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2019-2020 Catalog 
    
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2019-2020 Catalog [ARCHIVED CATALOG]

Course Descriptions


 
 

Economics
  

  • ECON 341 - Drug Discovery and Development (Cross-listed as CHEM 341, BUS 341)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    How are drugs discovered? What determines the price for a drug? What is the difference between a generic and non-generic drug? These questions will be examined with an interdisciplinary approach. Topics include the isolation of compounds from natural sources, the screening of compounds for biological activity, structure-activity relationships of drugs, computer-assisted drug design, combinatorial chemistry, bioinformatics, the FDA approval process for new drugs, and the economic and business aspects of pharmaceutical investment and development.
    Same as: CHEM 341 , BUS 341  
    GenEd: UDGE-B, UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • ECON 342 - The Zoo: Conservation, Education, and Recreation (Cross-listed as BIOL 342, BUS 342, EDUC 342)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing or Consent of Instructor
    An interdisciplinary study of zoos and zoological gardens from scientific, managerial, business, recreational, and educational perspectives. Analyzes how these perspectives are linked within zoo practices. The course will include an in-depth case study of a local zoo. Field trips to local zoos will be required.
    Same as: BIOL 342 , BUS 342 , EDUC 342  
  

  • ECON 344 - The Library: Collections, Services, & Instruction (Cross-listed as BUS 344, EDUC 344, LIB 344)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    A study of university, school (K-12), public, and special libraries from business, economic, library science, and educational perspectives. Analyzes how these perspectives are linked within library practices. A study of local libraries and field trips.
    Same as: BUS 344 , EDUC 344 , LIB 344  
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • ECON 349 - History of Business and Economics in North America (Cross-listed as HIST 349, BUS 349)

    Units: 3
    Three hours of lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Examines the growth and development of the economies of North America since colonial times. Addresses social, ethical, economic and management issues during the development of Canada, the United States, and Mexico. Analyzes the business principles underlying the growth and development of the economies.
    Same as: HIST 349 , BUS 349  
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches, International Perspectives
  

  • ECON 362 - Environmental Economics

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 110   and ECON 111  
    Description: Economic analysis of environmental problems and policy. Market failures due to externalities, public goods, and common property resources are examined. Private (market) and public (government) solutions to environmental problems are examined.
    Graded: Letter Grade
  

  • ECON 411 - Economics Of Entrepreneurship

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 110   and ECON 111  
    Description: Application of economic concepts to entrepreneurial strategies and decisions. Analysis of entrepreneurial activities as related to production, markets, innovation, risk, and the macroeconomy.
    Graded: Letter Grade
  

  • ECON 420 - Experimental Economics

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 310  or ECON 329  and MATH 329  or MATH 352  
    The application of experiments to economic theory and behavior. Topics include experiment design in controlled and “field” settings; individual choice over risk, time, and altruism; behavior in non-cooperative games; and behavior in market settings.
  

  • ECON 426 - Human Resource Economics

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 310  
    Description: Economic analysis of the two key problems of human resource management: employee selection and employee motivation. Our approach will combine elements of microeconomics theory, behavioral economics, and evidence from lab, field, and natural experiments. Topics include principal-agent models, evidence on employee motivation, employee selection and training, and competition in the workplace.
    Graded: Letter Grade
  

  • ECON 435 - The Music Museum (Cross-listed as BUS 435, EDUC 435, PAMU 435)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    An interdisciplinary study of music museums from the perspectives of music history, appreciation and production, business, economics and education. Analyzes how these disciplines are linked within music museum practices. Includes an in-depth study of a local music museum.
    Same as: BUS 435 , EDUC 435 , PAMU 435  
    GenEd: UDGE-C, UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • ECON 444 - Values and Valuables (Cross-listed as ANTH 444)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ANTH 102  or ECON 110  and Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Examination of the intimate linkages between the creation of cultural values and the perception of economic value through the analysis of production and exchange in various cultural contexts. Synthesis of the debates in the field of economic anthropology and application to pre-historic, modern, Western and non-Western societies.
    Same as: ANTH 444  
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • ECON 448 - Globalization and Development (Cross-listed as SOC 448, BUS 448)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): SOC 100  and Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Examines empirical and theoretical issues of globalization from a sociological perspective, to understanding how the forces of globalization affect economic, political and cultural systems of both developed and developing nations.
    Same as: SOC 448 , BUS 448  
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches, International Perspectives
  

  • ECON 470 - The World Economy

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 111  
    Theory, practice, and institutions of the international economy. Topics include international trade and investment, balance of payments, foreign exchange rates, international institutions in the global economy, and international economic policy.  (Formerly ECON 370)
  

  • ECON 471 - International Trade

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 310   or ECON 329  
    Description: The theory of international trade, effects of tariff and non-tariff barriers, and conduct of commercial policy. Topics include theories of comparative advantage, gains from trade, distribution effects of trade, international factor movements and trade restrictions, the political economy of trade and industrial policy.
    Graded: Letter Grade
  

