Videos, websites and documents will provide the user with information on how to learn the R computing language, R studio and how to use R to conduct basic statistical analysis.
- Professor: Judith Canner
- Professor: Jon Detka
Category: Academic Support
Search results: 1495
Through portfolio assessment introduces students to college-level reading writing speaking listening and critical thinking. Further develops reading skills through an examination of unique transnational values represented in all literary genres from throughout the world. Develops the capability to understand analyze interpret and appreciate literature of diverse cultures through written responses oral presentations and research papers.
Category: ALLY
Through portfolio assessment introduces students to college-level reading writing speaking listening and critical thinking. Further develops reading skills through an examination of unique transnational values represented in all literary genres from throughout the world. Develops the capability to understand analyze interpret and appreciate literature of diverse cultures through written responses oral presentations and research papers.
Category: ALLY
What does it mean to be human? How might we live meaningfully and well together? This course surveys representative theories and philosophical reflections that explore human nature and the nature of society the state and government with an emphasis on the experiential elements of meaningful human existence and notions of an ideal society.
Category: FA_18
What does it mean to be human? How might we live meaningfully and well together? This course surveys representative theories and philosophical reflections that explore human nature and the nature of society the state and government with an emphasis on the experiential elements of meaningful human existence and notions of an ideal society.
Category: ALLY
What does it mean to be human? How might we live meaningfully and well together? This course surveys representative theories and philosophical reflections that explore human nature and the nature of society the state and government with an emphasis on the experiential elements of meaningful human existence and notions of an ideal society.
Category: FA_18
What does it mean to be human? How might we live meaningfully and well together? This course surveys representative theories and philosophical reflections that explore human nature and the nature of society the state and government with an emphasis on the experiential elements of meaningful human existence and notions of an ideal society.
Category: ALLY
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: ALLY
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: ALLY
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: FA_18
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: FA_18
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: FA_18
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: FA_18
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: FA_18
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: FA_18
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: FA_18
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: FA_18
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
Category: ALLY
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: FA_18
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: ALLY
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: FA_18
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: ALLY
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: FA_18
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: ALLY
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: ALLY
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: FA_18
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
Category: ALLY
This course introduces students to the dynamics of interpersonal communication and conflict resolution. Participants identify comprehend and interpret significant controversies assess communicative options from different ethical frameworks and develop knowledge and skills required to engage ethically and effectively across disagreement and other forms of difference. (Prereq: GE Area A1)
Category: FA_18
Students study the literary expressions of Native peoples of the Americas. The course engages the literature as aesthetic spiritual and political expression. Examines the indigenous ways of being and knowing represented in the texts. Cultural aesthetics are studied within social and historical contexts including but not limited to colonization removals assimilation and resistance. Questions of cultural identity and sovereignty are central.
Category: ALLY
Introduces literary and film analysis through readings and viewings of selected global and/or American writers and films. Examines these authors cultural heritage and traditions. Develops analytical and critical reading and viewing ability of literature and film through discussion of themes characters techniques images and structures. Explores the symbiotic relationship between literature and film in transmitting cultural values.
Category: ALLY
Introduces literary and film analysis through readings and viewings of selected global and/or American writers and films. Examines these authors cultural heritage and traditions. Develops analytical and critical reading and viewing ability of literature and film through discussion of themes characters techniques images and structures. Explores the symbiotic relationship between literature and film in transmitting cultural values.
Category: ALLY
Students explore environmental cross-cultural literature as artistic and socially conscious representations. Students read works by writers of diverse cultures and watch films and videos regarding environmental issues. Students develop the tools to do literary cultural and environmental analysis. Students create original pieces about the environment using the basic elements of creative nonfiction poetry and fiction.
Category: ALLY
The course explores the changing meaning of democracy and freedom from a multicultural perspective. It covers major events between the Colonial and Civil Rights eras with a focus on the 1860s-1960s. The origins key developments and philosophies of the US and California Constitutions are studied as well as the role of social movements in struggles for social justice. Students also organize a political project that enables them to directly participate in the democratic process. (Prereq: GE Area A1)
Category: ALLY
The course explores the changing meaning of democracy and freedom from a multicultural perspective. It covers major events between the Colonial and Civil Rights eras with a focus on the 1860s-1960s. The origins key developments and philosophies of the US and California Constitutions are studied as well as the role of social movements in struggles for social justice. Students also organize a political project that enables them to directly participate in the democratic process. (Prereq: GE Area A1)
Category: ALLY
Historical view of the United States through analysis of the changing political process from the Revolutionary War and drafting of the Constitution to the social movements of the 20th century with emphasis on various struggles for civil rights and liberties as waged in the courts through direct political participation and by civil disobedience; provides students an opportunity to apply tools of political action in practice. (Prereq: GE Area A1)
Category: ALLY
Historical view of the United States through analysis of the changing political process from the Revolutionary War and drafting of the Constitution to the social movements of the 20th century with emphasis on various struggles for civil rights and liberties as waged in the courts through direct political participation and by civil disobedience; provides students an opportunity to apply tools of political action in practice. (Prereq: GE Area A1)
Category: ALLY
Introduction to the design analysis and critique of different experimentation methods in psychology. Students will demonstrate the ability to assess published research and express arguments orally and in writing according to the professional standards such as the APA Publication Manual. Students will demonstrate the ability to conduct hypothesis testing using the scientific process and appropriate statistical data analyses. Concurrent enrollment in PSY200L (1 unit) is required. Part of Psychology Major/Minor lower division core. [(Prereq: PSY 100 and STAT 100) and (Coreq: PSY 200L)]
Category: FA_18
Students will learn about career paths for psychology majors at the bachelors masters and doctoral levels of training. They will reflect on their life and career goals to plan curricular and extracurricular educational goals. They will draft professional documents such as a resume cover letter curriculum vitae and personal statement practice oral communication in a mock interview and will start to develop ideas for a Senior Capstone Project that fits their educational goals. (Prereq: PSY 100 and PSY 200 and PSY 200L)
Category: FA_18
Students learn strategies to evaluate experimental designs and methodology. Emphasis is on using computer application of statistical models that use multi-group paradigms and linear analyses including the t-test Analysis of Variance and regression. Nonparametric statistics and evaluation of quasi-experimental designs are also included. [(Prereq: PSY 300)Â and (Coreq: PSY 301L)]
Category: FA_18
Students learn strategies to evaluate experimental designs and methodology. Emphasis is on using computer application of statistical models that use multi-group paradigms and linear analyses including the t-test Analysis of Variance and regression. Nonparametric statistics and evaluation of quasi-experimental designs are also included. [(Prereq: (PSY 100 AND STAT 100 AND PSY 200 AND PSY 200L) OR (PSY 300)) AND (Coreq: PSY 301L)]
Category: FA_18
Students acquire a basic foundation in social and globalization theories and methods through exploration of current issues. Required entry into the Social and Behavioral Sciences major. [(Prereq: GE Areas A1 and A2 and A3) and (Coreq: SBS 300L)]
Category: FA_18
Enrollment in an online class at a CSU campus through CourseMatch. Any questions or enrollment changes (drop withdrawal change of grade basis etc.) must be done through the CSU hosting the class. Details about the class will be recorded on your Home campus record after completion.
- Professor: Troy Challenger
Category: Fall 20
Enrollment in an online class at a CSU campus through CourseMatch. Any questions or enrollment changes (drop withdrawal change of grade basis etc.) must be done through the CSU hosting the class. Details about the class will be recorded on your Home campus record after completion.
Category: Fall 20
This course is for you if you've worked with Moodle before and are ready to take your skills to the next level.
Students examine the physical chemical and biological properties of soil. Students learn soil classification derivation use function and management including erosion moisture retention structure cultivation organic matter and microbiology. Laboratory topics include soil type classification soil reaction soil fertility and physical properties of soil.
- Professor: Meagan Hynes
Category: Fall 20
Develops skills in written communication of scientific information to different audiences in the agricultural industry regulatory agencies peer reviewed journals and the public. Emphasizes synthesis and analysis of data and information as well as bibliographic research and preparation of technical communications. [(Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better) and (Coreq: AGPS 390)]
- Professor: Meagan Hynes
Category: Spring 21
Through portfolio assessment introduces students to college-level reading writing speaking and listening skills. Further develops reading skills through a focus on divergent perspectives. Emphasizes the writing process to develop writings and a research paper. Develops empathic and critical listening skills through class discussion peer workshops interviews and group presentations within a collaborative interactive and intercultural environment.
Category: FA_18
Upper division seminar course based on lectures from visiting faculty and biology professionals from Research 1 institutions biotechnology and other biology-related careers. Includes reading and critical analysis of peer reviewed literature seminar and journal club discussion and attendance in seminar series. May be repeated for credit up to three times. (Prereq: BIO 211 with a C- or better)
- Professor: Nathaniel Jue
- Professor: Cheryl Logan
Category: Fall 20
Upper division seminar course based on lectures from visiting faculty and biology professionals from Research 1 institutions biotechnology and other biology-related careers. Includes reading and critical analysis of peer reviewed literature seminar and journal club discussion and attendance in seminar series. May be repeated for credit up to three times. (Prereq: BIO 211 with a C- or better)
- Professor: David Minovitz
Category: Spring 21
This course equips students to interpret and critically assess the basic problems methods and approaches to the field of bioethics and familiarizes the students with the main ethical theories of bioethics. Â Through a combination of readings videos other media and classroom exercises students learn to identify and comprehend the philosophical components of the public discussion on bioethical issues and appreciate the importance of ethical dialogue across different cultures and traditions. Through the use of interpersonal and small group discussions and presentations students will understand the legal and public policy implications of bioethics and become able to understand the interplay of morality and law both at a general level and in relation to specific bioethical issues.
Category: Fall 20
This course equips students to interpret and critically assess the basic problems methods and approaches to the field of bioethics and familiarizes the students with the main ethical theories of bioethics. Â Through a combination of readings videos other media and classroom exercises students learn to identify and comprehend the philosophical components of the public discussion on bioethical issues and appreciate the importance of ethical dialogue across different cultures and traditions. Through the use of interpersonal and small group discussions and presentations students will understand the legal and public policy implications of bioethics and become able to understand the interplay of morality and law both at a general level and in relation to specific bioethical issues.
Category: Fall 20
This course equips students to interpret and critically assess the basic problems methods and approaches to the field of bioethics and familiarizes the students with the main ethical theories of bioethics. Â Through a combination of readings videos other media and classroom exercises students learn to identify and comprehend the philosophical components of the public discussion on bioethical issues and appreciate the importance of ethical dialogue across different cultures and traditions. Through the use of interpersonal and small group discussions and presentations students will understand the legal and public policy implications of bioethics and become able to understand the interplay of morality and law both at a general level and in relation to specific bioethical issues.
Category: Fall 20
This course equips students to interpret and critically assess the basic problems methods and approaches to the field of bioethics and familiarizes the students with the main ethical theories of bioethics. Â Through a combination of readings videos other media and classroom exercises students learn to identify and comprehend the philosophical components of the public discussion on bioethical issues and appreciate the importance of ethical dialogue across different cultures and traditions. Through the use of interpersonal and small group discussions and presentations students will understand the legal and public policy implications of bioethics and become able to understand the interplay of morality and law both at a general level and in relation to specific bioethical issues.
An introduction to biomolecules the structure and function of living cells cell cycle reproduction evolution and the diversity of organisms. Designed for Liberal Studies majors and science majors who need additional biology background to succeed in majors-level biology courses. (Prereq: GE Area B4 with a C- or better)
- Professor: Timothy Thomas
Category: Summer 20
First semester of a two-semester core biology series. Examines cell structure and function; cellular respiration and photosynthesis; cell signaling and reproduction; transmission and molecular genetics transcription and translation; control of gene expression; biotechnology; comparative animal form and function; animal development. Enrollment conditional upon pre-assessment score AP Biology exam score 4 or completion of BIO 204. Concurrent enrollment in CHEM 111 allowed if A- in CHEM 110. [(Prereq: CHEM 111 with a C- or better) and (Coreq or Prereq: BIO 210L)]
- Professor: Simon Titen
Category: Fall 20
First semester of a two-semester core biology series. Examines cell structure and function; cellular respiration and photosynthesis; cell signaling and reproduction; transmission and molecular genetics transcription and translation; control of gene expression; biotechnology; comparative animal form and function; animal development. Enrollment conditional upon pre-assessment score AP Biology exam score 4 or completion of BIO 204. Concurrent enrollment in CHEM 111 allowed if A- in CHEM 110. [(Prereq: CHEM 111 with a C- or better) and (Coreq or Prereq: BIO 210L)]
- Professor: Corin Slown
- Professor: Simon Titen
Category: Spring 21
Developmental site for working to integrate Labster (https://www.labster.com/
- Professor: Henrik Kibak
- Professor: Simon Titen
Category: Academic Support
The goals for this laboratory course are to develop a sound understanding and practice of laboratory safety and laboratory science, to expose students to the major techniques used in molecular biology laboratories, and to gain hands-on experience exploring the form and function of major animal organ systems. This course may have a lab fee.
(Coreq: BIO 210)
(Coreq: BIO 210)
- Professor: Randi Barton
- Professor: Nathaniel Jue
- Professor: Cecile Mioni
- Professor: Melissa Naugle
- Professor: Cristina Robles-Beilby
Category: Spring 21
The goals for this laboratory course are to develop a sound understanding and practice of laboratory safety and laboratory science, to expose students to the major techniques used in molecular biology laboratories, and to gain hands-on experience exploring the form and function of major animal organ systems. This course may have a lab fee.
(Coreq: BIO 210)
(Coreq: BIO 210)
- Professor: Juliana Cornett
- Professor: Nathaniel Jue
- Professor: Cecile Mioni
- Professor: Melissa Naugle
- Professor: Cristina Robles-Beilby
Category: Fall 20
This is the second semester of the two-semester core biology sequence. Examines the diversity of life the evolutionary processes that unites all life the form and function of higher plants and the ecological processes that govern the interactions of living and non-living components of the earth. These concepts will be grounded in an exploration of local biology and global climate change. [(Prereq: BIO 210 and (MATH 130 or MATH 150) and (GE Area A1) with a C- or better) and (Coreq: BIO 211L)]
- Professor: Erin Stanfield
Category: Spring 21
This is the second semester of the two-semester core biology sequence. Examines the diversity of life, the evolutionary processes that unites all life, the form and function of higher plants, and the ecological processes that govern the interactions of living and non-living components of the earth. These concepts will be grounded in an exploration of local biology and global climate change.
[Prereq: BIO 210 and (MATH 130 or MATH 150) and (GE Area A1) and (Coreq: BIO 211L)]
- Professor: Erin Stanfield
- Professor: Suzanne Worcester
Category: Fall 20
This course focuses on the conservation of biodiversity evolutionary processes that affect conservation and restoration and the ecological concepts that underlie many environmental issues. These concepts will be grounded in issues in sustainability with a focus on climate change. In addition the systems nature of environmental issues will be woven through the course. Lab course fee may be charged. [(Prereq: (GE Areas A1 and B4) and (CHEM 109 or CHEM 110 or ENVS 201 or FYS 124 or GEOL 210 or ENVS 282 or PHYS 121 with a C- or better)]
- Professor: John Silveus
- Professor: Suzanne Worcester
Category: Spring 21
This course focuses on the conservation of biodiversity evolutionary processes that affect conservation and restoration and the ecological concepts that underlie many environmental issues. These concepts will be grounded in issues in sustainability with a focus on climate change. In addition the systems nature of environmental issues will be woven through the course. Lab course fee may be charged. [(Prereq: (GE Areas A1 and B4) and (CHEM 109 or CHEM 110 or ENVS 201 or FYS 124 or GEOL 210 or ENVS 282 or PHYS 121 with a C- or better)]
- Professor: John Silveus
Category: Fall 20
This course is intended for students who will seek or are participating in undergraduate science internships. Students will explore opportunities for career development create standard documents for applying to professional experiences and develop their professional communication and networking skills. Students will also be introduced to campus services that support career development including the Science Internship Program and the Career Development Center.
