARTS IN CLINICAL PSYCHOLOGY ............................................................................................75
MASTER OF ARTS IN CLINICAL PSYCHOLOGY - GENERAL DESCRIPTION OF THE PROGRAM............... 75
PROGRAM DEGREE REQUIREMENTS ........................................................................................................... 76
EDUCATIONAL REQUIREMENTS .................................................................................................................... 76
REQUIRED CURRICULUM………………………………...………………………………………………………………...………...75
THE CLINICAL TRAINEESHIP........................................................................................................................... 78
MASTER OF ARTS IN CLINICAL PSYCHOLOGY COURSE DESCRIPTIONS................................................80
MASTER OF ARTS IN ORGANIZATIONAL MANAGEMENT ...........................................................................84
OVERVIEW ........................................................................................................................................................ 83
THE DEGREE..................................................................................................................................................... 84
CURRICULUM.................................................................................................................................................... 86
DEGREE REQUIREMENTS............................................................................................................................... 86
INTERNATIONAL BUSINESS ............................................................................................................................ 85
SPORTS MANAGEMENT .................................................................................................................................. 86
SECOND MASTER'S DEGREE.......................................................................................................................... 88
MASTER OF ARTS IN ORGANIZATIONAL MANAGEMENT COURSE DESCRIPTIONS ...............................90
MASTER OF ARTS IN EDUCATION..................................................................................................................93
MISSION............................................................................................................................................................. 93
MASTERS OF ARTS IN EDUCATION/TEACHER CREDENTIAL PROGRAM (MAE/TC) .................................. 93
MULTIPLE SUBJECT MILD/MODERATE CREDENTIAL................................................................................... 93
EDUCATION SPECIALIST MILD/MODERATE CREDENTIAL........................................................................... 93
PROGRAM OBJECTIVES .................................................................................................................................. 94
PROGRAM DESIGN........................................................................................................................................... 94
REQUIREMENTS............................................................................................................................................... 94
FIELD EXPERIENCE.......................................................................................................................................... 95
MULTIPLE SUBJECT CURRICULUM DESIGN ................................................................................................. 95
EDUCATION SPECIALIST MILD/MODERATE CURRICULUM DESIGN........................................................... 96
MASTER OF ARTS IN EDUCATION SOCIAL JUSTICE & EDUCATION ........................................................... 98
LEADERSHIP EMPHASIS (MAEX)..................................................................................................................... 98
MASTER OF ARTS IN EDUCATION COURSE DESCRIPTIONS ...................................................................100
DOCTORAL PROGRAM IN BUSINESS ADMINISTRATION……………………………………………………..106
OVERVIEW………………………………………………………………… ............................................................ 106
THE DEGREE………………… ......................................................................................................................... 106
SKILLS AND STANDARDS REQUIREMENTS….……………...……….…………………………………..……………………..106
CURRICULUM………..…………………………………………………..……………………………………….……107
DEGREE REQUIREMENTS…..……………………………………………………………………………............... 107
INTERNATIONAL INTERNSHIPS………………………………..……………………………………………… ...... 108
CANDIDACY………………………………………………………………………………………………… ……….…109

DOCTORAL PROGRAM IN BUSINESS ADMINISTRATION COURSE


DESCRIPTIONS…………………………………….. .......................................................................................... 111
DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY (PSY.D)....................................................................114
ENTRY TRACKS……………………………………………………………....……………………………………………………….115
PSY.D PROGRAM COMPONENTS................................................................................................................... 116
PSY.D SPECIFIC POLICIES ............................................................................................................................. 116
BOARD OF PSYCHOLOGY EDUCATIONAL REQUIREMENTS ..................................................................... 119
CLINICAL FIELD EXPERIENCE....................................................................................................................... 120
PRE-DOCTORAL INTERNSHIP....................................................................................................................... 120
PROFESSIONAL COMPETENCE EVALUATION (PCE) ................................................................................. 120
CLINICAL DISSERTATION .............................................................................................................................. 121

DOCTORAL PROGRAM IN CLINICAL PSYCHOLOGY (PSY.D) COURSE


DESCRIPTIONS...………………………………................................................................................................. 123
ANTIOCH COMMUNITY ...................................................................................................................................128
ANTIOCH UNIVERSITY SANTA BARBARA CORE AND ADJUNCT FACULTY ...........................................129
ANTIOCH UNIVERSITY SANTA BARBARA ADMINISTRATION & STAFF...................................................133
ANTIOCH UNIVERSITY BOARD OF TRUSTEES………………………........……..……....…..................….....133
ANTIOCH UNIVERSITY BORD OF GOVENORS……….......………...…......…................................................133
ANTIOCH UNIVERSITY CAMPUSES...………………………….………..………………….….....……................133
ANTIOCH UNIVERSITY CENTRAL ADMINISTRATION..………………............…………..……..........……….134
ANTIOCH UNIVERSITY ACADEMIC CALENDAR.…………………………..……………….….……...…..........135
A Message from the Provost
Welcome,

I would like to personally thank you for choosing Antioch University Santa
Barbara for the pursuit of your academic degree. We pride ourselves on being a small,
private, non-profit and fully accredited university located in one of the most beautiful
cities in the world. Here, you will find caring professors more than willing to reach out
and help you reach your highest goals.

I invite you to explore the offerings in this catalog. You will find a variety of
degree programs, including a Bachelor of Arts in Liberal Studies, a Master of Arts in
Clinical Psychology, a Master of Arts in Education with emphasis in social justice and
educational leadership, a Master of Arts in Education and Multiple-Subject Teaching
Credential, and a PsyD in Clinical Psychology.

Our number-one goal at AUSB is to provide you, our students, with the highest
possible quality in everything we do. We offer a unique education that integrates theory
and practice. Our faculty identify themselves as “reflective practitioners” who bring real-
life knowledge and direct experience into the classroom. We offer a supportive learning
environment that encourages collaboration and development of skills in critical thinking.

At Antioch Santa Barbara, we encourage an interactive learning environment.


We will encourage you to do much more than merely sit in class and listen to lectures.
For us, learning means reflection but also involves frequent, often intense, dialogue with
others. You will be challenged. And you will learn more than you ever thought possible.

I look forward to meeting you soon. My door is always open.

With Gratitude,

Nancy Leffert, Ph.D.


Provost, CEO
General
Information

General Information – 1
The Antioch Story
Welcome to Antioch Santa
Our Vision
Barbara! “a never-ending belief in the possible”
“… While we are learning to be effective, we Antioch University Santa Barbara strives to
should also be learning what is most promote a spirit of inquiry as a multi-cultural,
worthwhile to be effective about.” intergenerational, and accessible institution which
– Arthur Morgan, Antioch President 1921-1936 values and nurtures an innovative, reflective, and
experiential approach to educational excellence.
Why We Exist Building on our history and fostering creativity and
leadership, we, the community of Antioch faculty,
For over 150 years, Antioch has proudly students, staff, and alumni – centering ourselves in
challenged educational conventions in order to compassion, ethical steadfastness, and a never-
inspire learning that can create positive change in ending belief in the possible – carry this vision into
the world. In our view, learning is a lifelong the world.
opportunity that we want to make available for
people of all ages, backgrounds, and situations. Our Values
We exist for you – as you can see in our mission, “human dignity”
vision, and values.
We value and commit to model in our lives and our
Our Mission work:
“the development of the student as a whole
person” • global perspectives and knowledge of the
interconnected context in which we act;
Antioch Santa Barbara is an independent campus
within the broader national system of Antioch • coalitions across groups for building common
University. We provide an excellent, innovative ground;
graduate and undergraduate education for adults.
An Antioch education empowers students to act • social justice, support for a sustainable
responsibly and to effect personal, social and environment, and community partnerships;
environmental change within a global context. The
Antioch approach emphasizes: • anti-racism as an imperative of the historical
moment in which we live;
• the development of the student as a whole
person; • human dignity and dismantling ethnic biases,
heterosexism, sexism, ageism, discrimination
• the integration of academic and experiential based on religious, cultural and political
learning; affiliations, and other forms of oppression;

• creative, critical and independent thinking. • an intellectual climate that acknowledges the
whole person, focusing on wisdom, creativity,
This approach to education springs from Antioch’s experience, and skills needed to promote social
long-standing heritage of making learning change.
meaningful and vital while promoting social justice.
Given Antioch’s student-centered approach to
education and its commitment to intellectual,
social, cultural and ethnic diversity, the faculty’s
primary duties are to teach and advise, as well as
to engage in the intellectual dialogue of their
profession. In addition, faculty, staff and students
work with local communities to provide leadership
and service, participating as broadly as possible in
civic affairs.

The Antioch Story - 2


Our History:
• Antioch Los Angeles

A Grand Experiment in • Antioch Santa Barbara


Education
“Life is a daring adventure, or it is nothing.” These members of the Antioch University family
– Helen Keller are linked by a shared commitment to excellence in
teaching, values based education, experiential
Founded in 1852 in Yellow Springs, Ohio, Antioch’s learning, and the promotion of social justice – all in
first president was Horace Mann. Mann was a the context of student-centered learning in liberal
renowned educator, architect of the American arts and professional education.
public school system, social reformer, and
abolitionist. He wanted to establish a university like Antioch has an honored place as one of the
none other at that time – one that was “distinctive colleges” in American higher education.
nonsectarian, coeducational, and free from grades, The tradition of “life as adventure” – a love for
standardized admissions, and rigid evaluation lifelong learning and innovation –continues
procedures. Students also were to be educated unbroken from Horace Mann to Arthur Morgan to
within the context of a democratically minded past and current Antioch presidents, faculty, staff,
community. The Atlantic recently voted Horace and especially our remarkable students.
Mann as the 56th most influential American of all Thousands of graduate and undergraduate
time. students across the country have realized their
educational and career dreams in a self-directed
In 1863, Antioch instituted a policy that no learning environment that is uniquely Antioch.
applicant was to be rejected on the basis of race. It
became the first U.S. College to designate a Antioch University Santa Barbara
woman as a full professor and was among the first The Launch of AUSB
to enroll men and women in the same curriculum.
Antioch tends to attract pioneers, and Antioch’s
The Santa Barbara campus opened in 1977 and
later president, Arthur Morgan, was no exception.
has experienced steady growth to its current 350
Morgan, a self-taught engineer, had seen
plus students. Located in downtown Santa
personally the narrowness of traditional, cloistered
Barbara, the campus offers more than 60 courses
education. When he took the helm in 1920, he
each quarter with a faculty of more than 50 full-time
initiated a unique work-study concept requiring
and part-time instructors. Antioch Santa Barbara
students to work off-campus in “co-ops.” The value
serves local residents as well as commuters and
of the work-study experience is now an accepted
participants in various low-residency programs.
practice in mainstream higher education. Morgan
Although AUSB will always remain small and
also initiated the practice of student involvement in
personal, current plans call for growth to about 600
the governance of the institution, among many
students, with particular emphasis on growth in the
other innovations Antioch was launching in
international student body.
education and social engagement.
Antioch University Santa Barbara’s students are
This kind of energy and experimentation couldn’t
adults who seek a new direction in their careers or
stay contained in one town and campus. In 1963,
the mobility provided by earning an undergraduate
Antioch College began to expand out-of-state. The
or graduate degree. A diverse group of men and
Putney School of Education became the Antioch
women ranging in age from 23 to 70, they share a
New England Graduate School in Keene, New
serious determination to change their lives. The
Hampshire. The “Antioch network” was born,
average student is 35 years old, and over 70
renaming itself Antioch University in 1978.
percent receive some form of financial aid.
The family that is Antioch University currently
Students are drawn to Antioch Santa Barbara from
includes:
the Santa Barbara area as well as Ventura,
Oxnard, the western San Fernando Valley, Santa
• The McGregor School in Yellow
Maria and San Luis Obispo. A growing number of
Springs, Ohio
Antioch students have relocated from countries
around the world to Santa Barbara specifically to
• Antioch New England Graduate School in Keene,
attend Antioch, drawn by Antioch’s distinctive
New Hampshire
education and the community’s justly famous
climate, lifestyle, and amenities.
• Antioch Seattle, Washington

The Antioch Story - 3


Educational Community and professionals in their respective fields and
Antioch University Santa Barbara’s educational their experience is brought into the classroom.
delivery system is designed for adult learners, most
• An emphasis on encouraging students to
of whom have active professional and personal
recognize and integrate diversity in intercultural,
lives. Campus student life, therefore, is primarily inter-group, intergenerational, and interpersonal
focused in the classroom, which is where most dynamics. Antioch students are encouraged to
student interaction occurs. Antioch is committed to question and probe their own views and those
ensuring a safe and supportive environment for the held by others, while simultaneously being
learning process. This involves creating a learning responsible for respecting each and every
space in which participants, both instructors and individual in the community. Discussion and
students, can explore and express ideas and reflection are fully encouraged as ways of self-
points of view as part of the process of engaged learning and of furthering the learning and
understanding of the Antioch community.
learning.
• A supportive environment that encourages
Fundamental to this learning process is a respect collaborative learning, values social awareness
for difference. Because each adult brings very and activism, and respects the multiple roles of
particular histories, experiences, and ways of adult students.
knowing to the classroom, each student can benefit
from an authentic interaction with another. • The development of communication and critical
Discussion and debate depend on an appropriate thinking skills to support effective and
degree of respect for all persons involved and for independent thought and action and a curriculum
the distinct experiences that they bring. Class designed to prepare students to find meaningful
work, improve professional opportunities, and
discussions are not so much designed as
lead more purposeful lives.
opportunities for individual learners to demonstrate
how much or what they know, but as environments • Student-friendly systems designed for adult
for furthering the learning and understanding of the learners.
community as a whole. In order to achieve this sort
of learning environment, students must recognize a At Antioch, learning means more than sitting in
certain degree of responsibility for the success of classes and listening to lectures. Learning means
the learning experience of the class as a whole. reflection, dialogue, and challenge. While the
instructor is the expert in a given area of study,
Within this learning community, Antioch delivers a teaching and learning is an interactive process in
which the student and teacher together develop
distinctive education that recognizes learning
attributes of liberally educated individuals and
derived from previous work and life experience, competent, socially concerned, skilled
and the use of written narrative evaluations instead professionals.
of impersonal and competitive grades (although
individual students may request grade equivalents Degrees Offered
in addition to narrative evaluations). Among the • Bachelor of Arts in Liberal Studies
distinctive features of our learning environment are:
• Master of Arts in Clinical Psychology
• A personalized education that integrates
academic excellence, experiential learning, and a • Master of Arts in Organizational Management
commitment to community service. This tripartite
model is the cornerstone of all Antioch • Master of Arts in Education
educational programs.
• Doctor of Business Administration (pending NCA
• Individualized study and intense collaboration approval)
between students and faculty are at the core of
Antioch’s approach to student learning. • Doctor of Psychology in Clinical Psychology

• An integration of theory and practice. Graduate


and undergraduate students alike are required to
earn credits through experiential learning, such
as field study, internships, and traineeships. Most
of Antioch’s faculty members are practitioners

The Antioch Story - 4


Governance Accreditation and Licensure
Antioch strives to be a democratically minded and Antioch University Santa Barbara is fully accredited
participatory institution of higher education. by the Western Association of Schools and
Antioch’s governance structure is based on several Colleges (WASC).
fundamental assumptions:
Western Association of Schools and Colleges
• Antioch University strives to be a unique national 985 Atlantic Avenue, Suite 100
educational resource committed to progressive, Alameda, CA 94501
innovative, and quality education for adult Phone: (510) 748-9001
students; http://www.wascsenior.org/wasc/

• The governance structure contributes to Antioch University is also accredited by the Higher
achieving Antioch’s mission, priorities and Learning Commission and is a member of the
objectives; North Central Association of Colleges and Schools.

• The governance structure clearly articulates and Higher Learning Commission


provides for each program’s curriculum to be North Central Association of Colleges and Schools
developed and implemented by the faculty to 30 North LaSalle Street, Suite 2400
achieve Antioch’s educational mission; Chicago, IL 60602-2504
(800) 621-7440
• The governance structure provides for http://www.ncahigherlearningcommission.org
appropriate and meaningful involvement of
student, faculty, staff, and administration in WASC and NCA are two of six major regional
decision-making processes and facilitates accrediting associations nationwide that ascertain
communication, promotes cooperation, and whether an institution meets certain standards,
encourages effective and efficient operation; meets the goals it has set for itself and has the
personnel and financial resources to accomplish its
• The governance structure judiciously uses objectives now and in the foreseeable future.
institutional, human, and fiscal resources to
achieve its mission, priorities, and objectives. Antioch Santa Barbara is in voluntary compliance
with state statutes, rules, and regulations
Antioch seeks to provide a wide range of pertaining to a private post secondary institution in
opportunities for broad involvement in governance. order to operate in California as directed by the
Principal responsibility for governance of the Department of Consumer Affairs’ Bureau for
University rests with the Board of Trustees, which Private Post secondary and Vocational Education
appoints a University Chancellor to lead the (BPPVE) of the State of California. The Master of
University’s six campuses. Principal responsibility Arts in Education & Teacher Credentialing Program
for the Santa Barbara campus rests with the is approved by the California Commission on
President, who provides leadership to the campus Teacher Credentialing.
and is responsible to the Antioch University Antioch University credentials further include
Chancellor. The Santa Barbara Dean of Academic federal government recognition, which makes
Affairs and faculty Program Chairs provide Antioch University students eligible for a variety of
leadership in the development of curriculum, and financial aid assistance, including grants,
the faculty as a whole is responsible for curricular scholarships, and loans. Antioch University
innovation and excellence, for providing a adheres to federal and state regulations
challenging student-centered classroom concerning civil rights, affirmative action, tax
environment, and for modeling a community of exemption, and eligibility for foundation support.
lifelong learning. The Campus Council of Santa Antioch University does not discriminate on the
Barbara, chaired by the President, deliberates on basis of race, creed, color, national origin, age,
policy, budgetary and planning issues. Student sex, sexual orientation, or physical handicap. Any
voices related to these policy issues are directed to questions or problems concerning the institution
the President. The campus also has other that have not been satisfactorily resolved internally
governing and advisory bodies, a wide range of should be directed to one of the above accrediting
faculty and staff meetings, and community-wide bodies.
meetings to provide input into campus operations
and directions.

The Antioch Story - 5


International students and others interested in
studying at AUSB may verify our accreditation
status at the U.S. Department of Education
Database of Accredited Postsecondary Institutions
and Programs at
http://ope.ed.gov/accreditation and then typing in
Antioch University - Santa Barbara. This is case
specific, so be sure to type the name exactly as
written, including the hyphen. Or you may simply
type in "California" and all accredited California
institutions will appear, including AUSB.

Note: The United States has two systems of


accreditation: regional and national. There are six
regional accrediting agencies that are recognized
in the U.S. as having the highest possible
accrediting standards. AUSB is a member of the
Western Association of Schools and Colleges
(WASC) which is one of these six regional
agencies. Unlike many of the national accrediting
agencies where credit hours may not transfer to
any and all other colleges and universities, credit
hours earned at WASC-accredited AUSB are
entirely transferable. This is a key consideration
students should make when choosing a college or
university.

The Antioch Story - 6


Admission
Criteria for acceptance to Antioch University Application Process
Santa Barbara include the applicant’s commitment Applicants are invited to complete the application
to completing the degree, appropriate level of form online at the Antioch University Santa Barbara
communication skills—both written and oral—and a website –www.antiochsb.edu. The application
mature understanding of the meaning of the process includes, but is not limited to:
degree with its associated demands on the adult
student. All of the steps involved in admissions are • Completion of an application form and any
interactive, designed to allow the applicant to better related documentation described therein, a
understand whether the University’s approach and written admissions essay, and a non-refundable
expectations will meet her/his needs. $60 application fee;

Antioch does not require standardized tests for its • Submission of official, sealed transcripts of all
admission decisions; with two exceptions:(1) prior college/university work;
TOEFL for applicants whose native language is not
English; and (2) the CBEST and CSET exams are • Submission of evidence of graduation: BA
also required for admission to the MAE/TC applicants - Evidence of high school graduation
program. Bachelor of Arts (BA) applicants must or its equivalent (GED) or transfer of 90 or more
show proof of high school graduation or its quarter units; -MA applicants– Evidence of
equivalent. Master of Arts (MA) applicants must graduation with a Bachelor’s degree from a
have earned an undergraduate degree from a regionally accredited college or university
regionally accredited institution, although not (international transcripts subject to transcript
evaluation to determine U.S. undergraduate
necessarily in a related field. Applicants to the
Doctoral program in Clinical Psychology must have equivalency);
earned either an undergraduate or graduate
degree in Clinical Psychology or a related field • Submission of two letters of recommendation for
graduate programs;
from a regionally accredited institution. Grade
averages and the quality and content of previous
• Submission of all materials to the Antioch
academic work are evaluated, recognizing that an
University Santa Barbara Admissions Office on or
adult’s present capacities may not be reflected in
before the application deadline.
grades earned long before or in fields unrelated to
present interests. Antioch particularly seeks
• A personal interview with Department Chair of
qualified candidates who will contribute to building
Faculty
a student body diverse in gender, ethnicity, age,
class, physical differences, learning styles, sexual
All application materials become part of an
orientation, professional backgrounds, and
applicant’s file and cannot be returned. Once all
community experiences. Antioch’s policies for
the necessary application materials are received,
accepting units earned at other institutions are
the application file is complete and ready for review
contained in sections of this Catalog dealing with
by an Admissions Committee. The admissions
specific programs.
decision is communicated in a letter from the
Admissions Office.
Individuals who seek more information about
Antioch University Santa Barbara should contact
Additional information is included in the academic
the Office of Admissions to make an appointment
calendar contained in this Catalog. In order to
to meet with an Admissions Counselor who can
apply, be accepted, and enroll for a particular
answer questions about the programs offered,
quarter, the application process should begin prior
admission application procedures and financial aid
to a programs priority application deadline.
information.

Admission - 7
Undergraduate Program: Bachelor of involvement, and previous study and/or experience
in the field. In the Psychology programs, the
Arts in Liberal Studies autobiographical narrative is used to assess writing
Applications are accepted throughout the year for
skills, self-understanding, and the applicant’s
the four academic quarters which begin in January
psychological mindedness and interest in working
(Winter), April (Spring), July (Summer) and
with diverse populations. The PsyD application
October (Fall).The admissions essay should
also includes two critical thinking essays. MAOM
describe the applicant, her/his reasons for
applicants are required to submit a résumé in order
undergraduate study in a chosen field and the
to help assess organizational experience. This
applicant’s goals. The BA admissions interview
material and the personal interview are very
helps potential students gain preliminary
important factors in the admissions decisions-
knowledge about transfer credit and prior learning
making process. In addition, two letters of
credit. Estimates regarding the residency required
recommendation must be submitted so as to
to complete degree requirements can be made.
demonstrate evidence of the applicant’s ability to
This interview is the first step to familiarize the
conduct graduate-level self-directed study. The
potential student with Antioch’s unique approach to
letters should be written by those qualified to
undergraduate education.
assess the applicant’s intellectual and creative
work. In the MAE/TC program an essay is required
Some students are admitted as non-matriculated
it is used to assess writing skills and experiences in
students, which allows them to take the
the schools and with children. As in the MAOM
Educational Foundations and Academic Planning
program, the MAE/TC program requires that two
course. This required course is also offered to
letters of recommendation must be submitted, and
members of the community-at-large as a pre-
they should demonstrate evidence of the
enrollment option to learn more about Antioch and
applicant’s ability to work in schools and conduct
how the Antioch program might fit with personal
graduate-level self-directed study. Individual and
and career goals. Non-matriculated status is
group interviews are also required to establish a fit
sometimes appropriate in order to assure a good
with the program.
match between the student’s skills and the
program requirements. It is recommended that
A maximum of 9 quarter units of graduate
applicants complete a minimum of 30-quarter units
coursework from regionally accredited institutions
of transferable credit prior to applying. Students
may be transferred for transfer into the
may transfer as many as 80 semester (120
MACP,MAP-IC, MAOM, MAE, and PsyD. programs
quarter) units of lower division work.
with approval of the Program Chair and/or Office of
the Registrar. Applicants must submit official
transcripts of any completed graduate course work
Graduate Programs as part of the application process.
• Master of Arts in Education and Teacher
Credentialing Program (MAE/TC) International Students
Antioch University Santa Barbara (AUSB) values
• Master of Arts in Education--Emphasis in Social student diversity, and welcomes applications from
Justice and Educational Leadership (MAEx) all qualified international candidates. Applicants
from outside the United States should plan to apply
• Master of Arts in Clinical Psychology (MACP) at least three to four months before the quarter
starts to allow time to process all required
• Doctorate in Clinical Psychology—Emphasis in paperwork.
Family Psychology (Psy.D)

Applications to the MACP program are accepted Admission Requirements


for the Fall (October) and Winter (January) If you are applying for international student
quarters only. PsyD program applications are for admission and an F-1 student visa, you must meet
Fall quarter only. Applications to the MAOM both the program-specific admission requirements
program are accepted throughout the year for and the requirements listed below. Application
acceptance to Fall, Winter, Spring, and Summer deadlines and requirements vary from program to
quarters. Applications for the MAE/TC are only program. Because of the steps involved in the
accepted for Summer (July) entry. The MAEx admission process, it is important that you plan
program prefers applications for Fall entry ahead and ensure all application materials are
(September). Criteria for acceptance to any received by the deadline. If you have questions, or
graduate program include relevance and strength need further assistance, contact the Admissions
of previous college work, writing skills, community Office at admissions@antiochsb.edu

Admission - 8
1. Applicants whose native language is not English ensure that prior to full acceptance, final official
must demonstrate English language proficiency by transcripts from all previous schools of attendance
submitting an official Test of English as a Foreign are received by Antioch Santa Barbara. Note:
Language (TOEFL) test results. You must receive Transferred Graduate units may not be more than
a minimum score of 550 (paper-based) or 213 five years old upon the date of AUSB graduation
(computer-based) and 79 on the Internet test. and may not transfer in more than 9 units.
Prospective students should request that your
official TOEFL test score be sent directly to Antioch The residency accumulated at the previous
University Santa Barbara (institution code campus is evaluated, and a determination made if
RA3071.) To find a TOEFL testing center in your residency earned elsewhere at Antioch may be
country, contact the U.S. Embassy, U.S. applied to the Santa Barbara degree requirement.
Consulate, or U.S. Information Service in your Generally, residency earned at Antioch University
country. If you have previously completed Los Angeles (AULA) is counted toward the Antioch
education in the United States or Canada, this University Santa Barbara degree. However, the
requirement may be waived. However it is program faculty reserves the right to add residency
important that you contact our Admissions Office at if they determine that completing the Antioch
admissions@antiochsb.edu University Santa Barbara degree cannot or should
not be accomplished in less time.
2. If you had schooling in a country other than the
U.S. or Canada (except Quebec), you must Since students transfer at various points in their
request two official transcripts from each of your degree programs, the designated faculty
academic institutions. Have one official transcript member(s) review the applicant’s file and
sent directly to Antioch University Santa Barbara determine what Antioch University Santa Barbara
by the academic institution(s). Academic degrees degree requirements, if any, have been met
and coursework from foreign universities and through study at another Antioch campus. Any
institutions must be equivalent to degrees earned exemptions are noted in the Admissions Office
and coursework completed in the United States at letter of acceptance.
a regionally accredited institution. Official English
translations of all course descriptions and official Transferring into the Doctoral
transcripts must be submitted with your application
materials. Antioch University Santa Barbara
Program from other doctoral
accepts foreign academic degree evaluations from programs
specific agencies only: For assistance locating Students wishing to transfer into the doctoral
degree evaluation services, e-mail the Admissions program in clinical psychology may transfer in up to
Office. 9-quarter units of academic work which meets the
following criteria:
3. Financial certification—You must submit
documentation of your ability to pay the • Students wishing to transfer in units must get
educational and living expenses required for your approval of the faculty.
program, (e.g., bank statements, loan documents
or other written evidence of resources.) As an • Applications for transfer units must be completed
international student you are not eligible for within 2 months of enrollment in the DBA or PsyD
financial assistance from the U.S. government. or program.

• Units must be earned within 8 years of student’s


Transfers From Other Antioch graduation from the DBA or PsyD program and
Campuses must be completed at a regionally accredited
Students wishing to transfer to Antioch Santa program.
Barbara from another Antioch campus must apply
through the Admissions Office and conform to the • Courses must be in the core areas of business
same deadlines and admissions requirements as for the DBA program or psychology for the PsyD
other applicants. Transfer applicants must also be program. The syllabi must match those of
in good academic and financial standing at the courses in the Antioch Santa Barbara DBA
previous campus in order to be eligible to transfer. program and of the PsyD curriculum.
The Admissions Office may exempt the student
from obtaining certain documentation if it is able to Note: Transferred Graduate units may not be more
obtain (comparable) materials from the student’s than eight years old upon the date of graduation
original file through the Registrar’s Office of the from the DBA or PsyD program.
other campus. It is the student’s responsibility to

Admission - 9
Readmitted Students Leave of Absence may not audit. Regularly
Students who have withdrawn or have been registered students are given enrollment priority
withdrawn from Antioch University Santa Barbara over all categories of auditing students. Some
must formally reapply for admission if they wish to classes are closed to auditors completely. Auditors
re-enter Antioch University Santa Barbara. If from outside the University are required to file a
accepted, readmitted students are subject to the “Special Student” registration form with the Office
program requirements, policies and procedures in of the Registrar, obtain approval to audit from the
place at the time of their readmission. This Program Chair, and pay the appropriate audit fee
includes, but is not limited to attending orientation, during the scheduled registration period for
complying with new degree requirements, and auditors.
evaluating previously completed work (this applies
to credit which was initially accepted as transfer Admission Decisions
credit and also to credit earned at Antioch). Full Acceptance
Graduate work that will be more than five years Full acceptance means that the student is
(seven years for MAE) old at the point of accepted into the program with no provisions
graduation will not be accepted and Graduate work pending.
that will be more than eight years old at the point of
graduation from the PsyD program will not be
accepted.
Provisional Acceptance
Students who are admitted provisionally receive a
letter of acceptance stating the reason(s) for the
Students applying to be readmitted must adhere to
provision and what is necessary in order to receive
all admissions deadlines and procedures, including
full acceptance. Provisional acceptance applies to
submission of a completed application with
students who either lack one or more particular
accompanying fee and official transcripts. A new
elements of preparation or who need to fulfill
admissions essay and interview may also be
requirements for full acceptance. The provisional
required depending on the program. Official
requirements stated in the admissions letter must
transcripts from other schools are retained in the
be satisfied by the stated deadlines and prior to the
Registrar’s Office for five years. Official transcripts
student being allowed to register for a second term.
must be requested for any coursework taken at
It is the student’s responsibility to work closely with
another academic institution since the time of
an assigned faculty advisor and to make sure the
withdrawal from Antioch University Santa Barbara.
Office of Admissions has received the necessary
Students should contact the Admissions Office to
documentation demonstrating that all provisions
determine the current admissions requirements.
have been met. A letter of full acceptance is then
issued from the Office of Admissions. A student
Auditing Students may be admitted to a program with the provision
Auditors are individuals who attend a course with that all first-term work must be completed
auditor status for noncredit. Consent of the satisfactorily. A student on provisional admission
instructor, or in some cases the Program Chair, is status may not receive any evaluation ratings
needed to register for classes as an auditor. The indicating "Incomplete" or "No Credit" or
auditor should discuss with the instructor what the "Unsatisfactory" on first-term evaluations,
instructor’s expectations are for the auditor’s work, depending on the program. When a provisionally-
attendance, and participation. Auditors do not accepted student’s letter of admission indicates
receive credit for the course. The courses appear that a specific activity must be successfully
on the transcript. Instructors issue written completed in the first term, the student cannot
evaluations for audited courses. Auditors who later register for the second term until a determination
wish to have credit for the course must register for has been made by the Program Chair, Office of
and repeat the course. Additional fees will apply. Admissions, and/or other designated University
Students who audit courses and subsequently official that the student successfully completed the
matriculate as regular students cannot be necessary coursework and/or other requirement. In
retroactively awarded academic credit, residency, some cases, the student must wait until Late
or learning equivalency for audited courses. Registration to register. In all cases, students
Matriculated Antioch University students who have finishing their first term without fulfilling their
a minimum of half- time status may audit any provisions will not be eligible to register for a
course at no charge, with the consent of the second quarter of classes and/or may be
Program Chair. Students on Enrollment dismissed from the program.
Maintenance or Thesis Completion Status may
audit up to two classes a term for no additional fee
with the Program Chair’s consent. Students on

Admission - 10
Deferring Admission
New students who wish to defer admission to a future
term should notify both the Registrar and Admissions
Offices directly, in writing, during or prior to the first
official week of the current term. New students who
register for classes and subsequently do not notify
these offices of their intent to withdraw or defer during
the first official week of classes will remain enrolled in
classes and incur administrative and tuition costs for
the term.

Admission - 11
Financial Aid
Federal Perkins Loan
The Financial Aid Office at Antioch, Santa Low interest loan with delayed payback; based on
Barbara(AUSB) provides a personal approach to financial need and availability of funds.
the entire application process including debt
management counseling, outside scholarship Parent Plus Loans
search assistance, as well as detailed instructions A fixed interest loan for parents of dependent
and help at every stage of the financial aid students. Credit check required.
application process. We evaluate students'
eligibility for a wide variety of available student Federal Grad Plus Loans
financial aid programs, including student loans and A fixed interest loan with delayed payback. Credit
make every effort to ensure that any student who is check required.
accepted can attend. Most grant and loan awards
are made on the basis of financial need, but even Federal Stafford Loans
students ineligible for need-based aid can receive A fixed interest loan with delayed payback. Interest
other forms of aid. paid by the government while in school on
Subsidized Loans; interest accruing while in school
Financial aid can be obtained for educational on Unsubsidized.
expenses (tuition, fees, and books). Generally,
financial aid does not cover living expenses. The Federal Work-Study Program (FWSP)
Financial Aid staff assists prospective students with The Federal Work-Study program is a campus-
the application process. Day and evening based aid program, providing job opportunities on
appointments are available. The Financial Aid campus, for students who have established
Office develops a package of financial aid awards financial need through the submission of the
that attempts to make attendance at Antioch FAFSA. Students must be enrolled at least half-
University affordable. Funds are available from time and maintain satisfactory academic progress.
federal and state sources, private sponsors and If interested, please submit a resume to the
from University resources. More than 70 percent of Financial Aid Office with your application forms.
Antioch students receive some form of financial
assistance. Most financial aid awards are based on Matching Grants
an individual applicant’s demonstration of need. Antioch University Santa Barbara participates in
Need-based awards are available only to U.S. several matching grant programs including,
citizens or eligible non-citizens who are enrolled at AmeriCorps, First Five, and the Yellow Ribbon
least half-time. program for Veterans.

What Types of Financial Aid Are Bud Menkin Scholarship


Available? This scholarship is awarded to students producing
case studies of a specific organization or
Federal Pell Grant workplace to implement practices that promote a
Federal grant that need not be repaid (for humanistic side of management. Open to
Undergraduate students only); based on financial Undergraduate students with an emphasis on
need. Business Management

Federal Supplemental Educational Opportunity Private Scholarships


Grant (FSEOG) Private Scholarships are offered by many
Federal grant that need not be repaid (for organizations, including government, businesses,
Undergraduate students only); based on financial and non-profits. They may be based on academics,
need. achievements, hobbies, talents, organizational
affiliations, and career aspirations. A listing of
Cal Grant many of these scholarship opportunities is
State grant that need not be repaid (for available on our website www.antiochsb.edu. A
Undergraduate and 5th year benefit MAE/TC thorough scholarship search will succeed if you
students); based on financial need and grade point start early, keep organized and search diligently.
average. Cal Grant recipients will also need to
provide a copy of their award letter (CAR) from the
California Student Aid Commission.

Admission - 12
Applying for Financial Aid Supplemental Educational Opportunity Grant,
Students should begin applying for financial aid at Federal Subsidized and Unsubsidized Stafford
the same time they begin applying for admission to Loans, Federal PLUS loans or Federal Perkins
an Antioch program. Obtaining financial aid takes Loans) are subject to federal regulations regarding
approximately 4 to 6 weeks. Students apply for the Return of Title IV funds. Students who receive
financial aid through the following process: federal financial aid and do not attend any classes
will be required to repay all of the funds they have
Step 1. Complete the FAFSA received. Students who withdraw from all classes
Apply online at www.fafsa.ed.gov or by mail – be prior to completing more than 60% of the term will
sure to request a pin number and to include our have their financial aid eligibility re-calculated
school code, E00556. based on the percentage of the semester
completed, and will be required to repay any
Step 2. Make an Appointment unearned financial aid they have received.
Once your FAFSA is processed, please print out a
copy of your student aid report and double check Satisfactory Academic Progress (SAP)
all the information for accuracy. Please bring a Federal regulations require that Antioch University
copy with you to your appointment. You should Santa Barbara (AUSB) establish and apply
also bring with you the names, addresses and reasonable standards of satisfactory academic
phone numbers of two references. If you are Pell progress for the purpose of the receipt of financial
eligible (BA students only) or if your student aid assistance under the programs authorized by Title
report has been selected for verification, you will IV of the Higher Education Act. To comply with
also need to provide us with last year’s Federal tax these regulations, the Financial Aid Office
returns and W2’s. CalGrant recipients (BA students periodically reviews student records to verify a
only) will also need to provide a copy of their award satisfactory rate of progress toward the completion
letter (CAR) from the California Student Aid of the degree. Learning activities are considered
Commission. complete only if all course requirements have been
met, the evaluation form is present in the
Step 3. Complete and Return These 3 Forms Registrar’s Office, and the student has received
• Antioch Financial Aid Request Form CREDIT AWARDED for the course. Units
attempted are defined as the total number of units
• Entrance Interview Form for which a student officially was enrolled on or
after the end of the Add/Drop period. A more
• Master Promissory Note thorough description of the criteria for maintaining
Satisfactory Academic Progress is available on our
Please note: Returning financial aid students only website at www.antiochsb.edu.
need to complete the Request Form and a FAFSA
Consequences of Failure to Maintain
Satisfactory Academic Progress
Financial Aid Cautions If a student is not meeting Satisfactory Academic
• All forms of financial aid are disbursed
Progress following the evaluation period, the
on a quarterly basis.
student will be placed on probation the fourth week
of the next quarter. Financial aid will be reinstated
• Eligible students must be enrolled at least
the quarter following the student's meeting SAP
half-time.
requirements. For example, if the student is able to
meet SAP requirements in the Summer Quarter,
• Financial Aid awards may be affected
the student will be eligible to receive financial aid in
when students withdraw for a quarter,
the Fall Quarter.
change their status from fulltime to half-
time, or fail to maintain satisfactory
academic progress

• Students planning a change in enrollment


should contact the Financial Aid Office to
discuss the implications prior to making
the change.

Withdrawal from the University


Recipients of Federal programs (Pell Grant,

Admission - 13
Tuition & Fees
2009-2010
Other Fees
Antioch University Santa Barbara does not Admissions Application Fee $60
compute tuition by the number of units for which a
student registers in any one quarter. Rather, the Enrollment Maintenance $475
student registers and pays for a designated
number of full-time quarters or the equivalent Graduation Fee $100
number of half-time quarters. Antioch charges
more than half-fee for half-time status because MACP Quarterly Liability Insurance Fee $10
many fixed expenses remain the same.
PSYD Quarterly Assessment
Tuition Fall, Winter & Spring $267

Late Registration Fee $100


Full-time tuition per quarter
BA (12-15 units) $5280
MAE Teaching Performance Assessment Fee $50
MAEx (10-15 units) $5850
Quarterly International Student Fee $200
MAE/TC (13-23 units) $5595
Prior Experiential Learning Fee
(1-3 units) $300
MACP (8-15 units) $5850
Project/Thesis Completion Fee $475
MAOM and Pre-DBA
(9-16 units) $5850
Returned Check Fee $25
PSYD and Pre-PSYD (8-9 units) $690/unit
Special Services $100
PSYD and Pre-PSYD (10-15 units) $6885
Student Activities Quarterly Fee $1
Half-time tuition per quarter Technology Quarterly Fee $25
BA (6-9 units) $3360
Transcript Only Fee $10
MAEx (6-9 units) $3510
Transcript and Narrative Assessments Fee $20
MAE/TC (6-12 units) $3660
MACP Out-of-State Licensing Board
MACP (4-7 units) $3510
Degree Verification Fee $25
MAOM and Pre-DBA (5-8 units) $3510
The official Tuition and Fee Sheet and an
Per-unit tuition and overload charge explanation of charges is available from the Office
BA $530 of the Registrar.

MAEx $585 A student registering for a number of units greater


than half-time but less than full-time pays the half-
MAE/TC $560 time tuition plus a per-unit charge for the additional
unit(s). In addition to course work, tuition covers
MACP and MAOM $585 internship/ practicum supervision, advising,
supervised independent study, workshops, and
PSYD and Pre-PSYD $690 program administrative costs. Tuition is subject to
change.

Tuition & Fees - 14


Tuition Payment Plan
Tuition and fees not covered by financial aid are Enrollment Maintenance Fee
due at the time of registration. Students may, if The Enrollment Maintenance Fee (EMF) is
necessary, elect a Tuition Payment Plan upon designed for students who are not enrolled for new
approval of credit by the Fiscal Office. One-third of coursework in the current quarter, but who require
the amount owed is due at registration, and a one- University services and/or advising in order to
time fee of $30 is required. Arrangements must be accomplish the following:
made in advance of registration.
• complete degree requirements including
Tuition Refund Policy documentation;
The refund schedule applies in cases of withdrawal
from the University as well as in cases of reduction • complete work in progress or incomplete work
in the number of registered units during a quarter. from previous quarters; or
For refund purposes, a week of classes refers to a
calendar week beginning with the first day of • complete and/or submit their candidacy packets
classes - holidays not considered. The effective for review.
date for determining a refund is the date the
Registrar receives written notification of a drop Payment of the Enrollment Maintenance Fee
(signed by the Advisor and Financial Aid officer) or allows the University to certify to other institutions
withdrawal from the student. Students have a right or agencies that the student is participating in
to full refund from all tuition charges if they notify her/his degree. Enrollment certification under this
the University in writing, and the written notification registration status provides eligibility for student
is received prior to or by the last day of the official loan deferment for one quarter only. Students must
first week of instruction. The University’s refund register and pay the Enrollment Maintenance Fee
policy for students who have completed 60% or during the quarterly registration period. Students
less of the new course of instruction shall be a pro- may not initiate new learning activities for credit
rated refund. New students who withdraw from the while on Enrollment Maintenance status (unless
University during the second week of the quarter under special circumstances approved by the
are awarded a full tuition refund minus a special Program Chair).
service fee of $100 or 5% of the tuition, whichever
is less. If the University cancels or discontinues a Application for Graduation Fee
course, the University will make a full refund of all Students must file the Application for Graduation
associated tuition charges. If the student withdraws form by the end of the third week of the quarter in
from a course in the third through sixth week, a fee which they intend to graduate. Failure to meet the
of $100 or 5% of the tuition, whichever is less, shall deadline results in a substantial delay in receiving
be charged. Refunds are paid within 30 days of their diploma. A $100 processing fee is required
receipt of notification of cancellation or withdrawal. when submitting the application.

Explanation of Fees MACP Liability Insurance Fee


A $10 quarterly liability insurance fee is charged to
Admissions Application Fee MACP students.
This fee must accompany the Application for
Admission. Consideration for admission will not be PSYD Fall, Winter and Spring Quarterly
given until the fee has been paid. Students who Assessment Fee
completed their undergraduate degrees with A $267 Fall, Winter and Spring quarterly
Antioch University Santa Barbara and are applying assessment is charged to PSYD and pre-PSYD
for graduate programs and those who transfer from students for practica, insurance and curricular and
any other Antioch campus must follow all regular testing materials.
admissions procedures including the payment of
the Admissions Application Fee. Leave of Absence
A Leave of Absence (LOA) is an approved quarter
Audit Fee of non-attendance for matriculated students. Leave
A non-matriculated student who wishes to audit a of Absence status must be renewed each quarter.
course should submit a Special Student The student must complete and file an approved
Registration Form to the Office of the Registrar. Leave of Absence form with the Office of the
Auditors must obtain permission from the Program Registrar during regular registration. Failure to file
Chair and pay fees in the Fiscal Office. Auditing is the form may subject the student to withdrawal
permitted when there is sufficient space in the from the University, a readmissions charge, and
class after matriculated students have registered.

Tuition & Fees - 15


the need to meet current academic requirements in Quarterly Technology Fee
force at the time of readmission. This $35/quarter fee covers the cost of usage of
FirstClass email system, OhioLink online library,
Prior Learning Fee campus computers, printing and Internet usage.
Undergraduate students who elect to document
prior experiential learning are charged a $300 fee Thesis or Project Completion Fee
for each Prior Learning evaluation (1-3 units). The A $475 Thesis or Project Completion Fee is
fee is paid when the student registers for the prior. designed for students in the graduate programs
who have completed all coursework and residency
Special Services Fee requirements and who require advisement in order
A Special Services Fee of up to $100 may be to finish a thesis or project. Students who are
charged in various administrative situations that completing their MA thesis or project under this
require special service for the student. status must register and pay the Thesis or Project
Completion Fee during the quarterly registration
period. PsyD students must enroll for 1-3 units of
MAE/TC Teaching Performance Assessment PSC 763 Dissertation Continuation if they have not
Fee completed their dissertation in the usual time
A $50 TPA lab fee is mandatory for all teacher frame.
credential candidates and is attached to specific
courses in the program.