  • ECON 472 - International Macroeconomics

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 311   or ECON 320  
    Description: Macroeconomic analysis of the open economy, the impact of stabilization policies in a global economy, the role of the balance of payments, and the international monetary system. Topics include balance of payments accounts, spot-forward exchange rates, interest rate arbitrage, purchasing-power parity, exchange rate determination and macroeconomic policy in an open economy.
    Graded: Letter Grade
  

  • ECON 473 - Development Economics

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 310   or ECON 311  
    Description: Economic underdevelopment and its causes from historical, institutional and structural perspectives. Theories and patterns of growth and development, and the role of government, trade, education. Regional focus may vary by semester.
    Graded: Letter Grade
  

  • ECON 480 - Topics In Environmental And Natural Resource Economics

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECON 362  or consent of the instructor
    Description: Application of economic analysis to topics in environmental and natural resource economics. Representative topics include: energy problems and policies, the measurement of market and non-market benefits and costs, endangered species management.
    Graded: Letter Grade
  

  • ECON 488 - Econometrics

    Units: 4
    Three hours lecture and two hours activity per week
    Prerequisite(s): ECON 310  or ECON 329 ; and MATH 140  or MATH 150 ; and MATH 200  or MATH 202 /PSY 202  or MATH 329  or MATH 352  
    Description: Emphasis on the collection and manipulation of economic data, and the application of econometric methods to business and resource management issues. Development of testable hypotheses, applications of estimation techniques and interpretation of regression results. Use of econometric software applications to estimate statistical relations.
    Graded: Letter Grade
  

  • ECON 490 - Special Topics

    Units: 1 - 3
    Three hours per week
    Prerequisite(s): Consent of the instructor
    Description: In-depth analysis of current topics in economics. Topics vary each semester. Repeat 6 times up to 6 units.
    Graded: Letter Grade
  

  • ECON 492 - Service Learning/Internship

    Units: 3
    Six hours per week
    Prerequisite(s): Consent of Instructor
    Individual internship through service learning. Repeatable by topic up to 6 units.
    Graded: Credit/No Credit
  

  • ECON 496 - Seminar In Economic Analysis

    Units: 3
    Three hours seminar per week
    Prerequisite(s): ECON 310   and ECON 311  
    In-depth analysis of major events and trends in domestic and international economics. Focus on empirical techniques and the practical application of economics in a variety of settings.
    Graded: Letter Grade
  

  • ECON 497 - Directed Study

    Units: 1-3
    Variable hours activity per week
    Prerequisite(s): Consent of Instructor
    Individual contracted study on topics or research selected by the student and faculty mentor. Repeatable for up to 9 units.
    Graded: Credit/No Credit
  

  • ECON 498 - Faculty-Student Collaborative Research in Social Business (Cross-listed as BUS 498, SOC 498)

    Units: 2-3
    Two to six hours activity per week
    Prerequisite(s): BUS 203 /ECON 203 /SOC 203 , BUS 301 /ECON 301 /SOC 301  and Consent of Instructor
    Engage in the creation of original intellectual or creative work by collaborating with a faculty member on research of a social business. Includes in-depth and possible on-site study of a social business using knowledge from previous courses in the minor/certificate; and the writing of a case study about the chosen social business.
    Same as: BUS 498 , SOC 498  
  

  • ECON 499 - Capstone

    Units: 3
    Three hours of lecture per week
    Prerequisite(s): ECON 310  , ECON 311  , ECON 488  , and at least half of economics major (or economics major option) required upper-division courses.
    Description: In-depth analysis of an economic issue utilizing the theoretical and empirical tools developed in the required major courses. Culminates with a senior paper and a formal presentation.
    Graded: Letter Grade

Early Childhood Studies
  

  • ECS 101 - Introduction to Early Childhood Education

    Units: 3
    Two hours seminar and two hours activity per week
    An overview to the field of early childhood education paired with structured observational experiences in early childhood settings. Emphasis is placed on gaining an awareness of connections between disciplinary content knowledge about teaching and learning in early childhood. This course will provide students with the opportunity to explore career options for serving young children and families. Thirty hours of field experience in early childhood settings is required. Fingerprint clearance is required.
    GenEd: D
  

  • ECS 150 - Foundations of Child and Adolescent Development (Cross-listed as PSY 150)

    Units: 3
    Three hours lecture per week
    Surveys theory and research on child and adolescent development. Focus on developmental theory and research methods, and cognitive, social, emotional, and physical development during the child and adolescent years.
    Graded: Letter Grade
    Same as: PSY 150  
    GenEd: D, E
  

  • ECS 221 - Child, Family and Community in California in the 21st Century

    Units: 3
    Three hours lecture per week
    Examines developing children in a societal context focusing on the interrelationship of family, school and community with an emphasis on historical and cultural factors which influence the family and processes of socialization. Focuses on the importance of respectful, reciprocal relationships that support and empower families and the social context of Southern California in the 21st Century.
  

