THE SCHOOL PSYCHOLOGY PROGRAM
UNIVERSITY OF THE PACIFIC
STOCKTON, CALIFORNIA
STUDENT HANDBOOK
Ph.D. IN EDUCATIONAL PSYCHOLOGY
With an emphasis in School Psychology
2011-2012
Hewlett-Packard
SCHOOL PSYCHOLOGY FACULTY/STAFF AND OTHER IMPORTANT
DEPARTMENTAL FACULTY AND STAFF
Faculty
Staff
Linda Webster, Ph.D.
Associate Professor and Department Chair
Educational & School Psychology
101G Benerd School of Education
209/946-2197
E-Mail: lwebster@pacific.edu
Melinda Leal
Administrative Assistant
Educational & School Psychology
101 Benerd School of Education
209/946-2559
E-Mail: mleal@pacific.edu
Jonathan Sandoval, Ph.D.
Professor
Educational & School Psychology
101B Benerd School of Education
209/946- 2559
E-Mail: jsandoval@pacific.edu
Rachelle Kisst Hackett, Ph.D.
Associate Professor
Educational & School Psychology
Benerd School of Education
209/946-2678
E-Mail: rhackett@pacific.edu
Amy Scott, Ph.D.
Assistant Professor
Educational & School Psychology
Benerd School of Education
209/946-3276
E-Mail: ascott2@pacific.edu
Justin Alan Low, Ph.D.
Assistant Professor
Educational & School Psychology
Benerd School of Education
209/946-2104
Michael Elium, Ed.D.
Associate Professor
Coordinator, Special Education Programs
Department of Curriculum & Instruction
Benerd School of Education
209/946-2336
Email: melium@pacific.edu
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TABLE OF CONTENTS
Introduction
Gladys L. Benerd School of Education
Department of Educational & School Psychology
Program Description
Program Goals & Philosophy
Advising and Program Planning
Faculty
Credential Office
Field Placements
Internship
Program Evaluation
Student Course Evaluations
Annual Student Reviews
Disciplinary Procedures
Field Work Evaluations
Portfolio Reviews
Praxis Examination
Research Sequence
Qualifying Phase
Advancement to Candidacy
Proposal Review Phase
Proposal Guidelines
Dissertation Proposal Review
Dissertation Defense
Program Requirements
Program Standards
Financial Assistance
Assistantships
Campus & Electronic Mail
Graduate School Policies
Classification of Graduate Students
Definition of Full and Part-Time Status
Grade Labels and Point Calculations
Grading Policies
Academic Standing
Academic Grievance Procedures for Graduate Students
Continuing Registration
Leave of Absence
Withdrawals
Human Subjects
Office of Services for Students with Disabilities
Pacific Student Honor Code
Pacific’s Policy Against Sexual Assault and Harassment
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Selected Pacific Policies
Plagiarism
University Judicial Process
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Appendices
Appendix A: Annual Candidate Review
Appendix B: Shell for a Memorandum of Understanding for
a School Psychology Internship
Appendix C: Requirements and Contents of Portfolios
Appendix D: Rubrics for Evaluating Sections of Portfolios
Appendix E: Candidate Presentations at State or National Conferences
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Tables
Table 1. Semester-By-Semester Sequence of Course Requirements
in the Ph.D. Program in School Psychology
Table 2. California Commission on Teacher Credentialing Standards Matrix
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Introduction
This handbook is designed to familiarize students with the School Psychology Doctor of
Philosophy (Ph.D.) Degree program at the University of the Pacific (UOP). It contains
descriptions, procedures, guidelines and other information about training in the program. As
students in the UOP Graduate School, each student is responsible for standards and policies set
forth in the University of the Pacific Graduate School Catalog in addition to the materials
contained in this handbook. A copy of a current Catalog may be obtained from the office of the
Graduate School, Knoles Hall, Second Floor. Although some overlap is inevitable between this
handbook and the Bulletin, students are responsible for being aware of policies, procedures and
requirements contained in both this handbook and the Graduate School Catalog. Faculty and
staff are willing to assist students to the greatest extent possible, however each student must
assume the primary responsibility for completing their graduation program in a smooth and
timely fashion.
Gladys L. Benerd School of Education
All degree and credential programs offered through the Benerd School of Education are
responsive to the following mission statement of the School:
The mission of the Gladys L. Benerd School of Education is to prepare thoughtful,
reflective, caring, and collaborative professionals for service to diverse populations. The
School of Education directs its efforts toward researching the present and future needs of
schools and the community, fostering intellectual and ethical growth, and developing
compassion and collegiality through personalized learning experiences. Undergraduate,
graduate, and professional preparation programs are developed in accordance with state
and national accreditation standards and guidelines to ensure that students who complete
these programs will represent the best professional practice in their positions of future
leadership in schools and the community.
The underlying assumption of all professional preparation programs in the School of Education
at the University of the Pacific is that credential candidates must not only develop and use
pedagogical knowledge and skills effectively, but they must also develop the ability to make
decisions based upon sound judgment. As decision-makers, credential candidates must develop
the ability to approach their work thoughtfully and reflectively.
The overall mission of all professional education programs at the University of the Pacific is to
contribute to the renewal of education in our society by preparing thoughtful, reflective, caring,
and collaborative professionals for service to diverse populations. That the Department of
Educational and School Psychology subscribes to the philosophy of reflective practice is
evidenced by the infusion throughout all department programs of an emphasis on the acquisition
of a theoretical foundation and the development of critical thinking skills. In addition, the Core
Values of the School of Education also inform both program development and individual student
development in the following ways:
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Scholarship: The Department of Educational and School Psychology is committed to
ensuring that candidates maintain high standards of competence in their academic and
professional careers as school psychologists. This is reflected in our use of state and
national standards and our assessments that are competency-based.
Integrity and Ethical Conduct: Throughout coursework and field experiences, candidates
are prepared to conduct themselves in ways that meet all appropriate ethical,
professional, and legal standards. Candidates are continually encouraged and
challenged to anticipate the ethical and societal impact of both direct and indirect
service delivery.
Diversity: The curriculum of programs in the department emphasize the importance of
understanding and applying knowledge of the influence of cultural, ethnic, racial,
experiential, and linguistic background on school learning and social and emotional
development. Programs emphasize that learning is most effective when differences in
learners’ linguistic, cultural, and social backgrounds are taken into account.
Social and Community Responsibility: The department promotes awareness in its
candidates of their professional and scientific responsibilities to the communities and
society in which they work and live. Candidates are encouraged and expected to take
leadership roles in their professional endeavors.
Collegiality: The philosophy of the department encourages a close working relationship
between department faculty and graduate students. The faculty/ student ratio is
approximately 1:10, which enables professors to provide individualized time to each
student. All of the program specialty courses provide a collegial forum for facultystudent contact and dialogue in order that professional and personal interchange is
facilitated and encouraged.
Teaching and Learning: Throughout all degree programs, the department engages
candidates in meaningful learning experiences that are designed to promote
professional development and enhance academic inquiry. As does the School of
Education, the department embraces the Learner-Centered Psychological Principles
of the American Psychological Association as a foundation for instruction and
learning across the lifespan.
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Department of Educational & School Psychology
Program Description
The Ph.D. program represents a four-to-five-year course of study, including a year-long
internship. It is designed for the student who wishes to apply developmental theory to design
programs that emphasize prevention and the promotion of mental health and academic success
for all learners. Applicants are accepted at the Bachelor's and/or Master's level.
Besides preparing the students for the doctoral degree, the program also allows students to earn
the Master of Arts degree, and a California State Credential in School Psychology. The
requirements to become a Nationally Certified School Psychologist (NCSP) offered by the
National Association of School Psychologists are also met. The Ph.D. program largely overlaps
the Ed.S. program for the first two years, but diverges thereafter.
Program Goals and Philosophy
The Ph.D. program in school psychology at UOP is a unified and sequential program in
psychology. All aspects of training -- the acquisition of scholarly knowledge, the practice and
appreciation of research skills, and the development of professional competence -- are blended.
The program meets all of the requirements for State of California’s credential in Pupil Personnel
Services with a specialization in School Psychology. Candidates must obtain a Master of Arts
degree (M.A.) in educational and counseling psychology upon completion of 32 units if they do
not already have a master’s degree in a related field.
We believe that two primary goals for school psychologists are to promote cognitive and socialemotional development and to prevent school failure for all children. Our program in school
psychology is designed to encourage candidates to question the assumptions and beliefs they
have about human development and issues of diversity, and to do so with consideration to
personal and professional values that inform ethical practice. The curriculum is sequenced to
enable candidates to acquire theoretical knowledge about child development concurrently with
their application of this knowledge through a series of graduated and diversified curricula,
practica, and field experiences.
Program Design
The program at Pacific is based on the science of psychology, and it is particularly informed by theory and research in child development and
influenced by the professional practice of psychology. The program is structured such that coursework and field experiences are sequential,
cumulative, graded in complexity, and designed to prepare students for further organized professional preparation as school psychologists.
Students are expected to take foundational coursework such as child development, counseling theory, and learning theory before taking the
advanced special education and interventions courses.
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Program Philosophy
Program development in School Psychology at UOP began with an acknowledgement and
subscription to the American Psychological Association’s (APA) Archival Description of the
Specialty of School Psychology. The description begins:
“School Psychology is a general practice and health service provider specialty of
professional psychology that is concerned with the science and practice of
psychology with children, youth, families; learners of all ages; and the schooling
process. The basic education and training of school psychologists prepares them
to provide a range of psychological assessment, intervention, prevention, health
promotion, and program development and evaluation services with a special focus
on the developmental processes of children and youth within the context of
schools, families, and other systems.
School psychologists are prepared to intervene at the individual and system level,
and develop, implement, and evaluate preventive programs. In these efforts, they
conduct ecologically valid assessments and intervene to promote positive learning
environments within which children and youth from diverse backgrounds have
equal access to effective educational and psychological services to promote
healthy development.
Advanced Scientific and Theoretical Knowledge Germane to the Specialty
School psychology has evolved as a specialty area with core knowledge rooted in
psychology and education. School psychologists have advanced knowledge of
theories and empirical findings in developmental and social psychology, and
developmental psychopathology within cultural contexts, and in the areas of
learning and effective instruction, effective schools, and family and parenting
processes. School psychologists conceptualize children’s development from
multiple theoretical perspectives and translate current scientific findings to
alleviate cognitive, behavioral, social, and emotional problems encountered in
schooling. A strong foundation in measurement theory and applications of
advanced statistical methodology support efforts by school psychologists to
design or evaluate standardized and non-standardized measures in emerging
assessment areas for individuals from culturally or linguistically diverse
backgrounds and to design and evaluate innovative classroom programs,
comprehensive and integrated service systems, and educational and psychological
interventions.
School psychologists are accountable for the integrity of their practice. They
protect the rights of children and their families in research, psychological
assessment, and intervention. Their work reflects knowledge of federal law and
regulations, case law, and state statutes and regulations for schools and
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psychological services. They appreciate the importance of the historical
influences of educational, community, state, federal, and organizational dynamics
on academic, social, and emotional functioning of children and youth in
educational settings.”
The section “Advanced Scientific and Theoretical Knowledge Germain to the Specialty”,
particularly, has guided our curriculum planning.
Further, the Pacific Program has embraced the Scientist-Practitioner model of
Professional Psychology. The National Conference on Scientist-Practitioner Education
and Training for the Professional Practice of Practice of Psychology articulated essential
characteristics of the model. This model is “an integrative approach to science and
practice wherein each must continually inform the other. Scientist-practitioner
psychologists embody a research orientation in their practice and a practice relevance in
their research”. Consequently, we have designed a program to provide the student broad
exposure to the knowledge base in psychology and education. We have also been careful
to insure that students develop the knowledge, skills, and attitudes that encourage a
scientific approach to practice through coursework, supervision and extracurricular
activities such as student employment. The program has a didactic scientific component,
a didactic practice core, a scientific experiential component, and a professional practice
experiential core. Pacific has full-time faculty modeling the scientist-practitioner
orientation. The setting at Pacific provides opportunities for scientific inquiry and
practice, climates of social and economic support for student education, and opportunities
for breadth of learning. The program is designed so that graduates may meet current
licensing and certification requirements. Student evaluation focuses on the effectiveness
of preparing students in the scientist-practitioner model.
Our intent is to train highly skilled, thoughtful, and reflective school psychologists who are
capable of functioning as reflective practitioners in diverse and challenging public school
environments. The program’s commitment to reflective practice is evidenced by an emphasis in
all courses on both the acquisition of a theoretical foundation and the development of critical
thinking skills. The reflective practice model is also infused throughout a candidate’s field
experiences and internships. We believe that school psychologists must be able to promote
cognitive and social-emotional development and to prevent school failure for all children. Our
program is designed to encourage participants to question the assumptions and beliefs they have
about human development and issues of diversity, and to do so with consideration to personal
and professional values that inform ethical practice. The curriculum is sequenced to enable
candidates to acquire theoretical knowledge about child development concurrently with their
application of this knowledge through a series of graduated and diversified curricula, practica,
and field experiences.
Furthermore, the program is based upon the assumption that the role of a school psychologist is
more important and comprehensive than ever before. School psychologists must be trained and
must expect to assume leadership roles in school reform and program development, while also
maintaining expert knowledge in direct service delivery. We believe that school psychologists
can play key roles in coordinating developmentally appropriate services for children. Throughout
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the program, therefore, there is a continuing emphasis on developing and coordinating of
services within broader school-family-community frameworks.
Our preparation program is also based on the premise that learning and development are key
goals of education, and that children’s growth and development are the result of their active
involvement and interaction with their environments. The areas of cognitive, social, and
emotional development, physical development and health, learning, individual differences,
cultural diversity, research practice, and statistics form the intellectual foundation for
professional training. Our training model allows candidates to (1) become familiar with the
developmental issues and needs of pupils in both regular and special education; (2) to develop
skills in data-based decision making and accountability with individuals, groups, and programs;
and (3) to understand how to apply developmental knowledge from cognitive, learning, social
and emotional domains across diverse socio-cultural and linguistic contexts. In addition,
candidates are expected to develop the kinds of positive interpersonal skills they will need to
facilitate communication and collaboration among students, school personnel, families, and other
professionals.
It is part of the philosophy of the School Psychology Training Program at Pacific to encourage a
close working relationship between program faculty and graduate students. The faculty-student
ratio is maintained at approximately 1:10 across the Ed.S. Ph.D. programs, which enables
professors to provide sufficient individualized contact time with each student. The majority of
the departmental courses provide forums for faculty-student contact and dialogue in order that
professional and personal interchange is facilitated and encouraged. Within this context, the
professor can be a professional role model for the student, a mentor in professional and scholarly
matters, and a supportive colleague.
It is recognized that graduate study leading to the Ph.D. Degree requires dedication and sacrifice
on the part of the student. The program faculty have designed the program with the highest
professional standards and usefulness of experiences in mind. Despite these efforts at building
quality into the program, it is ultimately the student who must be willing to apply the kind of
effort necessary to benefit from the program. Annual reviews are conducted by the program
faculty and discussed with the student. Although rarely necessary, conditions for continuation in
the program may be the topic considered in the annual review.
Goals & Objectives of the School Psychology Program
Goal #1: Translate educational and psychological knowledge, research and principles into practice in
schools and other educational settings while providing both direct and indirect services to children.
General Objectives for Goal #1:
1. Understand the basic concepts from the following domains of psychology: Learning Theory,
Instructional Psychology, Individual Differences and Psychopathology, Measurement and
Assessment, Counseling Psychology, Neuropsychology, Social Psychology, and Developmental
Psychology.
2. Apply the above basic concepts to solving problems in educational and other settings serving
children, adolescents, and adult learners.
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3. Communicate and apply the above basic concepts in collaborative settings working with adults
who impact children’s lives, particularly teachers and parents.
4. Based on the above knowledge, advocate for and plan programmatic and systemic changes to
better serve the educational and psychological needs of children and adolescents in schools and
other institutional settings.
Goal #2: Work productively, following legal and ethical guidelines, with individuals from a wide variety
of social and linguistic backgrounds and cultures while providing both direct and indirect services.
Objectives for Goal #2:
1. Understand, interpret and follow laws and regulations governing school psychological practice.
2. Understand ethical issues, recognize ethical dilemmas and engage in ethical problem solving
based on the APA code of ethics and other recognized professional standards.
3. Understand the range of individual differences, abilities, disabilities and other diverse
characteristics; principles and research related to diversity factors for children, families, and
schools, including factors related to culture, context, and individual and role differences.
4. Identify evidence-based strategies to enhance services and address potential influences related to
diversity.
5. Develop comfort and skill with communication styles compatible with working cross culturally
(culturally competent).
Goal #3: Demonstrate expertise in collaborative problem solving with pupils, educators and parents, in
both direct and indirect services.
Objectives for Goal #3:
1. Understanding various approaches to delivering consultation services in educational
settings. behavioral, mental health, collaborative, and/or other consultation models.
2. Knowledge of family systems, including family strengths and influences on student
development, learning, and behavior, and of methods to involve families in education and
service delivery.
Understanding and capacity to deliver field-based or action research on issues of interest to
professionals working with children in educational settings.
Goal #4: Contribute to the accumulation of psychological knowledge through scholarship and inquiry,
often addressing issues encountered in practice.
Objectives for Goal #4:
1. Understands and uses basic psychological research methods, descriptive and inferential
statistical techniques, and evaluation techniques and methods.
2. Identifies issues and problems encountered in professional practice that could be
addressed by psychological research.
3. Uses educational and psychological data-bases and information sources.
4. Uses technology to facilitate communication and improve efficiency in psychological
work.
Goal #5: Participate as leaders in the specialty of school psychology as a community of practice and
scholarship.
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Objectives for Goal #5:
1. Understand the role of the school psychologist is diverse settings including schools, clinics and
community settings.
2. Understand the supervision process and use best practices in supervising and being supervised.
Serving effectively as a team leader in working with other educators and school psychologists.
The Importance of Positive Behavior
The practice of professional psychology places a premium on positive interpersonal skills and
the ability to listen, adapt, tolerate and address ambiguity, be patient in difficult situations, be
able to reflect on the impact of one’s behavior on others, and to take personal responsibility for
one’s actions. The demonstration of appropriate and positive interpersonal skills and behavior
are as important as academic progress. Students are evaluated annually on their professional
behavior which includes behavior at the university with faculty, peers, and staff, as well as
behavior in their field placements and internship. Field supervisors are advised to report concerns
regarding any ethical, personal-social, or behavioral problems to the university supervisors at
once so that the problem behavior can be addressed.
Advising and Program Planning
Each student who applies for and is accepted into the Ph. D School Psychology Program is
assigned an advisor at the time of admission. Each semester each student is required to schedule
an advisement meeting with their advisor to review the courses and field work that they will be
taking that semester. Prior to, or during the meeting, the advisor reviews the candidate’s file
which has information on the candidate’s progress in the program. Any difficulties are
highlighted and the faculty advisor must be assured that the student is qualified to continue
before signing the registration form.
Students entering with prior graduate work will be credited with those training elements in which
the student is judged to be proficient (e.g. through course waivers). Proficiency will be
determined by the school psychology faculty or another campus faculty member with relevant
experience based on a review of course syllabi, or examinations to determine mastery of content
or skills.
In the first semester of coursework following admission, a program of study must be completed
by the advisor- usually in a meeting with the student –that outlines the courses that the student
will take each semester (and summer) to complete the program. This program of study is filed
with the Graduate School and is carefully checked prior to the student’s graduation. A copy of
the program of study is kept in the students file, and this is referred to when decisions are made
as to what coursework the student will take in a given semester.
Faculty members have a minimum of five office hours a week and most schedule additional
hours upon student request. Faculty list their office hours outside their office doors, and
information on office hours is also available through the department administrative assistant, Ms.
Melinda Leal.
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Faculty
Linda Webster, Ph.D., School Psychology, 1988, University of California, Berkeley
Dr. Webster is a full-time faculty member in the school psychology program, and is the
Department Chair. She holds the rank of Associate Professor. Three recent publications are:
Webster, L. & Hackett, R. (2011) An exploratory investigation of the relationships among
representation security, disorganization, and behavior in maltreated children. Chapter prepared
for J. Solomon & C. George (Eds.) Disorganized attachment and caregiving. New York:
Guilford Press. (pp. 292-317).
Webster, L., Hackett, R., & Joubert, D. (2009). The association of unresolved attachment status and cognitive
processes in maltreated adolescents. Child Abuse Review, 18, 6-23.
Webster, L., & Hackett, R. (2007). A comparison of unresolved versus resolved status and its
relationship to behaviour in maltreated adolescents. School Psychology International, 28(3), 365378.
Jonathan Sandoval, Ph.D, School Psychology, 1969, University of California, Berkeley
Dr. Sandoval is a full time member of the school psychology program. He holds the rank of
Professor, non tenure track. Three recent publications are:
Sandoval, J. (2010). Student Mobility. In Clauss-Ehlers, C. S. (Ed). Encyclopedia of CrossCultural School Psychology. New York: Springer
Sandoval, J. & Brock, S. E. (2009). Managing crisis: Prevention, intervention and treatment. In
Reynolds, C. R. & Gutkin, T. (Eds.) The Handbook of School Psychology, Fourth Edition, (886904). New York: Wiley.
Sandoval, J., Scott, A. N., & Padilla, I. (2009). Crisis Counseling: An Overview. Psychology
in the Schools. 46, 246-256.
He also recently completed a term as Chair of APA’s Board of Educational Affairs.
Sandoval previously worked as a school psychologist in the Richmond, CA Public Schools. He is
credentialed as a school psychologist and licensed as a Psychologist in California. He is an
ABPP diplomate in school psychology.
Amy Scott, Ph.D., NCSP, Educational Psychology, 2006, Arizona State University
Dr. Scott is a full time tenure-track faculty member of the school psychology program. She holds
the rank of Assistant Professor. Three recent publications are:
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Scott, A.N. & Santos de Barona, M. (2011). The stability of self-concept between elementary
and junior high school in Catholic school children. Catholic Education: A Journal of Inquiry and
Practice, 14, 292-318.
Seal, C. R., Naumann, S. E., Scott, A., & Royce-Davis, J. (2011). Social emotional development:
A new model of learning in higher education. Research in Higher Education Journal, 10.
Seal, C. R., Beauchamp, K., Miguel, K., & Scott, A. N. (forthcoming; 2011). Development of a
self-report instrument to assess social and emotional development. Journal of
Psychological Issues in Organizational Culture.
Rachelle Hackett, Ph.D., Education, 1994, Stanford University
Dr. Hackett is a full-time member of the Educational & School Psychology Department. She
holds the rank of Associate Professor. Dr. Hackett is also an educational program evaluator
working on independently-, state-, and nationally-funded grants. She also recently completed
service as the Chair of the American Educational Research Association’s Special Interest Group
(SIG) “Professors of Educational Research.”
Three recent publications and presentations at national conferences include:
Webster, L. & Hackett, R. (2011) An exploratory investigation of the relationships among
representation security, disorganization, and behavior in maltreated children. Chapter prepared
for J. Solomon & C. George (Eds.) Disorganized attachment and caregiving. New York:
Guilford Press. (pp. 292-317).
Webster, L., Hackett, R., & Joubert, D. (2009). The association of unresolved attachment status and cognitive
processes in maltreated adolescents. Child Abuse Review, 18, 6-23.
Webster, L., & Hackett, R. (2007). A comparison of unresolved versus resolved status and its
relationship to behaviour in maltreated adolescents. School Psychology International, 28(3), 365378.
Justin Alan Low, Ph.D., Educational Psychology, 2010, University of Texas at Austin
Dr. Low is a full time tenure-track faculty member of the school psychology program. He holds
the rank of Assistant Professor. Three recent publications and presentations at national
conferences include:
Low, J.A., Keith, T.Z., Reynolds, M., Ridley, K., Patel, P. (2010). Factor Structure of the Differential
Ability Scales – II: Consistency Across Ages. Poster presented at the annual convention for the National
Association of School Psychologists, Chicago, IL.
Keith, T. Z., Low, J. A., Reynolds, M. R., Patel, P. G., & Ridley, K. P. (2010). Higher-order factor
structure of the differential ability scales-II: Consistency across ages 4 to 17. Psychology in the
Schools.Special Issue: Current Research in Cattell-Horn-Carroll-Based Assessment, 47(7), 676-697.
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Keith, T.Z., Low, J.A., Reynolds, M., Ridley, K., Patel, P. (2010). Factor Structure of the
Differential Ability Scales – II: Consistency Across Ages. Poster presented at the annual
convention for the National Association of School Psychologists, Chicago, IL.