Tuition & Fees - 16


Registration
Policies & Procedures
University to certify to other institutions or agencies
The Office of the Registrar maintains academic that the student is participating in its degree
records for each student, including a file with program. Enrollment Maintenance Status does not
original copies of evaluations, transcripts from qualify for residency. It allows student loan
other institutions, admission documents, and deferment for one quarter only. Two consecutive
copies of correspondence. Students may access Enrollment Maintenance quarters are not
their quarterly course registration records and permitted. Only one Enrollment Maintenance
cumulative academic credit history via myAntioch, quarter per four-quarter period is allowed. Students
the web-based student information system. wishing to take a quarter on Enrollment
Maintenance Status should consult with their
The Office of the Registrar must be informed in Advisor, obtain the Advisor’s permission, register at
writing when a student withdraws or takes an Registration, and pay the Enrollment Maintenance
authorized Leave of Absence; or changes address, Fee. This status may affect a student’s financial
telephone number, or name. The Office of the aid; students planning for Enrollment Maintenance
Registrar may be contacted regarding the following should be sure to consult the Financial Aid Director
items: verification of enrollment, processing of for details.
student loan deferments, processing of requests
for transcripts of Antioch coursework; graduation Thesis/Project Completion Status
reviews, diplomas, and other general information Given the highly individualized nature of an Antioch
regarding student academic records. course of study, graduate students in the MA
Organizational Management or MA Education
Student Status Program are required to complete a master’s
project or thesis. If the student has completed all
Full-Time or Half-Time degree requirements except for the master’s
Full-time status for undergraduate students is project or thesis and has utilized a quarter of
defined as 12-15 units. Full-time status for Enrollment Maintenance status, the student must
graduate students is defined as follows: MACP register for the Thesis/Project Completion Status
Program 8-15 units; MAEx Program 10-15 units; during the registration period. No residency status
MAE/TC Program 13-23 units; MAOM Program 9- and no financial aid status are credited for
16 units; DBA Program 12 units; PsyD Program 8- Thesis/Project Completion Status.
15 units. Half-time status for undergraduate
students is defined as 6-9 units. Half-time status for Leave of Absence
graduate students is defined as follows: MACP Students may take an authorized Leave of
Program 4-7 units; MAEx Program 6-9 units; Absence (LOA) from Antioch for personal reasons
MAE/TC Program 6-12 units; MAOM Program 5-8 any time after the first quarter of enrollment,
units; DBA Program 5-11 units. Students without charge. This allows the student to leave
registering for more units than half-time, but less school for a quarter, while still maintaining an
than full-time, pay the half-time fee plus a per-unit official connection with the University. A Leave of
fee for the additional units. Students registering for Absence may not be used to complete unfinished
less than half-time pay the per-unit fee. Students coursework or document clinical training hours
registering for an overload pay an additional per toward MFT licensure. The student may be on
unit fee. Leave of Absence for a maximum of two
consecutive quarters. Absence from the program
Enrollment Maintenance Status beyond that results in being withdrawn, and
Enrollment Maintenance Status entitles the student application for readmission is necessary to
to a reasonable level of advisement during the continue. Leaves of Absence are limited to two per
quarter, as well as access to certain noncredit- four-quarter period. When registering for Leave of
bearing activities. On a Leave of Absence, in Absence, students must understand that any
contrast, no advising is provided. Payment of the coursework remaining incomplete will default to No
Enrollment Maintenance Fee (EMF) also allows the Credit. While on authorized Leave of Absence, the

Registration Policies & Procedures - 17


student keeps her/his mail file, stays on the that the student was present in the class. If an
University mailing list, and receives official auditor later wishes credit for the course, s/he must
announcements and notice of next quarter’s repeat the course.
Registration. A student on Leave of Absence does
not receive academic advising, and the faculty and Students registered full-time or half time may audit
Registrar do not process student work. It is any course with the consent of the Program Chair
extremely important that a student desiring a for no additional fee. Students on Leave of
Leave of Absence files an official Leave of Absence who wish to audit must pay the audit fee.
Absence form, with an Advisor’s signature, in the Alumni auditors and non-matriculated student
Office of the Registrar during Registration. auditors register by filling out a Special Student
Students who leave school without filing this form Registration form and paying an audit fee. Antioch
are dropped from the mailing list. They are formally alumni auditing courses in the same program they
withdrawn from active student status and cannot attended pay a reduced Audit Fee.
re-enter Antioch without reapplying for admission.
A new form is needed each quarter if the Leave of Non-matriculated students may enroll in courses
Absence extends for more than one quarter. for credit without intending to earn an Antioch
degree. Consent of the Program Chair is required.
Withdrawal Special students are required to register for the
A student who intends to withdraw from Antioch course(s) on a non-matriculated status. In over-
should discuss the decision with her/his Advisor. enrolled courses, they are given low priority. Non-
Withdrawal from the University means that student matriculated students must register during regular
status is discontinued. Courses incomplete at the Registration time. They are not eligible for financial
time of withdrawal are no longer eligible for credit, aid. If a non-matriculated student later wishes to
and the student must reapply formally for enter Antioch to work toward a degree, s/he needs
admission if he/she wishes to re-enter Antioch to complete the regular admissions process and
Santa Barbara. formally be accepted by Antioch. Credit earned as
a non-matriculated student is not automatically
A student must notify the Registrar in writing of the transferable. The Program Chair must approve a
intention to withdraw. Students on financial aid also petition for credit. The non-matriculated period
must consult the Financial Aid Director. Students does not count toward residency.
who have received a National Direct Student Loan
must arrange with the Financial Aid Director for a Credit Earned during Non-enrollment Periods
loan exit interview. Students normally must be registered for Antioch
classes (full-time, half-time, or per unit) in order to
Students who withdraw during the first six weeks of earn Antioch credit. An exception to this policy is
the quarter are entitled to a percentage refund of the rare case in which a student’s Advisor
tuition, depending on the date that written recommends that the student take one or more
notification of the intention to withdraw reaches the courses at another institution while on Enrollment
Registrar. Withdrawal from the University should Maintenance Status. The Advisor and the Program
not be confused with dropping classes or filing a Chair must approve the arrangement in advance.
Leave of Absence. Approved units are applied as transfer credit. Units
earned at another school while on Enrollment
Any student who fails to register, or who takes a Maintenance do not count toward residency.
Leave of Absence without filling out the official form
at Registration, is subject to withdrawal by the Occasionally, a student who has withdrawn from
University. Students who do not maintain good Antioch or is on Leave of Absence takes courses at
academic standing also may be withdrawn, other schools during the non-Antioch time, and
according to conditions stated in the Probation wishes to transfer these units to Antioch when
Policy. he/she returns. For students who reenroll after a
Leave of Absence or a period of withdrawal, and
Auditors and Non-Matriculated Students request credit for learning activities that occurred
Auditors register in a course with auditor status, not during their absence from Antioch, residency must
for credit. Consent of the Program Chair is needed be re-evaluated. The Advisor and the Program
for auditing. Instructors normally expect that Chair reserve the right to make decisions about
auditing students complete all readings and this situation on an individual basis.
participate in discussions. Students taking a course
for credit are given preference over auditors in
over-enrolled courses. Audited courses appear on
the Antioch transcript only if the instructor certifies

Registration Policies & Procedures - 18


Diplomas
After the Application for Graduation has been • student’s original signature.
submitted to the Office of the Registrar by the third
week of the final quarter of study, the Registrar Mailed transcript requests should be sent to the
orders the student’s diploma. When the diploma following address:
arrives, if all requirements for graduation (including
financial obligations) have been met, the Registrar Antioch University Santa Barbara
informs the graduate. The graduate may pick up Office of the Registrar
the diploma in person, or for a $10 fee the Attn: Transcripts
Registrar’s Office will send the diploma by certified 801 Garden Street - Suite 101
mail. Santa Barbara, CA 93101

Transcripts Current Student Transcripts


Requests for official transcripts must be submitted A currently enrolled student may request a
in writing; an original signature is required for transcript showing work completed to date. The
authorization to release a student’s record. If the student fills out the Transcript Request Form and
student wishes, s/he may request that copies of submits it to the Office of the Registrar with a $10
assessments be sent along with the transcript. fee for each transcript requested or a $20 fee per
transcript plus narrative assessments. The
Transcript requests should be submitted at least 10 transcript reflects only work for which completed
days in advance. Antioch University Santa Barbara learning evaluations are currently on file in the
cannot release the official transcript or diploma for Office of the Registrar.
a student until all financial obligations to the school
have been cleared. Graduated Student Transcripts
Transcripts for graduated students can be issued
The Antioch transcript does not include grades or anytime after a student has graduated and her /his
unofficial grade equivalents. Students may request records are officially complete. The transcript
that copies of their narrative assessments (which records all coursework completed for credit and the
will include unofficial grade equivalents if these had degree awarded. A Transcript Request Form and a
been requested) be sent to other institutions along check for $10 (per transcript) or $20 (per transcript
with the official transcript. plus narrative assessments) must be submitted to
the Office of the Registrar. Students who
To order a transcript, the student may complete a graduated in 1985 or earlier should send their
Transcript Request Form obtained from the Office request to the Antioch University campus in Yellow
of the Registrar or from the AUSB web site, or may Springs, Ohio. Upon completion of all degree
write a letter containing the following information: requirements, an unofficial copy of the final
transcript is sent to the student free of charge.
• full name (and name while enrolled at Antioch, if
different); Withdrawn Student Transcripts
Transcripts for withdrawn students reflect only work
• current address and phone number; for which completed learning evaluations were on
file in the Office of the Registrar at the time of
• date of birth and Social Security number; withdrawal. Students withdrawing after 1985
should request transcripts from the Antioch
• the program (e.g., BA, MAE, MACP, MAOM, University Santa Barbara Office of the Registrar.
DBA and PsyD) and dates of attendance;
Students who withdrew in 1985 or earlier should
• the number of copies needed; request transcripts from the Antioch campus in
Yellow Springs, Ohio.
• the full address(es) and zip code where
transcripts should be sent; Permanent Files
The permanent official academic file for students
• check or money order (no cash) payable to graduating or withdrawing after 1985 is maintained
Antioch University; at Antioch University Santa Barbara. The final
official academic file for students graduated or
• whether or not written evaluations should withdrawn prior to 1985 is maintained at Antioch
accompany the transcript (students may request University in Yellow Springs, Ohio.
that some or all evaluations accompany the
transcript);

Registration Policies & Procedures - 19


Verification of Enrollment or Course Study at Other Antioch Campuses
Completion Antioch University has campuses in Los Angeles;
When requested in writing, the Office of the Seattle, Washington; Keene, New Hampshire; and
Registrar provides students with letters verifying Yellow Springs, Ohio. Students enrolled at Antioch
enrollment or verifying the completion of courses. Santa Barbara may wish to study for a quarter or
However, letters of verification of completed two at another Antioch campus. The student must
coursework can be written only if assessments have the approval of the Advisor, and must inform
indicating Credit Awarded for those learning the Antioch Santa Barbara Registrar as far in
activities are on file with the Registrar. Credit advance as possible. The student registers at the
earned cannot be projected beyond the student’s Antioch Santa Barbara campus, even if all classes
current or most recent quarter of enrollment. will be taken at the host campus. The Registrar of
Verification cannot be provided if the student has the host campus will certify the enrollment and
outstanding financial obligations to the University. forward the records of learning activities to Santa
Barbara upon completion. Generally speaking, if
Transfer of Course Credit courses are over-enrolled, students from other
Because Antioch University is regionally campuses receive lower priority than home
accredited, credit earned in residence at Antioch students. Consult the Registrar at the other
University Santa Barbara is accepted in transfer by campus for information on registration priorities
other institutions. Other institutions may require there.
additional information on Antioch’s policy of
evaluation by written assessment rather than letter Students who begin a degree at Antioch Santa
grades. If the narrative evaluations are questioned, Barbara and wish to transfer to another Antioch
upon request the Registrar will contact the other campus to complete the degree are subject to
institution to assist students in transferring credits. transfer policies and degree requirements at the
It is important to realize, however, that the host campus as detailed earlier in this chapter. The
determination of course credit transfer is the Provost may be helpful in facilitating details of
prerogative of the institution to which the student is transfer from one Antioch campus to another.
applying.

Registration Policies & Procedures - 20


Academic Policies,
Procedures & Services
Registration
Registration the Monday before it takes place, provided space
is available. The refund schedule still applies. The
O fficial Registration takes place online via the Registrar must be informed through a completed
AUSB web-based student information system Add/Drop form which includes the signature of the
(myAntioch), in the Registrar’s, Financial Aid, and student’s Advisor.
Fiscal Offices. Registration for some courses such
as priors and independent studies needs to be When adding or dropping a course or units
approved by the student’s advisor and processed produces a change of status (e.g., from full to half-
in the Registrar’s Office. time, half-time to less-than-half-time, etc.), tuition
charges are adjusted according to the published
Students are held accountable for completing all refund schedule. Students should note that
registered activities. Once admitted, all students changes in status may affect financial aid and
must register each quarter for classes or for should check with the Financial Aid Director before
Enrollment Maintenance, Project Completion, or an making such changes in their program.
authorized Leave of Absence. Students who fail to
do so will be withdrawn from the University by the Enrolling in Classes Offered in Other Antioch
Registrar. Programs
Students who wish to receive graduate credit for an
Changes in registration may be made during the undergraduate course must obtain permission from
first two weeks of the quarter only, through the their Advisor and the Chair of the Graduate
Add/Drop procedure described below. If a student Program. These students are expected to achieve
fails to add a class or learning activity, s/he does graduate-level performance.
not receive credit even if work is completed. If a
student fails to drop a class, he/she is obligated to Undergraduate Students
complete the work or receive a No Credit BA Advisors may nominate exceptional students
designation. The exception for one-day seminars is for enrollment in MAOM elective courses. Students
explained below. may contact their BA Advisor for information/
consideration regarding this opportunity. Those
Adding and Dropping students accepted can enroll in up to 12 MA units.
Classes and learning activities may be added or These units apply to the BA degree. If accepted
dropped online via myAntioch without academic into the MA Program at a later date, the courses for
penalty during the first two weeks of the quarter. which credit was awarded may count toward the
After the second week of the quarter students may completion of the MA Program. BA students may
not add activities or change number of units. The not register for classes in the MACP and PsyD
student is held responsible for completing any units programs. BA students may approach MACP and
for which he/she has registered by the deadline. PsyD faculty members about Independent Study
Credit cannot be earned for units not registered by work.
the deadline. Students may withdraw from courses
during weeks three - six and receive a pro-rated Graduate Students
refund if the tuition status is changed. However, Some courses in the BA Program and MACP
academically the courses will be considered Programs are acceptable and appropriate electives
attempted but not completed activity. for MAOM and MAE students and fit into individual
areas of interest. Students must consult with their
Exception for one-day seminars Advisor prior to Registration for approval to take a
Students may add a Santa Barbara one-day course in another program. MAOM and MAE
seminar, even after the Add/Drop deadline, until

Academic Policies, Procedures & Services Registration - 21


students must achieve graduate- level performance courses are not acceptable as transfer units or
in BA classes in order to receive credit for them. concurrent learning.
With the approval of their Advisor, MACP students
may take MAOM and MAE courses on a space-
available basis. Transfer credits
Transfer credit usually refers to units taken in a
Enrolling for Prior Learning Activities previous course of study and transferred to the
Students may complete up to 45 units of credit student’s program at AUSB. As a standard,
through prior learning assessment. The maximum graduate courses that will be more than five years
number of Priors (Prior Experiential Learning) for old at the time of graduation are not transferable
which a BA student may register in any one quarter and Doctoral level courses that will be more than
is determined by the Advisor. Students register for eight years old at the time of graduation are not
each Prior Learning activity during the normal transferable.
registration period of the quarter in which the
student intends to document the Prior Learning. In addition, students may take a course at another
The student provides the Registrar with each Prior regionally accredited educational institution while
Learning activity's number (LBS197, 397, etc.), enrolled at AUSB and request that those units be
title, and the name of the Evaluator. transferred to their program. To do this, the student
submits a Petition for Exception to the Advisor who
If the student does not complete documentation of determines if the course is appropriate for transfer.
the Prior Learning by the end of the quarter, the The student then registers at the host institution,
student must formally request an incomplete from passes the course with a grade of “B” or better for
the Evaluator. If the Evaluator grants an graduate students, “C” or better for undergraduate
Incomplete, the student must submit the students, and arranges for the course credits to be
documentation by the assigned deadline.(Note: transferred to the Registrar’s office.
same policy as Incomplete Policy for current
enrollment.) If the student registers only for Prior Courses may be taken concurrently at another
Learning activities, he/she also needs to register regionally accredited educational institution;
for Enrollment Maintenance. If the Incomplete is however, students cannot receive Federal
not finished by the next quarter, the student must Financial Aid concurrently at both schools. The
re-register and pay again for the Prior Learning student submits a Petition for Exception to the
activity. Prior Learnings are transcripted when Advisor, indicating that this course is not offered at
completed. The Add/Drop policy is the same as AUSB and is central to her/his educational goals.
that for current learning enrollment. The student officially registers both on the AUSB
campus and at the other institution. The course
If the student does not register for any credits of instructor must agree to provide a narrative
current learning, an Enrollment Maintenance Fee is evaluation of the student using Antioch’s Evaluator
charged. Registering for Priors may affect financial Learning Assessment and submit this Evaluation to
aid status, but does not affect residency. the Registrar’s Office.

Enrolling for an Extra Unit


Enrolling for a class for one unit above the listed Courses may be taken at other Antioch campuses
units sometimes is permitted (e.g., in order to in Los Angeles, Seattle; Keene, New Hampshire;
pursue a special topic in greater depth through an or Yellow Springs, Ohio. The student must submit
additional assignment involving approximately 33 a Petition for Exception to his/her Advisor
learning hours). An extra unit can be awarded only indicating the desire to take a course at the other
if the student explicitly negotiates the extra campus. The Petition must be approved by both
assignment with the Advisor and the instructor the Advisor and the host campus. The student
before registration, or during the first two weeks of registers on the Santa Barbara campus and
class, and formally adds the unit upon registration attends the desired course at the host campus.
or through the Add procedures. The units earned are recorded in the student’s file
in Santa Barbara.
Taking Courses at Another Institution
A student may take advantage of courses offered Independent Study
at other regionally accredited institutions (1)if the Students in all programs may register for
course is not offered or is not available during the Independent Studies. The approval process for
student’s tenure at Antioch University Santa Independent Study requires submission of a
Barbara; and (2)if the course is central to the completed Application for Independent Study form.
student’s educational goals. Continuing Education A student who wishes to undertake a scholarly

Academic Policies, Procedures & Services Registration - 22


examination of a subject not covered by any of maintaining reasonable progress toward the
Antioch’s current or scheduled course offerings is degree. However, incomplete work is occasionally
encouraged to engage in independent study. allowed, for good reason and with permission of
Interested students should submit a proposal for the instructor. No faculty member is obligated to
the study to their Advisor. The independent study award Incompletes or to agree to evaluate student
must meet the following criteria: work after the end of the course (although some
faculty agree to do so). Faculty are required to
• be related to the field of the degree program; notify students at the beginning of a course if they
are unavailable to evaluate work after the quarter is
• be approved by the Advisor; and, over.

• be planned in advance. One-Quarter Limit


All Incompletes must be made up within one
The student’s Advisor reviews the proposal, quarter following the one in which the classes were
consults with other faculty members, if necessary, taken. Credit for the Incomplete is awarded only if
and possibly recommends or requires changes an evaluation with Credit Awarded reaches the
before approval. Therefore, proposals should be Registrar by one week after the last day of the next
submitted to the Advisor at least two weeks before quarter (e.g., evaluations for Fall Incompletes must
Monday of the registration week for the quarter in reach the Registrar by one week after the last day
which the independent study will be carried out. of Winter quarter). The student is responsible for
turning in incomplete work to the evaluator by the
Academic Writing Skills date assigned. Credit Awarded is not guaranteed;
Students enter Antioch with widely varying levels of the instructor may find the work unacceptable and
writing skills. Since Antioch emphasizes writing in is not required to return the work to the student for
almost every class, it is important that students revisions. If an evaluation with Credit Awarded
develop their writing skills during their time in the does not reach the Registrar by the deadline, the
program. student must retake the course or learning activity
in order to receive credit. A student retaking a
Undergraduate students receive credit for BA course must register and pay for the course again,
writing classes. Students who need help with and meet the requirements of the course as offered
particular academic formats (e.g., American at that time.
Psychological Association format) should speak to
their Advisor about various forms of help that are Review of Student Work
available. Graduate students who need to improve Every student’s academic progress is reviewed
their basic writing skills may enroll in BA writing quarterly by their Program The Advisor reads the
classes on a not-for-credit remedial basis. student’s evaluations to assess the student’s
academic performance. The entire record is taken
Computing Skills into account; a single poor but passing evaluation
Graduate students are expected to have the is not in itself a matter of serious concern. If the
computing skills necessary to support their basic student appears to be having difficulty with writing,
academic needs (e.g., word-processing, for example, the Advisor may recommend or
spreadsheet manipulation, and ability to search require that a writing course be taken. If a great
reference files on the Internet). Students who need deal of work is Incomplete or if evaluator
help with these skills are given the opportunity to assessments indicate a pattern of problems, the
develop them as needed through not-for-credit Advisor meets with the student and communicates
workshops and/or credit classes. the concerns and actions to be taken.

All students are required to have access to a Recommendations may be made informally, or the
computer. student officially may be placed on Academic
Probation. (See degree program sections of this
Incomplete Work catalog for additional information about each
Normally, all work should be completed by the end program’s review of student work.)
of each academic quarter. For outside learning
activities, students should take the initiative to Academic Progress
obtain assessments promptly from evaluators and Students are expected to maintain academic
should make sure that the original copy of the progress by completing work on time and at an
evaluation reaches the Registrar within one week appropriate standard of quality for undergraduate
of the end of classes, so that credit can be or graduate learning. Each program grants
recorded. The student is responsible for permission for late work in special circumstances,

Academic Policies, Procedures & Services Registration - 23


but incomplete work must be completed within the
prescribed time. Overall educational quality is
upheld through careful quarterly reviews of the Doctoral Students
student’s academic progress. Students whose To attain Satisfactory Academic Progress, a
evaluations indicate continuing academic doctoral student must meet the following criteria:
problems, or students with excessive incomplete
work, are contacted by the Advisor or Program • Satisfactorily complete 75% of cumulative units
Chair to discuss the problem. Probation, remedial attempted (Enrollment Maintenance, Dissertation
work, or a period of withdrawal from the University Project Completion, Internship Year and Leave of
may be recommended or required, but only after Absence quarters included);
consultation with the student and after
consideration of the individual situation. The faculty • Within the last four-quarter period, receive at
works closely with students to maintain satisfactory least 10 units of Credit Awarded (Enrollment
academic progress and to achieve their Maintenance, Leave of Absence and Thesis
educational goals. Students in Masters programs Project Completion quarters included);
have five years from the original date of
matriculation to complete their degree. This five- • Complete the degree within eight calendar years
year clock includes periods of Leave of Absence, of entering the graduate program at AUSB.
Project Completion, Enrollment Maintenance, and
withdrawal. A doctoral student must complete 75% of his/her
classes in order to meet the quantitative standard.
Students in the doctoral program have eight years Since Antioch University uses narrative evaluation
from the original date of matriculation to complete instead of assigning grades, a graduate student is
their degree. considered to have a B average if at least 75% of
the courses are successfully completed
This eight- year clock includes periods of Leave of
Absence, Project Completion, Enrollment Master’s-Level Students
Maintenance, and withdrawal. To attain Satisfactory Academic Progress, a
master’s-level student must meet the following
Probations criteria:
There are three different forms of probation at
Antioch Santa Barbara. Progress Probation is • Satisfactorily complete 75% of cumulative units
determined by the Financial Aid Director, who is attempted (Enrollment Maintenance, Thesis
also authorized to remove probationary status Project Completion and Leave of Absence
when required criteria have been met. Academic quarters included);
Probation and Clinical Training Probation are
determined by the program faculty and/or Provost • Within the last four-quarter period, receive at
and are removed by the Advisor, program faculty, least 10 units of Credit Awarded (Enrollment
or Provost respectively. Maintenance, Leave of Absence and Thesis
Project Completion quarters included);

Satisfactory Academic Progress (SAP) • Complete the degree within five calendar years of
Federal regulations require that Antioch University entering the graduate program at AUSB.
Santa Barbara establish and apply reasonable
standards of satisfactory academic progress for the A master’s-level student must complete 75% of
purpose of the receipt of financial assistance under his/her classes in order to meet the quantitative
the programs authorized by Title IV of the Higher standard. Since Antioch University uses narrative
Education Act. To comply with these regulations, evaluation instead of assigning grades, a graduate
the Financial Aid Director reviews student records student is considered to have a B average if at
each quarter to verify a satisfactory rate of least 75% of the courses are successfully
progress toward the completion of the degree. completed.
Learning activities are considered complete only if
all course requirements have been met, the Undergraduate Students
evaluation form is present in the Registrar’s Office, To attain Satisfactory Academic Progress, an
and the student has received CREDIT AWARDED undergraduate student must meet the following
for the course. Units attempted are defined as the criteria:
total number of units for which a student officially
was enrolled on or after the end of the Add/Drop
period.

Academic Policies, Procedures & Services Registration - 24


• Satisfactorily complete 75% of cumulative units who has already been awarded aid, the following
attempted (Enrollment Maintenance, and Leave procedures will be followed:
of Absence quarters included);
• Within the last four-quarter period, receive at • Students receiving Title IV federal aid will receive
least 12 units of Credit Awarded (Enrollment a financial aid notification letter with the
Maintenance and Leave of Absence quarters explanation of consequences for not meeting the
included); Progress Probation requirements.
• Complete the degree within four calendar years
of entering the undergraduate program at AUSB. • The student's financial aid notification letter will
inform the student of their Satisfactory Academic
An undergraduate student must complete 75% of Progress Probation status and the loss of
his/ her classes in order to meet the quantitative financial aid eligibility if the requirements as set
standard. * Since Antioch University uses narrative forth by the Registrar are not met. Generally,
evaluation instead of assigning grades, an students have the balance of the term to remedy
undergraduate student is considered to have a C the problems that resulted in Satisfactory
average if at least 75% of the courses are Academic Progress Probation.
successfully completed.
• The student is required to make acceptable
*Please note: For Undergraduates, the first two arrangements with his/her academic advisor
quarters of coursework are not counted initially within 10 working days. Acceptable
towards SAP; however, they are counted in the arrangements constitute the student's written
cumulative total during the third quarter. explanation for having not maintained SAP and
then out-lining a plan of action to achieve it. An
Consequences of failure to maintain agreed upon time-line will be made. The student
Satisfactory Academic Progress is required to provide the Financial Aid Office with
If a student is not meeting Satisfactory Academic copies of these documents.
Progress following the evaluation period, the
student will be placed on probation the fourth week Federal Work Study
of the next quarter. Financial aid will be reinstated If the student does not respond or make
the quarter following the student's meeting SAP acceptable arrangements within 10 working days,
requirements. For example, if the student is able to s/he will be terminated from the work-study position
meet SAP requirements in the Summer Quarter, and the award rescinded. Denial
the student will be eligible to receive financial aid in
the Fall Quarter. A student will lose their Title IV eligibility if any of
the following occurs:
Please note that Financial Aid students cannot
have two consecutive quarters in which they fail to • The student does not make the progress
maintain Satisfactory Academic Progress without necessary to be removed from Satisfactory
jeopardizing their Financial Aid eligibility. Academic Progress Probation or
• The student reaches the maximum time frame for
The Process completion of his/her program of studies.
Students not maintaining Satisfactory Academic
Progress are placed on Satisfactory Academic
Progress Probation by the Financial Aid Office. Consequences of Denial
Written notice is provided to the advisor and the After the probationary period, students who do not
Financial Aid Office, which in turn notifies the maintain Satisfactory Academic Progress lose
student in writing, stating exactly which criteria for eligibility for financial aid.
SAP are not being met.
Re-establishing Eligibility
If the student has not been removed from A student seeking to reestablish eligibility of
Satisfactory Academic Progress Probation by the financial aid may do so by:
end of the term, registration for the following term
is not permitted. At this time, students are also • Appealing the financial aid decision.
subject to loss of federal financial aid eligibility.
• Being removed from Satisfactory Academic
Financial Aid Probation Progress Probation.
A student who does not meet minimum progress
standards will be considered ineligible to receive Appeal Process
any federal financial aid. In the case of a student Any student denied financial aid who can prove

Academic Policies, Procedures & Services Registration - 25


special circumstances pertaining to his/her case, Academic Probation
may appeal the decision denying aid to the Academic Probation is determined by the program
Financial Aid Appeals Committee. A student’s faculty and/or the Provost based on the
appeal must be filed within 30 days of notification assessment of the student’s work subject to the
that aid eligibility has been lost, and it must be following standards and with the following
made in writing to the Director of Financial Aid. The consequences:
appeal may not be based upon a student’s need
for the assistance or lack of knowledge that the • 6 units (BA), 2 units (MACP),and 8 units (MAOM)
assistance was in jeopardy. An appeal would of No Credit evaluations in any learning activities
normally be based upon some unusual situation or over any period of time;
condition which prevented the student from earning
credit in one or more of his/her courses, or which • failure to follow a course of learning deemed
necessitated that the student withdraw from necessary by the Advisor;
classes. Students will be notified in writing of the
Committee’s decision of their appeal within 30 days • a pattern of ratings of “Unsatisfactory” or “Needs
of receipt of their Improvement” and/or a pattern of critical
appeal. The decision of the Financial Aid Appeals feedback in evaluations, which in the Advisor ’s
Committee is final. Under no circumstances will judgment is serious enough to indicate persistent
financial aid money be held in reserve for students academic problems which may warrant
who have had an award suspended. probation; or,

Grade Equivalency • documented plagiarism, academic dishonesty,


The university defines Credit Awarded on the ethical violations, or violations of school policy.
graduate level as equivalent to a grade of “B” or
better and on the undergraduate level as When a student is placed on Academic Probation,
equivalent to a grade of “C” or better. the Advisor, Chair, or Provost notifies the student
of her/ his Academic Probation status. It is the
Units Attempted student’s responsibility to respond promptly by
This is defined as the total number of units for scheduling a meeting with the Advisor, Chair, or
which a student officially was enrolled on or after the Provost in the appropriate cases.
the end of the Add/Drop period for a quarter, that
is, the units for which a student received a Credit, A plan is developed by the student and the
No Credit, Incomplete, or Withdrawn. Advisor. Requirements are specified—for example,
deadlines for incomplete work, standards for work
Satisfactory Completion in subsequent quarters, and/or the requirement to
This is defined as an evaluation of Credit Awarded enroll at half-time status, Enrollment Maintenance,
for a course or learning activity which has been or to take an approved Leave of Absence. BA
submitted to the Registrar’s Office. students placed on Academic Probation because
they did not complete the Educational Foundations
course must meet with the Educational
Waiver for Special Circumstances Foundations instructor and Advisor, and work out a
Waiver of the above penalties may be granted in plan for completing and/or retaking the Educational
special circumstances. A student may petition the Foundations successfully. MACP and PsyD
Program Chair to have the Satisfactory Academic students placed on Academic Probation could
Progress requirements waived. The Program Chair have their approval to enroll in a clinical training
will make the appeal decision in consultation with placement delayed.. A summary of the meeting
the student’s Advisor and the Financial Aid Office. between the Advisor and the student is
This waiver may be granted for cases in which a documented. It may include specific steps the
student has experienced undue hardship from student must take by a deadline in order to have
circumstances such as illness, severe injury, death probationary status lifted or to remain in the
of a relative, or other special circumstances. The program.
Program Chair will inform the student’s Advisor, the
Financial Aid Office, and the Office of the Registrar A student on Academic Probation is required to
of any waivers granted, including the deadline for meet with the Advisor before registering for the
all missing coursework to be completed. following quarter to demonstrate required
Notification of failure to achieve Satisfactory academic progress. Students on Academic
Academic Progress and waivers with the Probation should note that often the Advisor must
appropriate documentation shall be placed in the inspect their evaluations before signing the
student’s file. registration card.

Academic Policies, Procedures & Services Registration - 26


The student is removed from Academic Probation the evaluation, the evaluation may be appealed by
at the Advisor’s, Chair’s, or Provost’s discretion, petitioning the Core Faculty to review the
when in the Advisor’s, Chair’s, or Provost’s evaluation. The Core Faculty assigns an ad-hoc
judgment, the student’s current work or conduct committee to review the fairness of the evaluation.
demonstrates remediation of the problem(s) that It is recommended that every student keep
led to Probation. One of the conditions for removal personal copies of all assessments and other
from probation is that the student successfully official academic materials until after Graduation.
completes a specified number of credits of
additional learning activities with Credit Awarded, Policy for Grade Equivalents
after having been placed on probation. The
Registrar is notified to remove the student from 1. Narrative evaluations and grade equivalents
Academic Probation. Students on Academic At Antioch University Santa Barbara, narrative
Probation who do not meet different meanings for evaluations serve as the official record of a
different students and often involves experiential student’s academic progress. These narrative
work along with more traditional conceptual statements both describe and evaluate the student’s
learning. work.

For all Antioch learning activities, instructors Faculty members write narrative evaluations for
evaluate student work online using a form called every credit-earning learning activity recognized by
the Evaluator Learning Assessment. The Evaluator Antioch, whether it is sponsored learning such as
designates Credit Awarded, Credit Not Awarded, or classes and independent studies or non-college
Incomplete for the learning activity and provides a sponsored learning such as prior learning activities.
narrative in which the student’s learning is Narrative evaluations give faculty the opportunity to
evaluated relative to expectations stated in the describe the student’s skills and knowledge,
syllabus for the learning activity. Instructors submit development and achievement during the learning
the Evaluator Learning Assessment online to the activity. These evaluations can provide students
Registrar. The Registrar records the assigned with valuable information about their current limits
designation for the learning activity and places the and strengths. They can also help students
assessment in the student’s file in the Registrar’s identify their developmental goals and strategies
Office. The Registrar also returns a copy of the for attaining them.
assessment to the student, generally placing it in
the student’s mail file along with work submitted for For a graduate-level learning activity, a narrative
the course. When credit is awarded, the faculty evaluation for which the student has received credit
member writes a narrative evaluation explaining indicates that the student’s work would have
the work accomplished in the course, as well as earned a minimum of a “B” if grades were given. In
the student’s strengths and areas of needed the undergraduate program, a narrative evaluation
improvement. Antioch University transcripts list for which the student has received credit indicates
only learning activities for which credit has been that the student’s work would have earned a
awarded. minimum of a “C” if grades were given. In most
cases, narrative evaluations can be copied and
If a student receives a Credit Not Awarded sent with a transcript to graduate schools for
designation, the student must repeat the class in admission purposes or to employers for
order to earn credit. It is preferred that students reimbursement purposes.
repeat the course with a different instructor.
However, if this is impossible, the student may In some cases, however, narrative evaluations are
petition the faculty to repeat the course with the not sufficient to meet the needs of a particular
same instructor. If the course is not offered prior to student. Students sometimes need grade
the student’s projected date of graduation, the equivalents and/or a GPA equivalent to be
student may petition the Advisor to take the course considered for admission to specific graduate
as an Independent Study. If a student receives an programs or to qualify for financial aid,
Incomplete, s/he must complete the coursework scholarships, and employer reimbursement, or for
satisfactorily by the date specified by the evaluator; other reasons.
if no date is specified, the due date defaults to the
last day of the next quarter. Failure to complete the A student interested in a particular graduate
coursework by the due date results in a loss of program is advised to inquire whether grade
credit for the course. If the student disagrees with equivalents are desired by that institution.
the instructor’s evaluation, the first step is for the Similarly, students can determine whether
student to discuss the evaluation with that employers or financial institutions require such
instructor. If the student remains dissatisfied with information. It is important that students make

Academic Policies, Procedures & Services Registration - 27


these inquiries early in their Antioch program so equivalent will be used in the creation of the GPA
that they can request grade equivalents at the time equivalent. In addition, for BA students, the
that they enroll for the learning activities. summative statement on the narrative
assessment is used to obtain the grade
University-wide policy currently forbids grade equivalent. For PsyD students, the overall
equivalents from appearing on the student’s course evaluation grid is used to obtain grade
transcript. Grade equivalents can only appear on equivalents.
the narrative evaluations, copies of which can
accompany a transcript at the student’s request. • For credit-earning activities that have not been
exempted, and for which the student was not
2. Faculty responsibilities previously given a grade equivalent reflecting
Antioch’s history and mission, since its inception, overall course performance, the instructor of the
has been to expand and advance educational course, Chair of the program, or a designated
opportunities. Antioch faculty members have a faculty member will generate a grade equivalent.
fundamental responsibility to promote and support Each program has specific guidelines for that
students in their pursuit of educational and career process that are delineated in their individual
goals. In order to do this successfully, they should sections of this catalog.
not deny students opportunities for educational and
financial support. Graduate schools, education- • The GPA equivalent is based on performance in
financing institutions, and other organizations often all activities that a student completed as part of
require grades or grade point averages in order to his or her degree. It does not include learning
give Antioch students financial support to continue activities that are designated with an “Incomplete”
their education. When a student requests a grade or “Withdrawn” status.
equivalent, it will be provided. Certain learning
activities can be exempted from this requirement • The GPA equivalent does include "No Credit"
(such as internships, clinical training, and certain coursework. This includes any learning activity
independent study projects) as long as the inability that had been awarded an “Incomplete” and then
to obtain a grade equivalent for that activity is converted to a “No Credit.” If a student repeats
specified in writing. a course for which he or she earned No Credit
and earns credit during this subsequent
3. Procedures for obtaining grade equivalents enrollment, only the “Credit Awarded” grade
Students must approach each instructor individually to equivalent is used in the calculation of the GPA
request a grade equivalent. These requests must be made equivalent.
by the final drop/add date, unless a different deadline is
specifically stated in the course syllabus. Students who do
do not request a grade equivalent before the deadline will Student Evaluation of Courses
not have a grade equivalent submitted for that learning Students at Antioch evaluate their instructor’s
activity. teaching and the quality of courses and instruction
through an anonymous evaluation procedure.
When an instructor provides a grade equivalent, he During the last session of each class, the instructor
or she adds it to the narrative on the evaluation distributes evaluation forms to be completed by the
form written at the end of the course. Once a students. Student evaluations provide important
grade equivalent has been submitted for a credit- information to assist the Program Chair in
earning activity, it is added to the student’s evaluating course content and the instructor’s
permanent file. work.

4. Providing an overall GPA equivalent The Program Chair communicates overall results
If a student needs a GPA equivalent to be of student evaluations to the faculty on a regular
generated to satisfy some external demand, this is basis and often shares student comments. Faculty
done by the Program Chair. The GPA equivalent do not see the anonymous evaluations until after
is calculated using information from all learning they have submitted assessments of student work.
activities listed on the Antioch transcript as well as
those transferred in, subject to the guidelines set Results of these evaluations are taken seriously by
forth by the requesting institution and the program. the faculty and Provost, and are influential in
The following guidelines are utilized to calculate decisions about modifying course structure and
the GPA equivalent: content, and hiring and retaining faculty members.
Students are urged to use the forms candidly — to
• If a grade equivalent was requested at the time provide faculty and the Program Chair with
an Antioch course was taken, that grade feedback that can improve Antioch’s teaching.

Academic Policies, Procedures & Services Registration - 28


progress. Written evaluations, along with
Student Concern about Instruction discussions with student representatives, provide
Students are encouraged to discuss their concerns outlets for communication and feedback to the
about the content or methods of instruction in a Program Chair.
class with the course instructor as soon as any
concerns arise. Based on past experience at other Exceptions
schools, students sometimes fear reprisal in these Petitions for Exceptions to Policies and
situations, but Antioch instructors generally Procedures: A student who wishes to petition for
welcome feedback on their work and the Program an exception to any academic or registrarial policy
Chairs strongly support student expression of or procedure must fill out a Petition for Exceptions
concerns. Instructors are often able to make to Policies and Procedures, explaining why the
changes to meet student needs. student believes an exception is warranted. The
petition is submitted to the Advisor, and then
In all lecture courses, a written mid-quarter considered by a committee of faculty members.
feedback procedure is used, providing a way for The student is informed of the committee’s
students to communicate with the instructor decision as soon as it is determined. Rulings on all
anonymously about the course while it is still in petitions may be appealed to the Provost

Academic Policies, Procedures & Services Registration - 29


Student Services &
Facilities
Advising
Antioch is noted for its personalized education. Services for Students with
Upon enrollment, each student is assigned a Disabilities
Faculty Advisor from her/his program’s Core In accordance with Section 504 of the
Faculty to assist with such issues as program Rehabilitation Act of 1973 and the Americans with
planning, internship placements, graduate and Disabilities Act, Antioch New England does not
post-graduate study options, academic progress, exclude or discriminate against otherwise qualified
career paths, and, when necessary, problem- students with disabilities.
solving. Students are asked to begin their work Those with documented disabilities, diagnosed by
with the Advisor assigned, but may change to a a qualified professional, and disclosed to the
different Advisor by obtaining the permission of coordinator for student disability services, may
both the old and new Advisor. Faculty Advisors request and be accorded reasonable
assist students in meeting University academic accommodations that will allow them to participate
requirements and understanding University and in the institution's programs and services.
program procedures. Students are encouraged to
seek out their Advisors and to utilize them as For more information, please contact Donna
resources to maximize the learning experience. Mathes, Coordinator of Student Disability Services
Faculty Advisors have specified office hours and at 805.962-8179 or by email at
also interact with advisees by e-mail and electronic dmathes@antioch.edu.
conferencing using “First Class” when possible.
Each quarter a special Advisement Week is Academic Computing and the
established, when Advisors are especially available Technology Classroom
to help students in planning the next quarter’s Students have access to a number of personal
courses and to sign the registration card. The computers during school hours in the Technology
Advisor reviews the student’s evaluations on a classroom, when it is not being used for regular
regular basis (usually quarterly) and communicates instruction. Students can receive training and
with the student if problems are found. support for standard business software programs
and get an introduction to using the internet for
Bookstore research. In addition, the classroom offers
AUSB has contracted with TextbookX.com to build discipline-specific software programs and on-line
its online bookstore. The site will allow students to databases along with a collection of computer self-
order all of their required textbooks online 24 hours training materials. Additional computer
a day, 365 days a year and have them delivered workstations are available on campus for students
directly to their homes. The bookstore offers to use when the classroom is used for classes.
students new and used textbooks, and year-round
textbook buy-back. The Antioch University Online Library Resources
Bookstore is located at: The AUSB library may be described as the best of
http://antiochsb.textbookx.com both worlds: intimate, welcoming library space and
In addition to textbooks, some Antioch courses a broad network of electronic materials that have
utilize compilations of journal articles and book the global reach rivaling large research libraries.
chapters, collectively bound as custom course By leveraging the collective resources of the
readers. In most cases, these readers are available Antioch Libraries around the country, all AUSB
for students to purchase the week prior to the start students have access to a wide range of online
of the quarter from The Alternative Copy Shop, resources and services. These include hundreds
1511 Chapala , Santa Barbara, 93101 (805-963- of research databases to support endeavors both
7731). Occasionally, Readers are sold in class. basic and cutting edge, thousands of research
Check the quarterly book list for specific journals comprising some 7.5 million (and rising)
information.