  • ECS 310 - Science Technology Engineering Art and Math in Early Childhood

    Units: 2
    Three hours lecture per week
    Prerequisite(s): Junior Level Standing
    Description: This course provides an introduction to the STEAM education disciplines (Science, Technology, Engineering, Art, and Mathematics) and the approaches used to implement integrative experiences in diverse early learning settings. Repeat 3 times up to 6 units.
    Graded: Letter Grade
  

  • ECS 320 - Teaching And Learning Programs For Early Care And Development

    Units: 3
    Two hours lecture and two hours activity per week
    Prerequisite(s): ECS 101 , ECS 150  /PSY 150  
    Corequisite(s): ECS 325  
    Studies historical perspectives and approaches to serving young children and their families with an emphasis on federal, state and local initiatives to promote quality early care and education. Development of listening, observing and documenting skills in early learning settings while examining and developing professional dispositions aligned with the National Association for the Education of Young Children’s code of ethical conduct. Thirty hours of field experience in early childhood settings is required. Meets a core requirement for the Child Development Permit in child, family, and community. TB tests and Fingerprint clearance is required.
    Graded: Letter Grade
  

  • ECS 322 - Early Childhood Program Administration

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECS 320  may be taken prior or concurrently
    Description: Developing knowledge and competencies in administration of programs for young children supervision of early childhood personnel and fiscal management teacher selection training and supervision family involvement and program evaluation.
    Graded: Letter Grade
  

  • ECS 325 - Typical & Atypical Development: Birth - Age 8

    Units: 3
    Two hours lecture per week two hours activity per week
    Prerequisite(s): ECS 150  / PSY 150  
    Corequisite(s): ECS 320  
    Focus on typical and atypical development from infancy through eight years of age with an emphasis on the cognitive, social-emotional, language, and physical domains of development. Theories of typical and atypical child development are discussed with implications for applied contexts, including infant/toddler and preschool/early elementary settings. The contexts of development, including families, schools, communities, and culture are presented. Thirty hours of field experience in early childhood settings is required. Fingerprint clearance is required.
    Graded: Letter Grade
  

  • ECS 456 - Family and Community Engagement

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Senior Standing
    Studies the relationships among families, communities, and educational programs with an emphasis on working with families from various cultures found in Southern California through exploring parent involvement, forms of communication with parents, parent education, and identifying resources for families. Appropriate for all teacher credential students, and other majors in the social service areas that interact with and serve families.
  

  • ECS 460 - Infant/Toddler Educaring: Learning and Assessment

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECS 320 , ECS 325 , SPED 345  
    Corequisite(s): ECS 461  
    Focus on the developmental and ecological principles of assessment and teaching strategies for infants, toddlers, and young children, ages birth to three, and their families. This course will prepare students to plan and implement individualized, developmentally and culturally appropriate assessment and curricular/teaching strategies for very young children with and without disabilities in diverse settings with a focus on cognitive, social-emotional, language, and physical development. Infant/toddler transition planning to preschool.
  

  • ECS 461 - Infant/Toddler Student Teaching & Seminar

    Units: 4
    Fifteen hours field studies per week and one hour seminar per week
    Prerequisite(s): ECS 320 , ECS 325 , SPED 345  
    Corequisite(s): ECS 460  
    Description: Student teaching in center-based settings for infants and toddlers. Students practice assessment and instructional strategies. Seminar is held in conjunction with the student teaching experience to serve as a forum for integrating research, theory, and recommended practices. Two full school days of student teaching per week. Fingerprint clearance is required.
    Graded: Letter Grade
  

  • ECS 462 - Supporting Dual Language Learners: Context and Approaches

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Senior Standing
    Prepares current and future educational professionals to teach and work in multicultural and multilingual early learning programs focused on infancy to third grade. The course responds to a growing need for teachers and early learning professionals to develop skills and knowledge to implement developmentally, culturally and linguistically responsive practices. The focus is on current theory, research, policy and methodology that illuminate powerful practices to support early learning and development for young dual language learners in different programs, models, approaches, initiatives and classroom configurations.

     
  

  • ECS 463 - Creating and Supporting Reciprocal Family and Community Networks

    Units: 3
    Three hours of lecture/discussion per week
    Prerequisite(s): Senior Standing
    Description: Strategies for effectively collaborating, communicating and working in partnership with teachers, school administrators, general and special education teachers, specialists and paraprofessionals, and community agencies, and related service personnel. Planning for seamless transitions for children and families.
    Graded: Letter Grade
  

  • ECS 468 - Early Language Literacy and Math Development Ages 3-8: Multicultural/Multilingual

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECS 320 , ECS 325 ,   
    Corequisite(s): ECS 470 , ECS 471  
    Focus on the principles, assessment, and methods of early numeracy and literacy development for children ages three through eight years; with a specific emphasis on English learners, children with special needs, and exceptional learners; issues of multiculturalism and multilingualism are infused throughout the course.
  

  • ECS 470 - Teaching and Learning in Preschool/Primary: Integrated Curriculum and Assessment

    Units: 3
    Three hours lecture per week
    Prerequisite(s): ECS 320 , ECS 325 , SPED 345  
    Corequisite(s): ECS 468 , ECS 471  
    Focus on the developmental and ecological principles of assessment and teaching strategies for children, three through eight years of age and their families. Prepares students to plan and implement individualized, developmentally and culturally appropriate assessment and curricular/ teaching strategies in preschool and early elementary settings. Assessment and teaching methodologies will focus on the promotion of cognitive and social-emotional development, creative expression and the understanding of social studies and science concepts for diverse children with and without disabilities. Classroom organization and individualized behavioral support strategies will be presented including transition planning from preschool to early elementary settings.
  