- Professor: Gerick Bergsma
Category: Fall 20
Intended for biology majors this course will develop skills in the written communication of biological information to the scientific community emerging scientists policy makers and to the general public. This course provides an introduction to bibliographic research design/interpretation of experiments visual presentation of results and preparation of technical communications in biology. It is designed to enhance the skills of biology majors by focusing on those elements of research interpretation and written presentation that typically require considerable practice. [(Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better) AND (Coreq: BIO 320 or BIO 341L or BIO 340)]
- Professor: David Minovitz
Category: Fall 20
Intended for biology majors this course will develop skills in the written communication of biological information to the scientific community emerging scientists policy makers and to the general public. This course provides an introduction to bibliographic research design/interpretation of experiments visual presentation of results and preparation of technical communications in biology. It is designed to enhance the skills of biology majors by focusing on those elements of research interpretation and written presentation that typically require considerable practice. [(Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better) AND (Coreq: BIO 320 or BIO 341L or BIO 340)]
- Professor: Liz Alter (Liz Alter)
- Professor: Jennifer Kato
Category: Fall 20
Intended for biology majors this course will develop skills in the written communication of biological information to the scientific community emerging scientists policy makers and to the general public. This course provides an introduction to bibliographic research design/interpretation of experiments visual presentation of results and preparation of technical communications in biology. It is designed to enhance the skills of biology majors by focusing on those elements of research interpretation and written presentation that typically require considerable practice. [(Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better) AND (Coreq: BIO 320 or BIO 341L or BIO 340)]
- Professor: Liz Alter (Liz Alter)
Category: Fall 20
Covers biomolecular structure and function biological oxidation and reduction metabolism including respiration and photosynthesis membrane transport and biotransformation. [Prereq: (BIO 210 and BIO 211) and (CHEM 210 or CHEM 211 or CHEM 312) with a C- or better]
- Professor: Arlene Haffa
- Professor: Daniel MacDonald
Category: Spring 21
This upper division course provides an in-depth background in all areas of classic Mendelian genetics population and evolutionary genetics and molecular genetics. Students who successfully complete this course should be able to discuss and understand all of the above areas of genetics and have sufficient basic knowledge to successfully move on and master advanced topics in genetics. These outcomes will be achieved by learning how geneticists solve problems and make new discoveries. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (BIO 210 and 210L) and (BIO 211 and BIO 211L)]
- Professor: Aparna Sreenivasan
Category: Summer 20
This upper division course provides an in-depth background in all areas of classic Mendelian genetics population and evolutionary genetics and molecular genetics. Students who successfully complete this course should be able to discuss and understand all of the above areas of genetics and have sufficient basic knowledge to successfully move on and master advanced topics in genetics. These outcomes will be achieved by learning how geneticists solve problems and make new discoveries. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (BIO 210 and 210L) and (BIO 211 and BIO 211L)]
- Professor: Simon Titen
Category: Summer 20
This upper division course provides an in-depth background in all areas of classic Mendelian genetics population and evolutionary genetics and molecular genetics. Students who successfully complete this course should be able to discuss and understand all of the above areas of genetics and have sufficient basic knowledge to successfully move on and master advanced topics in genetics. These outcomes will be achieved by learning how geneticists solve problems and make new discoveries. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (BIO 210 and 210L) and (BIO 211 and BIO 211L)]
- Professor: Aparna Sreenivasan
Category: Summer 20
This upper division course provides an in-depth background in all areas of classic Mendelian genetics population and evolutionary genetics and molecular genetics. Students who successfully complete this course should be able to discuss and understand all of the above areas of genetics and have sufficient basic knowledge to successfully move on and master advanced topics in genetics. These outcomes will be achieved by learning how geneticists solve problems and make new discoveries. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (BIO 210 and 210L) and (BIO 211 and BIO 211L)]
- Professor: Simon Titen
Category: Summer 20
Introduces the biology of microorganisms (bacteria viruses protozoa algae fungi) their significance as model systems for understanding fundamental cellular processes and their role in human affairs. Also introduces the biological properties of bacterial and animal viruses replication methods of detection interactions with host cells and multicellular hosts. (Prereq: BIO 211 or BIO 241)
- Professor: Arlene Haffa
- Professor: Jennifer Kato
- Professor: Lou Zeidberg
Category: Fall 20
Introduces ecological concepts and theory by exploring the marine and terrestrial ecosystems of Monterey Bay. A systems approach teaches how organisms interact with one another and with the natural world around them. Emphasizes population community and ecosystem level ecology. [Prereq: (BIO 230 or BIO 211) and (MATH 150) and (GE Areas A1 and A2 and A3 and B4) with a C- or better]
- Professor: Gerick Bergsma
Category: Fall 20
Overview and explanation of evolutionary processes ranging from microevolutionary changes in allelic frequency due to mutation genetic drift gene flow and natural selection to macroevolutionary processes such as speciation extinction and the evolution of biodiversity. (Prereq: BIO 210 and BIO 211 with a C- or better)
- Professor: Liz Alter (Liz Alter)
Category: Fall 20
Students will participate in laboratory activities in silico and in vitro that demonstrate evolutionary processes in action such as mutation genetic drift gene flow and natural selection. Students will conduct an open-ended research project using an in silico instance of evolution. These activities will support learning in the lecture portion of BIO 341. [Prereq: BIO 210 and BIO 210L and BIO 211 and BIO 211L with a C- or better]
- Professor: Liz Alter (Liz Alter)
Category: Fall 20
Surveys terrestrial ecosystems across California. Emphasizes the biotic and abiotic factors that determine the extents of these ecosystems. Plant identification and distribution in ecosystems of the Monterey Bay area. May include one or more weekend field trips. (Prereq: BIO 211 or BIO 230 with a C- or better)
- Professor: Fred Watson
Category: Spring 21
Surveys terrestrial ecosystems across California. Emphasizes the biotic and abiotic factors that determine the extents of these ecosystems. Plant identification and distribution in ecosystems of the Monterey Bay area. May include one or more weekend field trips. (Prereq: BIO 211 or BIO 230 with a C- or better)
- Professor: Rose Ashbach
Category: Spring 21
Laboratory course covering techniques for prokaryotic and eukaryotic DNA purification amplification subcloning and sequence analysis used in the context of providing earth systems information. Additional knowledge and skills acquired include microbial cell culture primer design proposal writing. Lab course fee may be charged. [Prereq: (BIO 210 and BIO 210L) and (BIO 211 and BIO 211L) with a C- or better]
- Professor: Cecile Mioni
Category: Spring 21
Students learn about the ecology evolution and protection status of common or otherwise noteworthy mammals birds reptiles amphibians and fish of central California. Lab/field components provide students with experience conducting wildlife surveys/research and aid development of field observation and identification skills. [Prereq: (BIO 211 and BIO 211L) or (BIO 230 and ENSTU 300) with a C- or better]
- Professor: Jennifer Duggan
Category: Fall 20
Field Ornithology introduces students to bird identification and field research techniques and exposes them to broad concepts in avian biology. Lecture components of the course will cover avian diversity evolutionary history physiology behavior and ecology. Field and laboratory components of the course will train students in the practical application of standardized field methods including census techniques behavioral observations and habitat measurements. [Prereq: (BIO 211 and BIO 211L) or (BIO 230) with a C- or better]
- Professor: Gerick Bergsma
Category: Summer 20
Addresses strategies for supporting equitable formal and informal educational opportunities and access to healthy natural environments for all regardless of their cultural linguistic or economic background. Service learning placements in schools and other agencies help students deepen their understanding of basic biology principles and methodologies for facilitating learning by diverse students and community members. [Prereq: (BIO 210 and BIO 211) with a C- or better]
- Professor: Robin Pelc
Category: Fall 20
Addresses strategies for supporting equitable formal and informal educational opportunities and access to healthy natural environments for all regardless of their cultural linguistic or economic background. Service learning placements in schools and other agencies help students deepen their understanding of basic biology principles and methodologies for facilitating learning by diverse students and community members. [Prereq: (BIO 210 and BIO 211) with a C- or better]
- Professor: Robin Pelc
Category: Fall 20
This course will focus on developing the base tool set for implementing advanced computing in the design and analysis of research projects. Content of the course is geared towards novice students (i.e. those with little or no previous programming experience) who will learn practical computational approaches to modern research questions by applying programming concepts and approaches to real data sets. Areas of study will focus on skills related to data manipulation management and analysis. [Prereq: STAT 250 and [(BIO 211 and 211L) or (BIO 230)] with a C- or better]
- Professor: Nathaniel Jue
Category: Fall 20
This course will focus on developing the base tool set for implementing advanced computing in the design and analysis of research projects. Content of the course is geared towards novice students (i.e. those with little or no previous programming experience) who will learn practical computational approaches to modern research questions by applying programming concepts and approaches to real data sets. Areas of study will focus on skills related to data manipulation management and analysis. [Prereq: STAT 250 and [(BIO 211 and 211L) or (BIO 230)] with a C- or better]
- Professor: Nathaniel Jue
- Professor: Katherine Nelson
Category: Spring 21
Upper division seminar course based on lectures from visiting faculty and biology professionals from Research 1 institutions biotechnology and other biology-related careers. Includes reading and critical analysis of peer reviewed literature seminar and journal club discussion and attendance in seminar series. May be repeated for credit up to three times. (Prereq: BIO 211)
- Professor: Suzanne Worcester
Students work with practicing professionals in the community in a volunteer or paid internship that requires biology skills. Academic credit is awarded for documented learning that takes place during the internship and that meets individualized and core internship outcomes. (Prereq: BIO 211 with a C- or better and Instructor Consent)
- Professor: Gerick Bergsma
Category: Fall 20
This course emphasizes the integration of modern biological methods and research questions with the computationally intensive approaches necessary for analyzing the associated Big Data. Students will gain a deeper understanding of topics such as molecular biology evolution probability and computational tools by implementing genomic approaches to both applied and basic research fields in order to conduct bioinformatic analysis using data from genomic-scale research projects. [Prereq: (GWAR and BIO 311 and BIO 380) with a C- or better]
- Professor: Nathaniel Jue
Category: Spring 21
This course will explore the area of genomics and its relationship to both basic and applied areas of research. Students will learn about the applications and contributions of a genomic perspective to topics such as evolutionary biology, functional genetics, genetic structure, and systems biology.(Prereq: BIO 311)
- Professor: Nathaniel Jue
This course is a group capstone course focused on compiling and analyzing the individualized student data collected in the prior semester of microbiology. This synthesized data will then be supported by an in-depth literature review that includes advanced topics in microbiology relevant to the hypothesis being explored. The work will be presented to a broader audience in written and/or oral formats. [Prereq: GWAR and BIO 320 with a C- or better]
- Professor: Jennifer Kato
Category: Fall 20
This course is a group capstone course focused on compiling and analyzing the individualized student data collected in the prior semester of microbiology. This synthesized data will then be supported by an in-depth literature review that includes advanced topics in microbiology relevant to the hypothesis being explored. The work will be presented to a broader audience in written and/or oral formats. (Prereq: BIO 300 and BIO 320)
- Professor: Jennifer Kato
In-depth exploration of freshwater and estuarine ecosystems including aquatic organisms and their taxonomy; the ecology of freshwater ecosystems; and the influences of biogeochemistry water quality hydrology and geomorphology on biota. The course focuses on applying ecological and chemical knowledge to assessing and managing freshwater ecosystems. Will include weekend or odd-hour field trips with concurrent field/laboratory section. [Prereq: BIO 340 and GWAR and (ENVS 350 or ENVS 332) with a C- or better]
- Professor: John Olson
Category: Fall 20
Assists students enrolled in a capstone project course in preparing their final written report poster and/or oral presentation for their Senior Capstone Project. Students must have completed an approved Biology Capstone Project Course prior to enrolling in BIO 492. [(Prereq: GWAR with a C- or better) and (Prereq or Coreq: BIO 410 or BIO 421 or BIO 425 or BIO 430 or BIO 444 or BIO 448 or BIO 449 or BIO 461)]
- Professor: Jennifer Kato
Category: Fall 20
Microeconomics is the traditional social science that studies human behavior with respect to how resource allocation decisions are made at the individual firm and societal levels. Microeconomics focuses on behavioral theory which explains market behavior and its implications for public policy; income distribution; and contemporary problems of labor and business. Topics include economic issues that focus on equity diversity and ethics from a stakeholder perspective.
- Professor: Scott Fausti
Category: Spring 21
Microeconomics is the traditional social science that studies human behavior with respect to how resource allocation decisions are made at the individual firm and societal levels. Microeconomics focuses on behavioral theory which explains market behavior and its implications for public policy; income distribution; and contemporary problems of labor and business. Topics include economic issues that focus on equity diversity and ethics from a stakeholder perspective.
- Professor: Subhra Saha
Category: Summer 20
Accounting principles and concepts essential to an understanding of the role of accounting in the collection interpretation use and reporting of business data. While attention is given to the uses of accounting data by investors emphasis is on the needs of management and the limitations and usefulness of accounting data for purposes of planning and controlling business activities. Students reflect on the ethical and compliance requirements for financial reporting. (Offered classroom-based hybrid or online.)
- Professor: Gary Schneider
Category: Summer 20
Provides an overview of mathematics skills and elementary statistical procedures used in business applications and applied research settings. Places special preparatory emphasis on quantitative reasoning skills. Develops proficiency in the use of data in tables graphs and elementary descriptive statistical applications; linear correlation and regression models; probability theory and probability distributions; hypothesis testing and statistical inference. (Prereq: Exclude First Time Freshman)
- Professor: Subhra Saha
Category: Summer 20
Explores uses of accounting data. Covers budgeting & profit planning cost-volume-product relationships principles and purpose of accounting information systems designing and using internal cost control systems identifying and tracking product costs cost standards and variance analysis and reporting for decision making. Develops an understanding on the creation and impact of accounting information systems on business decisions ethics and strategy. (Offered classroom-based hybrid or online) (Prereq: BUS 203 with a C- or better)
- Professor: Gary Schneider
Category: Fall 20
Explores uses of accounting data. Covers budgeting & profit planning cost-volume-product relationships principles and purpose of accounting information systems designing and using internal cost control systems identifying and tracking product costs cost standards and variance analysis and reporting for decision making. Develops an understanding on the creation and impact of accounting information systems on business decisions ethics and strategy. (Offered classroom-based hybrid or online) (Prereq: BUS 203 with a C- or better)
- Professor: Gary Schneider
Category: Fall 20
Explores uses of accounting data. Covers budgeting & profit planning cost-volume-product relationships principles and purpose of accounting information systems designing and using internal cost control systems identifying and tracking product costs cost standards and variance analysis and reporting for decision making. Develops an understanding on the creation and impact of accounting information systems on business decisions ethics and strategy. (Offered classroom-based hybrid or online) (Prereq: BUS 203 with a C- or better)
- Professor: Gary Schneider
Category: Summer 20
Examines the principles of law as they apply to everyday business including ethical-social responsibility. Legal topics include forms of business entities & legal issues e.g. corporate governance shareholders board of directors & officers mergers issuance of securities & taxation. Other legal subjects include constitutional law torts/Cybertorts criminal law agency/employment law employment discrimination & contracts and E-commerce.
- Professor: Joseph Haselton
Category: Fall 20
Examines the principles of law as they apply to everyday business including ethical-social responsibility. Legal topics include forms of business entities & legal issues e.g. corporate governance shareholders board of directors & officers mergers issuance of securities & taxation. Other legal subjects include constitutional law torts/Cybertorts criminal law agency/employment law employment discrimination & contracts and E-commerce.