Student Services & Facilities - 30


scholarly articles, and a growing collection of over student’s academic advisor, The F-1 visa student
19,000 scholarly e-books. must consult the Chair of International Affairs or
other designated school official, who serves as
Antioch University Santa Barbara is continues to principal foreign student advisor, in several
build targeted collections to support the learning, important instances. These situations include
teaching, and research needs of AUSB students reporting to the International Affairs Office and the
and faculty across all programs. Office of the Registrar:

State of the art interlibrary loan and document • After initial admission or re-admission to the
delivery services can be used to obtain materials University,
that are not on available on campus or online.
Students, faculty and staff may place their requests • Before considering any registration status other
online, at any time. than full-time,

Antioch is committed to helping students in their • When seeking assistance and information in
research. Instructions on how to access online cases of financial or medical emergency,
resources are given during orientation sessions.
A reference librarian is available for classroom • When contemplating travel outside the United
instruction. This librarian also provides limited States,
individual and group consultations to help students
navigate and select appropriate research tools. • After the conclusion of the student’s program of
study and,
A valid University of California Santa Barbara
library card is required for students in the Masters • Regarding any questions about visas, extensions
in Education program. (Information about UCSB of stay, curricular or post-degree completion
library cards can be found at: practical training, transfer of school academic
http://www.library.ucsb.edu/administration/develop programs, or change of immigration status
ment/memfriends.html) Any student obtaining a
library card from another university may submit a • And for change of address.
payment receipt to the Fiscal Office to receive a
credit for the cost of the library card. Veteran’s Advisor
(See: Voucher Fund.) Antioch’s Veteran’s Advisor is available to assist
students who have served in the military or who
International Student Services are attending Antioch on the GI Bill or any other
International students are valued members of the government programs related to military service.
Antioch student body. The Department of Justice
provides approval to Antioch University Santa Barbara Student Health Insurance
for attendance of non-immigrant students. Students Antioch does not sponsor health insurance for
from other countries who are studying at Antioch domestic students. However, health insurance
University Santa Barbara on student visas are (priced reasonably for students) is available, and
obligated to follow designated federal requirements in informational brochures are located by the student
order to stay in compliance status with the United mailboxes. International student health insurance is
States Department of Homeland Security. mandatory for International students. Antioch
University endorses “International Student
A select group of staff members in the Admissions Insurance” from United Healthcare.
Office and the Registrar’s Office serve as
Designated School Officials who are empowered to
issue and sign I-20’s for admission and for travel
Student Identification Cards
Student identification cards are issued to all new
outside the United States. Visa services are not
students either at Student Orientation or in the
provided but the institution will vouch for student
student’s mail file. Thereafter, quarterly validation
status. F-1 visa students are not eligible to apply
stickers are issued at each registration. If an
for financial aid through state and federal
identification card is lost, contact the Registrar’s
government agencies. However F-1 visa students
Office.
are able to research external grants and
scholarships programs that may be available
through privately funded sources outside of and Student Mail Files
independent of the University. Every Antioch student is assigned a file in the
student in room 104 —green for BA students,
In addition to following the advice of the F-1 visa purple/red for MAE students, yellow for MA Clinical

Student Services & Facilities - 31


Psychology students, red for MAP-IC students, accessed off Garden Street only after 5:30 p.m.
light blue for MAOM students and royal blue for weekdays and all day on weekend. During the day,
PsyD students.. This is the student’s “mailbox” for your car will be towed unless a valid carpool permit
Antioch mail, including announcements, official is displayed at all times.
notices, assignments returned by instructors, and
copies of Evaluator Learning Assessments. De La Guerra Street Garage
Students should be sure to check the mail file each A parking garage is located adjacent to Antioch
time they are on campus. and is accessed via De La Guerra Street. If you
park in this lot, your car will be towed unless you
Student Forms are parked in a AUSB space, and have a valid
Student Forms are located in the hallway by the parking permit. The parking in this garage is
Registrar’s Office on the first floor. Most forms are primarily for other tenants in the building.
also available on the Antioch website at
www.antiochsb.edu or on FirstClass. Street Parking
Street parking is available in the vicinity of the
Student Organizations campus. Please pay attention to the street signs.
Students may also wish to be involved in on-
campus activities in addition to their academic • Garden Street - Antioch side, all-day parking is
work. Opportunities for this experience include permitted after 9:00 am; on opposite side 90 min.
Student Council and the Odyssey (student literary is permitted.
journal). In addition, there are two student
representatives to the MAE/TC Advisory • De La Guerra Street - east side (across the
Committee and one student representative on the street) is all day parking; west side is 90 minutes.
campus Technology Committee. The Campus
Council of Santa Barbara seeks to enhance • Laguna, Vine, and Olive Streets. (Parallel to
student representation in campus governance. Garden)

Voucher Fund Pay attention to which areas are all day parking,
Antioch’s Voucher Funds provide full credit for which are 90 minutes, and which are designated
library card expenses and bicycle/walk credits as not parking for street cleaning. Street parking is
well as certain other educational expenses. crowded; however, after 5:00 p.m. there is usually
Courses, tutorials, and other learning activities ample parking near Antioch. Street parking is
important for the student’s program, but not unlimited after 6:00 p.m.
provided by Antioch, may be partially funded
depending on resources available. Alternative Parking
Students may choose one of the following:
Students interested in Voucher assistance must
first pay for the activity and obtain a receipt. The Carpooling
student next submits a Voucher Application Form Students who drive to campus with two or more
to the Faculty Advisor, by the third week of the riders (including driver) are eligible to park in the
quarter in which the activity takes place. The underground on-site garage. If you wish to pursue
application should clearly describe the nature of this option, please fill out a car pool application
the activity, the rationale and the total, and receipts form. Forms are available at the front desk. Please
for expenses should be attached to the application. include all names and car information on the form.
The Voucher Committee meets, disburses the Please return the completed form to the front desk.
available monies for the quarter, and informs the License numbers are checked in the parking lot.
student of the portion that can be credited, if any. Cars not registered may be towed without notice.
Any credit is deducted from the student’s tuition bill
for the following quarter. Bicycling/Walking
A reduction in student fees of $60 per quarter is
Parking offered to students who use this method of travel.
Parking on campus is very limited. However, there A signed contract is required, and compliance is
are a number of alternative options available to based on the honor system. Please see the Fiscal
students. The following options are available to Officer on the third floor. He will provide you with a
Antioch Santa Barbara students: contract to sign and will credit your student account
for $60 per quarter. You must sign a contract for
On-Site Garage Parking each quarter.
Students may park in the basement garage

Student Services & Facilities - 32


Commuter Parking Lot Registration Packet.
Antioch has limited parking available in the city
commuter lot located at the corner of Santa Antioch Alumni Association
Barbara St. and Cota St. (three blocks away, Antioch’s alumni are an important networking
where the Farmer's Market is held on Saturdays). If group for students as they consider options for
you are interested contact the front desk. further graduate study and career placements. All
graduates of Antioch Santa Barbara are
Campus Security Act of 1990 automatically included as members of the Alumni
Pursuant to the Act, Antioch University publishes Association.
annually a report of all crimes occurring on
campus. This report is distributed in the Quarterly

Student Services & Facilities - 33


Student Life At Antioch
the university, and to abide by all policies related to
Antioch Santa Barbara is designed for adult student conduct. MAE/TC students should consult
learners, most of whom have active professional the Student Teaching Handbook for issues related
and personal lives. Campus student life, therefore, to student conduct in school placements. For
is primarily focused in the classroom, which is graduate Psychology students, the Clinical Training
where most student interaction occurs. Antioch is Handbook includes professional codes of ethics
committed to ensuring a safe and supportive governing work in clinical training placements;
environment for the learning process. This involves students are responsible for following these codes.
creating a learning space in which instructors and Students in all programs may face sanctions
students can explore and express ideas and points including academic probation, conduct probation,
of view in the process of engaged learning. suspension, and/or dismissal from the University
Fundamental to this learning process is a respect for any of the following reasons:
for difference. Because each adult brings very
particular histories, experiences, and ways of • Forgery, altering University documents, or
knowing to the classroom, each student can benefit knowingly providing false information;
from an authentic interaction with another.
Discussion and debate depend on an appropriate • Deception of the educational or administrative
degree of respect for all persons involved and for process of the University;
the distinct experiences that they bring. Class
discussions are not so much designed as • Physical abuse or destruction of University
opportunities for individual learners to demonstrate property;
how much or what they know, but as environments
for furthering the learning and understanding of the • Physical abuse, threat of abuse, or abusive
whole community. In order to achieve this sort of behavior toward other students, University
learning environment, students must recognize employees, and/or their families;
their responsibility for the success of the learning
experience of the class as a whole. Active • Abusive or harassing emails or electronic
participation and respect for the learning postings directed at faculty, staff, or other
environment are essential. students;

Rights and Responsibilities • Theft of University property;


Antioch Santa Barbara is an educational
community committed to respect for the individual • Use or sale of illegal drugs;
and shared responsibilities for the well-being of the
community as a whole. Inherent in these ideals is • Possession or use of explosives or deadly
the need to protect both the community and weapons on campus;
individuals members of the community as well as
to provide a mechanism for due process. Students • Destructive behavior on University property;
are expected to abide by the University’s rules and
regulations, uphold principles of academic honesty • Repeated behavior problems that interfere with
and integrity, and act in a fashion that preserves the functioning of classes, learning activities, or
the rights of others. In addition, students in the University;
professional training programs are expected to
follow the ethical code of their particular profession. • Violation of University policies; or
When there are infractions of rules, regulations,
and/or local, state, and federal laws, and when • Any action that violates the purposes of the
serious concerns arise, disciplinary actions may be University or the rights of those who comprise the
taken. The procedures outlined below have been University.
developed to address such situations.
Students suspected of committing any of the above
Student Conduct violations of University policy will be accorded
Students are expected to treat each other with procedures consistent with the process outlined
respect, to contribute to the learning community of below before disciplinary action is imposed. When

Student Life at Antioch - 34


a violation has occurred, as soon as feasible and Plagiarism
no later than 30 days after the final week of the Plagiarism is the representation of someone else's
term in which the incident occurred, the instructor writing, graphics, research, or ideas as one’s own.
or responsible administrative person notifies the Paraphrasing an author’s ideas or quoting even
student, the relevant Chair, and the Dean of limited portions of the work of others without proper
Academic Affairs or the President, depending on citation are considered plagiarism. Extreme forms
the nature of the infraction (e.g. the Dean of of plagiarism include submitting a paper written by
Academic Affairs is notified regarding academic another person or from a commercial source, or
infractions and the President is notified regarding turning in a paper comprising selections from other
general student conduct issues). The Chair, Dean, sources without appropriate acknowledgement of
and/or President will investigate the case according those sources. Plagiarism is a violation of the
to the following procedures: principle of intellectual integrity and inquiry and, as
such, is taken seriously when it occurs. If there is
• The Chair, Dean, or President will consult with any question about the nature of plagiarism,
appropriate parties, including the student and students are encouraged to meet with their
others including, but not limited to, the instructor, advisors or course instructors for clarification. Each
Chair or faculty, Dean and/ or President. program faculty also provides students with access
to appropriate resources.
• The student will be notified within 30 days of the
outcome of the investigation. Disciplinary action Other Forms of Academic Dishonesty
may include probation, suspension, dismissal, Academic dishonesty is any attempt to obtain
and/or other sanctions. credit for academic work through deceptive or
dishonest means. Examples of academic
• The student may within 10 days of notification dishonesty include but are not limited to the
present a written appeal of the decision of the following:
Chair to the appropriate Administrator (Dean or
President), who will respond in writing within 30 • Submitting work previously used in another
days. course without instructor permission,

• The student may within 10 days of notification • Using surrogates to prepare required course
present a written appeal of the decision of the materials or acting as a surrogate, or
Dean to the President.
• Any act that defrauds the results of the academic
• The President will respond in writing within 30 process (e.g., misrepresenting what another
days. The President’s decision is final. faculty member or administrator has said in order
to further one’s own interest, such as bypassing a
Policy on Academic and Ethical requirement).
Standards in the Classroom Process
Should a faculty member suspect that a student
Intellectual Integrity
has committed plagiarism or engaged in another
Strong standards of intellectual integrity form the
form of academic dishonesty, the following steps
basis for all academic inquiry at Antioch and are
will be taken:
the direct responsibility of each member of this
learning community. The faculty is genuinely
• The faculty member will, either alone or in
interested in teaching students how to think clearly
conjunction with the Program Chair, speak
and to organize that thinking into appropriate forms
directly with the student and ask for sufficient
of presentation. This includes ways to
relevant information to determine whether
acknowledge and document the development of
plagiarism or another form of academic
ideas that form the basis of student work.
dishonesty has occurred. For this reason,
students are encouraged to keep all drafts and
Forms of Academic Dishonesty
notes pertinent to the development of a paper
Any form of academic dishonesty reveals a lack of
until the paper has been reviewed and returned
personal and academic integrity and detracts from
and credit has been awarded for the course.
the quality of the student’s learning and the
learning community as a whole. It is also a violation
• If the faculty member feels that there is sufficient
of University policy.
evidence to pursue a complaint of plagiarism or
another form of academic dishonesty, a written
record of the suspected violation will be

Student Life at Antioch - 35


submitted by the faculty member to the Program • Dismissal
Chair, who will investigate the situation. If it is
determined that academic dishonesty has Probation is defined as a specified amount of time
occurred, academic sanctions will be imposed by during which the student's status is conditional.
the Chair in consultation with the faculty member. Conditions may include but are not limited to:
A written record of these sanctions will be successful completion of all coursework without
maintained by the Chair, and a copy of these any Incomplete or No Credit evaluations;
sanctions will be sent to the student. Additional registration limited to half-time enrollment or other
administrative sanctions may be imposed, specific registration status; specified courses
including but not limited to probation, suspension, students must successfully complete during
and/or dismissal. particular terms; specified meetings with a writing
tutor; loss of specified privileges commonly
• If plagiarism or another form of academic associated with student status; continued
dishonesty has occurred and results in a “No probationary status. See also the section on
Credit” for the learning activity, the Program Academic Probation.
Chair will place a written statement to this effect
in the student's official academic record in the Suspension is defined as a separation of the
Registrar’s Office, and the reason for granting student from student status. The student may be
“No Credit” will be noted in the narrative eligible to return, however, conditions for this may
evaluation by the faculty member. Additional be specified by the institution. No credit will be
administrative sanctions may be imposed, awarded to the student under this status.
including but not limited to probation, suspension, Suspensions are set for a particular length of time
and/or dismissal. dependent on the nature of the offense. Additional
information may be requested from the student
• A second confirmed incident of plagiarism or before the exact suspension duration is
another form of academic dishonesty results in determined. Suspensions are noted on the
automatic dismissal from the University. student’s formal transcript.

• The student may appeal a determination of Dismissal is defined as an institution-initiated,


plagiarism or other forms of academic dishonesty permanent withdrawal of the student from student
to the Dean of Academic Affairs under the appeal status. A dismissal from the University is noted on
procedure described below. the student’s formal transcript.

Academic and Administrative Appeal Procedure


Sanctions Within 10 days of receipt of notification of sanctions
One or more academic and administrative being imposed due to a violation of the Policy on
sanctions may be placed on any student who is Academic and Ethical Standards in the Classroom,
considered in violation of any of these Academic a student who believes that s/he has grounds for
and Ethical Standards. Academic sanctions include appealing a Program Chair’s determination of a
but are not limited to: violation of the Policy may present a written letter
of appeal to the Dean of Academic Affairs. The
• requiring that inappropriately done assignments Dean of Academic Affairs will investigate the
be redone appeal, convene an Academic Review Committee
as an advisory committee if deemed appropriate,
• assigning alternative or additional work that must and provide a written ruling within 30 days. The
be completed in order to obtain credit, decision of the Dean of Academic Affairs is final in
regard to violations of the Policy, including but not
• denying credit on the particular assignment, limited to incidents of plagiarism and other forms of
academic dishonesty.
• denying credit for the course.
Professional and Ethical Standards in
Administrative Sanctions include but are not limited Clinical Training And Student
to:
Teaching
Antioch takes seriously students’ ethical obligations
• Probation
in clinical traineeships, internships, and student
teaching. Students in clinical training settings are
• Suspension
subject to Antioch’s clinical training oversight and
ethical standards whether or not they are earning

Student Life at Antioch - 36


credit in a given quarter. They are expected to continuation in student teaching. The Program
observe basic ethical principles, for example, by Chair is consulted, and the Chair determines if the
representing honestly one’s qualifications and Problem requires action to counsel the student out
hours worked. of either the program or the teaching profession.
PsyD student trainees are governed by ethical The student may appeal a decision and/or a
standards for psychologists published by the sanction to the Dean of Academic Affairs, and if
American Psychological Association. In other dissatisfied may appeal to the President.
aspects of their work (research, for example)
students are likewise expected to adhere to APA Confidentiality of Student Information
standards. Students are responsible for The Family Educational Rights and Privacy Act
familiarizing themselves with these standards and (FERPA) of 1974,and as amended, provides
adhering to them. access for students to information about
themselves, permits students to challenge
MACP student trainees are governed by ethical information maintained as University educational
standards for counselors and therapists published records, and limits release of information without
by the American Psychological Association, the student consent to those individuals defined as
Board of Behavioral Sciences (BBS) and the having a legitimate educational interest. Student
California Association of Marriage and Family records are confidential. They are open only to the
Therapists (CAMFT). The current CAMFT Ethical following:
Standards are reproduced in the Clinical Training
Handbook. MACP students are responsible for • the student;
familiarizing themselves with these standards and
adhering to them. • faculty and staff who must see the records in
order to perform their jobs;
Questions that arise about PsyD and/or MACP
students’ ethical conduct in clinical training work • appropriate State and Federal agencies who,
are addressed through the following procedure. under the law, are entitled to have access to
The Director of Clinical Training in the respective University records;
program (PsyD or MACP) speaks with the involved
student to obtain pertinent information and also • other institutions, in connection with an
consults with any other parties who can provide application for or receipt of financial aid;
information about the situation. The Director of
Clinical Training recommends to the Program Chair • accrediting associations in the performance of
a course of action to be taken. The Program Chair their accrediting functions; and,
reaches a decision that is then communicated to
the student in writing. If the alleged ethical violation • those with a judicial order or subpoena, if the
is substantiated, a record of the violation is placed student is notified of the order of subpoena
in the student’s file. Consequences may include a before Antioch complies with it.
loss of credit for the traineeship, academic
probation, or other consequences up to dismissal For all other parties or agencies, the Registrar
from the degree program (MACP or PsyD). releases only directory information, as the term is
defined in FERPA. Directory information includes
MAE/TC student teachers must conform to ethical name, address, telephone, dates of attendance,
conduct of the profession as well as perform degrees received (if any), date of graduation or
acceptably for their classroom placement. When a date of withdrawal unless the student requests the
university supervisor or a cooperating teacher release of other information in writing.
expresses concerns, the following procedure is
followed. The Director of Student Teaching is All former and current Antioch students have the
notified, and a three-way conference between the right to inspect and review official University files,
supervisor, student teacher, and cooperating records, and data that directly relate to themselves,
teacher is held. During this conference, a Problem with these exceptions:
Identification Form is used to state the offending
behaviors and establish specific behavioral goals • Confidential information on letters of
for improvement. A date is determined by which recommendation placed in a student’s file before
the student teacher must have met the stated January 1,1975;
goals or have made adequate progress toward
them. Communications between all parties is • Confidential parental financial information;
ongoing, and the Director of Student Teaching
makes a final determination about the student’s

Student Life at Antioch - 37


• Unofficial personal notes or comments of problematic when either party is in a position to
individual faculty members or administrators that evaluate the other’s academic or professional
they maintain separately. performance, or to exercise judgment in the
application of a university policy or procedure. If an
Further details about FERPA, including the right to evaluative relationship exists between a student
inspect and review records, rights and procedures and a faculty/staff/administrator and if a dual
related to non-disclosure of directory information as relationship is entered into by a
defined by FERPA, the right to amend records the faculty/staff/administrator with a student during this
student considers inaccurate or misleading, and period, the faculty/staff/administrator will be
the types of records kept by Antioch University considered to have seriously breached
Santa Barbara and their locations and Custodians, professional ethics and standards of appropriate
may be obtained from the Registrar. Note: conduct and will be subject to appropriate
Students who graduated or withdrew from an sanctions depending on the circumstances, from a
academic program prior to July 1,1985 have their verbal warning up to and including termination. If a
records archived in the Office of the Registrar at dual relationship exists prior to either party entering
Antioch College located in Yellow Springs, Ohio. the learning environment, it is the responsibility of
The Associate Registrar for University Services in the faculty/staff/administrator to take steps to
the Office of the Antioch College Registrar acts as ensure that neither party has an official evaluative
custodian of these records. relationship with regard to the other, and to inform
his/her supervisor of the relationship so that work
Discrimination Policy assignment may be made in such a way as to
Antioch University reaffirms that it is the intent of avoid compromising the learning environment.
the institution to create an atmosphere free from Failure to appropriately acknowledge dual
discrimination related but not limited to gender, relationships will be considered a serious breach of
ethnicity, race, sexual orientation, religion, physical personal and professional ethics and standards of
disability, and/or age. Students who feel they have conduct and will be subject to appropriate
been subject to such discrimination have several sanctions depending on the circumstances, from a
options. The student may choose to talk informally verbal warning up to and including termination. In
with the person perpetrating the discrimination in cases of dual relationships involving students and
the hopes of stopping the behavior. The student faculty, the Dean of Academic Affairs or designee
may choose to discuss the issue with an Antioch will review the circumstances and will make a
faculty or staff member. An Antioch employee with judgment regarding the matter. Based on the facts
whom a student speaks about an act of of the matter, appropriate sanctions will be
discrimination is legally required to inform the determined, and these sanctions may be appealed
University administration. In addition, the student to the President. In cases of dual relationships
may contact the Dean of Academic Affairs directly involving students and staff/administrators, the
and may file a formal complaint. The Dean will President or designee will review the
respond to the complaint promptly and equitably. circumstances and will make a judgment regarding
The rights of confidentiality of all parties will be the matter. Based on the facts of the matter,
respected in so far as possible. There will be no appropriate sanctions will be determined, and
reprisal or retaliation against individuals for these sanctions may be appealed to the University
bringing complaints of discrimination or reprisal Chancellor.
against any individual accused and found not in
violation of this policy. An individual found in Sexual Offense and Sexual
violation will be subject to appropriate sanctions Harassment
depending on the circumstances, from a warning Antioch University Santa Barbara is committed to
up to and including dismissal from the University creating and sustaining a university environment in
and/or termination of employment. which students, faculty, staff, and administrators
can study and work in an open atmosphere, free
Dual Relationships Policy from sex discrimination in the form of sex-related
Dual relationships between students and offenses including sexual harassment.
faculty/staff/ administrators are potentially
problematic because they may lead to favoritism, In addition to possible criminal prosecution, sexual
prejudicial evaluation, or abuse of power. Dual offenses prohibited under Antioch University’s
relationships include, but are not limited to, Sexual Offense Policy may result in sanctions up to
business associations, consensual sexual and including expulsion and/or termination of
relationships, and psychotherapeutic relationships. employment. These offenses include: rape (non-
These dual relationships are particularly consensual penetration), sexual assault (non-

Student Life at Antioch - 38


consensual sexual conduct), and sexual the target of a sexual offense committed by a
harassment. Sexual harassment is defined as University member will be assisted in obtaining
unwelcome sexual advances, requests for sexual counseling or other services if so requested by the
favors and other verbal, graphic or physical victim and if such services are reasonably
conduct of a sexual nature, when submission to available. The Dean of Academic Affairs has the
such conduct is made either an implicit or explicit authority to make the determinations regarding
condition of a student’s status and/or evaluation or both sanctions against the offender and services
when such conduct has the purpose of creating an provided to the victim. Appeal of the Dean’s
intimidating, hostile or offensive environment for determination may be made to the President.
the student.
The rights of confidentiality of all members of the
Students who feel they have been the victim of a University community will be respected insofar as
sexual offense have several options within possible. It is the University policy and California
Antioch’s internal grievance procedure. Individuals state law that no individual will be subject to
also may use any of these options even if they retaliation for opposing sexual offenses, filing a
themselves were not the target of the sexual complaint, testifying, assisting, or participating in
offense. Antioch encourages individuals involved to any manner in an investigation.
attempt to resolve the conflict between themselves
first. Students may also choose to speak with Grievance Procedures
someone in Antioch management, such as a If a student believes s/he has been treated unfairly
Faculty Member, Program Chair, Registrar, Dean, by a member of the faculty, a grievance procedure
or the President. These individuals have an exists through which redress may be sought.
obligation to report the complaint to the Dean of
Academic Affairs. Although obligated to investigate For grievances concerning the faculty, the student
the complaint, Antioch University will handle these is first expected to work with the faculty member in
cases exercising discretion so as to respect the an attempt to resolve the grievance. If the
privacy of all parties involved. grievance is not resolved, the student may present
a written complaint to the Program Chair. This
Students may also contact the Dean of Academic complaint must be filed within one quarter (three
Affairs directly. All sexual offense complaints made calendar months) of the occasion of the grievance.
to the Dean will be responded to promptly and If the student is on leave during the quarter, the
equitably. Individuals who make a complaint orally complaint must be filed during the quarter in which
will be assisted in putting the complaint into written s/he returns. The Program Chair will investigate
form. All formal, written complaints will be and attempt to resolve the situation. The Program
investigated fully. Except in circumstances Chair will communicate her/his ruling to the student
requiring some form of exigent response, a formal and faculty member in writing within 30 days.
written determination will be made within 10 Should any party to the grievance feel this
working days. If it is determined by the Dean of resolution to be insufficient, a written complaint
Academic Affairs that more time is needed, a should be directed to the Academic Dean within 10
determination will be made within 20 working days days. The Academic Dean will investigate and
after that. Students making a complaint are provide a written ruling within 30 days.
advised of the importance of preserving evidence
and pro- viding documentation as may be For grievances concerning the content or process
necessary to the proof of a criminal sexual offense. of evaluations of student academic work, the
In the course of the investigation, the accuser and Academic Dean’s decision shall be final. However,
the accused are entitled to the same opportunities for any other grievances against faculty, the
to have others present during any investigatory or Academic Dean’s decision may be appealed to the
disciplinary proceedings. The accuser and the President, if any party to the grievance feels the
accused shall be informed of the outcome of any resolution is insufficient. Written appeal to the
campus disciplinary proceeding brought alleging a President must be made within 10 days; the
sexual offense. If the complaint can be President will investigate and provide a written
substantiated, appropriate disciplinary action based ruling within 30 days. This decision will be binding
on a range of options will be taken. An individual and final.
found to be in violation of the University’s Sexual
Offense Policy will be subject to appropriate
sanctions depending on the circumstances, from a
Minors on Campus Policy
Antioch University is a family friendly campus and
warning in her/his file, up to and including
understands that parents may face challenges in
termination for employees and dismissal from the
balancing child- care and work or schooling. While
University for students. An individual found to be

Student Life at Antioch - 39


Antioch supports the challenges of adult learners This policy applies to use of all electronic
and working parents, the option of bringing minors resources owned, managed, or contracted by AU
to campus on an ongoing basis is not considered including:
an alternative to regular childcare arrangements
and is not allowed. Several concerns and liabilities • Networks ‐ The complete mechanism by which
require the following University policy regarding computers and peripherals are connected
Minors on Campus. including connections to the Internet.

• Antioch University is an adult educational • Computers – All computers including desktop


environment in which discussion is central to and laptop computers assigned to individuals or
learning. Our contractual obligation with students available for shared use, and computers that are
is such that we must provide that environment. used for hosting applications and/or data in a
The presence of minors in the classroom central location (commonly referred to as
environment violates the express contract we servers),
have with each student. Therefore, minors are
not allowed in the classroom. • Software – Any software whether it is loaded on
a desktop or laptop computer or on a server.
• Due to safety concerns, insurance liability and
past disruption of academic activities, Antioch • Data – Any data stored on the networks or
University does not allow unsupervised minors on computers described above, or data owned by
campus. For example, when students drop off or AU stored on portable devices or other media.
pick up forms or other documents, check their
mailboxes, or meet with staff or faculty, they This policy applies to all users of electronic
should not leave their minor children unattended resources owned, managed, or contracted by AU
in any area or department on campus. including, but not limited to: AU faculty and visiting
Employees should never be asked to watch faculty, staff, students, external persons or
minors. Campus property includes classrooms, organizations and individuals accessing external
administrative offices, computer labs, student network services, such as the Internet and Intranet.
lounges, parking lots, balconies, courtyard areas Access to computing resources and network
and/or any facility under the contractual capacity is a privilege generally available to all AU
obligation and supervision of Antioch University faculty, staff, and students. Access may also be
Santa Barbara. Likewise, minors must not be left granted to individuals outside AU for purposes
alone in parked vehicles. consistent with the mission of AU; however, there
will be no anonymous access allowed to any
• Minors are not allowed in the computer lab electronic resources.
(Technology Classroom) under any circumstance
and are not allowed to use student computers. Students are given access to computing resources
The computer lab is a service to students, not a (e.g. Email account, learning management
public space, and it is not an appropriate system account) when they have applied and have
environment for minors (e.g. due to internet been accepted at AU and their status has
access issues). been entered into Datatel. Student access is
revoked when they are no longer a student, except
• Individual adults found to be in violation of this when a student graduates. Alumni access to Email
policy will be asked to leave campus. Repeated accounts will not be revoked. The above
violations will result in disciplinary action, which paragraphs are the general rules for granting
may include probation, suspension, or access to AU computing resources. More
dismissal/expulsion. specific rules may be found within Policies or
Procedures dealing with specific resources (e.g.
Electronic Use Policy the Email policy). There may also be exceptions to
Antioch University (AU) values technology as a the general rules which will be handled on an
means of communicating information and ideas to individual basis, for example where people need
the AU community and the world. In keeping with accounts created before their status has been
AU’s commitment to utilizing technology in entered into Datatel.
teaching and learning, this policy provides direction
in the appropriate use of all forms of electronic General Policies:
resources. This document articulates the AU Policy • While the use of AU electronic resources may be
on Acceptable Use of Electronic Resources, a requirement for coursework and work,
provides example violations, and outlines access and use may be restricted or revoked in
procedures for reporting policy violations. cases of misuse or repeated abuse.

Student Life at Antioch - 40


• AU reserves the right to limit access to its capacity primarily for purposes related to studies,
electronic resources when applicable AU instruction, the discharge of duties as employees,
policies, state and/or federal laws or contractual official business with AU, and other AU sanctioned
obligations are violated. activities. Incidental personal use of electronic
resources and network capacity is allowed only if
• AU does not, as a rule, monitor the content of that use does not interfere with the primary
materials transported over AU’s network or purpose of the system, does not interfere with the
information posted on AU owned computers and individual’s primary job function, and does not
networks, but reserves the right to do so. cause any appreciable additional or direct cost to
Although AU does not typically block access to AU. The use of AU computing resources and
online content, it reserves the right to do so in network capacity for personal monetary gain or
cases where online content or activity diminishes commercial purposes is not permitted without prior
the capacity of the AU network, where there is written permission from the Vice‐Chancellor for
a threat to AU or its core academic mission, or Administration/CFO.
where there is a reasonable cause to suggest a
violation of AU or campus policy. Security
The user is responsible for maintaining the security
• AU provides reasonable security against intrusion and confidentiality of information stored on relevant
and damage to files stored on the central systems and computers. For example:
computing facilities, but does not guarantee that
its computer systems are secure. AU is not • Computer accounts, passwords, and other types
responsible for unauthorized access by other of authorization assigned to individual users
users, nor does AU guarantee protection against should not be shared with others.
media failure, fire, floods, or other natural or
man‐made disasters. • The user should select account passwords that
cannot be easily guessed or “cracked”.
Censorship
Free expression of ideas is central to the academic • Passwords should be changed regularly or
process. AU computer system administrators will immediately if the user feels the password may
not have been compromised.
remove any information from individual accounts
unless the system administrator finds one or more • For sensitive information on computers and
of the following: systems, the user should supplement security
with additional passwords or encryption.
• The presence of the information involves illegality
(e.g., copyrighted material, software used in • The user should be aware of computer viruses
violation of a license agreement). and other destructive computer programs, and
take steps to avoid them or passing them on to
• The information in some way endangers others.
computing resources or the information of other
users(e.g., a computer worm, virus, or other Portable electronic devices such as laptops, PDAs
destructive program). or flash drives should not be used for storing
confidential information about individuals
• The information is inconsistent with the mission (especially social security numbers) unless that
or policies of AU. information is encrypted.

• The information involves the use of obscene, Lawful Usage


bigoted, or abusive material, or is intended to Computing resources and network capacity may
harass or defame another individual. not be used for unlawful purposes. Examples of
unlawful purposes include but are not limited to:
Users whose information is removed will be notified
as soon as is feasible, unless such notice is • Intentional harassment of other users.
contrary to the interests of AU.
• Intentional destruction of or damage to
Institutional Purposes equipment, software, or data belonging to AU or
AU electronic resources and network capacity are other users.
provided for purposes related to AU's mission of
education, research, and public service. All users • Intentional disruption or unauthorized monitoring
will access electronic resources and network of electronic communications.

Student Life at Antioch - 41


• Unauthorized copying of copyrighted material. federal law and may be sued by the copyright
holder.
Ethical Usage
Computing resources and network capacity should Under copyright law, unless you have express
be used in accordance with the high ethical permission from the copyright holder to engage in
standards of the AU community. Examples of the copying, downloading, and sharing of files, you
unethical use, some of which may also be unlawful, are in violation of the law. Peer to peer programs
include but are not limited to: have no provision to acquire permission. In
practice, therefore, the use of peer to peer
• Violations of computer system security. programs for downloading music and movies may
put users in violation of AU’s policy and the law.
• Unauthorized use of computer accounts, access
codes, or network identification numbers AU does not intend to block peer to peer
assigned to others. file sharing programs, nor does it monitor the
content of network traffic. However, Information
• Intentional use of computer systems in ways that Technology Services (ITS) does monitor traffic
unnecessarily impede the computing activities of patterns in order to guarantee acceptable network
others (e.g. randomly initiating interactive performance for all users. If ITS becomes aware of
electronic communications or e mail exchanges, policy violations or illegal activities in the course of
oroveruse of interactive network utilities). investigating network congestion or determining
problems, it will investigate by inspecting content
• Use of computing facilities for private business stored or shared on its network.
purposes unrelated to the mission of AU or
University life. This policy also prohibits activities that interfere
with the ability of others to use AU’s computing
• Academic dishonesty (e.g. plagiarism, cheating). resources or other network connected services
effectively. This may apply to peer to peer
• Violation of software license agreements. file sharing programs irrespective of copyright
violations, as these programs consume huge
• Violation of network usage policies and amounts of network resources.
regulations.
Sanctions
• Violation of another user’s privacy. Violation of the policies described above for legal
and ethical use of computing resources will be
Facilitative Usage dealt with seriously. Violators will be subject to the
AU computer users can facilitate computing in the normal disciplinary procedures of AU. The loss of
AU environment in many ways. Collegiality computing privileges may result. Illegal acts
demands the practice of facilitative computing. involving AU computing resources may also be
Users should practice good stewardship of subject to prosecution by state and federal
resources in the following ways: authorities.

• Regular deletion of unneeded files from Reporting and Response to Violations


workstations and systems. Members of the AU community who believe they
have witnessed or been a victim of a violation of
• Refraining from overuse of connect time, the AU Policy on Acceptable Use of Electronic
information storage space, printing facilities, or Resources should file a complaint with the
processing capacity. appropriate AU office as follows:

• Refraining from overuse of network capacity. • Students and faculty members should report
suspected violations of this policy to the
Copyrighted Material and File Sharing Academic Dean on their campus.
AU’s systems and networks cannot be used to
copy, store, display, or distribute copyrighted • Staff should report violations to their supervisor.
material in any medium, or to prepare derivative
works of such material, without the express If the campus president determines that a violation
permission of the copyright owner, except as may have occurred, the circumstances should be
otherwise allowed under copyright law. In addition reported to the Chief Information Officer (CIO). The
to sanctions by the institution, copyright violators CIO will consult with the Vice Chancellor for
could be subject to felony charges under state and

Student Life at Antioch - 42


University Academic Affairs and/or the Vice Committee) is responsible for reviewing all
Chancellor and Chief Financial Officer to determine research protocols that involve the use of human
whether or not a violation has occurred and the subjects. The Institutional Review Board is charged
appropriate response in accordance with AU’s with implementing University policies that are
established policies and procedures. based on federal regulations and State laws.

The Institutional Review Board works to maintain


Review Schedule the federal assurances that govern the use of
This policy will be reviewed annually by the Office human subjects in research conducted by Antioch
of the Chief Information Officer. University Santa Barbara faculty and students,
handles special problems, and participates in
audits. Faculty and students wishing to conduct
Human Subjects Review Policy research with human subjects should contact the
Antioch students regularly engage in research
Academic Dean’s Office for policies and
projects as part of their degree programs. The
procedures.
Institutional Review Board (Human Subjects

Student Life at Antioch - 43


Degree
Programs

Degree Programs - 44
Bachelor of Arts in
Liberal Studies
or community settings (Prior Experiential Learning),
Since its inception in 1977,the Antioch Santa many can complete their degree requirements
Barbara BA Program has been academically faster than at a traditional institution. Adults in the
rigorous and intellectually challenging. Antioch’s BA Program find Antioch particularly appropriate
program provides a liberal education in which adult for their needs. This is a program that respects
students engage in a wide range of learning adult students’ process of learning. Instructors are
activities. mentors as well as teachers. Small classes
emphasize lively discussion and practical
Liberal arts education has a long history as a application of theories and concepts to students’
concept and as a social and political force in everyday concerns. Many faculty members are
Western society. Its changing definitions reflect the active in the community, doing the kind of work
interests and goals of particular groups over time. students seek for themselves. All learning activities
are designed to develop skills in critical thinking,
The BA degree in Liberal Studies provides the research, and communication that will be useful in
student with a liberal education to broaden her/his a variety of real world situations.
understanding of self, world and contemporary
issues. The Antioch BA Program is designed to Most Antioch BA students plan to go on to
help adult students explore and develop their own graduate school. In recent years, graduates of
interests and develop or enrich a direction in life Antioch Santa Barbara have continued their
that is meaningful to self, to others and to society. studies in Antioch’s own graduate programs in
management, and psychology, and education, and
Academic work takes place in Antioch classes, have gained admission to graduate programs at
independent studies, online and community many of the most prestigious colleges and
settings. The curriculum promotes development of universities in the United States.
such skills as critical thinking, effective
communication, problem solving, and ethical
reasoning. BA students put theoretical learning into
Mission
practice through a broad range of internships in The undergraduate program at Antioch University
Santa Barbara provides an innovative, student-
schools, health agencies, art organizations,
businesses, senior centers, and other community centered, liberal education for adults. Through the
integration of academic and experiential learning,
settings. Many students earn credit through new
learning in their present employment settings. Antioch students acquire key intellectual tools
designed to increase personal awareness, foster
Others include in their program credit for college
level learning acquired through work or other individual and social creativity, and encourage
experience prior to their entrance at Antioch. professional development and socially responsible
thought and action.
The BA Program is a degree completion program
designed for adults who have already completed a The core purposes of the undergraduate program
substantial amount of college work elsewhere. at Antioch Santa Barbara are infused throughout
Typically, students enter Antioch with 30-quarter the academic curriculum, reflecting the intention of
units or more in transfer. Antioch can provide the the faculty to provide a broad, meaningful and well-
equivalent of the last two to three years of college. balanced education. These core purposes include:
However, students may transfer up to 120 quarter
units (80 semester units) of lower division work • the development of critical thinking and an ability
from a Community College or 4-year college or to analyze and integrate ideas, concepts, and
University and complete their degree in 1 year. experiences from a multi-dimensional, multi-
cultural, and global perspective;
Intellectually and personally challenging, this is a
program where learning is attractive, interesting, • the ability to apply critical and creative thinking
relevant and satisfying. Because students can earn skills to contemporary life conditions, concrete
credit for some forms of learning acquired in work

Bachelor of Arts in Liberal Studies - 45


social situations, decision making, and the ethical understanding. Thus, Praxis for Social Justice is
resolution of complex problems and issues; the process by which one’s learning in the
classroom is tested in daily life and becomes an
• increased awareness of the personal and societal integral component of lived experience. It is the
influences upon one’s self and others, including unifying principle that informs our Core Purposes
cognitive, emotional, spiritual, socio-economic and Undergraduate curriculum.
and environmental;

• the ability to examine and articulate a variety of


Core Purposes of a Liberal Arts
values in order to be comfortable with and take Education
responsibility for one’s own values;
Critical and Creative Thinking
• commitment to social justice through personal Critical and creative thinking are the necessary
and professional competency thought processes of a master thinker who has the
ability to weave in and out of divergent and
Antioch’s longstanding tradition of blending diverse convergent thought patterns to arrive at an
classroom experience with field-based learning appropriate conclusion in a given situation. Critical
fosters creativity and self-empowerment, while thinking (convergence) is the disciplined mental
promoting independent thinking and a commitment activity of evaluating arguments or propositions
to social change through a process we call Praxis and making judgments that can guide the
for Social Justice. development of beliefs and taking action. Creative
thinking (divergence) is marked by the ability to
Praxis for Social Justice generate many, or more complex or complicated,
The extension of social justice across society has ideas from one idea or from simple ideas or
been among the most central aims of an Antioch triggers.
education since its founding in 1852. The Antioch
Santa Barbara Undergraduate faculty believes a Indicators:
just and equitable education should serve to
enhance the lives of those directly receiving the • Synthetic ability – the use of divergent thinking to
education, and encourage a society where all generate new, novel and interesting ideas. The
members have the same basic rights, security, ability to spontaneously make connections
obligations, and opportunities. between ideas that often go unnoticed by others.

Education is a continuing reconstruction of • Analytical ability – the use of convergent thinking


knowledge and experience in which both its and appraisal to analyze and evaluate thoughts,
process and goal are one and the same. Learning ideas, outcomes and possible solutions.
achieves its value when it is translated into modes
of action which are beneficial to society. Thus, the • Practical ability – the ability to translate
mission of Antioch’s BA Program, as described abstractions and theories into realistic
above, is approached through an experiential applications and to communicate one’s ideas to
blend of theory and practice we term Praxis for others.
Social Justice. Praxis is achieved as students
become increasingly fluent in the essential Diversity and Global Awareness
competencies described in detail in the AUSB Issues of cultural diversity and equity have formed
Undergraduate Core Purposes. the basis of human interaction throughout time.
Distinguished and united by such differences and
Praxis for social justice combines learning and similarities as gender, age, language, culture, race,
doing for the purpose of encouraging critical sexual identity, religion, geography and class,
consciousness, ethical reasoning, and socially diversity challenges our intellect and emotions as
responsible behavior. It is a cycle of action, we learn to work and live together in harmony.
reflection, and transfer, wherein cultural differences Antioch University Santa Barbara’s Undergraduate
are understood and valued, where human dignity, program supports cross-cultural sensitivity and
the earth, and future generations are respected, affiliation, promotes unity and the integration of
and all are encouraged to participate in bringing diversity, and encourages students and faculty to
about a more equitable and compassionate world. think and act both locally and globally. Our goal is
to develop students’ skills to prepare them for their
Characteristics of praxis include intellectual roles as global citizens, enhance their
integrity, self-determination, positive intentionality,
creativity, and rational approaches to learning and

Bachelor of Arts in Liberal Studies - 46


understanding of world affairs, and develop their • Demonstrates consistency of thoughts, words
sense of social and civic responsibility. and actions.

Indicators: • Has the ability to review and evaluate


experiences through meaningful self-reflection.
• Has the ability to reflect thoughtfully and
objectively upon the values and norms of diverse • Has the ability to adapt to changing
cultures, both locally and globally. circumstances and life transitions.

• Has the capacity to analyze and synthesize Competence for Professional


ideas, issues, and problems from diverse
orientations, approaches and perspectives.
Pursuits
At the core of Antioch University Santa Barbara’s
Undergraduate degree program are certain
• Is knowledgeable about the connectedness of the
educational outcomes that promote inquiry, critical
nations of the world historically, politically,
thinking and a deeper understanding of subject
economically, technologically, socially,
matter that allows for transfer and application of
linguistically and ecologically.
knowledge from the liberal arts to the pursuit of
professional competence. Through Antioch’s core
• Can articulate and justify one’s own point of view
curricula students explore the central knowledge
in the context of other valid arguments and
and skills of their chosen field or profession to
cultural perspectives.
prepare for engagement in meaningful and socially
responsible work.
• Is able to recognize, analyze, and evaluate major
global trends and the interconnections of these
Indicators:
trends with both their local and national
communities.
• Has the ability to reflect upon the nature and
meaning of work in relation to past and present
• Demonstrates willingness to be an active
work experiences and accomplishments.
participant in processes that promote unity and
inclusivity.
• Can plan for one’s professional development in
the context of contemporary and future political,
Holistic Personal Development social and economic trends.
A primary purpose of Antioch’s Undergraduate
education is the encouragement of self- • Can clarify and assess one’s values and reflect
actualization through holistic personal upon the implication of these values in selecting
development. Taking personal responsibility for and accomplishing one’s work.
one’s own learning and development through a
process of assessment, reflection, and action, • Advocates for social justice in the professions.
changes how a person makes meaning of the
world and how one impacts others. Adult learning • Adapts to change in one’s work environment.
and personal development are interrelated
experiences. Learning promotes development, • Incorporates service to humanity in one’s
while development encourages further learning. professional pursuits.

Indicators: • Demonstrates appropriate depth of knowledge,


skills and expertise in one’s chosen profession.
• Is aware of the personal and societal influences
upon one’s self and others, including cognitive, • Has the willingness to engage in life-long
emotional, spiritual, socio-economic and learning.
environmental.
Effective Communication
• Sees problems in terms of challenges and
Communication is the co-creation of meaning
situations requiring solutions, rather than as
focusing on how people use content to generate
personal complaints or excuses.
understanding within and across various contexts,
cultures, channels, and media. It always includes
• Can identify and articulate a moral and ethical
a communicator, an audience, a subject, and a
personal philosophy.
situation. Effective communicators understand
• Demonstrates personal responsibility for one’s
their own style and the necessity of adapting that
beliefs and actions.

Bachelor of Arts in Liberal Studies - 47


style to the communication style of their audience.
The goal of communication is shared meaning. Seminars are one-unit learning opportunities to
Communication competence is the degree to which become acquainted with subjects not in the regular
a communicator’s goals are achieved through course curriculum. Seminars extend 8 to 10 hours,
effective and appropriate interaction. in a one or two-day time period. Between 23-25
hours of non-classroom learning are also expected.
Indicators: Some seminars may require papers whereas
others may require more reading or an experiential
• Has the ability to articulate a well-developed project. The instructor determines what the
argument, both orally and in writing. workload may be and when the work is to be
submitted. Most seminars do not allow
• Understands one’s own communication style and incompletes. Students are expected to obtain
awareness of how one is perceived by others. reading materials or other related materials prior to
the seminar and are notified about these
• Has the ability to express ideas through requirements. Some seminars have assignments
language. which must be completed before the class meets.

• Has the ability to adapt to one’s audience and Outside Learning Activities
establish rapport. Internships, practica, independent studies, and
concurrent learning allow students to:
• Listens actively and appropriately responds.
• obtain learning experiences unavailable at
• Has the ability to appropriately give and receive Antioch central to her/his educational goals;
feedback.
• pursue a topic in greater depth than a classroom
• Participates effectively in a group setting and can setting allows; and,
lead a group discussion.
• put theoretical learning into practice outside the
• Demonstrates competent use of technology as a University setting.
communication tool.
Internships and practica are field-based learning
The Tripartite Model activities which take place in an applied setting
Antioch University’s tripartite model of academic (business, community organization, high school,
excellence, experiential learning and community senior center, etc.). The student is evaluated by the
service is manifested in the undergraduate internship/practicum supervisor. Independent
program with three distinct yet related learning Study is an activity in which the student pursues
activities that students pursue: Classroom specific reading, writing, experiences and/or
Learning, Outside Learning Activities, and Prior competencies on her/his own, based on a contract
Experiential learning. established in advance with the evaluator.