  • ECS 471 - Preschool/Primary Student Teaching & Seminar

    Units: 4
    Fifteen hours field studies and one hour seminar per week
    Prerequisite(s): ECS 320 , ECS 325 , SPED 345  
    Corequisite(s): ECS 468 , ECS 470  
    Description: Student teaching in preschool and early elementary school settings. Students practice assessment and instructional strategies with children ages 3 through 8 years.. Seminar is held in conjunction with the student teaching experience to serve as a forum for integrating research, theory, and recommended practices. Twenty-eight (28) days of student teaching required, typically 2 days per week. Fingerprint clearance is required.
    Graded: Letter Grade
  

  • ECS 494 - Independent Research

    Units: 1-3
    One to three hours per week independent study.
    Prerequisite(s): Consent of Instructor
    Students design and implement a study project in conjunction with a faculty member. Repeatable up to 6 units.
  

  • ECS 497 - Directed Study

    Units: 1-3
    One to three hours per week directed study.
    Prerequisite(s): Consent of Instructor
    Provides student credit for curricular activities under the direction of an Education faculty member. Repeatable up to 6 units.
  

  • ECS 521 - Field Experience

    Units: 1
    Three hours per week in local public schools.
    Prerequisite(s): Senior standing and admission to the ECS Program; Consent of Instructor
    Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Repeatable up to 4 units.
  

  • ECS 562 - Field Experience Early Childhood Studies II

    Units: 2
    One full school day per week in local public schools.
    Prerequisite(s): Senior standing and admission to the ECS Program
    Corequisite(s): Any of the following: ECS 460 , ECS 468 , or ECS 470  
    Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Repeatable up to 8 units.

Education
  

  • EDUC 101 - Introduction to Elementary Schooling

    Units: 3
    Two hours lecture and two hours activity per week
    This service learning course provides structured observation and tutoring experiences which reflect a rich array of student diversity in local schools. Emphasis is placed on gaining awareness of connections between discipline knowledge and teaching and learning. This course will help students decide if a career in the elementary teaching profession is the right choice for them. Thirty hours of field experience in elementary schools is required.
    GenEd: D
  

  • EDUC 320 - Education in Modern Society

    Units: 3
    Three hours lecture per week
    Survey of educational institutions and practices used in different sectors of society. Includes historical and philosophical foundations of American education.
  

  • EDUC 330 - Introduction to Secondary Schooling

    Units: 3
    Two hours lecture/discussion and two hours field observations per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Corequisite(s): English majors must be concurrently enrolled in at least one upper division English class; other majors are recommended to be concurrently enrolled in a core course in their major.
    Introduction to secondary school concepts and issues. Topics include: middle school and high school organization and structures, the roles of school personnel, and teaching in specific content areas. Students will be placed in local middle and high schools classrooms in their content major, and have seminars with university educators and content specialists to discuss subject matter coverage and teaching at various grade levels. It is recommended that students be concurrently enrolled in a core content course in their major. Field experience in secondary schools required.
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • EDUC 333 - Education and Social Inequalities (Cross-listed as SOC 333)

    Units: 3
    Three hours of lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Presents an interdisciplinary approach to understanding the relationship between education and society. In examining issues of social structure, practices, content, and outcomes in schooling from both sociological and applied perspectives, students will be exposed to empirical evidence related to educational opportunities and outcomes, as well as the practical and professional implications of dealing with these issues in a variety of educational settings.
    Graded: Letter Grade
    Same as: SOC 333
    GenEd: UDGE-D
    CI Mission Category(s): Multicultural Perspectives
  

  • EDUC 335 - Introduction to Autism Spectrum Disorders (Cross-listed as PSY 335)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior-standing
    Introduces learners to many aspects of autism spectrum disorders, including etiology, diagnosis, assessment, evidence-based interventions, and best practices from a psychological, behavioral, and school-based perspective. Current issues related to services and career options in the field will be explored. Students will develop skills for working with children and adults with autism spectrum disorders in multiple contexts.
    Graded: Letter Grade
    Same as: PSY 335
  

  • EDUC 342 - The Zoo: Conservation, Education, and Recreation (Cross-listed as BIOL 342, BUS 342, ECON 342)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing or Consent of Instructor
    An interdisciplinary study of zoos and zoological gardens from scientific, managerial, business, recreational, and educational perspectives. Analyzes how these perspectives are linked within zoo practices. The course will include an in-depth case study of a local zoo. Field trips to local zoos will be required.
    Same as: BIOL 342 , BUS 342 , ECON 342  
  

  • EDUC 343 - Teaching Drama to Children (Cross-listed as PATH 343)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Students will participate in theatre games, improvisations, and other tasks that will prepare them to design and implement dramatic activities as a learning tool. Theatre in a broader context will also be examined.
    Same as: PATH 343  
    GenEd: UDGE-C
    CI Mission Category(s): Interdisciplinary Approaches
  