Michael Elium, Ed.D. Special Education, 1983 University of Alabama
Dr. Elium is a full-time faculty member in the Curriculum and Instruction Department, and he is
the Director of the Special Education Program and Associate Professor. He holds a professional
clear credential as a school psychologist, a professional clear administrative services credential,
professional clear specialist instruction credential in special education, and a professional clear
multiple subject teaching credential. He has been a Director of Psychological Services & Special
Education, school psychologist, special education teacher, (P-12 districts) and a psychologist in
the mental health departments of two states outside of California. Three recent
publications/presentations are:
Elium, M. & Catalde, T. Maintaining District Wide Positive Behavior Support
Gains in the Face of Changing Administrative Philosophy. National Forum for Initial &
Advanced Implementers of School-Wide Positive Behavior Support. Rosemont, IL, October,
2007.
Elium, M. Evaluation Report – Year One (2007)
U.S. Department of Education CFDA 84.215L
Smaller Learning Communities Program Grant
East Union High School – Manteca Unified School District
Grant Award Number V-215-L-05-2266
Cohort 5
Sprague, J., Williams, R. & Elium, M. (2005) A Collaborative Effort to
Build District Capacity to Support and Retain all Students with Behavioral Challenges.
Technical Assistance Report: California Department of Education and Institute on Violence and
Destructive Behavior, University of Oregon.
Credential Office
The Credentials Office is located in the School of Education, and is headed by Ms. Andrea
Snelling. Each student must open a credential file within the first three weeks of the first
semester that they matriculate into. Each student will be provided with an application to open a
credential file at the orientation meeting on the first day of classes in the fall semester. Students
must have passed a TB test and a fingerprint live scan before they can begin any field placement.
Upon the taking of the Praxis II exam in the spring of the second year, and upon successful
completion of the Internship Portfolio, students may apply for the Internship Credential with the
Credentials Office. Once the student has made the application with the Credentials Office, the
Department Chair will be notified of the student’s application, and authorization will be
requested from the Department Chair. Once the Department Chair has approved of the student’s
application, the application will be processed with the state. Upon completion of the Final
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Internship, passing of the Praxis II, and passing of the Final Portfolio, the student may apply for
the Professional Clear Credential.
Field Placements
Over the course of many years, UOP’s School Psychology Program has developed strong
relationships with local school districts in the geographic region. These districts have employed a
large number of graduates from the UOP program, and these graduates frequently serve as
supervisors of current school psychology interns. For the practicum placements (prior to
internship), students are placed in “teams” comprised of a mix of different level (years) students,
and led by a PhD student. A “team” of approximately 4-5 students are placed at selected schools
in the Stockton Unified School District, and surrounding areas, including Lodi, Manteca, Ripon,
and the California Youth Authority. Effort is made to diversify each team to match those with
less experience to those with more. Second-and third-year students are expected to mentor firstyear students. New teams are constructed each year to insure breadth of experience. Students are
supervised by school personnel at the school site on a weekly basis, and receive additional
supervision at the university. Students must have fingerprint and TB clearance before they may
begin any fieldwork. Students must obtain a certificate of clearance and open a credential file
with the Credential Office. Regular meetings are held at the university with school site
supervisors, faculty, and team leaders and school site supervisors are routinely contacted each
month to solicit feedback. Field supervisors are encouraged to contact the program coordinator at
any time should they have any questions or concerns regarding the student or the requirements of
the field experience. University faculty reserve the right to contact field supervisors at any time
regarding the performance of the students they supervise.
Internship
Students in the Ph.D. program typically go out on final internship in their fourth year. Students
typically find their own internship sites, as most students prefer to obtain paid internships. The
university may be able to help some students find an appropriate internship if they experience
difficulty procuring an appropriate site. Interns are required to attend weekly on-campus
seminars, and must receive release time from their district to attend these weekly meetings. The
internship must meet the university’s criterion and the student’s duties must not be limited to
assessment only (see syllabus for more information regarding requirements). Intern supervisors
are encouraged to contact the program coordinator should they have any questions or concerns
regarding the student or the requirements of the internship. University faculty reserve the right to
contact intern supervisors at any time regarding the performance of the students they supervise.
In order to be approved to go out on final internship the student must meet the following criteria:
Student must have completed the majority of coursework with acceptable grades (no
grades below a C, and no more than two C grades). In rare cases a student may be
allowed on internship with one course outstanding, but not more than two outstanding
courses. The outstanding course may not be a professional skill course (such as
assessment), and must be approved by the Department Chair.
Student must have completed course requirements for the Master’s degree.
Student must have passed both the Master’s degree and internship portfolio examination.
17
Student must have evidence of having taken the Praxis II examination in School
Psychology. It is not necessary to have a passing score at this time (passing score is 175).
Student must have completed 600 hours of fieldwork. Completing fieldwork while
interning is not permitted.
Student must have acceptable evaluations from fieldwork supervisors.
Student has demonstrated appropriate positive personal-social behavior in all contexts,
including university as well as field placements. Students who have demonstrated ethical
or behavioral problems must have remediated these problems to the department faculty’s
satisfaction (see Disciplinary Procedures).
Department of Educational & School Psychology Program Evaluation
The Department of Educational and School Psychology conducts a regular evaluation of the
programs leading to advanced degrees and credentials. Within the past six years, the Department
completed an extensive review of the degree programs and decided to sunset the following
degrees/programs: M.A. in Counseling Psychology with an Emphasis in Marriage, Family, and
Child Counseling; Ed.D. in Counseling Psychology; Ed.D. in Educational Psychology, and the
M.A. in School Counseling, as well as the School Counseling Credential. Following much
thought and consultation with the Department’s Advisory Board, the Department decided to
focus the available resources on the development of high quality Ed.S. and Ph.D. programs in
school psychology.
Student Course Evaluation
There is a school-wide policy that students complete a course evaluation form at the conclusion
of each course. There are two portions of the course evaluation; a quantitative portion in which
they are asked to rank various aspects of the course as well as the instructor and instruction, and
a qualitative narrative in which students are asked to offer other written suggestions for the
improvement of the course. The quantitative data are analyzed and a report is given to both the
course instructor and the Department Chair. The narrative comments are given to the course
instructor. Both the qualitative and quantitative reports are then used by the faculty to improve
not only specific courses, but programs as well.
18
Annual Student Reviews
In the spring of 2000, the Department instituted “annual student reviews” for all students
enrolled in a degree program in the Department. Students are asked to schedule an appointment
with the Department faculty, and students and faculty review the student’s progress towards
completion of his or her goals. At this time, feedback is also solicited from students regarding
their suggestions for program improvement. A copy of the annual review is included in the
Appendix.
The faculty of the School Psychology program are ultimately responsible to the children and
families whom our graduates serve. Therefore, it is imperative that we consider the fitness of
our candidates for the job of school psychology. Such consideration requires us to look beyond
academic work and consider personal characteristics critical to being a successful school
psychologist. In selecting candidates for our program we attend closely to these requirements.
However the faculty also may require a student to leave under specified terms, terminate a
student's enrollment, or decline to award a degree or credential if faculty as a whole determines
that this is in the best interests of the department or the community which it serves or that a
student is not qualified for admission to the school psychology profession because of factors
other than academic standing. Determination about factors other than academic standing are
made in accordance with the National Association of School Psychologists and the California
Association of School Psychologists Codes of Ethics and the School Psychology Student
Performance Standards.
Disciplinary Procedures
Successful completion of the Program in School Psychology is based on the demonstration of
effectiveness in academic, professional, and social- personal areas as they relate to a student’s
professional objectives. The school psychology faculty have a professional responsibility to
evaluate the academic, professional, and personal development of students in the training
programs. The evaluation procedures serve two major purposes:
• To provide students with information related to their progress that will enable them to
take advantage of strengths and to remediate weaknesses in their academic, professional,
and personal development.
• To provide faculty with information about the progress of students which will facilitate
decisions being made that are in the best interest of students and the profession they are
preparing to enter. The faculty is concerned about the suitability of a student entering a
profession with evidence of satisfactory performance in academic course work but with
weaknesses in required practical skill, or behaviors which are unethical, illegal, or
unprofessional.
At the end of each spring semester, a program faculty meeting is set aside for student review. At
this meeting, the progress of all students in the program is assessed. Students who are not
demonstrating satisfactory progress are notified in writing by the program director at the time of
the annual review meeting. Faculty and the student work together to identify and delineate
appropriate remedial procedures expected of the student.
19
However, if an incident occurs prior to this meeting at any time during the year, the program
director may initiate a review of an individual student to take place within a week of the incident.
Student review is an ongoing and continuous process since information about students is
generated in coursework, field experiences and internships. Any faculty member may raise
questions about a particular student’s performance and progress during regularly scheduled
program faculty meetings, or at any other time as deemed necessary. The discussions of student
performance and progress will be held in “executive session.” At that time, any questions about
students may be raised for program faculty consideration, and steps may be taken to provide
students needed feedback.
If, in the professional judgment of the program faculty, a student’s behavior is deemed
substandard, unethical, illegal, and/or professionally inappropriate at any time during the course
of training (including course work, practica, and internships), the following steps are taken:
1. The faculty advisor meets with the student and informs the student of the identified
problem areas noted by the faculty. Students are encouraged to present their perspectives
at this meeting.
2. The student and the advisor develop a plan for remediation of the student’s behavior.
This plan will:
a. behaviorally define the student’s problems,
b. identify the expected behavior patterns or goals,
c. specify possible methods that could be used to reach these goals, which could
include:
personal counseling, group growth experiences, self-structured behavioral
change, or additional academic course work or practica, field experiences,
etc.
d. designate a way in which the goal attainments will be demonstrated,
e. designate a date for goal attainment or reevaluation.
3. The plan will be submitted to the program faculty for review, possible modification, and
approval.
4. If the plan has been modified by the program faculty, the advisor and the student will
meet to review the modified plan.
5. A copy of the approved plan will be provided to the student and a copy will be retained in
the student’s file in the department office. Both copies of the plan will be signed and
dated by the student and the advisor. If a student refuses to sign, it will be noted on the
plan.
6. The advisor will notify the student in writing that he or she is on probation within the
program.
7. At a regularly scheduled faculty meeting on or near the date for reevaluation, the program
faculty will review the student’s progress or lack of it.
8. At the reevaluation meeting, the program faculty has four options of recommendations:
a. Continuation in the program: the specified concerns no longer present a
significant problem and the student is allowed to continue in the program.
b. Continued probation and remediation: if progress is documented on the first
evaluation, an updated behavioral plan is prepared, and a date is set for another
20
reevaluation at the program faculty’s discretion.
c. Voluntary resignation: recommend the student resign from the program.
d. Dismissal from the program: if the student failed to attain the behavioral goals
and there is no expectation that he or she can reasonably attain them in the near
future.
9. The student will be notified in writing, by the advisor, of the reevaluation decision and
will request that the student make an appointment with the advisor for feedback
concerning the decision.
10. Depending upon the reevaluation decision (as outlined in 8, a.b.c.d. above) by the
program faculty, the student and the advisor will review the options available to the
student.
11. If dismissal from the program is recommended by the faculty, a written notification will
be given to the student and will state the reasons for the potential termination.
12. The student will be given 30 days in which to
a. prepare and present to the faculty a written response to the notification;
b. request, in writing, a faculty review of the termination recommendation, if the
student chooses.
13. Upon receipt of a written request from the student, a faculty meeting will be held to
provide the student with the opportunity to present his or her case to the faculty.
14. Following the student’s presentation, the program faculty will meet to
a. review the student’s progress in the program,
b. review the student’s behaviors as related to expected professional and personal
behaviors,
c. review the student’s remedial progress,
d. render a decision as to whether the dismissal recommendation is to be upheld.
15. Written notification of the decision will be provided to the student by the program,
director.
16. If the dismissal decision is upheld, the program director will forward a formal dismissal
recommendation to the Deans of the School of Education and Graduate School of the
University of Pacific.
17. If a student’s unacceptable professional and personal behaviors are deemed severe
enough by the program faculty, an immediate dismissal recommendation will be
forwarded by the Program director to the Graduate School.
18. If the student is not satisfied with the program faculty’s decision, the appeals procedures
of the University of the Pacific are available to the student.
All relevant School of Education and Graduate School policies will be followed as well as state
and federal statuettes regarding due process and equitable treatment.
Field Work Evaluations
Field work supervisors must complete an evaluation of each field work student’s performance at
the end of every semester. These evaluations are reviewed by the University supervisor, and any
weaknesses or problem areas are discussed with the student. If deemed necessary, a remediation
plan is constructed with the student and field supervisor. A copy of this syllabus and evaluation
is included in the Appendix.
21
Portfolio Review
Candidates are expected to prepare portfolios for review at three major points or “gateways” in
the program. This is in addition to the annual reviews and other assessment measures of
competency. The first gateway occurs at the Master’s degree level. Candidates are required to
present a portfolio that partially addresses competencies in the domains of school psychology as
delineated by the National Association of School Psychologists. Students are required to include
specific content in the portfolio, and are provided with rubrics that delineate acceptable
performance for each content area. The portfolio is reviewed by Department faculty. Students
who are below the standard in any content area are required to remediate their deficiencies
before they are allowed to continue in the program. In some cases, students may be exited from
the program if they are not able to sufficiently remediate their deficiencies. Candidates are also
required to prepare portfolios for the internship credential and for the final credential (following
completion of the internship). Credentials will not be awarded until the portfolio examinations
are passed. The content requirements for the portfolio examinations are included in the
Appendix. Students are required to post their portfolios electronically on TASKSTREAM. There
is a fee, and students are required to purchase their space for TaskStream use.
Praxis Examination
Candidates are required to take and pass the Praxis examination in School Psychology. A passing
score is set at 175, which exceeds that required for the Ed.S. students, and the score required by
the National Association of School Psychologists for National Certification as a School
Psychologist (NCSP). The following are Pacific Ph.D. student’s average scores on the Praxis for
the past three years:
Year Exam Taken
Mean Praxis Score
2009
178
2010
168*
2011
176
*The number of students taking the exam at this time are small. Not all students who take the
exam pass on the first occasion. Students are allowed to take the exam multiple times in order to
obtain a passing score.
22
Curriculum Sequence
Typical Program of Study:
First Year
Fall
EPSY 300 Sem: Introduction to School Psychology (1 unit)
EPSY 301 Data-Based Decision Making I (2 units)
EPSY 306 Psychotherapeutic Interventions in the Schools (3 units)
EPSY 330 Sem: Advanced Human Development I (3 units)
EPSY 294b School Psychology Fieldwork (1 unit)
EPSY 397 Graduate Research (1 unit)
EPSY 201 Techniques of Research (3 units)
Total: 14 units
Spring
EPSY 302 Data-Based Decision Making II (2 units)
EPSY 315 Individual Assessment (3 units)
EPSY 294b School Psychology Fieldwork (1 unit)
EPSY 397 Graduate Research (1 unit)
EPSY 310 Crisis Intervention (3 units)
EPSY 309 Consultation Methods (3 units)
Total: 13 units
Summer
EPSY 214 Intermediate Statistics (3 units)
EPSY 307 Group Counseling (3 units)
EPSY 308 History and Systems in Psychology (3 units)
EPSY 316 Behavioral & Personality Assessment in the Schools (3 units)
EPSY 331 Sem: Advanced Human Development II (3 units)
EPSY 220 Nature & Conditions of Learning (3 units)
EPSY 311 Law & Professional Ethics (1 units)
Total: 19 units
23
Second Year
Fall
EPSY 332 Sem: Advanced Human Development III (3 units)
EPSY Applied Multiple Regression (3 units)
EPSY 294b School Psychology Fieldwork (1 unit)
EPSY 397 Graduate Research (1 unit)
SPED 224 Assessment of SPED Students (3 units)
SPED 295e Positive Behavioral Support (3 units)
Total: 14 units
Spring
EPSY 312 Child Psychopathology & Wellness Promotion (3 units)
EPSY 317 Neuropsychology in the Schools (3 units)
EPSY 294b School Psychology Fieldwork (1 unit)
EPSY 397 Graduate Research (1 unit)
SPED 228 m/m Advanced Programming (3 units)
EPSY 395 Quantitative Research Design and Method (3 units)
Total: 14 units
Summer
EPSY 325 Social Psychology in the Schools (3 units)
EPSY 318 Program Evaluation for School Psychologists (3)
Total: 6 units
Third Year
Fall
EPSY 324 Advanced Consultation & Supervision (3 units)
EADM 204 Pluralism in American Education (3 units)
EPSY 294b School Psychology Fieldwork (1 unit)
EPSY 397 Graduate Research (1 units)
Total: 8 Units
Spring
EPSY 396 Structural Equation Modeling (3 units)
EPSY 294b School Psychology Fieldwork (1 unit)
EPSY 397 Graduate Research (1 unit)
Total: 5 Units
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Summer
EPSY 399 Doctoral Dissertation (4 units)
Fourth Year
Fall
EPSY 398 School Psychology Internship (2-4 units)
Spring
EPSY 398 School Psychology Internship (2-4 units)
Total Units: 103 units
25
Table 2
California Commission on Teacher Credentialing Standards Matrix
University of the Pacific Course and Field Work Requirements Which
Satisfy the State of California Title 5 Regulations for the
Pupil Personnel Services Credential
With a Specialization in School Psychology
Standards to Implement
Title 5 Regulations –
Section 80632.1
Generic Standards
2. Growth and
Development
3. Socio-Cultural
Competence
4. Assessment
5. Comprehensive
Prevention and Early
Intervention for
Achievement
6. Professional Ethics
and Legal Mandates
7. Family-School
Collaboration
Course/Activity
Requirements for
Internship Credential
Course Number &
Units
ESPY 331 – 3
EPSY 332 – 3
EPSY 330 - 3
EPSY 220 – 3
ESPY 331 – 3
EPSY 332 – 3
EPSY 330 - 3
EPSY 220 – 3
EADM 204 – 3
EPSY 315 – 3
EPSY 316 – 3
EPSY 317 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 312 – 3
ESPY 331 – 3
EPSY 332 – 3
EPSY 330 - 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 300 – 1
EPSY 306 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 311 – 2
EPSY 315 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 294b – 4
26
Course/Activity
Requirements for PPS
Credential
Course Number &
Units
ESPY 331 – 3
EPSY 332 – 3
EPSY 330- 3
EPSY 220 – 3
ESPY 331 – 3
EPSY 332 – 3
EPSY 330 - 3
EPSY 220 – 3
EADM 204 – 3
EPSY 315 – 3
EPSY 316 – 3
EPSY 317 – 3
EPSY 301 – 3
EPSY 3012– 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 312 – 3
ESPY 331 – 3
EPSY 332 – 3
EPSY 330 - 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 300 – 1
EPSY 306 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 311 – 2
EPSY 315 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 294b – 4
8. Self-Esteem and
Personal and Social
Responsibility
9. School Safety and
Violence Prevention
10. Consultation
11. Learning Theory
and Educational
Psychology
12. Professional
Leadership
Development
13. Collaboration and
coordination of Pupil
Support Systems
14. Human Relations
15. Technological
Literacy
16. Supervision and
Mentoring
EPSY 306 – 3
EPSY 307 – 3
EPSY 312 – 3
EADM 204 – 3
EPSY 307 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 310 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 220 – 3
EPSY 331 – 3
EPSY 332 – 3
EPSY 330 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 306 – 3
EPSY 307 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 201 – 3
EPSY 214 -- 3
EPSY 308 – 3
EPSY 309 – 3
27
EPSY 306 – 3
EPSY 307 – 3
EPSY 312 – 3
EADM 204 – 3
EPSY 307 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 310 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 301 – 3
EPSY 302– 3
EPSY 220 – 3
EPSY 331 – 3
EPSY 332 – 3
EPSY 330 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 306 – 3
EPSY 307 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 201 – 3
EPSY 214 – 3
EPSY 308 – 3
EPSY 309 – 3
School Psychologist
Specialization
Standards
17. Psychological
Foundations
Course Number &
Units
Course Number &
Units
EPSY 220 – 3
EPSY 331 – 3
EPSY 332 – 3
EPSY 330– 3
EPSY 317 – 3
EPSY 308 –3
EPSY 309 – 3
SPED 228m/m – 3
SPED 295e – 3
EPSY 220 – 3
EPSY 331 – 3
EPSY 332 – 3
EPSY 330 – 3
EPSY 317 – 3
EPSY 308 –3
EPSY 309 – 3
SPED 228m/m – 3
SPED 295e – 3
19. Legal, Ethical, and
Professional
Foundations
EPSY 301 – 3
EPSY 302– 3
EPSY 306 – 3
EPSY 307 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 310 – 3
EPSY 311 –2
EPSY 315 – 3
EPSY 316 – 3
SPED 224 – 3
20. Collaboration and
Consultation
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 294b – 4
SPED 228m/m – 3
SPED 295e – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 306 – 3
EPSY 307 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 310 – 3
EPSY 311 –2
EPSY 315 – 3
EPSY 316 – 3
SPED 224 – 3
EPSY 398 – 6
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 309 – 3
EPSY 294b – 4
SPED 228m/m – 3
SPED 295e – 3
EPSY 398 – 6
EPSY 306 – 3
EPSY 307 – 3
EPSY 309 – 3
EPSY 310 – 3
EPSY 312 – 3
EPSY 294b – 4
EPSY 398 – 6
EPSY 315 – 3
EPSY 316 – 3
EPSY 317 – 3
EPSY 301 – 3
EPSY 302 – 3
18. Educational
Foundations
21. Wellness Promotion, EPSY 306 – 3
Crisis Intervention, and EPSY 307 – 3
EPSY 309 – 3
Counseling
EPSY 310 – 3
EPSY 312 – 3
EPSY 294b – 4
22. Individual
Evaluation and
Assessment
EPSY 315 – 3
EPSY 316 – 3
EPSY 317 – 3
EPSY 301 – 3
EPSY 302 – 3
28
EPSY 294b – 4
SPED 224 – 3
23. Program Planning
and Evaluation
EPSY 201 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 312 – 3
EPSY 318 - 3
24. Research,
Measurement, and
Technology
25. Practica
26. Culminating Field
Experience
EPSY 201 – 3
EPSY 214 – 3
EPSY 294b – 4
Not Applicable
29
EPSY 294b – 4
EPSY 398b – 6
SPED 224 – 3
EPSY 201 – 3
EPSY 301 – 3
EPSY 302 – 3
EPSY 308 – 3
EPSY 312 – 3
EPSY 318 - 3
EPSY 398 – 6
EPSY 201 – 3
EPSY 214 – 3
EPSY 398 – 6
EPSY 294b – 4
EPSY 398 – 6
Research Sequence
The Ph.D. degree is a research degree and the program focuses on providing research skills and
experiences throughout the student’s tenure at Pacific.
Coursework Phase. Years one, two, and three consist of working alone or in partnership with
other students and with faculty in conducting research that will initially be presented at regional
and national conventions. Students will earn one unit of credit each semester for this work.
Students and Faculty have regularly presented their work at the NASP, CASP, APA, and Society
for Research in Child Development (SRCD) conventions. During the first two years students
will also complete the sequence in research design and statistical methods.
Coursework in the first two years also requires that students perform literature reviews on topics
of relevance to the course. These term papers will be carefully evaluated by faculty who will
encourage more full development as literature review papers for either publication or as the basis
for a dissertation.
Qualifying Phase. The qualifying examination is a means to determine the adequacy and
appropriateness of the student's preparation to complete the doctoral dissertation. The qualifying
examination may be taken only after the student has completed the second year of study,
typically during the fall or early spring of the third year. Students should begin work on review
papers in consultation with advisers and planning for the qualifying examination while
completing course requirements.
Advancement to Candidacy. To be advanced, the student must demonstrate breadth of
knowledge of theory relevant to school psychology and competency in research, as indicated by
the score of 175 on the Praxis Exam, satisfactory completion of all coursework through the fifth
regular semester of the program with no grade lower than C, and pass the first two levels of the
portfolio examination. To advance, the student must also demonstrate scholarship in the
tradition of the scientist-practitioner. The student may either produce an empirical study of
publishable quality contributing to the scientific literature relevant to school psychology, or a
scholarly review of the scientific literature relevant to an issue or problem relevant to the practice
of school psychology. This review must also be of publishable quality. The paper produced will
be termed the Qualifying Scholarly Activity (QSA). Should the second option be selected, the
student will be expected to complete an empirical dissertation on a different, although possibly
related topic. If the review option is selected, the empirical dissertation may address the same or
a different topic.