- Professor: Joseph Haselton
Category: Fall 20
Students apply social-scientific vocabulary concepts and theoretical perspectives to social issues such as inequality based on social class race gender or other factors; allocation of scarce resources; and climate change. Students analyze social issues using theories from the primary disciplines of economics law and psychology. Through resources and classroom exercises students examine how their identities and perspectives relate to various social issues via applied ethical constructs. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
Category: Fall 20
Students apply social-scientific vocabulary concepts and theoretical perspectives to social issues such as inequality based on social class race gender or other factors; allocation of scarce resources; and climate change. Students analyze social issues using theories from the primary disciplines of economics law and psychology. Through resources and classroom exercises students examine how their identities and perspectives relate to various social issues via applied ethical constructs. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
Category: Fall 20
Students explore their professional aspirations and ethical values. They develop respect for multiple perspectives through community reflections. Students finalize individual learning plans. They integrate business concepts with Service Learning components. This learning takes place in the context of community development in the Monterey County area with a minimum of 30 service hours. (Offered classroom-based, hybrid, or online.)(Prereq: Junior or Senior Standing)
- Professor: Maj-Britt Kimm
Students explore their professional aspirations and ethical values. They develop respect for multiple perspectives through community reflections. Students finalize individual learning plans. They integrate business concepts with Service Learning components. This learning takes place in the context of community development in the Monterey County area with a minimum of 30 service hours. (Offered classroom-based hybrid or online.) (Prereq: Junior or Senior Standing)
- Professor: Carlotta Gabard
Students apply social-scientific vocabulary concepts and theoretical perspectives to social issues such as inequality based on social class race gender or other factors; allocation of scarce resources; and climate change. Students analyze social issues using theories from the primary disciplines of economics law and psychology. Through resources and classroom exercises students examine how their identities and perspectives relate to various social issues via applied ethical constructs. [Prereq:Â (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (Junior or Senior Standing)]
- Professor: Maj-Britt Kimm
Category: Summer 20
Enables upper-division students to acquire & demonstrate critical thinking & business writing & speaking skills; meets GWAR & Proseminar requirements. Students learn & demonstrate empathetic written & oral communication skills problem-solving strategies & analytical skills applicable to real-world business issues & events. (Offered: class-based or hybrid.) [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing) and (Coreq: BUS 302)]
- Professor: Karlee Posteher
Category: Fall 20
Enables upper-division students to acquire & demonstrate critical thinking & business writing & speaking skills; meets GWAR & Proseminar requirements. Students learn & demonstrate empathetic written & oral communication skills problem-solving strategies & analytical skills applicable to real-world business issues & events. (Offered: class-based or hybrid.) [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing) and (Coreq: BUS 302)]
- Professor: Karlee Posteher
Category: Spring 21
Enables upper-division students to acquire & demonstrate critical thinking & business writing & speaking skills; meets GWAR & Proseminar requirements. Students learn & demonstrate empathetic written & oral communication skills problem-solving strategies & analytical skills applicable to real-world business issues & events. (Offered: class-based or hybrid.) [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing) and (Coreq: BUS 302)]
- Professor: Karlee Posteher
Category: Fall 20
Enables upper division students to acquire & demonstrate critical thinking & business writing & speaking skills. Examines ethical & socially responsible behavior through case studies. Students learn & demonstrate empathetic written & oral communication skills, problem-solving strategies, & analytical skills applicable to real world business issues & events. (Offered: class-based or hybrid.)[Prereq: (GE Areas A1 and A2 and A3) and (Junior or Senior Standing)]
Category: Academic Support
Enables upper-division students to acquire & demonstrate critical thinking & business writing & speaking skills; meets GWAR & Proseminar requirements. Students learn & demonstrate empathetic written & oral communication skills problem-solving strategies & analytical skills applicable to real-world business issues & events. (Offered: class-based or hybrid.) [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing) and (Coreq: BUS 302)]
- Professor: Karlee Posteher
Category: Spring 21
Enables upper division students to acquire & demonstrate critical thinking & business writing & speaking skills. Examines ethical & socially responsible behavior through case studies. Students learn & demonstrate empathetic written & oral communication skills, problem-solving strategies, & analytical skills applicable to real world business issues & events. (Offered: class-based or hybrid.)[Prereq: (GE Areas A1 and A2 and A3) and (Junior or Senior Standing)]
- Professor: Karen Wisdom
Category: Academic Support
Emphasizes the entrepreneur/manager raising funds at minimal cost and risk, and the allocation of those funds to increase shareholders' wealth and company value. Encompasses financial statements, time value of money, bond/stock valuation, cost of capital, and related subjects. Develops both the skills and ability to understand the impact of financial decision making to business and its stakeholders. Stresses ethical financial reporting. (Offered every semester.)[Prereq: (BUS 203 or Financial Accounting) and (BUS 205 or Managerial Accounting) and (Upper Division Standing)]
- Professor: Ekaterina Miller
Emphasizes the entrepreneur/manager raising funds at minimal cost and risk and the allocation of those funds to increase shareholders wealth and company value. Encompasses financial statements time value of money bond/stock valuation cost of capital and related subjects. Reviews international aspects of financial management. Develops both the skills and ability to understand the impact of financial decision making to business and its stakeholders. Stresses ethical financial reporting. [(Prereq: (BUS 201 or equivalent) and (BUS 202 or equivalent) and (GE Areas A1 and A2 and A3 and B4) with a C- or better)]
- Professor: Christina Zhang
Category: Summer 20
Designing effective Information Systems for organizational competitive advantage using data modeling techniques. Students learn quantitative and analytical concepts for decision making in business using data visualization and advanced tools such as nested IFs macros database functions VBA and SAS. Students understand and apply the data lifecycle process to create and implement complex spreadsheet-based information systems for tactical and strategic decision analysis. (In-class hybrid). [(Prereq: (BUS 204 or STAT 100) and (BUS 299 or equivalent) and (BUS 302) with a C- or better) and (Junior or Senior Standing)]
- Professor: Shwadhin Sharma
Category: Summer 20
Integrated Marketing Com are explored by creating a new product. Develops marketing communication plans that include traditional methods such as advertising sales promotion public relations direct marketing and product placements as well as current social media platforms such as Facebook Twitter blogs mobile marketing location marketing etc. Examines marketing communications over the product life cycle. (In-class hybrid or online format). [Prereq: BUS 306 with a C- or better and (Junior or Senior Standing)]
- Professor: Jenny Lin
Category: Fall 20
Integrated Marketing Com are explored by creating a new product. Develops marketing communication plans that include traditional methods such as advertising sales promotion public relations direct marketing and product placements as well as current social media platforms such as Facebook Twitter blogs mobile marketing location marketing etc. Examines marketing communications over the product life cycle. (In-class hybrid or online format). [Prereq: BUS 306 with a C- or better and (Junior or Senior Standing)]
- Professor: Jenny Lin
Category: Summer 20
Examines human resource management challenges confronting decision making in a rapidly challenging global environment. Focuses on motivation cross-cultural communication ethics recruitment selection compensation benefits health and safety in the workplace legal requirements and limitations affirmative action and career development. [Prereq: (BUS 305 with a C- or better) and (Junior or Senior Standing) or Instructor Consent]
- Professor: Jill Hosmer-Jolley
Category: Summer 20
Introduces the fundamentals of risk management and trading pricing purchasing and procurement in the agricultural sector. Structure of financial commodity and produce markets and commonly used strategies such as hedging and futures & options strategies to manage risk are presented. Application of such strategies to manage financial risk and commodity/produce trading are simulated in the classroom environment. (Classroom-based hybrid or online course). [(Prereq: (BUS 204 or STAT 100) and BUS 202 with a C- or better) and (Junior or Senior Standing)]
- Professor: Scott Fausti
Category: Fall 20
Focuses on the Federal tax laws for businesses and individuals. Problem-solving is the basis of learning. Textbook problems simulating CPA exam questions are the primary basis of learning. Also covers legal and ethical dilemmas encountered in the practice of tax law and accounting. Course does not cover tax-form preparation. [Prereq: BUS 203 with a C- or better and (Junior or Senior Standing)]
- Professor: Jeffrey Froshman
Category: Fall 20
A practical comprehensive applied and managerial approach to both quantitative and qualitative marketing research. Explores a step-by-step framework to defining problems understanding ethical research considerations preparing a research design and sampling information gathering interpretation and analysis and report preparation in a domestic and international context. [(Prereq: ((BUS 204 or STAT 100) and (BUS 306) with a C- or better) and (Junior or Senior Standing)]
- Professor: Murray Millson
Category: Fall 20
Examines the global marketing environment the differences and similarities in societies and cultures with regard to the legal and ethical implications of marketing strategies developing global readiness and global marketing strategies. Each student engages in a specific countrys market analysis developing marketing strategies and marketing of a specific product or service. [Prereq: (BUS 306 with a C- or better) and (Junior or Senior Standing)]
- Professor: Jenny Lin
Category: Fall 20
Roles and responsibilities of independent auditor. Generally accepted auditing practices and standards; professional ethics. Auditing procedures planning the audit work paper preparation report writing rendering an opinion on financial statements. Requires use of spreadsheet software. [Prereq: (BUS 383 and BUS 384 with a C- or better) and (Junior or Senior Standing)]
- Professor: Gary Schneider
Category: Fall 20
Concentrates on the underlying theory and application of business combinations consolidated financial statements foreign currency transactions partnerships segment and interim reporting SEC reporting accounting for non-profit organizations and estates and trusts. Explores current FASB and GASB rulings as well as the Sarbanes-Oxley Act and ethical/legal issues on account reporting. [Prereq: (BUS 383 and BUS 384 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ekaterina Miller
Category: Fall 20
Focuses on management concepts and practices across cultures and geographic boundaries; the impact of multinational corporations (MNCs) on the global economy; comparative leadership studies; global competitive strategies; intercultural communication; political risk analyses; negotiations; human resources across cultures; and ethics and social responsibility. [Prereq: (BUS 305) and (GWAR) with a C- or better) and (Junior or Senior Standing)]
- Professor: Amado Mabul
Category: Summer 20
Capstone course integrating all BUS core courses into strategic analysis case simulation and/or applied research project. Describes strategic management theory and practice strategy formulation process and implementation and evaluation activities. [Prereq: (BUS 308 and BUS 309 and BUS 310 with a C- or better) and (Senior Standing)]
- Professor: Robert DeVincenzi (Bob)
- Professor: Joel Ryman
Category: Summer 20
Capstone course integrating all BUS core courses into strategic analysis case simulation and/or applied research project. Describes strategic management theory and practice strategy formulation process and implementation and evaluation activities. [Prereq: (BUS 308 and BUS 309 and BUS 310 with a C- or better) and (Senior Standing)]
- Professor: Maria Rengifo-Ruess
Category: Summer 20
- Professor: Julia Heatherwick
Category: BC15
This two-semester course focuses on mindful strategic ethical and skillful oral and written communication in all contexts: this class other classes and life outside of college. Students will study and practice rhetoric in reading writing speaking and listening in order to develop individual theories of communication. Through examination of rhetorical situations students will develop their understanding of multiple perspectives. Only completion of both CAD 100A & 100B will meet the A1 requirement.
- Professor: Nelson Graff
This two-semester course focuses on mindful strategic ethical and skillful oral and written communication in all contexts: this class other classes and life outside of college. Students will study and practice rhetoric in reading writing speaking and listening in order to develop individual theories of communication. Through examination of rhetorical situations students will develop their understanding of multiple perspectives. Only completion of both CAD 100A & 100B will meet the A1 requirement.
- Professor: Brian Robertson
This two-semester course focuses on mindful, strategic, ethical, and skillful oral and written communication in all contexts: this class, other classes, and life outside of college. Students will study and practice rhetoric in reading, writing, speaking, and listening in order to develop individual theories of communication. Through examination of rhetorical situations, students will develop their understanding of multiple perspectives. Only completion of both CAD 100A & 100B will meet the A1 requirement.
- Professor: Tiffany Galicia
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Axil Cricchio
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Nanda Warren
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Tiffany Galicia
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Nelson Graff
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Barbara Finch
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Nanda Warren
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Axil Cricchio
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Barbara Finch
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Axil Cricchio
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Barbara Finch
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Tiffany Galicia
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Barbara Finch
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A and 101B will meet the A2 requirement. CAD 101A is a pre-requisite for CAD 101B.
- Professor: Barbara Finch
Category: Fall 20
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A & 101B will meet the A2 requirement. (Prereq: CAD 101A or CAD 100A or ESCAD 100A)
- Professor: Axil Cricchio
Category: Spring 21
We read and write all the time both in our personal and academic lives. But scientists read differently from historians who read differently from business people. And they write differently too. Thats what well explore in this class and youll develop your own theory to explain it. In the process you will practice what you study taking two semesters not just to improve your skills but to understand when and how to apply those skills. Only completion of both CAD 101A & 101B will meet the A2 requirement. (Prereq: CAD 101A or CAD 100A or ESCAD 100A)
- Professor: Axil Cricchio
Category: Spring 21
CAD 201 focuses on developing English language academic reading and writing skills. These include understanding the structure and conventions of written work in business the rhetorical differences among assigned texts in the field and key elements of research in the field while increasing fluency and mastery in English. (Prereq or Coreq: GE Area A1 with a C- or better)
- Professor: Tiffany Galicia
CAD 201 focuses on developing English language academic reading and writing skills. These include understanding the structure and conventions of written work in business the rhetorical differences among assigned texts in the field and key elements of research in the field while increasing fluency and mastery in English. (Prereq or Coreq: GE Area A1 with a C- or better)
- Professor: Tiffany Galicia
Category: Fall 20
Introduces students to the processes concepts and techniques of cinematic production. Through hands-on exercises and projects students learn to write storyboard shoot and edit narrative documentary and experimental films. Students will analyze cinematic examples and contextualize their work within film theory and media art history.
- Professor: Silvia Turchin
Category: Fall 20
Introduces students to the processes concepts and techniques of cinematic production. Through hands-on exercises and projects students learn to write storyboard shoot and edit narrative documentary and experimental films. Students will analyze cinematic examples and contextualize their work within film theory and media art history.
- Professor: Silvia Turchin
Category: Spring 21
An exciting multidisciplinary historical survey examining the depiction of the environment across the arts. Students will track artists adventures and how they shaped the way we understand our ecology and environment communities and ourselves.
- Professor: Brent Hoff
Category: Spring 21
The course examines representations of armed conflict in cinema across different cultures. Fictionalized accounts of war documentaries and satires are viewed and analyzed examining social and psychological effects of armed conflict attitudes toward nationalism and heroism power structures the morality of violence and the ethical responsibilities of the individual.
- Professor: JP Allen
Category: Spring 21
Horror films are mirrors of social anxieties playing an influential but disreputable role in contemporary culture. The course analyzes cinematic techniques used to induce responses of fear in an audience and examines the themes of international horror cinema. Students analyze how horror films represent identity ideology gender sexuality and violence. The course explores the audiences fascination with fear the evolution of horror and its role in creating contemporary mythologies.
- Professor: Gabrielle Galanter
Category: Fall 20
Survey of film history from early cinema to 1960. Watch and understand film from the first flickering of projection through the golden age of Hollywood.
- Professor: Meghan Olivas
Category: Fall 20
Introduces students to the fundamentals of the art of storytelling. The course examines diverse narrative forms to explore the elements of story structure and the role of the narrative arts in the life of the individual and the culture.
- Professor: Brent Hoff
Category: Fall 20
Introduces students to the fundamentals of the art of storytelling. The course examines diverse narrative forms to explore the elements of story structure and the role of the narrative arts in the life of the individual and the culture.
- Professor: Brent Hoff
Category: Spring 21
Explores film genres by theme that may change each semester e.g. rock n roll cinema film noir gangster movies spaghetti westerns. Course outcomes foster independent critical perspectives on the films viewed and help students develop a deepened understanding and appreciation of the art and craft of film making.
- Professor: Meghan O'Hara
Category: Fall 20
Explores film genres by theme that may change each semester e.g. rock n roll cinema film noir gangster movies spaghetti westerns. Course outcomes foster independent critical perspectives on the films viewed and help students develop a deepened understanding and appreciation of the art and craft of film making.
- Professor: Ryan White
Category: Fall 20
Introduces students to queer film theory its historical and cultural background and its application as a tool for analyzing interpreting and critiquing films.
- Professor: Ryan White
Category: Spring 21
This intensive workshop course examines the history and aesthetics of sound as an art form and studies alternative approaches to the use of sound in film. Students will research history and key topics and present information to the class and will create their own experimental sound projects.
- Professor: Silvia Turchin
Category: Spring 21
This course provides a framework for understanding interpreting and analyzing the creation of images and their impact on social and political structures. It asks students to evaluate media within a broader ethical social political and economic context in order to better understand multiple perspectives. This is an advanced-level writing and oral communication course incorporating the ethical and reasonable construction of argumentation into written papers and oral presentations. (Prereq: Junior or Senior Standing)
- Professor: Yhashika Lee
Category: Fall 20
This course provides a framework for understanding, interpreting and analyzing the creation of images and their impact on social and political structures. It asks students to evaluate media within a broader ethical, social, political, and economic context in order to better understand multiple perspectives. This is an advanced-level writing and oral communication course, incorporating the ethical and reasonable construction of argumentation into written papers and oral presentations.(Prereq: Junior or Senior Standing)
- Professor: Yhashika Lee
- Professor: John Wineglass
This course offers an introduction to the techniques history and cultural significance of animation. Students will explore demonstrate and apply basic skills in traditional and digital animation techniques. The course also covers basic pre-production and production. Projects in this course are both individual and collaborative. Incoming students need not be proficient at drawing but should be familiar with basic digital media tools.
- Professor: Timothy Orme
Category: Fall 20
This course offers an introduction to the techniques history and cultural significance of animation. Students will explore demonstrate and apply basic skills in traditional and digital animation techniques. The course also covers basic pre-production and production. Projects in this course are both individual and collaborative. Incoming students need not be proficient at drawing but should be familiar with basic digital media tools.
- Professor: Timothy Orme
Category: Spring 21
Students focus on video art web video animation and experimental narrative. Students develop aesthetics and techniques for conceiving producing and distributing experimental works. May address audio/video still image and handheld devices. Explores emergent forms of media. (Prereq: CART 200)
- Professor: Enid Ryce
Category: Fall 20
Survey of the history aesthetics production technologies and cultural impact of media arts from 1960 to present. Throughout this course students will watch analyze and contextualize works from the some of the most exciting periods in Media History. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: JP Allen
Category: Fall 20
Survey of the history, aesthetics, production technologies and cultural impact of media arts from 1960 to present. Throughout this course students will watch, analyze and contextualize works from the some of the most exciting periods in Media History.
Survey of the history aesthetics production technologies and cultural impact of media arts from 1960 to present. Throughout this course students will watch analyze and contextualize works from the some of the most exciting periods in Media History. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: JP Allen
Category: Spring 21
Students are introduced to the principles of narrative theory as well as the expressive tools of cinema. Students analyze media to understand how framing camera movement mise en scene lighting and sound are used to express character and tell stories applying this understanding during short exercises. Students build a repertoire of cinematic tools and techniques. (Prereq: CART 200)
- Professor: Gabrielle Galanter
Category: Fall 20
Students are introduced to the principles of narrative theory as well as the expressive tools of cinema. Students analyze media to understand how framing camera movement mise en scene lighting and sound are used to express character and tell stories applying this understanding during short exercises. Students build a repertoire of cinematic tools and techniques. (Prereq: CART 200)
- Professor: Gabrielle Galanter
Category: Spring 21
This course explores the craft and techniques of film and television producing. The course introduces students to the language and practice of producing and filmmaking through lectures analysis of contemporary industry practices readings and individual research assignments. (Prereq: CART 200 or CART 237)
- Professor: Chris Carpenter
This course explores the craft and techniques of film and television producing. The course introduces students to the language and practice of producing and filmmaking through lectures analysis of contemporary industry practices readings and individual research assignments. (Prereq: CART 200)
- Professor: Chris Carpenter
Category: Fall 20
This course explores the craft and techniques of film and television producing. The course introduces students to the language and practice of producing and filmmaking through lectures analysis of contemporary industry practices readings and individual research assignments. (Prereq: CART 200)
- Professor: Chris Carpenter
Category: Spring 21
An overview of the script writing process focusing on the basics of dramatic writing across cinematic disciplines. Provides preparation for narrative and short-format screenwriting. Requires extensive reading and creative writing.