  • EDUC 344 - The Library: Collections, Services, & Instruction (Cross-listed as BUS 344, ECON 344, LIB 344)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    A study of university, school (K-12), public, and special libraries from business, economic, library science, and educational perspectives. Analyzes how these perspectives are linked within library practices. A study of local libraries and field trips.
    Same as: BUS 344 , ECON 344 , LIB 344  
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • EDUC 345 - Media Literacy and Youth Culture (Cross-listed as COMM 345)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    This interdisciplinary course examines the relationship between mass communication, mass media, and youth culture. Topics include the theories and effects of mass communication, in particular the effects of mass media on children and adolescents. To develop media literacy, students will apply these concepts to their own experiences with popular media, including television, print, and film.
    Same as: COMM 345  
    GenEd: UDGE-D
    CI Mission Category(s): Multicultural Perspectives
  

  • EDUC 349 - Chicana/os, Latina/os, and Education (Cross-listed as CHS 349)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Presents a broad social, cultural, political, and historical overview of Chicana/o and Latina/o education in the United States. Provides a holistic approach to Chicana/o and Latina/o educational experiences by exploring K-16 schooling policies and practices, as well as teaching and learning in familial and community contexts from a historical and contemporary perspective. Emphasizes the application of pedagogical theories to educational practice and research with and for Chicana/os and Latina/os.
    Graded: Letter Grade
    Same as: CHS 349  
    GenEd: UDGE-D
    CI Mission Category(s): Multicultural Perspectives
  

  • EDUC 412 - Equity, Diversity, and Foundations of Schooling

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4) or Enrolled in Post- baccalaureate Pre-Credential program
    Principles for effectively teaching students from diverse cultural and linguistic backgrounds. Study of diverse students, families, schools and communities, and gender bias. Emphasizes physical, social, emotional, and intellectual safety of all students, and creating equitable classroom communities by recognizing and minimizing bias in the classroom. Changed from EDUC 512 effective F17.
    Graded: Letter Grade
    GenEd: UDGE-D
    CI Mission Category(s): Multicultural Perspectives
  

  • EDUC 431 - Education Policy and Politics (Cross-listed as POLS 431)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): POLS 150  for POLS students and Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    Examines the roles of political institutions in education policy-making, the political factors that shape policy formulation and implementation, the values and assumptions of different types of policies, and the links between policy and local-level implementation. Analyzes current and pending policies’ effect on schools and classrooms to illustrate how education policy reflects American politics.
    Same as: POLS 431  
    GenEd: UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • EDUC 434 - The Museum: Culture, Business, and Education (Cross-listed as ART 434, BUS 434)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    An interdisciplinary, in-depth study of a museum from the perspective of art, business, and education. Analyzes how artistic values, business and management issues, and educational projects are linked within museum practices. Each term this course is offered it will focus on a specific museum in the area. Repeatable up to 9 units.
    Same as: ART 434 , BUS 434  
    GenEd: UDGE-C, UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • EDUC 435 - The Music Museum (Cross-listed as BUS 435, ECON 435, PAMU 435)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Junior Standing and successful completion of Golden Four GE Areas (A1, A2, A3, B4)
    An interdisciplinary study of music museums from the perspectives of music history, appreciation and production, business, economics, and education. Analyzes how these disciplines are linked within music museum practices. Includes an in-depth study of a local music museum.
    Same as: BUS 435 , ECON 435 , PAMU 435  
    GenEd: UDGE-C, UDGE-D
    CI Mission Category(s): Interdisciplinary Approaches
  

  • EDUC 445 - Chicano Child and Adolescent (Cross-listed as CHS 445)

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Consent of Instructor
    Examines the socio-cultural experiences and historical-political realities pertinent to the daily lives of Chicano, Mexican-origin, and/or Latino children and adolescents. Focus is on historical periods, events, and policies affecting youth populations, its demography, migration, and immigration patterns. Consideration of contemporary issues and effective educational and cultural practices will be used as a resource for teacher knowledge and pertinent classroom projects.
    Graded: Letter Grade
    Same as: CHS 445  
  

  • EDUC 475 - Language In Social Context (Cross-listed as ENGL 475)

    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): Upper division or post baccalaureate standing.
    Focus is on first and second language acquisition within social and cultural contexts, investigation and knowledge of the development of English literacy, and understanding the role of primary language literacy in the development of a second language. Instructional methods and assessments effective for English learners will be stressed.
    Graded: Letter Grade
    Same as: ENGL 475
  

  • EDUC 490 - Special Topics in Education

    Units: 1-3
    Prerequisite(s): Consent of Instructor
    In-depth analysis of current topics in Education. Topics vary each semester. Repeatable by topic.
    Graded: Student Option - Graded or Credit/No Credit
  

  • EDUC 494 - Independent Research

    Units: 1-3
    Students design and implement a study project in conjunction with a faculty member. Repeatable.
    Graded: Student Option - Graded or Credit/No Credit
  

  • EDUC 497 - Directed Studies

    Units: 1 - 3
    Variable hours per week.
    Provides student credit for curricular activities under the direction of an Education faculty member. Repeat 12 times up to 12 units
    Graded: Student Option
  