The student’s faculty advisor must approve the topic for the scientist-practitioner project prior to
initiation, and students should work with their adviser and potential committee members as they
progress on the project, be it research study or review paper. The project must be deemed the
sole work of the student, however.
Empirical studies should be conducted under supervision of the faculty and the Institutional
Review Board, and should be written to confirm with the style and length of a journal
30
submission (e.g. Between 18 and 28 pages of APA formatted text, excluding references, tables,
etc.)
Review papers should demonstrate a thorough knowledge of the literature and written to confirm
with the style and length of a journal submission or book chapter (e.g. Between 25 and 35 pages
of APA formatted text, excluding references).
Following the completion of the QSA, the student will meet with a committee of three faculty
members, to discuss and critique the resulting paper. This exercise is to simulate the response of
journal editorial review member to a submitted manuscript, and to verify the student’s role in
producing the work. One of the faculty committee should be new to the project and should
represent an independent voice.
At the end of this review session, the student may be recommended for advancement to
candidacy, may be asked to complete additional work on the project, or be failed, and not
advanced to candidacy.
Sole Authorship. Students enrolled in both the EdS and PhD programs are encouraged to
engage in collaborative research efforts for presentations at state and national conferences, as
well as publication, with the exception of the QSA paper and dissertation. The Department feels
strongly that the QSA paper needs to be the work of one person; not a joint effort.
The 6th Edition of APA publication Manual states on page 18, “Authorship encompasses,
therefore, not only those who do the actual writing but also those who have made substantial
scientific contributions to a study. Substantial professional contributions may include
formulating the problem or hypothesis, structuring the experimental design, organizing and
conducting the statistical analysis, interpreting the results, or writing a major portion of the
paper,”
The Department faculty feels that the above ideas should help define "author" and that one
person alone should do all 3 for the QSA paper, as well as the dissertation.
On page 18 of the manual, drawing on the definition of authorship, it states “Lesser
contributions, which do not constitute authorship ...may include such supportive functions as
designing or building the apparatus, suggesting or advising about the statistical analysis,
collecting or entering the data, modifying or structuring a computer program, and recruiting
participants or obtaining animals. Conducting routine observations or diagnoses for use in
studies does not constitute authorship.”
In the event of a multiply-authored project, the student may use the following guidelines to
determine whether they would like to petition the Department to consider their work as meeting
the requirements of “sole authorship.” If a student’s contribution fits the above description, and if
the other party is willing to stipulate to that effect in writing, and allow the paper to be reauthored as sole authorship (giving the other party whatever credit is due as an
acknowledgement), then the Department is willing to consider a paper as potentially meeting the
requirements for the QSA project (pending faculty approval of the actual product). If, on the
other hand, the other party can defend their contribution as sufficient/significant for a listing as a
second authorship, then the Department will require the student to construct a paper completely
on their own.
31
Students will be required to construct a response to the Department that notes that student’s
contributions to the paper, and provide a justification as to why the student should be listed as the
sole author.
Proposal Review Phase. After passing the qualifying review and before advancing to
candidacy, doctoral students are required to complete the proposal review process.
There are three reasons for writing a proposal. First, preparing one is an important part of the
dissertation process because a good proposal constitutes a coherent and systematic procedure to
be followed. Guided by this, students will have a methodical plan and they will be more efficient
and purposeful when they undertake the research.
The second reason for writing a proposal is to demonstrate scholastic competence in particular
areas of study. In doing so, students will need to persuade their committee that they have a clear,
focused topic and research questions or hypotheses as appropriate to the topic, and that they have
determined how they are going to carry the study out to fruition. An approved proposal serves as
an agreement between the committee and the student.
Finally, writing a proposal is also good professional preparation for students that may help them
later in their careers when they are called upon to write grant and book proposals.
The student should develop a dissertation idea and begin meeting with faculty who might serve
on the dissertation committee. Three individuals must agree to serve on the dissertation
committee, subject to approval of the Dean of Graduate Studies and Research. One member,
upon agreeing to serve as chair of the dissertation committee, will assume the responsibilities
formerly held by the faculty adviser. Once the dissertation committee has agreed to serve, the
student prepares a formal dissertation proposal. This proposal should be submitted to the
potential Dissertation Research Committee members within six months of completing the
Qualifying Examination.
Proposal Guidelines. The following outline should be helpful to the student in preparing
a proposal for the dissertation research. Each proposal will likely diverge somewhat from the
outline depending on the type of study. Nonetheless, the broad sections and approximate page
numbers should serve as rough guidelines for most studies.
1. Title. The title should indicate, succinctly, what the thrust of the research will be. This title
will be included on the advancement to candidacy form. It can be changed later but try to capture
the essence of your study in the title.
2. Introduction. The proposal should begin with a general statement of the problem and the
significance of the proposed study. One page may be sufficient.
3. Literature Review. Provide a brief review of the literature that places your study within the
context of the extant research literature. Touch on the major themes, issues, and/or dilemmas
bearing on the problem you will be addressing in the dissertation. Show how your study adds an
important new dimension. This review should occupy three pages approximately.
4. Research Question. As succinctly as possible, list the question or questions you are pursuing
in your research. What are you trying to find out? Clearly indicate the empirical nature of the
32
investigation (e.g., a specific type of research design). Include definitions of variables;
preferably operational definitions. (Half a page, or even less).
4. Methodology. Describe the methods you will use to conduct your research. This section
should include the greatest detail. Be specific about how you will go about:
a. Selecting a sample. Describe the characteristics of the population to be studied; Indicate
whether a sample or the entire population will be studied. If sampling is used, identify the
procedure and give an explanation as to why it was selected. Indicate the sampling unit (e.g.,
individuals, classes, districts), and the size of the sample and explain why the sample size is
sufficient. Indicate whether the sample will be formed into subgroups, and if so, describe the
characteristics of the subgroups. State how the rights of human subjects will be protected.
b. Deciding upon or designing data collection instruments (provide samples as an appendix, if
appropriate). Identify each variable to be studied and whether it is an independent, dependent
variable, predictor variable, criterion variable, control variable, or none of the above. Identify
the instrument(s) to be used and explain why the instrument(s) was selected as the most
appropriate operational definition of the variable(s). Provide evidence of the instrument's
reliability and validity for the use to which it will be put (if the instrument is already established),
or outline steps for obtaining evidence of the instrument's reliability and validity (if the
instrument must be developed).
c. Choosing how and when the data will be collected, i.e. your procedures (do not collect data
prior to the Dissertation Proposal Review unless they are archival data). Describe the way in
which the study will be conducted. If you are proposing an experimental study, identify the
design and describe procedures being used to minimize or avoid threats to internal validity (e.g.,
counterbalancing to control for order effects) and describe procedures used to maximize the
generalizability of your findings
d. Analyzing your data (including thoughts about how they will be reported). State the statistical
test for each research question and/or hypothesis and provide a rationale for the statistical tests
chosen. It will be helpful to provide "dummy" tables, figures, and charts showing how the
research will be presented.
e. Thinking about how each data element answers the question(s) you have posed.
Cite the limitations of the study (e.g., the threats to internal and external validity that are not
controlled for). Review assumptions that underlie the research, and whether they were met, but
balance your presentation of limitations and assumptions honestly yet in a manner that does not
minimize the study's importance.
This section on methodology should range from 1 to 8 pages, depending on the type of study you
are doing and the complexity of your methods.
33
6. Timeline. Provide a timeline specifying what will be done when, and when you anticipate
completing your work. (separate page).
7. Appendices. What are included as appendices varies from study to study. If applicable, you
should include: a. instructions to subjects, b. copies of instruments-- questionnaires, interview
schedules, observation schedules, c. any other supplementary material you feel would be helpful
to the reader in evaluating the proposal.
You may wish to prepare a longer proposal than indicated if you intend to seek outside funding
for you research, but a shorter version will do for your dissertation review.
Dissertation Proposal Review Meeting. Once the student has completed the proposal it will be
time to have a formal meeting with the prospective committee members. First, the student
presents a proposal to the faculty member who will serve as chair of the dissertation research
committee. The chair will work with the student to get the proposal ready for the review meeting.
Next, the student finds and sets a date when all tentative members of the dissertation research
committee may attend a meeting. At least two weeks in advance of the meeting, the student
provides each member of the committee with a copy of the proposal the chair has approved.
At the dissertation proposal meeting (plan for a meeting of at least one hour), the committee will
wish to discuss the proposed research in some detail. At this meeting, the committee may accept
or reject the proposal, or may require specific modifications. At this point, in rare circumstances,
committee members may decide that they will be unable to contribute to the dissertation and
suggest that they be replaced on the committee.
Should the committee require specific modifications in the proposal or make some suggestions to
improve the study, these will be noted on a form provided for this purpose. The intent of this
meeting is to establish a "contract" between the student and the committee concerning what will
be attempted and what will be approved. This meeting will protect the student from unilateral
requested modifications in the research plan after the meeting has ended, although mutually
agreed upon changes will always be possible later.
Because the committee will wish to make suggestions during the meeting, it is important for all
to remember that the goal is to produce a work of the highest quality. It is also important that the
student not begin data collection until after this meeting because changes in procedure and
measures may occur. It is appropriate and even desirable, however, for the student to pilot test
measures and procedures prior to the review meeting. Such trials will help all involved evaluate
the viability and practicality of the proposed research.
Following a successful Dissertation Proposal Review Meeting, the student will be advanced to
candidacy.
34
Dissertation Defense. When the dissertation research has been completed and the result written
in potentially final form, the dissertation will be submitted to the student's dissertation committee
within the time constraints imposed by the faculty.
As soon as possible after receipt of the dissertation, the chair of the dissertation committee may
schedule a meeting at which the student will discuss the dissertation with members of his or her
committee. At this meeting, the committee may accept or reject the dissertation, or may require
specific modifications. Following acceptance of the dissertation, the student will make a formal
presentation of his or her work to the university community at a colloquium or seminar.
35
Program Requirements
The requirements for the Ph.D. program include;
1. Completion of all required coursework including a one-year (10 month/1500 clock hour)
internship. Students must earn a cumulative GPA of at least 3.0 (on a 4.0 scale) in coursework
with no more than one grade of C or C+ and no grades of C- or lower.
2. Completion of the Masters Degree requirements unless accomplished during previous
graduate study.
3. Achievement of a score of at least 175 on the Praxis II test in School Psychology
4. Satisfactory demonstration of desired competencies (knowledge, skills, and dispositions) on
the third and final submission of the candidate’s cumulative portfolio prior to internship.
5. Satisfactory demonstration of desired competencies (knowledge, skills, and dispositions) on
the program’s Exit Survey.
6. Satisfactory demonstration of desired competencies (knowledge, skills, and dispositions)
during the candidate’s Internship (EPSY 398).
7. Submission of the Qualifying Scholarly Activity
8. Completion and successful defense of a dissertation.
Students are expected to complete the Ph.D. degree within seven years of admission to the
program. Failure to complete the degree within this time period will result in the student being
deemed inactive. To resume the program, the student will need to re-apply to the program. If
admitted or reinstated, the faculty may require revalidation of course work or other program
requirements as appropriate, and will set a final deadline for program completion.
36
Program Standards
APA Style
All papers submitted in any course in the department are expected to conform to the American
Psychological Association (APA) Style. Securing a copy of the Publication Manual of the
American Psychological Association, Sixth Edition (2010) is strongly suggested and is a prudent
long-term investment. It can be purchased from APA online (www.apa.org) or at the university
bookstore. There are also copies available in the Education Library.
Students must understand that doctoral study in school psychology is very demanding and will
require a full-time commitment. More than course attendance and participation will be required.
Students should be available for meetings, training sessions, monitoring, and research activities
at times when no classes are scheduled.
Professional Organizations
Participation in professional organizations allows school psychologists to remain up to date and
exercise political power and influence. All students are expected to become student members of
the American Psychological Association (APA) and the National Association of School
Psychologists (NASP) as well as the California Association of School Psychologists (CASP).
Ethical Standards
As students of psychology at the graduate and professional level, students must adhere to the
ethical standards established by the American Psychological Association and the National
Association of School Psychologists.
Dress and Conduct in Professional Settings
Students are expected to maintain appropriate professional behavior including attire in any
setting where they may be observed by other professionals, clients, or client’s families. These
settings include schools, other institutions serving children, and professional conferences.
Research Activities
Faculty will encourage and support students in conducting independent and collaborative
research. However, as students in training, students must seek faculty permission and
supervision for all potential research projects to protect the welfare of human participants.
Approval for research will be sought from the Pacific Institutional review board.
37
Financial Assistance
Financial assistance for graduate study is a complex subject. The student is urged to discuss
financial needs with personnel at the Office of Financial Aid, telephone (209) 946-2421, website:
http://www.pacific.edu/admission/financialaid.
Assistantships
The Department has a limited number of teaching and research assistantships available for
qualified students. Preference for assistantships is typically given to doctoral students. More
information is available about assistantships from the Department of Educational and School
Psychology. Students also are encouraged to keep their advisor aware of their need for
assistantships.
Campus and Electronic Mail
All students are assigned separate mailboxes in the Educational and School Psychology
Department offices. Memoranda, circulars, and announcements are periodically placed in these
mailboxes and/or circulated on e-mail. Therefore, it is important to check your mailbox and
e-mail on a regular basis. E-mail is the primary avenue of program and departmental
communication.
38
Graduate School Policies
Classification of Graduate Students
Full Status
Individuals who are admitted into the graduate school without conditions receive full academic
standing. Only students with full standing are admitted to degree candidacy.
Provisional Status
Individuals are occasionally admitted on a provisional status, particularly if their academic
records are substandard or they show strong promise of development or potential for graduate
study. Students with provisional standing must be advanced to full standing before being
eligible for degree candidacy.
Unclassified Status
Unclassified standing is for individuals wishing to earn graduate credits for appropriate courses,
but not work toward an advanced degree. Up to 12 units can be taken under unclassified
standing, and only 12 units of coursework can be transferred into a degree program if the student
subsequently is admitted into a graduate degree program. International students are not eligible
for unclassified status. Professional courses cannot be taken by individuals on unclassified status.
Definition of Full and Part-Time Status
Enrolled Students
A graduate student is considered to be full-time with 9 or more units, two 4-unit courses, or four
2-unit courses. A student is considered part-time with a course loaded less than these minimums.
Ordinary course load: full-time master's degree course load, 12 units; full-time doctoral course
load, 9 units.
Maximum course load without written permission from the Graduate Dean: 16 units for master's
students, 12 units for doctoral students.
Exceptions to these maximum and minimum course loads must be requested in writing by
graduate advisors and approved by the Dean of Research and Graduate Studies prior to
enrollment for the semester.
39
Students with Assistantships or Other Service Appointments
Students with teaching or research assistantships or other service appointments may carry a
maximum of 9 units and a minimum of 6 units per semester to be considered in full time
graduate study.
Advanced students with full-time service appointments may enroll for fewer than the minimum
number of units, and still be considered full-time. Students holding service appointments less
than full-time will have maximum and minimum unit loads set by their graduate committees and
in accordance with the practice described above and approved by the Graduate Dean.
Exceptions to these maximum and minimum course loads for students with service appointments
must be requested in writing by graduate advisors and approved by the Dean of Research and
Graduate Studies prior to enrollment for the semester.
Grade Labels and Point Calculations
Grade point averages are calculated on the following point equivalents :
A=Exemplary
A=4.0
A-=3.7
B+=3.3
B=3.0
B-=2.7
C+=2.3
C=2.0
C-=1.7
D+=1.3
D=1.0
F=0.0
Exemplary achievement of course objectives clearly and significantly above the
requirements.
B=Satisfactory
Satisfactory achievement of the course objectives.
Adequate performance on stated requirements
C=Marginal
Minimal achievement of course objectives.
D=Unsatisfactory
F=Failure
I
Incomplete work from extenuating circumstances that prevent completion of the work assigned.
This is a temporary grade that automatically reverts to a grade of "F" after three months. Petitions to extend
incomplete grades beyond this time must be approved by the Graduate School office
P
Passing work on a pass/fail basis
N
Deferred grading for thesis, dissertation or research work, for courses numbered 297, 299, 397, and 399.
Advisors change the thesis/dissertation grade upon the successful completion of the thesis or dissertation
defense by submitting the Thesis Grade form with the Graduate School. See the Forms Page to download
this form, or request one from the Graduate School office.
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Grading Policies
Letter Grades
A letter-grade, and not pass/fail system is to be used in graduate courses listed on a student's
program of study. If unavoidable, pass/fail grading can used if requested and approved in writing
by department chairs, program directors, and the Dean of Research and Graduate Studies.
Acceptable Grades
Courses in which the grade earned is C- or lower cannot be counted in a student's program
of study. These courses must be repeated.
Undergraduate Courses on Programs of Study
Graduate students must receive a letter grade in any undergraduate course that is part of the
approved Program of Study. Exceptions are to be requested in writing by the student's advisor
and approved by the Dean of Research and Graduate Studies.
Independent Study Courses
Independent study courses (those numbered 191, 291, and 391) require the completion of a
written contract that specifies the nature of the work to be undertaken and the method of
evaluation. Forms for Graduate Independent Study Contracts are located on the Forms Page, of
the website, but can be obtained from the Research and Graduate Studies office as well.
Academic Standing
All master's and doctoral degree students are expected to make satisfactory progress toward the
specific degree to which they were admitted and receive satisfactory grades to remain in the
program.
Good Academic Standing
Students who conform to the following guidelines are considered in good academic standing:


For degree students, a GPA of 3.0 or higher in all courses listed on the approved program
of study and in all courses taken as a graduate student.
Students in a credential-only (non-degree) program must maintain an overall GPA of 2.5
and have a cumulative average GPA of 2.5 or higher to clear their credential. Students in
a basic teacher education credential-only program who wish to do directed teaching in an
internship must maintain a 3.0 GPA.
41
Academic Probation
An advanced degree student who has completed six or more course units of study and has a
cumulative GPA below 3.0 will be placed on academic probation for the next semester.


Students on academic probation who fail to raise their cumulative grade point average to
3.0 at the end of the probationary semester will be subject to academic disqualification
from the Graduate School.
Students receiving more than one grade of C+ or lower will be reviewed by the
department and the Graduate School and will be subject to academic disqualification
from the Graduate School.
Satisfactory Progress
Advanced degree students must make satisfactory progress in their degree program by making
continual progress toward completing the required research, qualifying examinations, thesis or
dissertation, and other University or Departmental requirements. Failure to make satisfactory
progress can result in dismissal from the Graduate School, making individuals ineligible to
receive their degree.
Disqualification & Appeal
Students who have been dismissed from a graduate program for the aforementioned academic
regulations can appeal in a written petition to the Committee on Graduate Studies. Questions
and appeals should be directed to the Committee through the Office of Research and Graduate
Studies.
Academic Grievance Procedures for Graduate Students
The following describes the grievance procedures available to students of the University of the
Pacific who are enrolled in graduate-level degree programs and post-doctoral scholars. These
procedures do not apply to students of the McGeorge School of Law, the School of Dentistry, or
of the Doctor of Pharmacy degree program in the Thomas J. Long School of Pharmacy and
Health Sciences.
These procedures are intended to address issues that arise from, are related to, or have direct
impact on the academic activities of the student, such as assignment and evaluation of academic
work in the course of attempting to fulfill the requirements of a particular course or degree.
These procedures are intended to afford students and the University an opportunity to resolve
grievances in an equitable manner.
42
Definition of a Grievance
Any graduate student or post-doctoral scholar who believes that he or she has been subjected to
an improper decision on an academic matter is entitled to file a grievance.
A grievance is a complaint in writing filed with the Dean of Graduate Studies concerning a
decision, made by a person or group of persons acting in an official University capacity that
directly and adversely affects the student or post-doctoral fellow as an individual in his or her
academic capacity. A grievance does not properly challenge dissatisfaction with a University
policy of general application on the grounds that the policy is unfair or inadvisable, nor should a
grievance challenge individual school, department, or program academic policies, as long as
those policies are not in contravention of general University policy.
A grievance regarding an academic matter usually falls into one of three general categories:
• Those that derive from application of or decisions that are affected by a University policy,
which may apply to students in addition to University graduate students. Examples are grades
and attendance.
• Those that derive from matters addressed by policies of the Office of Research and Graduate
Studies which apply specifically to graduate students.
• Those that derive from matters addressed by policies, procedures or practices of a department
or comparable University administrative unit.
NOTE : If a graduate student believes that behavior in violation of the University's Policy
against Sexual and Other Unlawful Harassment has occurred, the student should notify, in
writing if possible, either the Director of Human Resources of the University or the Dean of
Graduate Studies. Additionally, there are grievance procedures to resolve alleged acts of
discrimination outlined in the University's policy statement on Prohibited Discrimination.
Any person having a complaint of violation of this policy statement should contact the
Director of Human Resources. The University's Policy against Sexual and Other Unlawful
Harassment is annually distributed to each graduate student and is available in the
Department of Human Resources.
Right to Participate in Grievances without Retaliation
No graduate student, graduate student's representative, or other member of the University
community who assists or participates in these procedures shall be subject to adverse
action by the University, based on their activity in good faith in the course of filing or
participating in the grievance procedure.
Time Limits to File a Grievance
It is the responsibility of the grieving graduate student to initiate any grievance within 60
days of the end of the academic term in which notice to the student of the adverse decision
occurred, or when the decision should reasonably have been discovered. A delay in filing a
43
grievance may constitute grounds for denial of the grievance in consideration of the matter
as a whole by the University.
Informal Resolution Efforts Prior to Filing a Grievance
It is preferable that before a grievance is filed, a problem be resolved on an informal basis
(that is, without the filing of a grievance). Candid and informal discussions are
recommended between the aggrieved graduate student and the instructor, major professor,
graduate committee, department chair, or graduate program director.
The level at which the informal discussion begins will depend upon the nature of the
complaint. A course grade complaint must start with the instructor involved. Informal
resolution of a problem dealing with research expectations, qualifying exams, or work
assignments, should start with the major professor (or academic advisor) and should
include discussion with the student's graduate committee where such a committee has been
formed.
Resolution of a complaint regarding departmental policy must be initiated with the
department chair with the individual at the next administrative level, for example, the
chair or director of the relevant department or program. Where possible, resolution by
informal efforts should be confirmed in writing signed by a department chair or above.
Step 1 - Initiation of a Grievance by Filing with the Dean of Graduate Studies
A grievance is initiated by filing a concise written statement, identifying the specific actions
complained of, the persons responsible for such actions, the harm to the grievant, and the
information that the grievant believes is relevant to the grievance. The statement should also
include a description of the remedy sought and the informal efforts taken to date to resolve the
matter. The grievance shall be filed with the Office of the Dean of Graduate Studies.
The Dean of Graduate Studies will determine the appropriate method by which the grievance
will be resolved. The Dean will proceed in one of the following ways:
• resolve the matter by written determination of the Dean, which may but need not be
preceded by the Dean's conferring with the grievant, faculty member(s) and/or other
individuals; or
• refer the matter to other University resources for preliminary fact gathering (for
example, where the matter concerns an issue addressed by the University's Policy Against
Sexual and Other Unlawful Harassment), following which the Dean will resolve the
matter by written determination.
The Dean's determination will be based on the following issues:
• Were the proper facts and criteria relied upon in reaching the decision being grieved?
• Were improper or irrelevant facts or criteria relied upon in reaching the decision being
44
grieved? If so, was there any significant adverse effect upon the grievant?
• Were there any procedural irregularities that substantially affected the outcome of the
matters, with significant adverse effect upon the grievant?
• If proper facts, criteria, and procedures were utilized, was the decision one that a person
in the position of the decision-maker might reasonably have made?
Normally, no more than 60 days should elapse between the filing of a grievance and the
determination of the Dean. The determination of the Dean shall be considered final and binding,
unless timely written notice of appeal is filed with the Dean within 20 days of issuance of the
determination of the Dean, with a copy to the Office of the Provost. If an appeal is filed, the
grievance resolution continues with Step 2.
Step 2 - Appeal of Resolution by the Dean of Graduate Studies
If an appeal is filed as described above, the Graduate Dean requests that the Chair of the CGS
convene within 30 calendar days, a graduate student grievance advisory panel ("panel"). The
panel will consist of two full-time Pacific faculty members and a graduate student enrolled at
Pacific, none of which are interested parties based on prior involvement with the matters or
persons involved. For good cause shown to the Chair, the grievant may timely request
replacement of a panel member, including the replacement of the student member of the panel
with another impartial faculty member if the grievant feels a student member is inappropriate for
the circumstances.