Learning Options It is important to note that unlike internship


Classes, mostly upper division, can meet face-to- placements at the Master’s level (which have the
face, online, or a combination thereof. Face-to- purpose of professional training), BA internships
face classes meet once a week for three hours and and practica focus on five primary goals:
extend over 10 weeks. Online classes meet
entirely in the “virtual classroom” over a 10 week • to allow students to provide service to the
period. Hybrid classes include some face-to-face community;
meetings with the remainder of the coursework
done online. In the weekend hybrid option, classes • to provide students opportunities to apply
meet face-to-face three times during the quarter. classroom learning to community problems;
In other hybrid options the number of face-to-face
meetings can vary per course and instructor. For • to allow students to learn new theoretical ideas in
every hour spent in class, whether online or face- experiential contexts;
to-face, approximately two hours per week of non-
classroom learning such as field work, data • to expose students to “real-life” social conditions
collection, reading and/or writing are also of various work places and populations; and,
expected. Most courses are either three or four
units, with the exception of seminars

Bachelor of Arts in Liberal Studies - 48


• to give students the opportunity to explore distributed in that class also help students
particular work roles and settings in order to understand and plan how to fulfill these
make better career choices. requirements. In this section requirements are first
listed, then explained in more detail.
Concurrent Learning refers to a course taken at
another institution and transferred to Antioch. 1. Unit Requirement: 180-200 quarter units
overall.
Prior Experiential Learning
Prior Learning is college-level learning that took 2. Residency Requirement (two parts):
place (1) outside accredited college classes; and A) Four full-time quarters of residency (or the
(2) before enrollment at Antioch. Students equivalent in half-time quarters). This requirement
sometimes confuse an internship or independent is sometimes reduced for students with more than
studies with Prior Learning. Internships, 120 units of applicable transfer credit Including at
independent studies, and concurrent learning take least 30 upper division units.
place during the student’s residency at Antioch,
whereas Prior Learning took place before the B) A minimum of 48-quarter units completed during
student entered Antioch (even though it is being residency at Antioch.
reconstructed, documented and credited “now”).
Most adult students enter Antioch’s program with 3. Upper Division Requirement:
college level learning they acquired in such diverse At least 60 upper-division units (of Antioch course
settings as their workplace, home, or volunteer units, transfer credit, and/or prior learning units)
activities. Crediting Prior Learning is based on the
assumption, increasingly accepted in higher 4. General Studies Requirement (two parts):
education, that a great deal of college level A minimum of 100 units in General Studies;
learning which takes place in adult life experience
is as valid as traditional classroom learning. Prior 5. Area of Concentration Requirements:
Learning is also more likely to have been applied in A “major” Area of Concentration must have a
real-life situations, leading to fuller understanding minimum of 30 units and may not exceed 60 units.
and longer retention of what was learned. Students
who plan to document prior learning for credit are 6. Educational Foundations and Academic
required to take a non-credit workshop entitled Planning Class Requirement:
“Prior Experiential Learning Workshop” before Successful completion of the Educational
beginning the documentation process.(See “BA Foundations and Academic Planning class and the
Course Description” section for a full description of On-Line Communications and E-Library Research
this class). seminar before or during the first quarter of
enrollment;
Degree Completion at Local 7. Capstone class requirement:
Community Colleges Successful completion of the Capstone class in the
Antioch University has entered into articulation final quarter of enrollment
agreements with local Community Colleges to offer
B.A. degree completion programs on the 8. Other Requirements for BA Planning:
Community College campus. This is known as the Several other requirements apply for BA Program
Bridge to Antioch program whereby students may planning:
complete and transfer up to 80 lower division
semester units (120 quarter units) and complete A) No more than 24 units may be evaluated by a
the remaining 40 semester units (60 quarter units) single evaluator.
through Antioch on the Community College
campus. This program is currently underway with B) No more than 20 units may be earned in any
Allan Hancock College in Santa Maria and Santa single outside setting such as an internship site.
Barbara City College and conversations have
begun with Ventura Community College C) No more than 3 units may be included in any
one Prior Experiential Learning activity.
Degree Requirements
Because each Antioch BA student’s educational Prior Learning is limited to a total of 45 units. There
plan is individualized, it is helpful for the student to can be no exceptions to this regulation. Periodic
become familiar in detail with the following degree reviews of Prior Learning proposals,
requirements. The Educational Foundations and documentation, and evaluations to ensure
Academic Planning class and the reader compliance with Antioch’s policies are conducted

Bachelor of Arts in Liberal Studies - 49


by the Program Chair and/or her/his designee. Lower Upper Type of Learning
Division Division Activity
Residency
There are two parts to the BA residency
requirement. The first concerns the minimum 100’s 300’s Antioch Classes
number of quarters the students needs to be
enrolled at Antioch in order to receive an Antioch 196 396 Independent
BA degree. The student must be enrolled for four Studies
full-time quarters, eight half-time quarters, or some
equivalent combination of full and half-time 197 397 Prior Experiential
enrollment. Enrollment Maintenance quarters and Learning
less-than-half-time quarters do not count toward
meeting the residency requirement. The second Internships and
part of the residency requirement specifies the 198 398 Practica
minimum number of quarter units which must be
earned during quarters of enrollment at Antioch.
This minimum is 48 quarter units, which may be
The Antioch BA must include:
earned during full-time, half-time or less-than-half-
• 60 or more units of upper-division learning;
time quarters of enrollment but not while on
Enrollment Maintenance status. Units earned from
• No more than 120 units of lower-division learning.
documentation of Prior Experiential learning do not
count toward residency and are not calculated in
determining full or part-time enrollment. The Antioch BA may include:

Reduction of Residency • Any number of extra units of upper-division


learning beyond 60 as long as the total number of
Students with 120 or more quarter units of transfer
units does not exceed 200;
credit including 30 or more upper-division units
may petition, with their Advisor’s approval, to
• Fewer than 120 units of lower-division learning.
reduce their residency to three full-time quarters or
the equivalent in half-time quarters (36 units
total).Reduced residency petitions are considered General Studies Requirement and
individually, and decisions are based on the depth, Required Areas of Study
breadth and quality of the student’s transfer units. The B.A. degree at Antioch University Santa
Barbara is in Liberal Studies. Students have the
Lower-Division and Upper-Division Learning ability to personally construct the general studies
Activities portion of their degree program by selecting
Antioch Santa Barbara lower-division classes are courses from a wide array outside of their major
numbered in the 100’s.Upper-division classes are area of concentration. To provide a basic
numbered in the 300’s and 400’s.For internships foundation of core competencies, the following
and for all self-designed learning activities (Prior courses are required:
Experiential Learning, Outside Learning Activities,
Independent Studies),Antioch uses only certain LBS302 Educational Foundations and
100 numbers (for lower-division) and certain 300 Academic Planning
numbers (for upper-division).
LBS371W On-Line Communication & E-
Library Research

LBS303A Service Learning in the


Community

LBS348A Survey Research and


Statistics

LBS349A Experimental Design and


Statistics
This numbering system is summarized as follows: LBS308 Capstone Seminar

Bachelor of Arts in Liberal Studies - 50


COM310 Academic Writing (if English The remainder is earned at the internship site.
Composition is not transferred Students are expected to spend approximately 6
in) hours per week at the internship site.

To assist in planning a well-rounded liberal arts • Discussion with the Program Coordinator as early
program, it is recommended that the student strive as possible to determine the desired placement
to complete at least three units in each of the and to complete additional steps.
following subject areas:
• After deciding on a Service-Learning Internship
• Literature site and meeting with the Program Coordinator,
students are responsible for scheduling an
• History interview with the site supervisor.

• Philosophy or Religious Studies Area of Concentration Requirement


“Area of Concentration” is Antioch’s name for the
• Political Science or Law student’s “major” or specialized field of learning.
The student may include one Area of
• Sociology or Anthropology Concentration in her/his program of study. A
“major” Area of Concentration consists of a
• Fine Arts or Language minimum of 30 and a maximum of 60-quarter units
of learning in a particular academic field. Half or
• Mathematics or Economics more of the units are normally upper-division; this
is strongly recommended by Antioch, and expected
• Psychology by graduate schools.

• Science
Established Areas of Concentration
Currently, Antioch offers four Areas of
• Multicultural Studies
Concentration for which courses are regularly
scheduled in the BA curriculum—Child, Family &
Experiential Learning Society, Applied Psychology, Business, and Liberal
Experiential learning is considered the cornerstone Studies. A list of courses currently offered for each
of an Antioch undergraduate education. It can be Concentration is included in the Educational
described as learning that arises out of reflection Foundations and Academic Planning Reader.
on experience, leading to purposive action, or Elective courses and workshops are offered each
praxis, in order to test out the 'hypotheses' that year in these Concentrations. Students may also
arise out of this reflection. This action in turn leads take courses concurrently at other accredited
to further experience and reflection, so that institutions to supplement work in any of these
experiential learning can be seen as a continuous Areas of Concentration.
cycle or spiral. As Confucius said: "Tell me, and I
will forget. Show me, and I may remember. Involve
me, and I will understand." Experiential learning is
Educational Foundations and
infused throughout the undergraduate curriculum Academic Planning Class
at Antioch University Santa Barbara. All entering students need to enroll in and attend
the Educational Foundations and Academic
Service-Learning Internship Program Planning (EFAP) class before or during the first
quarter of study. It is a degree requirement to
The Service-Learning Internship Program provides
complete the EFAP class with a passing
structured opportunities for undergraduate students
evaluation. It is also important for students to finish
to engage in community-based learning activities
work for the EFAP class in a timely manner. Once
that have the dual goal of providing outside
EFAP work is approved, the student can go on to
learning activities for students and service to the
earn credit for the degree according to the
local community. Guidelines for students include:
student’s approved plan. Most students do
complete the EFAP work quickly, but the following
• Registration for LBS 303A, Service Learning in
regulations apply to those who do not. A student
the Community. (See Student Registration
who fails to complete EFAP requirements during
Packet each quarter for details.)
the first EFAP quarter receives an Incomplete for
the class. If work is not completed by the end of the
• This course is taken for 3 units. One unit of the
second week of the next quarter, the student
course is earned in a weekly reflective seminar.
receives a No Credit evaluation and must retake

Bachelor of Arts in Liberal Studies - 51


the EFAP class immediately. below are required courses. Students who have
already covered some of these required courses
Online Communication and E-Library may choose other electives.
Research
This one-day seminar is required for all new Required Courses
students in their first quarter of enrollment. It
serves as a companion to the EFAP class, and LBS 302 Educational Foundations
may be taken along with EFAP before being And Academic Planning
admitted into the undergraduate program. It
serves to introduce students to two integral LBS 371 Online Communication and
university-wide systems for online communication E-Library Research
and electronic library services. It is a program
requirement to satisfactorily complete this seminar PSY 343 Theories of Learning and
before or during the student’s first quarter of Cognition
residency.
COM 310 Academic Writing
Areas of Concentration COM 358 Group Dynamics

• Child, Family & Society CFS 301 Inquiry Methods I


• Business LBS 377A Latino Community in
American Society
• Applied Psychology
CFS 302 Inquiry Methods II
• Liberal Studies
PSY 344 Social Psychology
1. Child, Family & Society
From birth to age 8, responsive early childhood CFS 300 Current Issues in Child,
education influences the formation of the individual Family & Society
for life. The child, Family & Society concentration
weaves a cohesive understanding of child CFS 301 Inquiry Methods I
development, family systems, and social contexts
to prepare culturally competent caregivers and CFS 302 Inquiry Methods II
educators. Successful completion of the B.A.
degree with a concentration in Child, Family & CFS 303 Child Psychology
Society will empower candidates as early
childhood educators. The general studies CFS 304 Models of Early Childhood
component of this degree will prepare students to Education
think critically from many perspectives so they may
better function in their chose field. It also enables CFS 305 Curriculum Development
them to take responsibility as citizens in an for Young Children
increasingly complex society.
CFS 306 Language Acquisition and
Curriculum Development
The curriculum for this concentration allows
students to dig deeply into the principles and CFS 308 Capstone Senior Project
practices of early childhood education and to think
broadly about broader issues and cultural contexts. CFS 398 Child, Family & Society
Students take general courses in Psychology plus Practicum
courses specific to early childhood education along
with courses in liberal studies. A unique aspect of
this concentration is that students are required to LBS 308 Service Learning in the
take 5 separate Practica in which they observe and Community
reflect on the delivery of different models of early
childhood education as they are presented to Students choosing the Child, Family & Society
different age groups. Since this program is only concentration are most likely already in or planning
offered in a cohort model, all of the courses listed to enter the field of early childhood education.
Antioch believes that early childhood educators are

Bachelor of Arts in Liberal Studies - 52


among the most important in the educational may be used to enrich the concentration. Students
spectrum. This degree provides students with an are encouraged to use independent studies and
increased array of tools to bring to the all-important internships to focus the major in areas of specific
task of teaching young children. The degree also interest regarding personal and professional goals.
increases the student’s marketability in a field with
ever-increasing demands for teachers. Some Required Courses:
students choose early childhood education as a
vocation; others as a stepping stone into MGT 368 Principles of
elementary education. Management

Graduate Study MGT 375 Business Ethics and Social


The most natural step for graduate study after Responsibility
acquiring a BA with a concentration in Child,
Family & Society is a teaching credential for MGT 364 Human Resource
elementary school teachers and/or a Masters in Management
Education. Both are available through Antioch
Santa Barbara. Some find their interest in MGT 362 Management Information
Psychology piqued and pursue graduate study in Systems
that field; others who want to take their work in
early childhood education into their own business MGT 361 Global Economics
pursue graduate study in Business. Both these
courses of study are also available at Antioch MGT 366A Marketing Principles and
Santa Barbara.expression, and to theory and Applications
literary models, and also to more practical
concerns shared by working writers. It also MGT 374 Organizational Strategy
examines ways in which values are embedded in and Culture
creative writing, the particular culture and historical
moment within which work is produced, and the MGT 369A Budgets and Finance
role of the writer in society. (pre-requisite: Accounting may
be met through MGT 201
4. Business Accounting Principles and
This concentration is designed to provide students Practices or from)
with a broad, yet practical understanding of the
complex social, political, and ethical issues MGT 347 Public Policy
prevalent in a global economy from the standpoint
of the contemporary management leader. COM 355 Intercultural
Designed to develop critical thinking and creative Communication
problem solving skills from an interdisciplinary
perspective, students study ethical and social Recommended Courses:
values as they address a wide range of practical
management issues. Antioch’s concentration COM 358 Group Dynamics
assists students in developing the knowledge
necessary to critique economic, business, and MGT 363 Organizational Behavior
other organizational activity, as well as to develop
ideas to extend decision-making options within the LBS 331 Multiculturalism in
profession. This curriculum is relevant for American Politics
entrepreneurs and managers in small businesses
as well as corporate, public and nonprofit COM 370 Analysis of Human
organizations. Interaction

This concentration is built upon the foundation of a COM 350 Public Speaking
core of traditional business courses in
managements, ethics, human resources, budgets COM 371 Communication, Media
and finance, marketing and organizational culture. And Culture
This focus is enhanced for the modern era with
studies in global economics and green business SSA 300 Issues of Social Service
strategies. Courses from other disciplines such as Administration
studies of advertising or media or multiculturalism,

Bachelor of Arts in Liberal Studies - 53


MGT 379Z Grant Development recommends courses in the arts, science,
philosophy, and quantitative studies in addition to
Internships psychology. Antioch also recommends that
Internships that provide hands-on experience in students enroll in history and sociology courses to
management and non-profit leadership may be better understand the social context which gives
designed in a variety of settings. Antioch rise to concepts of the self. To better understand
encourages students to design their own diverse communities, Antioch recommends
internships. For example, students can earn credit courses that focus on gender, ethnic and racial
for such activities in their workplace as designing a differences, and various forms of disability.
training program, implementing new management
information systems, or researching alternative Required Courses:
means for marketing a new product or service. General Psychology (must be taken in first quarter
if not on transcript)
5. Applied Psychology PSY 340 Theories of Personality
Psychology has become an integral means by
which we define ourselves and our relationships to
PSY 327 Child and Adolescent
one another. Psychological theory and practice
Development
have philosophical, social, and political
implications. The profession has given rise to a
PSY 380A Issues in Chemical
mental health industry and a variety of professional
Dependency
roles and responsibilities. It is important to reflect
on the nature and history of the discipline in order
PSY 343 Theories of Learning and
to understand and shape the changing role of
Cognition
psychology, the mental health industry, and
clinicians in the future. This concentration
PSY 344 Social Psychology
encourages students to examine the values and
biases embedded in psychological theory as well
COM 358 Group Dynamics
as the historical, societal, and political context of
psychological theories and practices. The objective
PSY 320 Counseling Theory and
is for students to gain the skills and knowledge
Technique
necessary to understand what would constitute a
critique of psychology and a challenge to
PSY 329 Abnormal Psychology
assumptions and practices. The concentration is
designed to provide students with knowledge of
PSY 345 Community Psychology
psychology across a number of sub-disciplines
and Social Change
including clinical, community, developmental, and
social psychology. Emphasis is placed on diversity
COM 370 Analysis of Human
and its effects on the study and practice of
Interaction
psychology. Within this broad context, students
acquire research skills, study particular areas in
depth and are encouraged to apply theoretical Recommended Courses:
knowledge through internship placements in the
community. LBS 345 Ethical Issues in the
Contemporary Society
Curriculum
Antioch offers only upper-division courses. It is COM 355 Intercultural Communication
required that students in the Psychology
Concentration complete a survey course in LBS 377 Latino Community in American
Introductory Psychology or the equivalent in prior Society
learning before enrolling. Students are required to
complete 30 units in Psychology. Students who PSY 341 Transformations of
seek preparation for graduate work at the doctoral Consciousness
level should also participate in research activities
with an Antioch faculty member. In accordance Preparation for Work and Graduate
with American Psychological Association (APA)
recommendations, students in the Psychology
Study
The Psychology Concentration prepares students
Concentration are advised to take a broad range of
for graduate work in psychology, social work, and
liberal arts courses. Specifically, the APA

Bachelor of Arts in Liberal Studies - 54


other related fields. It provides a meaningful LBS 331 Multiculturalism and American
background for a variety of other professional Politics
careers, as knowledge in psychology is central to
many professions in our service-oriented society. LBS 345 Environmental Studies/Ecology

Students who intend to pursue doctoral-level


graduate work in psychology should plan on LBS 367 Ethical Issues in Contemporary
independent study in an area of research beyond Society
the required Research Methods and Statistics
course sequence. In their studies, they should be LBS 346 Africa in World History
sure to develop library research skills and
familiarity with some research in their field of LBS 370B Social Movements
interest. The Advisor should also be consulted
concerning particular course work. Antioch offers LBS 382 The Inner Landscape of Art
both a Masters in Applied Psychology and
Doctorate of Psychology LBS 377 The Latino Community
in American Society
7. Liberal Studies
Select one of the following three
Required Courses: courses:
LBS 371W On-Line Communication and PSY 343 Theories of Learning and
E-Library Research (must be Cognition
taken in first quarter)
PSY 340 Theories of Personality
LBS 302 Educational Foundations and
Academic Planning (must be PSY 344 Social Psychology
taken in first quarter)
Select one of the following three
LBS 348A Survey Research and
Statistics
courses:
MGT 368 Principles of Management
LBS 349A Experimental Design and
Statistics
MGT 366A Marketing Principles and
Applications
LBS 308 Capstone Seminar (must be
taken in student’s last quarter)
MGT 374 Organizational Strategy and
Culture
COM 310 Academic Writing (if not on
transcript)
Select one of the following three
Recommended Courses: courses:

LBS 339 The Personal Journal: COM 370 Analysis of Human


Literature and Self Discovery Interaction

LBS 332 Varied Visions: the Outsider’s COM 358 Group Dynamics
Experience in American
Literature, COM 355 Intercultural Communication.
OR
Select one of the following three
LBS 338 Love and Conflict in Modern courses:
American Literature
COM 310 Academic Writing
LBS 378 Racism and Sexism in America
COM 313 Creative Writing
OR
COM 319 Creative Non-Fiction Writing

Bachelor of Arts in Liberal Studies - 55


• Advancement to student teaching (end of second
Preparation for Work and Graduate quarter)
Study • Registering for the CSET (Taking the CSET prior
There is hardly any better preparation for most jobs
to beginning work in the first quarter of the
than a degree in Liberal Arts. Students gain an
MAE/TC program is strongly recommended.)
understanding of a broad range of subject areas
and acquire the skills of critical thinking, problem
solving, creativity, communication, and an Master of Arts in Education &
appreciation for diversity. Students anticipating Professional Preparation Teacher
graduate study will want to be sure they acquire
sufficient grounding in the field which they intend to
Curriculum
pursue to ensure their acceptance into the
graduate school of their choice. Students are Note: These courses are for the multiple
advised to contact the preferred graduate school subject credential. Candidates for the
for entrance requirements and then to shape their education specialist credential must take these
Liberal Studies concentration around those or comparable courses as advised in the
requirements. Students expecting to do graduate program.
study in the field of Education by entering the
Teacher Credential Program at Antioch will be well Summer - Quarter 1
served by the Liberal Studies major and can
include some of their Teacher Credential studies in HDV455 Child Development &
their undergraduate plan of study. Learning (3 units)

The Early Deciders Program: Antioch HDV458A Language Development


& Acquisition (3 units)
Undergraduate Students Master’s of
Arts in Education and Teacher TEP536 Foundations of Social
Credentialing Program Justice Education
(4 units)
An Antioch undergraduate student can apply and
gain provisional acceptance into the MAE and TEP536A Foundations of Social Justice
Teacher Credentialing Program if s/he also meets Education Lab (1 Unit)
other, standard requirements. The student must
have (1) 36 or less upper-division undergraduate TEP537 Mediation & Conflict
units remaining to complete the BA degree; (2) Resolution in Schools
completed all of the BA requirements in both (3 units)
general studies and the major area of
concentration and (3) complete LBS308 Capstone TEP601A Social & Legal
Seminar prior to beginning the MAE/TC Program Dimensions of Special
(summer) (4) taken and passed the CBEST exam. Education (2 units)
Consideration for early enrollment into the MAE/TC
program also requires that BA Candidacy be Fall – Quarter 2
achieved and the CSET be passed. Antioch
undergraduates who take MAE courses may apply TEP505 Reading Instruction in
credit toward their BA degree during Quarters One Elementary School
and Two of the MAE/TC Program. Courses offered Classrooms (3 units)
after Quarter Two, however, cannot be credited
towards the BA degree; instead they are credited TEP538 Theory & Practice of
toward the MA in Education degree. Classroom Organization
(3 units)
Full acceptance into the MAE/TC program is
contingent upon: TEP507 Real World Mathematics
(3 units)
• Awarding of BA degree
TEP533 Field Practicum (10 units)
• Successful completion of quarters 1 & 2 of
MAE/TC coursework TEP601B Teaching & Accommodating
Students with Disabilities
(1 unit)

Bachelor of Arts in Liberal Studies - 56


different ways by the general public, Antioch
2 Quarters = 36 MAE/TC Units follows the general practice in higher education by
accepting credit in transfer only from institutions
Students who choose the “Early Decider” option accredited by one of the following regional
must submit a calendar of proposed classes along accreditation bodies:
with their degree plan. Students who choose the
“Early Decider” option must receive approval from • New England Association of Schools and
their Faculty Advisor, who will also assist them in Colleges;
petitioning for a waiver of the overage tuition fee.
• North Central Association of Schools and
Alternatives Colleges;
Some adult students enter Antioch with college-
level learning which is substantial, yet not • Northwest Association of Schools and Colleges;
acceptable for transfer credit. Through the Prior
Experiential Learning process, students may • Middle States Association of Colleges and
sometimes be able to earn credit for some forms of Schools;
learning from:
• Southern Association of Colleges and Schools;
• Extension courses; or,

• Armed Service learning; or, • Western Association of Schools and Colleges.

• Continuing Education learning. Antioch does not accept credit from institutions not
accredited by one of these six regional
Often additional reading or writing is required. accreditation bodies, even when an institution is
Interested students should work with their faculty certified or authorized by a national organization or
advisor to explore these options. by the state in which it operates. Antioch also
cannot accept credit from institutions with
candidacy for accreditation or probationary
Acceptable Grades for Transfer accreditation status. (Exception: A student holding
Credit an RN degree from a National League of Nursing
Antioch accepts credit for units where the student earned approved program may be eligible for transfer
a letter grade of “C” or better; or Pass in a Pass-Fail credit despite lack of regional accreditation.
system, if the Pass is equivalent to a “C” or better. Credit Transfer policies concerning nursing units are
for a course taken twice can normally be given only once. explained below.) Sometimes an institution’s
That is, if the same course was taken at two different accreditation status changes over time. Antioch
colleges, Antioch gives transfer credit for only one of the accepts credit for transfer only if the units were
two. In some cases, however, a school’s catalog states earned at a time when the institution was
specifically that a given course may be taken more than accredited.
once for credit. In this situation, Antioch generally awards
transfer for all the credits earned. Courses in Transfer Remedial,
Quarter and Semester Units Vocational, and Technical Courses
Antioch cannot accept remedial, vocational, or
The Registrar converts all transfer units to quarter
technical courses for transfer toward the liberal arts
units, using the following formulas:
BA, since these do not represent college-level
learning. The following standards are used by the
• number of semester units x 1.5 = number of
Registrar’s Office in determining which courses fall
quarter units,
into these categories. Remedial courses are
courses with content appropriate to a high school
• number of trimester units x 1.5 = number of
or pre-college level of learning. Examples of
quarter units.
remedial courses include Reading and
Comprehension, Study Skills, Remedial English,
Fractions lower than one-half unit (.5) are rounded
and certain elementary math and science courses.
down to the nearest unit. Fractions greater than
Vocational courses are courses which consist
one-half unit are rounded down to the nearest half-
primarily of specific job skill training, with little or no
unit.
college-level conceptual learning. Examples of
vocational courses include Dressmaking, Patient
Accredited Institutions Clinical Skills (consisting of blood pressure
Although the word “accreditation” is used in

Bachelor of Arts in Liberal Studies - 57


reading, etc.),Real Estate Sales, or Keyboarding. and RN degree will transfer. The student should
Technical courses are usually vocational and work with the Advisor on this process. The
consist of specific technical or applied skills. Registrar gladly provides additional information on
Examples of technical courses include Die-Casting, transfer credit policy in these areas.
Technical Drafting, Analysis of Asbestos,
Shorthand and Typing. College orientation courses
(e.g., Freshman Orientation Seminar) are also
nontransferable.
Credit From Foreign Institutions
Antioch accepts transfer credit for work undertaken
at foreign institutions of learning. Students must
Physical Education Units have attended schools approved by national
Antioch normally accepts up to 6 quarter units of ministries of education, where the program of study
physical education courses from accredited is determined by Antioch to be equivalent to an
institutions for transfer. A student may petition to accredited undergraduate or graduate program in
exceed this limit if s/he can demonstrate that the United States. Students should submit original
additional physical education units: or certified copies of their transcripts from the
original foreign institutes of learning. Certified
• include conceptual learning; and, translations must accompany transcripts if original
records are not written in English. Whenever
• represent an integral part of the degree plan. possible, students should submit course syllabi, in
order to accelerate the evaluation process.
Extension Courses and Continuing Evaluation of foreign transcripts should be
Education Units Antioch accepts only certain performed by a professional evaluation agency.
types of extension courses for credit. Please check Foreign credentials are subject to the same overall
with the Advisor and Registrar whenever standards and limitations on transfer credit
clarification is needed. Antioch normally does not presented elsewhere in this catalog. Questions
accept Continuing Education Units (CEU’s) for regarding evaluation of foreign transcripts should
transfer credit.(But if learning acquired through be directed to the International Students Office.
Continuing Education is relevant to a student’s
Antioch degree program, the student may Credit for CLEP Examinations
sometimes be able to document it as Prior Antioch grants credit for students who meet
Experiential Learning, normally by adding Antioch’s standards for scores on College-Level
additional reading or writing assignments.) Examination Program (CLEP) testing. Students
with CLEP scores should request that a CLEP
Cooperative Education Credit transcript be sent to the Admissions Office, where
Cooperative Education courses are generally the credit eligibility determination is made. For
transferable. If either the catalog course description General Examinations, the acceptable score is
or the student’s work was individualized, the most often 500 although there are some variations.
student may be asked to write up a brief summary For Subject Examinations, the acceptable score is
of learning for review by the Advisor, and transfer generally 50.
credit will be given on the basis of the Advisor’s
recommendation. Transfer of Credit from the Armed
Forces
Credit Policies for Registered Nurses To receive credit for course work completed while
and Other Health Professionals in the armed forces, the student submits an original
If a student holds the RN license, Antioch awards a DD214 form (discharge paper) to the Registrar,
maximum of 90-quarter units (the equivalent of two along with any other supporting documentation,
years college study) earned in a National League certificates, or evidence of completed course work.
for Nursing (NLN) approved diploma program of This procedure should be initiated as early as
three years duration. Proof of license is required. possible after enrollment, since evaluation of credit
Credit for the nursing units is awarded in block often takes several weeks.
form. This credit is subject to the same standards
and limitations on transfer credit presented Planning the Program
elsewhere in this Catalog. If a student completes a Advisors
Licensed Vocational Nurse (LVN) Program, credit The student is assigned to an Advisor on the BA
may be accepted toward the Antioch degree Core Faculty. This faculty member is available for
through the Prior Experiential Learning process of consultation as needed to provide advice on
evaluation. However, LVN courses taken toward course selection; design of independent studies

Bachelor of Arts in Liberal Studies - 58


and internships; obtaining voucher fund money; extra help. Upon evaluation by a faculty advisor,
preparation for graduate study; and developing students may be required to take an academic
future plans. The Advisor also reviews a student’s writing class even though they have English
academic progress and the quality of the student’s Composition on transcript.
work on a quarterly basis. Students should contact
their Advisor as early in the undergraduate
program as possible and are encouraged to meet
with their Advisor on a regular basis thereafter.
Attendance Policy
Students are required to attend a minimum of eight
Students are required to meet with their Advisors at
full meetings of any course that meets for ten
least once per quarter for the pre-registration
weeks. Failure to attend at least eight class
advising.
sessions can automatically result in a No Credit for
that course. Students who know in advance that
Degree Audit they will have difficulty meeting this requirement for
During the EFAP class, students are provided with any course should consult with their Faculty
an individualized Degree Audit which consists of Advisor and the instructor of the course before the
two forms: a transfer worksheet, a degree audit of first class session to decide upon the best course
general studies requirements and the requirements of action. For online and hybrid courses, students
of the student’s area of concentration. The Degree are required to participate in at least 80% of the
Audit forms constitute the plan that the student and class. Failure to do so can result in a no-credit
her/his advisor use to guide the student through evaluation. For more information about what
the Bachelor’s program. With the completion of constitutes adequate participation in the online
these forms, and their review by the Registrar’s environment the student is directed to the Antioch
office, the student will know all of the requirements University Guidelines for Hybrid and Online
necessary for graduation and which of these Courses, located in the BA Student Handbook.
requirements have already been fulfilled. From this
the student can determine what is left to complete, Candidacy
both in terms of specific course requirements and In the quarter in which a student intends to
total number of units. The Degree Audit forms graduate, s/he must be registered for 1 or more
serve as the student’s guide and checklist units, or else be on Enrollment Maintenance
throughout her/his program. Status. By the third week of the final quarter, the
student must file an Application for Graduation.
Concurrent Enrollment Graduation from the BA Program is initiated in the
If an Advisor approves a BA student’s study at final quarter of study, through a process called
another institution for units not needed for “Candidacy.” Candidacy involves a formal meeting
residency, the student registers for the course(s) at with the Advisor to confirm that the bulk of the
the other institution, during the given quarter. If the student’s work is completed at a satisfactory level.
student passes the class with a grade of “C” or A student may undertake Candidacy, showing the
better, the units are simply transferred to Antioch intention to graduate, if:
and are transcripted as transfer credit. If units to be
earned during concurrent enrollment have been • the student has no more than 12 units of Prior
approved to fulfill Antioch residency requirements, Learning still to complete by the third week of the
the student must register for the units both at quarter.(For students documenting 12 units or
Antioch and at the other institution. BA students fewer of Prior Learning overall, the requirement is
may request reimbursement from the Voucher that the Advisor has seen at least some
Fund for the full or partial cost of a course taken at completed documentation to determine that the
another school, if that course is central to her/his process is fully understood.)
program.
• it is reasonable that the student is able to
Academic Writing Skills complete final-quarter work and any Incompletes
Students enter Antioch with widely varying writing from earlier quarters within the final quarter.
ability. Since Antioch emphasizes writing in almost
every class, and good writing is important in both The Advisor is able to help the student determine
undergraduate and graduate education, it is whether s/he is ready for Candidacy in a given
important that student’s develop their writing skills quarter.
during their time in the program. This can be done
by enrolling in any of the academic writing courses Capstone
offered throughout the year. Antioch also arranges All students are required to take Antioch’s
individual tutorials in writing for students needing Capstone Seminar in their final quarter. Built

Bachelor of Arts in Liberal Studies - 59


around the campus mission and the BA program’s Antioch University Santa Barbara’s
core purposes, the seminar is designed to provide
students with a structured opportunity to integrate,
Master of Arts in Clinical Psychology
synthesize and reflect upon common and practical (MACP) Program
themes from their Undergraduate learning. The Students interested in the Master of Arts in Clinical
EFAP class and the Capstone Seminar serve as Psychology should:
“bookends” for the student’s program. EFAP is
required in the student’s first quarter (or prior to the • Take basic psychology courses (especially Child
start of their program) and Capstone in her/his last. Development, Abnormal Psychology, Theories of
Personality) and receive satisfactory or above
Graduation evaluations.
In order to graduate as planned, the following
• Acquire experience in counseling or some similar
steps are necessary:
role.
• 1.The student must submit an Application for
• Acquire experience as a client in psychotherapy.
Graduation form (obtained from the Registrar’s
Office) to the Registrar by the end of the third
• Work on writing skills throughout the
week of the final quarter of residency, paying the
undergraduate program.
Graduation Fee. The Registrar and the Fiscal
officer must sign the form.
• Obtain at least one letter of recommendation
from an Antioch faculty member who knows them
• 2. Candidacy status must be approved by the
personally (Core Faculty is best).
Advisor and the Registrar’s Office. At this point
the student knows that s/he may graduate as
planned upon completion of the final quarter work
and any remaining Prior Learning and Antioch University Santa Barbara’s
Incompletes.
Master of Arts in Education and
• 3. Incompletes: If any academic work that is Teacher Credentialing Program
needed for graduation remains Incomplete by the (MAE/TC)
first day of the following quarter, the student must An Antioch undergraduate student can apply and
delay graduation and enroll on Enrollment gain early acceptance in the Master’s of Arts in
Maintenance Status, paying the Enrollment Education and Teacher Credentialing (MAE/TC)
Maintenance Fee to finish the Incompletes. The Program if he/she also meets other, standard
student must then initiate the Graduation process requirements. The student must have 36 or fewer
again by the third week of the EMF quarter. upper-division undergraduate units remaining to
Incomplete units not needed for degree complete the BA degree and complete most or all
completion simply revert to No Credit on the first of the general studies requirements. Accepted
day of the quarter. After the student’s final Antioch undergraduates can apply MAE/Teacher
quarter work is completed, the final academic Credentialing Program course credit toward their
transcript is prepared in the Santa Barbara BA degree during quarters one and two of the
Registrar’s Office. MAE/TC Program. Courses offered after quarter
two, however, cannot be credited towards the BA
Preparation for Graduate Schools degree. Instead, they are credited toward the MA in
Students should contact graduate schools early in Education degree. Undergraduate students must
their BA Program to be sure their course work and complete their BA degree prior to beginning their
internships maximize entrance to desired full-day student teaching (For further information,
programs. BA students interested in attending a see the MAE/TC section of this catalog.)
particular graduate program after Antioch should
be sure to investigate that school’s policy on
transfer of credit for Prior Learning in order to plan
an appropriate Antioch program. Graduation from
Antioch’s BA program does not guarantee
admission into Antioch’s graduate pro- grams. The
following information, however, may help Antioch
BA students determine how best to prepare for
these programs.

Bachelor of Arts in Liberal Studies - 60


presentation to the faculty. Required in the final
Bachelor of Arts quarter for all students.

Course Descriptions LBS 313 Cultural Competence


3 units
(Course being developed)
Liberal Studies Courses
LBS 331 Multiculturalism and American Politics
LBS 302 / LBSW 302 Educational Foundations 3 units
and Academic Planning This course will study the political mechanisms that
3 units operate in the context of an increasingly
The major goal of this course is to familiarize the multicultural society. American politics has
student with the history, philosophy, policies, and historically been looked upon as a stable beacon of
purposes of the undergraduate degree program at strength for many to emulate. Now significant
Antioch University Santa Barbara. It provides an numbers of people of color, women, and
orientation to the specific student-centered learning individuals who represent alternative lifestyles are
program available at Antioch Santa Barbara. From impacting the political arena. How will politics as
a basis of their transferred units, students learn to we know it be altered? Historical, psychological
plan and take responsibility for the completion of and socio-political thought will be utilized to
their degree. This course also introduces the examine the issues of multiculturalism and
student to the Core Purposes of a Liberal Arts American politics.
Education: critical and creative thinking; diversity
and global awareness; holistic personal LBS 332 Varied Visions: The Outsider in
development; competence for professional American Literature
pursuits; effective communication; and the unifying 3 units
principle of praxis for social justice. Special The dichotomy at the heart of American culture -
emphasis is placed on the development of college the desire to acknowledge the primacy of the
level writing skills and critical thinking. Required in individual and the desire to forge a classless,
the first quarter for all students. democratic community - provides much of the
tension and complexity we find in American
LBS 303A /LBSW 303A Service Learning in the literature. Examining the role of the outsider in
Community literary works provides a clearer understanding of
3 units the sources and consequences of this tension and
Using models from experiential and adult learning the complexity of the variations of the “American
theory, this course provides students with “voice. This class examines, in prose, poetry, and
structured opportunities to intern at a local narrative fiction the different roles of the outsider:
non-profit organization while reflecting upon their those who choose to remove themselves from the
overall service-learning in a weekly seminar community, those whose experience thrusts them
setting. Through the use of carefully-focused outside the community and those who, because of
readings and a variety of interactive and reflective class, race, gender, or sexual orientation, are
activities, students are encouraged to integrate forced to the periphery.
their philosophical, conceptual, and practical
learning experiences. Required for all students. LBS338 Love & Conflict in Modern American
Literature
LBS 308 / LBSW 308 Capstone Seminar 3 units
1 unit Ways in which American writers (both male and
Built around the campus mission and the B.A. female) accept, modify, or challenge the
program core purposes, this seminar is designed to stereotypic portraits of love and marriage. Which
provide students with a structured opportunity to traditions imprison women? How do these
integrate, synthesize, and reflect upon common conventions damage men? We will read male and
principles and practical themes from their female authors from the turn-of-the-century to our
undergraduate learning. Drawing from the video contemporaries and attempt to identify what is
each student completed in their first quarter, their uniquely "American" about the ways in which these
cumulative portfolio, and other theoretical and authors portray and respond to the male/female
practical sources, students will provide evidence of question. We will begin our study with short stories
the essential knowledge and learning experiences and conclude with novels. Writing requirements: a
they have gleaned from their liberal arts education reading journal, and one or two short papers.
through seminar discussion, written documentation
included in the portfolio, and a culminating oral

Bachelor of Arts in Liberal Studies Course Descriptions - 61


LBS 339 The Personal Journal: Literature and LBS 351 Diversity and Cultural Awareness
Self-discovery 3 units
3 units Community is a complex, multilevel set of peoples,
Historical and contemporary uses of journals and organizations, and values, inter-woven and bound
diaries to record reflections, feelings, and events of by relationships. Any single aspect of community
daily life are considered in this course, along with affects the whole. Some may argue that the
ways to use this creative process to survive some comfort of distance between people in the
of life’s more difficult transitions. The course community is diminishing rapidly and causing a
includes selected reading and weekly journal clash of lifestyles. Others would say that the
writing exercises, utilizing guided imagery, community is coming together to redefine and
dialogue, the portrait and the not-posted letter. improve itself. What are the levels and spheres that
Application to the therapy process is also make up a diverse community? What role does
considered. awareness of diversity and culture play in the life of
the community? This course is designed to
LBS 345 Environmental Studies/Ecology generate responses to these questions.
3 units Professionals, activists, families, and private
The goal of this course is to give students an citizens who are part of this community have been
appreciation and understanding of the natural invited to participate in a series of colloquia to
world. From the local to the global scale, students share their knowledge, experience, and opinions
use several approaches to study the science of with the class and community members.
ecology, and in the process, learn something of the
natural history of the Santa Barbara area and the LBS 365 Research Methods and Statistics
global processes important in controlling such 3 units
phenomena as global warming. The course (Course being developed)
includes two mandatory all day field trips and
individual field projects. LBS 366 Strategic Thinking & Effective
Reasoning
LBS 346 Africa in World History 3 units
3 units (Course being developed)
This course examines aspects of the evolution of
African society from the earliest days to the LBS 369 Ethics & Legal Issues in Human
present. This overview is analyzed from a cultural, Services
political, economic, and international perspective. 3 units
Emphasis and major considerations will include a (Course being developed)
comprehensive examination of the dynamic
interaction between European development and LBS 370B Social Movements
African underdevelopment. An award-winning film 3 units
series will further serve as a focal point. This class focuses on U.S. social movements,
including revolutionary movements, in which
LBS 348A / LBSW 348 Survey Research and loosely organized groups of people challenge
Statistics social norms and values and/or established
3 units political and social order, often defying established
This course provides an overview of social science rules of behavior and bypassing traditional
research methodology with in-depth study of institutional channels (e.g. voting, petitioning,
survey research methods including data collection lobbying) for pursuing their interests. The course
and analysis. Students design, conduct, and report takes an interdisciplinary perspective combining
results of a small survey research project. sociological theory with social history and social
psychology and utilizes an historical-comparative
LBS 349 / LBS 349A Experimental Design and approach which focuses on oral social histories
Statistics and biographies as well as second-hand analysis.
3 units Multimedia sources include the music produced by
This course provides an in-depth look at various social movements, audiotapes of the
experimental and quasi-experimental research period, and film archives.
methodology and corresponding statistical
analyses, including an examination of how LBS371W Special Topics in Liberal Studies:
research design affects internal and external Online Communication and E- library Research
validity. Students conduct field studies using 1 unit
experimental methods. This one day seminar introduces students to two
integral University-wide systems for online

Bachelor of Arts in Liberal Studies Course Descriptions - 62


communication and electronic library services. the relationship of the artist to the environment, to
Students learn to use Antioch’s electronic Self? Students will explore these questions and
communication system (First Class ®) which other relevant issues to develop an informed and
enables online collaboration between educators, diversified art appreciation. Through encounters
students and the community. They learn how to with art, artists, lectures, selected readings, writing
build online communities and develop unified and discussion, criteria for the evaluation of art and
communication tools. Students also learn to utilize the underlying tenets of aesthetics will be gained
the Ohio Library and Information Network and applied within an individual and historical
(OhioLink) which serves Antioch students and context.
researchers via a campus-based electronic library
system. This seminar is required for all BA LBS 388 The Courage to Create: Struggle,
students in their first quarter of residency. Vision, and Breakthrough
3 Units
LBS 373 Social Dialogues In this course students will explore in-depth the
3 units lives and works of three uniquely famous 20th
Through readings, videos, and in-class dialogue, century visual artists, coming to understand the
this course will provide students with a focused artistic and historical significance of their creations,
opportunity to critically examine selected socio- achievements, and vision through a forum of
economic and political issues, which are the discussion, critique, and other process tools. Using
subject of current debate and advocacy. Students an integrated approach rich with sensory and
will be provided with strategies and perspectives intellectual meaning that includes multiple
for the critical analysis of issues and creative perspectives of theory and interpretation, students
discourse regarding them. Topics will be studied will gain an appreciation of the role of the artist as
and discussed from the diverse and humane a seeker and agent of change within both the
perspectives of the core purposes of a liberal arts personal life and the larger cultural landscape.
education. Subjects may include: causes of
poverty, hunger and malnutrition, environmental LBS 210A Prior Experiential Learning
racism, changing family structures and others. Workshop
0 units
LBS 377 The Latino Community in American This one-day workshop is designed to instruct
Culture students on how to register for priors and how to
3 units document their learning in the best possible
By the year 2010, the Latino community will become the manner in order to receive credit for prior
largest ethnic population in California. The Latino experiential learning. The workshop will cover the
language and cultural influences will be felt in all public mechanics of the process including the following:
and private sectors of the society. As residents and the creation of a proposal, registration, connecting
future professional service providers, students need to with an evaluator, submitting the documentation,
become aware of and understand Latino culture. This etc. Also included in the workshop will be a
course is designed to introduce the Latino community presentation about the nature of experiential
from cultural, historical, and psychological perspectives. learning, the relation of theory and practical
Students will critically analyze the social context of the knowledge, methods of documentation, upper and
Latino in the United States using Santa Barbara as the lower division learning, and how to produce top-
study site. Two on-site visits in the local community are quality documentation. This will be a hands-on
planned. training session. Students are required to complete
this workshop before (or simultaneously with)
LBS 378 Racism and Sexism in America registration for any priors. No credit is awarded for
3 units this workshop.
This course examines the evolution of racial and
sexist attitudes and behavior in America from Child, Family & Society Courses
several perspectives and traces the impact upon
groups. Lectures, discussions, and reading CFS 300 Current Issues in Child, Family &
assignments provide students with a substantive Society
factual background of racism and sexism in
American society, their causes and effects. CFS 301 Inquiry Methods I

LBS 382 The Inner Landscape of Art CFS 302 Inquiry Methods II
3 units
What is Art? What are its origins? Is it an CFS 303 Child Psychology
expression or causative force of culture? What is

Bachelor of Arts in Liberal Studies Course Descriptions - 63


CFS 304 Models of Early Childhood Education COM 351 Communication, Media & Culture
3 units
CFS 305 Curriculum Development for Young History, theory, research, and issues surrounding
Children mass communication are the subject of this course,
which focuses on a critical survey of radio,
CFS 306 Language Acquisition and television, newspapers, and magazines as
Development instruments of mass communications. The behavior
of audiences of the mass media is analyzed.
CFS 308 Capstone Senior Project Emphasis is on persuasion, theory, media effects
and related issues such as ethics, violence, and
CFS 398 Child, Family & society Practicum minorities.

(Courses being developed) COM 352 Public Speaking


3 units
This experience-based course in public speaking
Communication Courses includes the preparation and presentation of a
number of speeches. Topics include research,
COM 310 / COMW 310 Academic Writing outlining, support of ideas, ethos, audience
3 units analysis, style and delivery. Students learn to
Beginning with a review of basics (grammar, evaluate critically their own speaking and that of
outline, style, purpose, etc.) the course will focus others. Emphasis is on performance and
on the development of individual student's writing improvement of targeted speech behaviors.
skills from writing about the self through expository
and persuasive writing. Through assignments and COM 370 Analysis of Human Interaction
in-class exercises, the elements of basic 3 units
communication common to both academic and This course focuses on the study of interpersonal
professional writing will be examined. Revisions communication from a theoretical perspective.
and development will be emphasized. There will be Concepts related to perception are explored as
limited lecture and a great deal of discussion, applied to self, to others, and to relationships.
practice and feedback in both dyad and workshop Other topics include verbal and non-verbal means
formats. The overall goal is to improve each of communication, listening, and the presentation
student's writing skills regardless of initial level of of self. The development and dissolution of
sophistication. relationships, relational intricacies, competence,
and enhancement are also explored along with
COM 312A Advanced Academic Writing negotiation and conflict.
3 units
Research, analysis, and synthesis of ideas are COM 355 Intercultural Communication
explored in this expanded writing course. Students 3 units
will conduct self-directed primary and secondary Technology has compressed the world into a
research on various writing topics and learn a global village composed of myriad international
variety of referencing formats. Written and non-dominant domestic cultures.
argumentation, validity, and truth are explored in Communication between cultures is essential but
the critical essay, alongside classical rhetorical complicated by different contexts, values,
styles and writing mechanics. Prerequisite: expectations, and perceptions. This course
COM310 or permission of instructor. examines different theoretical and practical
approaches to the complexities of both verbal and
COM 317 The Language of Film non-verbal communication across cultures.
3 units Communication styles of various nationalities are
This course introduces students to the aesthetics examined along with such issues as dominance,
of film. The class explores the visual grammar of gender, religion, prejudice, time, distance, and
cinema, studying how film is created and how it silence.
functions, both at an historical and critical level.
Throughout the course students have the COM 358 / COMW 358 Group Dynamics
opportunity to analyze several films in depth, and 3 units
be exposed to a variety of stylistic influences This course examines theories and research about
ranging from the Hollywood tradition to the groups, and applications of social psychological
International Art Cinema. (rather than clinical) notions of group processes.
The course provides a setting in which students
engage in both didactic and experiential learning

Bachelor of Arts in Liberal Studies Course Descriptions - 64


about group roles, group development and task their ability to write.
oriented and non-rational group dynamics. Topics
include, among others: group functioning, COM 318 Creative Non-Fiction Writing
development, role emergence and differentiation, 3 units
leadership and authority, scapegoating and the This course explores the nonfiction genre, which
relationship between these and non-rational celebrates the author’s subjective experience and
behavior. impressions. Studied forms include personal
(lyrical) essays, memoirs, travel and nature
COM 372 Social Aspects of New Media articles, profiles, interviews, narrative and human
3 units interest stories, and literary journalism. Using
(Course being developed) Classical examples, students will examine the
unique role of creative non-fiction in literary
COM 373 Communication Ethics discourse and public debate.
3 units
(Course being developed) COM 359 Writing & Literary Theory
3 units
COM 374 Advertising and Culture This course uses literary theory to examine the
3 units influence on writing of culture, politics, philosophy,
(Course being developed) ethics, technology and aesthetics. It provides a
limited overview of some of the major schools of
COM 376 Organizational Communication critical thought, such as: psychoanalysis, feminism,
3 units Marxism, dialogical criticism, Foucauldian analysis,
(Course being developed) New Criticism, archetypal criticism, reader
response, structuralism/semiotics, phenomenology,
COM 375 Communication and Conflict hermeneutics, and deconstruction.
3 units
(Course being developed) COM 362 Writing for New Media
3 units
(Course being developed)
Creative Writing Courses
COM 391X Getting Published
COM 313 Creative Writing 1 unit
3 units This one-day workshop is for aspiring writers who
This is a course in writing narrative prose—short seek to publish. It is divided into two sections. Part
stories, novel segments, or journalistic I will review strategies for planning and completing
explorations—with the goal of developing a unique work intended for publication. Part II will cover
personal writing voice. Students will read and markets and legalities common to all written works
discuss brief pieces of published fiction that model and focus on specific examples, including novels,
specific writing techniques, and they will discuss short fiction, creative nonfiction, poetry, and
examples of student writing to identify genial turns screen- plays. Students will prepare a personal
of phrase and to offer guidance where appropriate. work for publication in an established journal or
The course will also consist of occasional in-class electronic medium.
or at-home exercises from the course test: prompts
designed to juice the creative muse and to provide Management and Social Services
enjoyable practice in certain narrative elements. Administration Courses
COM 318A Creative Writing: Reinforcing MGT 201 / MGTW 201 Accounting Principles
Confidence and Practices
3 units 3 units
This course provides students with the opportunity This class covers terminology and basic
to work on creative writing projects of their own accounting processes including balance sheets,
choosing in a supportive, nonjudgmental income statements, funds statements, and basic
atmosphere. A goal of the course is to foster record keeping and standard financial reports.
confidence in one’s creative center. Through class Learning is acquired through discussion and
exercises students learn to release fears of lecture, in-class exercises, and workbook projects.
expressing themselves in writing. Students also The class is a prerequisite for MGT369A Budgets
explore how they have been affected by authors and Finance unless the student has an accounting
that have deeply influenced them. Students course on transcript or documented prior learning
develop creative writing skills as well as belief in

Bachelor of Arts in Liberal Studies Course Descriptions - 65


in accounting or bookkeeping. procedures, attitude surveys and management
development.
MGT 347 / MGTW 347 Public Policy
3 units MGT 366A / MGTW 366A Marketing Principles
This course examines the dynamics of public policy and Applications
formation. Through reading case studies, 3 units
interviewing public officials and private sector This course provides an experience-based
representatives and observing community groups approach to marketing theory and its practical
and government agencies in action, students learn application. Topics to be addressed and discussed
to analyze local issues. Students gain an from an applied point of view include: the evolution
understanding of the political process on state and of marketing, the significance and use of marketing
federal levels as well as the local arena. Areas of research, marketing segmentation, product and/or
analysis may include: local and/or national policies service positioning, distribution, pricing, and a
on business, labor, human services, energy and variety of strategies for marketing communication
environment. and promotion.