  • EDUC 515 - Aligning Curriculum, Instruction and Assessment

    Units: 1
    One hour seminar per week
    Prerequisite(s): Admission to a teaching credential program
    Description: This course covers the fundamentals of lesson design, delivery and assessment for students of diverse backgrounds and leaning styles Repeat 2 times up to 2 units.
    Graded: Credit / No Credit
  

  • EDUC 520 - Observing and Guiding Behavior in Multilingual/Multicultural and Inclusive Classrooms

    Units: 3
    Three hours lecture/discussion per a week
    Corequisite(s): EDUC 521  
    Through this course students observe children’s behavior in multilingual/ multicultural and inclusive classrooms, learn and apply assessment principles and tools, learn how to guide children’s social behavior, and communicate with families. Students learn how to organize and write lesson plans for instruction.
  

  • EDUC 521 - Field Experience

    Units: 1
    Three hours per week in local public schools.
    Corequisite(s): EDUC 520  
    Participatory observation in selected schools under the supervision of classroom teacher and university supervisor. Fingerprint clearance is required.
    Graded: Credit/No Credit
  

  • EDUC 538 - K-12 Literacy: Multicultural And Multilingual

    Units: 4
    Four hours lecture per week
    Prerequisite(s): Admission to teaching a credential program
    Description: Topics include developmental theory and practice of the reading and writing process through the school years K-12 study skills foundations of reading and writing theory and practice for students who speak English as a first or second language teaching reading and writing to native English speakers and English language learners in English-only, multilingual and bilingual contexts literacy and language development needs of English learners and exceptional children, literacy in the content areas technology for teaching and learning is integrated.
    Graded: Letter Grade
  

  • EDUC 555 - Special Topics In Education Seminar

    Units: 1
    One hour seminar per week
    Prerequisite(s): Admission to the Multiple Subject, Single Subject or Education Specialist Teaching Credential Program.
    Addresses current issues in schooling that impact the planning and provision of rich educational opportunities to meet the diverse needs of learners and that promote effective channels of communication within the school community.
    Graded: Student Option
  

  • EDUC 561 - Teaching with Technology

    Units: 3
    Three hours lecture per week
    Prepares students to use technology in educational settings and to develop skills for a variety of technology applications.
  

  • EDUC 582 - Part-time Field Placement

    Units: 1
    Four hours activity per week
    Prerequisite(s): Admission to a teaching credential program
    Description: Participatory observation in selected schools under the supervision of a classroom teacher and University supervisor. Changed from EDSS 570 effective F17. Repeat 4 times up to 4 units.
    Graded: Credit / No Credit
  

  • EDUC 583 - Intern Field Support

    Units: 3
    Variable. Students must be employed as a teacher intern in a local public school.
    Prerequisite(s): Admission to a teaching credential program
    Description: All Credential interns will participate in the Intern Field Support course each semester they are enrolled in the credential program. Students will receive support at their school site each semester. Students will receive support at their school focused on discussion of teaching experience, reflective feedback on instructional activities and experiences, solving classroom problems, and preparation for the Teaching Performance Assessment. Students must be employed as a teacher intern in a local public school. Repeat 4 times up to 12 units.
    Graded: Credit / No Credit
  

  • EDUC 584 - Intern Field Support Seminar: I

    Units: 1
    One hour seminar per week. Student must be employed as teacher intern in a local public school
    Prerequisite(s): Admission to a teaching credential program
    Description: All credential program interns will participate in the Intern Field Support Seminar course each semester they are enrolled in the credential program. Students will receive support focused on discussion of teaching experience, reflective feedback on instructional activities and experiences, solving classroom problems, and preparation for the Teaching Performance Assessment. Students must be employed as teacher intern in a local public school. Repeat 4 times up to 4 units.
    Graded: Credit / No Credit
  

  • EDUC 605 - Education in a Diverse Society

    Units: 3
    Three hours lecture/discussion per week
    Prerequisite(s): Admission to a Master’s Program and/or Preliminary Administrative Services Credential Program
    Description: This course focuses on effective leadership in working with diverse communities of students, families and educators. Issues of culture, disability, ethnicity and race, gender, language and sexual identity are addressed in the context of promoting equity and excellence in learning opportunities, educational opportunities and social/emotional well being.
    Graded: Letter Grade
  

  • EDUC 615 - Principles Of Educational Research

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to a Master’s Program and/or Preliminary Administrative Services Credential Program
    Description: This course is designed to empower students to become literate consumers of educational research and introduce basic principles of inquiry to those who may be involved with research in their work
    Graded: Letter Grade
  

  • EDUC 616 - Master’s Thesis

    Units: 1 - 4
    Three to twelve hours activity per week
    Prerequisite(s): Advancement to candidacy and EDUC 615  
    Description: Independent research on topic of choice with advisor approval. Finished product evidences originality, critical and independent thinking, appropriate organization and format, and thorough documentation Repeat 6 times up to 6 units.
    Graded: Credit / No Credit
  

  • EDUC 617 - Action Research

    Units: 3
    Three hours lecture per week
    Prerequisite(s): EDUC 615  
    Introduces Action Research using various qualitative and quantitative methods that can be employed to answer research questions. Students will design an action research project that includes a literature review, research questions, methodology and pilot study that can be conducted at a school or community site.
  

