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Comp program

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About the Program The University of the Pacific's Center for Professional and Continuing Education offers professional development credit for the classroom organization and management program,COMP: Creating Conditions for Learning. COMP is a professional development course for graduate level educators developed by Dr. Alene Harris & Dr. Barbara Mullins to assist teachers in creating conditions for learning in their classrooms. In partnership with the COMP program at Peabody College, Vanderbilt University will provide three semester units (hours) of professional development credit for COMP workshops. Professional Development Credit is designed for graduate level educators for professional growth and salary advancement purposes.  To receive credit, students must complete a COMP workshop (both initial day and follow-up), enroll for credit, (see credit information) and complete assignments. The fee for the course is $255.

About University of the Pacific California's first institution of higher education, chartered in 1851, Pacific is an independent, comprehensive university offering a wide choice of high qualify undergraduate and graduate programs.  Set on 175 acres along the Calaveras River in central Stockton, the University's main campus offers 90 of the 11 schools an colleges that make up Pacific.  The school of Dentistry is located in San Francisco and McGeorge School of Law is in Sacramento. Approximately 4,800 students attend Pacific on the main campus in Stockton which is composed of College of the Pacific, (the arts and sciences); the Conservatory of Music; Eberhardt School of Business; Benerd College; School of Engineering and Computer Science; Thomas J. Long School of Pharmacy and Health Sciences; the Center for Professional and Continuing Education; School of International Studies; and Research and Graduate Studies. University of the Pacific is accredited by the Accrediting Commission for Senior Colleges of the Western Association of Schools and Colleges (WASC).

Course Assignments COMP: Creating Conditions for Learning
Participants will select assignments from the list below. For the grade of A, students will complete at a high quality level any five; for the grade of B at a high quality level any four. A lower quality level will result in a lower grade.The expectations for a reflection paper include content, quality, and length/format:

Content: A reflection paper should include but is not limited to (a) what you learned from this activity and (b) how this learning will influence your classroom practices and/or attitudes.  For other assignments, additional questions such as: What would I continue to do? What might I change? How might I plan to make such a change? What worked and why? What didn't work and why? would be appropriate.

Quality:  The paper should be a well-organized body of thought, with detailed and specific statements (as opposed to general, broad statements).  It should incorporate both (1) ideas and principles from the text and (2) information and quotes form raw data.

Length:  Required lenght/format is 2 to 4 pages, typed and double spaced, using a standard font (e.g., Times, Platino, Genevea etc.) at a 10 to 12 pitch.  For assignments requiring data or other forms, these 2 to 4 pages are in addition to the data and forms.

Heading:  Please head each assignment with the assignment number, as well as your name, home address, telephone number, ID number and e-mail address.

Assignment Options:

  1. Module One Activity (p. 1.14) To analyze and improve your classroom arrangement, follow the steps listed on p. 1.14. Submit a 2 to 4 page reflection paper of your findings regarding VAD in your classroom.
  2. Module Two To improve classroom rules and your students' understanding of them, first analyze YOUR present classroom rules using the the guidelines cited on p. 2.06. Follow the outline and procedures for analyzing found on p. 2.07, (A) telling what guideline(s) the rule ignores, then (B) rewriting it more appropriately.  (If the original rule is in fact a procedure, note it accordingly.)  Then use the first three steps in the "Explain and Exemplify" section of p. 2.11 to clarify these with your students.  Submit the rules analysis page and a 2-to-4 page reflection paper. (Analyze your own rules, not the ones found on p. 2.07).
  3. Module Two Activity 2-8 (p. 2.29) To improve student success in accomplishing classroom procedures, choose 5 classroom procedures to teach.  (see Module 2, pp. 2.13 through 2.24 for suggested procedures.)  Utilizing sequence chains, teach the procedures to your class using the steps outlined on p. 2.29. Submit the 5 sequence chains along with a 2 to 4 page reflection paper on the process.
  4. Module Three Activity 2-8 (p. 2.29) To improve student accountability, choose 5 student accountability procedures to teach.  (See Module 3, pp. 3.07 through 3.11 for suggested procedures.) Utilizing sequence chains, teach the procedures to your class using the steps outlined on p. 2.29. Submit the 5 sequence chains along with a 2 to 4 page reflection paper on the process.
  5. Module Three To help students understand the link between effort and outcome, using pp. 3.13-3.14 for guidance, design a "Why Did I Get the Grade I Got?" form for your classroom.  Use the form with your students over the course of 6-12 weeks, keeping records and plotting the results.  Write a brief reflection of the process and the results.  Submit a copy of your "why..." form, the data, and a 2 to 4 page reflection paper.
  6. Module Three Activity 3-8. To analyze and improve the component parts of your student accountability system, fill out the chart on p. 3.22 to reflect the components of your accountability system before COMP. Review Module Three and add ideas/modifications to improve student accountability.  Implement these in your classroom.  Submit two charts one "before" and one "after" and a 2 to 4 page reflection on your implementations and effects.
  7. Module Three To improve the effectiveness of praise statements, using the guidelines on the effective praise (p. 3.19), develop and deliver to students (both individual and whole class as appropriate) 2 "more effective praise" statements per day for five consecutive days.  Submit a copy of your 10 statements and a 2 to 4 page reflection paper on any differences you may have noticed either in students or yourself as a result.
  8. Module FouTo practice following the "law of least intervention" and develop the habit of nipping potential misbehavior in the bud, make a copy of the "Hierarchy of Intervention Strategies" (p. 4.19-4.20) and post it where you will see it as a visual reminder.  For two weeks deliberately refer to it each time you observe a potential misbehavior arising. Submit a 2 to 4 page reflection paper citing selected instances, the results, and your feelings about this strategy.
  9. Module Five To expand our teaching repertoire and to address the learning modalities of all students, design and teach a whole group lesson that incorporates student involvement in all three modalities: visual, auditory, and kinesthetic/tactile.  Submit the lesson plan and a 2 to 4 page reflection paper.(See Activity 5-6 on p. 5.16.)
  10. Module Five To focus on achievement of lower-performing students, choose 7 specific strategies from page 5.22-5.24 that will help low academic performance students achieve in school.  Incorporate these 7 principles purposefully into your daily lessons for 2-3 weeks or longer.  Choose 1-2 students to observe throughout this time frame and keep notes of any differences seen after these principles were incorporated.  Wite a 2-to 4 page reflection paper about how you incorporated the 7 principles and what the results were in the classroom.
  11. Module Five To develop/improve your skills in facilitating collaborative group work, plan and teach a lesson using the 9 suggestions for managing collaborative groups found on pp. 5.26-5.28. Highlight the lesson plan where the 9 suggestions are incorporated and label each one accordingly.  (e.g. 1. Assign groups carefully.) Write a brief reflection of how the 9 suggestions made a difference in the lesson.  Submit both the lesson plan and a 2 to 4 page reflection paper.
  12. Module Six To analyze and improve your lesson clarity, tape record or videotape yourself conducting a lesson (about 15 to 25 minutes).  Transcribe the recording.  Analyze the transcription based upon the information on pp. 6.05-6.08. Submit the transcription along with a brief 2 to 4 page reflection paper of your analysis. (See Activity 6-4.)
  13. Module Six To improve the quality of student response, develop the habit of using a 3-5 second wait time (p. 6.14). (You may wish to ask students to help you monitor and allow this time.) Each day for two weeks make a conscious effort to allow these seconds of thinking time before randomly designating a student to respond. Submit a 2 to 4 page reflection paper on the results.
  14. Module Six To improve equity of teacher verbal attention, create and use a set of equity cards (p. 6.14) for your class.  Teach students the expectations and procedure for participating.  Use the cards for recitation at least once each day for two weeks. Submit a 2 to 4 page reflection paper on your observation of the results.
  15. Module Six To become aware of your classroom's physical location and its relationship to student behavior, create a form similar to the one found on p. 6.16 (Activity 6-8) that reflects on your own classroom arrangement. Substitute the student names found on p. 6.16 with your students.  Have an observer record data from your classroom while you are teaching a lesson.  Conference with the observer using the data collected by the observer and write a brief reflection based on the data and the process.  Submit both the data and a 2 to 4 page reflection paper.
  16. Module Six To increase your knowledge of students' understanding, design a lesson (in any subject area) incorporating a group check for understanding strategy as described in Activity 6-6 on p. 6.12 ( see P. 6.11). Videotape the lesson, view the videotape and look for levels of student involvement as compared to lessons without the use of this strategy.  Submit the lesson plan along with a 2 to 4 page reflection paper of your video tape analysis.  Highlight in the lesson plan where and how this strategy is incorporated. (It is not necessary to submit the videotape itself.)
  17. Module Six To improve transitions in your classroom, write a description of 3 transition problems you are experiencing in your classroom.  Identify which of the 4 transition factors (found on p. 6.20) need to be addressed in order to remedy the situation.  (You may indicate more than 1 transition factor per scenario.)  Then, suggest a solution for yourself and put it into action.  Submit your descriptions using the format below with a 1 to 1.5 page reflection paper one how each solution affected the transition probelm. A. Transition Problem: B. Troublesome Transition Factor(s): C. Possible Solution: D. Reflection (after attempting solution):B.  Troublesome Transition Factor(s): C.  Possible Solution: D.  Reflection (after attempting solution):
  18. Module Seven To get your school year off to a good start, using information found in Module 7, as well as other information from additional sources focusing on the beginning of the school year, plan the first day of school.  Indicate how much time you plan to spend on each activity as well as the materials needed for the day. If it is possible, use the plan for your first day of school and write a 2 to 4 page reflection paper on how this day was different from other first days of school.
  19. Introduction (pp. 0.07-0.09) To improve classroom climate and communication, using ideas and concepts both from the manual and those discussed in the COMP workshop, describe and reflect upon 5 specific strategies that you have utilized in order to create a more positive climate in your classroom.  (Submit a 2-4 page reflection paper.)
  20. Commitment Form Reflect upon the information presented in Modules 1-7 and identify at least 3 specific commitments for each module.  (Commitments should be specific things you plan to incorporate into your classroom, not just concepts discussed in the workshop.) Purposefully incorporate 3-5 of those commitments into your classroom.  Write a brief reflection discussing the results you noticed after making these changes.  Submit both the commitment form and a 2-4 page reflection paper.
Credit Information
Three (3) Semester units of post-baccalaureate professional development credit will be awarded upon successful completion of course requirements. Designed exclusively to meet the needs of educators and administrators for professional upgrading and salary advancement, the credit is not applicable to a degree program at Pacific. District approval is recommended before enrolling as tuition is non-refundable. Credit for courses is awarded during the semester that coursework is completed and graded.