- Professor: Gabrielle Galanter
Category: Fall 20
An overview of the script writing process focusing on the basics of dramatic writing across cinematic disciplines. Provides preparation for narrative and short-format screenwriting. Requires extensive reading and creative writing.
- Professor: Gabrielle Galanter
Category: Spring 21
Teaches the tools of the narrative film/video directors art. Working in small production groups students learn to break down scripted material in order to prepare to shoot dramatic scenes and sequences on camera. Students learn techniques for working with actors on camera. Applies production planning and management skills. (Prereq: CART 200)
- Professor: JP Allen
Category: Fall 20
Teaches the tools of the narrative film/video directors art. Working in small production groups students learn to break down scripted material in order to prepare to shoot dramatic scenes and sequences on camera. Students learn techniques for working with actors on camera. Applies production planning and management skills. (Prereq: CART 200)
- Professor: JP Allen
Category: Spring 21
An intensive workshop course that develops skills and techniques for directing actors. Through participation in the acting process and directing exercises students will learn how to establish collaborative relationships with actors and how to give effective direction. (Prereq: CART 200)
- Professor: JP Allen
Category: Fall 20
Students learn digital editing and the concepts of digitizing editing and outputting content using industry-standard software packages. Includes script analysis and working with directors. Applies techniques and principles for editing various types of projects including music video documentary and narrative. (Prereq: CART 200)
- Professor: Rodrigo Ojeda-Beck
Category: Fall 20
Students learn digital editing and the concepts of digitizing editing and outputting content using industry-standard software packages. Includes script analysis and working with directors. Applies techniques and principles for editing various types of projects including music video documentary and narrative. (Prereq: CART 200)
- Professor: Rodrigo Ojeda-Beck
Category: Spring 21
Students will explore the expressive possibilities of moving pictures through aesthetic and formal investigations of lenses shot duration screen direction camera movement and lighting. Students develop the skills required of a professional camera and lighting crew with particular attention to the role of director of photography. (Prereq: CART 200)
- Professor: Rodrigo Ojeda-Beck
Category: Fall 20
Students will explore the expressive possibilities of moving pictures through aesthetic and formal investigations of lenses shot duration screen direction camera movement and lighting. Students develop the skills required of a professional camera and lighting crew with particular attention to the role of director of photography. (Prereq: CART 200)
- Professor: Silvia Turchin
Category: Spring 21
Combines study of documentary history theory and practice. Students learn how to plan organize and produce documentaries. Students produce a short documentary on video. (Prereq: CART 200)
- Professor: Meghan O'Hara
Category: Fall 20
Combines study of documentary history theory and practice. Students learn how to plan organize and produce documentaries. Students produce a short documentary on video. (Prereq: CART 200)
- Professor: Meghan O'Hara
Category: Spring 21
Project based course developing and producing content in collaboration with other courses the community university or others. (Prereq: CART 200)
- Professor: Rodrigo Ojeda-Beck
Category: Fall 20
Project based course developing and producing content in collaboration with other courses the community university or others. (Prereq: CART 200)
- Professor: Silvia Turchin
Category: Fall 20
Working with community-based organizations students will participate in service activities or projects with external communities and integrate the service experience with specific outcomes written reflections discussion and evaluation. [Prereq: (CART 200) and (Junior or Senior Standing)]
- Professor: Meghan O'Hara
Category: Fall 20
Working with community-based organizations students will participate in service activities or projects with external communities and integrate the service experience with specific outcomes written reflections discussion and evaluation. [Prereq: (CART 200) and (Junior or Senior Standing)]
- Professor: Ryan White
Category: Spring 21
Through a series of explorations and adventures students in the arts and sciences create media arts projects with environmental themes or science topics while working across disciplines. Environments include urban communities rural and agricultural settings and military bases as well as marine and wilderness areas. (Prereq: CART 200)
- Professor: Brent Hoff
Category: Spring 21
A workshop-format class which guides students through the process of outlining and writing a feature length screenplay or television pilot. Extensive writing required. (Prereq: CART 340)
- Professor: Luis Camara
Category: Fall 20
Students practice research skills engage in creative writing and develop marketing and pitching proposals. The major outcome is a pre-production portfolio. [Prereq: GWAR and CART 330 and (CART 315 or CART 318 or CART 340 ) and (CART 361 or CART 422) and (CART 321 or CART 341 or CART 375 or CART 376 or CART 424)]
- Professor: Luis Camara
Category: Fall 20
Students practice research skills engage in creative writing and develop marketing and pitching proposals. The major outcome is a pre-production portfolio. [Prereq: GWAR and CART 330 and (CART 315 or CART 318 or CART 340 ) and (CART 361 or CART 422) and (CART 321 or CART 341 or CART 375 or CART 376 or CART 424)]
- Professor: Gabrielle Galanter
Category: Spring 21
Students complete the Capstone project as conceived and planned in CART 490. Students complete the Cinematic Arts and Technology MLO processes of production postproduction and distribution. Completed projects are presented to the public at the Cinematic Arts and Technology Capstone Festival. (Prereq: CART 301 AND CART 490)
- Professor: Silvia Turchin
Students complete the Capstone project as conceived and planned in CART 490. Students complete the Cinematic Arts and Technology MLO processes of production postproduction and distribution. Completed projects are presented to the public at the Cinematic Arts and Technology Capstone Festival. (Prereq: CART 301 AND CART 490)
- Professor: Luis Camara
- Professor: Timothy Orme
Category: Fall 20
Students complete the Capstone project as conceived and planned in CART 490. Students complete the Cinematic Arts and Technology MLO processes of production postproduction and distribution. Completed projects are presented to the public at the Cinematic Arts and Technology Capstone Festival. (Prereq: CART 301 AND CART 490)
- Professor: Luis Camara
Category: Spring 21
Familiarizes students with diverse and high quality children's literature across socio-cultural groups. Engages students in interpreting, from multiple perspectives, representations and socio-cultural patterns and symbols found across various authors and literary genres. Introduces students to various pedagogical approaches for the teaching of multicultural literature for children and young adults. (May be a classroom-based, hybrid, or online.)[Prereq: (Junior or Senior Standing) and (Coreq: LS 394S)]
- Professor: Marc Oehlman
Category: Miscellaneous
A study of the basic principles of chemistry with special emphasis on problem solving and quantitative literacy and biological and environmental applications of chemistry. Â
- Professor: Arthur White
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: Katherine Nelson
Category: Fall 20
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: Katlin Bowman
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: McKenzie Floyd
- Professor: Katherine Nelson
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: McKenzie Floyd
- Professor: Katherine Nelson
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: McKenzie Floyd
- Professor: Katherine Nelson
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: Katlin Bowman
- Professor: Arthur White
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: Katlin Bowman
Category: Spring 21
Develops problem-solving skills related to the nature of matter chemical reactions stoichiometry energy transformations atomic and molecular structure quantum theory chemical bonding and periodic properties. Students must complete an Introductory Chemistry course such as CHEM 109  or have a passing score on CSUMBs chemistry placement exam. [(Prereq or Coreq: MATH 130 or MATH 150 with a C- or better) and (Coreq: CHEM 110L)]
- Professor: Katlin Bowman
Category: Spring 21
Develops problem-solving skills related to solutions phase changes gas laws thermodynamics kinetics chemical equilibrium acids and bases organic chemistry biochemistry electrochemistry metal complexation and nuclear chemistry. [(Prereq: (CHEM 110 and CHEM 110L) and (MATH 130 or MATH 150) with a C- or better) and (Coreq: CHEM 111L)]
- Professor: Corin Slown
Category: Fall 20
Examines chemistry in seminal environmental science case studies with analysis of the primary literature and quantitative methods as well as pertinent popular literature and news coverage. Topics are selected to form a sound basis for meeting the expectations of potential employers in environmental science with respect to background knowledge of the field at large and include atmospheric terrestrial marine and aquatic studies. (Prereq: CHEM 111 and STAT 250 with a C- or better)
- Professor: John Goeltz
Category: Fall 20
A development area for instructors taking the summer institute 2020
- Professor: Kimberlyn Forte
Category: Fall 20
Social protest movements have utilized a wide variety of literary genres to generate social concern and change. Students will learn to appreciate analyze and interpret multicultural works. Students will reflect on the human conditions that emerge across cultural boundaries. Students will explore these works in their social context especially with a critical examination of the power structures. Students will be expected to apply their insights to issues in their own communities.
- Professor: LaQuana Williams
Category: Fall 20
Introduces students to the social epidemiology of health. Even in the wealthiest countries people who are less well off experience shorter life spans and more illness. We will explore the social justice and human rights aspects of attaining and maintaining health as well as look critically at the social determinants of health. We will develop an understanding of the social political and economic factors that contribute to health and develop strategies for improving the communitys health.
- Professor: Daramola Cabral
Category: Fall 20
Examines students' and communities' health, particularly as it relates to service and social responsibility, community and social justice and multicultural community building/civic engagement. Serving a marginalized population, students will engage in a minimum of 30 hours of service to develop an understanding of health disparities, the social determinants of health, and actions that individuals, communities, professionals, and institutions can take to foster equity and well-being.
Category: Academic Support
Introduces students to the CHHS academic and field programs CSUMB upper division graduation requirements and the core competencies for the major learning outcomes (MLOs) of the Collaborative Health and Human Services (CHHS) major. Students also prepare their Individualized Learning Plans (ILPs) and discover more about possible careers in health and human service fields. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Joy Rubey
Category: Fall 20
Introduces students to the CHHS academic and field programs CSUMB upper division graduation requirements and the core competencies for the major learning outcomes (MLOs) of the Collaborative Health and Human Services (CHHS) major. Students also prepare their Individualized Learning Plans (ILPs) and discover more about possible careers in health and human service fields. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Zuleima Lee Arevalo
Category: Spring 21
Introduces students to the CHHS academic and field programs CSUMB upper division graduation requirements and the core competencies for the major learning outcomes (MLOs) of the Collaborative Health and Human Services (CHHS) major. Students also prepare their Individualized Learning Plans (ILPs) and discover more about possible careers in health and human service fields. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Zuleima Lee Arevalo
Category: Spring 21
Introduces students to the CHHS academic and field programs CSUMB upper division graduation requirements and the core competencies for the major learning outcomes (MLOs) of the Collaborative Health and Human Services (CHHS) major. Students also prepare their Individualized Learning Plans (ILPs) and discover more about possible careers in health and human service fields. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Zuleima Lee Arevalo
Develops writing and oral communication skills to increase competency in the health or human services professions. Builds confidence in writing for argumentation applied research advocacy and reports. Students learn about themselves as writers which assists them in the development of personal and professional writing and speaking skills. Compliments other critical thinking courses offered in the major. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Lesley Stampleman
Category: Fall 20
Develops writing and oral communication skills to increase competency in the health or human services professions. Builds confidence in writing for argumentation applied research advocacy and reports. Students learn about themselves as writers which assists them in the development of personal and professional writing and speaking skills. Compliments other critical thinking courses offered in the major. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Kimberlyn Forte
Category: Fall 20
Develops writing and oral communication skills to increase competency in the health or human services professions. Builds confidence in writing for argumentation applied research advocacy and reports. Students learn about themselves as writers which assists them in the development of personal and professional writing and speaking skills. Compliments other critical thinking courses offered in the major. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Andrea Ibessaine
Category: Fall 20
Develops writing and oral communication skills to increase competency in the health or human services professions. Builds confidence in writing for argumentation, applied research, advocacy, and reports. Students learn about themselves as writers, which assists them in the development of personal and professional writing and speaking skills. Complements other critical thinking courses offered in the major.[Prereq: (GE Areas A1 and A2 and A3) and (Junior or Senior Standing)]
- Professor: Lesley Stampleman
This course introduces students to collaborative practice social action and political leadership. Students develop an understanding of the theories of community building frameworks of collaboration and social entrepreneurship; and skills in interpersonal communication teamwork and building collaborative leadership skills necessary for guiding and motivating coalitions and partnerships successfully to achieve common goals.
- Professor: William Shelby
Category: Spring 21
This course introduces students to collaborative practice social action and political leadership. Students develop an understanding of the theories of community building frameworks of collaboration and social entrepreneurship; and skills in interpersonal communication teamwork and building collaborative leadership skills necessary for guiding and motivating coalitions and partnerships successfully to achieve common goals.
- Professor: William Shelby
Category: Spring 21
This course aims to develop students¿ knowledge and analytical abilities in the philosophy and rhetoric of ethics. Professional ethics involves an interplay of self language and culture. It aims to help students apply their intellectual and moral aptitudes to commonly encountered ethical problems across a variety of professional disciplines. By drawing connections across diverse professional cultures students can participate in multicultural professional communities locally regionally and globally.    (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Jim Raines
Category: Fall 20
This course aims to develop students¿ knowledge and analytical abilities in the philosophy and rhetoric of ethics. Professional ethics involves an interplay of self language and culture. It aims to help students apply their intellectual and moral aptitudes to commonly encountered ethical problems across a variety of professional disciplines. By drawing connections across diverse professional cultures students can participate in multicultural professional communities locally regionally and globally.    (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Jim Raines
Category: Spring 21
This course aims to develop students¿ knowledge and analytical abilities in the philosophy and rhetoric of ethics. Professional ethics involves an interplay of self language and culture. It aims to help students apply their intellectual and moral aptitudes to commonly encountered ethical problems across a variety of professional disciplines. By drawing connections across diverse professional cultures students can participate in multicultural professional communities locally regionally and globally.    (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Jim Raines
Category: Fall 20
This course aims to develop students¿ knowledge and analytical abilities in the philosophy and rhetoric of ethics. Professional ethics involves an interplay of self language and culture. It aims to help students apply their intellectual and moral aptitudes to commonly encountered ethical problems across a variety of professional disciplines. By drawing connections across diverse professional cultures students can participate in multicultural professional communities locally regionally and globally.    (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Jim Raines
Category: Spring 21
This course aims to develop students¿ knowledge and analytical abilities in the philosophy and rhetoric of ethics. Professional ethics involves an interplay of self language and culture. It aims to help students apply their intellectual and moral aptitudes to commonly encountered ethical problems across a variety of professional disciplines. By drawing connections across diverse professional cultures students can participate in multicultural professional communities locally regionally and globally.    (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Jim Raines
Category: Summer 20
This is a quantitative methods course that focuses on the types of quantitative analyses used most frequently in survey research. The course covers the basic steps in designing survey questionnaires sampling and calculating and reporting statistical results. Emphasis is given to creating descriptive statistics understanding of the use and limitations of inferential statistics and the interpretation of results when studying health human services and social phenomena using survey methods. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Meng-Han Tsai
Category: Fall 20
This is a quantitative methods course that focuses on the types of quantitative analyses used most frequently in survey research. The course covers the basic steps in designing survey questionnaires sampling and calculating and reporting statistical results. Emphasis is given to creating descriptive statistics understanding of the use and limitations of inferential statistics and the interpretation of results when studying health human services and social phenomena using survey methods. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Meng-Han Tsai
Category: Spring 21
This is a quantitative methods course that focuses on the types of quantitative analyses used most frequently in survey research. The course covers the basic steps in designing survey questionnaires sampling and calculating and reporting statistical results. Emphasis is given to creating descriptive statistics understanding of the use and limitations of inferential statistics and the interpretation of results when studying health human services and social phenomena using survey methods. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Meng-Han Tsai
Category: Fall 20
This is a quantitative methods course that focuses on the types of quantitative analyses used most frequently in survey research. The course covers the basic steps in designing survey questionnaires sampling and calculating and reporting statistical results. Emphasis is given to creating descriptive statistics understanding of the use and limitations of inferential statistics and the interpretation of results when studying health human services and social phenomena using survey methods. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Meng-Han Tsai
Category: Spring 21
This is a quantitative methods course that focuses on the types of quantitative analyses used most frequently in survey research. The course covers the basic steps in designing survey questionnaires sampling and calculating and reporting statistical results. Emphasis is given to creating descriptive statistics understanding of the use and limitations of inferential statistics and the interpretation of results when studying health human services and social phenomena using survey methods. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Ignacio Navarro
Category: Fall 20
Introduces CHHS students to the experiential learning process through the Field Practice Program. Course content includes application of the CHHS MLOs and Upper Division Service Learning Outcomes in an internship within a community-based agency developing self-reflection techniques and social awareness and exploring the roles and responsibilities of health and human services professionals engaged in creating greater equity and social justice.  [((Prereq: CHHS 300 with a C- or better) and (Junior or Senior Standing)) and (Prereq or Coreq: CHHS 302 and CHHS 384 and SW 310 and PH 320 and PANM 312) with a C- or better)]
- Professor: Caitlin Stinneford
Category: Fall 20
Applying the 7 MLOs of the CHHS major students work individually with field mentors and the course instructor to design a field-based project that addresses a community need. In Senior Capstone-A students study a health or social problem affecting the community formulate it in a way that is conducive for analysis identify its causes justify the need for action through an applied community-based project. The culmination is a project proposal that is submitted to their field mentor and CHHS faculty for approval. [(Prereq: CHHS 396S with a C- or better) and (Coreq: CHHS 496A)]
- Professor: Caitlin Stinneford
Category: Spring 21
Applying the 7 MLOs of the CHHS major students work individually with field mentors and the course instructor to implement and evaluate a project that addresses a health or social problem in the community. In Senior Capstone-B students implement the project plan they completed in Capstone-A.  Students collect data to evaluate the impact of their projects in the community using appropriate evaluation designs and complete a final thesis report and presentation detailing the projects findings and recommendations. [(Prereq: CHHS 400A with a C- or better) and (Coreq: CHHS 496B)]
- Professor: Jim Raines
Category: Fall 20
Applying the 13 MLOs of the CHHS major students work individually with field mentors and the course instructor to implement and evaluate an applied research project that addresses a health or social problem in the community. In the second semester students intervene and collect data to evaluate the impact of their projects in the community using appropriate evaluation designs. The final thesis report and presentation provide the projects findings and recommendations. (Offered every semester.) [(Prereq: CHHS 400A with a C- or better) and (Coreq: CHHS 496B)]
- Professor: Kim Judson
Category: Spring 21
Applying the 7 MLOs of the CHHS major students work individually with field mentors and the course instructor to implement and evaluate a project that addresses a health or social problem in the community. In Senior Capstone-B students implement the project plan they completed in Capstone-A.  Students collect data to evaluate the impact of their projects in the community using appropriate evaluation designs and complete a final thesis report and presentation detailing the projects findings and recommendations. [(Prereq: CHHS 400A with a C- or better) and (Coreq: CHHS 496B)]
- Professor: Stephanie McMurtrie
Category: Spring 21
Provides an introduction to the process of securing grant funding for public and nonprofit organizations. Students will develop knowledge and skill in the areas of: qualifying prospective grantors and evaluation requests for proposals developing letters of intent and preparing key components of a successful funding application. Topics will also include fundraising as relationship building using logic models and creating program sustainability. [Prereq: (GE Areas A1 and A2 and A3 and B4) and (GWAR) with a C- or better) or (Department Consent)]
- Professor: Andrea Ibessaine
Category: Fall 20
Provides an introduction to the process of securing grant funding for public and nonprofit organizations. Students will develop knowledge and skill in the areas of: qualifying prospective grantors and evaluation requests for proposals developing letters of intent and preparing key components of a successful funding application. Topics will also include fundraising as relationship building using logic models and creating program sustainability. [Prereq: (GE Areas A1 and A2 and A3 and B4) and (GWAR) with a C- or better) or (Department Consent)]
- Professor: Andrea Ibessaine
Category: Spring 21
Provides an introduction to the process of securing grant funding for public and nonprofit organizations. Students will develop knowledge and skill in the areas of: qualifying prospective grantors and evaluation requests for proposals developing letters of intent and preparing key components of a successful funding application. Topics will also include fundraising as relationship building using logic models and creating program sustainability. [Prereq: (GE Areas A1 and A2 and A3 and B4) and (GWAR) with a C- or better) or (Department Consent)]
- Professor: Kimberlyn Forte
Category: Fall 20
Provides an introduction to the process of securing grant funding for public and nonprofit organizations. Students will develop knowledge and skill in the areas of: qualifying prospective grantors and evaluation requests for proposals developing letters of intent and preparing key components of a successful funding application. Topics will also include fundraising as relationship building using logic models and creating program sustainability. [Prereq: (GE Areas A1 and A2 and A3 and B4) and (GWAR) with a C- or better) or (Department Consent)]
- Professor: Andrea Ibessaine
Category: Spring 21
Students practice knowledge, skills, and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work, the relationships they develop in the organization and the populations they serve, and discuss their future roles as health and human service professionals. In the first semester, students design a professional e-folio as a useful framework for lifelong professional development.