  • EDUC 618 - Comprehensive Examination

    Units: 1 - 4
    One to four hour seminar per week
    Prerequisite(s): EDUC 615  
    Corequisite(s): Admission to a Master’s Program and Advancement to Candidacy
    Description: Seminar to prepare students for the comprehensive examination in the Masters of Arts in Education Program. Culminates with students taking the final examination. Repeat 6 times up to 6 units.
    Graded: Credit / No Credit
  

  • EDUC 619 - Masters Project

    Units: 1 - 3
    Three to nine hours Research per week
    Prerequisite(s): Advancement to Candidacy
    Independent action research project with advisor approval. Repeatable up to 6 units. Repeat 6 times up to 6 units.
    Graded: CR/NC
  

  • EDUC 620 - Educational Research and Thesis Development

    Units: 3
    Three hours seminar per week
    Prerequisite(s): EDUC 615  
    Corequisite(s): EDUC 616  
    Reinforces basic principles of research and inquiry, investigating various qualitative and quantitative methods that can be employed to answer research question. Students will design a thesis proposal.
    Graded: Crd/No Crd
  

  • EDUC 650 - Critical Friends Group as Professional Learning Community

    Units: 3
    Three hours seminar per week
    Prerequisite(s): Consent of Instructor
    Developing theoretical and practical knowledge and skills for creating a student-centered culture of evidence in classrooms and schools, cultivating leadership skills, and preparing to lead PK-12 colleagues in creating and implementing professional learning communities in schools.
    Graded: Credit/No Credit
  

  • EDUC 661 - Advanced Teaching with Technology

    Units: 3
    Three hours lecture per week
    Focuses on ways teachers use technology to teach K-12 students.
  

  • EDUC 694 - Advanced Independent Research

    Units: 1-4
    One to four hours independent study per week
    Corequisite(s): Student must be enrolled in Graduate or Post-baccalaureate Program Consent of Instructor Required for Enrollment
    Graduate students design and implement a project or study with supervision from a faculty member. Repeatable up to 12 units.
  

  • EDUC 697 - Advanced Directed Studies

    Units: 1-4
    One to four hours independent study per week
    Corequisite(s): Enrolled in Graduate or Post-baccalaureate Program and Consent of Instructor
    Provides a graduate student with credit for curricular activities conducted under the direction of a School of Education faculty member. Repeatable up to 12 units.

Education - Integrated Teaching Credential
  

  • EDAP 422 - Literacy 1: Multicultural/Multilingual

    Units: 4
    Four hours lecture per week
    Prerequisite(s): Admitted to the Liberal Studies, B.A. Integrated Teaching Credential Emphasis
    Topics include: developmental theory and practice of the reading and writing process across the grade levels; study skills; foundations of reading and writing theory and practice for students who speak English as a first or second language; teaching reading and writing to native English speakers and English language learners in English-only, multilingual, and bilingual contexts; literacy and language development needs of English learners and exceptional children; technology for teaching and learning is integrated.
    Graded: Letter Grade
  

  • EDAP 423 - Literacy 2: Multicultural/Multilingual

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the Liberal Studies B.A., Integrated Teaching Credential Emphasis.
    Description: Differentiated literacy instruction and scaffolding for English learners, special needs children (including gifted) and English only students. Topics include reading and writing skills and literature-based instruction in multicultural and multilingual contexts State-adopted reading intervention programs and integrating appropriate technologies for teaching and learning. Focuses on the English/Language Arts needs of children in grades 3-8.
    Graded: Letter Grade
  

  • EDAP 426 - Modern Methods in Mathematics Teaching to Grades K-3

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the Liberal Studies B.A., Integrated Teaching Credential Emphasis
    Description: Applying techniques and materials to teaching mathematics in self-contained classrooms in K-3 school settings. Special attention is given to developing number concepts, modeling mathematics concepts through concrete, verbal, symbolic and graphic representations, and mathematical reasoning. Planning units of study, creating lesson plans, and designing and implementing assessment tools to help differentiate activities for English Language Learners and exceptional children are integrated.
    Graded: Letter Grade
  

  • EDAP 428 - Modern Methods in Mathematics Teaching to Grades 4-6

    Units: 2
    Two hours lecture per week
    Prerequisite(s): Admission to the Liberal Studies B. A., Integrated Teaching Credential Emphasis
    Description: Applying techniques and materials to teaching mathematics in self-contained classrooms in Grade 4-6 settings. Special attention is given to mathematical reasoning, problem solving skills, modeling concepts through multiple approaches including verbal, concrete, symbolic, and graphic representations. Designing assessment tools and using assessment data to differentiate activities for English Language Learners and exceptional children. Use of digital technology will be stressed.
    Graded: Letter Grade
  

  • EDAP 469 - Initial Student Teaching Multiple Subject

    Units: 6
    Six hours field study per week
    Prerequisite(s): Admission to the Liberal studies B.A., Integrated Teaching Credential Emphasis
    Corequisite(s): EDAP 470  
    Description: Participatory observation and teaching in selected schools under the supervision of a cooperating classroom teacher and university supervisor.
    Graded: Credit / No Credit
  