Course Requirements 

    1. Complete a COMP Workshop. Register and pay for the course according to the instructions below.  Confirmation receipts will be mailed to the participants home address
    2. Select assignments from options listed on the course assignments tab. Please register prior to submitting work.
    3. Complete all four or five assignments together, within 1 year of the COMP workshop, and submit to: Dr. Barbara Mullins, 1463 Cifax Road, Forest, VA 24551.  All papers submitted should include your name, address, telephone number and e-mail address.  Questions related to the assignments only may be directed to Dr. Barbara Mullins via e-mail at barbaramullins@hotmail.com  Do not send coursework with registration. It is required that a copy of your assignments be retained until your unofficial transcripts are received.  Please send COPIES (not originals) of assignments to Dr. Mullins' attentions, as assignments will NOT be returned.  In addition, please frequently check your e-mail account after having submitted your 4 or 5 assignments to Dr. Mullins, as messages with regard to the assignments will be sent directly to your e-mail account.  In addition, please do NOT send assignments via registered or certified mail- regular mail is sufficient.

Online Registration Directions 

  1. Click the link below which reads Click to Register!
  2. Choose the "Schedule Builder" tab.
  3. Hit the magnifying glass in the blue search bar to bring up the COMP course PEDD 9900.
  4. Add the class to your schedule either by dragging it or clicking on the plus sign.
  5. Click "Register", then review your selection on the "Registration Results" page and click "Proceed to Payment".
  6. Choose a payment type and click "Continue" or "Proceed to Payment".
  7. Click "Submit Payment" and a new window will open. You must click finalize registration on the last screen when comlete to finish your registration.
  8. Print your final invoice to keep for your records.

Register with CPCE staff 
CPCE is happy to take registrations over the phone.
Contact us directly at 1-800-959-5376
You may also print the registration form by click here fax, email or mail it to our office. 
Fax:    209.946-3916
Email: cpce@pacific.edu or
Mail:    University of the Pacific
          Center for Professional and Continuing Education
          3601 Pacific Avenue
          Stockton, CA 95211.

Transcript Information
Within 3-8 weeks of course completion, an unofficial transcript from University of the Pacific will be mailed to the participant's home address.  Upon receipt of the unofficial transcript, the participant may request an official transcript by mailing $5.00 (check made payable to Pacific) and the request to: Office of the Registrar, University of the Pacific, 3601 Pacific Avenue, Stockton CA 95211. Questions (other than those related to the assignments) may be directed to the Center for Professional & Continuing Education- Pacific, (800) 959-5376 or e-mail cpce@pacific.edu

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