The panel will gather information in a manner that it determines appropriate to achieve an
informed recommendation to the Dean. The same issues listed for the Dean's determination in
Step 1 will be the basis for the panel's recommendation. The panel can either confirm the original
grievance resolution from Dean of Graduate Studies, or recommend an alternative. The CGS
Chair and Dean of Graduate Studies shall review the recommendations of the panel and promptly
thereafter issue a written determination to the grievant. The determination of the appeal will be
considered final and binding unless an appeal is filed with the Office of the Provost within 20
days after receiving the final determination of the grievance. If an appeal is filed, the grievance
continues with Step 3.
Step 3 - Final Appeal to the Office of the Provost
An appeal of the determination in Step 2 is initiated by filing a concise written statement of
appeal, identifying the specific grounds for appeal. The statement of appeal should identify
grounds upon which the grievant believes that the determination failed to conform to University
policy.
The Provost may determine the appeal, or the Provost may delegate to an assistant or associate
provost the determination of the appeal. In either event, the determination of the appeal shall be
final and binding on the grievant. Normally no more than 45 days should elapse between the
filing of the appeal and its determination. The determination of appeal will resolve the issue
whether resolution of the grievance did or did not conform to University policy.
45
Continuing Registration
All graduate students in graduate degree or credential programs must satisfy the Continuous
Registration Policy for each of the school terms defined for the student's program from
admission into the Graduate School until all degree requirements are met or their status as a
degree or credential student is terminated. This includes students who are completing
preliminary or final examinations, or presenting terminal projects; and applies to students
regardless of location. If degree or credential requirements are completed between terms, the
student must have been registered during the preceding term.
The Continuous Registration Policy can be met in one of three ways:
1. Registration for at least one credit in a course that appears on an approved graduate
Program of Study,
2. Registration for at least one thesis or dissertation credit,
3. If students are not registering for a regularly scheduled course they must register for the
appropriate section of a Continuous Registration course (see Office of Research and
Graduate Studies website) during the add period stated in the university calendar. A $50
fee will be applied to your student account and must be paid by the published deadline.
Failure to Meet Continuous Registration Requirements
A graduate student who fails to meet the continuous registration requirements and takes an
unauthorized break in registration relinquishes graduate standing at the University and is
dismissed from the Graduate School. An unauthorized break in registration occurs when a
student fails to maintain continuous registration in one of 3 ways:


by enrolling in a Program of Study course
by enrolling in a minimum of 1 credit of thesis/dissertation or by registering in
GRAD200
Students on an approved Regular or Scheduled Leave of Absence are not required to register or
enroll to meet the Continuous Registration Requirements. See the full Continuous Registration
Policy (http://web.pacific.edu/x17447.xml) or contact the Graduate School office in 214 Knoles
Hall (946-2261) for assistance.
Reinstatement
Students in good academic standing who withdraw from a program may be reinstated by the
Graduate Dean upon written request by the student within twelve months of the official
withdrawal date. The reinstatement is contingent on the approval of the original degree program
and the payment of a $50 reinstatement fee. The " Petition for Reinstatement in the Graduate
School " form can be downloaded from the Forms Page. (http://web.pacific.edu/x17447.xml)
46
Twelve months after withdrawing from the graduate school, students who wish to re-enter a
program must complete an entirely new application process with the appropriate fees and
documentation. A decision to readmit a former student are to include a statement by the
admitting degree program of which courses previously taken can be applied to the new program
of study.
Leave of Absence
A formal leave of absence will be granted by the Dean of the Graduate School only to those in
military service, in which the Continuing Registration fees are waived. A leave of absence is not
a mechanism to avoid Continuing Registration Fees.
Withdrawal
A formal leave of absence will be granted by the Dean of the Graduate School only to those in
military service, in which the Continuing Registration fees are waived. A leave of absence is not
a mechanism to avoid Continuing Registration Fees. Withdrawal forms can be obtained through
the Registrar’s office located at Knoles Hall.
47
Human Subjects
Students are strongly encouraged to engage in research and to submit papers on their research to
annual conventions, as well as to scholarly journals. All student researchers must comply with
the University’s procedures for any research involving human subjects.
In order to comply with state and federal regulations, it is University of the Pacific policy that
studies involving human subjects at or sponsored by the University be reviewed by the
Institutional Review Board (IRB) prior to implementation. The process for this review is set
forth in the Investigator’s Manual for Human Subjects. Copies of this manual and the required
forms are available from the Office of Research & Graduate Studies.
Each academic year the IRB will publish deadlines for submission of research protocols and
meeting dates. In general, protocol that fit into the Exempt or Expedited categories can be
submitted at any time. Protocol that require Full Review must be submitted two weeks before
scheduled IRB meetings. This will allow for distribution to, and review by, the entire IRB.
Researchers should plan well in advance to allow time for the approval process. All submissions
will be processed in as expeditious a manner as possible; however, a minimum of two weeks
should be allowed before an initial response can be expected. It is the responsibility of the
primary investigator to ensure that the submission is presented to the IRB in a timely manner.
A list of dates is available from the Office of Research & Graduate Studies.
As of August 25, 2003 Pacific requires Human Subjects Training for all individuals on the
Stockton and Sacramento campuses who wish to use Human Subjects in their projects.
Additionally, the Health Information Privacy and Accountability Act has created requirements
for those working with human subjects.
You can receive training through an on-line tutorial* offered by the National Institutes of Health:
http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp
Students must submit their certificate to the Human Subjects Committee, and must provide the
Department with a copy of this certificate before engaging in any research.
48
Office of Services for Students with Disabilities
The Educational Resource Center offers a variety of services for Pacific students with
disabilities. These services may include, but are not limited to, extended time for completing
exams, alternative testing procedures, note-takers, and transportation to and from classes. For
information on support for disabilities, please contact:
Mr. Daniel Nuss
Coordinator
Office of Services for Students with Disabilities
Educational Resource Center
University of the Pacific
Stockton, CA 95211
Phone: 209/946-2879 (TDD/Voice)
Fax: 209/946-2278
e-mail: ssd@pacific.edu
Pacific Student Honor Code
All members of the University community are entrusted with the responsibility of observing high
ethical conduct. Essential to the fundamental purpose of the University is the commitment to the
principles of truth and honesty.
Members of the University community, including students, faculty, staff, administrators and
trustees, must not commit any intentional misrepresentation or deception in academic,
professional or community matters. Further, community members are expected to treat others
with civility, respect, and dignity.
Violating the Student Code of Conduct, University Policies and/or Local, State or Federal
Laws
The violation of established policies or procedures and/or local, state or federal laws constitute a
violation of the honor code. Such violations may include conduct occurring off-campus when
students are participating, attending or in some manner connected to a University related activity.
Student Code of Conduct:
http://www.pacific.edu/x5148.xml
Pacific Student Code of Conduct
The following constitutes violations of the Student Code of Conduct:
A.
The violation of established University policies or procedures and/or local, state or federal
laws.
49
B.
Intentionally or recklessly causing physical or psychological injury or harm, or causing
reasonable apprehension of or threats of such injury or harm, to any individual at a time or
place within the jurisdiction of this Code.
C.
Intentionally or recklessly interfering with University activities, including, but not limited
to: studying; teaching; research; residential activities; administration; judicial proceedings;
or fire, police, or emergency services.
D.
Failure to comply in a prompt fashion with the directions of, and/or verbally threatening,
abusing, or harassing any University official, including, but not limited to student and
professional staff members and Public Safety Officers.
E.
Intentionally or recklessly destroying or damaging University property, and/or the property
of others.
F.
Intentionally and substantially interfering with the freedom of expression of others on
University premises or at University-sponsored activities.
G.
Knowingly making or delivering materially false or misleading written or oral statements to
a University official.
H.
Knowingly initiating or causing to be initiated any false report, warning, or threat.
I.
Theft, unauthorized possession, or any other misappropriation or conversion of property or
services.
J.
Use, sale, distribution, or possession of any controlled substance, illegal drug, or drug
related materials, including but not limited to, drug pipes, bongs, roach clips, and other
such paraphernalia; possession or use of any controlled substance without physician
prescription; or action while under the influence of any of the aforementioned substances.
K.
Unauthorized use or possession of any weapon.
L.
Disabling, tampering with, or damaging fire or other environmental and health safety
equipment, doors, or signs.
M.
Unauthorized use or possession of fireworks and/or other incendiary materials.
N.
Forgery or unauthorized alteration or usage, of any University document or instrument of
identification.
O.
Unauthorized personal presence or use of University premises, facilities, or property.
P.
Engaging in disorderly conduct; public intoxication; or lewd, indecent, or obscene behavior.
Q.
Any behavior that disrupts or causes disruption to computer services; damages, alters, or
destroys data or records; adversely affects computer software, programs, systems, or
networks. The use of any data, computer system or network to devise or execute any scheme
to defraud, deceive, extort, or wrongfully obtain money, property, or data.
R.
Violating the terms of any sanction imposed in accordance with this Code.
S.
Attempting, conspiring to commit, or aiding and abetting in a violation of the Code.
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For additional information regarding policies and procedures, please refer to Tiger Lore Student
Handbook
The following constitutes conduct prohibited by this Code:
A. General: Behavior which violates federal, state and local laws, General University Policies,
Student Housing Policies, Fraternal Organization Policies and the Policy Against Sexual Assault
and Harassment. The Code is intended to govern behavior as described in the student Judicial
Procedures, Section III – General Principles of Policies and Process.
B. Intentionally or recklessly causing physical or psychological injury or harm, or causing
reasonable apprehension of or threats of such injury or harm, to any individual at a time or place
within the jurisdiction of this Code.
C. Intentionally or recklessly interfering with University activities, including, but not limited to:
studying; teaching; research; residential activities; administration; judicial proceedings; or fire,
police, or emergency services.
D. Failure to comply in prompt fashion with the directions of, and/or verbally threatening,
abusing, or harassing, University officials, including, but not limited to Program Directors, Area
Coordinators, Graduate Resident Directors, Resident Assistants and Public Safety Officers.
E. Intentionally or recklessly destroying or damaging University property, and/or the property of
others.
F. Intentionally and substantially interfering with the freedom of expression of others on
University premises or at University-sponsored activities.
G. Knowingly making or delivering materially false or misleading written or oral statements to a
University official.
H. Knowingly initiating or causing to be initiated any false report, warning, or threat.
I. Theft, unauthorized possession, or any other misappropriation or conversion of property or
services.
J. Use, sale, distribution, possession, or action while under the influence, of any controlled
substance, without physician prescription, illegal drug, or drug related materials, including but
not limited to, drug pipes, bongs, roach clips, and other such paraphernalia.
K. Unauthorized use or possession of any weapon.
L. Disabling, tampering with, or damaging fire or other environmental and health safety
equipment, doors and signs.
M. Unauthorized use or possession of fireworks and/or other incendiary materials.
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N. Forgery or unauthorized alteration or usage, of any University document or instrument of
identification.
O. Unauthorized personal presence or use of University premises, facilities, or property.
P. Engaging in disorderly conduct, public intoxication, or lewd, indecent, or obscene behavior.
Q. Any behavior that disrupts or causes disruption to computer services; damages, alters, or
destroys data or records; adversely affects computer software, programs, systems, or networks.
The use of any data, computer system or network to devise or execute any scheme to defraud,
deceives, extort, or wrongfully obtain money, property or data.
R. Violating the terms of any sanction imposed in accordance with this Code.
S. Attempting, conspiring to commit, or aiding or abetting in a violation of the Code.
University of the Pacific’s Policy against Sexual Assault & Sexual Harassment
All members of the University community shall be able to pursue their interests free from sexual
assault or harassment. This policy pertains to incidents of sexual assault and sexual harassment
between students or where the alleged perpetrator is a student. Students who believe that a
violation has occurred and the perpetrator is a student should follow the procedures outlined in
this policy. In instances where a student asserts that a faculty or staff member has engaged in
sexual assault or harassment, the student should promptly contact the Human Resources
Department.
The University will evaluate known incidents of alleged sexual assault and sexual harassment
and when appropriate apply judicial action. In accordance with student judicial procedures
outlined in this handbook, violations of this policy may result in sanctions up to and including
dismissal or suspension from the University. Prosecution by the criminal justice authorities is not
a requirement for the student judicial process to be initiated.
Definitions of Offenses
Sexual Assault - Sexual assault is an umbrella term that includes: rape, statutory rape (sexual
contact with a person under 18 years old), sexual battery and conduct suggestive of attempting to
commit any of the aforementioned acts. Victims may be male or female.
Rape – Rape is a crime of violence, anger and power, which is not always motivated by sexual
desire. Rape is the sexual penetration (however slight) of the victim’s vagina, mouth, or rectum
without their consent. Rape involves penetration with (a) the use of force/fear or the threat of
force/fear; or (b) with an individual who is unconscious or physically powerless to give consent;
or (c) with a person who is otherwise incapable of giving consent, including situations where the
individual is under the influence of alcohol or drugs and this condition was or should have
reasonably been known to the offender.
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Sexual Battery - Sexual Battery is the act of making unwanted and sexually offensive contact
with an intimate body part of another person or actions which cause an immediate apprehension
in the other person that such an act will occur. Intimate body parts include sexual organs, the
anus, the groin or buttocks of any person and the breasts of a female. Battery includes situations
in which the accused engages in the contacts described with a person who is incapable of giving
consent or resisting due to alcohol or drugs.
Sexual Harassment - Sexual Harassment occurs when an individual’s behavior constitutes 1)
unwelcome sexual advances, or 2) unwelcome requests for sexual favors, or 3) other unwelcome
verbal or physical behavior of a sexual nature where:
• Submission to such conduct is made explicitly or implicitly a term or condition of an
individual’s education or employment; or
• Submission to, or rejection of, such conduct by an individual is used as the basis for
academic or employment decisions affecting the individual’s welfare, or
• Such conduct has the purpose or effect of unreasonably interfering with an individual’s
welfare, academic, residential life or creates and intimidating, hostile or offensive
educational, living or working environment.
Prohibited acts that constitute sexual harassment include: verbal conduct such as epithets,
derogatory comments, slurs or comments; visual displays such as derogatory or offensive
posters, drawings or images; unwanted touching, blocking normal movement, interfering with
study, work or activities; threats, demands to submit to sexual requests; retaliation for opposing,
reporting or threatening to report harassment or for participating in related investigation,
proceeding, or hearing.
Consent - Sexual activity shall not take place unless consent has been freely given. Freely given
consent includes the following conditions: participants are fully conscious; participants are
equally free to act; parties have clearly communicated their willingness/permission, parties are
positive and sincere in their desires; and parties are free to cease ongoing consensual activity at
any time. Consensual participation in a sexual activity shows consent to that specific activity, but
does not necessarily show consent to additional activity of a longer or more intense nature of an
activity.
Consent is NOT freely given if an individual is: intoxicated from alcohol or other drugs such as
GHP, Rohypnol or prescribed substances; has lost consciousness; is asleep; is suffering from
shock; is fearful of an assault; feels threatened; is NOT eighteen years of age (in cases of sexual
intercourse as defined by applicable California state laws); has not been given the opportunity to
consent; has acted or spoken in a manner which expresses that she/he refuses to consent. Verbal
rejection or any other type of resistance constitutes a lack of consent. Silence alone does not
imply consent. Giving alcohol or other drugs to another student with the intention of rendering
him or her incapable of giving consent to sexual activity is prohibited.
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Procedures for Victims
A. Immediate Action - The student is encouraged to seek assistance and support from someone
he or she trusts, such as a friend, resident assistant, head resident, residence director, coach,
faculty member or other University staff. The student may also consider discussing the assault on
a confidential basis with a therapist from the Counseling Center (946-2225), or the University’s
Student Victim Advocate, (403-0250). For emergency assistance, the student may contact the
Student Victim Advocate (403-0250), Residence Director on-call (598-0785), the Department of
Public Safety (946-3911) and /or the Women’s Center of San Joaquin County (465-4997). The
Women’s Center of San Joaquin County, which serves males as well as females, has a 24-hour
rape crisis advocate who can offer assistance.
B. Medical Attention - The student should seek immediate medical attention at San Joaquin
County General Hospital (468-6000). Options are provided for a student who does not choose to
use the insurance of a guardian or is unable to pay for treatment through San Joaquin County and
the University. Medical assistance at San Joaquin County General Hospital includes a
comprehensive medical and forensic exam with appropriate testing and treatment. Evidence
collected during the exam will be preserved in the event the student decides at a later point to
press charges. It is important to take a full change of clothing, including shoes, as the clothing
worn to the exam may be needed for evidence. The University will assist in retrieving a change
of clothes if the student requests assistance. When the student arrives at the hospital for an exam,
both the Stockton Police Department and Women’s Center of San Joaquin County will be
notified by the hospital. A Women’s Center advocate can offer support at the hospital. The
student may choose whether or not to speak to the police at the hospital. If she/he does, the
student still has the option whether or not to file charges against the accused. If a student does
not wish to go to the hospital, the Cowell Wellness Center staff (946-2315) is available during
clinic hours (Monday – Friday: 8am – 6pm) and can treat non life threatening injuries, perform
non-evidentiary exams, provide the morning after pill (when the student is seen within 72 hours
after the sexual assault) and provide follow-up medical tests. Note: Students under the age of
eighteen should be aware that, as minors, their parents may have the right to obtain information
which otherwise would be confidential.
C. Preserving Evidence - Victims should attempt to preserve evidence at the scene in the
following ways: leave the scene undisturbed to allow professionals to collect the evidence; if not
able to leave the scene undisturbed the student may collect bedding and/or other loose fabrics in
the immediate area of the assault which should be stored in a paper bag for evidence; if a
prophylactic device of any type was used and remains at the scene of the incident, the student
should attempt to retrieve it and/or any other debris and preserve it in a paper bag; do not bathe,
urinate, douche, brush her/his teeth, drink liquids, or change clothing before seeking medical
attention at a hospital; if the student has already changed clothes, she/he should bring all the
original clothing to the hospital in a paper bag; all evidentiary materials should be placed in
separate paper bags to prevent cross contamination of evidence. Plastic bags damage evidence.
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D. Options for Filing a Report –
1)
Anonymous Report - Students may elect to file an anonymous report. The Anonymous
Report of Sexual Assault form will not include the names of the student filing the report
or the alleged offender unless the student chooses to include them. Filing an anonymous
report will assist the University in compiling crime statistics. It will not result in a police
investigation. Copies of the anonymous report form are available on the Office of Student
Life web page (www.pacific.edu). The Student Victim Advocate and other University
staff are available to assist a student in filling out the report if requested.
2)
Formal Report - Students may elect to file a formal report through the Student Victim
Advocate, or other University staff including Public Safety. A formal report may include
the names of the student filing the report and will include the name of the alleged
perpetrator(s), if known. If a student chooses to file a formal report, then either or both of
the following procedures may result:
a) University judicial System – The Director will review the referral to determine
if there is sufficient evidence to charge a student with a violation of this Code and
to hold a judicial hearing. If so, the Director will issue an allegation letter to the
respondent(s).
b) Criminal Justice System - The report may lead to a review by the governmental
criminal justice system, whether or not the University judicial system is reviewing
the matter. Students may choose to report these incidents to the University Public
Safety Department or to any other appropriate law enforcement agency. The
Student Victim Advocate or Public Safety Officer can assist in the reporting
within the criminal justice system.
3)
Students may elect not to file a report. However, if they discuss the incident with a
University staff or faculty member, (with the exception of therapists from the Counseling
Center and the Student Victim Advocate, who are confidential resources), the staff
member or faculty must contact the Student Victim Advocate to file an Anonymous
Report of Sexual Assault which will be forwarded to Public Safety as required by the
Clery Act.
Rights of Student Alleging a Violation
The University Community will treat all students who bring forth reports of a violation of this
policy in accordance within the University judicial system. The student has the following rights:
1. The right to be informed of available University resources and an explanation of the options of
redress which are available.
2. The right to preclude contact with the respondent(s) pending disposition of the case.
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3. The right to initiate a report for consideration by the Director of Judicial Affairs for possible
judicial hearing without unnecessary delay.
4. The right to testify on her/his own behalf, without the presence of the accused if requested.
5. The right to present witnesses at the hearing that can speak to the charges.
6. The right to have an advisor throughout the judicial process. The advisor shall be a member of
the University community. A list of advisors trained in the University judicial system can be
obtained from the Office of Student Life.
7. The right to have the presence of a support person from the University community throughout
the hearing. The support person may be a friend, faculty member or staff member. The support
person cannot be an attorney or a family member. The support person does not have the right to
speak at the hearing.
8. The right to remain present during the entire judicial hearing with the exception of the
deliberation phase.
9. The right to avoid discussion at the hearing of the student’s private sexual history and personal
matters unrelated to the incident in question.
10. The right to make an “impact statement” to the Judicial Board/Hearing Officer.
11. The right to be informed promptly of the decision following the hearing.
Rights of the Respondent
A student against whom student judicial charges are brought forth for this policy has the
following rights:
1. The right to be presumed innocent until a decision is assigning responsibility rendered.
2. The right to an explanation of the judicial charge(s) and an explanation of the University
Judicial System.
3. The right to have an advisor throughout the judicial process. The advisor shall be a member of
the University community. A list of advisors trained in the University judicial system is available
from the Office of Judicial Affairs.
4. The right to a University student judicial hearing without unnecessary delay.
5. The right to have the presence of a support person from the University community throughout
the hearing. The support person may be a friend, faculty member or staff member. The support
person cannot be an attorney or a family member. The support person does not have the right to
speak at the hearing.
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6. The right to testify on his/her own behalf and to refrain from doing so.
7. The right to present witnesses who can speak to the charges.
8. The right to be informed promptly of the decision once it is issued.
9. The right to appeal the outcome of the hearing.
10. The right to file a report of false charges within the University Judicial System, if the
outcome of the initial student judicial proceeding is no responsibility of the respondent.
University Support
Student Victim Advocate: (403-0250); Trained to support and assist any student who has
experienced a sexual assault, harassment or crime. The Student Victim Advocate can explain
options regarding medical care, academic concerns, housing, counseling, judicial process and
filing a report.
Reassignment of Rooms & Classes: When a student alleging a sexual assault or sexual
harassment and the accused attend the same class or reside in the same campus residence or in
close proximity to one another, the student may request that the Office of Student Life decide
upon a fair and immediate reassignment. The Office of Student Life will consult with the
appropriate areas and make a determination regarding reassignment. A safe room is available on
a temporary basis through the Housing Office.
Education and Counseling: The University of the Pacific offers educational programming to
students, faculty and staff on sexual assault and sexual harassment. The University provides
medical treatment and counseling to students who may have been a victim of sexual assault or
sexual harassment.
APPEALS
A number of procedures insure that student problems and complaints are handled effectively and
fairly. The University has a Student Rights and Responsibility statement, which can be obtained
from The Graduate School, and the Department and Program have established formal due
process procedures. In addition, there are less formal channels for student grievances such as the
Sigma Psi student representative to program faculty meetings. Complaints which are general,
arising from concerns of a number of students, may be brought to the attention of the faculty by
this group. Complaints, suggestions, and recommendations of graduate students in the
department may be included on the agenda in departmental meetings and in the School
Psychology Area Committee meetings as well as other appropriate area committees.
Students may bring their concerns directly to their advisor or if they are uncomfortable in taking
such action, they may speak with the departmental Dean of the Graduate School or Chair. In the
event the latter options are problematic, there is a College Associate Dean to whom students can
appeal. Students may also appeal to the College Dean and the University Graduate School.
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In addition, there is a University Ombudsperson whose specific function is to hear complaints
and problems in cases where students think either the situation has not been resolved by dealing
with the above named officials or they would prefer to deal directly with the Ombudsperson
initially. In cases of discrimination, including sexual harassment, case summaries are sent to the
University Affirmative Action Officer.
When a student is dissatisfied with a program matter or a judgment of professional or academic
competence (such as a lack of readiness for a practicum assignment), an appeal can be made by
the student to the student’s advisor. If the matter were not resolved at that level, the School
Psychology Area Committee would then hear it. The student would be invited to present his or
her arguments to the school psychology faculty. The faculty would then make a decision based
on its professional judgment. In addition to the formal mechanisms to insure due process, there
is frequent informal dialogue and interaction among students and faculty. This opportunity for
open discussion helps to reduce the likelihood of the type of situation in which formal due
process procedures become necessary.