  • EDAP 470 - Initial Student Teaching Seminar Multiple Subject

    Units: 2
    Two hour seminar per week
    Prerequisite(s): Admission to the Liberal Studies B.A., Integrated Teaching Credential Emphasis.
    Corequisite(s): EDAP 469  
    Description: Facilitates the preparation for and discussion of issues relevant to the student teaching experience. Prepares candidates for the Teaching Performance Assessment
    Graded: Credit / No Credit
  

  • EDAP 471 - Advanced Student Teaching Multiple Subject

    Units: 6
    6 units of field study per week
    Prerequisite(s): Admission to the Liberal Studies B.A., Integrated Teaching Credential Emphasis
    Corequisite(s): EDAP 472  
    Description: Participatory observation and teaching in selected schools under the supervision of a cooperating classroom teacher and university supervisor.
    Graded: Credit / No Credit
  

  • EDAP 472 - Advanced Student Teaching Seminar Multiple Subject

    Units: 2
    Two hour seminar per week
    Prerequisite(s): Admission to the Liberal Studies B.A., Integrated Teaching Credential Emphasis
    Corequisite(s): EDAP 471  
    Description: Prepares student teachers for the job market and for the Teaching Performance Assessment. Facilitates the preparation and discussion of practical issues relevant to the student teaching experience.
    Graded: Credit / No Credit

Curriculum and Instruction
  

  • EDCI 600 - Curriculum: History and Analysis

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA in Education
    Study of theoretical and historical frameworks for curricular development and decision making. Includes analysis and evaluation of curriculum, reform movements, and impacts on teaching and learning.
  

  • EDCI 605 - Assessment In The Classroom

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA in Education
    An in-depth study of assessment strategies of student learning and an examination of current assumptions about classroom instruction, assessment, and learning. The relationship between theory and practice is emphasized.
    Graded: Letter Grade
  

  • EDCI 610 - Research On Teaching

    Units: 3
    Three hours seminar per week
    Prerequisite(s): Admission into the MA in Education
    Description: Concepts, methodologies, and findings of both historical and recent research on teaching. Questions that drive inquiry in the field, evolving research to answer these questions, and the knowledge derived from the study of teaching will be uncovered.
    Graded: Letter Grade
  

  • EDCI 630 - Advanced Issues in Early Childhood Studies

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Acceptance into a Masters of Education Program
    Investigation into discourses of early childhood development and learning and schooling. The construct of Developmentally Appropriate Practice, supporting consideration of the whole child in research, policy, and educational reforms, will be examined. Culturally Relevant theoretical frameworks and practices, focusing on children’s cultural knowledge, prior experiences, and performance styles to make learning more appropriate and effective, will also be addressed.
  

  • EDCI 635 - Research, Policy, and Practice with Families and Young Children

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Acceptance in a Masters in Education Program and Consent of Instructor
    Examines and conducts field research collaborating with families and communities. Special emphasis on the connections among families, young children, and the educational programs families have access to. Emphasis on the Funds of Knowledge of immigrant families and first and second generation immigrant learners in California communities.
  

  • EDCI 640 - Issues in Elementary Education

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA in Education
    Investigates issues surrounding effective schooling for grades K-6. Includes philosophies of elementary education, school organization and leadership, curriculum content, standards, instructional and assessment practices, demographic trends, and culturally relevant pedagogy.
  

  • EDCI 641 - Advanced Mathematics Teaching Methods

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA in Education
    Investigates effective strategies for planning, learning, teaching, and assessing major mathematical concepts and content found in California and national Mathematics Curriculum Frameworks. Emphasizes deepening understanding and meeting the needs of all students, connections within the mathematics curriculum, communicating mathematical ideas, and incorporating technology.
  

  • EDCI 642 - Advanced Science Teaching Methods

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission to the MA in Education
    Focuses on effective science teaching, learning, and assessment strategies aligned to the national science education frameworks and standards. Emphasis is placed on the application of content and pedagogy in a PK-12 curricular context.
  

  • EDCI 643 - Advanced Methods in the Teaching of English in Secondary Schools

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA in Education
    A theoretical and research-based approach to the teaching of literature and writing with practical applications to secondary schools. Emphasizes responsiveness to students’ literacy needs, incorporation of technology, and intentionality in planning curriculum.
  

  • EDCI 645 - Issues in Secondary Education

    Units: 3
    Three hours seminar per week
    Prerequisite(s): Acceptance into the MA in Education
    Recent trends and issues in secondary schools including organization, purposes and functions, curriculum, and programs. Emphasizes school organization, the nature of the student population, standards, school curricula and programs, and issues of teacher and school change. (Formerly EDCI 602)
  

  • EDCI 650 - Cooperative Learning

    Units: 3
    Three hours lecture per week
    Prerequisite(s): Admission into the MA in Education
    Fundamental knowledge of cooperative learning and analysis derived from its use in classrooms. Development of skills for planning, teaching, and assessment through a research-based framework.
 

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