- Professor: Michele Bigley
- Professor: Kim Judson
- Professor: Jessica Liette
- Professor: Ignacio Navarro
- Professor: Thomas Rogers
Students practice knowledge, skills, and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work, the relationships they develop in the organization and the populations they serve, and discuss their future roles as health and human service professionals. In the first semester, students design a professional e-folio as a useful framework for lifelong professional development.
- Professor: Zuleima Lee Arevalo
- Professor: Andrea Ibessaine
- Professor: Stephanie McMurtrie
- Professor: Adrienne Saxton
- Professor: William Shelby
- Professor: Caitlin Stinneford
Students practice knowledge skills and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work the relationships they develop in the organization and the populations they serve and discuss their future roles as health and human service professionals. [(Prereq: CHHS 396S with a C- or better) and (Coreq: CHHS 400A)]
- Professor: Caitlin Stinneford
Category: Spring 21
Students practice knowledge skills and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work the relationships they develop in the organization and the populations they serve and discuss their future roles as health and human service professionals. [(Prereq: CHHS 396S with a C- or better) and (Coreq: CHHS 400A)]
- Professor: Stephanie McMurtrie
Category: Fall 20
Students practice knowledge skills and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work the relationships they develop in the organization and the populations they serve and discuss their future roles as health and human service professionals. In the first semester students design a professional e-folio as a useful framework for lifelong professional development. [(Prereq: CHHS 396S with a C- or better) and (Coreq: CHHS 400A)]
- Professor: Zuleima Lee Arevalo
Students continue to practice knowledge skills and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work the relationships they develop in the organization and the populations they serve and discuss their future roles as health and human service professionals. [(Prereq: CHHS 496A with a C- or better) and (Coreq: CHHS 400B)]
- Professor: Caitlin Stinneford
Category: Fall 20
Students continue to practice knowledge skills and attitudes within a local agency. Students conduct an in-depth analysis of the systems where they work the relationships they develop in the organization and the populations they serve and discuss their future roles as health and human service professionals. [(Prereq: CHHS 496A with a C- or better) and (Coreq: CHHS 400B)]
- Professor: Andrea Ibessaine
Category: Fall 20
- Professor: Judith Canner
- Professor: Sathya Narayanan
Category: DSP Live
- Professor: Judith Canner
- Professor: Jennifer Clinkenbeard
- Professor: Alison Lynch
Category: DSP DEV
- Professor: Judith Canner
- Professor: Denise Castro - Admin
- Professor: Alison Lynch
Category: DSP Archive
Contains a set of tests for transfer students to check if their preparation for a particular course they are transferring in will be sufficient for the next level course they will be taking at CSUMB - and recommended material to help them prepare.
- Professor: Young-Joon Byun
- Professor: Sathya Narayanan
- Professor: Anand Seetharam
- Professor: Bude Su
Category: Academic Support
Drawing for Digital Media: This course covers concepts and drawing skills related to the use of drawing and visualization in both the studio and digital environment. The course integrates studio drawing and illustration with digital technology covering hand rendering scanning auto-tracing photo conversion vector art and bitmap drawing using digital visualization and illustration hardware and software. Included topics are 2D and 3D design drawing storyboarding and illustration (traditional and digital). Co-requisite of CST 202L. (Coreq: CST 202L)
- Professor: Rick Lewis
Category: Fall 20
Drawing for Digital Media: This course covers concepts and drawing skills related to the use of drawing and visualization in both the studio and digital environment. The course integrates studio drawing and illustration with digital technology covering hand rendering scanning auto-tracing photo conversion vector art and bitmap drawing using digital visualization and illustration hardware and software. Included topics are 2D and 3D design drawing storyboarding and illustration (traditional and digital). Co-requisite of CST 202L. (Coreq: CST 202L)
- Professor: Katherine Green (Katie)
Category: Spring 21
Introduces design creation and manipulation of interactive applications and electronic media for communication purpose. Focuses on creating media understanding media concepts and manipulating the created media using basic programming concepts of control flow functions expressions and data types in the Python language. Students acquire a basic understanding for digital media formats how to design create such media using basic programming skills.
- Professor: Avner Biblarz
Category: Fall 20
Introduces design creation and manipulation of interactive applications and electronic media for communication purpose. Focuses on creating media understanding media concepts and manipulating the created media using basic programming concepts of control flow functions expressions and data types in the Python language. Students acquire a basic understanding for digital media formats how to design create such media using basic programming skills.
- Professor: Avner Biblarz
Category: Spring 21
Introduces design, creation, and manipulation of interactive applications and electronic media for communication purpose. Focuses on creating media, understanding media concepts, and manipulating the created media using basic programming concepts of control flow, functions, expressions and data types in the Python language. Students acquire a basic understanding for digital media formats, how to design, create such media using basic programming skills. (Credit/ No Credit Available)
- Professor: Liping Xiong
Introduces design, creation, and manipulation of interactive applications and electronic media for communication purpose. Focuses on creating media, understanding media concepts, and manipulating the created media using basic programming concepts of control flow, functions, expressions and data types in the Python language. Students acquire a basic understanding for digital media formats, how to design, create such media using basic programming skills. (Credit/ No Credit Available)
- Professor: Eric Tao
- Professor: Liping Xiong
Teaches use of digitally based image acquisition and manipulation tools to capture and modify photographic images for use in print and screen-based media. Has two major instructional components. The initial instruction sets are based around conventional photographic principles such as lighting composition subject matter and how digital capture processes affect these. The second component deals with image adjustment and delivery. Deals with aesthetic aspects of photography.
- Professor: Wes Modes (Wes)
Category: Fall 20
Teaches use of digitally based image acquisition and manipulation tools to capture and modify photographic images for use in print and screen-based media. Has two major instructional components. The initial instruction sets are based around conventional photographic principles such as lighting composition subject matter and how digital capture processes affect these. The second component deals with image adjustment and delivery. Deals with aesthetic aspects of photography.
- Professor: Wes Modes (Wes)
Category: Spring 21
This project-based course combines the study of visual design and aesthetic principles while developing skills to produce digital graphic media. Students study historic design trends typography color theory and production for cross-media production. Students apply the steps of the Design Process to create original vector and bitmapped imagery to solve visual communication design problems. (Prereq: CST 201 with a C- or better)
- Professor: Kevin Cahill
Category: Fall 20
This project-based course combines the study of visual design and aesthetic principles while developing skills to produce digital graphic media. Students study historic design trends typography color theory and production for cross-media production. Students apply the steps of the Design Process to create original vector and bitmapped imagery to solve visual communication design problems. (Prereq: CST 201 with a C- or better)
- Professor: Amir Attia
Category: Spring 21
This is an introductory programming course to develop problem-solving techniques for numerical and non-numerical problems from various disciplines. Students will design the solution to each problem and implement it in the C++ programming language. Coverage includes introduction to computer system, C++ basics, flow control, functions, I/O streams, arrays, strings, and classes. (Credit/ No Credit Available)
- Professor: Irene Humer
This is an introductory programming course to develop problem-solving techniques for numerical and non-numerical problems from various disciplines. Students will design the solution to each problem and implement it in the C++ programming language. Coverage includes introduction to computer system, C++ basics, flow control, functions, I/O streams, arrays, strings, and classes. (Credit/ No Credit Available)
- Professor: Christian Eckhardt
Category: Miscellaneous
Introduction to the use of computers for digital media creations this course covers the fundamentals of how computers work in the creation of digital media for commercial entertainment and fine art purposes; including hardware components operating principles software basics memory management storage programming basics for vector and bitmap functions compression schemes and basic scripting.
- Professor: Wes Modes (Wes)
Category: Spring 21
Provides students with the fundamental knowledge of computer architectures hardware and software components of computer systems interrelationship among different components. Coverage includes introduction to data representation CPU assembly programming memory systems input/output devices pipelining multi-processing systems operating systems and network architecture. (Prereq: CST 231 and MATH 170 with a C- or better)
- Professor: Shahidul Islam
Category: Fall 20
Provides students with the fundamental knowledge of computer architectures hardware and software components of computer systems interrelationship among different components. Coverage includes introduction to data representation CPU assembly programming memory systems input/output devices pipelining multi-processing systems operating systems and network architecture. (Prereq: CST 231 and MATH 170 with a C- or better)
- Professor: Shahidul Islam
Category: Spring 21
Provides students with intermediate-level programming skills to make it possible for them to write clear efficient and high-quality code. Students learn basic data structures such as array list stack queue and tree. They also acquire several basic algorithms in programming such as searching sorting and recursion. Furthermore students learn in-depth knowledge of C++ programming language such as classes pointers and dynamic memory management. (Prereq: CST 231 with a C- or better)
- Professor: Joshua Gross (Dr. Gross)
Category: Fall 20
Provides students with intermediate-level programming skills to make it possible for them to write clear efficient and high-quality code. Students learn basic data structures such as array list stack queue and tree. They also acquire several basic algorithms in programming such as searching sorting and recursion. Furthermore students learn in-depth knowledge of C++ programming language such as classes pointers and dynamic memory management. (Prereq: CST 231 with a C- or better)
- Professor: Joshua Gross (Dr. Gross)
Category: Spring 21
Provides students with intermediate-level programming skills to make it possible for them to write clear, efficient, and high-quality code. Students learn basic data structures such as array, list, stack, queue, and tree. They also acquire several basic algorithms in programming such as searching, sorting, and recursion. Furthermore, students learn in-depth knowledge of C++ programming language such as classes, pointers, and dynamic memory management. (Credit/ No Credit Available)(Prereq: CST 231)
- Professor: Christian Eckhardt
Category: Academic Support
Introduces students to the tools and methods of web design and production. Students will learn basic HTML web design tools Cascading Style Sheets (CSS) and browser compatibility while applying the design principles of information architecture color layout and type.
- Professor: Wes Modes (Wes)
Category: Fall 20
Introduces students to the tools and methods of web design and production. Students will learn basic HTML web design tools Cascading Style Sheets (CSS) and browser compatibility while applying the design principles of information architecture color layout and type.
- Professor: Wes Modes (Wes)
Category: Spring 21
Students learn HTML5 and related technologies including HTML CSS3 Canvas JavaScript and jQuery to create dynamic multimedia content. Students learn the fundamental concepts of web programming plus designing coding testing debugging and documenting of computer programs. Using JavaScript students apply those concepts to create programs utilizing digital media including images animation audio video and text. This is a laboratory class using Windows or Macintosh computers. (Prereq: CST 251 with a C- or better)
- Professor: Wes Modes (Wes)
Category: Fall 20
Students learn HTML5 and related technologies including HTML CSS3 Canvas JavaScript and jQuery to create dynamic multimedia content. Students learn the fundamental concepts of web programming plus designing coding testing debugging and documenting of computer programs. Using JavaScript students apply those concepts to create programs utilizing digital media including images animation audio video and text. This is a laboratory class using Windows or Macintosh computers. (Prereq: CST 251 with a C- or better)
- Professor: Wes Modes (Wes)
Category: Spring 21
Focuses on the philosophical roots (as evidenced in literature) of contemporary digital culture. From Armageddon to the Matrix; from Frankenstein to Lawnmower man; from the library at Alexandria to the archives of the Internet; the world of the digital intelligentsia owes its vision and mythology to the resonant themes found in literature and philosophy. Explores the essence of humanity that defines the natural world and strives to remake it in a more perfect fashion.
- Professor: Karen Wisdom
Category: Fall 20
Focuses on the philosophical roots (as evidenced in literature) of contemporary digital culture. From Armageddon to the Matrix; from Frankenstein to Lawnmower man; from the library at Alexandria to the archives of the Internet; the world of the digital intelligentsia owes its vision and mythology to the resonant themes found in literature and philosophy. Explores the essence of humanity that defines the natural world and strives to remake it in a more perfect fashion.
- Professor: Karen Wisdom
Category: Spring 21
Explores the implications of new communication technologies with regard to democracy social activism cultural identity and social equity in the United States. Democracy cannot be separated from the issue of social identity since throughout our history many groups were excluded from political participation. Explores whether new media like the Internet will increasingly make identity irrelevant or will create greater fragmentation.