Selected University Policies
1. Academic Honesty Policy: Students are expected to: 1) Act honestly in all matters; 2) Actively
encourage academic integrity; 3) Discourage any form of cheating or dishonesty by others; 4)
Inform the instructor and appropriate university administrator if she or he has a reasonable and
good faith belief and substantial evidence that a violation of the Academic Honesty Policy has
occurred. Examples of conduct that are in conflict with the Academic Honesty Policy include,
but are not limited to:
2. Cheating: Cheating is the willful giving or receiving of an unauthorized, unfair, dishonest, or
unscrupulous advantage to another. Cheating may be accomplished by any means whatsoever,
including, but not limited to, the following: fraud, duress, deception, theft, talking, signs, and
gestures. Attempted cheating is also considered cheating. Examples of cheating that are not
tolerated include, but are not limited to, the following: 1. Copying graded assignments from
another student or giving one’s work to be copied or used by another student for credit. 2.
Working together on a take-home assignment when not specifically permitted by the instructor.
3. Looking at another student’s paper during an examination or allowing a student to look at
one’s paper or giving answers to another during an examination. 4. Looking at text or notes
during an examination when not specifically permitted by the instructor. 5. Doing homework,
taking an exam, or writing a paper for another student. 6. Using any
technological/communication tool not authorized by the faculty during an exam, such as a cell
phone, personal digital assistant (PDA), calculator, pager, and laptop.
3. Plagiarism: Plagiarism involves presenting as one’s own, the work, or the opinions of
someone else without proper acknowledgement. Plagiarism includes, but is not limited to: a)
Failing to give credit for ideas, statements of facts, or conclusions derived by another author;
Failure to use quotation marks when quoting directly from another, whether it is a paragraph, a
sentence, or part thereof; Failure to properly cite other’s work. b) Submitting a paper purchased
or obtained from a “research” or term paper service. c) Submitting a paper obtained from an
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internet resource. d) Giving a speech or oral presentation written by another and claiming it as
one’s own work.
4. Other Academic Dishonesty: Other forms of academic dishonesty can include but are not
limited to: a) Planning with one or more students to commit any form of academic dishonesty. b)
Having another student take one’s examination or do one’s computer data or lab experiment. c)
Lying to an instructor to increase a grade. d) Submitting papers or speeches for credit that are
substantially the same in two or more classes without prior written approval of the instructors
involved. e) Removing tests from the classroom without approval of the instructor, or stealing
tests. f) Altering answers on a scored test and submitting it for a higher grade.
5. Computer Use Policy: The University’s computing and communications resources shall be
used securely, respectfully, and cooperatively in support of the University’s Mission. The
University provides computing and communications access to faculty, students, staff and others
solely for the purposes of supporting teaching, learning, research, service and administration
within the context of the University ’s mission.
6. The University is a non-profit, tax-exempt organization and, as such, is subject to a number of
pieces of legislation regarding sources of income, political activities, use of property, etc. The
University prohibits use of University information and information technology resources for
partisan political activities, where such use is prohibited by laws, and prohibits use for
unauthorized commercial purposes.
7. Incidental personal use, within the guidelines of this policy, is considered appropriate. Such
permissible incidental personal use does not include web hosting or other services for third
parties. a) Secure Use - Users of University Computing and Communications Resources are
responsible for taking appropriate steps to safeguard University and personal information, as
well as University facilities and services. i) Passwords and other authentication and authorization
codes, cards or tokens assigned to individuals should not be shared with others. Authorized Users
should not provide access to unauthorized users. Passwords should be chosen carefully to lessen
the possibility of compromise. Users are responsible for all activity that takes place under their
User ID(s). ii) Activity that may compromise the system integrity or security of any on or offcampus system is prohibited. This includes any type of unauthorized access or hacking. iii)
Unauthorized monitoring of individual User activity, information and communications is
prohibited. See University’s Computing and Communications Confidentiality Policy. iv) Users
must ensure the security of restricted, confidential, proprietary, licensed, copyrighted or sensitive
information entrusted to their care or that may come into their possession. Security includes, as
appropriate, protection from unauthorized disclosure, modification, copying, destruction or
prolonged unavailability. b) Respectful Use - University Computing and Communications
Resources should be used in a manner that respects the rights of others. i) Users must abide by
all local, state and federal laws. This includes all applicable Copyright laws and license
agreements, especially software license agreements. ii) Users must abide by the University’s
Policy against Sexual and Other Unlawful Harassment. That Policy prohibits verbal and visual
conduct of a harassing nature. Threatening, obscene or other offensive messages or graphics that
would be deemed inappropriate in other contexts are prohibited. iii) Users must not attempt to
represent themselves as someone else, mask their identity, or engage in computing or
59
communication activities using another user’s User ID or other electronic credentials. Use of
University resources for illegal conduct is prohibited. iv) Users accessing off-campus systems
should additionally abide by the rules, regulations and acceptable use policies of those external
systems. Given that User action may reflect upon the University, courtesy, civility and good
etiquette is highly recommended. c) Cooperative Use - Users of University Computing and
Communications Resources are expected to cooperate so that all Users may make maximum use
of facilities and services in a shared environment. i) The University provides computing and
network systems, services and resources to facilitate business and academic activities of the
University. Incidental personal use must not interfere with University business and academic
activities. This includes personal activities that use bandwidth, occupy storage space, or slow
down processing of systems, networks, or other resources needed for University business and
academic activities. ii) Users must not engage in activities that would impede the activities of
others including the internal or external distribution of junk email (a.k.a. Spam), chain mail,
viruses, worms, remote controllers or other malicious code, or other unofficial and/or unsolicited
distributions, especially to persons you do not know. iii) Users should refrain from using sounds
or visuals that may be disruptive to others in shared facilities, such as instant messaging. iv). All
Users share the responsibility of seeing that University Computing and Communications
Resources are used securely, respectfully, cooperatively, and for their intended purposes. If
policy questions arise or if suspected policy violations are encountered, Users should take no
unilateral action, but promptly notify and/or cooperate with the appropriate University officials.
8. Disability Accommodation Policy: The University of the Pacific is committed to the goal of
providing qualified students an equal opportunity to attain college education regardless of
disability. To reach that goal, Pacific will make efforts towards meeting reasonable requests for
services and accommodations to students with disabilities in accordance with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA).
In order to qualify for services and accommodations, the student must identify him/herself to the
Office of Services for Students with Disabilities by providing recent and specific evidence that
documents a formal diagnosis of a physical, psychological or cognitive disability from a
qualified professional.
Pacific expects that, if you are a student with a disability, you will give sufficient notice of your
need for assistance (preferably prior to the start of the semester) although the University will
consider the merits of each request at the time it is received. Upon receiving a request for
assistance as well as appropriate documentation, the Coordinator of the Office of Services for
Disabilities considers the student's need for assistance as it relates to the documented disability.
Please note the university does not provide or subsidize personal care devices or services such as
ambulatory devices or assistance with bathing, dressing, laundry, etc. Referrals to area agencies,
however, are available upon request.
For additional information, please contact: Office of Services for Students with Disabilities,
McCaffrey Center, Phone: (209) 946-2879 E-mail: ssd@uop.edu. website:
http://www.uop.edu/education/ssd
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9. Equal Opportunity Policy University of the Pacific admits qualified students regardless of
sex, gender, sexual orientation, skin color, religion, disability, or national and ethnic origin to all
the rights, privileges, programs, and activities generally accorded or made available to students at
the University. Pacific does not discriminate on the basis of sex, gender, sexual orientation, skin
color, religion, handicap, or national and ethnic origin in the administration of its educational
programs, admissions, scholarships and loans, athletics, or other University activities.
10. Family Education Rights and Privacy Act The Family Education Rights and Privacy Act
(FERPA) of 1974 and the rules and regulations of the Department of Education provide students
with certain rights regarding privacy of, and access to, their “educational records.” The
University provides each student the opportunity to: i. Request to review the student’s education
records. Students should submit a written request to the Registrar that identifies the records(s)
they wish to review. The Registrar will notify the student of the time and place where the records
may be reviewed. ii. Request the Registrar to amend the student’s educational records to the
extent that the student believes the record or a portion is inaccurate or misleading. A written
request must be made to the Registrar. The request should include all information which
identifies the part of the record the student wants amended and why the student believes the
record to be inaccurate. In the event that the University decides not to amend the specified
record, the student will be advised of their right to a University hearing. iii. The right to consent
to disclosures of personally identifiable information contained in the student’s educational
records, except to the extent that FERPA authorizes disclosure without consent. Exceptions
which permit disclosure of student records without consent are: disclosure to University officials
with legitimate educational interests; to external entities per subpoena; to other institutions of
higher education to which the student may be an applicant; to parents under certain
circumstances; to protect the health and safety of persons in the University community; and
“directory information.” iv. “Directory Information” may be released at the discretion of the
University; however, students have the right to withhold the disclosure of Directory Information
such as:
Name
Email Address
ID Photo
Telephone numbers
Enrollment status
Date and place of birth
Date of graduation
Degree awarded or program
Dates of attendance
If you wish to prevent disclosure of this information, please notify the Registrar’s Office in
writing.
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11. Free Speech Policy Every student has the right to: speak freely, listen to others, assemble in
public meetings and express him or herself. Because these rights are for each member of the
community, it follows that no member of the community has the right to prevent or disrupt an
exercise of such rights by others, whether the persons involved are expressing approval or
disapproval of an idea or action. In the exercise of speech or demonstration no individual or
group is permitted to disrupt the normal operation of the University. Judicial action may be taken
in the event of any attempt at disruption of the University operation, or in the event of any
damage to University’s property or private property through individual or group protest.
Coordinated demonstration may be scheduled with the assistance of the Office of Student
Leadership & Involvement.
12. General Grievance: Grievances not otherwise provided for should be addressed to the
Director of Judicial Affairs or Provost with responsibility for the area in which a decision is
being challenged. The Director of Judicial Affairs will advise students regarding the appropriate
office. Complaints or questions must be submitted in writing to the Director or Provost. A
response will be made in a timely manner, normally not to exceed ten school days.
13. Grade Grievance Policy: A student who is dissatisfied with a grade received in a course
should first speak with the instructor. If still dissatisfied, the student may then speak with the
department chair. If still dissatisfied, the student should speak to the dean of the school or
college. If appropriate, the student may be referred to ASUOP.
14. Harassment, Coercion or Intimidation Policy: Individuals are expected to respect the rights
of others. As an educational community, the University of the Pacific is committed to
responsible behavior, which gives evidence of individuals having considered the ethical and
social consequences of actions for oneself and for others. Because the University places a high
value on the sanctity of the individual, it will not tolerate behavior that undermines the
emotional, physical, or ethical integrity of any community member. Such proscribed behavior
includes but is not limited to harassment, intimidation, threats, the use of physical force or
violence, or threats of physical force or violence. Further, activities that support or parody
oppression of others is not tolerated (for example: strippers or slave auctions). This expectation
holds true in social interactions among individuals of different races, genders, religions, cultures
or sexual orientations. It is the position of the University that racially biased comments and use
of racist humor, as well as intimidation and threatening behavior or assault on a person are
totally unacceptable.
Specific terms which relate to sexual assault and sexual harassment are provided for under the
Policy against Sexual Assault and Sexual Harassment as provided in this handbook.
15. Health Insurance Policy: All students (non-immigrants) are required either to enroll in the
University’s Student Insurance Plan or provide proof of other adequate health care coverage.
As some curricular and co-curricular activities have inherent risks of injury students should
understand that the University is not responsible for resulting injuries.
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16. Identification Card Policy: The student ID card is used for identification on and off campus
and is valid for the entire time a student is enrolled at the University, provided it contains a
current validation sticker. It is not transferable. Lost ID Cards should be reported to the Office of
Housing.
17. Illicit/Illegal Drugs Policies: Federal and state statutes prohibit the use, possession, and sale
or offering for sale of hallucinogens, narcotics, amphetamines, barbiturates, and marijuana; State
laws prohibit improper possession and sale of amphetamines and barbiturates. The sale, sharing
or distribution of illegal drugs is considered a serious offense. Students should note that law
enforcement officers, including staff of University Police, in a manner consistent with laws
applicable to their respective function, have a legal right to search any and all buildings on the
campus without prior notice to anyone at the University.
The University of the Pacific is committed to the life of the mind. Therefore, abuse of drugs is
inconsistent with the purposes of the institution. The University is committed to helping
individuals achieve a realistic understanding of the consequences of drug use both for themselves
and for society. Literature concerning drugs is available at the Cowell Wellness Center, where
therapeutic and counseling assistance is available on a confidential basis for any student.
18. Mental Health Disturbances Disposition Policy: Notwithstanding any other University
policy, the University reserves the right to take administrative action in response to instances of
disruptive behavior where there is reason to believe that the inappropriate conduct may be caused
by or related to psychological issues. Possible dispositions that may result include mandatory
evaluation, temporary or indefinite withdrawal and/or other administrative action as deemed
appropriate by the circumstances of the individual situation. Such action must be approved by
the Vice President for Student Life or her/his designee, with possible consultation from the
Cowell Wellness Center, Department of Public Safety, and/or private physicians or consultants.
19. Parking - University parking zone regulations are enforced, and city parking citations are
issued for violations. Parking on University premises is by permit only, and all student cars
should be registered at the University Finance Center.
a) Parking is specifically controlled at all times (24 hours per day, 365 days per year) in areas
listed.
b) Motor vehicles parked on University property must either have a properly authorized
temporary parking permit or a valid annual parking permit adequately displayed in or on the
vehicle. The possession of a current parking permit or pass does not guarantee a parking space.
c) Motorcycles are to park in areas designated for two-wheeled vehicles.
d) Red curb: No parking at any time; Green Curb: Limited time as indicated Yellow Curb:
Service vehicles only; White Curb: Limited time is 15 minutes; Blue Curb: No vehicles shall
park in a blue zone reserved for “Disabled Parking Only” unless properly displaying a DMV DP
placard.
e) Parking is prohibited as follows: within 15 feet of any fire hydrant; parking in a roadway
adjacent to other vehicles (commonly called double parking); or on any lawn, sidewalk, or in any
area that restricts vehicle or pedestrian traffic.
f) Special parking permits for recreational vehicles, trailers, boats, buses, etc., must be obtained
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from the Department of Public Safety. Mobile vehicles cannot be used as living units while
parked on campus.
g) Suspension of Parking Regulations – Further, the University may temporarily suspend parking
regulations for special events on campus.
20. Speed Limit - The maximum speed limit on campus is 15 miles per hour for all vehicles. The
parking lot speed limit is 10 miles per hour for all vehicles.
21. Noise Policy: As an academic institution, the University must provide an atmosphere in
which study and learning may take place. Excessive noise, which interferes with that process,
cannot be permitted. The right to quiet for study and sleep supersedes the privilege of making
noise.
If a registered student is found guilty of DUI on the University of the Pacific campus or is
involved in physically assaulting other persons, the student may be suspended or expelled from
the University or may be afforded the opportunity to withdraw from the University. The Director
of Judicial Affairs will make the telephone calls to the parents or guardians or other designee
from the Vice President for Student Life.
22. Posting Policies: In order to maintain the campus buildings and grounds in an attractive
manner, no posting of any materials on the outside of buildings, including doors and windows
are permitted. All materials must be posted on kiosks and bulletin boards:
a) All printed material must include the name of the sponsoring organization.
b) Banners must be affixed with masking tape only.
c) Flyers are permitted on Kiosks and should not cover existing, timely material. Kiosks are
cleared every other week.
d) Banners/Flyers on Brick Surfaces (One Day Policy) – Banners and flyers are permitted on
brick surfaces of the McCaffrey Center for one day only, generally the day of the event or when
the organization is hosting an information table. Only masking tape may be used on brick
surfaces – no duct/electrical tape.
e) Sandwich Boards (with approval) – Two Sandwich boards no larger than four feet high and
three feet wide are permitted in the Center walkways for up to three days with approval of the
McCaffrey Center Office. Boards must be of firm construction and not limit the access of
individuals to center services.
f) Information tables may be checked out from the McCaffrey Center Office (limited
availability) with a student ID or five dollar deposit. Organizations are encouraged to set up
promotion and information areas in the McCaffrey Center.
g) Chalking of surfaces may be permitted for 48 hours prior to the event being promoted, with
approval from the Director of Student Leadership & Involvement & McCaffrey Center. Chalking
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will only be approved for concrete floor areas. Chalking walls, kiosks and wood areas is not
permitted. Organizations are expected to clean off chalking the following day.
h) Wood Surfaces, Walkways, Windows and Painted Surfaces. No posting is permitted on the
wood hand railing or the walkways. Such posting limits mobility and access. Staples in wood
hand railings cause cuts and abrasions. Posting on windows and painted surfaces is not
permitted.
i) No postings are permitted which advertise student events where alcohol will be served.
j) Clearing Postings – It is the responsibility of the sponsoring organizations to remove publicity
that is outdated or unattractive. The University reserves the right to remove publicity that
violates this policy.
23. Raffles Policy: Money-raising activities, such as the distribution of tickets and drawing for
prizes, may be held on campus if the Office of Student Life has a written statement of approval
from the Office of the District Attorney prior to the sale of the first ticket.
24. Renovations: All renovations of campus buildings including hanging of fixtures, pictures and
curtains, must be reviewed in advance by Physical Plant staff to ensure that no asbestoscontaining materials (ACMs) are disturbed without proper safeguards.
25. Smoking Policy: Smoking is prohibited in all University facilities including residential
communities and apartments.
26. Theft Policy : Theft of personal or University property violates the Honor Code and state
law. Theft includes, but is not limited to, the following:
a) Unauthorized removal of any property from any room in a residential unit, University Office,
or service building or grounds, and/or from individuals.
b) Unauthorized removal of lounge furniture in a resident’s own building.
c) Unauthorized removal of any furniture from one building to another.
d) Additionally, because theft of library materials deprives students and faculty of vital
resources, it is considered a particularly serious offense. Library books, journals, and other
materials are essential to the academic program of the University and must be available to all
students on a fair and equal basis.
27. Vandalism Policy: The attempted or actual physical abuse, destruction or defacement of
property belonging to another or to the University that impairs it’s utility or diminishes its
material or aesthetic value is prohibited. Students should report incidents of damage, or parties
responsible for damage, to a University staff member.
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28. Weapons Policy: The possession, display or use of firearms of all descriptions, including airpowered weapons, or any instruments that can be construed as dangerous weapons is not
permitted on or immediately adjacent to, University premises and/or in connection with a
University activity. The brandishing or use of such weapons on University premises shall be
considered sufficient cause for immediate suspension pending an investigation. Residential
students must arrange for off-campus storage of firearms intended for hunting or target practice
purposes. This prohibition applies to those items intended for hunting or target practice; bladed
instruments which exceed four inches in length; and bows and martial arts equipment except
when related to an approved campus activity.
The University reserves the right to confiscate firearms and other weapons. Additionally,
California Penal Code 626.9 and 626.10 specifically prohibit the possession of firearms,
including pellet and BB guns, on University property, without specific written permission.
University Judicial Process
I. Judicial Affairs Mission Statement: The mission of the judicial process at University of the
Pacific is to promote a safe, respectful academic community by determining in an appropriate
manner issues of possible violations of the Student Conduct Code; to provide students with the
opportunity to develop into citizen leaders by giving them a central role in establishing student
judicial policy and adjudicating cases; and, when appropriate, to offer violators of the code an
opportunity to learn from a fair judicial process and develop into responsible community
members.
II. Introduction: Student Conduct Code: The Code identifies the general standards of student
behavior, which are essential to the University’s educational mission and its community life. The
Code is applicable to all University students, including but not limited to, undergraduate and
graduate students at all Schools and Colleges. Students are also responsible, and will be held
accountable, for the conduct of their guests while the latter are at a University location or facility
and/or participating with the student host in a University-related activity.
III. General Principles of Policies and Process: Interpretations of Regulations. The Code is set
forth in writing in order to give students general notice of prohibited conduct. The provisions of
the Code are to be read broadly and are not designed to define prohibited conduct in exhaustive
terms.
IV. Jurisdiction of the Student Judicial Processes: The student judicial process is applicable to
all University students, including undergraduate, professional and graduate students. The
jurisdiction of the process extends to behaviors by students and students’ guests that occur on or
adjacent to any of the three campuses or at any University-operated program, premises or
facility, including study abroad programs, internships, athletic events and campus trips, and any
other activity occurring in the scope of or fairly related to the students’ relationship with the
University. Issues which arise solely from student employment with the University and which do
not otherwise affect the student relationship with the University are not cognizable by the student
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judicial process but by University Human Resources.
V. Inherent Authority: Not withstanding any other provisions of the Code, the University
reserves the right to take any action, which in its judgment is necessary and appropriate to
protect the safety and well being of the campus community.
VI. Student Participation: Students are asked to assume positions of responsibility in the
student judicial system so that they might contribute their skills and insights toward the
resolution of judicial cases. However, final authority in judicial matters is vested in the
appropriate officers of the University administration, as designated below.
VII. Focus of the Proceedings: The focus of the inquiry in judicial proceedings will be to
determine if the individual charged (“respondent”) is responsible or not responsible for violation
of the Code. Formal rules of evidence will not be applicable, nor will asserted violations from
procedures necessarily invalidate a decision or proceeding, unless there is significant prejudice to
the respondent or to the University and a different outcome would have been likely.
VIII. Effect of Governmental Proceedings: Processes under this Code are independent of any
governmental criminal proceedings that are or may become applicable to the behavior at issue.
The determinations of governmental authorities will not necessarily be disposition of the
outcome of the student judicial process. Likewise, the University student judicial system
decisions are not intended to affect decision by governmental authorities. Students subject to
criminal charges and violations of this Code may assert their Fifth Amendment privilege during
judicial proceedings. No inference will be drawn because of the student’s assertion of this
constitutional privilege. However, the matter will be determined on the basis of the evidence
available to the University judicial body or officer.
IX. Burden of Proof: The burden of proof will be such that the respondent will not be presumed
guilty and his/her responsibility must be established to the satisfaction of the judicial body or
officer by a preponderance of the evidence.
X. Student Mail: The judicial system will communicate with all students via campus and/or
U.S. mail. Students will be held accountable for retrieving their mail in a timely manner. Failure
to do so is not an acceptable excuse for delaying the judicial process.
XI. Student Groups and Organizations: Student groups and organizations may be charged
with the violation of any section of the Code or violation of any policies and procedures included
in Tiger Lore. A student group or organization and its officers may be held collectively or
individually responsible for violations of the Code by those associated with the group or
organization who has received the actual or implied authorization or ratification of the group,
organization, its leaders, officers or spokespersons. The officers, leader or any identifiable
spokesperson for a student group or organization may be directed by the Vice President of
Student Life or a designee to take appropriate action designed to prevent, cease or remedy
violations of this Code by the group or organization. Sanctions for group or organization
violations may include revocation or denial of registration as well as other appropriate sanctions,
pursuant to part V (K) of this Code.
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XII. Sanctions for Violation of the Honor Code/Student Code of Conduct: One or more of
the following sanctions may be imposed for a violation of the Code. Factors to be considered in
determination of the appropriate penalty may include any one or more of the following: the
judgment of the judicial body or officer as to the severity of the violation, the behavior of the
respondent in the course of the proceedings under this Code, the past judicial record of the
respondent, the nature of the offense, and the severity of any damage, injury, or harm resulting
from it.
A. Dismissal from the University. The student is permanently separated from the University.
Notification will appear on the student’s academic transcript. The student will also be barred
from University premises. Dismissal requires review and approval by the Vice President for
Student Life.
B. Suspension from the University. The student is temporarily separated from the University for
a specified period of time, with or without conditions that must be satisfied before resumption of
student status is permitted. The record of suspension shall appear on the student’s academic
transcript. The student will not participate in any University activity and in addition could be
barred from University premises. Suspended time will not count against any time limits of the
Graduate School for completion of a degree. Suspension requires the review and approval of the
Vice President for Student Life. Suspension is converted to dismissal if it is determined that the
specified conditions or resumption of student’s duties have not been satisfied.
C. Probation. The student is restricted from participating in future student and University
activities on a general or specific basis. This includes but is not limited to ASUOP Positions,
Study Abroad Programs, Student Advising Positions, Housing Staff, Fraternal Organizations,
and other co-curricular activities. Additionally, the student is given notice that any further
violations of University policy may result in additional discipline. Notification will be sent to the
appropriate University offices.
D. Termination of Eligibility for, or Relocation within Student Housing. University housing
accommodations are a privilege. Students who demonstrate that they are unable to live in
community, due to severe or repeated violations, may be relocated to another housing facility or
have their housing eligibility terminated. If housing eligibility is terminated, he/she must vacate
housing facilities and is ineligible for further University housing, including during the summer,
for a designated period of time or for an indefinite period of time.