MGT 361 / MGTW 361 Global Economics MGT 368 / MGTW 368 Principles of
3 units Management
Beginning with a review of essential concepts in 3 units
economics, this course focuses on the international This course surveys theories, concepts and
and cross-cultural nature of contemporary techniques of management in organizations.
economic phenomena. Emphasis is on There will be an emphasis on styles of
macroeconomics, rather than microeconomics. management, organizational structure and
Theoretical concepts are applied to specific cases, environment, and managerial responsibilities and
such as economic relationships between the US ethics. A recurring theme is the differences (real
and Japan, Mexico, and other countries. and perceived) between men and women
managers.
MGT 362 Management Information Systems
3 units MGT 369A / MGTW 369A Budgets and Finance
This course covers the role of computer-based 3 units
information systems in facilitating management This course is an introduction to the Financial
decision-making and day-to- day operations. Management function from the perspective of the
Emphasis is on the capabilities and limitations of budget manager or director. Topics presented will
information systems in the evolving technology of assist students in understanding, forecasting, and
administration and management. Computer literacy managing financial issues within an organization,
is a prerequisite for this course. and will combine theoretical and practical
applications. Major topics to be covered include
MGT 363 / MGTW 363 Organizational Behavior operating and capital budgets, financial reports,
3 units financial analysis, and fiscal controls. Prerequisite:
This course focuses on human behavior in the Accounting. familiarity with electronic spread
workplace. It applies theory and research from the sheets required for completion of course project.
fields of management, human relations, industrial
and organizational psychology to increase MGT 374 / MGTW 374 Organizational Strategy
students’ understanding of how environmental and and Culture
psychological influences affect human 3 units
performance. Topics include motivation, This course explores the emerging body of
leadership, power, communication, conflict, knowledge related to strategic management and
decision making, job design, and organizational organizational culture. Strategic management
structure and change. requires an understanding of organizations from
the perspective of top management. It means
dealing with complex and unstructured problems in
MGT 364 / MGTW 364 Human Resource dynamic and rapidly changing social and economic
Management environments while simultaneously understanding
3 units cultures within organizations. Using the case
This course presents an analysis of a wide range analysis method, students examine the strategy of
of real-life personnel and labor relations, an organization, the process by which strategy is
administrative policies, processes and problems. formulated, and the tools and techniques by which
Topics include union organization, affirmative strategy is formulated, and the tools and
action, wage and salary administration, complaint techniques by which strategy can be evaluated.

Bachelor of Arts in Liberal Studies Course Descriptions - 66


Students also explore the organizational and student is required to complete a project that
personal implications of strategy as implemented involves observations and analysis of their own
within the organization. The focus is on creating work environment. Topics covered include defining
“fits” between strategy, structure, and diversity, race, gender, age, religion, ethnicity,
organizational culture, especially as they affect the hierarchy and class, sexual orientation, parents
roles of leaders and organizational members. working out of the home environment, physical
challenges, and corporate culture
MGT 375 / MGTW 375 Business Ethics and
Social Responsibility MGTW 373 Technology in Business
3 units 3 units
This course explores the wide-ranging impact of This course will cover some of the more salient
management decisions, policy making, and issues facing the world today. We will look at
strategy on communities and society. Internal and issues such as privacy, terrorism, government,
external political and social environments, ethical biotechnology, cloning and entertainment; and how
dilemmas faced by managers and executives, and they relate to the business world.
the impact of “whistle blowers” are also covered.
Students will initially analyze these issues within SSA 300 Issues in Social Service
the context of ethical philosophy, later exploring Administration
the conditions and norms, which motivate 3 units
institutional behavior, working relationships, and This course provides students with an introduction
moral choice to the critical issues and concepts encountered by
the social service administrator. Among the issues
MGT 376 Green Business Strategies discussed are: the intersection of the public and
3units nonprofit sectors in the delivery of social services;
(Course being developed) budgetary and fiscal constraints; legal and ethical
issues; the implementation of standards of
MGT 379Z Grant Development responsibility and accountability; program
1 unit evaluation; staff motivation and empowerment; and
As funding for the arts, humanities, and human the impact of public policy. Students are exposed
service programs declines, the need for expertise to a variety of policies and theoretical learnings and
in locating and procuring available funds becomes their application to various populations.
critical. This seminar provides an overview of the
grants research and applications process. Topics SSA 360A Fundraising Techniques in
include: project planning, research methods, Nonprofit Organizations
proposal writing, public/private grant sources, 1 unit
budget development, funding out- comes, and This seminar will review the most effective
network building. Small group activities allow fundraising methods used by nonprofit
participants to practice grant research and organizations. Using experiential exercises, lecture
proposal writing methods. This seminar is and discussion, we will review how nonprofit
especially valuable for those interested in organizations use public relations techniques to
management of non- profit organizations. create a favorable image for funding, how boards
of trustees and other volunteers can assist with
MGTW 372 Diversity in the Workplace fund development, and how special events, direct
3 units mail, grant writing, major gift solicitation, and
This course is designed for students working in planned giving pro- grams can provide the income
today’s multicultural work environment. Through needed for organizations to carry out their
required readings, journaling and group exercises, missions. Students will have an opportunity to
students will analyze diversity statistics and case outline a grant proposal during the seminar.
studies about the American workforce. Each
surround them. It will also offer a description and
definition of the major neurotic, psychotic and
Psychology Courses behavior disorders, including phobias, depression,
psychosomatic illness, schizophrenia, and
PSY329 Abnormal Psychology psychopathic behavior. In addition, there will be a
3 units comparison of the medical, humanist/existential,
This course will acquaint the student with the major and behaviorist models of psychopathology in
classification of emotional terms of definition of symptomology, origin
disturbance, the prevalent views of (psychogenesis) or
psychopathology and the controversies that disorder, and description of dynamics.

Bachelor of Arts in Liberal Studies Course Descriptions - 67


Individual experience and personality development
PSY327A Child and Adolescent Development are studies in the context of such social influences
3 units as family, peers, role models, institutions, and
At the completion of this course, the student should mass media. Strategies for social change are
understand the process of considered, as enacted by both individuals (as in
development from conception through adolescence psychotherapy) and groups (as in political
at the biological, cognitive, social, emotional, and activism).
cultural levels; understand the interactions of these
various facets of development in specific areas like PSY343 Theories of Learning and Cognition
gender roles, aggressive behavior, moral behavior, 3 units
and education; and be able to apply this This course examines the major psychological
knowledge to practical situations. theories of learning, motivation and performance. It
will begin with a focus on the traditional
PSY345 Community Psychology and Social behavioristic theories of human and animal
Change learning, continue with a look at the foundations of
3 units Gestalt psychology, and proceed to a study of
This course applies theory and research in modern cognitive theories human learning and
community psychology to the analysis of memory. The final weeks of the course will survey
social intervention strategies used by government, various specializations and applications of learning
professional and para-professional workers to theories, including personality theory, modeling,
address social problems. Topics include: social, child development, moral development,
political and economic influences on the individual; psychotherapy, behavior modification, education
ways people cope with stressful environments and instruction and artificial intelligence.
events; the respective roles of prevention and
treatment in various intervention strategies; and PSY340 Theories of Personality
tactics used by change agents - - social service 3 units
employees, community activists, mental health This course is designed to acquaint students with
practitioners and others who seek to improve the the major theories of personality and
quality of life in their community. This course also schools of thought in psychology. A comparative
critiques research methods used in program approach is used, based on the
evaluation to assess the effectiveness of social assumption that each theory contributes a part to
innovations the whole understanding of the
human personality. An objective is to study the
PSY320 Counseling Theory and Technique parts in order to gain a greater
3 units understanding of the whole. A final goal of this
An introduction to basic counseling skills and course is for each student to develop
concepts including active listening her/his own theory of personality based on a critical
skills, communication and feedback. This course understanding of predominant
will also include an exploration of theories in order to come to know one's own
counseling within the cultural and social milieu. biases, assumptions, strengths and weakness.
Emphasis will be placed on skill
development through dyad work. PSY 341 Transformations of Consciousness
3 units
PSY380A Issues in Chemical Dependency This course will examine some of the foundations
3 units for the transpersonal psychology movement as well
This course addresses major issues related to as current developments in the creation of a full-
chemical dependency and other related spectrum model for human growth. Focus is on
addictive processes. It includes a comparative consciousness, dreams, new findings on the
study of different diagnostic, functioning of the brain, meditation and other
therapeutic, and theoretical approaches to the related areas. Experiential sessions focus on
treatment of substance abuse and codependence integration of course material into everyday life.
in contemporary society.
PSY 360 Methods of Inquiry
PSY344 Social Psychology 3 units
3 units (Course being developed)
This course examines the ways the social
psychology may be used to better understand such PSY 361 Adult Development and Aging
important phenomena in contemporary society as 3 units
conformity, persuasion, love and aggression. (Course being developed)

Bachelor of Arts in Liberal Studies Course Descriptions - 68


PSY 366 Clinical Skills: Adults
PSY 362 Psychopathology 3 units
3 units (Course being developed)
(Course being developed)
PSY 367 Clinical Skills: Children and
PSY 363 Clinical Assessment and Intervention Adolescents
3 units 3 units
(Course being developed) (Course being developed)

PSY 364 Group Process PSY 368 Family Systems and Family Therapy
3 units 3 units
(Course being developed) (Course being developed)

PSY 365 Crisis Assessment and Response


3 units
(Course being developed)

Bachelor of Arts in Liberal Studies Course Descriptions - 69


Master of Arts in Clinical
Psychology
The Clinical Psychology (MACP) program has a
The MA in Clinical Psychology is an applied mission consistent with Antioch University's
psychology program designed to prepare culturally tradition of community-based education and
sensitive therapists who want to be professionally awareness of social issues. The Program is
licensed as Marriage and Family Therapists (MFT). designed to educate and train professionals in
The degree program meets the educational and accepted theory and practice while remaining
training requirements for licensure in the State of responsive to social change. The classroom
California. As part of their curriculum students experience, integrated with clinical traineeships in
earn a portion of the 3,000 hours of supervised community settings, makes use of experiential
clinical experience required for an MFT license. teaching methods that allow for "hands on"
approaches to learning.
Antioch’s Master of Arts in Clinical Psychology
Program is designed for the working adult who Students receive a solid foundation in family
wants to complete a degree. Classes are offered in systems and developmental theories as well as an
three-hour blocks in the daytime and evenings appreciation for multi-cultural psychology. Central
year-round permitting students who follow the to the program is the development of self-
required course of study to complete their degree awareness, respect for diversity, broad based
after 18 months of full-time study. Study options clinical skills, and capacity for critical thinking.
available for those with work and family Unlike some programs, Antioch does not focus on
responsibilities include evening classes, a one-day- one psychotherapeutic orientation, but exposes
a-week schedule or halftime study (with degree students to a variety of theoretical orientations.
completion in three years). All options require Most faculty have active practices and use
some attendance at Saturday classes. techniques representative of several schools of
psychotherapy. Students are assisted in selecting
Master of Arts in Clinical Psychology and developing an orientation consistent with their
General Description of the Program values and worldview. Teaching methods in the
The MA Clinical Psychology program provides classroom involve traditional formats such as
education and training in the theory and practice of lecture and discussion as well as the use of
psychotherapy. The program meets the experiential learning techniques. This model of
educational standards for a California Marriage and learning requires that students access their
Family Therapist license. A licensed Marriage and personal experiences to use as a beginning
Family Therapist in California is able to offer reference point when acquiring new knowledge
psychotherapy to individuals and families with the and clinical and professional skills. Classes may
goal of helping them to improve and maintain require the disclosure of personal experience to
healthy family and interpersonal relationships. instructors and fellow students in service of self-
awareness, insight, and competence as a
The Program emphasizes the academic, practical psychotherapist, but student privacy is always
and personal knowledge that will enable each respected.
graduate to become competent in diagnosis,
treatment planning and psychological interventions MA Psychology Program Outcomes
with individuals, couples and families. Multicultural Students who graduate from the MA Psychology
competence and ethical practices are also Program will demonstrate the following
emphasized. Training in the application of competencies:
psychology is a primary goal. Graduates find
career opportunities in public mental health and • Theoretical Knowledge in Psychology.
social service as well as in non-profit and private
practice settings. Some graduates continue their • Clinical Skills that include the necessary
education in doctoral psychology programs in diagnostic and intervention skills required for a
clinical, counseling or family psychology. post-MA internship.

Master of Arts in Clinical Psychology - 70


• Ethical competence as the ability to apply the Board Of Behavioral Sciences
legal and ethical guidelines of the profession
Educational Requirements
The MA Clinical Psychology program at Antioch
• Professional Identity as a Marriage and Family
University Santa Barbara meets the Board of
Therapist who possess the ability to enact
Behavioral Sciences’ (BBS) academic and training
behaviors related to functioning and demeanor of
requirements for Marriage and Family Therapist
a professional therapist.
(MFT) licensure in the State of California. Students
interested in licensure in a state other than
• Multicultural competence that includes
California should contact that state's professional
psychological knowledge, skills and awareness of
licensing body for information on academic and
the impact of culture on clients and self as a
clinical training requirements for licensure in that
cultural being.
state. Although our accredited degree generally
meets out-of-state requirements, most states have
• Interpersonal competence as it relates clinical
specific course or training requirements unique to
and professional suitability for example,
that jurisdiction.
awareness of the impact of oneself on others,
ability to keep personal issues from intruding
BBS regulations specify the coursework and
upon the professional role, self-reflective
professional training experience that must be
capability, and ability to accept feedback without
completed within a 72-unit degree. Students may
being overly defensive.
not graduate with a degree in Clinical Psychology
from Antioch University unless they meet the BBS
• Critical thinking as evidenced by the ability to
curriculum and training requirements. All
problem solve, critique the profession and to
requirements will be met if students follow the
approach course material analytically.
required schedule of courses.
Program Degree Requirements MA Clinical Psychology Required
The Master’s Degree in Clinical Psychology is a
72-unit degree. To complete the degree a student Curriculum
must meet both a unit requirement and a residency
requirement. Residency is defined as the number PSC 501A Theories of Psychotherapy in
of quarters of study for which a student must be Context (3 units)
enrolled. In the MACP program students must be
enrolled for a minimum of seventy-two units and six PSC 503 Methods of Inquiry (3units)
full-time quarters, or 12 half-time quarters, or the
equivalent. A full-time quarter consists of 8-15 units PSC 504A Life Span Human Development
and a half-time quarter consists of 4-7 units. A (3 units)
student may choose to take in excess of 12 units
each quarter and so may complete the 60-72 PSC 505A Multicultural Awareness (3 units)
required units for the degree before they complete
the residency requirement. Nonetheless, all PSC 505 Clinical Skills in the
required quarters of residency must be completed Multicultural Context (3 units)
for graduation. Students are encouraged to
distribute their learning over time in order to allow PSC 506A Psychopathology
plenty of time and energy for each learning activity. (3 units)
There are no exceptions to this policy.
PSC 507A Theory and Application
Students must also complete their degree within of Family Therapy (3 units)
five calendar years of the first admission including PSC 507 Clinical Skills with Families and
any leaves of absence or periods of withdrawal. Couples (3 units)
(See Admissions and Registration policies for
further detail). PSC 508 Psychological Assessment
(3 units)
Students are able to transfer up to 9 units of
graduate psychology courses taken elsewhere if
they meet Antioch University’s requirements for
transfer credit. Units must be current and no older
than 3 years. To apply for transfer credit, obtain the
Permission to Transfer Units Form from the
Registrar’s Office.

Master of Arts in Clinical Psychology - 71


PSC 520A Clinical Skills I: The Personal Psychotherapy
Psychotherapeutic
Relationship
Requirement
The Psychology Program requires all students in
(3 units)
the Clinical Program to engage in personal
therapy. This requirement is based upon the belief
PSC 520B Clinical Skills II: The
that psychotherapy is a vital component of the
Psychotherapeutic Process
training and growth of psychotherapists, and that it
(3 units)
is the professional responsibility of every therapist
to identify, address, and work through personal
PSC 520 The Process of Group
issues that may have an impact on clinical
Psychotherapy (3 units)
interactions with future clients. Graduate students
in the MACP program are required to complete 20
PSC 521 Professional Seminar:
hours of personal individual, couples, or family
Integrating Clinical Skills
therapy, or 30 hours of group therapy during the
(3 units)
course of the program. This requirement must be
met by seeing a licensed Marriage and Family
PSC 528A Psychotherapy with
Therapist, a Licensed Clinical Social Worker, a
Children (3 units)
Licensed Psychologist, or a Board Certified
Psychiatrist. A completed Psychotherapy
PSC 529A Psychotherapy with
Documentation form is filed with the Registrar to
Adolescents (3 units)
verify completion of the personal psychotherapy
requirement. Psychotherapy hours earned prior to
PSC 531A Intimate Relationships
beginning the program are not eligible for meeting
(3 units)
this requirement. Students are advised to plan for
the expense of this requirement and to complete
PSC 537A Human Sexuality (1 unit)
their hours early in their enrollment in order to
finish prior to graduation.
PSC 538B Professional Ethics and the
Law (3 units)
Dual Relationships in Psychology
PSC 545 Substance Abuse: Prevention In compliance with the CAMFT and APA Codes of
and Treatment (2 units) Ethics, dual relationships are not permitted. A dual
relationship refers to any relationship that has
PSC 546 Psychopharmacology for potential for harm because one person has the
Therapists (3 units) power to exploit the other. Dual relationships are
problematic because they may lead to favoritism,
PSC 550 Domestic Violence: Prevention prejudicial evaluation, or abuse of power. A dual
and Treatment (2 units) relationship occurs when someone has a pre-
existing significant relationship with the student,
PSC 563K Professional Skills for such as parent or child, spouse or partner,
Therapists (1 unit) business associate, client or therapist, and then
becomes the student’s instructor or supervisor. In
WRK600 Traineeship Orientation order to avoid such relationships, students may not
(0 units) take an Antioch course from a faculty member if
that faculty member is currently their therapist or
PSC 600 Applied Psychotherapeutic has been their therapist in the past.
Techniques of Marriage and
Family Therapy (12 units) Furthermore, students may not see a member of
the Adjunct or Core Faculty or their current
Students are also required to take two noncredit traineeship supervisor for psychotherapy in order
workshops that meet the Board of Behavioral to meet the program’s therapy requirement. It is
Science requirements for licensure: acceptable, however, to enter therapy after
graduation with someone who was formerly the
WRK501A Child Abuse Reporting student’s instructor. More information on the Dual
Relations Policy of Antioch Southern California can
WRK501B Aging and Long Term Care be found in the Student Life section of this catalog.

Master of Arts in Clinical Psychology - 72


Independent Study Respecting the privacy of others is most important
A student may apply to do an Independent Study in managing the risk and enjoying the benefits of
(PSC 611) in order to meet a program requirement, experiential learning.
or to pursue an interest not covered by the
program curriculum. As a rule, core courses may Research With Human Subjects
not be taken as Independent Study; however, the Although Antioch Psychology Programs do not
faculty may make exceptions where there are require a Master’s Thesis, if a student is interested
special circumstances. Students request for in conducting a research study it is important to be
independent study will not be honored when the aware of the need for review of proposed research
course is being offered. Courses in which there is by a research ethics committee whenever human
a strong experiential or skills practice component subjects are the focus of research. Proposed
may not be taken as Independent Study. Examples research must be submitted to the Ethics
of such courses are PSC505A, Multicultural Committee for review. Ethical principles in human
Awareness; PSC520A, B Clinical Skills I,II; research include confidentiality, informed consent,
PSC520, The Process of Group Psychotherapy; care of subjects, and communication of the results
and PSC521, Integrating Clinical Skills. Courses in of your research.
which the Board of Behavioral Sciences requires
specific face-to-face contact hours such as Please confer with your faculty advisor or the
PSC537A Human Sexuality and PSC545 Program Chair for information on how to obtain a
Substance Abuse may never be taken as Human Subjects Committee Review (from the
Independent Study courses. Institutional Review Board).

Independent Study courses should have both a The Clinical Traineeship


breadth and a depth component. Courses are The clinical traineeship takes students out of the
developed with the Advisor and require approval of classroom and brings them into the community to
the Chair prior to registration. To register for an work with clients, professional psychotherapists
Independent Study, the Application for the and peers from many schools and disciplines. The
Independent Study is completed and given to the program allows students to gain knowledge and
student’s Advisor. The student and Advisor then develop psychotherapeutic skills by providing
identify an evaluator for the student’s learning. services in a variety of settings such as non-profit,
Evaluators assist students in setting learning government, educational, health care or
objectives, creating assignments that will rehabilitation sites. The Psychology Program
demonstrate the learning acquired and assigning maintains training agreements with over 50
the number of units to be granted for the work practicum placements serving a variety of
(calculated as one unit for each thirty-three hours populations in the tri-county area (Santa Barbara,
of study). Finally evaluators write the narrative Ventura, and San Luis Obispo Counties.)
evaluation for the course. Guidelines for Traineeship is a 12-unit learning activity consisting
completing the Application for the Independent of approximately 400 hours of supervised
Study form are on the reverse side of the form. experience. In this manner, students earn a portion
of the 3,000 hours of experience required for the
Experiential Learning and MFT license.
Confidentiality in the Classroom
Classes in the MAP Program offer an opportunity To be eligible for traineeship, students must attend
for students to gain insight about themselves and a traineeship orientation meeting and have
their interpersonal impact on others by receiving completed the following:
feedback from classmates and instructors.
Experiential education fosters this type of learning • 18 or more course units
through shared experience and an active focus on
application of new learning. Experiential learning • PSC 538B Legal and Ethical Issues
uses teaching activities that are particularly suited
to adult learners. • PSC 520A Clinical Skills I

The use of this model to acquire clinical and • PSC 501A Theories of Psychotherapy
professional skills requires students to use their
personal experience in the classroom. In order to Students should also be familiar with Antioch
create safety in this learning environment, students University traineeship procedures and the
are asked to maintain confidentiality with regard to regulations governing the practice of Marriage and
the comments and experiences of other students. Family therapy as defined by the BBS. Detailed

Master of Arts in Clinical Psychology - 73


information on procedures and regulations All students in traineeship must be covered by
affecting trainees may be found in the Antioch professional liability insurance. To ensure each
University Santa Barbara Traineeship Handbook. student holds coverage, the university purchases a
This handbook is updated yearly and is available blanket policy and students are assessed a modest
electronically for distribution to all MACP.students. quarterly fee that covers a portion of the cost. Proof
It is also recommended that students consult the of this coverage is requested by many sites and
BBS website for a copy of the licensing regulations will be given to students if needed for verification.
(http://www.bbs.ca.gov).
Registering for Clinical Traineeship
The Traineeship Application Process To register for traineeship, students list PSC 600,
Applied Psychotherapeutic Techniques of Marriage
and Documentation and Family Therapy, on their registration card.
Students should check the required schedule of
Section 1 is the first traineeship site, section 2 is a
classes for the quarter in which they may begin
second site, section 3 is the third, and etc. For
their traineeships. Prior to this quarter, students
each 33 hours of anticipated work to be completed
participate in a traineeship orientation meeting.
in a 13-week quarter, students may earn 1 unit of
This is also the time to examine the Antioch-
academic credit for that quarter. Credit for
approved sites, contact the site for an application
traineeship is awarded at the end of each quarter
or interview, select a training site, and enroll in
after the Evaluator Learning Assessment is
PSC600.
received. Hours of experience are listed on the
form and verified by the Supervisor. The student is
Upon acceptance, it is important that the Clinical
responsible for making sure the completed
Training Agreement is completed and signed prior
evaluations reach the Traineeship Coordinator by
to the start of training. The Clinical Training
the beginning of the next quarter. Failure to submit
Agreement is a contract for the student’s work in
an evaluation within one quarter will result in a loss
the traineeship and is required by the BBS. The
of units.
site administrator, the clinical supervisor, the
student, and the AUSB Traineeship Coordinator all
There may be times when a student wishes to
sign this document. The original Agreement is kept
document clinical training hours to be counted
in the student’s permanent file and copies are
towards licensure as an MFT when they are not
distributed to all signers. At the end of each
enrolled in PSC 600 for credit. Hours of clinical
thirteen-week period the supervisor completes an
training may only be accumulated while actively
Evaluator Learning Assessment detailing the
enrolled, either by registering for PSC 600 or by
student’s progress for that quarter. Students
registering for Enrollment Maintenance Status. In
receive academic credit based upon hours worked.
the latter case the student registers for PSC 600
Hours are accrued and paperwork retained by the
for zero units. Students may not call themselves
student for future application for BBS licensure.
Trainees, nor may hours of experience be
New Clinical Training Agreements are completed if
accumulated, while on a Leave of Absence from
and when the student changes sites or
the program. Details on the traineeship registration
supervisors.
policy may be found in the AUSB Traineeship
Handbook.

Master of Arts in Clinical Psychology - 74


Students will learn to identify red flags, assess
Master of Arts in Clinical common disorders such as depression and
Psychology dementia, consider treatment options for elderly
clients and their families, and make community
Course Descriptions referrals.

PSC 501A Theories of Psychotherapy in PSC 505A Multicultural Awareness: Self,


Context Culture and Context
3 units 3 units
In this course, students critically examine some of Professionals in a multicultural society must be
the most influential theories of western aware of psychological, social, economic and
psychotherapy by exploring the social, cultural and political issues associated with culture, race, class,
historical contexts that produced them. Theories ethnicity, age and gender. This course examines
are considered in terms of their relevance in the the experience of cultural and the experience of
contemporary social context, Students also explore difference, with particular emphasis on power,
theories to identify their beginning therapeutic oppression and marginalization. The course
orientation. promotes self-awareness and cross-cultural
exploration.
PSC 502 Feminist Theories in Psychology
3 units PSC 505 Clinical Skills in the Multicultural
Feminist theories have had a profound impact on Context
the research, theory and practice of psychology, 3 units
introducing a new level of critical analysis, This experiential course fosters multicultural
challenging traditional models, and drawing awareness, teaches students about the impact of
attention to the marginalization of women and multiple cultural influences and identities on clinical
other underrepresented groups. This course issues, and introduces students to culturally
introduces students to feminist critiques in responsive assessment practices and clinical skills.
psychology and to significant social, political and Cultural influences and identities include: age,
clinical issues of women and men. disability, religion/spirituality, race/ethnicity,
socioeconomic status, sexual orientation,
PSC 503 Methods of Inquiry: Evaluating indigenous heritage, national identity, and gender.
Approaches to Psychological
Knowledge PSC 506A Psychopathology
3 units 3 units
This course examines different approaches to the This course is designed to assist students in
generation and evaluation of psychological theory developing basic competency in the diagnosis of
and data. Strengths, weaknesses, and ethical psychopathology using the DSM-IV-TR.
practice of quantitative and qualitative methods are Participants will learn to view symptoms of
examined with attention to the descriptive and psychopathology from a biopsychosocial
inferential statistical methods used in hypothesis framework in order to assess, diagnose, and plan
testing and psychological assessment. treatment.

PSC 504A Life-Span Human Development PSC 507A Theory and Application of Family
3 units Therapy
This course examines the process of human 3 units
growth and development throughout the life span. This course examines the major concepts and
Development is examined from the perspectives of theories of the family systems movement in
psychodynamic, cognitive, and social psychological psychotherapy. By exploring the history, premises,
theories, with emphasis on students gaining and cultural influences and approaches of family
deepening an awareness of their own therapy practice, students learn to conceptualize
developmental stories. and think about individuals, couples, and families
from a systemic point of view.
PSC504G Lifespan Human Development:
The Older Adult PSC 507 Clinical Skills with Families and
1 units Couples
This workshop meets the ten-hour BBS 3 units
requirement for the study of the biological, This experiential course focuses on the application
psychological and social aspects of aging. of systems theory with couples and families.

Master of Arts in Clinical Psychology Course Descriptions - 75


Students learn assessment and intervention This experiential course focuses on the
techniques that consider the context of the client applications of systems theories to Latino couples
and are aimed at changing the interactions and families. Students will learn assessment and
between individuals as well as at the level of the intervention techniques that consider the systemic
system. context of the client with the aim of changing family
interaction patterns.
PSC 508 Psychological Assessment:
Evaluating Individuals and Systems in Context PSC 520 The Process of Group Psychotherapy
3 units 3 units
Appropriate clinical interventions require Students are introduced to the concepts and
appropriate assessment of the individual, the family theories of group process, group membership and
system and the human context. This course behavior. All students participate in the classroom
introduces students to methods of psychological group process under the leadership of the
assessment within the social, cultural and instructor, and opportunity is provided for learning
interpersonal context. group facilitation skills.

PSC 511 Latino Mental Health PSC 520A Clinical Skills I: The
3 units Psychotherapeutic Relationship
This course focuses on the health needs of Latino 3 units
adults, families and children within the social This course provides an introduction to basic
content of southern California. The course psychotherapeutic concepts and skills, with
addresses multicultural issues of specific relevance particular attention to the nature of the relationship
to Latinos such as subgroup differences, between psychotherapist and client. In this highly
immigration, acculturation, gender roles, and experiential course, students practice fundamental
language. psychotherapy skills in the roles of therapist, client
and observer.
PSC 512 Clinical Skills in the Latino Context
3 units PSC 520B Clinical Skills II: The Psychotherapy
In this experiential course students work on the Process
development of basic counseling skills and the 3 units
building of a therapeutic relationship that is In this course, students learn to attend to process
accomplished within and with reference to the variables in psychotherapy. Skills are developed
Latino cultural context and healing practices. for differentiating between content and process,
and for working with client affect, resistance and
PSC 513 Culture & Diagnosis defense, transference and counter transference.
1 unit
This course is designed to help students PSC 521 Professional Seminar: Integrating
differentiate between behavior and thinking that is Clinical Cases
acculturation or culturally determined vs. 3 units
symptomatic of psychiatric and emotional distress. In this capstone class, students integrate the
knowledge, clinical skills, and self-awareness that
PSC 514 Process of Bilingual Therapy they have been developing throughout the
3 units program. Learning objectives include
Recognizing that Spanish speakers do not understanding the beginning, middle and ending
constitute a homogeneous group and that clients phases of psychotherapy and the importance of
may switch between using English and Spanish, ongoing supervision as an essential element in the
this course focuses on developing fluency and development of one’s professional identity.
clinical competency in psychotherapy with the Students are required to be in a practicum in order
Latino client using experimental learning methods. to make use of case material in class. A final
Skills are developed for differentiating between professional paper is submitted as a graduation
content and process, and for working with client requirement.
affect, resistance and defense, transference and
counter transference as they relate to the bilingual PSC 528A Imagination and Play:
Latino client. Psychotherapy with Children
3 units
PSC 515 Interventions w/ Latino Couples & This course examines the treatment of children
Families from diverse backgrounds with particular attention
3 units to the necessity of adapting therapeutic
interventions to the child’s cultural and familial

Master of Arts in Clinical Psychology Course Descriptions - 76


context. Students will become familiar with know about referring a client for medical
theories, practices and experiences of play consultation, and what to expect from consulting
therapy, non-verbal techniques, and the use of psycho-pharmacologists and how to insure that
cognitive/emotive therapies. both the therapist and the client get what they need
from the consultation. Attention is given to a review
PSC 529A Initiation and Identity: of the diagnostic criteria for major DSM IV
Psychotherapy with Adolescents disorders treatable with medication, including a list
3 units of these medications, their therapeutic dosage
This course will cover the transitional stage of range, and side effects.
adolescence and the formation of identity.
Students will explore the consequences of initiation PSC 550 Domestic Violence: Prevention and
within our contemporary context, emerging Treatment
sexuality, the effects of social pressures and the 2 units
transition out of the home. This course examines the causes and
consequences of the cycle of violence in the home.
PSC 531A Intimate Relationships Topics include the psychology of abuse in intimate
3 units relationships, assessment of violence, community
In this course, students examine relationships of resources and methods for prevention and
intimacy, including same-sex and opposite-sex treatment.
partnering, marriage, and significant others.
Theories and processes for facilitating change in PSC551 Community Mental Health
intimate relationships will be explored, including 3 units
communications theory, cognitive-behavioral This course describes the continuum of mental
theory, psychodynamic theory, and systems health care delivered by government and nonprofit
theory. agencies with particular attention to the recent shift
in focus on the prevention of mental illness and
PSC 537A Human Sexuality early intervention with populations at risk. Also
1 unit examined are the legal, educational, community
In this course students examine current topics and medical settings in which populations at risk
including biological, psychological, psychosocial are found. Students will obtain skills in billing and
and cultural aspects of sexuality. Students also documentation for reimbursement in public
explore their own sexual identities and their values services, cultural competence with mentally ill
regarding sexual behavior. families, and interagency collaboration.

PSC 538B Professional Ethics and the Law PSC563K Professional Skills for Therapists
3 units 1 unit
The complexity and ambiguity of ethical issues is This seminar will give students an understanding of
explored in this course covering the laws and the professional role of a therapist and assist in the
ethical standards governing the practice of development of the skills needed to start a
Marriage and Family Therapy in California. traineeship. Skills such as how to: greet clients,
Students will learn to understand family law, to complete agency paperwork, keep progress notes,
apply legal and ethical knowledge to cases, and to handle money issues, set boundaries, make
create a structured approach for dealing with legal referrals, and handle no shows and terminations
and ethical decisions as they occur in clinical will be addressed.
practice.
PSI 510 Career and Lifestyle Planning
PSC 545 Substance Abuse: Prevention and 3 units
Treatment This course introduces career planning concepts to
3 units clinicians and counselors. Students will learn
This course examines the conditions in self and major theories, and assessment techniques that
society which are associated with the abuse of allow for an initial formulation of a client’s
substances such as alcohol and drugs. Various vocational needs or problems. Also covered are
approaches and models for prevention and basic interventions such as helping clients prepare
treatment, including community-based programs, for job searches. Students will explore career
will be explored. topics by an examination of their personal career
trajectories.
PSC 546 Psychopharmacology for Therapists
3 units PSC549 Child Abuse Reporting
This course covers what every therapist should 1 units

Master of Arts in Clinical Psychology Course Descriptions - 77


This course meets the BBS seven-hour PSC 600 Applied Psychotherapeutic
requirement for the study of assessment and Techniques of Marriage, Family and Child
mandated reporting of child abuse of various types. Counseling
Physical and behavioral indicators of abuse, crisis 9-12 units
counseling techniques, community referral As part of the degree program, students in
resources, and treatment issues are also covered. participate in traineeships which provide them with
experience in psychotherapy with individuals,
WRK600 Traineeship Orientation couples, families, and/or groups under the
0 units supervision of a licensed professional. Students
This mandatory workshop will familiarize students may perform primary prevention in the community
with the policies and procedures of the BBS and or social systems interventions on behalf of clients
Antioch for participating in a clinical traineeship in in addition to traditional counseling or
the community. Students will learn the required psychotherapy interventions in a community
paperwork, BBS regulations for counting hours for agency. Supervised hours may also be applied
licensure, and how to prepare for interviews with toward licensure with the Board of Behavioral
sites. Sciences (BBS). Students must complete 18 units
of course work, including PSC 520A and PSC
538B, as well as either PSC 501A or PSC 504A, to
register for traineeship.

Master of Arts in Clinical Psychology Course Descriptions - 78


Organizational Management
Special Note: The Degree
In August 2009, Antioch University Santa Barbara The Antioch Santa Barbara campus offers a
(AUSB) suspended admission into the Master of Master of Arts in Organizational Management
Arts in Organizational Management (MAOM) (MAOM) designed for the working adult that
and the Doctorate of Business Administration provides an alternative to traditional business
(DBA) programs. No new students will be enrolled schools. Antioch’s management curriculum creates
while these programs are being evaluated for a cohesive experience for students that places
redesign or possible future offerings. AUSB is equal emphasis on personal values, awareness of
committed to providing the necessary educational social issues, and leadership/management skills.
activities to all currently enrolled students in the
MAOM and DBA programs, which will allow them The MAOM degree prepares students to be
to complete their program plans. Student’s effective leaders, decision-makers, entrepreneurs,
individual program completion plan may be consultants, and trainers in private and public
different than curriculum shown in this section to sector organizations. The curriculum provides
meet the needs of the students and the resources fundamental theories and skills that prepare
of AUSB. students for global leadership roles. Antioch
faculty consults closely with students to help them
develop advanced skills they need as global
Master of Arts in business professionals.
Organizational Management
Students in the Antioch Santa Barbara MAOM
With current concentrations in: program will experience:

• International Business • Integration of work and study: Academic


• Sports Management knowledge comes to life through practical
application. Students integrate current and past
Concentrations offered on demand: work experience with their studies to develop
practical skills and real-world leadership.
• Sustainable Organization (Green)
• Social Administration (Non-profit) • Faculty of working professionals: Antioch’s
• Organizational Development experienced faculties are active professionals
• Entrepreneurialism who enjoy teaching adult students. Students are
• Tourism and Hospitality encouraged to connect theory with work-place
issues. Faculty members become mentors who
Program Overview know each of their students on a personal level
The Antioch name has been synonymous with and therefore take a strong and direct interest in
leadership in management education for many their future goals and aspirations.
years. Writings by Antioch faculty and alumni play
an important part in management studies around • Small class size: Antioch classes are small,
the world. Former Antioch President Douglas lively, and interactive. Classes stimulate
McGregor’s classic text, The Human Side of collaboration and encourage students’ full
Enterprise, established “Theory X” and “Theory Y” participation in discussion and classroom
management styles. McGregor was a pioneer in activities. Antioch believes that every hour in the
introducing participative management to develop classroom should yield tangible value and
high performing organizations. McGregor mentored promote personal transformation.
Antioch alumnus Warren Bennis, currently one of • Personalized education: Antioch combines high
the leading writers in leadership theory. His On intellectual standards and critical thinking with
Becoming a Leader and Why Leaders Can’t Lead individual creativity. Direct and personal
have influenced top managers in many interaction with faculty is always a priority.
organizations throughout the country.
• Classic foundation: The core curriculum includes
a solid foundation with an emphasis on ethics,
strategy and policy, finance, organizational

Master of Arts in Organizational Management - 79


theory, communication, human resources, and strengths of the faculty. Core Faculty,
applied organizational research. supplemented by a carefully selected group of
adjunct instructors, provide the students with
Delivery options: Several delivery options are current perspectives in their fields. More
available so that students can balance their work importantly, as seasoned practitioners, faculty
schedule with classes. For example, students may share an “insider’s” view from their own managerial
attend regular on-campus classes or they may or consultative experiences.
choose on-line options, or a mix of both delivery
models. Students work directly with faculty and Faculty are the key force in implementing the
their advisor to figure out a schedule that works Antioch management philosophy. They are
best for them personally. experienced and knowledgeable in their specialty
areas and have been selected because of their
Mission skills as teachers. They work continually to model
The MAOM program at Antioch Santa Barbara is the self-awareness and personal congruency that
based on certain beliefs, underlying values, and are central to our philosophy. They advise and
assumptions which, taken together, comprise our consult with students about students’ professional
philosophy of management. We believe: and personal development as managerial leaders,
including education, current professional work and
• that effective managerial leaders work continually future career directions. Finally, faculty frequently
on strengthening within themselves three types of engage students, both in and out of class, in self-
skills: human skills, which provide the ability to be reflection and both managerial and pedagogical
self-reflective and to work effectively with people; activities.
technical skills, which comprise specialized
knowledge about their field; and conceptual skills, Expectations of Students
which broaden understanding of complex The Antioch Santa Barbara MAOM Program
organizational systems, interactions, and events; requires students to be genuinely active
participants in their learning. The program expects
• that the competence of leaders in both the dynamic involvement in a variety of in-class
analytical and human domains is critical. In the activities, commitment to completing all required
analytical domain, theories, models, and course work, and a constant striving for excellence.
techniques help to diagnose situations and to
plan and implement corrective actions. When a As an integral part of the educational process,
concern for people is added to one’s capabilities, students are urged to take leadership roles in
s/he is able to function as a more complete learning activities and to bring into the learning
manager. environment their experiences in organizational
life, from which they and their colleagues can make
We strive to imbed this philosophy into every new discoveries. Students in the program are
graduate course. Each course emphasizes asked to make a personal and professional
development of the whole student. commitment to grow in skills, knowledge and
leadership ability to the extent possible, using to
Specialized coursework combined with skill the fullest the resources offered in the Antioch
building helps strengthen abilities to work with Santa Barbara program. Students are expected to
people as a manager or team member. Courses take the initiative to meet their educational,
focusing on analytical skills combine with activities professional, and personal needs while enrolled in
that emphasize the student’s awareness of her/his the program.
effectiveness during periods of change. Classes,
meeting once per week, expand the student’s In short, the program attempts to create an
knowledge by applying theory to experience. environment where students enter into full
Weekend seminars allow students to practice skills partnership with faculty in an effort to achieve their
in communications and problem solving, and educational goals.
provide exposure to cutting edge topics.