- Professor: Karen Wisdom
Category: Spring 21
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Bude Su
Category: Spring 21
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Kevin Cahill
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Kevin Cahill
Category: Spring 21
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Brian Robertson
- Professor: Eric Tao
Category: Fall 20
Helps students identify and articulate personal, professional, and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing, presentation, research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze, predict, and articulate trends in the academic, public service, (Offered every semester.) (Credit/ No Credit Available)
[Prereq: (GE Areas A1 and A2 and A3) and (Junior or Senior Standing)]
[Prereq: (GE Areas A1 and A2 and A3) and (Junior or Senior Standing)]
- Professor: Brian Robertson
- Professor: Eric Tao
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Brian Robertson
- Professor: Eric Tao
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ryan Eller
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Paige Weisskirch
Category: Spring 21
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ryan Eller
- Professor: Sathya Narayanan
- Professor: Brian Robertson
- Professor: Paige Weisskirch
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ryan Eller
- Professor: Karen Wisdom
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ryan Eller
Category: Spring 21
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Brian Robertson
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Paige Weisskirch
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Karen Wisdom
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Paige Weisskirch
Category: Spring 21
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ryan Eller
Category: Fall 20
Helps students identify and articulate personal professional and social goals. Provides an integrated overview of the computer science and communication design majors and their requirements. Students develop a plan for their learning goals. Students learn writing presentation research and critical-thinking skills within the diversified fields of information technology and communication design. Students learn how to analyze predict and articulate trends in the academic public service [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Brian Robertson
Category: Spring 21
Surveys the development of communication design in modern history viewed in the context of contemporary political scientific and cultural influences. Communication design includes disciplines such as graphic design web design advertising instructional design digital media animation digital illustration interactive design and motion graphics. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Rick Lewis
Category: Spring 21
Typography is the art of designing letterforms alphabets and creating compositions with letters and words. This course explains typographic practices to develop an eye for type and how to use it effectively. (Prereq: CST 227 with a C- or better)
- Professor: Bobbi Long
Category: Fall 20
Typography is the art of designing letterforms alphabets and creating compositions with letters and words. This course explains typographic practices to develop an eye for type and how to use it effectively. (Prereq: CST 227 with a C- or better)
- Professor: Bobbi Long
Category: Spring 21
Survey of Telecomm and Data Comm Technology Fundamentals Local Area Network Wide Area Network Internet and internetworking protocols including TCP/IP network security and performance emerging industry trends such as voice over the network and high speed networking. Designed as a foundation for students who wish to pursue more advanced network studies including certificate programs. Includes hands-on networking labs that incorporate Cisco CCNA lab components. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Michael McCann
- Professor: Chandrika Satyavolu
Category: Spring 21
Survey of Telecomm and Data Comm Technology Fundamentals Local Area Network Wide Area Network Internet and internetworking protocols including TCP/IP network security and performance emerging industry trends such as voice over the network and high speed networking. Designed as a foundation for students who wish to pursue more advanced network studies including certificate programs. Includes hands-on networking labs that incorporate Cisco CCNA lab components. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Chandrika Satyavolu
Category: Fall 20
Survey of Telecomm and Data Comm Technology Fundamentals Local Area Network Wide Area Network Internet and internetworking protocols including TCP/IP network security and performance emerging industry trends such as voice over the network and high speed networking. Designed as a foundation for students who wish to pursue more advanced network studies including certificate programs. Includes hands-on networking labs that incorporate Cisco CCNA lab components. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Michael McCann
- Professor: Harold Millan
- Professor: Michael Yee
Category: Fall 20
Survey of Telecomm and Data Comm Technology Fundamentals Local Area Network Wide Area Network Internet and internetworking protocols including TCP/IP network security and performance emerging industry trends such as voice over the network and high speed networking. Designed as a foundation for students who wish to pursue more advanced network studies including certificate programs. Includes hands-on networking labs that incorporate Cisco CCNA lab components. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Harold Millan
- Professor: Chandrika Satyavolu
- Professor: Michael Yee
Category: Summer 20
Focuses on the theory practice and technologies for securing computers on the web and the Internet. Students will learn cryptographic tools and how they are used by standard network security protocols like SSL/TLS IPSEC Kerberos PGP S/MIME and wireless. Students will also learn about ethical hacking and policies and procedures to protect against such hacking. (Prereq: CST 311 and MATH 170 with a C- or better)
- Professor: Chandrika Satyavolu
Category: Fall 20
Presents the principles of game and related interactive media design. Students design and create games and interactives using analog and digitally-based authoring tools. Includes project management production and asset management of images text sound animation and computer code. (Prereq: CST 227 with a C- or better)
- Professor: Katherine Green (Katie)
Category: Spring 21
The course equips students with the fundamental skills needed for the development of games. After first developing with basic 3D modelling skills student learn how to model texture and light complex objects and scenes using industry standard tools.
- Professor: Katherine Green (Katie)
Category: Fall 20
The course equips students with the fundamental skills needed for the design of 3D character models. Students learn how to apply industry best-practice and tools to character designing and modeling process. Drawing skills are recommended but not required to succeed in the class. (Prereq: CST 202 with a C- or better)
- Professor: Katherine Green (Katie)
Category: Fall 20
This course teaches the students the fundamentals of game programming and skills needed for game development including GPU programming matrix and quaternion algebra for physics calculation animation lighting and basics of implementing 3D models into a framework. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Michael Guerrero
Category: Fall 20
This course teaches the students the fundamentals of game programming and skills needed for game development including GPU programming matrix and quaternion algebra for physics calculation animation lighting and basics of implementing 3D models into a framework. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Mason Remaley
This course teaches the students the fundamentals of game programming and skills needed for game development including GPU programming matrix and quaternion algebra for physics calculation animation lighting and basics of implementing 3D models into a framework. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Michael Guerrero
Category: Spring 21
This course provides students with fundamental and transferable game programming skills. Students will learn how to develop games using a game engine and a toolset of object-oriented programming techniques design patterns and software engineering paradigms. Additionaly the course discusses ethical considerations in game development develops interpersonal and oral communication skills and game design document writing. (Prereq: CST 320 or CST 325 with a C- or better)
- Professor: Clay Greunke
- Professor: Michael Guerrero
Category: Fall 20
This course provides students with fundamental and transferable game programming skills. Students will learn how to develop games using a game engine and a toolset of object-oriented programming techniques design patterns and software engineering paradigms. Additionaly the course discusses ethical considerations in game development develops interpersonal and oral communication skills and game design document writing. (Prereq: CST 320 or CST 325 with a C- or better)
- Professor: Clay Greunke
- Professor: Michael Guerrero
Category: Spring 21
A survey course that combines the study of technology design and aesthetic principles as they apply to twenty-first century visual media. Students learn how fundamental concepts of art and design apply to a broad range of commercial expressive and entertainment forms. Students also study the democratization of the creative process through digital media using current technology to produce sophisticated and expressive examples of personal digital creativity. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Rick Lewis
Category: Fall 20
A survey course that combines the study of technology design and aesthetic principles as they apply to twenty-first century visual media. Students learn how fundamental concepts of art and design apply to a broad range of commercial expressive and entertainment forms. Students also study the democratization of the creative process through digital media using current technology to produce sophisticated and expressive examples of personal digital creativity. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Mona Antonious
Category: Spring 21
A survey course that combines the study of technology design and aesthetic principles as they apply to twenty-first century visual media. Students learn how fundamental concepts of art and design apply to a broad range of commercial expressive and entertainment forms. Students also study the democratization of the creative process through digital media using current technology to produce sophisticated and expressive examples of personal digital creativity. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Amir Attia
- Professor: Cassandra Eccles
Category: Fall 20
A survey course that combines the study of technology design and aesthetic principles as they apply to twenty-first century visual media. Students learn how fundamental concepts of art and design apply to a broad range of commercial expressive and entertainment forms. Students also study the democratization of the creative process through digital media using current technology to produce sophisticated and expressive examples of personal digital creativity. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Amir Attia
Category: Spring 21
In this course students learn to develop skill in using logic to describe and assess arguments. Students will learn to write formulas in propositional and first-order logic and more importantly to write and check proofs. Students will also learn to write formulas in three-valued and modal logic know how to choose an appropriate logic and understand the limitations of logic in capturing human reasoning. [(Prereq: (GE Areas A1 and A2 and  A3 and B4) and (MATH 170) with a C- or better)]
- Professor: Glenn Bruns
Category: Fall 20
In this course students learn to develop skill in using logic to describe and assess arguments. Students will learn to write formulas in propositional and first-order logic and more importantly to write and check proofs. Students will also learn to write formulas in three-valued and modal logic know how to choose an appropriate logic and understand the limitations of logic in capturing human reasoning. [(Prereq: (GE Areas A1 and A2 and  A3 and B4) and (MATH 170) with a C- or better)]
- Professor: Glenn Bruns
Category: Spring 21
Students in this course will learn about the use and design of modern operating systems focusing on Linux. On the use side students will learn the Linux command line to write shell scripts and to build programs with GNU utilities like awk sed and make. On the design side students will develop a deep understanding of process management memory management file systems and concurrency and how they apply to modern technologies like virtualization and cloud computing. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Shahidul Islam
Category: Fall 20
Students in this course will learn about the use and design of modern operating systems focusing on Linux. On the use side students will learn the Linux command line to write shell scripts and to build programs with GNU utilities like awk sed and make. On the design side students will develop a deep understanding of process management memory management file systems and concurrency and how they apply to modern technologies like virtualization and cloud computing. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Shahidul Islam
Category: Spring 21
Students in this course will learn about the use and design of modern operating systems focusing on Linux. On the use side students will learn the Linux command line to write shell scripts and to build programs with GNU utilities like awk sed and make. On the design side students will develop a deep understanding of process management memory management file systems and concurrency and how they apply to modern technologies like virtualization and cloud computing. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Glenn Bruns
Category: Spring 21
Provides students with dynamic web application development skills focusing on the integration of server-side programming database connectivity and client-side scripting. Coverage includes the Internet architecture responsive design RESTful web services and Web APIs. (Prereq: CST 238 with a C- or better)
- Professor: Troy Challenger
- Professor: Miguel Lara
Category: Spring 21
Provides students with dynamic web application development skills focusing on the integration of server-side programming database connectivity and client-side scripting. Coverage includes the Internet architecture responsive design RESTful web services and Web APIs. (Prereq: CST 238 with a C- or better)
- Professor: eThinkTest Account
- Professor: Miguel Lara
Category: Fall 20
Provides students with dynamic web application development skills, focusing on the PHP, MySQL, and JavaScript. Coverage includes the Internet architecture, XHTML, CSS, programming with PHP, database and MySQL, and client-side programming with JavaScript. (Credit/ No Credit Available)(Prereq: CST 238)
- Professor: Krzysztof Pietroszek
Provides students with dynamic web application development skills, focusing on the PHP, MySQL, and JavaScript. Coverage includes the Internet architecture, XHTML, CSS, programming with PHP, database and MySQL, and client-side programming with JavaScript. (Credit/ No Credit Available)(Prereq: CST 238)
- Professor: Krzysztof Pietroszek
Provides students with the fundamental knowledge of computer architectures, hardware and software components of computer systems, interrelationship among different components. Coverage includes introduction to data representation, CPU, assembly programming, memory systems, input/output devices, pipelining, multi-processing systems, operating systems and network architecture. (Credit/ No Credit Available)(Prereq: CST 231 and MATH 170)
- Professor: Sathya Narayanan
- Professor: Michael Wood
Category: Academic Support
Provides students with the fundamental concepts to develop large-scale software focusing on the object-oriented programming techniques. Coverage includes the introduction to Java programming language object-oriented programming software life cycle and development processes requirements analysis and graphical user interface development. (Prereq: CST 238 with a C- or better)
- Professor: Avner Biblarz
Category: Fall 20
Provides students with the fundamental concepts to develop large-scale software focusing on the object-oriented programming techniques. Coverage includes the introduction to Java programming language object-oriented programming software life cycle and development processes requirements analysis and graphical user interface development. (Prereq: CST 238 with a C- or better)
- Professor: Avner Biblarz
- Professor: Drew Clinkenbeard (Dr.C)
Category: Spring 21
Provides students with the fundamental concepts to develop large-scale software focusing on the object-oriented programming techniques. Coverage includes the introduction to Java programming language object-oriented programming software life cycle and development processes requirements analysis and graphical user interface development. (Prereq: CST 238 with a C- or better)
- Professor: Jesse Cecil
Provides students with the fundamental concepts to develop large-scale software focusing on the object-oriented programming techniques. Coverage includes the introduction to Java programming language object-oriented programming software life cycle and development processes requirements analysis and graphical user interface development. (Prereq: CST 238 with a C- or better)
- Professor: Jesse Cecil
Category: Fall 20
Students use the design process to strengthen their visual intelligence and vocabulary for communicating ideas. Course emphasizes ideation systems thinking and translating complex ideas using various tools and strategies. (Prereq: CST 227 with a C- or better)
- Professor: Amir Attia
Category: Fall 20
Explores the fundamental concepts and design processes of the interdisciplinary field of human-computer interaction (HCI) that integrates theories and methodologies across multiple domains such as cognitive psychology human factors and systems design. Through readings and hands-on exercises students gain an understanding of the components involved in designing for universal audiences social and emotional user experiences usable products emerging technologies and the impact on society. (Prereq: Junior OR Senior Standing)
- Professor: Rick Lewis
- Professor: Kathleen Watson
Category: Fall 20
Covers web design aesthetics layout structure and universal design. Applies the design process and systems design principles using web templates and web content management systems. (Prereq: CST 201 and CST 251 with a C- or better)
- Professor: Amir Attia
Category: Fall 20
Covers web design aesthetics layout structure and universal design. Applies the design process and systems design principles using web templates and web content management systems. (Prereq: CST 201 and CST 251 with a C- or better)
- Professor: Amir Attia
- Professor: Wes Modes (Wes)
Category: Spring 21
A service learning course in which students apply computer literacy multimedia design and technology to assist schools nonprofit organizations and community agencies. The theme for the course is Bridging the Digital Divide. Note: students must participate in required service placements with hours to be arranged. Students must be able to create and manage a web site. (Prereq: Junior or Senior Standing)
- Professor: Eric Tao
A service learning course in which students apply computer literacy multimedia design and technology to assist schools nonprofit organizations and community agencies. The theme for the course is Bridging the Digital Divide. Note: students must participate in required service placements with hours to be arranged. Students must be able to create and manage a web site. (Prereq: Junior or Senior Standing)
- Professor: Eric Tao
A service learning course in which students apply computer literacy, multimedia design, and technology to assist schools, nonprofit organizations, and community agencies. The theme for the course is Bridging the Digital Divide. Note: students must participate in required service placements with hours to be arranged. Students must be able to create and manage a web site. (Prereq: Junior or Senior Standing)
- Professor: Eric Tao
This course provides balanced coverage of database use and designfocusing on relational databases. Students will learn to design relational schemas write SQL queries access a DB programmaticallyand perform database administration. Students will gain a working knowledge of the algorithms and data structures used in query evaluation and transaction processing. Students will also learn to apply newer database technologies such as XML NoSQL and Hadoop. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: Kristen Morse
- Professor: David Wisneski
This course provides balanced coverage of database use and designfocusing on relational databases. Students will learn to design relational schemas write SQL queries access a DB programmaticallyand perform database administration. Students will gain a working knowledge of the algorithms and data structures used in query evaluation and transaction processing. Students will also learn to apply newer database technologies such as XML NoSQL and Hadoop. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: David Wisneski
Category: Fall 20
This course provides balanced coverage of database use and designfocusing on relational databases. Students will learn to design relational schemas write SQL queries access a DB programmaticallyand perform database administration. Students will gain a working knowledge of the algorithms and data structures used in query evaluation and transaction processing. Students will also learn to apply newer database technologies such as XML NoSQL and Hadoop. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: David Wisneski
Category: Spring 21
This course provides balanced coverage of database use and designfocusing on relational databases. Students will learn to design relational schemas write SQL queries access a DB programmaticallyand perform database administration. Students will gain a working knowledge of the algorithms and data structures used in query evaluation and transaction processing. Students will also learn to apply newer database technologies such as XML NoSQL and Hadoop. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: David Wisneski
This course provides balanced coverage of database use and designfocusing on relational databases. Students will learn to design relational schemas write SQL queries access a DB programmaticallyand perform database administration. Students will gain a working knowledge of the algorithms and data structures used in query evaluation and transaction processing. Students will also learn to apply newer database technologies such as XML NoSQL and Hadoop. (Prereq: CST 238 and MATH 130 with a C- or better)
- Professor: David Wisneski
Category: Spring 21
Examines relational database theory, design, implementation, and management. Covers logical and physical database design, SQL, 3-tier architecture, database administration, and distributed databases. Students develop their own database to solve a real-world problem. (Credit/No Credit Available)(Prereq: CST 231 or CST 221)
- Professor: Hong Wang
Investigates through an ethical perspective how communication technology affects our lives. Discusses individual and institutional values represented through technological choices. Using case studies and current events, explores such issues as intellectual property rights, information access and privacy, and the digital divide. (Credit/ No Credit Available)
- Professor: Kevin Cahill
In data science data analysis and machine learning techniques are applied to visualize data understand trends and make predictions. In this course students will learn how to obtain data preprocess it apply machine learning methods and visualize the results. A student who completes the course will have enough theoretical knowledge and enough skill with modern statistical programming languages and their librariesto define and perform complete data science projects. (Prereq: CST 238 with a C- or better)
- Professor: Glenn Bruns
Category: Fall 20
In data science data analysis and machine learning techniques are applied to visualize data understand trends and make predictions. In this course students will learn how to obtain data preprocess it apply machine learning methods and visualize the results. A student who completes the course will have enough theoretical knowledge and enough skill with modern statistical programming languages and their librariesto define and perform complete data science projects. (Prereq: CST 238 with a C- or better)
- Professor: Glenn Bruns
Category: Spring 21
In data science data analysis and machine learning techniques are applied to visualize data understand trends and make predictions. In this course students will learn how to obtain data preprocess it apply machine learning methods and visualize the results. A student who completes the course will have enough theoretical knowledge and enough skill with modern statistical programming languages and their librariesto define and perform complete data science projects. (Prereq: CST 238 with a C- or better)
- Professor: Marko Orescanin
Category: Fall 20
In data science data analysis and machine learning techniques are applied to visualize data understand trends and make predictions. In this course students will learn how to obtain data preprocess it apply machine learning methods and visualize the results. A student who completes the course will have enough theoretical knowledge and enough skill with modern statistical programming languages and their librariesto define and perform complete data science projects. (Prereq: CST 238 with a C- or better)
- Professor: Marko Orescanin
Category: Summer 20
Students work with practicing professionals in the community in a volunteer or paid internship that requires critical thinking and specialized telecommunication multimedia or applied computing skills. The amount of academic work done not total hours of internship commitment determines the amount of academic credit.