E. Ineligibility for Graduation. A respondent, otherwise eligible to earn an academic degree and
participate in related commencement proceedings, as to whom there are pending Code
proceedings which, in the judgment of the Vice President for Student Life, present a realistic
possibility of dismissal, shall not be eligible to receive the degree or participate in
commencement proceedings until judicial proceedings are completed.
F. Restitution. The student is required to make payment to the University or to other persons,
groups, or organizations for damages incurred as a result of a violation of this Code. Restitution
must be made within 30 days unless otherwise determined by the Judicial Board or Hearing
Officer.
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G. Restriction. The student is restricted from entering a specific area or areas on campus for an
indefinite or for a specified period of time.
H. Community Service/Educational Project. Community work, work on campus, research
projects, educational class or other appropriate learning experiences may be assigned by the
Hearing Officer or Judicial Review Board.
I. Disciplinary Warning. The student is given an oral or written warning that future violations
will result in more severe judicial action. A record shall be made of any oral warning.
J. Other Sanctions. Hearing officers and judicial boards retain the right to impose additional or
related sanctions according to the specific needs of a situation.
XIII. Roles and Responsibilities
A. Director of Judicial Affairs. The Director serves as the primary administrator of the student
judicial process. The director trains and advises administrative hearing officers, student
advocates, and judicial review board members; maintains judicial files and related evidential
information; with recommendations from academic council and student leadership organizations
appoints individuals to serve on review boards and evaluates their ability to serve without
prejudice; and, completes a statistical summary of cases to the University each semester and
conducts regular reviews of University student codes.
B. Student Advocates. Student Advocates are faculty or staff members. The student advocate
informs respondents about the judicial review process and the respondent’s rights and
responsibilities as it relates to that process; and may, at the request of the respondent,
communicate for the respondent regarding his/her choice to a hearing by a single hearing officer
or a review board. Advocates do not advise or represent the student as to the specifics of the
incident under investigation.
C. Hearing Officers and Judicial Review Boards (Adjudication Venues). Hearing Officers,
typically student life or athletics administrators and/or faculty members, serve as a venue to
adjudicate allegations of student code violations.
Judicial Review Boards may also serve as a venue to adjudicate allegations of student code
violations. Review boards are comprised of five people – three students, one faculty and one
administrator as the advisor. Fraternal organizations involved in alleged violations of University
or specific fraternal policies will be subject to adjudication by the Greek Judicial Review Board
(GJRB). The GJRB will consist of three students, at least two of which will be members of
Greek Council, one faculty and one administrator. A student serves as the chair, convener and
administrator of the hearing. Board members serve a one academic year term with continuation
subject to approval of the Vice President for Student Life (VPSL). In the event of a vacancy, the
VPSL appoints a replacement.
Hearing officers or review board members who are respondents in proceedings under this Code
or in governmental criminal proceedings are temporarily ineligible from judicial review board
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service until those proceedings are resolved with finality. The Judicial Director may assign the
matter to a different hearing officer or review board in the event of a vacancy or disqualification
of a hearing officer or review board member.
D. Judicial Appeal Committees. Judicial Appeal Committees considers appeals of the decisions
of hearing officers or review boards. The Vice President for Student Life appoints appeal
committee members following recommendations from the academic council and student
leadership organizations. An appeals committee is comprised of three student members, one
faculty and one staff member. Members serve a one-year term. Members may be reappointed for
additional terms not to exceed four consecutive years. Prior to appeal deliberations committee
members participate in a judicial orientation session offered by the Division of Student Life.
Committee members charged with any violation of the Code or with a criminal offense may be
disqualified from any further participation in deliberations by the Judicial Director.
XIV. Hearing Procedures. Reports of alleged conduct violations should be submitted to the
Director of Judicial Affairs. Persons submitting information are required to provide an incident
report with information pertinent to the case. Alleged violations of Housing policies, Athletic
policies, or Campus Recreation policies will be adjudicated by the designated hearing officer or
hearing board for that area. All other alleged violations or Housing, Athletic or Campus
Recreation violations that may result in a change in student’s university status will be referred to
the Office of Judicial Affairs for adjudication.
A hearing is convened provided that sufficient evidentiary information suggests a code violation
may have occurred. If a hearing is warranted, a charge letter will be issued to the respondent(s)
from the appropriate office. A hearing is a meeting between the student(s) cited on an incident
report (“respondent”) and a hearing officer or review board. The following violations will be
adjudicated by a Judicial Review Board:
1) Academic honesty violations.
2) Student organization event violations.
3) Fire Safety violations.
4) Repeated violations of any policy. In most other instances, the student may elect from a choice
of hearing venues – either 1) a hearing officer or 2) a review board. However, the Vice President
for Student Life, at their discretion, may choose venue in certain instances.
The following procedures are applicable to hearings before a hearing officer or review board:
1. The hearing officer, review board, judicial director and the respondent have the right to
request attendance of witnesses in person.
2. Hearings are private.
3. Hearing officers or review boards will exercise control over the hearing to avoid needless
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consumption of time and to prevent the harassment or intimidation of witnesses. Any person,
including the advisor, who disrupts a hearing or who fails to adhere to the rulings of a hearing
officer or review board may be excluded from the proceedings.
4. Decisions of a hearing officer or review board must be in writing and include a summary of
findings, decision, and sanctions(s). Summaries should be sufficiently detailed to permit review
on appeal.
5. The student may challenge the designation of a hearing officer or review board member for
cause. The judicial director will determine if the challenge is valid. If a challenge is valid, the
charge will be referred to another review board or hearing officer.
6. Witnesses will be asked to affirm that their testimony is truthful and, if false testimony is
given, witnesses may be subject to charges for student code violation.
7. Witnesses, other than the respondent, may, at the discretion of the hearing officer or review
board, be excluded from the hearing during the testimony of other witnesses.
8. Except as herein provided, formal rules of evidence and discovery will not be applicable;
however, prior to the hearing, the respondent will be entitled to review all relevant documents in
the possession of the Director or Judicial Affairs.
9. Respondents may be afforded the opportunity to question those witnesses who testify at the
hearing.
10. Written statements may not be admitted into evidence unless signed by the witness and
witnessed by a University employee or by a person designated by the Vice President of Student
Life. An advance copy of written statements must be furnished to the respondent.
Respondents are accorded the following procedural protection:
1. A written notice of charges, a copy of the Student Conduct Code, and a scheduled hearing
with a hearing officer or review board. Students who fail to appear after proper notice will be
deemed to have accepted responsibility for the charges against them and to submit to sanctions.
2. A hearing during which the hearing officer or review board reiterates the nature of the alleged
violation, including the time, date, and place where it is alleged to have occurred. Respondents
have the opportunity to hear and to respond to the evidence submitted.
3. The hearing officer or review board will also explain the judicial process and the fact that the
hearing may become part of a file relating to the case.
4. Reasonable access to the case file prior to and during the hearing, including a summary of the
evidence supporting the charge(s). Respondent(s) must make this request in writing.
5. The respondent, the hearing officer or review board may utilize the assistance of an advisor
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during a judicial hearing. This individual may provide advice and counsel, but may not speak on
behalf of, or otherwise represent the respondent, board or officer during judicial procedures. The
following provisions apply to advisors:
a. Current students, faculty, or staff may act as an advisor. Off-campus individuals and those
with no affiliation to the University may not act as advisors. Current faculty or staff may not act
as advisors to family members who are respondents.
b. Respondents who wish to have the assistance of an advisor must inform the Judicial Director
in writing at least two days prior to the scheduled hearing date. Advisors may not appear in lieu
of the student.
6. Respondents may request the attendance of witnesses. The Judicial Director must be notified
prior to the hearing that the respondent plans to call witnesses. In order to appear at the hearing
these witnesses must have information relating to the case.
7. A sanction will be levied if the hearing officer or review board determines that the respondent
is responsible for the violation. If not, the charge will be dismissed.
8. A written statement of the hearing decision will be sent to the student(s) in a timely manner.
Respondents are to be informed, in writing of his/her rights which are as follows:
1. To be considered not responsible for a violation unless responsibility by the student is shown
by a preponderance of the evidence.
2. To be given due process as provided in this policy.
3. To be allowed a reasonable time to prepare for a judicial hearing.
4. To have the right to appeal an adverse decision in accordance with procedures in this
document.
5. To refuse to engage in self-incrimination.
6. To be assured of confidentiality, in accordance with the terms of the Federal Family
Educational Rights and Privacy Act.
7. To be given, upon request, access to the official file of a record of their judicial proceedings.
XV. Appeal Procedures. Students may appeal recommended judicial sanctions to a Judicial
Appeals Committee. Sanctions may be appealed on the following grounds:
1. The sanction is grossly disproportionate to the offense.
2. The procedures in this Code were not followed, resulting in prejudice to the student.
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3. New relevant evidence is available that could not have been produced at the time of the
hearing, despite the exercise of reasonable diligence.
4. The decision is not supported by substantial evidence.
Students must submit a written statement in support of an appeal to the Judicial Director within
three days of receiving the final decision of the hearing officer or review board. The Judicial
Director is responsible for convening the Appeals Committee.
The Appeals Committee will review the hearing officer or review board summary of the
testimony, findings, and decision as well as the student’s appeal statement. The committee may
request the hearing officer, or review board, or the respondent to submit additional information
in writing or to appear at an appeal meeting. The committee will give deference to the
determinations of the hearing officer or review board, and may make one of the following
recommendations:
1. Recommended sanctions may be reduced or increased, if found to be grossly disproportionate
to the offense.
2. The case may be referred back to the hearing officer or review board if specified procedural
errors in interpretation of this Code were so substantial as to effectively deny the student a fair
hearing or if new significant evidence became available which could not have been discovered
by a properly diligent student before or during the original hearing.
3. The case may be dismissed if the decision is not supported by substantial evidence.
4. The findings and the sanction imposed by the hearing officer or review board may be
affirmed, reduced, or increased.
XVI. Exceptional Procedures:
A. The Vice President for Student Life (VPSL) or a designee may preliminarily suspend a
student pending hearing and decision, if he/she determines that student’s presence on campus
poses a threat of harm to the student, to others, or to the stability and continuance of normal
University functions. A suspended student will be given an opportunity to appear in person
before the VPSL or a designee within three days of the effective interim suspension date.
B. Hearing officer, review board, or an appeals committee decisions regarding a suspension or
dismissal will be reviewed by the VPSL, or the President’s designee in the absence of the Vice
President; whose decision will be final and binding unless the President chooses to review the
matter. This final decision may withdraw, modify, defer, suspend or confirm the decision and
sanction.
C. The imposition of sanctions will normally be deferred during the appeal process, unless
otherwise decided at the discretion of the Vice President of Student Life or his/her designee.
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D. Victims of violent crimes on campus will, on request, be notified of the results of the related
judicial hearing. A violent crime is defined as an offense which uses, attempts to use, or
threatens to use physical force or a significant risk of the use of physical force against another.
XVII. Judicial Files and Records. Referrals may result in the development of a student judicial
file, which will be sealed if the student is found not responsible for the charges. Files of students
found responsible for code violations will be retained as a judicial record for five year’s
following that student’s graduation. Files may be retained for longer periods or permanently, if
so specified in the sanction.
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XI. APPENDICES
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APPENDIX A
Doctoral Program in School Psychology
University of the Pacific
Annual Student Review
Spring 2012
*Students and faculty will perform their evaluations on TaskStream.
Student’s Name:
Address
Home Phone:
City
State
Zip
Cell Phone:
E-Mail:
Advisor:
Year Accepted:
Years Completed:
Units Completed:
Ph.D. Timeline:
Deadline to Complete QSA:
Deadline to Complete Proposal:
Deadline to Complete Dissertation:
* Student must be advanced to candidacy no later than 4 years from the date of enrollment in doctoral
program. Student must complete the doctoral program in no more than 7 years from date of enrollment.
Introduction: All students enrolled in the doctoral program in School Psychology are
reviewed annually by the program faculty. The purpose of this review is to monitor student
progress towards timely completion of degree requirements and provide feedback to
students on areas of satisfactory or unsatisfactory progress. Students initially complete the
review form as a self-evaluation and provide their advisor with a copy of their self-rating and
evidence of exceptional or satisfactory completion of requirements. The program faculty
then meets and reviews each student based upon faculty input and the student’s selfevaluation. A final annual rating is then prepared by the faculty and provided to the student
at the annual meeting. Most students should expect to receive satisfactory ratings in most
areas as an indication of good progress. Students who receive ratings indicating that
improvement is needed should take this as constructive criticism from the faculty about an
area needing greater attention or effort. Students who receive unsatisfactory ratings in one
or more areas also receive specific directions for remedying their deficits. Failure to remedy
the deficits prior to the next annual review may result in dismissal from the program.
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Criteria of Progress Toward Degree Completion
Students’ progress toward degree completion is evaluated using the following scale for each
of the criteria listed below.
2 = Exceeds Expectations
1 = Meets Expectations
0 = Below Expectations
NA = Not Applicable (goal not expected at present)
Area: Academic Progress
Student
Rating
Dept. Rating
Grade Point Average:
Progress towards completion of plan of
study:
Credential File Opened:
CBEST Passed:
GRE’s Taken:
Verbal:
Quant:
Writing:
Psychology Subject:
* Note: You must take and obtain a passing score on the GRE no later than the
beginning of the fall semester of your second year.
Rubric:
Below Expectations (0)
GPA below 3.0 and/or
any grade lower than a
“C” in any course
Student has not completed
typical or required
coursework one or more
semesters
Credential File is not
opened; CBEST has not
been taken/not passed;
GREs not taken or sums
below 1000.
Meets Expectations (1)
GPA from 3.0 – 3.74
Exceeds Expectations (2)
GPA from 3.75 to 4.0
Student has completed
required and typical
coursework each semester
Student has completed
additional coursework in
one or more semesters
Credential File is open
and up-to-date; CBEST
passed; GREs taken with
acceptable scores (must
sum to 1000)
Superior GRE scores (550
or above)
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Area: Field Work
Student
Rating
Dept. Rating
Total Overall Rating:
Below Expectations (0)
Student has received
ratings of “0” and/or “1”
in an area rated by a
fieldwork supervisor in
any semester
Faculty supervisors have
received complaints about
student’s performance in
the field (note: complaints
may come from sources
other than fieldwork
supervisors, including, but
not limited to: teachers,
parents, principals and
peers).
Meets Expectations (1)
Student has received
ratings of “2” on fieldwork
evaluations
Exceeds Expectations (2)
Student has received at
least 10 ratings of “3” on
more than one fieldwork
evaluation
Comments made by
fieldwork supervisors are
positive, and in keeping
with general expectations
of student’s experience
and training.
Faculty supervisors have
received unsolicited praise
regarding student’s field
work performance. This
could come from many
sources, including but not
limited to fieldwork
supervisors, teachers,
parents, principals and
peers.
Area: Praxis
Student
Rating
Praxis Taken (by end of third year; prior to
internship):
Praxis Passed (by end of fourth year) Please
report score:
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Dept. Rating
Area: Research
Student
Rating
Dept. Rating
Progress on QSA Research Project (please
comment on progress):
Completion of Proposal:
Data Collection/Analysis:
Completion of Final Draft:
Students should expect to complete a research project no later than the spring of their third
year. The dissertation proposal should be accepted by the spring of the fourth year. Data
Collection and analysis should be complete by the end of the Fall semester of the fifth year.
Final dissertation should ideally be completed by Spring of the fifth year.
Please list presentations and publications (this past year only):
79
Area: Professional Involvement
Student Rating
Dept. Rating
Evidence of attendance at CASP, NASP, APA or
other national professional conference.
Evidence of membership in CASP. NASP, APA
or other professional organization (include
committee work and awards if applicable)
Evidence of participation in program (e.g.,
attendance at colloquia, program events, local
school district events, or other locally sponsored
events (e.g., DAASP, County, or District)
Total Overall Rating:
* Note: It is expected that first-year students will attend NASP or CASP (preferably
NASP)
Rubric:
Below Expectations (0)
Student has attended only
one or fewer local
professional
workshops/meetings
Student has not attended
CASP, NASP, or other
professional association
conferences (e.g., AERA,
APA).
Student has not
collaborated with other
students or faculty to
submit or present a poster,
paper or symposia at a
professional conference,
or, there have been
complaints from others
regarding the student’s
participation (complaints
may be regarding the
Meets Expectations (1)
Student has attended all
department or BSE
sponsored events.
Exceeds Expectations (2)
Student has attended
additional local workshops
or meetings.
Student has attended at
least one professional
conference.
Student has attended at
least 2 professional
conferences.
Student has collaborated
with other students or
faculty to submit or
present a poster, paper or
symposia at a professional
conference. (Second-years
and beyond)
Student has collaborated
with other students or
faculty to submit or
present at least two
posters, papers or
symposium at more than
one professional
conference.
80
quality or quantity of
student’s contribution, or
may be in regard to the
student’s interpersonal
interactions.
Student has no national
professional memberships.
Student belongs to at least
NASP.
Student belongs to at least
NASP and APA
Student Rating
Dept. Rating
Rubric:
Below Expectations (0)
Student has experienced
difficulty understanding
and articulating theory
and research. Student
appears to be engaging in
academic material on a
superficial level.
Meets Expectations (1)
Student demonstrates and
maintains an attitude of
scholarly inquiry in the
context of an evolving
body of scientific and
professional knowledge.
OR:
Student has not
participated in data
collection or analysis of
departmental sponsored
research.
Student has participated in
the data collection or
analysis of departmental
sponsored research.
Exceeds Expectations (2)
Student has taken an
initiative to investigate a
body of scientific and
professional knowledge
that extends beyond what
is learned or presented in
the classroom. This
investigation may have
resulted in a manuscript of
publishable quality.
Student has participated
extensively in the data
collection or analysis of
departmental sponsored
research. This rating might
also involve contributing
to the written product of
publishable quality.
Area:
Scholarship
Area
Integrity & Ethical
Conduct
Rubric:
Below Expectations (0)
Faculty have been made
aware of complaints from
others (e.g., other
students, fieldwork
supervisors, etc.) that
student is dishonest,
disrespectful,
irresponsible, unreliable,
Student Rating
Dept. Rating
Meets Expectations (1)
Student is honest,
respectful, responsible,
dependable, and exercises
good judgment.
Exceeds Expectations (2)
Student evidences a level
of integrity and
responsibility that exceeds
that expected for the
student’s level in the
program.
81
or exercises poor
judgment.
Student evidences a
predisposition to place
blame for their academic
or professional behavior
elsewhere.
Student does not seem
aware of their own belief
system or its impact on
others.
Area
Diversity
Rubric:
Below Expectations (0)
Student has either adopted
a superficial, or
“politically correct” or
stereotypical approach to
diversity, or has openly
voiced opinions that are
considered disrespectful of
diversity. Student may
also exhibit a lack of
awareness of the impact of
their own cultural,
individual, or role
differences upon others.
Faculty may have received
complaints from
constituents in the field.
Student has been observed
to be uncomfortable with
the topic of diversity.
Student evidences an
ability to take
responsibility for his/her
own actions.
Student evidences an
awareness of his/her own
belief system and its
limitations.
Student has evidenced the
ability to take
responsibility for their
own actions on several
occasions.
Student is able to clearly
articulate their own belief
system and can give
specific examples of its
limitations. Student has
delineated a plan to
improve the flexibility of
their belief system.
Student Rating
Dept. Rating
Meets Expectations (1)
Student demonstrates
awareness of and respect
for cultural, individual,
and role differences,
including those due to age,
gender, race, ethnicity,
national origin, religion,
sexual orientation,
disability, language,
philosophical orientation,
and socioeconomic status.
This demonstration must
go beyond the superficial
level of “political
correctness” to a much
deeper understanding of
the complexities and
myriad influences of
diversity.
Student evidences a level
of comfort with the topic
of diversity.
Exceeds Expectations (2)
Student routinely goes
beyond the expectations in
coursework that pertains
to diversity. Student
demonstrates respect for
diversity with an
appreciation for the
importance of research
supported
conceptualizations or
interventions, i.e., student
does not blindly accept
others’ statements or
interpretations regarding
the impact of diversity.
82
Student initiates
discussions of diversity
and its impact in a way
that encourages comfort
Student assumes that, as a
result of their own
diversity, they
automatically demonstrate
competence in this area.
Student does not make
assumptions of knowledge
and sensitivity based on
their own diverse
background.
and discussion (i.e., not
judgmental or selfrighteous).
Student is able to make
clear distinctions between
their own backgrounds,
and the backgrounds of
other diverse individuals.
Area
Social and Community
Responsibility
Student Rating
Dept. Rating
Meets Expectations (1)
Student demonstrates
willingness and interest in
collaborating with
members of the
professional community to
design, deliver, and renew
effective programs for the
promotion of wellness in
children.
Exceeds Expectations (2)
Student uses their
knowledge and skills to
initiate the design of
collaborative projects with
members of the
professional community.
Student has taken the
initiate to develop a study
skills group for school
psychology students for
the Praxis II exam,
developing a new
mentoring program, or
participating in the
development of a new
professional conference.
Student has participated in
researching the
effectiveness of those
interventions
implemented, and has
made a report to members
of the professional
community.
Rubric:
Below Expectations (0)
Student has not engaged
in collaborative efforts or
projects with members of
the professional
community.
This may be within the
context of fieldwork.
Student has participated in
a passive or superficial
way in the implementation
of effective programs for
the promotion of wellness
in children.
Student has collaborated
in the implementation of
effective programs for the
promotion of wellness in
children.
83
Area
Collegiality
Rubric:
Below Expectations (0)
Student has evidenced
occasions of disrespect
and disregard in their
interpersonal interactions
with faculty, students,
supervisors, and others.
Faculty may have heard
complaints about the
student from others.
Student has evidenced
defensive behavior (e.g.,
argumentative, whining,
etc.)with peers, faculty, or
staff.
Area
Teaching & Learning
Rubric:
Below Expectations (0)
Student has exhibited a
tendency to focus on
grades over learning and
becoming a competent
practitioner. Student has
evidenced a preference for
performance goals over
mastery goals.
Student has voiced
complaints, or has become
defensive about
assignments, tests, or
grades.
Student Rating
Dept. Rating
Meets Expectations (1)
Student demonstrates
courtesy, respect, and
genuine regard for others
in their interpersonal
relationships with faculty,
students, supervisors, and
others.
Exceeds Expectations (2)
Student have been
observed to make personal
accommodations in the
service of collegiality.
Student Rating
Dept. Rating
Meets Expectations (1)
Student exhibits behavior
that emphasizes an
ongoing pursuit of
knowledge production,
critical analysis, and
reflective practice. Student
has demonstrated a
preference for mastery
goals over performance
goals.
Student has accepted
constructive criticism and
feedback without
becoming defensive.
Exceeds Expectations (2)
Student has consistently
demonstrated that they
value learning over
external contingencies
such as grades. Student
has demonstrated verbally
and in written form the
capacity for reflective
practice.
84
Student actively seeks
constructive criticism as a
means to improve
themselves professionally
and academically.
Student Comments/Narrative Assessment of Progress: (to be completed by student)
Student Goals for Coming Year: (to be completed by student)
1.
2.
3.
4.
Specific Strengths Noted: (to be completed by Department Faculty)
Specific Weaknesses Noted: (to be completed by Department Faculty)
85
Specific Remediation Required with Time Frames: (for criteria rated as Unsatisfactory – to
be completed by Department Faculty)
Student Signature:
Date:
Advisor’s Signature:
Date:
Department Faculty:
Date:
Department Faculty:
Date:
Department Faculty:
Date:
Department Chair:
Date:
Dean, School of Education:
Date:
86
APPENDIX B
University of the Pacific
Benerd School of Education
Department of Educational and School Psychology
MEMORANDUM OF UNDERSTANDING
The University of the Pacific (“University”) acting through its Benerd School of
Education (“Benerd”) and [Name of School District] (“District”) have entered into this
memorandum of understanding (“MOU”) pertaining to the supervision of those Interns eligible
for internship who are identified on Exhibit A attached hereto (“Interns”) for the [2011 – 2012]
academic year beginning [September 1, 2011, and ending May 15, 2012] (“Academic Year”).