Students and graduates of our management


Skill Standards Requirement
program frequently cite their experiences and
relationships with faculty as major forces in their Academic Writing
professional lives. Our faculty serve as mentors, Students enter Antioch with widely varying writing
and the program’s uniqueness and dynamic ability. Since Antioch emphasizes writing in almost
qualities can be attributed to the theoretical every class and good writing is important in both
knowledge, real world experience and teaching graduate education and the workplace, it is

Master of Arts in Organizational Management - 80


important that students develop their writing skills • 8 quarter hours for the Capstone experience.
during their time in the program. MA students who
need work on basic writing skills may enroll in BA Core Curriculum
writing and math classes on a not-for-credit basis, (32 quarter hours)
attend a one-unit seminar in Academic Writing, or All courses are 4 credits.
visit Antioch University Santa Barbara’s Writing
Lab for assistance. MAOM 501 Organizational Theory

Computer Literacy MAOM 502 Ethics, Executive Integrity


MA students are expected to possess computing and Social Responsibility
skills necessary to support their basic study needs,
e.g., word processing, spreadsheet operations, and MAOM 503 Human Resources Management
ability to conduct research using the Internet. and Labor Relations
Students who need help with these skills are
expected to develop them as needed through not- MAOM 504 Managing Budgets and Finance
for-credit workshops and/or classes. A computer
classroom is available for student use; however, all MAOM 505 Organizational Strategy and
students are required to possess or have access to Policy Making
a personal computer. A First Class e-mail address
is required of all students. This is Antioch MAOM 506 Applied Organizational
University’s intranet, and access is provided to Research
students upon registration. A Help Desk is
available throughout the week and select hours on MAOM 507 Integrated Marketing
the weekend. Communications

Curriculum MAOM 508 Diversity and Global


Curricular requirements presented at the time of Pluralism
entry into the program are in force for students until
graduation. Substitution of a core course with an Concentrations
acceptable alternative may be possible in unusual (20 quarter hours)
cases where the student has a demonstrated skill
level or prior graduate-level study in the area in NOTE: 500-level courses are designed for
question. Substitution requires a petition and students without a Master’s Degree from an
faculty approval. Students who withdraw from the accredited institution. 600-level courses are for
program and are readmitted are readmitted under students holding a Master’s Degree from an
the requirements in force at the time of their accredited institution, or with permission of the
readmission if these differ from the original Department Chair.
requirements.
International Business
Degree Requirements
Antioch’s MA in Organizational Management INTB 501/601 International Economics
degree is a 60 quarter unit program. Courses are and Finance
offered evenings, weekends, through a limited-
residency program, and on-line. INTB 502/602 International Business Law

NOTE: Full-Time Status: for purposes of tuition, INTB 503/603 International Marketing
a full-time load is considered 9 to 16 quarter hours.
Highly qualified students may take as many as 16 INTB 504/604 International Relations
credit hours per quarter, upon approval by their
advisor or the program chair. INTB 505/605 International Accounting

Requirements include: INTB 508/608 Executive Mentorship

• 32 quarter hours of core coursework:


Sports Management
• 20 or more quarter hours in the area of
NOTE: 500-level courses are designed for
concentration.
students without a Master’s Degree from an
accredited institution. 600-level courses are for

Master of Arts in Organizational Management - 81


students holding a Master’s Degree from an are similar in content to those offered at AUSB.
accredited institution, or with permission of the Credit hours cannot be used to satisfy more than
Department Chair. one degree program. Transfer credit is allowed
only for courses with a grade of “B” or better, and
SMGT 501/601 Leadership in Sports within 5 years of having been granted the credits.
Organizations Exceptions to this policy may be made by the
Program Chair.
SMGT 502/602 Sports Management,
Administration and Finance Transfer credits from other institutions must be
approved by the end of the first quarter in the
SMGT 503/603 Human Resources in MAOM Program.
Sports Management During the first quarter, a student interested in
transfer credit should consult the Program Chair.
SMGT 504/604 Adapted Physical Activity Formal approval is given when the student
and Sports completes the Permission to Transfer Units Form,
obtains the Program Chair’s signature, and submits
SMGT 507/607 Sports and the Law the form to the Registrar’s Office. Courses more
than five years old are not eligible for transfer.
Capstone
(Practicum Project): 8 quarter hours. Second Master’s Degree
Students who have received a Master’s Degree
Every MAOM student completes an intensive 8 from an accredited institution can transfer up to 9
quarter hour Capstone (Practicum Project). A quarter hours toward the MAOM degree.
student is eligible to begin the project when he/she
has two quarters remaining or has completed all of
the core requirements for the degree. A student not
Independent Studies
Up to 8 quarter hours of Independent Study may
maintaining Satisfactory Academic Progress may
be taken with the consent of a Faculty Advisor.
not begin the Practicum Project. The Capstone
Students must submit an Independent Study
offers an opportunity to explore a topic of special
Proposal for approval prior to registering for this
interest in depth. Topics are developed and
activity.
approved in consultation with the Advisor. The
Practicum Advisor provides group and/or individual
guidance during the process. Designing Independent Studies
MAOM students may choose to include in their
Every quarter a Practicum Orientation is given for individual programs independent studies in areas
eligible students. Under unusual circumstances, a of special interest. Independent studies may be
thesis option may be used instead of the evaluated by Antioch Core or Adjunct Faculty, or
practicum. Specifications for preparing the by approved evaluators from outside the
Practicum are provided in “Practicum Guidelines” University. An independent study sometimes
available at the Practicum Orientation. incorporates training, workshops or classes at
other institutions.
Delivery Systems
An independent study may also be in an area that
The MAOM at Antioch is designed specifically for
the student wishes to pursue in more depth than
working adults as well as international students.
might be provided in existing courses, or it may
The regular academic year for the MAOM at
include research that helps prepare the student for
Antioch Santa Barbara is divided into four quarters:
the Practicum Project. Independent studies are
summer, fall, winter and spring. Admission is on a
designed with the help of the Advisor and/or
rolling basis; in other words, you may choose to
Program Chair.
begin your study in any of these terms. MAOM
classes at Antioch Santa Barbara are not available
entirely online; however, an online component is Registering for Independent Study
required in many classes. An MAOM student who wishes to undertake a
scholarly examination of a subject not covered by
Transfer Credit any of Antioch’s current or scheduled course
The MAOM program accepts in transfer up to 3 offerings is encouraged to engage in independent
classes (9 semester/12 quarter hours) of graduate study. Interested students should submit a
work from other regionally accredited institutions. proposal for the study to their Advisor and/or
Transferred hours must come from courses that Program Chair. The independent study:

Master of Arts in Organizational Management - 82


• Must be related to the field of organizational
management; • Method of demonstrating learning (e.g., final
paper);
• Must be approved by the Advisor and Program
Chair; and, • Proposed evaluator for the learning (with
evaluator’s resume or statement of qualifications,
• Must be planned in advance. for evaluators from outside Antioch);

The student’s Advisor reviews the proposal, • Proposal should be approximately one to two
consults with other faculty members if necessary, pages in length.
and possibly recommends or requires changes
before approval. Proposals should be submitted to Candidacy and Graduation
the Advisor prior to registration week for the The student must formally declare her/his intention
quarter in which the independent study is to be to graduate as s/he begins the final quarter of
carried out. An independent study proposal should study. In order to graduate as planned:
include:
• The student must submit an Application for
• An appropriate title for the learning, with number Graduation form (obtained from the Registrar’s
of units of credit requested (4 quarter units Office) to the Registrar by the end of the third
maximum); week of the final quarter of residency and pay the
Graduation Fee. The form must be signed by the
• A statement of the topic to be examined, and how Registrar, the Fiscal Officer, and the Financial
the topic is relevant to the student’s degree Aid Director (if appropriate).

• A list of learning objectives; • The student must make sure that final-quarter
evaluations from evaluators outside Antioch (if
• Proposed learning activities (e.g. independent any) are turned in to the Registrar’s Office by the
readings, participation in conferences or end of the quarter.
workshops, meetings with evaluator, etc.). All
proposed learning activities should be equivalent • The Practicum Project must be completed with
to graduate-level instruction. While a student may evaluation present in the Registrar’s Office by the
include participation in an experiential workshop deadline.
or seminar as part of a larger investigation, credit
is not granted for seminar or workshop If these steps are completed by the first day of the
attendance per se; following quarter, and credit is awarded for all final
quarter work, the student will graduate as planned.
• Graduate-level reading list;

Master of Arts in Organizational Management - 83


and principles of economic theory.
Master of Arts in
Organizational Management MAOM 505/605 Organizational Strategy and
Policy Making
Course Descriptions 3 units
This course emphasizes strategic planning and
Core Courses: 32 quarter hours, required of ALL corporate decision-making. Methods for
MAOM students. formulating and evaluating policies also are
covered. Topics include company mission and
NOTE: 500-level courses are designed for strategy, strategic control and evaluation and
students without a Master’s Degree from an implementing strategic planning.
accredited institution. 600-level courses are for
students holding a Master’s Degree from an MAOM 506/606 Applied Organizational
accredited institution, or with permission of the Research
Department Chair. 4 units
This course provides students with an overview of
MAOM 501/601 Organizational Theory the design and application of a variety of research
4 units methods for business related topics. Areas covered
This course provides a foundation for include determining appropriate research
understanding organizations from both the macro strategies, sampling and initiating the research,
and micro perspective. It provides students with a identifying methods for data collection, applying the
systematic and critical understanding of research, and analyzing and interpreting data.
organizational theory and research, and the factors
involved in the functioning and analysis of complex MAOM 507/607 Integrated Marketing
organizations. Through analysis of their own Communications
organizational contexts, students are aided in their 4 units
understanding of theoretical and practical This course examines the interrelatedness of
organizational issues and develop an improved marketing, public relations, and advertising in
basis for action. complex organizations. It looks at how effective
integrated marketing communications strategies
MAOM 502/602 Ethics, Executive Integrity and can position and enhance various organizations.
Social The course also places an emphasis on effective
Responsibility fundraising strategies.
4 units
This course explores the impact of management MAOM 508/608 Diversity and Global Pluralism
decisions, policy making and strategy on society 4 units
and community. Internal and external This course explores the structure and dynamics of
environments, ethical dilemmas faced by diversity in multicultural organizations and their
managers and executives and their impact on the implications for organizational leadership and
organization are investigated. productivity. An emphasis is places on the
challenges and opportunities of managing and
MAOM 503/603 Human Resource Management being managed by culturally and geographically
and Labor Relations diverse individuals and working effectively with
4 units culturally and geographically diverse peers.
This course provides an overview of the human
resources function and its impact on the Capstone Courses: 8 quarter hours, required of
professional manager. Subject areas include: ALL MAOM students.
employee relations, compensation practices,
collective bargaining, human resources planning, MAOM 509 Practicum Project A
quality of work life, and affirmative action. 4 units
Implications of government policies and their Pre-requisite: 30 units completed
impact on public and private sector organizations
are highlighted. This is the first half of the capstone activity that
completes the degree program. In this seminar,
MAOM 504/604 Managing Budgets and Finance students select a topic, create a proposal and
4 units commit to the project by signing a contract.
This course examines financial management and Students work independently to conduct research,
economics. Topics include financial analysis and administer surveys, visit related businesses, and
forecasting, capital budgeting, financial statements, perform other operations to generate information

Master of Arts in Organizational Management Course Descriptions - 84


and data in support of the project. At the end of INTB 503/603
the quarter, a 10-20 page Practicum A paper International Marketing
describing the learning process is submitted for 4 units
evaluation. Student will meet formally with the Global trade and marketing issues are discussed,
practicum advisor two or three times during the the global marketing environment, logistics, cultural
quarter and will be in contact as needed to confirm challenges, emerging markets, advertising and
direction and resolve issue that may arise. public relations, and pricing strategies. Students
are required to develop a comprehensive
MAOM 510 Practicum Project B international marketing plan with emphasis on
4 units integrated marketing communications (advertising,
Pre-requisite: satisfactory completion of marketing and public relations).
Practicum A
In this final portion of the practicum project, INTB 504/604
students will analyze data collected earlier, International Relations
formulate a conclusion, write a 10-20 page 4 units
concluding project paper, and prepare a public The role of the United Nations in setting
presentation for peers, faculty, and guests. international political and investment policy, the
Presentations are scheduled at the end of the European Union, NAFTA, the global marketing
quarter. At this time any deliverables required in environment, international diplomacy, trade issues
addition to the Practicum B paper are also and patterns, and inter-cultural communications
submitted. As instructed, all submitted materials are all discussed.
must be bound. Students will meet formally with
the practicum advisor two or three times during the INTB 505/605
quarter and will be in contact as needed to resolve International Accounting
process issues that may arise. 4 units
Accounting issues that are encountered in the
Concentrations: 32 quarter hours international arena are discussed. National
accounting standards, management accounting
International Business focused on differences in culture, taxation, and
foreign currency issues are examined. Economic,
NOTE: 500-level courses are designed for cultural, historical, and accounting/auditing practice
students without a Master’s Degree from an as they affect the development of accounting
accredited institution. 600-level courses are for standards around the globe.
students holding a Master’s Degree from an
accredited institution, or with permission of the Sports Management
Department Chair.
NOTE: 500-level courses are designed for
INTB 501/601 students without a Master’s Degree from an
International Economics and Finance accredited institution. 600-level courses are for
4 units students holding a Master’s Degree from an
In-depth examination of economic issues as accredited institution, or with permission of the
encountered in various cultures around the globe. Department Chair.
International trade policy/theory, macroeconomic
adjustment to trade surplus or deficit, foreign SMGT 501/601 Leadership in Sports
exchange markets, balance of payments and Organizations
more. Analysis of foreign markets, interest rates, 4 units
currency risk and management, international Management and logistics of various sports
transactions, capital investments, commercial organizations, facilities, management of crowds,
development and more are examined. organizational development, strategic planning and
fundamentals of sports law.
INTB 502/602
International Business Law SMGT 502/602 Sports Management,
4 units Administration and Finance
The influence of international law on trade and 4 units
investment strategies. How the law affects Overview course emphasizing current
business conducted among various trading management techniques in sports organizations,
partners and potential partners. Trades and tariffs, administration and financial planning. Topics
treaty agreements. Recent legal decisions include strategic planning, multicultural issues,
impacting trade are discussed. managerial styles. Emphasis on management in

Master of Arts in Organizational Management Course Descriptions - 85


educational institutions, facilities management, and professional relationship with the local business
management/finance in professional sports. community by integrating student learning with
hands-on business problems. Arrangements for
SMGT 503/603 Human Resources in Sports participation, requirements, and learning
Management expectations are worked out on an individual basis
4 units with an Advisor.
Management of human relations activities in
complex sports organizations, both educational Capstone (Practicum Project)
and professional, with an emphasis on leadership, (required of ALL MAOM students)
organizational culture, management style, hiring
and interviewing techniques, conflict resolution, OMN 650 Practicum Project
time management, contracts and various personnel 8 units
challenges in sports. Completion of this individualized, intensive study
qualifies the student for receipt of the degree.
SMGT 504/604 Adapted Physical Activity and
Sport Additional Options
4 units
Physical education, athletics for challenged OMN 507 Study Abroad
individuals, motor and fitness development are all 1-4 units
discussed. This is an education abroad experience, with
academic credit awarded for the journey and
SMGT 505/605 Integrated Marketing associated study. The study tour includes
Communications instructive visits to historic and cultural sites,
4 units lectures on topics related to management and
The interrelatedness of marketing, public relations economics, and tours of local business firms. Trips
and advertising in complex sports organizations. are offered during the quarter break, usually in
How effective IMC strategies can position and September, and last ten days to two weeks,
enhance various sports organizations. Emphasis depending on the destination and itinerary.
is also placed on effective fund raising strategies.
MAOM 511/611 Executive Mentorship
SMGT 506/606 Adapted Physical Activity and 1-4 units
Sport The executive mentorship course provides an
4 units opportunity for graduate students to build a
Physical education, athletics for challenged professional relationship with the local business
individuals, motor and fitness development are all community by integrating student learning with
discussed. hands-on business problems. Arrangements for
participation, requirements, and learning
SMGT 507/607 Sports and the Law expectations are worked out on an individual basis
4 units with your advisor.
In-depth discussion of how the law influences all
aspects of sports. The law as it relates to sports MAOM 512/612 Independent Study
figures, sports personalities, and sporting events 1 - 4 units
themselves. Students may design an independent study in an
area of interest with the approval of an Advisor and
SMGT 508/608 Executive Mentorship the Program Chair.
4 units
The executive mentorship program pro- vides an
opportunity for graduate students to build a

Master of Arts in Organizational Management Course Descriptions - 86


Master of Arts in Education
Mission Title II: Federal Reporting Requirement
The Federal Government requires all teacher
preparation programs to report to the public
Since Antioch was founded in 1852 by Horace particular student outcomes and to describe certain
aspects of their programs. In the academic year
Mann, the grand architect of U.S. public education,
its mission has been the education of the whole 2007-08, Antioch Santa Barbara, 12 multiple
person—character, intellect and spirit. The two subject program completers took and passed the
Master’s Programs in Education continue the Reading Instruction Competence Assessment
tradition of social justice and equity in education. (RICA) prior to June 2008. The percentage of
candidates that took and passed the RICA was
100%. The number of candidates that completed
Master of Arts in Education/ Teacher one or more courses in the multiple subject
Credential Program (MAE/TC) credential program was 15, and 3 in the education
In response to the need for quality teachers in specialist mild/moderate program. Seventeen
California, Antioch University Santa Barbara offers candidates completed one or more supervised
two-credential programs approved by the California student teaching placements in the multiple subject
Commission on Teacher Credentialing (CTC). As program. Three candidates completed one or more
part of the Master of Arts in Education and Teacher supervised student teaching placement in the
Credentialing Program (MAE/TC) candidates can education specialist mild/moderate program. No
earn either a multiple subject credential or an candidates received credit for supervised student
education specialist credential for mild/moderate teaching while working under an Emergency
disabilities. Permit. The number of student teacher supervisors
employed was four and the ratio between student
Antioch University recognizes that good teaching teachers and full time supervisors was four to one.
requires a set of complex skills that take The minimum hours of required student teaching
commitment and time to develop. In order to was 600. This teacher preparation program is
develop this competence, Antioch offers its Master accredited by the State of California, and is not
of Arts in Education degree program in designated as a low performing program.
combination with credential preparation. The
credential courses provide the theories, content Multiple Subject Credential
knowledge, and skills for good practice. The Antioch University prepares elementary school
master’s curriculum allows students to deepen their teachers who specialize in teaching literacy skills,
knowledge and reflection about teaching and to are knowledgeable about building character and
develop leadership skills. Candidates develop the citizenship skills, and are prepared to engage in
confidence to maintain their vision and to provide school reform. Moreover, Antioch’s teachers
leadership and mentorship within the school educate their students to understand and respect
community. the ecological systems humankind depends upon
for its continued survival.
The MAE/TC Program seeks to prepare
competent, effective teachers, with research-based Antioch’s Program provides an exciting alternative
practice, who have the educational and social skills to traditional programs by emphasizing not only
to influence change in their schools, helping to rigorous academic standards and active local and
make their classrooms and school communities world citizenship, but also the development of the
places where all members can learn and develop. teacher as a whole person. Teaching our children
To prepare its candidates to address social justice has an immeasurable purpose: To prepare new
and environmental issues in education, the citizens who can and will actively participate in the
MAE/TC Program provides theories, teaching continual reconstruction of a democratic society.
methods, and experience appropriate for effective
work in low-performing schools where inequities Education Specialist Mild/Moderate Credential
and environmental problems are most prominent. The Master of Arts in Education and Teacher
Credentialing Program (MAE/TC) prepares special
education teachers who specialize in teaching
literacy, use research based theories of learning,

Master of Arts in Education - 87


connect assessment and instruction, value • Provide candidates with study of School Reform
collaboration among professionals and families, and Educational Leadership. The systematic
and actively resist cultural, economic, and racial Master’s level study of effective schooling, school
bias. Moreover, Antioch’s special education restructuring, and organizational change provides
teachers work as a team to support all students in candidates with strong leadership skills.
a continuum of services and programs, including
the general education classroom. • Provide a social and professional support system
for teachers’ lifelong learning.
Antioch considers teaching one of the most
important professions, and ranks teacher Program Design
preparation among its highest priorities. The Master of Arts in Education & Teacher
Credentialing Program is primarily a cohort model,
Program Objectives with an eight-quarter, full-time continuous
• Provide a program that encourages the curriculum consisting of course and field work.
development of candidates’ professional After four full-time quarters of successful
identities and pride in teaching. Through the performance, multiple subject candidates are
study of psychology, philosophy, pedagogy, and eligible for the California State Preliminary Multiple
structures of schooling, candidates deepen their Subject Teaching Credential. In their second year
self understanding through engaging in self- of the program, candidates continue their study as
reflection about teacher’s important roles: child part time students toward the MA in Education
advocate, school reformer, social change agent, degree, and if eligible, for the clear credential.
and environmental advocate. Candidates in the Education Specialist
Mild/Moderate program earn the Level I credential
• Produce elementary school teachers with after one full time year and the MA degree after a
demonstrated expertise in teaching reading second year of half time coursework (concurrent
instruction. Candidates learn research-based with Level II coursework and teaching in the field).
reading theory and validated methodology, which Candidates who already have a multiple or single
are practiced in supervised settings. subject credential will have a modified program.

• Produce teachers skilled in character building Requirements


and citizenship development. Candidates learn
contemporary models of character development,
Student Teaching Requirements
and develop expertise in the inculcation of pro-
• TB Test
social virtues. They also learn how to help their
students work collaboratively to identify and
• Certificate of clearance
construct effective alternatives to racism and
injustice. Learning mediation and counseling
• Official copies of all college transcripts
methods enhances candidates’ classroom
documenting BA Conferral
organizational skills.
• Successful passage of CSET
• Produce information literate teachers. Candidates
demonstrate competency in computers and other
• Successful completion of Quarter 1 and Quarter
technologies to access and manage information
2 of the Core Curriculum
by doing so as part of their learning in the
program. They also demonstrate effective
• Advancement to student teaching
technology use in the classroom, including multi-
media presentations, Internet use, assistive
Requirements for the Preliminary/Level I
technologies for students and online
Credential (in addition to those above)
communication.
• Successful completion of all courses of the Core
• Familiarize candidates with global, environmental
Curriculum
interdependence. Candidates study the impact of
human activity on the natural environment and
• Passage of the RICA
become thoroughly familiar with the need (both
pragmatic and philosophical) to teach respect
• Successful completion of student teaching
and love of the natural world. They learn to teach
in the context of real problems and solutions in
• Completion and documentation the U.S.
the living laboratory.
Constitution requirement

Master of Arts in Education - 88


the Field Practicum/Student Teaching Curriculum
• Recommendation by the Program Chair enhances their social change skills. Only through
application of theory, research, pedagogy,
Requirements for the Clear Credential (for the personal philosophy, and interpersonal interaction
multiple subject credential) can a candidate become a professional educator.
Moreover, candidates learn how to identify the
• Preliminary Credential specific needs of different communities and to work
with them in responsive ways. Finally, candidates
• Successful completion of an Approved Induction contribute to those communities their excitement
Program about teaching, enthusiasm about learning, and
optimism and vision about social change.
Requirements for the Level II Education All candidates begin the graduated Field
Specialist Credential Credential* Practicum/Student Teaching Curriculum during
their first quarter of enrollment. Their instructional
Successful completion of all courses and field tasks are graduated, increasingly preparing them
experiences in a CCTC approved Level II Program; for full-time teaching responsibilities. All university
supervision of student teaching is conducted by
• An appropriate special education teaching Program faculty who are thoroughly familiar with
position: and the mission and learning objectives of the entire
Program. University Supervisors also participate in
• Recommendation by the institution the required concurrent Pro-seminar at the
university campus.
* Some candidates may be able to earn the Clear
Education Specialist Credintial through an Candidates in the Education Specialist
Approved Inductioon Program if available. Mild/Moderate Program who are teachers with
intern credentials may use their own classrooms to
Requirements for the MA Degree satisfy some of the field work requirements. They
are supervised by district appointed personnel as
• Completion of residency requirement: the well as university supervisors. They may choose
equivalent of 4 full time quarters and 4 half time to take two years rather than one to fulfill the
quarters requirements for the Level I credential.

• Successful completion of core MA curriculum and Multiple Subject Curriculum Design


accompanying units Quarter 1
Total 16 units (10 MA)
• Successful completion of Master’s thesis/project
Prerequisites to the program:
Field Experience
The graduated Field Practicum/Student Teaching HDV 455 Child Development and Learning
Curriculum provides a structure for candidates not (3 Units)
only to put into practice what they learn at the
university campus, but also to reflect critically on HDV 458A Language Development and
that practice. In each placement, candidates learn Acquisition (3 Units)
to work effectively with diverse students––a
primary objective of the Program. They learn about Core courses:
skills in teaching including using research-based
strategies in the classroom and appropriate TEP 537 Mediation and Conflict Resolution
differentiated instruction to meet the academic and in Schools (3 Units)
social needs of all students.
TEP 536 Foundations of Social Justice
The graduated Field Practicum/Student Teaching Education (4 units)
Curriculum is designed to meet the standards of
the California Commission on Teacher
Credentialing, the educational requirements of the TEP 536A Foundations of Social Justice
MAE/TC Program, the professional development Education Lab (1 unit)
needs of candidates, and the needs of the
communities that candidates serve. In addition to
developing candidates’ instructional competencies, TEP 601A Social & Legal Dimensions of
Special Education (2 units)

Master of Arts in Education - 89


Research (3 units)
Quarter 2
Total 20 units
Quarter 6
TEP 505 Reading Instruction in Elementary Total 8 units
School Classrooms (3 units)
TEP 616 Critical Evaluation of
TEP 507 Real World Mathematics (3 units) Educational Research (3 units)

TEP 533 Field Practicum (10 units) TEP 618 Leadership in Educational
Reform (4 units)
TEP 538 Classroom Organization: Theory
and Practice (3 units)
Quarter 7
TEP 601B Teaching & Accommodating Total 6 units
Students with Disabilities (1 unit)
TEP 619 Producing and Disseminating
Quarter 3 Educational Research (3 units)
Total 23 units
TEP 631 Resilience and the School
TEP 504 Social Science and Children’s Community (3 units)
Experience (3 units)

TEP 513 The Arts in Culture and Quarter 8


Learning (3 units) Total 6 units
*Master of Arts in Education Degree Completed*
TEP 511 Language Arts Curricula:
Theory & Methods (3 units) TEP 621A Thesis Study (6 units)

TEP 512A Student Teaching with Education Specialist Mild/Moderate Curriculum


Professional Seminar (12 Design
units) *Courses may be waived if candidate
possesses a recent multiple or single subject
TEP 519 Educational Technology credential.
(2 units)
Quarter 1
Quarter 4
Total 18 units Prerequisites to the program:
*Preliminary Credential Completed*
*HDV 455 Child Development and
TEP 602 Advocacy and Activity for Learning (3 Units)
Healthy Children (3 units)
*HDV 458A Language Development and
TEP 510 Science: Discovery Teaching, Acquisition (3 Units)
Action Learning (3 units)
Core courses:
TEP 515A Student Teaching with Total 16 units (10 MA)
Professional Seminar (12
units) *TEP 537 Mediation and Conflict
Resolution in Schools (3 Units)

Quarter 5 *TEP 536 Foundations of Social Justice


Total 7 units Education (4 units)

TEP 613A Sociological and Curricular *TEP 536A Foundations of Social Justice
Perspectives of Schools as Education Lab (1 unit)
Organizations (4 units)
*TEP 601A Social & Legal Dimensions of
TEP 614 Foundations of Educational Special Education (2 units )

Master of Arts in Education - 90


TESE 515A Student Teaching
Mild/Moderate with
Quarter 2 Professional Seminar II (12
Total 20 units units)
*TEP 505 Reading Instruction in
Elementary School
Classrooms (3 units) Or

*TEP 507 Real World Mathematics TESE 515B Student Teaching Mild/Moderate with
(3 units) Professional seminar I (3 units)(for students with a
basic teaching credential
*TEP 533 Field Practicum (10 units)
TESE 517 Understanding and Teaching
TESE 538 Comprehensive Behavior Students with Mild and
Assessment and Positive Moderate Disabilities II (4
Behavior Support (3 units) units)

TESE 601B Individualized Education TEP 602A Advocacy and Activitity for
Design and Policy Healthy Children(3 units)
Implementation
(1 unit) Quarter 5
Total 7 units
Quarter 3
Total 19 units TEP 613A Sociological and Cirricular
Perspectives of Schools as
TESE 509 Assessment in Special Organizations (4 units)
Education
(3 units)
TEP 614 Foundations of Educational
TESE 516 Understanding and Teaching Research (3 units)
Students with Mild and
Moderate Disabilities I (4 units) Quarter 6
Total 7 units
TESE 512A Student Teaching
Mild/Moderate with TEP 616 Critical Evaluation of
Professional Seminar I Educational Research (3 units)
(12 units)
Or TEP 618 Leadership in Education
Reform(4 units)
TESE 512B Student Teaching Mild/Moderate with
Professional seminar I (3 units)(for students with a Quarter 7
basic teaching credential Total 6 units

TEP 619 Producing and Disseminating


Quarter 4 Educational Research (3 units)
Total 21 units
*Level I Credential Completed* TEP 631 Resilience and the School
Community (3 units)
TESE 517 Understanding and
Quarter 8
Teaching Students with Total 6 units
Mild *Master of Arts in Education Degree Completed *
Moderate Disabilities II
(4units) TEP 621 Thesis Study (6 units)

TESE 518 Family Dynamics and


Communication for Special
Education Services (3 units)

Master of Arts in Education - 91


Additional Requirements • design and complete an in-depth project in their
chosen area and
Antioch University’s Advanced Course of Study
to meet the California Professional Clear • advocate for all children, specifically to right
Credential injustices in education.
In addition to the curriculum above, a candidate Program Design and Pedagogy
eligible for induction, but for whom an approved The program provides a constructivist, reflective
Induction program is not available may take TEP education. Developing leadership skills requires
622 A-C, Professional Inquiry and Collegial more than the study of theories and models. It also
Observation (1 unit each), along with courses to requires action and reflection. Each of the research
meet the advanced professional development courses will focus not only on applying the material
standards, to qualify for the clear credential. This is studied in the associated core courses but also on
a one year program of reflection, collegial support the development of effective interpersonal group
and demonstration of applied teaching skills in the skills. Students will address contemporary
areas of technology, special populations, health, problems, participate in active problem solving, and
diversity, English learners, and content-specific work collaboratively in groups. They will have many
pedagogy. opportunities to reflect on their own strengths and
challenges, to examine their own reasoning,
Master of Arts in Education Social Justice & values, and interpersonal skills. Leadership
Educational requires significant self-knowledge related to
Leadership Emphasis (MAEx) communication. Students have an opportunity to
Teachers in the MAE in Social Justice and explore topics of personal and professional interest
Educational Leadership (MAEx) Program will gain and to examine their potential roles as leaders in a
knowledge and skills to affect change in our reflective, supportive environment.
schools. Teachers need to have a critical
understanding of the school organizations and Unit Requirement
other social conditions they face on a daily basis. The minimum number of units for the degree is 45.
They will learn to navigate these systems with a All students complete all core courses, which
critical perspective and to develop skills to facilitate consist of 30 units. The remaining 15 required units
change. consist of elective courses in students’ areas of
interest and are included in
The Program provides students learning their academic plans, which are approved by
experiences that will help them: faculty advisors in the program.

• be prepared to be activists in the school reform These elective courses are offered in the
movement in California and the nation. Education program, as well as in other graduate
programs on campus. Electives also include
• be able to perform historical, sociological, and student designed independent studies and field
political analyses of school structures practica with core faculty members.

• understand the role of educational research and Residency Requirement


the debates that underlie theories, ideologies, The program’s minimum residency requirement is
and pedagogies the equivalent of two full time quarters plus three
half-time quarters, typically beginning and ending
• learn practical theories of organizational change, in the fall quarter.
renewal and reform particularly in relation to the
improvement of schools Curriculum Requirement
During the first quarter of the program, students
• work with student study teams, school enroll in a three unit introductory course on Social
management, budget committees, and parents Justice and Educational Leadership. This course
offers students the opportunity to assess their
• learn an array of theories and skills to create current understanding of the reform movement,
classrooms and schools built upon mutual and learn about social justice issues in educational
respect and care leadership. This first quarter is a full time intensive
experience that includes not only academic
• identify and participate in self-directed learning as courses but also the building of a collegial
a professional community with others in the program.

In each of five quarters, students enroll in one

Master of Arts in Education - 92


research course. These courses begin with an Quarter 1
overview of educational research practices and Total 10- 12 units
build throughout the program as students engage
in their own research. In each of the first three TEP613A A Sociological and Curricular
quarters, students also enroll in required curricular Perspectives of Schools as
and leadership courses focusing on school reform Organizations (4 units)
from historical, social, political and current
perspectives. These core courses are designed to TEP614 Foundations of Educational
give all students a solid background and working Research (3 units)
knowledge of organizational change, perspectives
on social change, and leadership in educational TEP 630 Social Justice and Educational
reform. During the last two quarters, students elect Reform (3units)
other courses that meet their professional and Electives (0-2)
academic needs. Throughout the program, as part
of the thesis project, students participate in Quarter 2
research practica during which they put into Total 7-9 units
practice what they are learning in the research and
theory courses. These practica can be in a TEP616 Critical Evaluation of
student’s place of employment if it supports the Educational Research (3 units)
application of course content.
TEP618 Leadership in Educational
In addition to the core curriculum, students enroll in Reform (4 units)
15 units of electives, taken during any quarter,
depending on student interest, course availability, Electives (0-2)
and students’ schedules.
Quarter 3
Students who need to fulfill Credential Total 6-12 units
Requirements by taking specific courses or by
enrolling in Antioch’s program for the clear TEP619 Producing and Disseminating
credential* are eligible to take approved courses Educational Research (3units)
toward that end as part of their elective options.
*until July 2008 TEP 631 Resilience and School
Community(3 units)
The curriculum is designed with one preferred
entry quarter each year––Fall. During this fall Electives (0-6)
quarter students will be enrolled in some of the
same courses as the credential students in their Quarter 4
5th quarter of the Master’s in Education/Teacher Total 6-12 units
Credential Program. This is done deliberately to
engage beginning teachers in dialog with TEP632 Practicum in Educational Inquiry
experienced teachers as the newly credentialed (3 units)
teachers begin their first jobs in schools.
Electives - 3-9 units
Thesis Requirement
Candidates in the MAE program complete a thesis Quarter 5
describing the research they have done throughout Total 6-12 units
the program. The research course sequence
prepares them to write the literature review, TEP621A Thesis Study (6 units)
method section, data analysis and discussion of
their projects. The final degree is conferred upon Electives (0-6 units)
completion of all requirements described above,
including the documentation of completion of the Total MAEx units: 45
written thesis.

Master of Arts in Education - 93


discourse and language variation are studied in
Master of Arts in Education order for candidates to begin to develop flexible
Course Descriptions literacy instruction strategies and skills to meet the
needs of diverse students. Candidates examine
HDV 455 Child Development and Learning social, cultural, economic, and political factors
3 units affecting literacy development particularly first- and
This class integrates current intermediate-level second-language development.
child development theory and research with
elementary and middle school teaching practice TEP 507 Real World Mathematics
emphasizing the cognitive, social, moral, and 3 Units
emotional domains. Candidates review contrasting This course reflects an interdisciplinary, culturally
claims concerning what, how, and why children responsive approach to teaching mathematics that
learn. They collect and interpret developmental enables teachers to engage all students with the
data through mini case studies, making core curriculum in a real-world context. Candidates
connections between the implications of learn to use a variety of pedagogic methods and
developmental research on methods of teaching as teaching materials as well as a variety of
well as other forms of interactions with students. opportunities for their students to demonstrate their
knowledge. Candidates engage in reflective dialog
HDV 458A Language Development and regarding the NCTM Standards, the California
Acquisition State Framework, and the content standards for
3 units mathematics. Strategies for teaching mathematics
This course combines the study of cognitive, to second-language learners are practiced.
personal and social development with the study of
the psychophysical dimensions of first-and second- TEP 510 Science: Discovery Teaching, Action
language acquisition, language learning and use. Learning
The course also reviews current theory and 3 Units
research on how the variables of development, This course introduces methods of teaching
class, and ethnicity impact language learning. science within the context of ecology with a focus
Relevant federal and state laws, policies, and legal on fostering English language development
requirements governing the education of second- (including SDAIE and ELD) particularly the
language students are studied, and school based development of students' science-related
programs are examined. language. Critical thinking, problem solving, and
problem posing are at the center of unit and lesson
TEP 504 Social Science and Children's planning. Candidates plan and implement
Experience balanced instruction with knowledge of how
3 Units physical, life, and earth science content standards
This class teaches methods of making social are achieved in conjunction with investigation and
science content knowledge meaningful in children's experimentation. Candidates design instruction
lives. Approaches include developmentally- informed by students' development and language
appropriate instruction in the processes of usage. Candidates learn to use literature, to teach
government, politics, and history-making, including students how science was and is learned––through
the socio-cultural and political factors affecting first hands-on experiment and discovery. Teaching
and second-language development, and the students to protect and sustain ecological systems
implications of the differential status of language is considered central to the course.
and dialects, value systems, and skin color.
Candidates learn how to engage students in the TEP 511 Language Arts Curricula: Theory and
study of different cultures in the US and California, Methods
including contributions of cultural diversity, and 3 Units
relationships of super ordination and subordination Candidates expand their foundational learning from
relative to culture. TEP 505 by deepening and broadening their
abilities to plan and deliver a comprehensive,
TEP 505 Reading Instruction in Elementary integrated, inter- disciplinary, and methodologically
School Classrooms grounded language arts program that supports
3 Units access to the core language arts curriculum for all
In this course, candidates learn to provide students. Theories and methods of instruction for
balanced and comprehensive reading instruction English language development (ELD) and specially
for K-8 classrooms, with an emphasis on emergent designed academic instruction delivered in English
reading. Relationships between oral and written (SDAIE) are reviewed. Candidate competency is
expanded to include more integrated instructional

Master of Arts in Education Course Descriptions - 94


approaches to promoting fluency through reading, candidates' teaching experiences. Candidates
writing, spelling, oral language, vocabulary learn legal and professional requirements and
development and the use of various genres of expectations. Candidates' questions are explored
literature and expository texts that reflect cultural with peers and instructor in a supportive, problem-
diversity for all elementary grades. solving context. (Lab fee required for the Teaching
Performance Assessment)
TEP 512A Student Teaching with Professional
Seminar TEP 519 Educational Technology
12 Units 2 Units
Candidates begin on-site daily student teaching In this course, candidates gain experience in web-
under the supervision of a Cooperating Teacher based research strategies for instructional
and University Supervisor. They take on increasing materials as well as for classroom use. The
responsibilities for the class throughout the quarter. instructor facilitates candidates' developing a
The required weekly seminar continues to integrate personal philosophy of educational technology and
each week's teaching experience with theory and independent expertise. Educational software and
methods studied in the Program. Culturally websites usable with a diverse student population
responsive instruction and teaching with mutual are reviewed and critiqued. Candidates critically
respect and care are reviewed and discussed in examine cultural and socioeconomic differences
the context of candidates' standards-based relative to use of and access to technology.
teaching experiences. Candidates learn legal and Various uses of information technology and the
professional requirements and expectations. experiential nature of teaching with educational
Candidates' questions are explored with peers and technology are explored. Candidates develop the
instructor in a supportive, problem-solving knowledge and skills to integrate technology into
context.(Lab fee required for the Teaching the classroom and motivate diverse students with
Performance Assessment) different abilities, learning styles, and accessibility
issues.
TEP 513 The Arts in Culture and Learning
3 Units TEP 525 Physical Education and Movement
This course is designed to enable candidates to 1 Unit
understand the role of art, artists, and culture in In this course, candidates learn fitness activities,
teaching children in a multicultural society. developmentally appropriate movement activities
Candidates are introduced to interpretive models as defined in the National Physical Education
for understanding the role of art in building culture, Standards and the California Framework on
particularly major cultural groups represented in Physical Education and develop knowledge of
California. Candidates learn how to integrate locomotor and non-locomotor skills. Definitions and
artistic methods into all disciplines by providing examples of health related physical fitness are
culturally responsive instruction based on the introduced and discussed. Candidates learn
Visual and Performing Arts Framework adapted to activities that will establish classroom
the needs of diverse students. Candidates engage management, cooperative and team building
in direct art making activities, reflective writing and activities, and provide success for all students
discussion. Music and its role in the classroom is during physical education activities. Candidates will
also addressed. be introduced to using assessment in physical
education. Modifications of activities will be
TEP 515A Student Teaching with Professional examined and practiced for English Learners and
Seminar students with physical disabilities.
12 Units
Candidates continue to engage in on-site daily TEP 531A Enhancing English Language
student teaching under the supervision of a Development with Literature
Cooperating Teacher and University Supervisor. 2 units
The required weekly seminar continues to integrate In this intensive course, candidates will use
each week’s teaching experience with theory and children’s literature to enhance all students’ access
methods studied in the Program. Candidates take to the core curriculum, particularly English
over all class responsibilities for at least a two- Learners. In addition, candidates will practice using
week period. They plan how they will start the year children’s literature to develop the thinking,
in their own classroom and discuss employment reading, and speaking skills of English Learners.
options. Candidates complete the Program Part of this practice will include how to use
Portfolio. Culturally-responsive instruction and literature and Literature Circles to advanced
teaching with mutual respect and care are students’ thinking about issues of prejudice,
reviewed and discussed in the context of fairness, and equity. Finally, candidates will learn

Master of Arts in Education Course Descriptions - 95


to evaluate a wide variety of children’s literature in strategies with children, peers, and colleagues who
terms of its appropriateness for and accessibility to may differ from the self in terms of culture, age,
students of diverse cultures and languages. ethnicity, language use, gender, sexual preference,
social class, and professional position.
TEP 533 Field Practicum
10 Units TEP 538 Classroom Organization Theory and
This field practicum is designed as a laboratory for Practice
TEP 505,507 and 538. Candidates are placed in 3 Units
schools where they observe and participate using In this course, candidates study the social and
the theories and strategies taught in these courses. developmental psychology and sociology of
Candidates work with children from diverse cultural classrooms. They also examine the philosophy
and language backgrounds. The practicum is behind popular methods of “behavior
designed to cover topics related to the management.” Classroom models from democratic
development of reflective practice. (Lab fee to autocratic are studied while candidates observe
required for the Teaching Performance and participate in assigned classrooms.
Assessment) Candidates reflectively construct an organization
plan for their own practice.
TEP 536 Foundations of Social Justice
Education TEP 601A Social & Legal Dimensions of Special
4 units Education
This course provides an orientation to the 2 Units
philosophies of teaching and learning that guide This course provides candidates with information
the MAE/TC Program. A primary objective is to required to meet the needs of exceptional
facilitate candidates’ beginning constructions of students. Content areas include state and federal
their professional identities as teachers in diverse special education legislation, exceptional learner
classrooms. Candidates study multiple aspects of characteristics, referral practice, and
the history, philosophy, sociology, politics, mainstreaming principles. As a result of this
pedagogy, and purposes in public education in the course, teacher candidates will understand their
US. Candidates also review the demographics of legal obligations with respect to students with
student populations and how they are related to special needs and will be able to clearly identify
student outcomes, including careful examinations students for appropriate referral. Candidates will be
of racism, classism, and other forms of bias and able to advocate for the needs of special students
their relationships to the distribution of educational and be aware of family issues with respect to
opportunities including good teachers. The disability.
discipline Frameworks, Content Standards, and
Standardized Testing are studied and critiqued TEP 601B Teaching & Accommodating
from a variety of perspectives. While developing Students with Disabilities
their own philosophy of education statement, 1 Unit
candidates study how to establish a caring, This course builds upon the knowledge gained by
learning community based on the principle of candidates in TEP 601A. Candidates will learn
mutual respect. Candidates learn to engage skills necessary to accommodate the special
students in democratic action. education student within a mainstream
environment. Candidates learn informal
TEP 536A Foundations of Social Justice assessment, instructional planning and evaluation,
Education Lab behavior encouragement techniques,
1 unit mainstreaming principles, and consultation skills.
This course supports the field aspects of TEP 536 As a result of this course, teacher candidates will
Foundations of Social Justice Education. be able to interface with special education
Candidates work in schools to Fulfill the fieldwork personnel, implement and evaluate special learner
assignments within TEP 536. programs, and work effectively with exceptional
learners in the regular classroom environment.
TEP 537 Mediation and Conflict Resolution in
Schools TEP 602A Advocay and Activity for Healthy
3 units Children
In this highly experiential course, candidates learn 3 Units
and practice mediation and conflict resolution This course covers knowledge about cultural and
strategies for working with groups common to socioeconomic differences relative to nutrition,
classrooms and schools, as well as individuals. physical and mental health, and healthcare service
Emphasis is placed on using these skills and issues. Candidates learn skills in working with

Master of Arts in Education Course Descriptions - 96


students and families from diverse backgrounds for familiar with logical processes of problem
the purposes of providing effective interventions conceptualization and hypothesis formulation.
concerning health problems. Drug awareness and Qualitative and quantitative research methods are
sexuality education programs are examined and introduced. Both theoretical and practical issues of
candidates develop their positions on these issues. school-based research are examined. Students
Candidates learn skills in identifying and reporting design their theses/projects, begin their literature
physical and psychological neglect and abuse, reviews, and do a small pilot project. Prerequisite:
substance abuse, and information regarding teaching credential or equivalent and TEP 614.
various referral options. Candidates learn fitness
activities, developmentally appropriate movement TEP 617A-C Professional Intensives
activities as defined in the National Physical 1 unit each
Education Standards and the California Framework This intensive module will have changing topics
on Physical Education and develop knowledge of related to current student issues, recent legislation,
locomotor and non-locomotor skills. Definitions and and emerging educational research. For example,
examples of health related physical fitness are one quarter’s intensive might focus on educational
introduced and discussed. accountability and assessment (including
examining the effects of high stakes testing on
diverse student populations). Other topics could
TEP 613A Sociological and Curricular include curricular issues, special student
Perspectives of Schools as Organizations populations, health, standards, educational
4 Units technologyl, ethics in education, etc. Prerequisite:
Research on organizations as "systems" is studied teaching credential or equivalent.
from both business and education literatures.
Candidates develop familiarity with how these TEP 618 Leadership in Educational Reform
systems operate and perpetuate themselves. 4 units
Candidates embark on a sociological study of the This course provides study of leadership in
antecedents (historical, social, political, economic, educational reform. Students become familiar with
and cultural) of elementary and middle schools. the current research on effective schools and the
The structural, political, cultural and symbolic values and efforts that brought them into being.
dimensions of schools are identified and critically Central issues in reform such as state control,
analyzed. Each candidate conducts an accountability, curriculum, resistance, and
organizational analysis of a school. Particular community building are examined. Students
emphasis is placed on the roles teachers can take research the specific challenges in California
in educational organizations. Students’ basic school reform (e.g., language, culture). Students
assumptions about schools are deconstructed. study organizational change models and test their
Prerequisite: teaching credential or equivalent. applicability to school change. They study different
types of leadership, different ways that power is
TEP 614 Educational Research Methods distributed, and evaluate the effectiveness of these
3 units models in different contexts. Students identify their
This course is designed to introduce students to own theories of leadership, and study relationships
the issues central to educational research. In order between motivation and power. Prerequisite:
to provide the skills and knowledge that allow teaching credential or equivalent.
students to become critical consumers of both
theory and research, the course includes exposure TEP 619 Producing and Disseminating
to various research designs and key elements of Educational Research
critical evaluation. Students explore both laboratory 3 units
based and classroom-based research. They also In this course, students finalize their thesis designs
examine others as well as themselves in the role of and begin the data collection phase of their
teacher as researcher. In addition, students learn projects. They act as peer mentors to each other,
to search and locate sources and support for providing both support and critique. Students
current state policies related to K-12 education. complete the literature review for the projects and
Prerequisite: teaching credential or equivalent. expand their skills in the use of descriptive and
inferential statistics in data analysis. Students are
TEP 616 Critical Evaluation of Education instructed in professional writing skills and produce
Research a short research article, proposal, or editorial.
3 units Students learn about professional development
In this course, students refine their ability to opportunities nationally and internationally, on-line,
critically evaluate the reliability, validity, and on campus, and on school sites. Students develop
implication of educational research. They become intellectual and professional networks that provide

Master of Arts in Education Course Descriptions - 97


support for research and social change activities. Antioch’s social justice mission and its impact in
Prerequisite: TEP 614 and 616 the educational program is shared in this course.
Prerequisite: Admission into the Master’s of Arts in
TEP 621A Thesis Study Education Program in Social Justice and
3-6 units Educational Leadership.
Students review central features of their learning
and receive support in the completion of their TEP 631 Resilience and the School Community
projects, which will incorporate these features. 3 units
Students study and practice professional data This course will focus on community building in
interpretation, writing, organization, and classroom and school as a mediating variable in
presentation skills. They will critique each others’ developing positive health behaviors and a positive
written work. Methods of research publication are disposition toward learning. The focus will be on
studied and candidates are encouraged to receive how community leads to resilient, thriving students.
assistance toward publishing their work. Each The PORT model of Resilience Education will be
student will be required to practice and present taught and practiced. Participants in the course will
their conclusions to an appropriate community participate in personal reflection and curriculum
organization, professional group, or educational development for the purpose of strengthening their
agency. Prerequisite: TEP 616 and approval of own students' resilience.
faculty advisor.
TEP 632 Practicum in Educational Inquiry
TEP 622A-C Professional Inquiry and 3 units
Collegial Observation Students work on gathering data and implementing
1 unit each the projects they designed in TEP619. Students
Through focused conversations involving engage in Action Research in their own classrooms
introspection and meaning construction with self or other practicum placements in which reforms are
and others, candidates will identify and strengthen needed. This research is a culmination of the
their own theory of practice and their ability to learning students have done in core courses in
construct theory from applied contexts. By preparation for their own projects. Students focus
selecting from significant personal experiences of on the development of solid research practices
teaching and learning related to the standards based upon their understandings of the social,
required by the advanced course of study, and political, historical and cultural environments they
posing questions related to these experiences, are studying. They receive support from faculty and
candidates will participate in conversations over peers as they practice the research aspects of their
time with their critical friends. Videotapes, collegial projects in the field. Prerequisite: teaching
observations and artifacts of teaching will be used credential or equivalent, and TEP614,616 and 619.
to ground the development of theoretical constructs
and growth of classroom facilitation skills. By TEP 633 Collegial Coaching for Resilience
participating in a sustained community of practice, Education
candidates will be supported in their growth over 3 units
time. Candidates will enhance their ethnographic Students will extend their notions of Resilience
note taking/note making skills and their capacity for Education by practicing “collegial observation” in
constructive conversation. the field. Students use the PORT model of
resilience education to observe different teachers;
TEP 630 Social Justice and Educational hold pre and post conferences to uncover the
Leadership observed teacher’s philosophical/psychological
3 units and pedagogical orientation. The course will
Contemporary research and practice related to include focus on observation skills; communication
progressive education movements are studied, skills; and some Gestalt forms of meta processing
including humanistic, student-centered, (resilience PORT model). It will also prepare
democratic, environmental, character, radical students to be Collegial Coaches for their own
pedagogy, moral education, de-schooling, and school contexts.
charter schools. Students explore their own
assumptions about these approaches and write a TEP 634 Educational Inquiry: Professional
supported essay on their approach to teaching and Issues in Education
school reform. The concept and practices of 2 units
activism within and outside of the system are During this course, students will examine current
introduced. During this course students also form a educational issues in depth. Through readings,
unique collegial support group for pursuing the dialog, analysis, and action, students will begin to
masters’ degree as experienced teachers. understand the historical, political, and social

Master of Arts in Education Course Descriptions - 98


reasons for the current state of affairs with regard peers and instructor in a supportive, problem-
to a variety of pressing issues in our schools. solving context.
Students will acquire a better understanding of the Prerequisite(s): Advancement to Student
links between issues. Support for collective action Teaching, TEP 533, or teaching credential
from teachers to improve programs for children will
be established.