- Professor: Chandrika Satyavolu
Category: Summer 20
This project-based course uses the steps of the design process to create publications for print and screen delivery. Principles of page layout design information architecture and digital production skills are emphasized. A laptop and knowledge of InDesign and Illustrator are required. (Prereq: CST 304 with a C- or better)
- Professor: Bobbi Long
Category: Spring 21
Students experience the design process for creating a Graphic Identity system for a real-world client. Includes Graphic Standards Guides and client communication. (Prereq: CST 304 with a C- or better)
- Professor: Bobbi Long
Category: Fall 20
Continues the development of game and interactive design and production through collaborative projects with clients. Emphasizes game and interactive design and production skills. Addresses project critique and the proper application of basic principles of game and interactive design and development. (Prereq: CST 321 with a C- or better)
- Professor: Katherine Green (Katie)
Category: Fall 20
This advanced course provides students with the theory and practice of game level design. The course builds upon the students 3D modeling skills. The major learning outcomes include: using pre-existing assets in a creation of a playable game level applying adequate theories to directing players movement and locus of attention during gameplay. (Prereq: CST 322 with a C- or better)
- Professor: Katherine Green (Katie)
Category: Spring 21
This advanced course provides students with the theory and practice of 3D character animation including development reference and acting. It applies advanced rigging principles to animation of characters for computer games including facial and body dynamics facial animation capture and motion capture and animation re-targetting. (Prereq: CST 323 with a C- or better)
- Professor: Katherine Green (Katie)
Category: Spring 21
Web-based design and project management continuing the development of skills and techniques introduced in CST 351. Includes integration of current web technologies and techniques to produce a fully functional website for a client. Topics include Content Management Systems Project Management and Usability and Testing. (Prereq: CST 351 with a C- or better)
- Professor: Kevin Cahill
Category: Spring 21
Provides students with key knowledge of race gender class and social justice especially in relation to technology in today's digital world. Students challenge the barriers of expertise gender race class and location that restrict wider access to and understanding of the production and usage of new technologies. Students will engage in a practical experience in the community via their service placements which will provide depth and context for considering questions of justice equality social responsibilities and the complexities of technology and its societal impact. The course uses scenario based approach combining presentations discussions and reflections to allow students explore the relationship between critical reflection and action on the topics mentioned above. (Prereq: GE Areas A1 and, A2 and, A3 and, B4 with a C- or better)
- Professor: Cassandra Eccles
- Professor: Brian Robertson
- Professor: Bude Su
Category: Fall 20
We will explore the impact that access to information technology has on the opportunities available to people in different parts of our society. The inclinations and prejudices leading to lack of women and minorities in computer science will be studied; short and long term activities to address them will be developed. Students will implement components of the activities they identified by serving at community sites including high schools, community centers and non-profit organizations.
[Prereq: (Junior or Senior Standing) and (Coreq: CST 438 or CST 412 or CST 434)]
- Professor: Eric Tao
Provides students with key knowledge of race gender class and social justice especially in relation to technology in todays digital world. Students challenge the barriers of expertise gender race class and location that restrict wider access to and understanding of the production and usage of new technologies. Students will engage in a practical experience in the community via their service placements which will provide depth and context for considering questions of justice equality social responsibilities and the complexities of technology and its societal impact. The course uses scenario based approach combining presentations discussions and reflections to allow students explore the relationship between critical reflection and action on the topics mentioned above. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Cassandra Eccles
- Professor: Brian Robertson
Category: Fall 20
Provides students with key knowledge of race gender class and social justice especially in relation to technology in todays digital world. Students challenge the barriers of expertise gender race class and location that restrict wider access to and understanding of the production and usage of new technologies. Students will engage in a practical experience in the community via their service placements which will provide depth and context for considering questions of justice equality social responsibilities and the complexities of technology and its societal impact. The course uses scenario based approach combining presentations discussions and reflections to allow students explore the relationship between critical reflection and action on the topics mentioned above. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Cassandra Eccles
- Professor: Brian Robertson
Category: Spring 21
In this course students learn to use advanced machine learning methods. The advanced machine learning methods include support vector machines dimensionality reduction ensemble methods methods for machine learning with time series data and especially neural networks. (Prereq: CST 383 with a C- or better)
- Professor: Glenn Bruns
Category: Fall 20
Specialized study of a particular topic within the School of Information Technology and Communications Design. May be repeated for additional credit when topics vary and as subjects permit.
- Professor: Viet Trinh
Category: Spring 21
Specialized study of a particular topic within the School of Information Technology and Communications Design. May be repeated for additional credit when topics vary and as subjects permit.
- Professor: Jason Henderson
Category: Fall 20
Specialized study of a particular topic within the School of Information Technology and Communications Design. May be repeated for additional credit when topics vary and as subjects permit.
- Professor: Jason Henderson
Category: Summer 20
Provides students a culminating experience via integrating knowledge and skills obtained from all courses into a communication design project. Students follow appropriate design procedures to produce a prototype of a substantial and professional level project conduct user evaluation and write a final report. Simultaneously students learn and practice project management collaboration and presentation skills that are essential in their future profession. Â (Prereq: CST 300 and CST 346 with a C- or better)
- Professor: Kevin Cahill
Category: Fall 20
Provides students a culminating experience via integrating knowledge and skills obtained from all courses into a communication design project. Students follow appropriate design procedures to produce a prototype of a substantial and professional level project conduct user evaluation and write a final report. Simultaneously students learn and practice project management collaboration and presentation skills that are essential in their future profession. Â (Prereq: CST 300 and CST 346 with a C- or better)
- Professor: Kevin Cahill
Category: Spring 21
Students will work on a project in large groups (up to 5 students in each group) developing requirements specification a solution plan followed by design and implementation of the solution. The problem statement for the projects will be selected by the faculty. Faculty will also play the role of a project manager directing the schedule and deliverables for these projects. (Prereq: CST 300 with a C- or better)
- Professor: Bude Su
- Professor: Paige Weisskirch
Category: Spring 21
Students will work on a project in large groups (up to 5 students in each group) developing requirements specification a solution plan followed by design and implementation of the solution. The problem statement for the projects will be selected by the faculty. Faculty will also play the role of a project manager directing the schedule and deliverables for these projects. (Prereq: CST 300 with a C- or better)
- Professor: Sathya Narayanan
- Professor: Paige Weisskirch
Category: Fall 20
Students will work on a project in large groups (up to 5 students in each group) developing requirements specification a solution plan followed by design and implementation of the solution. The problem statement for the projects will be selected by the faculty. Faculty will also play the role of a project manager directing the schedule and deliverables for these projects. (Prereq: CST 300)
- Professor: Brian Robertson
- Professor: Eric Tao
Students will work on a project in large groups (up to 5 students in each group) developing requirements specification a solution plan followed by design and implementation of the solution. The problem statement for the projects will be selected by the faculty. Faculty will also play the role of a project manager directing the schedule and deliverables for these projects. (Prereq: CST 300 with a C- or better)
- Professor: Brian Robertson
- Professor: Eric Tao
Category: Fall 20
Students will work on a project in large groups (up to 5 students in each group), developing requirements specification, a solution plan followed by design and implementation of the solution. The problem statement for the projects will be selected by the faculty. Faculty will also play the role of a project manager directing the schedule and deliverables for these projects.(Prereq: CST 300)
- Professor: Brian Robertson
- Professor: Eric Tao
Students will work on a project in large groups (up to 5 students in each group) developing requirements specification a solution plan followed by design and implementation of the solution. The problem statement for the projects will be selected by the faculty. Faculty will also play the role of a project manager directing the schedule and deliverables for these projects. (Prereq: CST 300 with a C- or better)
- Professor: Cassandra Eccles
- Professor: Brian Robertson
- Professor: Eric Tao
Category: Summer 20
Concentrates on the underlying theory and application of business combinations, consolidated financial statements, foreign currency transactions, partnerships, segment and interim reporting, SEC reporting, accounting for non-profit organizations and estates and trusts. Explores current FASB and GASB rulings as well as the Sarbanes-Oxley Act, and ethical/legal issues on account reporting. (Offered only as interest warrants; sections may be offered as classroom-based, hybrid or online courses.)[Prereq: (BUS 383 and BUS 384) and (Junior or Senior Standing)]
- Professor: Ekaterina Miller
Category: Miscellaneous
Explores computer-based tools used in the design and creation of electronic media. Includes designing creating and editing electronic images sounds videos text and motion.
- Professor: Barbara Beckmeyer
Category: DSP DEV
This course examines historical events and philosophical bases of American education including the development of the US and California Constitutions. Students will examine their impact through civic participation. Major emphasis on political and legislative activities social issues and economic developments affecting the schools. We will study the primary sources of law that most directly affect our educational system: constitutional statutory judicial and administrative with an emphasis on Federal and state regulations. The objective is to provide students the information and knowledge necessary for effective civic decision-making.
- Professor: Ashley Selck (she/her)
Category: CAT
This course examines historical events and philosophical bases of American education including the development of the US and California Constitutions. Students will examine their impact through civic participation. Major emphasis on political and legislative activities social issues and economic developments affecting the schools. We will study the primary sources of law that most directly affect our educational system: constitutional statutory judicial and administrative with an emphasis on Federal and state regulations. The objective is to provide students the information and knowledge necessary for effective civic decision-making.
- Professor: Ashley Selck (she/her)
Category: Spring 21
This course covers Positive Behavior Intervention and Support (PBIS) strategies for promoting appropriate student behavior in classroom settings. The role of the teacher in developing and aligning classroom behavior supports within the broader context of school-wide PBIS systems will be addressed. Additionally advanced tiers of support for addressing varying levels of student behavioral needs will be covered. Includes both coursework and fieldwork.
- Professor: Josh Harrower
- Professor: Bess Wood
Category: Fall 20
This course covers Positive Behavior Intervention and Support (PBIS) strategies for promoting appropriate student behavior in classroom settings. The role of the teacher in developing and aligning classroom behavior supports within the broader context of school-wide PBIS systems will be addressed. Additionally advanced tiers of support for addressing varying levels of student behavioral needs will be covered. Includes both coursework and fieldwork.
- Professor: Scott Ross
Category: Spring 21
This course covers Positive Behavior Intervention and Support (PBIS) strategies for promoting appropriate student behavior in classroom settings. The role of the teacher in developing and aligning classroom behavior supports within the broader context of school-wide PBIS systems will be addressed. Additionally advanced tiers of support for addressing varying levels of student behavioral needs will be covered. Includes both coursework and fieldwork.
- Professor: Josh Harrower
- Professor: Esther Rubio
Category: Fall 20
This course covers Positive Behavior Intervention and Support (PBIS) strategies for promoting appropriate student behavior in classroom settings. The role of the teacher in developing and aligning classroom behavior supports within the broader context of school-wide PBIS systems will be addressed. Additionally advanced tiers of support for addressing varying levels of student behavioral needs will be covered. Includes both coursework and fieldwork.
- Professor: Scott Ross
Category: Fall 20
This course covers Positive Behavior Intervention and Support (PBIS) strategies for promoting appropriate student behavior in classroom settings. The role of the teacher in developing and aligning classroom behavior supports within the broader context of school-wide PBIS systems will be addressed. Additionally, advanced tiers of support for addressing varying levels of student behavioral needs will be covered. Includes both coursework and fieldwork.
- Professor: Josh Harrower
Category: Summer 21
This course covers Positive Behavior Intervention and Support (PBIS) strategies for promoting appropriate student behavior in classroom settings. The role of the teacher in developing and aligning classroom behavior supports within the broader context of school-wide PBIS systems will be addressed. Additionally advanced tiers of support for addressing varying levels of student behavioral needs will be covered. Includes both coursework and fieldwork.
- Professor: Josh Harrower
Category: Summer 20
Reviews the Reading Instruction Competence Assessment (RICA) test format and analyzes the question types. Strategies and techniques for the multiple-choice and constructed-response questions are discussed with short reviews in selected areas. Designed to help candidates apply their knowledge to meet exam requirements. (Prereq: Admitted in Multiple Subject Credential or SPED teaching program)
- Professor: Irene Nares-Guzicki
Category: Fall 20
Reviews the Reading Instruction Competence Assessment (RICA) test format and analyzes the question types. Strategies and techniques for the multiple-choice and constructed-response questions are discussed with short reviews in selected areas. Designed to help candidates apply their knowledge to meet exam requirements. (Prereq: Admitted in Multiple Subject Credential or SPED teaching program)
- Professor: Irene Nares-Guzicki
Category: Spring 21
Supports candidates in becoming inquiring analytical and reflective science educators to build students¿ scientific literacy agency and access. Examines science teaching based on contemporary theory practice and the Next Generation Science Standards (NGSS). Develops skill in science teaching through practice with hands-on inquiry-based approaches. Provides experience with structuring equitable science lessons for a diverse student body. Includes both coursework and fieldwork.
- Professor: Megan Sulsberger
Category: Fall 20
Supports candidates in becoming inquiring analytical and reflective science educators to build students¿ scientific literacy agency and access. Examines science teaching based on contemporary theory practice and the Next Generation Science Standards (NGSS). Develops skill in science teaching through practice with hands-on inquiry-based approaches. Provides experience with structuring equitable science lessons for a diverse student body. Includes both coursework and fieldwork.
- Professor: Megan Sulsberger
Category: Spring 21
Supports candidates in becoming inquiring analytical and reflective science educators to build students¿ scientific literacy agency and access. Examines science teaching based on contemporary theory practice and the Next Generation Science Standards (NGSS). Develops skill in science teaching through practice with hands-on inquiry-based approaches. Provides experience with structuring equitable science lessons for a diverse student body. Includes both coursework and fieldwork.
- Professor: Megan Sulsberger
Category: Spring 21
Focuses on Health & Physical Education (PE) topics as they relate to teaching and learning environments. Provides an overview of the Health & PE Content Standards and context for how these are addressed in schools and classrooms. Explores theories organization methods and materials for teaching Health & PE. Identifies current Health & PE issues facing individuals families and communities in the social and school context. Includes both coursework and fieldwork.
- Professor: Benjamin James
Category: Summer 20
Interns will address issues of classroom management skills lesson planning assessment and the social context of education. Intern seminar requires candidates to explore and reflect on school-wide policies classroom environments classroom management and procedures and lesson planning. Requires internship placement.
- Professor: Erin Blair
Category: Fall 20
Interns will address issues of classroom management skills lesson planning assessment and the social context of education. Intern seminar requires candidates to explore and reflect on school-wide policies classroom environments classroom management and procedures and lesson planning. Requires internship placement.
- Professor: Erin Blair
Category: Spring 21
Includes observation participation planning and practice teaching in a program approved public school classroom. Field experience will follow the district calendar. (Coreq: ED 601A)
- Professor: Nina White
Category: Fall 20
Includes observation participation planning and practice teaching in a program approved public school classroom. Field experience will follow the district calendar. (Coreq: ED 601A)
- Professor: Lorna Gilbert
Category: Fall 20
This course addresses issues and strategies for teaching in K-6 classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage I practice teaching and link theory to practice. (Offered classroom-based hybrid or online). (Coreq: ED 601)
- Professor: Joanna Wong
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage I teaching and links theory to practice. Requires coursework and field placement. (Coreq: ED 601)
- Professor: Joanna Wong
Category: Spring 21
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage I teaching and links theory to practice. Requires coursework and field placement. (Coreq: ED 601)
- Professor: Joanna Wong
Category: Fall 20
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage I teaching and links theory to practice. Requires coursework and field placement. (Coreq: ED 601)
- Professor: Joanna Wong
Category: Fall 20
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage I teaching and links theory to practice. Requires coursework and field placement. (Coreq: ED 601)
- Professor: Ashley Selck (she/her)
Category: Fall 20
Continues teacher candidates field-based experiences in a program-approved public school classroom. Candidates work toward full responsibility for planning and instruction in all subjects supported by their Cooperating Teachers and Clinical Coaches. Field experience will follow the district calendar. (Coreq: ED 603A)
- Professor: Lorna Gilbert
Category: Spring 21
Continues teacher candidates field-based experiences in a program-approved public school classroom. Candidates work toward full responsibility for planning and instruction in all subjects supported by their Cooperating Teachers and Clinical Coaches. Field experience will follow the district calendar. (Coreq: ED 603A)
- Professor: Nina White
Category: Fall 20
Continues teacher candidates field-based experiences in a program-approved public school classroom. Candidates work toward full responsibility for planning and instruction in all subjects supported by their Cooperating Teachers and Clinical Coaches. Field experience will follow the district calendar. (Coreq: ED 603A)
- Professor: Lorna Gilbert
Category: Fall 20
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage 2 teaching and links theory to practice. Requires coursework and field placement. [(Prereq: ED 601 and ED 601A) and (Coreq: ED 603)]
- Professor: Joanna Wong
Category: Fall 20
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage 2 teaching and links theory to practice. Requires coursework and field placement. [(Prereq: ED 601 and ED 601A) and (Coreq: ED 603)]
- Professor: Joanna Wong
Category: Spring 21
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage 2 teaching and links theory to practice. Requires coursework and field placement. [(Prereq: ED 601 and ED 601A) and (Coreq: ED 603)]
- Professor: Joanna Wong
Category: Spring 21
Addresses issues and strategies for teaching in classrooms with diverse students. Seminar sessions will address concerns and solutions to problems encountered in Stage 2 teaching and links theory to practice. Requires coursework and field placement. [(Prereq: ED 601 and ED 601A) and (Coreq: ED 603)]
- Professor: Joanna Wong
Category: Spring 21
Students will apply theoretical understandings regarding bilingual approaches for students and the adaptation of both curriculum and the environment to meet individual needs and abilities. Includes observation participation planning and practice teaching in K-6 bilingual public school classrooms. Field experience will follow the K-6 teacher calendar. (Offered classroom-based hybrid or online)
- Professor: Suzanne Garcia-Mateus
Category: Summer 20
Examines physical, cognitive, social, and moral development of adolescents in grades 6-12, with an emphasis on the relationship to learning in diverse cultural contexts. Students consider the nature of the learning process, the connection between learning strategies and learning outcomes, and the psychological principles underlying congruent pedagogy as related to teaching. Cross-listed with ED 611.