The District appoints a site supervisor for each Intern that is listed next to the Intern’s
name as set forth on Exhibit A (“Site Supervisor”). The Site Supervisor who has a valid
credential or license for the area he/she is supervising (School Psychology or School Counseling
Credential or licensed psychologist), and is employed by the District, to serve as that Intern’s
supervisor for the purpose of supporting, guiding, and evaluating the Intern, in collaboration with
Dr. Linda Webster, Department Chair of the University’s Educational and School Psychology
program, or any other person she designates in writing) (“Department Chair”).
The specific responsibilities of the University, District and Intern with respect to this
fieldwork placement are below:
ARTICLE 1
RESPONSIBILITIES OF THE UNIVERSITY
1.
The University agrees to accept the intern for a minimum of three units of School
Psychology Internship (EPSY 398b) for each of the two semesters during the academic year
involved, and will recommend the School Psychologist Credential at the end of the school
district's academic year if the University supervisor and the Site Supervisor agree that the Intern
has fully met the requirements of the internship.
2.
The University has admitted the Intern to its graduate program in School
Psychology, is responsible for the Intern's eligibility for the internship, and is responsible for
compliance with policies and regulations of the Commission on Teacher Credentialing.
3.
The Department Chair or University Internship Supervisor will serve as liason
between the University and the District with respect to the Interns and their internship placement
in the District.
87
ARTICLE 2
RESPONSIBILITIES OF THE DISTRICT
1.
The District will provide the Interns with the opportunity to transfer methodology
and theories into applied situations via their participation in the internship experience and is
responsible for providing the Interns with diverse experience in preparation for their future
careers as school psychologists, in accordance with the Interns’ knowledge and level of training,
in the form all the activities normally expected of a district-employed school psychologist. These
experiences may include, but are not limited to, the experiences and activities set forth in Exhibit
B attached hereto.
2.
The District will provide the Interns with experiences that will allow them to
complete 1200-1500 clock hours of work during their internship experience, depending on the
degree sought by each Intern. The specific hourly requirement (“Hourly Requirement”) for
each Intern is set forth next to that Intern’s name on Exhibit A.
3.
Each Site Supervisor will have the following responsibilities as part of his or her
supervision of the Interns:
a.
The Site Supervisor will cooperatively plan and schedule the Interns’
activities and experiences during the internship experience. Attached as Exhibit C is the
program’s syllabi for required and suggested activities.
b.
The Site Supervisor will schedule and provide a minimum of 2 hours of
direct face-to-face supervision each week.
c.
The Site Supervisor will review and sign each entry from the Interns’ log
and progress notes to verify content.
d.
The Site Supervisor will complete and submit end-of-semester evaluation
forms, which will be provided by the University.
e.
The Site Supervisor will release the Intern, as needed, to attend fieldwork
supervision and classes. (It is understood that the Intern will need to be released with sufficient
time to travel between the fieldwork site and the University.)
f.
The Site Supervisor will hold a valid Pupil Personnel Services credential
appropriate to the role and function of the duties being performed by the Intern.
g.
The Site Supervisor will participate in University-sponsored supervisor
meetings held 2-3 times per year.
h.
The Site Supervisor will ensure that the Intern meets, at a minimum, the
Hourly Requirement of fieldwork in a preschool-grade 12 setting in which he or she is qualified
to supervise.
4.
Consistent with the availability of resources to employed staff, the Intern is
provided adequate supplies and materials to carry out the functions of the internship experience.
88
An appropriate work environment should include adequate privacy of office facilities and access
to secretarial assistance, telecommunication services, office equipment, and copying machines.
5.
Ongoing professional development is a significant aspect of the internship
experience. Conferences, seminars, and in-service training opportunities available to employed
school psychologists should also be available to the Interns. The Interns are encouraged to
participate in state, regional, and national level meetings for school psychologists. Release time
is granted by the University and is expected to be granted by the District.
ARTICLE 3
RESPONSIBILITIES OF INTERNS
1.
Prior to beginning the work with the District, each Intern will execute a Intern
Responsibility Agreement a copy of which is attached hereto as Exhibit D (“Intern
Agreement”).
2.
The responsibilities of the Interns as set forth in the Intern Agreement include:
a.
Each Intern is responsible for all transportation related to the internship
experience, including transportation between multiple internship sites;
b.
Each Intern will participate fully, positively, and professionally in all
internship experiences;
c.
Each Intern will function within the policies of both the University and the
District;
d.
Each Intern will keep a weekly log and progress notes of internship
experiences and meet all other course requirements as described in the syllabi for their course
work; and
e.
Each Intern will attend all required weekly internship supervision
seminars at the University.
ARTICLE 4
SHARED RESPONSIBILITIES OF THE UNIVERSITY AND DISTRICT
1.
Both the University and the District are committed to ensuring that the Interns
receive a diverse fieldwork training experience.
2.
Neither the University nor the District will discriminate on the basis of race,
color, creed, age, national origin, or sex, nor will either party discriminate on the basis of
handicap under Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act.
89
3.
The District may terminate an unsatisfactory Intern for cause. The University
may refuse academic credit for unsatisfactory performance. Any such actions by either party
should be coordinated and the Intern must be granted due process under District and University
policies and procedures.
The parties hereto have caused this MOU to be executed by their officials thereunto duly authorized. The
faculty of the Educational and School Psychology Program is grateful for your assistance in preparing Interns for
entry into the profession.
[Name of District]:
______________________________________________________
Signature
Date
______________________________________________________
Print Out Full Name
Title
University of the Pacific
_____________________________________________________
Signature
Date
Dr. Linda Webster, Chair,
Educational and School Psychology Program
90
EXHIBIT A
LIST OF INTERNS
Name of Intern
Site(s)
Site Supervisor
91
Hourly Requirement
EXHIBIT B
INTERN EXPERIENCES
1.
Role and Function: Develop a knowledge base and understanding of the various roles
and functions of the school psychologist, and be able to selectively deliver services utilizing a
variety of alternative models.
2.
Legal/Ethical: Develop a knowledge base of federal and state laws, professional ethics,
and professional standards as well as the skills to apply them in public and private educational
agencies. Develop the skills to adhere to due process guidelines in major decisions affecting all
students and to accepted standards in the practice of school psychology.
3.
Organization and Operation of Schools: Develop an understanding of the organization
and administration of public schools and the cultural, ethnic, religious, and geographic diversity
of the students, parents, and staff served by school psychologists. Develop an awareness of
community resources and the roles of other professionals in helping children, parents, and school
personnel. Develop the skills to foster and facilitate interagency partnerships among family,
school, health care, and community agencies to create healthy school environments.
4.
Assessment: Develop the skills to select, administer, score, and interpret
psychoeducational tests for individuals of different ages, exceptionalities, and cultural
backgrounds. Develop competence in the use of interviewing, functional behavioral assessment,
and curriculum-based methods. Develop the skills to integrate psychological and educational
data into a psychological report and be able to link assessment results to educationally relevant
interventions.
5.
Counseling: Develop a counseling and mental health knowledge base and the skills to
work with Interns who have educational, emotional, and/or behavioral problems to mitigate the
emergence of enduring, unhealthy patterns of behavior. Develop a knowledge base and skills to
help students, families, and schools deal with crises, such as school violence, suicide, and loss.
6.
Intervention: Develop a knowledge base and the skills to identify controllable, causal
aspects of social, emotional, and academic difficulties and be able to consult and collaborate in
the design, implementation, and evaluation of interventions based on these aspects.
7.
Communication Skills: Develop the interpersonal skills and both oral and written
communication skills necessary to communicate effectively with children, parents, and school
personnel from varied cultural, ethnic, religious, and geographic backgrounds. Develop the
interpersonal skills to function as team leaders in school-based multidisciplinary teams.
8.
Research: Become educated consumers of research relating to school psychology and be
able to apply these research findings to the development of solutions for educational and
psychological problems. Be able to disseminate information from the school psychology
knowledge base to promote healthy school environments.
91
EXHIBIT C
PROGRAM SYLLABI
Attached are Syllabi for:
EPSY 398: Internship
92
EXHIBIT D
INTERN AGREEMENT
Intern(s):
______________________________________________________
Signature
Date
______________________________________________________
Print Out Full Name
______________________________________________________
Signature
Date
______________________________________________________
Print Out Full Name
93
APPENDIX C
University of the Pacific
Requirements and Contents of Portfolios
in the Ph.D. Program in School Psychology
Introduction: Candidates in the Ph.D. Program in School Psychology must prepare
three portfolios as they progress through their programs: an M.A. Portfolio, an
Internship Credential Portfolio, and a Final Portfolio. These cumulative portfolios
document candidates’ performance in 11 competency domains for school
psychologists.
Candidates must adhere to all portfolio due dates. Exceptions will not be made for late
submissions.
Required Contents of an M.A. Portfolio
To be recommended for an M.A. in Education, candidates must present an M.A.
Portfolio. The due date for this portfolio is the last week of October for a December
graduation or the last week of March for a May graduation.
(Candidates who are applying for the M.A. degree at the same time they are
applying for a School Psychology Internship Credential must submit an Internship
Credential Portfolio that includes the required contents of an M.A. Portfolio and the
required contents of an Internship Credential Portfolio.)
The following sections must be included in an M.A. Portfolio:
Section 1: An Up-To-Date Resume or Vita
Section 2: Data-Based Decision-Making and Accountability
Two Requirements:
a. An Assessment Report
This report should include:
1.
2.
3.
4.
5.
6.
Review of available records
Interview with teacher(s)
Interview with parent/guardian whenever possible
Classroom observations
Cognitive evaluations
Analysis of work samples and/or curriculum-based assessments.
94
AND
b. A Positive Behavioral Support Case Study
This case study should include:
1. Background and referral information
2. A coherent case conceptualization that clearly takes into account the student’s
cultural, ethnic, and linguistic background
3. Summary of problem identification procedures
4. Summary of problem analysis procedures
5. Summary of problem implementation procedures, including baseline and
intervention data
6. Summary of problem evaluation procedures, including maintenance and
generalization
7. Description of how the intervention reflects knowledge and understanding of
the cultural, ethnic, and linguistic backgrounds of children and families.
Section 3: Consultation and Collaboration
A Consultation Case Study
This case study should include:
1.
2.
3.
4.
5.
Background and context information
Transcription of the consultation
Analysis of the case and the interactions between the consultant and consultee
Adequate conceptualization of the consultation problem
Recommendations based upon a clearly articulated understanding of the
problem and consultation theory
6. Discussion and analysis of the outcome of the consultation.
Section 4: Socialization and Development of Life Skills
Two Requirements:
A Counseling/Cognitive Behavioral Intervention Case Study that addresses each
of the following areas:
1. Provide background and context of the problem which includes information
gathered from parents, teachers, and the client.
2. Provide description and analysis of the problem.
3. Provide a coherent case conceptualization.
4. Link case conceptualization with goals for counseling.
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5. Provide specific description of the strategies implemented, paying attention to
align strategies with theory and to provide parents and teachers with strategies
to supplement treatment.
6. Discuss collaboration efforts with family, school, or community-based
individuals.
7. Provide outcome data and a discussion of the results of the counseling (which
includes gathering data from parents and teachers).
AND
a. A Prevention/Promotion Paper
This paper should include:
1.
2.
3.
4.
5.
6.
Identification of an area of prevention of mental illness or promotion
of mental health
Review of proposed theoretical mechanisms to support or explain the
proposed intervention
Review of effective, empirically validated interventions
Thorough discussion of proposed program, direct, or indirect services
Analysis of systemic factors influencing acceptance of the proposal
A plan for evaluating the effectiveness of the intervention.
Section 5: School Psychology Practice and Development
Three Requirements:
a. A Legal/Ethical Dilemma Essay
Candidates should produce a 7-10 page paper discussing the resolution of an
ethical dilemma. Students should apply specific principles from the Principles for
Professional Ethics (NASP, 2000) to an educationally relevant conflict or practice
that they have encountered. The paper must be typed and in APA format with
references. The essay should include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Parameters of the situation clearly described
Potential legal/ethical issues enumerated
References to appropriate ethical/legal guidelines
Consideration of the rights, responsibilities, and welfare of all affected parties
Demonstrated understanding of legal/ethical conduct issues
A list of alternative positions possible for each issue identified
Full discussion of the consequences associated with each position
Acceptance of professional responsibility for decisions made
Evidence of application of the ethical problem-solving model.
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And
b. A Personal Reflection Paper
This paper should be 5-10 pages in length and should include:
1. Clear description of theoretical orientation(s)
2. Identification of one or more areas of professional strength and weakness, and
areas of interest in school psychology
3. Career goals in school psychology
4. Discussion of the personal and professional development occurring during the
training program, especially as it relates to the School of Education’s mission
and core values
5. Discussion of how coursework has been integrated with the candidate’s
knowledge base as a school psychologist.
And
c. Fieldwork Evaluations
Candidates must include all fieldwork evaluations in their M.A. Portfolio. There
must be no ratings of “0” in any area. All ratings of “1” must be specifically
addressed by the candidate, including an action plan for remediation.
97
Required Contents of an Internship Credential Portfolio
Prior to beginning their final internship, candidates must present an Internship
Credential Portfolio. The due date for this portfolio is the end of April for an
internship beginning in the summer or fall. Candidates will not be allowed to begin
a final internship until they have presented an acceptable portfolio. Violation of this
requirement will result in denial of a candidate’s Memorandum of Understanding
between the University and the school district or agency in which he or she will be
an intern. In addition, no student shall begin counting hours towards internship
until they have successfully passed the internship portfolio. Upon successful
completion of the internship portfolio, students must apply for the internship
credential with the Credentials Office.
In addition to the contents required in an M.A. Portfolio, the following additional sections must also be included in an Internship
Credential Portfolio:
Section 6: Scores on the Praxis II in School Psychology
Examination
To be recommended for a School Psychology Internship Credential, candidates must provide evidence
that they have taken the Praxis II in School Psychology Examination. At this point in their program, it
is not essential that they achieve a passing score on the examination. A passing score is set at 175 for
Ph.D. students.
Section 7: Student Diversity in Development and Learning
A Case Study in Student Diversity
This case study may be an assessment, intervention, or counseling case, and it should
include:
1. A clearly defined problem or reason for referral
2. Relevant background information
3. A coherent case conceptualization that clearly takes into account the student’s
cultural, ethnic, and linguistic background
4. Assessments that reflect a clear understanding of the potential influences of
biological, social, cultural, ethnic, experiential, socioeconomic, gender-related,
and linguistic factors in children’s development and in the assessment instruments
5. Interventions that should reflect knowledge and understanding of children and
families’ cultures, backgrounds, and individual learning characteristics.
Section 8: Prevention, Crisis Intervention, and Mental Health
A Crisis Intervention Paper
This paper should include:
98
1.
2.
3.
Identification of a specific crisis intervention for a classroom or school site
Analysis of the appropriateness of such an intervention
Development of a specific crisis scenario in which the intervention would
be implemented
4.
Application of the specified crisis intervention to the scenario
5.
Analysis of systemic factors influencing acceptance of crisis intervention.
Section 9: Home/School/Community Collaboration
A Mental Health Referral Project/Paper
This project/paper should include:
Clear identification of a student with mental health, behavioral, or emotional needs
Clear documentation of school-based and community interventions
Adequate understanding of family systems
Adequately developed analysis of the interaction between home/school/community
and its relationship to child learning, behavior, and development
A collaborative service plan that is complete and appropriate to implement.
Section 10: Information Technology
Two Options:
a. An Information Technology Paper
This paper should include:
1. Multiple information sources and forms of technology relevant to school
psychologists
2. Appropriate analysis of the potential impact of this information and technology on
service quality
3. Full identification and evaluation of how school psychologists use information
and technology sources at the candidate’s fieldwork school sites
4. Demonstration of the use of information and technology sources in the
candidate’s fieldwork school sites
5. Evaluation of the information and technology sources available
6.
Clearly developed reflections about the impact of information and technology on the quality of
service delivery.
Or
b.
A Technology and Disabilities Project
This project should include:
1.
A clearly defined area of disability with the educational challenges clearly delineated
99
2.
3.
4.
Identification of multiple information sources and forms of technology relevant to the
disability
Discussion of the technology resources for children (e.g., instructional software, adaptive
technology, etc.)
Delineation of a skill-sequence using some aspect of technology for at least one of the
California Standards
5. A plan for evaluating the technology-based intervention or accommodation.
100
Required Contents of a Final Portfolio
To be recommended for the School Psychologist Credential, candidates must
present a Final Portfolio at the end of their internship. The due date for this
portfolio is the last week of October for a December graduation or the last week of
March for a May graduation.
In addition to the contents required in an M.A. Portfolio and in an Internship Credential Portfolio, the following additional sections
must also be included in the Final Portfolio:
Section 11: Scores on the Praxis II in School Psychology
Examination
To be recommended for the School Psychology Credential, candidates must provide evidence that they
have both taken and passed the Praxis II in School Psychology Examination. The passing score
required for the Ph.D. program is 175.
Section 12: Data-Based Decision-Making and Accountability
An Assessment Report for Emotional Disturbance
This report should be in addition to the report included in the Master’s Degree
Portfolio, and it should include the following elements:
1. A well-defined referral question based on teacher and parent interviews
2. Assessment questions developed in consideration of parent concerns
3. Accurate statement made concerning validity of current assessment
4. Personality assessment should include empirically-based instruments
5. Classroom observation conducted and integrated with referral question and
other data
6. Lack of “jargon”
7. Findings from various subtests and/or test instruments are integrated with one
another. Contradictions are noted and an attempt is made to explain them.
8. Test information is related to classroom teacher(s) report(s) of student’s
strengths and weaknesses; contradictions explained.
9. Assessment findings are linked to recommendations and relate to teacherreported and parent-reported concerns.
10. Feedback provided to parents and developmentally appropriate verbal
feedback provided to child/adolescent.
Section 13: Effective Instruction and Development of Cognitive/ Academic Skills
An Intervention Case Study
This case study should include:
1. A clearly identified problem and target behavior, deficit, etc.
2.Adequate background information
3.Interventions that are individualized and linked to assessment data
4.Interventions that are research-based
5.Interventions that are practical and acceptable to all parties
6.Interventions that are evaluated by data collection
101
7.Description of the success of the intervention. If the intervention is not successful, then there is an adequate explanation
as to why it was not successful.
Section 14: School and Systems Organization, Policy Development, and Climate
An Indirect Service Delivery Paper
This paper should include:
1. Identification of a specific indirect service at an individual school site that would
contribute to safe, supportive, and effective learning environments for children
and others
2. Clear analysis supporting the proposed indirect service
3. Development of a plan for introduction and implementation of this indirect
service
4. Comprehensive analysis of the systemic challenges that would be confronted in
attempting introduction and implementation.
Section 15: Research and Program Evaluation
A Research Project
Candidates are required to complete a research project that demonstrates their impact
as an intern school psychologist upon the recipients of their services. The report
should be complete and should contain the elements typically found in a published
research article. These elements may include, but are not limited to:
1. An introduction explaining the theoretical and empirical support for the
intervention
2. Descriptions of the subjects/students involved
3. Descriptions of the procedures and measures used
4. Analysis must be quantitative in nature, and must reflect competent
knowledge of research methodology
5. A discussion section.
102
Section 16: School Psychology Practice and Development
Two Requirements:
a. A Personal Reflection Paper
The candidate should write a new/updated personal reflection paper of 5-10 pages
that includes:
1. Clear description of theoretical orientation
2. Identification of one or more areas of professional strengths and weaknesses,
and areas of interest in school psychology
3. Career goals in school psychology
4. Discussion of the personal and professional development occurring through
the training program, especially as it relates to the School of Education’s
mission and core values
5. Discussion of the candidate’s integration of coursework with his or her
knowledge base as a school psychologist.
And
b. Internship Evaluations
Candidates must include all fall and spring semester internship evaluations in
their Final Portfolio. The evaluations must include no ratings of “0” or “1.”
103
APPENDIX D
University of the Pacific
Rubrics for Evaluating Sections of Portfolios
in the Ph.D. Program in School Psychology
Rubrics for Evaluating Sections of an M.A. Portfolio
Section 2: Data-Based Decision-Making and Accountability
Rubric for Evaluating Section 2a: An Assessment Report
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Below Standard (0)
Background information
incomplete
Observations missing or
inadequate
Meager discussion of results
Lack of clear interpretation
and integration of results
Inadequate diagnostic
conclusions and
conceptualization
Recommendations not
specific or practical or based
on data developed from
assessment
Poorly written and organized
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Meets Standard (1)
Adequate background
information
Appropriate observations
Clear discussion of results
Clear interpretation and
integration of results
Accurate diagnostic
conclusions and
conceptualization
Specific and practical
recommendations based on
data developed from
assessment
Effectively written and
organized
Exceeds Standard (2)
(1) Extensive background
information
(2) Appropriate observations
(3) Well-developed discussion of
results
(4) Clear interpretation and
integration of results
(5) Diagnostic conclusions and
conceptualization welldeveloped and supported
(6) Specific, practical, researchbased recommendations based
on assessment data
(7) Excellent writing and overall
organization
AND
Rubric for Evaluating Section 2b: A Positive Behavioral Support Case Study
Below Standard (0)
(1) Inadequate background
information
(2) Case conceptualization is
either not coherent or does
not reflect the student’s
cultural, ethnic, or linguistic
background
(3) Poor problem identification
(4) Poor or lacking problem
analysis
(5) Limited or poor problem
implementation procedures
(6) Limited or inadequate
problem evaluation
procedures
(7) The intervention does not
Meets Standard (1)
(1) Adequate background and
referral information.
(2) A coherent case
conceptualization that
clearly takes into account the
student’s cultural, ethnic,
and linguistic background
(3) Adequate problem
identification
(4) Adequate problem analysis
(5) Adequate problem
implementation procedures
including baseline and
intervention data
(6) Adequate problem
evaluation procedures
104
Exceeds Standard (2)
(1) Extensive background
information
(2) Exceptional coherent case
conceptualization that clearly
takes into account the
student’s cultural, ethnic, and
linguistic background
(3) Excellent problem
identification
(4) Exceptional problem analysis
(5) Superior problem
implementation procedures
including baseline and
intervention data
(6) Excellent problem evaluation
procedures including
reflect knowledge and
understanding of children
and families’ cultural, ethnic,
and linguistic background
including maintenance and
generalization
(7) The intervention reflects
knowledge and
understanding of children
and families’ cultural,
ethnic, and linguistic
background
maintenance and
generalization
(7) The intervention reflects
superior knowledge and
understanding of children and
families’ cultural, ethnic, and
linguistic background
Section 3: Consultation and Collaboration
Rubric for Evaluating Section 3: A Consultation Case Study
Below Standard (0)
(1) Background information
incomplete
(2) Observations and/or
transcription missing or
incomplete
(3) Inadequate analysis of case
and interactions between
consultant and consultee
(4) Inadequate conceptualization
of the consultation problem
(5) Recommendations not based
on a clear understanding of
the problem and consultation
theory
(6) Consultation is unsuccessful
and outcome is inadequately
explained
Meets Standard (1)
(1) Adequate background
information
(2) Appropriate observations
and clear transcription
(3) Adequate analysis of case
and interactions between
consultant and consultee
(4) Adequate conceptualization
of the consultation problem
(5) Recommendations based on
a clearly articulated
understanding of the
problem and consultation
theory
(6) Consultation is successful,
or if unsuccessful, the
outcome is adequately
explained
105
Exceeds Standard (2)
(1) Extensive background
information
(2) Appropriate observations and
clear transcription
(3) Well-developed and thorough
analysis of the case and
interactions between
consultant and consultee
(4) Well-developed
conceptualization of the
consultation problem
(5) Recommendations based on a
clearly articulated
understanding of the
consultation problem, and
theory and research regarding
consultation is interwoven
throughout paper
(6) Consultation is successful, or
if unsuccessful, the outcome
is thoroughly explained,
using current theory and
research to support
interpretations
Section 4: Socialization and Development of Life Skills
Rubric for Evaluating Section 4a: A Counseling/Cognitive Behavioral Intervention
Case Study
Below Standard (0)
Meets Standard (1)
Exceeds Standard (2)
Counseling/Cognitive
Behavioral Intervention Case
Study
(a) Problem not clearly defined
(b) Background information
incomplete; information not
gathered from parents or teachers
(c) Poor or absent case
conceptualization
(d) Counseling goals vague
and/or not linked to assessment
data
(e) Strategies not based on sound
theory and research; parents and
teachers not involved in treatment
(f) Outcomes not adequately
evaluated
(g) Intervention is unsuccessful
and the outcome is inadequately
explained
Counseling/Cognitive
Behavioral Intervention Case
Study
(a) Clearly defined problem
(b) Adequate background
information gathered from
parents, teachers, and client;
(c) Coherent case
conceptualization
(d) Counseling goals
individualized and linked to
assessment data
(e) Strategies are based on sound
theory and research; parents and
teachers are provided with
adequate strategies to supplement
treatment
(f) Outcomes are evaluated
(includes gathering data from
parents and teachers)
(g) Intervention is successful or,
if unsuccessful, the outcome is
adequately explained
Counseling/Cognitive
Behavioral Intervention Case
Study
(a) Well-identified problem
(b) and relevant background
information gathered from
parents, teachers, and client.