TESE 509 Assessment in Special Education TESE 515A Student Teaching Mild/Moderate
3 units with Professional Seminar II
The purpose of this course is to expose students to 12 units
a variety of assessment methods appropriate for
individuals with mild to moderate disabilities, Or
including those who are culturally and linguistically
diverse. This course will explore a range of TESE 515B (3 units) for candidates who already
assessment techniques, based on an ecological possess a basic teaching credential
model of assessment which recognizes the impact
of the assessment context on student performance. This course is part of on-going professional
Emphasis will be on those instruments and development within the Antioch University Teacher
assessment methods which provide direction for Education and Master’s degree program.
instruction as well as diagnosis, including, but not Candidates continue to engage in on-site daily
restricted to: traditional psychometric instruments, student teaching in a setting with students with
curriculum-based assessment, clinical observation, mild/moderate disabilities under the supervision of
criterion-referenced assessment, and other a Cooperating Teacher and University Supervisor.
alternative assessment techniques. Participants The required weekly seminar continues to integrate
will engage in discussions about language each week’s teaching experience with theory and
practices and patterns of language use among methods studied in the Program. Candidates take
cultural and linguistically diverse populations that over all class responsibilities for at least a two-
may be misunderstood as language deficiencies. week period. A weekly small group seminar is
The dilemma of using traditional assessment used to discuss procedures that are implemented
instruments, such as standardized tests is in the student teaching placements. Culturally
considered, and a variety of alternative responsive instruction and teaching with mutual
assessment methods are explored. respect and care are reviewed with peers and
instructor in a supportive, problem-solving context.
TESE 512A Student Teaching Mild/Moderate Prerequisite(s): Successful Completion of
with Professional Seminar I Student Teaching in previous quarter (TESE 512A)
12 units
TESE 516 Understanding and Teaching
Or Students with Mild and Moderate Disabilities I
4 units
TESE 512B (3 units) for candidates who already This course focuses on meeting the needs of
possess a basic teaching credential students with mild and moderate disabilities
Candidates begin on-site daily student teaching through effective teaching methodologies,
under the supervision of a Cooperating Teacher instructional strategies, interventions,
and University Supervisor. They begin to assume accommodations, and adaptations to core
full responsibilities for the class. The required curriculum. Content areas include research based
weekly seminar continues to integrate each week's practices, observable phenomena and ways to
teaching experience with theory and methods manage them, ecological assessment and
studied in the Program. Culturally responsive and considerations, planning and organizing instruction
individualized instruction and teaching in both and curriculum, and integrating technology.
general and special education settings are Emphasis is on adapting and implementing
reviewed and discussed in the context of instructional techniques and materials, based on
candidates' teaching experiences. Candidates assessment, for learners with diverse needs and
continue to learn legal and professional backgrounds to enhance development in areas of
requirements and expectations for the reading, literacy, mathematics, and metacognition.
Individualized Education Programs of their
students. Candidates' questions are explored with TESE 517 Understanding and Teaching of
Students with Mild and Moderate Disabilities II

Master of Arts in Education Course Descriptions - 99


4 units 3 units
This course focuses on meeting the needs of In this course, candidates study the research and
students with mild and moderate disabilities practices of social and academic behavior
through effective teaching methodologies, management with exceptional pupils in special
instructional strategies, interventions, education and inclusive settings. They learn
accommodations, and adaptations to core theoretical perspectives on behavior management,
curriculum. Content areas include research based and how to conduct applied behavioral analysis
practices, observable phenomena and ways to based on ecological assessment and functional
manage them, ecological assessment and analysis. This course also covers the ethical
considerations, planning and organizing instruction standards and professional conduct related to
and curriculum, and integration of technology, behavior management practice for individuals with
including assistive technology. Emphasis is on disabilities. In addition, legal requirements,
adapting and implementing instructional practices and procedures related to Title 5,
techniques and materials, based on assessment, California Code of Regulations “Behavioral
for learners with diverse needs and backgrounds to Interventions for Special Education Students,” will
enhance development in areas of written be infused throughout this course and candidates
expression, spelling, social studies, science, art, will have a working knowledge of the requirements
study skills, and transition related skills. of state and federal laws.

TESE 518 Family Dynamics and TESE 601B Individualized Education Design
Communication for Special Education Services and Policy Implementation
3 units 1 unit
The purpose of this course is to provide candidates This course builds upon the knowledge gained by
with theory, general principles, and procedures for candidates in TEP 601A. The focus of this course
fostering collaborative partnerships among is to learn to implement special education law,
families, professionals, students, and other specifically the Individuals with Disabilities
stakeholders that lead to outcomes of individual Education Act (IDEA), and its implications for
and mutual empowerment. In-class activities, school contexts. Candidates will learn how to
discussions, course readings, and assignments will prepare for and coordinate IEP meetings, including
be used to facilitate understanding of research, working closely with families, students, colleagues
recommended practices, and family perspectives in regular and special education and with outside
concerning parent-professional partnerships. In service providers. They understand the
addition, the interaction of culture and disability will connections between assessment and instruction,
be explored. A framework for addressing problems and are able to design effective instructional plans
or conflicts that often arise between service to meet student needs. They learn to write
providers and clients from different cultures will be appropriate short and long term goals and
discussed. objectives and plan comprehensive programs to
coordinate all aspects of a student’s educational
TESE 538 program.
Comprehensive Behavior Assessment and
Positive Behavior Support

Master of Arts in Education Course Descriptions - 100


Doctoral Program in
Business Administration
Special Note: will achieve this objective through the development
In August 2009, Antioch University Santa Barbara of:
(AUSB) suspended admission into the Master of
Arts in Organizational Management (MAOM) • A thorough knowledge of applied research
and the Doctorate of Business Administration methods and their application in real-world
(DBA) programs. No new students will be enrolled business settings.
while these programs are being evaluated for
redesign or possible future offerings. AUSB is • Advanced critical thinking, conceptual, and
committed to providing the necessary educational analytical skills.
activities to all currently enrolled students in the
MAOM and DBA programs, which will allow them • Knowledge of both the seminal theories
to complete their program plans. Student’s and the latest practices in business
individual program completion plan may be management including a thorough
different than curriculum shown in this section to understanding of theory and practice in
meet the needs of the students and the resources international business.
of AUSB. The DBA degree program is pending
NCA approval. • The tools to perform original applied
(practical) research that advances
Program Overview business knowledge in a global arena.
The DBA is designed for both domestic and
international professionals who desire to further • An appreciation of cultural, ethical, and
their careers with an advanced business degree global issues and their impact on business
with an emphasis on international business. theory and practices.

The DBA at AUSB will have a three-tiered focus: • The skills necessary for effective decision
making in complex environments by the
• Students will examine current theories, integration of theory with practical
practices, and issues in international knowledge.
business.
The Antioch DBA program focuses on the
• Students will train in research methods application of theory rather than on the
that lead to practical insights. development of new theory. Fitting in with
Antioch’s philosophy of blending the theoretical
• Students will study the relationships with the practical students graduating with a DBA
between business and complex social and will be able to apply theory to practical challenges
global issues. in global business. Thus the DBA, by virtue of its
focus on application of theory (process), has more
The Degree practical application in managerial settings than the
The Antioch University Santa Barbara campus PhD.
offers a Doctorate in Business Administration
(DBA). The DBA entails courses of study with an
emphasis on both qualitative and quantitative
A primary objective of the DBA program at AUSB is research. Students must write and defend a
to produce successful graduates who will doctoral dissertation in addition to taking a
contribute to the advancement of theory and comprehensive exam. The nature of the DBA
practice in their professions and who will expand dissertation is of a more practical than theoretical
the knowledge and awareness of strategic issues nature and deals with real-life situations
and practices in international business. Students encountered in global business.

Doctoral Program in Business Administration - 101


Skills and Standard Requirements
• Completion of a minimum of 88 quarter
Academic Writing credit hours.
Students enter Antioch with widely varying writing
ability. Since Antioch emphasizes writing in almost • All 88 quarter hours must receive “credit-
every class and good writing is important in both awarded.”
graduate education and the workplace, it is
important that students develop their writing skills • Credit awarded on the comprehensive
during their time in the program. DBA students who examination.
need work on writing skills may enroll in writing and
math classes on a not-for-credit basis, attend a • Approved candidacy and selection of host
one-unit seminar in Academic Writing, or visit university/country for the term abroad
Antioch University Santa Barbara’s Writing Lab for internship.
assistance.
• Approved dissertation totaling a minimum of
Computer Literacy 12 credit hours, with all required
DBA students are expected to possess computing signatures.
skills necessary to support their basic study needs,
e.g., word processing, spreadsheet operations, and • Completion of all doctoral requirements
ability to conduct research using the Internet. within 8 years of initial entry.
Students who need help with these skills are
expected to develop them as needed through not- Curricular Format:
for-credit workshops and/or classes. A computer Common Core: 44 quarter credit hours
classroom is available for student use; however, all Concentration: 24 quarter credit hours Int’l
students are required to possess or have access to Internship: 8 quarter credit hours Dissertation:
a personal computer. A First Class e-mail address 12 (or more) credit hours
is required of all students. This is Antioch
University’s intranet, and access is provided to Core Curriculum
students upon registration. A Help Desk is RES 601 Applied Organizational Research:
available throughout the week and select hours on Assessment & Intervention
the weekend.
RES 602 Business Research Methods:
Curriculum Qualitative
Curricular requirements presented at the time of
entry into the program are in force for students until RES 603 Business Research Methods: or
graduation. Substitution of a core course with an Quantitative
acceptable alternative may be possible in unusual
cases where the student has a demonstrated skill
level or prior graduate-level study in the area in DBA 601 Organizational Theory &
question. Substitution requires a petition and Intervention
faculty approval. Students who withdraw from the
program and seek readmission would adhere to DBA 602 Ethics, Executive Integrity, and
the requirements in force at the time of their Social Responsibility
readmission if these differ from the original
requirements. DBA 603 Management and Development of
Human Resources
Degree Requirements and Program
Components DBA 604 Management and Development of
Antioch’s Doctorate in Business Administration is Budgets & Finance
an 88 quarter hour program. Courses are offered
evenings, weekends, and some virtually or on-line. DBA 605 Integrated Marketing
NOTE: Full-time student status: for the purposes Communications
of tuition, a full-time load is considered 12 quarter
hours. Highly qualified students may take as many DBA 606 Diversity & Global Pluralism
as 16 credit hours per quarter, upon approval by
their advisor or the program chair. DBA 607 Global Sustainable Organizations
Successful completion of the doctoral program
requires:

Doctoral Program in Business Administration - 102


DBA 608 Organizational Behavior: and a summary of results to the executive at the
Teaching Effectiveness international agency or business. At a minimum,
DBA 609 Organizational Behavior: students will emerge from the internship
Consultation & Leadership Skills experience with a solid proposal for their
dissertation and, at best, having completed their
DBA 610 International Internship data collection (Chapter 3) of the dissertation.
Internship sites are assigned only after students
DISS 601 Dissertation I / Internship have completed all required coursework at AUSB.
(semester, quarter, weekends, A “term” abroad is defined as either an intensive
intensive, and/or on-line) month or a full quarter at the site. Length of the
term will be decided jointly by the candidate and
DISS 602 Dissertation II his or her major advisor, in consultation with the
Program Chair. A total of 8 credit hours are given
DISS 603 Dissertation III for the internship.
While abroad, the DBA candidate will be closely
DISS 604-607 Dissertation as needed to finish. supervised by an AUSB faculty mentor. Expenses
for the international internship will be borne by the
Concentrations student with the possible assistance of a teaching
INTB 601 Global Ecological Economics scholarship.

INTB 602 International Business Law Option: Teaching Abroad


An option of the DBA program at AUSB is the
INTB 603 Global Cross-Cultural Marketing opportunity for students to teach abroad. This
option may be used in concert with the
INTB 604 Global Relations: Integrated Skills international internship, thereby allowing students
for Sustainable Change to take advantage of free room and board and a
round-trip airline ticket to the site. This option
INTB 605 Global Organizational Strategy allows DBA students to gain valuable teaching
and Policy Making experience while working simultaneously on their
internships.
INTB 606 Multicultural Communication Students will be required to teach two
undergraduate courses in business at the
international site (Sister-School). This teaching
The International Internship experience is designed to give students practical
The Antioch DBA requires a unique blend of
experience in the classroom as many will go on to
theoretical study and practical engagement in
teach as professors in colleges and universities.
actual international projects that involve
Also, valuable cross-cultural communication skills
cooperative agreements between AUSB and
will be learned and will stand as a unique element
international agencies and educational institutions.
in the DBA curriculum.
The critical learning objective of both the practical
Each student will be assigned an international
dissertation and of the international internship is to
mentor at the Sister-School site. The international
ensure that AUSB students with a DBA are
mentor will serve as an on-line liaison to faculty at
thoroughly trained to work in an international,
AUSB and will assist the student in answering
multicultural environment. The international
questions he/she has related to teaching, research
internship will therefore allow each DBA candidate
and any problems/challenges faced at the
to explore first-hand the application of
international site.
organizational and managerial principles learned
during the course of study. Practical application
and experience are achieved by each student in The Comprehensive Examination
foreign internships that last anywhere from one Upon completion of all required doctoral
month to a full quarter, depending on the student’s coursework, students are required to sit for the
degree plan, scope of the project, and personal comprehensive examination. The exam will be
goals/time constraints. taken and credit received before beginning the
While abroad, students will be required to “shadow” international internship.
an executive at a pre-approved international The comprehensive exam may include oral and
agency or business and complete an analysis of a written components. Thus, the exam requires a
particular business challenge and/or opportunity. synthesis and application of knowledge acquired
The outcome of the internship will include a during the course of study for the doctoral degree.
comprehensive paper presented to faculty at AUSB Doctoral students are permitted to sit for this
examination twice. Students who fail to pass the

Doctoral Program in Business Administration - 103


comprehensive exam on the second attempt will be dissertation, it is anticipated that a majority of
dismissed from the program. students in the DBA program will complete
qualitative projects that lead to practical
Candidacy applications in a managerial setting. It is for this
The purpose of the candidacy requirement is to reason the international internship is required
provide a definitive demarcation between course because it involves a complete analysis of a
work and the dissertation phase of a student’s particular business challenge and/or opportunity.
doctoral program. Candidacy indicates that the All dissertations will be written in APA style.
student has reached that point in the doctoral Students will be provided with dissertation
program when all coursework not associated with guidelines that describe in detail both the
the dissertation has been completed; in other philosophy and the scope of the dissertation.
words, only completion of the dissertation remains Delivery Systems
to fulfill degree requirements. DBA students, The regular academic year for the DBA at AUSB is
however, should be developing their doctoral divided into four quarters (summer, fall, winter,
research capabilities throughout the program in spring). Admission entry point for the DBA is fall
such areas as literature reviews, research quarter only. DBA classes are not available
methodology, and writing skills. entirely online; however, an online component may
Upon successful completion of the comprehensive well be required and/or substituted in select
examination, the student will receive formal classes.
notification that she or he has been admitted to Classes meet on campus during evening hours
candidacy for the doctoral degree. Authority for and weekends.
admitting a student to candidacy is vested with the
Program Chair upon recommendation from core Transfer credit
faculty. The DBA program accepts in transfer up to 3
Candidacy must be approved within 5 years of classes (9 semester/12 quarter hours) of graduate
beginning the program. work from other regionally accredited institutions.
Transferred hours must come from courses that
Dissertation are similar in content to those offered at AUSB.
Considered an integral part of the practical Credit hours cannot be used to satisfy more than
research component of the DBA at AUSB, the one degree program. Transfer credit is allowed
dissertation is the culmination of the doctoral only for courses with a grade of “B” or better, and
program. The dissertation demonstrates a within 5 years of having been granted the credits.
student’s ability to design and implement a Exceptions to this policy may be made by the
significant piece of research that has both Program Chair.
theoretical and practical dimensions. The DBA
dissertation at AUSB teaches a student the Transfer credits from other institutions must be
strengths and limitations of applied research and it approved by the end of the first quarter in the DBA
allows the student to link theory with analysis in Program.
real-world situations.
An original, organization-based work that makes a Independent Studies
distinct contribution to the improvement of Up to 8 quarter hours of Independent Study may
professional practice in the field of management, be taken with the consent of a Faculty Advisor.
organizational design and change is required. In Students must submit an Independent Study
the same way that a more classical doctoral Proposal for approval prior to registering for this
dissertation marks the beginning of a research activity.
career for its author, the dissertation of our DBA
graduates marks the beginning of a field-based Designing Independent Studies
research career in organizations. Undertaking a DBA students may choose to include in their
DBA at AUSB involves a lifetime commitment to individual programs independent studies in areas
using the tools of research as well as the rigorous of special interest. Independent studies may be
thinking of science to assist in solving real-life evaluated by Antioch Core or Adjunct Faculty, or
organizational problems in a complex, international by approved evaluators from outside the
realm. University. An independent study sometimes
The dissertation will include a thorough review of incorporates doctoral level training, workshops or
all relevant literature and define an acceptable classes at other institutions.
research methodology that will allow important
questions to be answered. Although some students An independent study may also be in an area that
may elect to write a more quantitatively-based the student wishes to pursue in more depth than

Doctoral Program in Business Administration - 104


might be provided in existing courses, or it may
include research that helps prepare the student in • Proposal should be approximately one to two
the area of his or her concentration. Independent pages in length
studies are designed with the help of the Advisor Candidacy and Graduation
and/or Program Chair. The student must formally declare her/his intention
to graduate as s/he begins the final quarter of
Registering for Independent Study study. In order to graduate as planned:
A DBA student who wishes to undertake a
scholarly examination of a subject not covered by • The student must submit an Application for
any of Antioch’s current or scheduled course Graduation form (obtained from the Registrar’s
offerings is encouraged to engage in independent Office) to the Registrar by the end of the third
study. Interested students should submit a week of the final quarter of residency and pay the
proposal for the study to their Advisor and/or Graduation Fee. The form must be signed by the
Program Chair. The independent study: Registrar, the Fiscal Officer, and the Financial
Aid Director (if appropriate).
• must be related to the field of Business
Administration; • The student must make sure that final-quarter
evaluations from evaluators outside Antioch (if
• must be approved by the Advisor and Program any) are turned in to the Registrar’s Office by the
Chair; and, end of the quarter.

• must be planned in advance. • The Practicum project must be completed with


evaluation present in the Registrar’s Office by the
The student’s Advisor reviews the proposal, deadline.
consults with other faculty members if necessary,
and possibly recommends or requires changes If these steps are completed by the first day of the
before approval. Proposals should be submitted to following quarter, and credit is awarded for all final
the Advisor prior to registration week for the quarter work, the student will graduate as planned.
quarter in which the independent study is to be
carried out. An independent study proposal should
include:

• An appropriate title for the learning, with number


of units of credit requested (4 quarter units
maximum);

• A statement of the topic to be examined, and how


the topic is relevant to the student’s degree;

• A list of learning objectives;

• Proposed learning activities (e.g. independent


readings, participation in conferences or
workshops, meetings with evaluator, etc.).All
proposed learning activities should be equivalent
to doctoral graduate-level instruction. While a
student may include participation in an
experiential workshop or seminar as part of a
larger investigation, credit is not granted for
seminar or workshop attendance per se;

• Doctoral graduate-level reading list;

• Method of demonstrating learning (e.g., final


paper);

• Proposed evaluator for the learning (with


evaluator’s resume or statement of qualifications,
for evaluators from outside Antioch);

Doctoral Program in Business Administration - 105


organizational issues and develop an improved
basis for action which might serve as a foundation
for students’ dissertations (topic selection).
Doctorate in Business
Administration DBA 602 Ethics, Executive Integrity and Social
Responsibility
Course Description 4 quarter units
This course aids participants to reflect on the
Core Courses: impact of management decisions, policy making
and strategy on society and community. Internal
RES 601 Applied Organizational Research: and external environments, ethical dilemmas faced
Assessment and Intervention by managers and executives and their impact on
4 quarter units the organization they lead are investigated and
This course provides students with an overview of contemplated as possible topic for students’
design and application of a variety of research dissertations.
methods in the business field. Areas covered
include determining appropriate research DBA603 Management and Development of
methodology (qualitative or quantitative), sampling Human Resources
and initiating the research, identifying methods for 4 quarter units
data collection, applying the research, analyzing, This course provides an in-depth understanding of
interpreting data, and dissertation proposal writing. the human resources function and its impact on the
professional manager. Subject areas include:
RES 602 Research Methods: Quantitative, or employee relations, compensation practices,
4 quarter units collective bargaining, human resources planning,
This course will provide an overview of prevailing quality of work life, and affirmative action.
systematic planned quantitative investigation. Implications of government policies and their
Students will be introduced to theories of impact on public and private sector organizations
epistemology and fundamentals of research are highlighted and reviewed as possible topic for
design: data gathering, analysis and interpretation. students’ dissertations.
Evaluation and proposal writing techniques
(sampling; measurement; commonly used research DBA 604 Management and Development of
designs) will be presented. Students will develop Budgets and Finance
the methodology chapter of a research prospectus. 4 quarter units
This course examines in-depth financial
RES 603 Business Research Methods: management and economics. Topics include
Qualitative, or financial analysis and forecasting, capital
4 quarter units budgeting, financial statements, and principles of
This course will foster understanding of concepts economic theory and will examine financial
and methods of qualitative analysis. It will explore variables as they frame and/or constitute the center
the practical issues related to designing, using and of students’ dissertations.
evaluating qualitative methodology. Students study
the philosophical assumptions underlying DBA 605 Integrated Marketing Communications
qualitative research, apply theory to an observed 4 quarter units
event, evaluate qualitative research articles and This course analyses the interrelatedness of
develop skills to design their dissertation, such as: marketing, public relations and advertising in
theme selection; triangulation and saturation. complex organizations. Effectiveness of IMC
strategies is discussed as well as positioning to
DBA 601 Organizational Theory enhance various organizations. Parameters and
and Intervention indicators of effective fund raising strategies are
4 quarter units also investigated and reviewed as possible topic
This course provides an in-depth understanding of for students’ dissertations.
organizations from both the macro and micro
perspective. It provides students with a systematic DBA 606 Diversity and Global Pluralism
and critical understanding of organizational theory 4 quarter units
and development. Participants analyze the factors This course discusses in depth the structure and
involved in the functioning and analysis of complex dynamics of diversity in multicultural organizations
organizations; including the analysis of their own and the implications for organizational leadership
organizational contexts. Students are aided in their and productivity. Emphasis is placed on reflecting
understanding of theoretical and practical on the challenges and opportunities of multicultural

Doctoral Program in Business Administration - 106


communication and management of multinational DISS 601 Dissertation I
organizations and how to design studies for 4 quarter units
possible students’ dissertations. This is an individualized, intensive study that
prepares the student to finish work on the
DBA 607 Global Sustainable Organizations dissertation. Students commit to the dissertation
4 quarter units research by signing a contract that needs to be
This course provides an in-depth and comparative approved by the DBA chairperson and dissertation
understanding of the major initiatives at the chair/advisor. Students work independently to write
intersection of business development and a literature review and begin their data collection
environmental and social responsibility. upon approval of the contract.
Participants reflect on current applicable initiatives
that encourage sustainable business practices, DISS 602, 603 Dissertation II, and III
their long term implications, possible research and 4 quarter units each
topics for students’ dissertations. These are individualized, intensive studies that aid
the student to finish their data analysis and
DBA 608 Organizational Behavior: Teaching interpretation.
Effectiveness
4 quarter units Concentrations: 24 quarter hours
This course explores principles of organizational
behavior from an interdisciplinary perspective in an International Business
effort to understand and manage or teach people
at work and in the classroom. Adult learner INTB 601 Global Ecological Economics
teaching strategies are reviewed as well as 4 quarter units
strategies to collect data and advance students’ In-depth examination of economic issues as
dissertations. encountered in various cultures around the globe.
International trade policy/theory, macroeconomic
DBA 609 Organizational Behavior: Consultation adjustment to trade surplus or deficit, foreign
and Leadership Skills exchange markets, balance of payments,
4 quarter units commercial development and more.
This seminar explores the facilitation of problem
solving through communication and analysis. It INTB 602 International Business Law
focuses on improving relations amongst conflicting 4 quarter units
parties by pursuing understanding and building Influence of international law on trade and
positive and new perceptions and attitudes. It will investment strategies is examined. How the law
also help anticipate and address mentoring affects business conducted among various trading
difficulties, and strategies to collect data and partners and potential partners. Trades and tariffs,
advance students’ dissertations. Arrangements for treaty agreements; recent legal decisions
participation, requirements, and learning impacting trade are discussed. It also provides a
expectations are worked out on an individual basis foundation for topic selection for students’
with Advisor. dissertations.

DBA 610 International Internship INTB 603 Global Cross-Cultural Marketing


8 quarter units 4 quarter units
The critical learning objective of both the practical Global trade and marketing issues are discussed,
dissertation and of the international internship is to the global marketing environment, logistics, cultural
ensure that AUSB students with a DBA are challenges, emerging markets, advertising and
thoroughly trained to work in an international, public relations, and pricing strategies. Students
multicultural environment. The international are required to develop a comprehensive
internship will allows each DBA candidate to international marketing plan with emphasis on
explore first-hand the application of organizational integrated marketing communications (advertising,
and managerial principles learned during the marketing and public relations). It also provides a
course of study. Practical application and foundation and framework for topic selection for
experience are achieved by each student in foreign students’ dissertations.
internships that last anywhere from one month to a
full quarter, depending on the student’s degree
plan, scope of the project, and personal goals/time
constraints.

Doctoral Program in Business Administration - 107


INTB 604 Global Relations: Integrated Skills for decision-making. Methods for formulating and
Sustainable Change evaluating policies also are covered. Topics
4 quarter units include company mission and strategy, strategic
The role of the United Nations in setting control and evaluation and implementing strategic
international political and investment policy, the planning. It also provides a foundation and
European Union, NAFTA, the global marketing framework for topic selection for students’
environment, international diplomacy, trade issues dissertations.
and patterns, and inter-cultural communications
are all discussed. It also provides a foundation and INTB 606 Multicultural communication in
framework for topic selection for students’ International Business
dissertations. 4 quarter units
This course examines important elements to
INTB 605 Global Organizational Strategy and consider when communicating across cultures,
Policy Making such as: values, belief systems and how they
4 quarter units impact verbal and non-verbal communication. It
This course emphasizes the exploration of relevant also provides a foundation and framework for topic
cultural factors which influence the meaning and selection for students’ dissertations.
content of strategic planning and corporate

Doctoral Program in Business Administration - 108


Doctoral Program in Clinical
Psychology (Psy.D.)
Current APA required Information is available
Psy.D. Program Goals on our website in the Psy.D. program section.

The Psy.D. Program in Clinical Psychology was Full time student tuition is $20,040 per year
developed to produce well-trained clinicians within Tuition per credit hour is $560 per quarter unit
a scholar-practitioner model using the core (although we do not enroll part time
competencies of the National Council of Schools students). Additional fees include $60 application
and Programs of Professional Psychology fee and $800 lab fees. Federal Stafford Loans are
(NCSPP). The program builds on Antioch available, some limited scholarship money is also
University Santa Barbara's outstanding local available as well as limited graduate
reputation for providing quality education at the assistantships.
Master's level. Key elements include:
• an educational approach integrating theory and
practice;
Program Delivery
The full time program is offered across two days
per week, Thursday all day and Friday morning. A
• training emphasizing the socio-political impact of
typical first quarter schedule is:
systems (family, community and cultural) on the
individual;
THURSDAY
• Antioch’s appreciation of the diversity of human
experience; 9:00 a.m. – 11:50 a.m. (class 1)

• a focus developing critical thinking skills; 1:00 p.m. – 3:50 p.m. (class 2)

• preparation for the role of the professional (class 3)


psychologist.
6:00 p.m. - 8:50 p.m.

Accreditation FRIDAY
The Psy.D. program has been designed to meet
the standards for accreditation of the American
9:00 a.m. – 11:50 a.m. (class 4)
Psychological Association (APA) but is not yet
accredited. The guidelines and principals for APA
accreditation have been followed closely in Entry Tracks
developing the curriculum and in structuring the
program. The campus will be applying for APA The Psy.D. program has two entry tracks:
accreditation early in 2009. If successful in
attaining accreditation then, the date of The Post B.A. entry track and the Post M.A. entry
accreditation would be the last date of the site visit track. The Post B.A. track is a one-year sequence
and all students who are enrolled at the time would of foundational graduate courses in psychology
graduate from an APA accredited program. that prepares students to engage within the
Applicants are cautioned that, at this time, we Psy.D. curriculum and constitutes Year 1 of the
cannot guarantee that APA accreditation will be doctoral program.
attained upon first application. However, we are
committed to continuing to pursue accreditation, if This track requires a total of 5 years to complete.
necessary, until it is received. Students graduate with a Doctorate in Clinical
Psychology; they earn a non-licensable Masters
The APA Committee on Accreditation requires Degree in Psychology after completion of 72
doctoral programs to provide information about units.
completion rates, licensure information for
graduates and costs of attending the program.

Doctoral Program in Clinical Psychology - 109


Qualified applicants should be high achieving each quarter) in order to carry out and complete
students with an undergraduate degree in the project. It is expected that students will
psychology, or substantial coursework in complete the project prior to beginning their
psychology, work experience in the field or a internship. Students who have not completed the
master’s degree in another discipline. clinical dissertation during Year 4, will be required
to enroll in PSY 763, Dissertation Continuation for
The courses in the Year 1 are MA-level 1 to 3 units.
foundational courses in Psychology and a clinical
skills sequence. Students also complete a pre- We are interested in stimulating student creativity,
doctoral internship in the final year of the therefore the options for completion of this project
program. Students admitted into the BA entry vary.The Psy.D. is an applied degree, thus the
track, upon successful completion of the first clinical dissertation will involve the investigation of
year of coursework, will continue their studies a practical application, either through empirical
with students who were admitted with an MA (quantitative or qualitative), theoretical or clinical
degree in psychology in Year 2. evaluation strategies. Unlike the Ph.D.
dissertation, the clinical dissertation has an
immediate practical application. Students will be
Year 1 consists of 3 quarters of coursework (and
guided in their work by their dissertation advisor,
supervised experience starting in the third quarter
a second faculty member, a student member and
and continuing over the summer).
an outside expert.

The Post M.A. entry track is for students with an Internship


M.A. in psychology or closely related discipline Students are required to complete a full-time
(e.g. counseling, social work). Students in this internship during the 5th year of the academic
track enter with advanced standing in Year 2 of program. Internship training sites are usually
the doctoral program. accredited by the American Psychological
Association (APA), are members or meet
Psy.D. Program Components membership criteria of the Association of Pre-and
Post-Doctoral Internship Centers (APPIC) or the
Coursework California Psychology Internship Council
Full-time students will enroll for 11- 13 units per (CAPIC). The Director of Clinical Training will help
quarter over 9-12 quarters (depending on students with the identification of appropriate
whether enrollment is at the post BA level or post internships. Students will earn one unit of
MA advanced standing level) and a 1-unit year- academic credit during the internship year.
long full time internship for a total of 108-144
quarter units. Coursework consists of Clinical Hours
foundational course work taken during the first It is expected that students will acquire a
two years in the program, clinical intervention and minimum of 1000 hours of clinical experience
assessment courses, including courses in Family prior to applying beginning for the internship. We
Psychology. In addition, students take 12 units of expect that most students will seek out clinical
courses in Family Forensic Psychology to attain a placements early in their program (and will take
concentration that also meets the requirements advantage of summers to accumulate the
for the Child Custody Evaluator Training. Fifteen requisite hours). During enrollment in the
units of Professional coursework, 18 units of Practicum sequence, students will be required to
Practicum and Clinical Application courses, and 9 be in Practicum Training (clinical placement).
units of Clinical Dissertation complete the degree
program. The Clinical Dissertation is completed
Professional Competence Evaluation (PCE)
during Year 4 and prior to beginning the
During Practicum IV, students begin to identify
internship.
and conceptualize a case which might be
developed for presentation as part of the PCE.
Clinical Dissertation
The PCE is intended to demonstrate students'
The Clinical Dissertation is intended to
skill and knowledge in the field of psychology and
demonstrate that students have integrated the
to integrate their academic and clinical learning.
material they have learned during the first two
The PCE is to be completed during Year 3 of the
years in the doctoral program. Early in their
program, prior to engaging in the application
program, students will select an appropriate
process for internship.
project. The Research Methods course will
introduce students to models of clinical
Comprehensive Examination
dissertations. During the third year, students will
Students are required to complete a
register for 9 units of Doctoral Project (3 units in

Doctoral Program in Clinical Psychology - 110


comprehensive examination the summer competent to manage future relationships (e.g.
following Year 3. This examination measures client, colleagues, professional, public, scholarly,
knowledge of multiple content areas in clinical supervisory, teaching) in an effective and
psychology and is evaluated as pass/fail. appropriate manner. Because of this commitment,
Students failing any component of the and within the parameters of their administrative
comprehensive evaluation must submit authority, professional psychology education and
remediations. A passing evaluation on all training programs, faculty, training staff,
components of the exam is required for students supervisors, and administrators strive not to
to advance to candidacy and be eligible to apply advance, recommend graduate students or
for internship. trainees with demonstrable problems (in cognitive,
emotional, psychological, interpersonal, technical
or ethical areas) that may interfere with
PsyD Specific Policies professional competence to other programs, the
profession, employers or the public at large.
Student-Trainee Competence
(adapted 7/14/05 from the Council of Chairs of Evaluative areas other than and in addition to
Training Councils and from Antioch University, coursework, seminars, scholarship, examinations,
New England) or related program requirements include but are
not limited to demonstration of sufficient: a)
Professional psychologists are expected to interpersonal and professional competence (e.g.
demonstrate competence within and across a the ways in which student/trainees relate to clients,
number of different but interrelated dimensions. peers, faculty, allied professionals, the public and
Programs that educate and train professional individuals from diverse backgrounds or histories),
psychologists also strive to protect the public and b) self-awareness, self-reflection and self-
the profession. Therefore, faculty, training staff, evaluation (e.g. knowledge of the content and
supervisors and administrators in such programs potential impact of one’s own beliefs and values on
have a duty and responsibility to evaluate the others as listed in a above), c)openness to
competence of students/trainees across multiple processes of supervision (e.g. the ability and
aspects of performance, development and willingness to explore issues that either interfere
functioning. with the appropriate provision of care or impede
professional development or functioning and d)
Academic competence in professional psychology resolution of issues or problems that interfere with
programs is defined and evaluated professional development or functioning in a
comprehensively throughout doctoral training, satisfactory manner (e.g. by responding
internship and even post-doctorally. Consequently, constructively to feedback from supervisors or
in addition to evaluating performance in program faculty; by the successful completion of
coursework and related academic program remediation plans; by participating in personal
requirements, other aspects of professional therapy in order to resolve issues or problems).
development and functioning will also be
evaluated. These areas include cognitive, This is applicable to settings and contexts in which
emotional, psychological, interpersonal, technical evaluation would appropriately occur (e.g.
and ethical competencies. Such comprehensive coursework, practica and supervision) rather than
evaluation is necessary in order for faculty, training settings and contexts that are unrelated to the
staff and supervisors to appraise the entire range formal process of education and training (e.g. non-
of academic performance, development, and academic, social contexts). However, regardless
functioning of their student/trainees. of setting or context, when a student/trainee’s
conduct clearly and demonstrably a) impacts the
It is important that students/trainees in professional performance, development or functioning of the
psychology programs (at all levels) know that student/trainee, b) raises questions of an ethical
faculty, training staff, supervisors and nature, c) represents a risk to public safety or d)
administrators have a professional, ethical and damages the representation of psychology to the
potentially legal obligation to a) establish criteria profession or public, appropriate representatives of
and methods through which aspects of the program may review such conduct within the
competence other than, and in addition to , a context of the program’s evaluation processes.
student/trainee’s knowledge or skills may be
assessed (including, but not limited to emotional The inclusion of this material is for the purposes of
stability and well-being, interpersonal skills, informing students/trainees that evaluation will
professional development, and personal fitness for occur at many levels during their enrollment in the
practice) and b) ensure (as much as feasible) that program. Evaluation procedures will be consistent
the student/trainees who complete the program are and content verifiable, will depend on more than

Doctoral Program in Clinical Psychology - 111


one single source (e.g. across supervisors and basis, this is not intended to be an overall grade
settings), will be for the primary purpose of based on the student’s work during the year, but
providing feedback to students/trainees, will focus rather is intended to provide a snapshot of the
on strengths as well as areas of improvement, and student’s progress at a given point in time. For
will be for the purposes of developing remediation instance, if at the time of the review, the student
plans when necessary (and if satisfactory has not completed an assignment for a specific
remediation is possible). These materials will class, but is in the process of doing so and has
comprise part of the Annual Review Process completed all other academic requirements, s/he
described below. might receive a “satisfactory with concerns” in the
academic area.
The Annual Review Process
At the end of each academic year, an Annual The Annual Review Process is also not the only
Review Process will be undertaken in which every opportunity for feedback that students will receive.
student in the PsyD program will be reviewed by Course evaluations, field experience evaluations
the PsyD core faculty. This Review will include and other formal and less formal forms of feedback
material generated on each student during the will also be provided.
recently completed academic year.
During the Annual Review Process, students will
The Review Process will encompass information be given a copy of the document which includes
regarding: written ratings. Where ratings are “Satisfactory
with concerns” or “Unsatisfactory”, specific
• professional and clinical functioning, explanations and plans for remediation will be
included. Remediation plans may include
• personal and interpersonal functioning and suggestions and recommendations or possible
actions to be taken (including Academic Probation,
• academic functioning. recommendations for leave, part-time enrollment or
personal therapy). Arrangements for work which
As such, we will review evaluations from instructors is incomplete will also be included. Thus,
(in traditional courses), feedback from instructors in deadlines for late papers or other assignments will
Case Conference and Practicum classes, be included in the written documentation
supervisors from field experience sites, dissertation
committee members and any additional information
which might be forthcoming to the student’s advisor
or program administrators.

Following a review of documents on each student Academic Probation


in a specially convened faculty meeting, each Academic Probation is determined by the program
student will meet individually with his or her advisor faculty and/or the Dean of Academic Affairs, under
to review the student’s progress through the the following conditions:
doctoral program. Information will be provided to
the student regarding his/her functioning in each of • earning 3 units of NO Credit in any learning
the three areas reviewed. Student performance activity;
will be rated as:
• failure to follow a course of learning deemed
• Exceeds expectations necessary by the Advisor;

• Meets expectations • an established pattern of ratings of


“Unsatisfactory” or “Needs Improvement” and/or
• Meets most expectations pattern of critical feedback in evaluations, which
in the faculty’s judgment is serious enough to
• Below expectations indicate persistent academic problems which
may warrant probation;
If students receive unsatisfactory ratings in any
area they can be placed on Academic Probation. • critical feedback in clinical practicum or clinical
Along with the ratings, any plans for remediation learning activities that may be indicative of
will be discussed with the student. inability or impairment in the role of professional
psychologist; or,
While the Annual Review Process considers all
aspects of the student’s functioning on an annual • documented plagiarism, academic dishonesty,
ethical violations, or violations of school policy.

Doctoral Program in Clinical Psychology - 112


(Note: Consequences of unethical behavior are Dismissal from the program is possible for failure to
not restricted to probation and may include meet the conditions of the probation.
expulsion).
Clinical Training Probation
Placement on Academic Probation may occur as Students in the Psy.D. Program are reviewed and
part of the Annual Review process or may occur evaluated for clinical suitability and skills in all
independently of such review. courses including Practicum and Field Experience.
Students are expected to abide by the ethical
When a student is placed on Academic Probation, standards for counselors and therapists
the Advisor, Chair, or Dean of Academic Affairs established by the American Psychological
notifies the student of her/ his Academic Probation Association. Students may be placed on Clinical
status (if determination is made at a time other Training Probation and/or dismissed from the
than the Annual Review). It is the student’s Psy.D. Program for failure to demonstrate
responsibility to respond promptly by scheduling a appropriate clinical skills and/or violation of the
meeting with the Advisor, Chair, or the Dean in the ethical principles for psychologists. Questions that
appropriate cases. A summary of the meeting arise about students’ ethical conduct in clinical
between the Advisor and the student is training work are addressed through the following
documented. It may include specific steps the procedure. The Advisor speaks with the involved
student must take by a deadline in order to have student to obtain pertinent information and also
probationary status lifted or to remain in the consults with any other parties who can provide
program. information about the situation. The Advisor
recommends to the Program Chair a course of
A plan is developed by the student and the action to be taken. This information is also
Advisor. Requirements are specified—for example, considered during the Annual Review Process.
deadlines for incomplete work, standards for work
in subsequent quarters, and/or the requirement to
enroll at half-time status, Enrollment Maintenance, Board of Psychology Educational
or to take an approved Leave of Absence. Psy.D. Requirements
students placed on Academic Probation could The PsyD program at Antioch University Santa
have their approval to enroll in a clinical training Barbara meets the academic requirements for
placement delayed or they may be required to Psychologist licensure in the State of California.
attend psychotherapy. Students interested in licensure in a state other
than California should contact that state's
A student on Academic Probation is required to professional licensing body for information on
meet with the Advisor before registering for the academic and clinical training requirements for
following quarter to demonstrate required licensure in that state. Although our regionally
academic progress. Students on Academic accredited degree generally meets out-of-state
Probation should note that often the Advisor must requirements, most states have specific course
inspect their evaluations before signing the requirements unique to that jurisdiction.
registration card. Students who are required to
obtain psychotherapy have a right to confidentiality Clinical Field Experience
in that relationship, but they are required to submit Clinical field experience (part of the Practicum
a statement from the therapist indicating that they course) takes students out of the classroom and
have attended sessions and are making places them into the community to work with
appropriate progress. clients, professional psychotherapists and peers
from many schools and disciplines. The program
The student is removed from Academic Probation allows students to gain knowledge and develop
at the Advisor’s, Chair’s, or Dean’s discretion, assessment and psychotherapeutic skills by
when in the Advisor’s, Chair’s, or Dean’s judgment, providing services in a variety of settings such as
the student’s current work or conduct demonstrates non-profit, government, in-patient, educational,
remediation of the problem(s) that led to Probation. health care or rehabilitation sites.
The Registrar is notified to remove the student
from Academic Probation. The Psychology Program maintains training
agreements with practicum placements serving a
Students on Academic Probation who do not meet variety of populations in the tri-county area (Santa
the conditions of their plan of remediation are Barbara, Ventura, and San Luis Obispo Counties)
informed in writing of the specific consequence. as well as in Los Angeles County. It is expected
Students are not approved for Candidacy for that students will acquire a minimum of 1000 hours
Graduation or certified as ready for their pre- of clinical experience prior to beginning the
doctoral internship while on Academic Probation.

Doctoral Program in Clinical Psychology - 113


internship. We expect that most students will seek of the doctoral program, but the student may
out clinical placements early in their program (and choose to enhance his or her personal and
will take advantage of summers to accumulate the professional development through direct
requisite hours). During enrollment in the involvement as a client in individual, dyadic or
Practicum sequence, students will be required to group therapy. Because of ethical limitations on
be in Practicum Training (field experience). dual relationships, students may not seek
psychotherapy with core or adjunct faculty.
While those hours will not count toward the 3000
hours required for licensure, they will serve to Part-Time Status
prepare the student to apply for competitive pre- Students in the Psy.D. program are expected to be
doctoral internships. See the Clinical Training enrolled full-time in the program. Exceptions to this
Manual for more details on the process of obtaining are those instances in which a student may be
this experience, or consult with the Director of placed on part-time status due to health reasons,
Practicum. disability or through administrative initiative.

Pre-Doctoral Internship Dual Relationships In Psychology


Students are required to complete a full-time In compliance with the APA Code of Ethics, dual
internship during the 5th year of the academic relationships are not permitted. A dual relationship
program. Internship training sites are usually refers to any relationship that has potential for
accredited by the American Psychological harm because one person has the power to exploit
Association (APA), are members or meet the other. Dual relationships are problematic
membership criteria of the Association of Pre-and because they may lead to favoritism, prejudicial
Post-Doctoral Internship Centers (APPIC) or the evaluation, or abuse of power. A dual relationship
California Psychology Internship Council (CAPIC). occurs when someone has a pre-existing
The Director of Clinical Training will help students significant relationship with the student, such as
with the identification of appropriate internships. parent or child, spouse or partner, business
Students will earn one unit of academic credit associate, client or therapist, and then becomes
during the internship year, but will be considered the student’s instructor or supervisor.
enrolled full-time if participating in a full-time In order to avoid such relationships, students may
internship, even if the internship is out-of-state. not take an Antioch course from a faculty member
if that faculty member is currently their therapist or
has been their therapist in the past. Furthermore,
Professional Competence Evaluation students may not see a member of the Adjunct or
Core Faculty or their current traineeship supervisor
(PCE) for Psychotherapy in order to meet any
As described earlier, the PCE is completed during
requirement of the program. It is acceptable,
Year 4 of the program prior to applying for
however, to enter therapy after graduation with
internship. The PCE is intended to demonstrate
someone who was formerly the student’s
students’ skill and knowledge in the field of
instructor. More information on the Dual Relations
psychology and to integrate their academic and
Policy of Antioch University Santa Barbara can be
clinical learning.
found in the Student Life section of this catalog.