(c) Well-developed case
conceptualization
(d) Counseling goals
individualized and linked to
assessment data
(e) Strategies based on sound
theory and research; parents and
teachers are provided with
appropriate strategies to
supplement treatment
(f) Outcomes are evaluated
though ongoing multiple data
collection (includes gathering
data from parents and teachers)
(g) Intervention is successful or,
if unsuccessful, the outcome is
adequately explained.
AND
Rubric for Evaluating Section 4b: A Prevention/Promotion Paper
(1)
(2)
(3)
(4)
Below Standard (0)
Area of prevention of mental
illness or promotion of
mental health not clearly
identified
No or insufficient review of
proposed theoretical
mechanisms to support or
explain your proposed
intervention
No or insufficient review of
effective, empirically
validated interventions
Limited or superficial
discussion of proposed
program, direct, or indirect
service
Meets Standard (1)
(1) Clear identification of an
area of prevention of mental
illness or promotion of
mental health
(2) Adequate review of
proposed theoretical
mechanisms to support or
explain your proposed
intervention
(3) Appropriate review of
effective, empirically
validated interventions
(4) Thorough discussion of
proposed program, direct, or
indirect service
(5) Analysis of systemic factors
106
Exceeds Standard (2)
(1) Clear identification of an area
of prevention of mental illness
or promotion of mental health
(2) Exceptional, yet concise
review of proposed theoretical
mechanisms to support or
explain your proposed
intervention
(3) Exceptional, yet concise
review of effective,
empirically validated
interventions
(4) Thorough discussion of
proposed program, direct, or
indirect service
(5) Thorough analysis of systemic
(5) No analysis of systemic
factors influencing the
acceptance of the proposal
(6) No or minimal plan for the
evaluation of the
effectiveness of your
intervention
influencing the acceptance
of the proposal
(6) Appropriate plan for the
evaluation of the
effectiveness of your
intervention
factors influencing the
acceptance of the proposal
(6) Well-detailed plan for the
evaluation of the effectiveness
of your intervention
Section 5: School Psychology Practice and Development
Rubric for Evaluating Section 5a: A Legal/Ethical Dilemma Essay
Below Standard (0)
(1) Parameters of legal/ethical
dilemma not clearly
described.
(2) Potential legal/ethical issues
are not delineated or
recognized.
(3) No reference made to
appropriate legal/ethical
guideline sources.
(4) No or limited discussion of
the various consequences or
benefits from any given
course of action.
(5) Limited or no evidence of an
application of an ethical
problem-solving model.
(6) Poorly written and
organized.
Meets Standard (1)
(1) Parameters of legal/ethical
dilemma are clearly
described.
(2) Potential legal/ethical issues
are enumerated.
(3) Reference is made to the
appropriate legal/ethical
guideline source.
(4) Adequate discussion of the
various consequences or
benefits from any given
course of action.
(5) Overall evidence of an
application of an ethical
problem-solving model.
(6) Effectively written and
organized.
Exceeds Standard (2)
(1) Parameters of legal/ethical
dilemma are clearly
described.
(2) Potential legal/ethical issues
are enumerated and
exhaustive.
(3) Reference is made to the
appropriate legal/ethical
guideline source.
(4) Excellent discussion of the
various consequences or
benefits from any given
course of action.
(5) Clear evidence of an
application of an ethical
problem-solving model.
(6) Excellent writing and overall
organization.
AND
Rubric for Evaluating Section 5b: A Personal Reflection Paper
Below Standard (0)
(1) Theoretical orientation is
unclear
(2) Professional strengths and
areas of interest not
identified
(3) Vague career goals within
school psychology
(4) Personal and professional
development occurring
through the training program
(5) Unsure of self as a school
psychologist
(6) Coursework and knowledge
not integrated
(7) Does not identify areas
needing improvement and/or
Meets Standard (1)
(1) Clear description of
theoretical orientation
(2) Identifies one or more
professional strengths and
weaknesses, and areas of
interest in school
psychology
(3) Appropriate career goals
within school psychology
(4) Personal and professional
development occurring
through the training program
(5) Appropriate view of self as
a school psychologist
(6) Integration of coursework
and knowledge
107
Exceeds Standard (2)
(1) Well-developed statement of
theoretical orientation
(2) Identifies multiple
professional strengths and
areas of interest in school
psychology
(3) Clear career goals within
school psychology
(4) Well thought-out description
of personal and professional
development throughout the
training program
(5) Sophisticated view of self as a
professional school
psychologist
(6) Exceptional integration of
vague professional
development plan
(7)
Adequate discussion of
areas needing improvement
and future professional
development plan
coursework and knowledge
(7) Well-thought out discussion
of areas needing
improvement and elaborate
future professional
development plan
Overall Assessment of Performance on the M.A. Portfolio
Rubric for Overall Evaluation of an M.A. Portfolio
(1)
(2)
(3)
(4)
Below Standard (0)
Materials are incomplete
Poorly organized and poor
appearance
Written communication is
unclear
Content lacks essential
information
Meets Standard (1)
(1) Materials generally
complete
(2) Professional appearance and
organization
(3) Clearly written
(4) Appropriate content
Exceeds Standard (2)
(1) Materials complete
(2) Exceptional appearance and
organization
(3) Well written and clear
(4) Complete and detailed
contents
Rubrics for Evaluating Sections of an Internship Credential Portfolio
Section 7: Student Diversity in Development and Learning
Rubric for Evaluating Section 7: A Case Study in Student Diversity
Below Standard (0)
(1) Problem not clearly defined
(2) Background information
incomplete
(3) Poor or absent case
conceptualization that does
not take into account factors
of cultural background and
values on the student’s
functioning
(4) Goals for student do not
reflect understanding of the
student’s cultural
background
(5) Intervention strategies are
not culturally appropriate
Meets Standard (1)
(1) Clearly defined problem
(2) Adequate background
information
(3) Coherent case
conceptualization that takes
into account the student’s
cultural background
(4) Goals for the student reflect
an understanding of the
student’s cultural
background
(5) Intervention strategies are
culturally appropriate
108
Exceeds Standard (2)
(1) Well-defined problem
(2) Relevant and appropriate
background information
(3) Well-developed case
conceptualization that clearly
takes into account the
student’s cultural background
and the effect of sociocultural influences
(4) Goals for the student reflect
an understanding of the
student’s cultural background,
and demonstrate a clear
knowledge of the impact of
culture on student functioning
(5) Intervention strategies based
on clearly articulated
culturally sensitive strategies
that take into account the
individual’s characteristics,
strengths, and needs
Section 8: Prevention, Crisis Intervention, and Mental Health
Rubric for Evaluating Section 8: A Crisis Intervention Paper
(1)
(2)
(3)
(4)
(5)
Below Standard (0)
The proposed crisis
intervention is not clearly
defined
Incomplete analysis of the
appropriateness of such an
intervention
Scenario is not specific
Inadequate application of
intervention to the scenario
Incomplete analysis of
systemic factors influencing
acceptance of crisis
intervention
Meets Standard (1)
(1) The proposed intervention is
adequately defined
(2) Adequate analysis of the
appropriateness of such an
intervention
(3) Scenario is specific
(4) Adequate application of
intervention to the scenario
(5) Complete analysis of
systemic factors influencing
acceptance of crisis
intervention
Exceeds Standard (2)
(1) The proposed intervention is
explicitly defined
(2) Well-developed analysis of
the appropriateness of such an
intervention
(3) Scenario is extensively
developed
(4) Well-developed application of
intervention to the scenario
(5) Advanced analysis of
systemic factors influencing
acceptance of crisis
intervention
Section 9: Home/School/Community Collaboration
(1)
(2)
(3)
(4)
(5)
Rubric for Evaluating Section 9: A Mental Health Referral Project/Paper
Below Standard (0)
Meets Standard (1)
Exceeds Standard (2)
Mental health,
(1) Clear identification of a
(1) Clear identification of a student
behavioral, or emotional
student with mental health,
with mental health, behavioral,
needs are not identified
behavioral, or emotional needs
or emotional needs
Poor or missing
(2) Clear documentation of
(2) Exceptional documentation of
documentation of
school-based and community
school-based and community
school-based and
interventions
interventions
community interventions (3) Referral provides adequate
(3) Referral provides superior
Referral provides
understanding of family
understanding of family system
inadequate
system
(4) Well-developed analysis of the
understanding of family
(4) Adequately developed analysis
interaction between
system
of the interaction between
home/school/community, and its
Analysis of the
home/school/community, and
relationship to child learning,
interaction between
its relationship to child
behavior, and development
home/school/
learning, behavior, and
(5) Collaborative service plan is
community, and its
development
superior and appropriate to
relationship to child
(5) Collaborative service plan is
implement
learning, behavior, and
complete and appropriate to
development is poorly
implement
developed
Collaborative service
plan is poorly developed
or inappropriate to
implement
109
Section 10: Information Technology
Rubric for Evaluating Section 10a: An Information Technology Paper
(1)
(2)
(3)
(4)
(5)
(6)
Below Standard (0)
Does not identify multiple
information sources and
forms of technology which
are relevant to school
psychologists
Poor analysis of the
potential impact of such
information and technology
on service quality
Does not identify and
evaluate how school
psychologists are using
information and technology
sources at a school site
Does not make use of
information and technology
sources in one’s field
placement
Evaluation of the
information and technology
sources, which have been
utilized is simplistic or
incomplete
Minimally reflective about
the impact of information
and technology on the
quality of one’s service
Meets Standard (1)
(1) Adequately identifies
multiple information
sources and forms of
technology which are
relevant to school
psychologists
(2) Appropriate analysis of the
potential impact of such
information and technology
on service quality
(3) Fully identifies and
evaluates how school
psychologists are using
information and technology
sources at a school site
(4) Has made use of
information and technology
sources in one’s field
placement
(5) Evaluation of the
information and technology
sources, which have been
utilized is well reasoned
(6) Clearly developed
reflections about the impact
of information and
technology on the quality of
one’s service
Exceeds Standard (2)
(1) Comprehensive identification
of the multiple information
sources and forms of
technology which are relevant
to school psychologists
(2) Advanced analysis of the
potential impact of such
information and technology on
service quality
(3) Extensive identification and
evaluation of how school
psychologists are using
information and technology
sources at a school site
(4) Demonstrates multiple
appropriate uses of
information and technology
sources in one’s field
placement
(5) Higher level evaluation of the
information and technology
sources, which have been
utilized
(6) Excellent reflections about the
impact of information and
technology on the quality of
one’s service
OR
Rubric for Evaluating Section 10b: A Technology and Disabilities Project
Below Standard (0)
(1) Area of disability is vaguely
defined and educational
challenges poorly delineated
(2) Minimal information sources
and forms of technology
which are relevant to this
disability are identified
(3) Demonstrates minimal
knowledge about technology
resources for children (e.g.,
instructional software,
adaptive technology, etc.)
(4) Delineation of a skill-
Meets Standard (1)
(1) Area of disability is clearly
defined and educational
challenges clearly delineated
(2) Adequately identifies
multiple information sources
and forms of technology
which are relevant to this
disability
(3) Demonstrates clear
knowledge about technology
resources for children (e.g.,
instructional software,
adaptive technology, etc.)
110
Exceeds Standard (2)
(1) Area of disability is clearly
defined and educational
challenges clearly delineated
(2) Exhaustive identification of
multiple information sources
and forms of technology
which are relevant to this
disability
(3) Demonstrates exceptional
knowledge about technology
resources for children (e.g.,
instructional software,
adaptive technology, etc.)
sequence utilizing some
aspect of technology for at
least one of the California
Standards is poorly
developed or incomplete
(5) There is no, or a poor plan
for the evaluation of the
technology-based
intervention or
accommodation
(4) Clearly delineates a skillsequence utilizing some
aspect of technology for at
least one of the California
Standards
(5) There is a clear plan for the
evaluation of the technologybased intervention or
accommodation
(4) Clearly delineates a skillsequence utilizing some aspect
of technology for at least one
of the California Standards
(5) There is a superior plan for the
evaluation of the technologybased intervention or
accommodation. Student has
included an actual evaluation
Overall Assessment of Performance on the Internship Credential Portfolio
Rubric for Overall Evaluation of an Internship Credential Portfolio
(1)
(2)
(3)
(4)
Below Standard (0)
Materials are incomplete
Poorly organized and poor
appearance
Written communication is
unclear
Content lacks essential
information
Meets Standard (1)
(1) Materials generally
complete
(2) Professional appearance and
organization
(3) Clearly written
(4) Appropriate content
111
Exceeds Standard (2)
(1) Materials complete
(2) Exceptional appearance and
organization
(3) Well written and clear
(4) Complete and detailed
contents
Rubrics for Evaluating Sections of the Final Portfolio
Section 12: Data-Based Decision-Making and Accountability
Rubric for Evaluating Section 12: An Assessment Report for Emotional Disturbance
Below Standard (0)
Meets Standard (1)
Exceeds Standard (2)
Assessment Report for
Emotional Disturbance
(a) Background information
incomplete
(b) Observations missing or
inadequate
(c) Assessment questions
developed without consideration of
parent concerns
(d) Meager discussion of results
(e) Lack of clear interpretation and
integration of results
(f) Inadequate diagnostic
conclusions and conceptualization
(g)Recommendations not specific
or practical or based on data
developed from assessment
(h) Feedback not provided to
parents
(i) Feedback not provided to
child/adolescent
(j) Poorly written and organized
Assessment Report for
Emotional Disturbance
(a) Adequate background
information
(b) Appropriate observations
(c) Assessment questions
developed in consideration of
parent concerns
(d) Clear discussion of results
(e) Clear interpretation and
integration of results
(f) Accurate diagnostic
conclusions and
conceptualization
(g) Specific and practical
recommendations based on data
developed from assessment
(h) Adequate feedback provided
to parents
(i) Developmentally appropriate
verbal feedback provided to
child/adolescent
(j) Effectively written and
organized
Assessment Report for
Emotional Disturbance
(a) Extensive background
information
(b) Appropriate observations
(c) Assessment questions
developed in conjunction with
parents
(d) Well-developed discussion of
results
(e) Clear interpretation and
integration of results
(f) Diagnostic conclusions and
conceptualization welldeveloped and supported
(g) Specific, practical, researchbased recommendations based
on assessment data
(h) Feedback tailored to parental
concerns, assessor meets with
parents individually to provide
feedback
(i) Developmentally appropriate
verbal and written feedback
provided to child/adolescent
(j) Excellent writing and overall
organization
Section 13: Effective Instruction and Development of Cognitive/ Academic Skills
Rubric for Evaluating Section 13: An Intervention Case Study
Below Standard (0)
(1) Problem not clearly
identified
(2) Incomplete background
information
(3) Intervention is generic
and/or not clearly linked to
assessment data
(4) Intervention is not research
based
(5) Intervention is too complex
or too simple
(6) Data collection is
Meets Standard (1)
(1) Clearly identified problem
(2) Adequate background
information
(3) Intervention is
individualized and linked to
assessment data
(4) Intervention is research
based
(5) Intervention is practical and
acceptable
(6) Intervention is evaluated by
data collection
112
Exceeds Standard (2)
(1) Well-identified problem
(2) Extensive and relevant
background information
described
(3) Intervention is individualized
and linked to assessment data
(4) Intervention has welldeveloped research base
(5) Intervention is practical and
acceptable
(6) Intervention is evaluated
though ongoing data
incomplete
(7) Intervention is unsuccessful
and the outcome is
adequately explained
(7) Intervention is successful or,
if unsuccessful, the outcome
is adequately explained
collection
(7) Intervention is successful or,
if unsuccessful, the outcome is
adequately explained
Section 14: School and Systems Organization, Policy Development, and Climate
Rubric for Evaluating Section 14: An Indirect Service Delivery Paper
(1)
(2)
(3)
(4)
(5)
(6)
Below Standard (0)
Problem not clearly defined
Proposed indirect service not
clearly specified
Does not provide thorough
analysis supporting the
indirect service
Incomplete plan for
introduction and
implementation of the
indirect service
Indirect service and plan are
too complex or too simple
Incomplete analysis of the
systemic challenges
Meets Standard (1)
(1) Clearly identified problem
(2) Proposed indirect service
adequately specified
(3) Adequate analysis
supporting the indirect
service
(4) Complete plan for
introduction and
implementation of the
indirect service
(5) Indirect service is practical
(6) Adequate analysis of the
systemic challenges
Exceeds Standard (2)
(1) Well-identified problem
(2) Proposed indirect service
fully explained and specified
(3) Well-developed analysis
supporting the indirect service
(4) Well thought out plan for
introduction and
implementation of the indirect
service
(5) Indirect service is practical
(6) Extensive analysis of the
systemic challenges
Section 15: Research and Program Evaluation
Rubric for Evaluating Section 15: A Research Project
(1)
(2)
(3)
(4)
Below Standard (0)
Report is incomplete and
lacks the elements typically
found in a published article
Report contains a major flaw
that indicates little
understanding, a major
misconception, or an inability
to apply the appropriate
procedure
Lack of clear interpretation
and integration of results
Poorly written and organized
Meets Standard (1)
(1) Report is complete and
contains the elements
typically found in a
published research article
(2) Report may contain a minor
flow but shows definite
understanding of research
methods and procedures
(3) Clear interpretation and
integration of results
(4) Effectively written and
organized
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Exceeds Standard (2)
(1) Report is complete, contains
the elements typically found
in a published research article,
and is of excellent quality
(2) Report contains no flaws and
clearly demonstrates
understanding of research
methods and procedures
(3) Clear interpretation and
integration of results
(4) Excellent writing and overall
organization
Section 16: School Psychology Practice and Development
Rubric for Evaluating Section 16a: A Personal Reflection Paper
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Below Standard
Theoretical orientation is
unclear
Professional strengths and
areas of interest not
identified
Vague career goals within
school psychology
Personal and professional
development occurring
through the training program
Unsure of self as a school
psychologist
Coursework and knowledge
not integrated
Does not identify areas
needing improvement and/or
vague professional
development plan
Meets Standard
(1) Clear description of
theoretical orientation
(2) Identifies one or more
professional strengths and
weaknesses, and areas of
interest in school psychology
(3) Appropriate career goals
within school psychology
(4) Personal and professional
development occurring
through the training program
(5) Appropriate view of self as a
school psychologist
(6) Integration of coursework
and knowledge
(7) Adequate discussion of areas
needing improvement and
future professional
development plan
Exceeds Standard
(1) Well-developed statement of
theoretical orientation
(2) Identifies multiple
professional strengths and
areas of interest in school
psychology
(3) Clear career goals within
school psychology
(4) Well thought-out description
of personal and professional
development throughout the
training program
(5) Sophisticated view of self as a
professional school
psychologist
(6) Exceptional integration of
coursework and knowledge
(7) Well-thought out discussion
of areas needing
improvement and elaborate
future professional
development plan
Overall Assessment of Performance on the Final Portfolio
Rubric for Overall Evaluation of the Final Portfolio
(1)
(2)
(3)
(4)
Below Standard (0)
Materials are incomplete
Poorly organized and poor
appearance
Written communication is
unclear
Content lacks essential
information
Meets Standard (1)
(1) Materials generally
complete
(2) Professional appearance and
organization
(3) Clearly written
(4) Appropriate content
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Exceeds Standard (2)
(1) Materials complete
(2) Exceptional appearance and
organization
(3) Well written and clear
(4) Complete and detailed
contents
APPENDIX E
Candidate Presentations at State or National Conferences:
Castillano, D. Moderating Effect of Parental Monitoring on Television Use and
Aggression. Poster presentation at the annual meeting of the Association for
Psychological Science, May 26-29, 2011, Washington, DC.
Pham, A. Relationship between perceived peer support and academic achievement:
Testing for future outlook as a mediator." Poster presented at the annual meeting of the
Association for Psychological Science, May 26-29, 2011, Washington, DC.
Horner, E., & Sheehan, G. Relationship between Teacher Closeness and Math
Achievement. Poster presented at the annual meeting of the California Association of
School Psychology, April 14-16, 2011, Costa Mesa, CA.
Rubcich, D. Social Skills Mediates the Relationship between Disruptive Behaviors and Peer
Victimization. Poster presented at the annual meeting of the National Association of School
Psychologists conference, February 22-25, 2011, San Francisco, CA.
Redding, E., & Horner, E. They Use Bodies To Sell Stuff - Girls' Media Literacy Group
Presented at the annual meeting of the Western Psychological Association, April-May,
2011, Los Angeles, CA.
Redding, E. Effects of Social Skills for Students with Internalizing Behaviors on
Loneliness. Poster presented at the annually meeting of the Western Psychological
Association, April-May, 2011, Los Angeles, CA.
Sheehan, G. Relationship Between Teacher Closeness and Math Achievement. Poster
presented at the annual meeting of the Western Psychological Association, April-May,
2011, Los Angeles, CA.
Nguyen, H. Examining Self-Concept and Academic Achievement among Children who
Experience Negative Life Events. Poster presented at the annual meeting of the Society
for Research in Child Development, March 2009, Denver, CO.
French, E. Examining the Relationships between Body Mass Index, Self-Concept, and
Academic Achievement among Sixth Graders. Poster presented at the annual meeting of
the Society for Research in Child Development, March 2009, Denver, CO.
Siller, C., Nguyen, H., & Ribcich, D. Examining Mothers' Interactions with Preschoolers
and Later Academic Skills Development. Poster presented at the annual meeting of the
Society for Research in Child Development, March 2009, Denver, CO.
Siller, C. Parenting Practices and Attribution Development: Examining the Early Roots
115
of Aggression. Poster presented at the annual meeting of the Society for Research in
Child Development, March 2009, Denver, CO.
Scott, A., Riley, M., & Rubcich, D. Family Emotional Expressiveness as a Predictor for
Future Relationships with Teachers. Poster presented at the annual meeting of the Society
for Research in Child Development, March 2009, Denver, CO.
French, E., Giambona, M. & Zelayla, L. Retention Status in Relation to Friendship
Quality and Loneliness. Presented at the National Association of School Psychologists
“Resilience: Building Strength for Life.” February 2008, New Orleans, LA.
Hendricks, S. & Nguyen, H., & Siller, C. Examining Parents Interactions with
Preschoolers and Later Social Skills Development. Presented at the National Association
of School Psychologists “Resilience: Building Strength for Life.” February 2008, New
Orleans, LA.
Khourdaji, M. & Zadeh, S. The Moderation Effect of Student-Teacher Relationship on
Popularity and Bullying. Presented at the National Association of School Psychologists
“Resilience: Building Strength for Life.” February 2008, New Orleans, LA.
Alviso, F. The Role of Attachment on the Affect-Cognition Link. Presented at the
National Association of School Psychologists “Resilience: Building Strength for Life.”
February 2008, New Orleans, LA.
Riley, M. Teaching Style and Student Self-Concept: Implications for English and Math.
Presented at the National Association of School Psychologists “Resilience: Building
Strength for Life.” February 2008, New Orleans, LA.
Zadeh, S. & Siller, C. Sedentary Students: The Relationship Between Homework and
Obesity. Presented at the National Association of School Psychologists “Resilience:
Building Strength for Life.” February 2008, New Orleans, LA.
Miller, J., Zadeh, S., Alviso, F., Thom, J., Waldon, E. The relationship between teacher
self-efficacy and student teacher relationship. Poster presented at the annual meeting for
the California Association of School Psychologists "Rekindle the Flame," March 2007,
Los Angeles, CA.
Giambona, M. & Richards, T. The role of the school psychologist in response to selfmotivation. Poster presented at the annual meeting for the California Association of
School Psychologists “Rekindle the Flame,” March 2007, Los Angeles, CA.
Khourdaji, M. & Hendricks, S. The interplay between home life, delaying gratification,
and academic achievement. Presented at the National Association of School
Psychologists "The Fourth R,” March 2007, New York, NY.
116
Tom, C., Padilla, I., VanCurler, M., Thom, J. & Herrera, S. Effective study skills
intervention for young adolescents. Presented at the National Association of School
Psychologists “The Fourth R,” March 2007, New York, NY.
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