Personal Therapy
Personal problems may at times interfere with a Experiential Learning And
student’s ability to function in a clinical setting. The Confidentiality In The Classroom
APA Guidelines specify that it is the trainee’s Some classes in the Psy.D. Program offer an
responsibility to recognize when personal problems opportunity for students to gain insight about
interfere with his/her effectiveness and to take themselves and their interpersonal impact on
appropriate steps so that the public is not harmed. others by receiving feedback from classmates and
This recognition may lead to a student decision to instructors. Experiential education fosters this type
engage in personal therapy. In some instances the of learning through shared experience.
program may recommend therapy in order to help
students resolve the issues that seem to interfere In order to create safety in this learning
with personal or professional functioning. In some environment, students are asked to maintain
circumstances therapy may be required as the confidentiality with regard to the comments and
result of our Annual Review process. However, experiences of other students. Respecting the
there are other reasons that students may wish to privacy of others is most important in managing the
seek therapy during their doctoral training and they risk and enjoying the benefits of experiential
are encouraged to do so. This is not a requirement learning.

Doctoral Program in Clinical Psychology - 114


Advanced Doctoral Students In The Faculty
Role Of Instructing Less Advanced The Faculty in the doctoral program consists of
Core Faculty and Adjunct Faculty. Core Faculty
Students have primary responsibility for the delivery of
Advanced doctoral students will on occasion serve
courses and the development and implementation
as Teaching Assistants in courses where less
of program policies and procedures. Student
advanced students are enrolled. So as to minimize
advisement is also a responsibility of Core Faculty.
any possibility of a dual relationship, advanced
Adjunct Faculty are carefully selected to teach
doctoral students will not evaluate the work of other
courses in their area of expertise, to participate on
students enrolled in the doctoral program, although
dissertation committees and to provide input to the
they may be asked to evaluate the work of
Annual Review Process. Because Antioch
students enrolled in other Antioch programs,
University Santa Barbara operates through
including the Master’s in Psychology.
participatory governance, Adjunct Faculty are
encouraged to participate in as many aspects of
Integration Of Diversity Material In the University as they can.
The Curriculum
Antioch Santa Barbara supports the integration of Student-Faculty Relations
diversity material throughout curricula in all of its Doctoral students at Antioch University Santa
programs. Faculty in the Psy.D. program have Barbara work collaboratively with faculty on
agreed that it is advisable for all courses to reflect research and other academic tasks through
issues of diversity, rather than isolating diversity informal partnerships as well as through more
into one or two courses. Consequently, students formal relationships such as Graduate Research
can expect multicultural issues and issues related and Teaching Assistantships. While it is widely
to other diverse groups to be considered in every understood that doctoral students are colleagues-
course. In addition, students will enroll in PSC741 in-training, it must be acknowledged that because
Multicultural Psychology to consider issues related of the special evaluative relationship between
to multiculturalism in a more focused manner. To student and faculty, this cannot be a completely
further ensure that diversity has effectively infused reciprocal relationship. Nonetheless, Antioch’s
our doctoral curriculum, we have sought and student-centered approach and its commitment to
obtained a grant from the American Psychological the development of the student as a whole person
Association’s Committee on Ethnic Minority results in creating a collaborative and supportive
Recruitment, Retention, and Training (CEMRRAT) educational environment.
to provide formal training in the inclusion of
diversity issues to faculty. The Director of the `
program remains responsible for ensuring that Psy.D. Course Descriptions
appropriate diversity content is included in all
courses.
Year 1 Classes
Clinical Dissertation
As described earlier, the Clinical Dissertation is Fall Quarter
intended to demonstrate that students have
integrated the material they have learned during PSC601 Psychotherapy Theories
the first three years in the doctoral program. In this course, students learn the concepts and
techniques used in traditional theories of
Research With Human Subjects psychotherapy and examine the social, cultural
Students who are working toward completion of the and historical contexts that produced them.
Doctoral Dissertation requirement must be aware Theories are read in their originals sources and the
of the need for review of the proposed research by emphasis is on a critical examination of their
the campus Institutional Review Board (IRB). This relevance to practice with contemporary
review is required whenever human subjects are populations.
the focus of research. Proposed research must be
submitted to the IRB for review. Ethical principles PSC603 Research Methods
in human research include confidentiality, informed This course examines different approaches to the
consent, care of subjects, and communication of generation and evaluation of psychological theory
the results of your research. Details of the IRB and data. The strengths and weaknesses and
review process are included in the Dissertation ethical practice of quantitative and qualitative
Manual. methods are examined with attention to the

Doctoral Program in Clinical Psychology - 115


descriptive and inferential statistical methods used particular attention to the nature of the relationship
in hypothesis testing and psychological between psychotherapist and client. Students
assessment. practice fundamental psychotherapy skills in the
roles of therapist, client and observer. Students
PSC 605 Multicultural Competence also learn to attend to process variables in
This experiential course fosters multicultural psychotherapy, to differentiate between content
awareness, teaches students about the impact of and process, and to work with client affect,
multiple cultural influences and identities on clinical resistance and defense, transference and counter
issues, and introduces students to culturally transference.
responsive assessment practices and clinical
skills. Cultural influences and identities include: PSC 650A Pre-practicum
age, disability, religion/spirituality, race/ethnicity, In this preparatory class for supervised experience,
socioeconomic status, sexual orientation, students view a live psychotherapy session
indigenous heritage, national identity and gender. conducted by the instructor during the first hour of
class. The remaining class time is devoted to a
PSC607 Family Systems Theories discussion of the case and the interventions
This course examines the major concepts of family implemented by the therapist/instructor. Through
systems theories and helps students conceptualize their participation, students demonstrate their
systemically. The history, premises, cultural readiness to engage with clients in agency
influences and approaches of family therapy are settings.
explored. The application of systems theory with
couples and families is also considered. WRK602 Child Abuse Reporting
In this workshop, students learn how to assess for
WRK601 Human Sexuality and report incidents of child abuse (sexual,
In this workshop, students examine current topics physical, emotional or child neglect). The course
including biological, psychological, psychosocial considers indicators of abuse, crisis counseling
and cultural aspects of sexuality. Students explore techniques, community resources, the rights and
their own sexual identities and their values responsibilities of reporting, the consequences of
regarding sexual behavior. In order to receive failure to report, how to care for a child’s needs
credit with the Board of Psychology or the Board of after a report is made, sensitivity to previously
Behavioral Sciences for the Human Sexuality abused children and adults and the implications
requirement for licensure, students must attend all and methods of treatment for children and adults.
ten hours of instruction. In order to receive credit with the Board of
Psychology or the Board of Behavioral Sciences
for the Child Abuse Assessment Training
Winter Quarter requirement for licensure, students must attend all
seven hours of instruction.
PSC 602 Academic Writing
The purpose of this course is to develop skills in Spring Quarter
academic writing, critical analysis and professional
literature review. Students learn how to search
psychology literature, write using APA style, and PSC604 Human Development
acquire other skills needed to produce graduate This course examines the process of human
level papers. growth and development throughout the life
span. Development is examined from the
perspectives of psychodynamic, cognitive, and
PSC606 Psychopathology
social psychological theories with an emphasis on
This course provides a survey of the major
applying developmental concepts to clinical cases.
theories, categories and treatment of
psychopathology including psychopharmacological
approaches. Students develop their diagnostic PSC 608 Psychological Assessment
skills and a mastery of the categories and concepts This course provides an overview of the domains
of the Diagnostic and Statistical Manual (DSM IV- of psychological assessment and the assessment
TR). techniques that are commonly used by
psychologists. Students will learn the process of
formulating assessment questions, selecting
PSC620 Psychotherapy Relationship and instruments, critiquing assessment instruments,
Process Skills
basic interpretation of test data and writing up their
This course provides an introduction to basic
results.
psychotherapeutic concepts and skills, with

Doctoral Program in Clinical Psychology - 116


PSC621 Group Psychotherapy psychology as a synthesis of empiricism, systems
Students are introduced to the concepts and thinking and clinical psychotherapy
theories of group process, group membership and
behavior. All students participate in the classroom
group process under the leadership of the PSY 702-Individual and Family Development
instructor, where opportunity is provided for through the Lifespan
learning group facilitation skills. 3 units
This course considers both individual theories of
PSC622 Case Conceptualization and Treatment development throughout the lifespan and theories
Planning of the family life cycle and their interactions.
In the class, students integrate the theoretical Special attention is paid to issues of aging and
knowledge and clinical skills that they have been long-term care.
developing into case conceptualization and
treatment planning skills. Learning objectives PSY 703-Social Systems
include formulating a theoretical conceptualization 3 units
that also addresses developmental, multicultural
This course focuses on the interrelationships
and systemic factors. Students also learn to
between individuals and the social environment.
formulate short and long term therapy goals
Traditional approaches to understanding social
appropriate to the various phases of
behavior are examined within a systemic
psychotherapy. Use of the clinical supervision and
paradigm. Topics include attitude and attitude
the development of a professional identity are also
change, socialization, attribution theory, social
addressed.
influence theory, interpersonal attraction, small
group interaction and prejudice and discrimination.
PSC652 Supervised Experience
Field experience takes students out of the
classroom and brings them into the community to PSY 704-Psychopathology
work with clients, professional psychotherapists 3 units
and peers from other schools and disciplines. The This course reviews the etiology and classification
experience allows students to develop of individual psychological disorders. These
psychological knowledge and psychotherapeutic disorders are considered within the context of the
skills by providing services in a variety of settings. interaction between individual, family, biological
and environmental factors. Through case studies,
Summer Quarter students begin to integrate clinical interviewing,
conceptualization, diagnostic skills and treatment
planning.
PSC652 Supervised Experience
PSY 705-Human Learning and Cognitive
Field experience takes students out of the Processes
classroom and brings them into the community to
3 units
work with clients, professional psychotherapists
and peers from other schools and disciplines. The This course reviews theories of learning, memory
experience allows students to develop and cognition and their application to
psychological knowledge and psychotherapeutic psychotherapeutic change.
skills by providing services in a variety of settings.
PSY 706-Psychobiology and
Year 2-4 Psychopharmacology
3 units
Foundational Courses in Psychology This course provides an overview of the biological
and neurological bases of human behavior.
Central nervous system and organically-based
PSY 701-The Roots of Modern Psychology dysfunctions and the implications for
3 units psychopharmacology are examined. The effects of
An overview of the philosophical and historical trauma, head injury, and the neurological aspects
origins of the discipline of psychology and of the of psychological disorders are discussed in a
perspectives which have shaped contemporary systemic context. The role of medication in the
psychology. The course includes the various treatment of psychological disorders is considered.
schools of thought associated with the field of
psychology and the impact of these schools on PSY 707-Research Methods in Clinical
contemporary practice in psychology. Family Psychology

Doctoral Program in Clinical Psychology - 117


3 units test reports in a laboratory setting.
The course provides an overview of basic
conceptual and methodological issues related to PSY 722-Projective Testing
conducting research in clinical psychology. Both 2 units
quantitative and qualitative approaches are
Taken in conjunction with PSY 722L, Projective
considered. Examples of types of clinical
Testing Lab: This course focuses on projective
dissertations are presented to assist students in
tests such as the Rorschach and the TAT.
developing their clinical dissertation proposal.
Administration, scoring and interpretation are
emphasized.
PSY 708-Data Analysis Strategies in Clinical
Psychology
PSY 722L-Projective Testing Lab
3 units
2 units
This course focuses on data analysis strategies
Taken in conjunction with PSY 722, Projective
used in both quantitative and qualitative research.
Testing: Students practice the administration of
Traditional statistical approaches to research and
projective personality tests and the production of
the computer application of statistical software are
test reports in a laboratory setting.
considered. Qualitative analytic strategies as well
as the use of computer software for qualitative
analysis are also reviewed. PSY 723-Neuropsychological Assessment
2 units
Assessment Courses Taken in conjunction with PSY 723L,
Neuropsychological Assessment Lab: This course
focuses on screening and assessing for
PSY 720-Cognitive Assessment neurological impairment. Selection of appropriate
2 units neurological tests is included. The use of tests
Taken in conjunction with PSY 720L, Cognitive covered in other assessment courses in the series
Assessment Lab: This course covers the theory of is also considered for neuropsychological
test construction and psychometrics as the first purposes.
course in a series on assessment. The use of
cognitive tests such as the Wechsler Intelligence PSY 723L-Neuropsychological Assessment
Scales with children and adults for purposes of Lab 1 unit
assessing intelligence, development, learning and
Taken in conjunction with PSY 723,
emotional disorders. Cultural issues in testing are
Neuropsychological Assessment: Students
considered.
practice the administration of neurological tests
and the production of test reports in a laboratory
Taken in conjunction with PSY 720, Cognitive setting.
Assessment: Students practice the administration
of cognitive tests in a laboratory setting and
Intervention and Professional
prepare test reports. Courses

PSY 721-Psychodiagnostic Assessment PSY 715-Addictive Behaviors


2 units 2 units
Taken in conjunction with PSY 721L, The etiology and progression of addictive
Psychodiagnostic Assessment Lab: This course behaviors provide the core of this course.
focuses on objectives measures of personality and Assessment of and treatment models for addictive
psychopathology, such as the Millon, the MMPI behaviors including substance abuse, eating
and symptom inventories. Administration, scoring, disorders, sexual addictions and other high risk
interpretation and report writing are emphasized. behaviors (e.g., gambling and spending
addictions) are considered.

PSY 721L-Psychodiagnostic Assessment Lab


1 unit PSY 710-Advanced Family Systems
3 units
Taken in conjunction with PSY 721
Psychodiagnostic Assessment: Students practice This course provides an introduction to the
the administration of objective personality tests discipline of Family Psychology and the theoretical
and symptoms inventories and the production of orientation of the Psy.D. curriculum. It includes an
overview of systems concepts and their application

Doctoral Program in Clinical Psychology - 118


to psychotherapy. The functioning of the individual remaining class time is devoted to a discussion of
and the family within the larger context (eco- the case and the interventions implemented by the
systemic) is inherent in the course approach. therapist/instructor.
Examination is made of other psychological
theories from a systemic perspective.
PSY 751-Practicum I
3 units
PSY 711-Family Therapy Students practice basic skills in assessment, inter-
3 units viewing, conducting mental status exams, and
The course reviews current theories and methods crisis management with culturally diverse clients in
of family intervention. The application of family a clinical agency and receive consultation from the
systems models includes transgenerational practicum instructor and student peers in class.
approaches, systems structural models, The role of the psychologist is distinguished from
experiential approaches, family behavioral and other mental health professionals.
cognitive-behavioral approaches, brief and
postmodern approaches. Students analyze case
PSY 752-Practicum II
material and develop interventions based on these
3 units
approaches.
Students receive consultation from the practicum
instructor and student peers while discussing legal,
PSY 712-Couples Therapy ethical and clinical issues which emerge in the
3 units course of their clinical field placement.
The literature on couples relationships and the Professional development is also addressed.
application of couples' interventions is reviewed.
Students examine relationships of intimacy in PSY 753-Practicum III
order to understand the characteristics and 3 units
processes in functional and dysfunctional
Students receive consultation from the practicum
relationships as well as the extra-relationship
instructor and student peers while discussing legal,
factors that influence them. Assessment, treatment
ethical and clinical issues which emerge in the
planning and intervention skills from multiple
course of their field placement. Professional
theoretical perspectives will be covered through
development is also addressed.
case studies, simulations and demonstrations.
PSY 754-Practicum IV Supervision and
PSY 713-Child and Adolescent Psychotherapy Consultation
3 units 3 units
This course covers the major intervention Students receive consultation from the practicum
techniques for working with child and adolescent instructor and student peers while discussing
clients in the systemic context. Distinctions clinical issues based on their clinical field
between normal and pathological behavior are placement and related legal, ethical and
drawn for the purposes of selecting appropriate professional issues. Models of supervision will be
treatment. considered and students will discuss opportunities
for consultation in outside agencies.
PSY 714-Family Violence PSY 755-Practicum V Integrating Family
3 units Forensics
Violence in the family is considered from a number 3 units
of theoretical and psychotherapeutic perspectives. Students receive consultation from the practicum
Assessment and treatment issues related to child instructor and student peers while discussing
physical and sexual abuse, intimate partner abuse clinical issues based on their clinical field
and elder abuse are the primary focus of the placement and related legal, ethical and
course with students learning through case professional issues. Issues of Family Forensics will
material and simulations. Legal and ethical be the primary focus of this practicum and
responsibilities are also reviewed. students will be encouraged to obtain clinical
training at sites that provide experience with family
PSY 750-Case Conference forensic clients. Special issues related to ethics,
3 units practice and supervision in the family forensic field
will be highlighted.
The case conference is the first course in the
clinical sequence. Students view a psychotherapy
session during the first hour of class. The PSY 730-Introduction to Family Forensic

Doctoral Program in Clinical Psychology - 119


Psychology and Family Law
3 units
DISSERTATION
The course considers the role of the psychologist
in applying a family systems perspective to
PSY 760-Clinical Dissertation I
assessment and intervention with individuals and
3 units
families who interact with the legal system. Family
Students enroll for dissertation credit while they
forensics involves such areas as child custody,
work with their advisor and committee on the
family violence, alternative families, elder law, and
Clinical Dissertation. Development of a
family businesses. The course provides an
research proposal and completion of a
overview of the field of family forensics, introduces
literature review constitute the specific tasks
students to the legal system and to the relevant
which must be accomplished in order to
laws impacting the area.
receive credit for this course.

PSY 731-Assessing Families and Children in PSY 761-Clinical Dissertation II


the Legal Context 3 units
3 units Students enroll for dissertation credit while they
This course considers the specific assessment work with their advisor and committee on the
issues encountered in family forensic settings and Clinical Dissertation. Data collection constitutes
introduces students to the special assessment one of the specific tasks which must be
tools available for children and families. Students accomplished in order to receive credit for this
are taught to present psychological data in a course.
format meaningful to the court.
PSY 762-Clinical Dissertation III
3 units
PSY 732-Expert Testimony Students enroll for dissertation credit while they
1 unit work with their advisor and committee on the
This course provides skills for psychologists to feel Clinical Dissertation. Completion of the
comfortable participating in the legal system as an dissertation write up, in publication-ready
expert witness (in contrast to providing testimony format, constitutes the specific tasks which
as a treating psychologist). Awareness of the must be accomplished in order to receive credit
various legal documents encountered (e.g. for this course.
subpoenas, depositions, pleadings etc.) is also
included. PSY 763-Dissertation Continuation
1-3 units
Only students who have not completed
PSY 733-Child Custody Evaluation the Clinical Dissertation prior to the predoctoral
2 units internship should enroll in this course.
Critical issues related to the well-being of children Students enroll for dissertation continuation
in the context of custody and visitation disputes each quarter until the dissertation is complete.
are covered in this course. The course will Students who are continuing to complete their
consider how to do interviews of adults and dissertation after they proceed to internship are
children involved in such disputes, (including required to enroll in this course each quarter
collateral parties), the type of psychological testing until the dissertation is completed. Students
necessary and the need for home visits. will continue to meet with the dissertation chair
Collaboration of the psychologist with other and committee to facilitate completion of the
forensic team members is emphasized. dissertation.

PSY 734-Mediation and Conflict Resolution PSY 790-Internship


3 units 1 unit
This course considers ethical, professional and A one-year pre-doctoral internship is required prior
legal issues in conducting mediation and using to graduation. Students must complete this
conflict resolution strategies. The application of internship at a site approved by the Clinical
unique family law issues to this area is examined. Training Committee. Internship training sites are
Also, students develop effective mediation and usually accredited by the American Psychological
conflict resolution skills. Different models used in Association (APA), are members or meet
approaching mediation and conflict resolution and membership criteria of the Association of Pre- and
the different stages in these processes are Post-Doctoral Internship Centers (APPIC) or the
included. California Psychology Internship Council (CAPIC

Doctoral Program in Clinical Psychology - 120


The internship is an integral part of doctoral demonstrating students' skill and knowledge in the
degree requirements and must be completed field of psychology.
regardless of whether the student intends to obtain
a license as a psychologist and independent of
any previous clinical licenses obtained (e.g. MFT,
LSCW, etc.).
Prerequisites
Completion of all Antioch University Santa Barbara
Psy.D. courses, completion of a minimum of 1000
hours of practicum at external sites and successful
completion of a Professional Competence
Evaluation and a Comprehensive Examination,

Doctoral Program in Clinical Psychology - 121


Antioch
Community

Antioch Community - 122


Raffaella Cattaneo, MA
Antioch University Education, University of California, Santa Barbara
Santa Barbara Core and
Peter Claydon, Ph.D.
Adjunct Faculty Psychology, University of California Santa Barbara

Deborah Allen, M.S.W. Russell Collins, M.A.


University of California at Los Angeles Clinical Psychology, Antioch University Santa
Barbara
Robert Amenta, Ed.D.
Administration, USC Los Angeles. David Debin, B.A.
MA Education, Fresno State. BA Liberal Arts, Adelphia College
Fresno State.
Michelle Deen, M.A.
Kathleen Baggarley, MFT Human Development & Family Relations,
M.A. Goddard College. University of Connecticut

Barnaby Barratt, Ph.D, Gary Delanoeye, Ed.D.


Personality & Development Studies, Harvard Educational Leadership Cal Lutheran University
University MS, Special Education Cal Lutheran University,
BA Psychology Cal Lutheran, Los Angeles
Dyrian Benz-Chartrand, PsyD.
Clinical Psychology, Massachusetts School of Marianne D’Emidio-Caston (2000), Ph.D.
Professional Psychology Education, University of California at Santa
Barbara. M.A. Educational Leadership and
Karl Bergenstal, Ph.D. Administration, University of California at Santa
Clinical Psychology, Alliant International University Barbara. B.A., Liberal Studies, Antioch University
at Santa Barbara.
Juliet Betita (2001), M.A.
Counseling Psychology, Goddard College. B.F.A, Kendall Evans, M.A.
San Francisco Art Institute. Clinical Psychology, University of Nebraska

Alan Bleiman, J.D. Herman Fogata, M.S.W.


Law, Quinnipiac College of Law. M.A. Clinical University of Southern California, Los Angeles.
Psychology, Antioch University, Santa Barbara
Jan Ford, M.A.
Christen Bloyer Antioch University Santa Barbara, MA Clinical
(1999) MBA Westminster College Utah. Psychology

Toby Bobes, Ph.D. John Forhan J.D.


Human Behavior, Ryokan College. M.A. Marriage, Doctor of Jurisprudence, University of Notre Dame
Family, and Child Counseling, Azusa Pacific University
Kysten Fort Catanese, MA
John Borst, Ph.D Education, Antioch University Los Angeles
Higher Education & Social Change Western Institute for
Social Research, Berkley California. Christine Forte, MLS
University of Illionis
Norman Bradley, M.A.
Education, Stanford University Jay Fortman, Ph.D.
Educational Psychology, University of California
Santa Barbara
Joe Bush, Ph.D.
Clinical Psychology, University of Virginia Michele Harway (2002), Ph.D.
Social and Developmental Psychology University
Kellie Butkiewicz, MA of Maryland. M.A. Psychology University of
School Psychology, University of California, Maryland. B.S. Psychology Tufts University.
Riverside Diploma in Family Psychology, ABPP

Antioch Community - 123


Nels Henderson M.A. Dr. Andre Levi (1996), Ph.D.
Organizational Management, Antioch University, Sociology, Ohio State University.
Santa Barbara MA Sociology, Ohio State University.
BA Sociology, University of Minnesota-
Linda Holder, M.A. Minneapolis.
Counseling, Loma Linda University
Gloria Liggett, M.A.
Angela Holland-Zimmer, M.A. University California, Santa Barbara, B.A.
Clinical Psychology, Antioch University, Santa California State University, San Jose
Barbara
Stuart Light, M.A.
Anthony Jackson M.A. Clinical Psychology, Antioch University, Santa
Comparative Politics, University California, Santa Barbara
Barbara
Michael Loewy, Ph.D.
Eden Jasiorkowski, MA Counseling Psychology, University of California,
Education, Antioch University, Santa Barbara Santa Barbara

Hymon T. Johnson (1993), Ed.D. Shelly Lowenkopf, B.A.


Educational Administration & Higher Education, English, University of California, Los Angeles
Northern Illinois University. M.B.A., Northern Illinois
University. B.Sc. Management, Northern Illinois Margaret Mack (2003), M.A.
University. Organizational Management, Antioch University
Santa Barbara
Dr. Lynn Jones (1998), Ph.D.
Ph. D. Social Welfare, Yeshiva University. Mariela Marin, M.A.
MA Social Welfare, Yeshiva University. Clinical Psychology, Antioch University, Santa
BA Psychology, Drew University. Barbara

Steve Kadin, Ph.D. Marisela Marquez (2002), Ph.D


Clinical Psychology, California Graduate School of Political Science, University of California Santa
Family Psychology Barbara. M.A. Political Science, St. Mary’s
University, San Antonio TX. B.A. English, St.
Ian Kaminsky, Ph.D. Mary’s University, San Antonio TX.
Clinical Psychology, Pacifica Graduate Institute
Juliana Massie, MA
Steve Keithley, MA Special Education, National University
MA Elementary Education, University of Northern
Colorado Scott McCann, Ph.D.
Education, University of California, Santa Barbara
Richard Kelliher, Psy.D.
Illinois School of Professional Psychology Alistair McCartney, M.A.
Creative Writing, Antioch University, Los Angeles.
Micael Kemp, M.A.
Counseling Psychology, University of California, Paul McGarry, M.A.
Santa Barbara California State University, Los Angeles, M.S.
Education University of Southern California, B.A.
Chuck Klein, (1994) M.A. University California, Santa Cruz
Organizational Management, Antioch University
Santa Barbara Peter McGoey, M.A.
Clinical Psychology, Antioch University, Santa
Jacqueline Kurta, M.A. Barbara
Clinical Psychology, Antioch University, Santa
Barbara Stephen McPherson, B.A.
Philosophy, Yale University
Susan Lang, M.A.
Education, California State Unversity, Northridge, Wayne Mellinger, Ph.D.
MA Psychology, Antioch University, Santa Barbara, M.A. Sociology, University of California, Santa
B.A. University of Southern California Barbara

Antioch Community - 124


Christina Mentes, Ph.D. Sylvan Butera Rich, MA
Counseling Psychology, Tennessee State University Education, University of California, Los Angeles

Richard Mesaros, Ph.D. Brenda Richter, B.S.


Behavioral Disabilities, University of Wisconsin Loyola Marimount University

Jody Millward, Ph.D. Juan Riker, Ph.D.


English, University of California, Santa Barbara Counseling Psychology, Ohio State University

Rebecca Mitchell, Ph.D. Juliet Rohde-Brown, Ph.D.


Comparative Literature, University of California, Clinical Psychology, Fielding Graduate University
Santa Barbara
Jamie Rotnofsky, Ph.D
Dr. Clarisse Molad (1996), Ph.D. Clinical Psychology, The Union Institute
Global Business Management, Union Institute &
University, M.A. Mass Communication, University of Frank Price Rust, III. Ph.D.
North Texas. B.A. English, Ben Gurion University, Psychology, University of California, Santa Barbara
Israel
Harold Salas-Kennedy, Ph.D.
Kevin Moon, M.B.A Philosophy in Education, University of California,
Business Administration, University of Notre Dame Santa Barbara, M.A. Education, University of
California, Santa Barbara
Karen Morgan (2004), M.A.
Clinical Psychology, Antioch University, Santa Cam Sanchez, M.A.
Barbara B.A., Sociology, University of California, Human Resources & Organizational Development,
Santa Barbara. University of San Francisco

Richard Morrow (1987), Ph.D. Ms. Lisa Schreiber (2000), M.A.


Speech, University of Michigan. M.A. Speech, Organizational Management, Antioch University,
University of Minnesota, B.A. Speech, Northwestern Santa Barbara
College
Kristine Schwarz, M.A.
Jacqueline Oliveira, M.A. Clinical Psychology, Antioch University, Santa
Antioch University, Santa Barbara Barbara

Vinay Y Pandit (2009), Ph.D. Jarrod Schwartz, M.S.


Business Administration, Columbia University, M.A. Organizational Development, American
Philosophy, Columbia University, M.B.A. Production University/National Training
Systems, Columbia University
Frances Panteleakos, M.A. Lillian Seldeen (1989), M.A.
Counseling Psychology, University California, Santa Psychology, Antioch University, Santa Barbara,
Barbara, B.A. University of California Berkeley M.B.A., Pepperdine University, B.A. Liberal Arts,
Antioch University, Santa Barbara.
Craig Park, M.A.
Psychology, Antioch University, Santa Barbara Barbara Sheffield, M.A.
Counseling Psychology, University of California, Santa
Roxane Pate, M.A. Barbara
Psychology, Antioch University, Santa Barbara
Mark Shishim, MA
Jim Piekarski, M.A. Education, University of California, Santa Barbara
Counseling Psychology, University of New Mexico,
Albuquerque Mr. Lawrence Silverman (1996), M.A.
Organizational Development, University San
Francisco, B.S., University of Sothern California
Catherine Radecki-Bush (1996), Ph.D.
Clinical Psychology, University of Delaware. M.A. Cheryll Smith, Ph.D.
Psychology, University of Delaware. B.S. Physiological Psychology, University of California,
Psychology, University of Maryland. Los Angeles

Antioch Community - 125


Joanne Snyder, M.S. Sara Walker, M.A.
Marriage & Family Therapy, California Lutheran Clinical Psychology, University of California, Santa
University Barbara

Sandro Sodano, Ph.D William Walther, M.A.


Counseling Psychology, Arizona State University Counseling Psychology, University California,
Santa Barbara
Janet Stanley, M.A.
Social Science, San Jose State University Jill Wehunt-Holmes, M.A.
Antioch University, Santa Barbara, B.A., Westmont
Dr. Jeffrey Stauffer (1982), Ed.D. College
Organizational Behavior, University of LaVerne,
California. M.A., Educational Administration, Cal William West, M.A.
Lutheran, M.A. Public Administration, Ball State Antioch University, Santa Barbara
University, Indiana, B.A. Political Science &
International Relations, Brigham Young University Katherine Wexler, M.A.
Marriage and Family Therapy, Azusa Pacific
Joan Stuster, MA University, B.A. Human Development, University of
Education, University of Redlands Chicago

Hani Talebi, Ph.D. Richard Whitney (1978), M.A.


Candidate, University of California, Santa Barbara Psychology, University of California at Los
Angeles, B.A. Psychology, University of California
Stan Tatkin, M.A. at Los Angeles.
Clinical Psychology, Antioch University, Los
Angeles Das Williams, M.S.
Environmental Science & Management, University
Robert Tauber, M.A. of California, Santa Barbara
Marriage, Family and Child Counseling, University of
Santa Clara Anne Wrigley, M.S.
Doctoral Candidate, University California, Santa
Muriel Taylor, M.B.A. Barbara, M.S. Physics, University of Connecticut
Business Administration, Pepperdine University B.A., Physics, Bates College

Andrew Teton, M.A. Elizabeth Wolfson, Ph.D.


Clinical Psychology, Antioch University, Santa Clinical Social Work, New York University
Barbara
Lauren Wyeth, M.A.
Jody Tompkins, M.A. Clinical Psychology, Antioch University, Santa
Counseling Psychology, University of California, Santa Barbara
Barbara.
Brandon Yakush, Psy.D.
Ramon Vasconcellos, M.A. Psychology, Loma Linda University
Business Administration, Woodbury University,
M.A., History, California State University, Los Norma Zuchowicz, M.A.
Angeles Psychology, University of San Francisco. M.A.
Educational Counseling, Universidad de Las
JoAnn Villanueva-Salvador, M.A. America
Psychology, Antioch University, Santa Barbara
Diana Zapata-Kotowski, M.A.
Michelle Villegas, L.C.S.W. Arizona State University
Social Work, California State University

Marina Walker, Ph.D.


Philosophy in Human Behavior, Ryokan College,
M.A. Clinical Psychology, Antioch University, Santa
Barbara.

Antioch Community - 126


Sharisse Estomo
Antioch University Admissions Counselor
Santa Barbara
Denise McCombs
Administration & Staff Admissions & Financial Aid Assistant

Library
Provost Office
Christine Forte
Nancy Leffert, Ph.D. Campus Librarian
Provost, CEO
Fiscal Office
Academic Chairs
Deb Caraway
Michele Britton Bass, Ed.D. CFO
Chair, Education departmetn
Paul Luciano
Michele Harway, Ph.D. Student Account Manager/Fiscal Assistant
Chair, Psy.D. Clinical Psychology

Dick Morrow, Ph.D


Human Resources
Chair, B.A. Liberal Studies
Nanci Braunschweiger
Director of Human Resources,
Catherine Radecki-Bush, Ph.D.
Campus Facilities Coordinator
Chair, M.A. Clinical Psychology

Lillien Seldeen, M.A. Institutional Research


Acting Chair, M.A. Organizational Management
Psy.D. Business Adeministration Richard Whitney, M.A.
VP Institutional Research
Academic Program Support
Registrar's Office
Susan Gentile Julia Dubiel
Program Coordinator Registrar
Alexis Burdick Shara Keller
Psy.D. Clinical Psychology Program Coordinator Assistant Registrar
Stephanie Holland
M.A. Clinical Psychology Program Coordinator
Disabled Student Services
Donna Mathes
Coordinator of Student Disability Services
Karen Sharkey
BA Student Advisor
Computing and Technology
Admissions & Financial Aid Office Bryon Dean
Network Administrator
Steve Weir
Director of Enrollment & Financial Aid Cha He
Integrated Technology Associate
Scott Weatherman
Assistant Director of Admissions Katie Golus
Sakai Support Instructional Designer
Babs Willens
Assistant Director of Financial Aid

Laura Ericson
Admissions Counselor

Antioch Community - 127


John G.Merselis, Jr.
Antioch University Santa Lawrence Stone
Barbara Board of Trustees Paula Treichler
Barbara Winslow
Tullisse (Toni) A. Murdock, Ex Officio
Trustee Emeriti
John Feinberg, Ex Officio
Lillian Lovelace

Board Members Antioch University


Officers Campuses
Victoria Riskin, Chair
Roy Mankovitz, Vice Chair Antioch University Santa Barbara
Caro Forham, Secretary/Treasuer 801 Garden St #101
Santa Barbara, California 93101
Members (805) 962-8179
Dee Dee Barret`
Lou Cannon Antioch University Los Angeles
Renee Grubb 400 Corporate Pointe
Rodney Gustafson Culver City, California 90230
Barbara Yarrow Johnson (310) 578-1080
Gabe Quiorz
Jerry Roberts Antioch University McGregor
Susan Rose 150 E. South College Street
Susan Smith Yellow Springs, Ohio 45387
Thomas Tighe (937) 769-1800
Nancy Leffert, Ex Officio
Antioch University Seattle
Antioch University 2326 Sixth Ave
Seattle, Washington 98121
Board of Governors (206) 441-5352

Trustees Emeriti Antioch New England Graduate School


Leo Drey 40 Avon Street
Lillian Lovelace Keene, New Hampshire 03431-3516
(603) 357-3122
Board Members
Antioch University Central
Officers
Arthur J. Zucker, Chair
Administration
Daniel Fallon, Vice Chair
Tullisse (Toni) A. Murdock
Bruce P. Bedford, Treasurer
Chancellor, Antioch University
Sherwood Guernsey, Secretary
Laurien Alexandre
Members
Vice Chancellor for University Academic Affairs,
Michael Alexander
Antioch University
Amy Chappell
Howard Coleman
Thomas Faecke
David Crippens
Vice Chancellor and Chief Financial Officer,
Dianne Brou Fraser
Antioch University
Everette Freeman
Kenneth R. Friedman
MaryLou LaPierre
Reuben Harris
Vice Chancellor for Development, Antioch
Hal Joseph
University Neal King, President, Antioch
Jeffrey C. Kasch
University Los Angeles
Niels Lyster
Tom McNicol
Nancy Leffert
Sharon Merriman
Provost, CEO Antioch University Santa Barbara
Janet M. Morgan

Antioch Community - 128


Neal King
President, Antioch University Los Angeles

Barbara Gellmann-Danley
President, Antioch University McGregor

David Caruso
President, Antioch University New England

Cassandra Manuelito-Kerkvliet
President, Antioch University Seattle

Antioch Community - 129


Antioch University
Santa Barbara
Academic Calendar
2009-2010
APPLICATION DATES
**APPLICATION & FINANCIAL
AID DEADLINES Fall Winter Spring Summer Fall
‘09 ‘10 ‘10 ‘10 ‘10
Sep 14 Dec 14 March 15 June 14 Sep 13
BA in LIBERAL STUDIES
MA in ORGANIZATIONAL Sep 14 Dec 14 March 15 June 14 Sep 13
MANAGEMENT
MA in CLINICAL PSYCHOLOGY Aug 14 Nov 12 ------- ------- Aug 13

PsyD in CLINICAL PSYCHOLOGY *Jan 29 ------- ------ ------- Jan 29


Family Psychology Emphasis

MULTIPLE SUBJECT/ SPECIAL ------- ------- May 3 -------


EDUCATION CREDENTIAL PROGRAMS
MA in EDUCATION: Aug 15 ------- ------- -------
Social Justice & Educational Leadership (for Sep.
Emphasis start date)
DOCTOR in BUSINESS Sep 14
------- ------- Sep 13
ADMINISTRATION
International Business Emphasis
* Review of applications for the PSYD program begins January 31st
** All late program applications are considered as space permits

FALL QUARTER 2009


Application Due Date Fall ‘09 September 14
Tuition and Fees Due for Fall ’09 (returning students) September 11
Tuition and Fees Due for Fall ’09 (new students) Orientation
First Day of Instruction October 5
Final Add/Drop Date October 19
Graduation Applications Due November 23
HOLIDAY: Thanksgiving (observed) November 26-27
Tuition and Fees Due for Winter ‘10 December 11
End of Instruction Period December 19

Antioch Community - 130


WINTER QUARTER 2010
Application Due Date Winter ’10 December 14
Tuition and Fees Due for Winter ‘10 December 11
HOLIDAY: New Year’s Day (observed) January 1
First Day of Instruction January 4
HOLIDAY: Martin Luther King’s Birthday January 18
(observed)
Final Add/Drop Date January 19
Graduation Applications Due January 22
HOLIDAY: Presidents’ Day (observed) February 15
Tuition and Fees Due for Spring ‘10 March 12
End of Instruction Period March 20

SPRING QUARTER 2010


Application Due Date for Spring ‘10 March 15
Tuition and Fees Due for Spring ‘10 March 19
First Day of Instruction April 5
Final Add/Drop Date April 19
Graduation Applications Due April 23
HOLIDAY: Memorial Day (observed) May 31
Tuition and Fees Due for Summer ‘10 June 11
End of Instruction Period June 19
Commencement June 25

SUMMER QUARTER 2010


Priority Application Due Date for Summer ‘10 June 14
Tuition and Fees Due for Summer ‘10 June 11
First Day of Instruction July 5
Final Add/Drop Date July 19
Graduation Applications Due July 23
HOLIDAY: Labor Day (observed) Sept 6
Tuition and Fees Due for Fall ‘10 Sept 10
End of Instruction Period Sept 18

• New students should address their questions to the Admissions Office at (805) 962-8179. New
students may register outside the normal registration period. Continuing students should contact their
Academic Advisor or the Registrar’s Office.
• The MAE-TC Program calendar coincides with the calendars of its public school partners. MAE-X
students receive program specific calendars and should adhere to those dates for class information.
Registration and fee payment dates are not affected, and are consistent with the posted dates in
campus materials.
• Applications may be accepted on a space available basis if necessary.
• Dates are subject to change.

Antioch Community - 131


Index Carpooling .............................32 Educational Foundations and
A

CBEST .....................................7 Academic Planning..........51
ACADEMIC CALENDAR .. 130 CEMRRAT...........................115 Educational Foundations and
Academic Dishonesty .......... 35 Central Administration ...128 Academic Planning Class
Academic Probation 24, 26, 27, CLEP ......................................58 ............................................51
36, 113 Clinical Dissertation ...110, 115 EFAP ....................51, 52, 59, 60
Academic Progress.............. 23 Clinical Traineeship........73, 74 Effective Communication ....47
Accreditation ................... 5, 109 Clinical Training Agreement74 Evaluation
Administration & Staff .... 127 Clinical Training Probation 113 Narrative............................27
Admission ........ 7, 11, 15, 82, 98 Competence for Professional experiential learning .............70
Admission Decisions ........... 10 Pursuits .............................47 Extra Unit ...............................22
Full Acceptance ............... 10 Computing .............................30 F

Provisional Acceptance .. 10 Computing Skills...................23
Advising .................................30 Conduct..................................34 F-1 visa ..................................31
American Psychological Confidentiality Faculty.................................123
Association ................... 109 Of Student Information ...37 family systems ......................70
American Psychological Confidentiality in the Federal Reporting
Association’s Committee Classroom.................73, 114 Requirement .....................87
on Ethnic Minority Core Purposes......................46 Fees..................................14, 15
Recruitment, Retention, Competence for FERPA ...................................37
and Training ................... 115 Professional Pursuits .47 Field Experience ...................89
Annual Review Process .... 112 Critical and Creative Fiscal Office.........................127
Antioch Alumni Association 33 Thinking........................46 Forms .....................................32
Appeal Process .................... 25 Diversity and Global
G

Application Fee............... 14, 15 Awareness ...................46
Application Process ............... 7 Effective Communication47 Global Awareness ................46
Applied Psychology ............. 54 Holistic Personal Global Business and
Areas of Concentration ....... 52 Development ...............47 Management ...................79
Applied Psychology......... 54 Course Completion ..............20 Governance .............................5
Business Management... 53 Course Credit GPA equivalent .....................28
Liberal Studies ................. 55 Transfer of ........................20 Grade Equivalency ...............26
Auditing Students ................. 10 Creative Writing 51, 55, 65, 124 Grade Equivalents................27
Auditors...................... 10, 15, 18 Critical and Creative Thinking Graduate Program..................8
............................................46 Grant ................................54, 67
B
 CSET........................................7 Grievance ..............................39
Bachelor of Arts ................. 61 D
 H

Bachelor of Arts in Liberal
Studies ............................ 4, 8 Degree Requirements ..49, 71, Health Insurance ..................31
Board Of Behavioral Sciences 81 Holistic Personal
............................................ 71 Degrees Offered .....................4 Development ....................47
Board of Psychology Diplomas................................19 human research....................73
Educational Requirements Disabilities ..30, 56, 90, 91, 96, Human Subjects Review
.......................................... 113 99, 100 Policy ................................43
Bookstore .............................. 30 Discrimination Policy............38 Hybrid .....................................48
Business Management........ 53 Dismissal ...............................36
Diversity .................................46 I

C

E
 I-20..........................................31
Campus Security Act of 1990 Identification Cards ..............31
............................................ 33 Early Deciders ......................56 Incomplete Work...................23
Campuses ........................... 128 Educational Community ........4 Independent Study ..21, 22, 27,
Capstone ............................... 59 48, 73, 82, 86, 104, 105

Antioch Community - 132


Institutional Review Board .. 43 O
 Satisfactory Academic
Intellectual Integrity .............. 35 Progress ..........24, 25, 26, 82
Odyssey .................................32
International Business ......... 81 Failure to maintain ...........25
one-day seminars.................21
International Student Services Graduate Students ..........24
Online ...................48, 52, 59, 62
............................................ 31 Undergraduate Students 24
Our History ..............................3
International Students ........... 8 Service-Learning ..................51
Our Mission .............................2
Sexual Harassment..............38
L
 Our Values ..............................2 Sexual Offense .....................38
Our Vision................................2 Student
Learning Options .................. 48
Outside Learning Activities .48 Organizations ...................32
Leave of Absence ................ 17
Level 1 ................................... 88 P
 Student Conduct ...................34
Liberal Studies ... 45, 50, 51, 52, Student Life .............34, 72, 114
55, 56, 61, 62 Parking ...................................32 Student Services ..................30
PCE ......................................110 Student Status ......................17
Library Resources ................ 30
Permanent Files ...................19 Students
Licensure .................................5
Personal Psychotherapy Graduate ...........................21
M
 Requirement.....................72 Undergraduate ...........21, 24
MA Clinical Psychology Physical Education...............58 Suspension............................36
Curriculum ........................ 71 Plagiarism..............................35
Policies and Procedures .....29 T

MA Psychology Program
Outcomes ......................... 70 Praxis for Social Justice ......46 Teacher Credential Program
MAE/TC 7, 8, 14, 16, 56, 57, 60, Pre-doctoral Internship ......114 ................................56, 87, 93
87, 96 Preliminary Credential .........88 Teaching Handbook .............34
MAEx...................... 8, 14, 92, 93 Pre-PsyD .....................109, 115 Technical Courses................57
Mail Files ............................... 31 Prior Experiential Learning .49 Technology ............................30
MAOM .8, 14, 26, 32, 79, 80, 81, Probation 18, 23, 24, 25, 26, 27, The Tripartite Model .............48
82, 84, 86, 104, 105, 124, 125 36, 112 Thesis Requirement .............93
Marriage and Family Academic ..........................26 Traineeship
Therapists......................... 70 Professional Competence Application Process.........74
Master of Arts in ................... 79 Evaluation ...............110, 114 Traineeship Handbook ........74
Master of Arts in Clinical professional liability insurance Transcripts .............................19
Psychology ....................... 70 ............................................74 Transfer credits .....................22
Master of Arts in Education 87 Psy.D. .109, 110, 118, 121, 124, Transferring .............................9
126 Transfers..................................9
Master of Arts in Education
Social Justice & PsyD Specific Policies .......111 Transportation .......................32
Educational....................... 92 R
 Tuition...............................14, 15
MFT license..................... 70, 73
Readmitted Students ...........10 U

multi-cultural psychology..... 70
Multiple Subject Credential.87 Registrar ..............................127 Undergraduate Program........8
Registrarial ............................17
N
 Remedial Courses................57 V

Narrative evaluations........... 27 Research With Human Verification of Enrollment ....20
National Council of Schools Subjects ..........................115 Vocational Courses ..............57
and Programs of Residency........................49, 50 Voucher Fund........................32
Professional Psychology Rights and Responsibilities 34
.......................................... 109 W

S

non-matriculated......... 8, 15, 18 Why We Exist..........................2
Satifactory Academic Withdrawal .............................18
Progress
Doctoral Students ............24

Antioch Community - 133