- Professor: Erin Ramirez
Examines physical, cognitive, social, and moral development of
adolescents in grades 6-12, with an emphasis on the relationship to
learning in diverse cultural contexts. Students consider the nature of
the learning process, the connection between learning strategies and
learning outcomes, and the psychological principles underlying congruent
pedagogy as related to teaching. Cross-listed with ED 611.
- Professor: Erin Ramirez
Examines physical, cognitive, social, and moral development of adolescents in grades 6-12, with an emphasis on the relationship to learning in diverse cultural contexts. Students consider the nature of the learning process, the connection between learning strategies and learning outcomes, and the psychological principles underlying congruent pedagogy as related to teaching. Cross-listed with ED 611.
- Professor: Erin Ramirez
This course is designed to provide the prospective secondary school teacher with foundations of educational psychology useful for teaching and essential skills of instructional planning. The course includes principles of teaching learning and assessment curriculum and curriculum theory instructional planning and cognitive psychology. (Coreq: ED 628)
- Professor: Erin Ramirez
Category: Summer 20
This course is designed to provide the prospective secondary school teacher with foundations of educational psychology useful for teaching and essential skills of instructional planning. The course includes principles of teaching, learning and assessment, curriculum and curriculum theory, instructional planning, and cognitive psychology. (Coreq: ED 628)
- Professor: Erin Ramirez
Category: Summer 21
Introduces candidates to theory and practice for teaching mathematics in elementary classrooms. Furthers candidates understanding of standards principles and effective math teaching practices. Candidates practice how concepts are developed concretely symbolically and abstractly for a diverse student body through experiences that focus on planning and rehearsing. Includes both coursework and fieldwork.
- Professor: Seema Patel
Category: Fall 20
Introduces candidates to theory and practice for teaching mathematics in elementary classrooms. Furthers candidates understanding of standards principles and effective math teaching practices. Candidates practice how concepts are developed concretely symbolically and abstractly for a diverse student body through experiences that focus on planning and rehearsing. Includes both coursework and fieldwork.
- Professor: Seema Patel
Category: Fall 20
Introduces candidates to theory and practice for teaching mathematics in elementary classrooms. Furthers candidates understanding of standards principles and effective math teaching practices. Candidates practice how concepts are developed concretely symbolically and abstractly for a diverse student body through experiences that focus on planning and rehearsing. Includes both coursework and fieldwork.
- Professor: Sophia Witting
Category: Fall 20
Introduces candidates to theory and practice for teaching mathematics in elementary classrooms. Furthers candidates understanding of standards principles and effective math teaching practices. Candidates practice how concepts are developed concretely symbolically and abstractly for a diverse student body through experiences that focus on planning and rehearsing. Includes both coursework and fieldwork.
- Professor: Dennis Kombe
Category: Summer 20
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching as well as principles of teaching learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context and the psychological principles underlying culturally congruent pedagogy.
- Professor: Megan Sulsberger
Category: Fall 20
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching as well as principles of teaching learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context and the psychological principles underlying culturally congruent pedagogy.
- Professor: Seema Patel
- Professor: Megan Sulsberger
Category: Spring 21
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching as well as principles of teaching learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context and the psychological principles underlying culturally congruent pedagogy.
- Professor: Seema Patel
- Professor: Megan Sulsberger
Category: Spring 21
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching as well as principles of teaching learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context and the psychological principles underlying culturally congruent pedagogy.
- Professor: Caitlin Stinneford
Category: Summer 20
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching as well as principles of teaching learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context and the psychological principles underlying culturally congruent pedagogy.
- Professor: Megan Sulsberger
Category: Summer 20
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching, as well as principles of teaching, learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context, and the psychological principles underlying culturally congruent pedagogy.
- Professor: Megan Sulsberger
Category: Summer 21
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching as well as principles of teaching learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context and the psychological principles underlying culturally congruent pedagogy.
- Professor: Megan Sulsberger
Category: Summer 20
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching, as well as principles of teaching, learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context, and the psychological principles underlying culturally congruent pedagogy.
- Professor: Megan Sulsberger
Category: Summer 21
Introduces the learning process in public schools. Outlines the foundations of educational psychology and child development useful for teaching, as well as principles of teaching, learning and assessment; curriculum and curriculum theory; and instructional planning. Candidates will examine the connection between human development learning strategies and cultural context, and the psychological principles underlying culturally congruent pedagogy.
- Professor: Seema Patel
Category: Summer 21
Contextualizes the education of students from culturally/linguistically diverse backgrounds within historical social and political factors. Connects teaching with the background of students and schooling to social justice issues. Blends classroom experience with theory strategies and the local community. Explores the foundations of language acquisition and develops approaches for working with emergent bilinguals.
- Professor: Suzanne Garcia-Mateus
Category: Spring 21
Contextualizes the education of students from culturally/linguistically diverse backgrounds within historical social and political factors. Connects teaching with the background of students and schooling to social justice issues. Blends classroom experience with theory strategies and the local community. Explores the foundations of language acquisition and develops approaches for working with emergent bilinguals.
- Professor: Suzanne Garcia-Mateus
Category: Spring 21
Contextualizes the education of students from culturally/linguistically diverse backgrounds within historical social and political factors. Connects teaching with the background of students and schooling to social justice issues. Blends classroom experience with theory strategies and the local community. Explores the foundations of language acquisition and develops approaches for working with emergent bilinguals.
- Professor: Suzanne Garcia-Mateus
Category: Fall 20
Contextualizes the education of students from culturally/linguistically diverse backgrounds within historical social and political factors. Connects teaching with the background of students and schooling to social justice issues. Blends classroom experience with theory strategies and the local community. Explores the foundations of language acquisition and develops approaches for working with emergent bilinguals.
- Professor: Netta Avineri
Category: Summer 21
Contextualizes the education of students from culturally/linguistically diverse backgrounds within historical social and political factors. Connects teaching with the background of students and schooling to social justice issues. Blends classroom experience with theory strategies and the local community. Explores the foundations of language acquisition and develops approaches for working with emergent bilinguals.
- Professor: Netta Avineri
- Professor: Suzanne Garcia-Mateus
Category: Summer 20
Contextualizes the education of students from culturally/linguistically diverse backgrounds within historical social and political factors. Connects teaching with the background of students and schooling to social justice issues. Blends classroom experience with theory strategies and the local community. Explores the foundations of language acquisition and develops approaches for working with emergent bilinguals.
- Professor: Netta Avineri
Category: Summer 20
Introduces students to the California History-Social Science Framework process for California Public Schools as well as to instruments for using assessment to inform instruction. Students develop and implement assessment tools to measure language development and content understanding of linguistically diverse students. Students develop lesson plans for ELD instruction and lesson plans using SDAIE strategies as well as plan and practice different strategies for language management in monolingual settings. (Restricted to Multiple Subject Credential)
- Professor: Robert Darrow (Rob)
Focuses on implementation and integration of CA History-Social Science and Visual/Performing Arts Standards including the application of content literacy equity citizenship and inquiry. Explores pedagogy and content knowledge about the history of diverse cultural groups focusing on historically marginalized and disenfranchised communities. Provides experience in lesson design curriculum alignment and cultural proficiency. Includes both coursework and fieldwork.
- Professor: Robert Darrow (Rob)
Category: Spring 21
Focuses on implementation and integration of CA History-Social Science and Visual/Performing Arts Standards including the application of content literacy equity citizenship and inquiry. Explores pedagogy and content knowledge about the history of diverse cultural groups focusing on historically marginalized and disenfranchised communities. Provides experience in lesson design curriculum alignment and cultural proficiency. Includes both coursework and fieldwork.
- Professor: Robert Darrow (Rob)
Category: Spring 21
Includes observation participation planning and practice teaching. Requires the equivalent of a half-time (or full-time for interns) daily placement in program-approved secondary classrooms following the 6-12 school year schedule for teachers. Includes fieldwork. [(Prereq: ED 607 and ED 628) and (Coreq: ED 624A)]
- Professor: Lorna Gilbert
- Professor: Helen Villa (Susan)
Category: Fall 20
This course addresses theoretical and practical foundations for critical and social justice pedagogy. Students gain insight in educational instructional and curricular frameworks to achieve equity and engagement focusing on historically marginalized and disenfranchised communities. Through education theory and best practice students examine issues impacting field sites and use critical reflection to inform and transform approaches to educating youth. [(Prereq: ED 607 and ED 628) and (Coreq: ED 624)]
- Professor: Mark Gomez
Category: Fall 20
This course addresses issues concerns and solutions related to supervised teaching as well topics such as obtaining a teaching position mandatory reporting The California Commission on Teacher Credentialing induction and procedures for formatting and submitting the Performance Assessment for California Teachers. [(Prereq: ED 624 and ED 624A and ((ED 605A and ED 606A) or (ED 605B and ED 606B) or (ED 605C and ED 606C) or (ED 605D and ED 606D) or (ED 605E and ED 606E)) and (Coreq: ED 625)]Â
- Professor: Dennis Kombe
Category: Spring 21
This course addresses issues concerns and solutions related to supervised teaching as well topics such as obtaining a teaching position mandatory reporting The California Commission on Teacher Credentialing educator discipline and procedures for formatting and submitting the Performance Assessment for California Teachers. (Offered classroom-based hybrid or online.)
- Professor: Erin Ramirez
This course addresses issues concerns and solutions related to supervised teaching as well topics such as obtaining a teaching position mandatory reporting The California Commission on Teacher Credentialing induction and procedures for formatting and submitting the Performance Assessment for California Teachers. [(Prereq: ED 624 and ED 624A and ((ED 605A and ED 606A) or (ED 605B and ED 606B) or (ED 605C and ED 606C) or (ED 605D and ED 606D) or (ED 605E and ED 606E)) and (Coreq: ED 625)]Â
- Professor: Erin Ramirez
Category: Spring 21
Provides grade 6-12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms. Includes approaches and guidelines for teaching students who are struggling readers and writers. Cross-listed with ED 617. (Offered spring semester and as interest warrants.)
- Professor: Erin Ramirez
Provides grade 6-12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms. Includes approaches and guidelines for teaching students who are struggling readers and writers. Cross-listed with ED 617.
- Professor: Erin Ramirez
Provides grade 6-12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms across content areas. Includes approaches and guidelines for teaching students who are struggling readers and writers including former and current English Learners. Includes both coursework and fieldwork. (Prereq: ED 607 and ED 628)
- Professor: Erin Ramirez
Category: Spring 21
Provides grade 6-12 teachers with the expertise that they need to teach reading and writing in multicultural and multiethnic classrooms across content areas. Includes approaches and guidelines for teaching students who are struggling readers and writers including former and current English Learners. Includes both coursework and fieldwork. (Prereq: ED 607 and ED 628)
- Professor: Daniel Greene
Category: Spring 21
An examination of the impact of historical social political and economic forces on educational experiences for Latino students in the U.S. in particular those of Mexican origin. Explores issues of immigration migration language and culture with respect to educational attainment.
- Professor: Suzanne Garcia-Mateus
Category: Summer 20
Using sociocultural critical and culturally sustaining pedagogical frameworks candidates examine and apply theories of literacy instruction instructional strategies and assessment for culturally and linguistically diverse classrooms. Candidates design and teach integrated English language development literacy lessons and assess the literacy strategies and skills of their diverse learners. Includes both coursework and fieldwork. Â
- Professor: Joanna Wong
Category: Fall 20
Using sociocultural critical and culturally sustaining pedagogical frameworks candidates examine and apply theories of literacy instruction instructional strategies and assessment for culturally and linguistically diverse classrooms. Candidates design and teach integrated English language development literacy lessons and assess the literacy strategies and skills of their diverse learners. Includes both coursework and fieldwork. Â
- Professor: Joanna Wong
Category: Spring 21
Examines legal issues that govern decisions of educators. The course focuses on understanding CA and federal codes case law policies and significant precedent and will emphasize analysis of key legal concepts and application of law to major areas including finance personnel risk management curriculum student services teacher rights torts students¿ rights and access. Students examine trends in law and the initiation of educational law to positively influence educational institutions.
- Professor: Wesley Henry
Provides school leaders with preparation in skills for providing purpose and direction for individuals and groups shaping school culture and value facilitating the development of shared strategic vision for the school formulating goals and planning change efforts with staff and setting priorities for ones school in the context of community and district priorities for student and staff needs.
- Professor: Wesley Henry
The Field Experience course is intended to tie coursework to practice. Candidates will focus on improving student achievement for this targeted group via the establishment of an Advisory Committee of stakeholders who have relevant associations with the targeted group of students. Students will provide leadership to plan implement and evaluate specific interventions aimed at increasing student achievement for the targeted group of students. (Graded option available).
- Professor: Wesley Henry
Examines the scientific and political dimensions of global climate change. Course is grounded in the science of climate change including the role of uncertainty evidence and peer review relative to other ways of knowing about climate change. Focuses on effects of climate change on human health and food supply. Examines local national and global implementation of policies to reduce atmospheric greenhouse gases and solutions that increase human health and well-being. (Prereq: GE Area A1 and A2 and A3 and B4 with a C- or better)
- Professor: Suzanne Worcester
Category: Spring 21
Focuses on techniques for communicating environmental messages to diverse audiences based primarily on the field of environmental interpretation. Students develop environmental messaging strategies and/or interpretive products for local organizations. [Prereq: (GE Areas A1 and A2 and B2 with a C- or better) and (Junior or Senior Standing)]
- Professor: Laura Lee Lienk
- Professor: Jane Silberstein (King)
Category: Fall 20
Overview of qualitative and quantitative research methods that environmental professionals use in understanding complex problems drafting research proposals and analyzing and presenting rigorous reliable information. Students will engage in comprehensive explorations of social aspects of environmental topics and will understand the central role that information and research play in enacting appropriate change in natural and built environments with diverse populations. [(Prereq: ENVS 201 and BIO 230 and (STAT 100 or STAT 250) with a C- or better)]
Category: Academic Support
Overview of qualitative and quantitative research methods that environmental professionals use in understanding complex problems drafting research proposals and analyzing and presenting rigorous reliable information. Students will engage in comprehensive explorations of social aspects of environmental topics and will understand the central role that information and research play in enacting appropriate change in natural and built environments with diverse populations. [(Prereq: ENVS 201 and BIO 230 and (STAT 100 or STAT 250) with a C- or better)]
- Professor: Victoria Derr (Tori)
Category: Spring 21
Overview of qualitative and quantitative research methods that environmental professionals use in understanding complex problems drafting research proposals and analyzing and presenting rigorous reliable information. Students will engage in comprehensive explorations of social aspects of environmental topics and will understand the central role that information and research play in enacting appropriate change in natural and built environments with diverse populations. [(Prereq: ENVS 201 and BIO 230 and (STAT 100 or STAT 250) with a C- or better)]
- Professor: Victoria Derr (Tori)
Category: Spring 21
Explores strategies for supporting equitable educational opportunities and access to natural environments for all. Through an examination of both the means (formal informal education place-based learning and participatory practice) and the locations (schools after-school programs parks and public spaces) this course examines approaches to education enabling policies and frameworks for participation and methodologies that can facilitate learning among diverse students and community members. [Prereq:Â (GE Areas A1 and A2 and A3 with a C- or better) and (GE Area B2)]
- Professor: Jenny De la Hoz (T)
- Professor: Victoria Derr (Tori)
Category: Fall 20
Explores strategies for supporting equitable educational opportunities and access to natural environments for all. Through an examination of both the means (formal informal education place-based learning and participatory practice) and the locations (schools after-school programs parks and public spaces) this course examines approaches to education enabling policies and frameworks for participation and methodologies that can facilitate learning among diverse students and community members. [Prereq:Â (GE Areas A1 and A2 and A3 with a C- or better) and (GE Area B2)]
- Professor: Jenny De La Hoz
Category: Fall 20
This service-learning course focuses on local examples of how the processes and practices of civic ecology can heal damaged or threatened places while changing both individuals and the communities where they live. Students will work to understand the critical roles of nature and service as points of intersect between the social and ecological sciences and as they chart their course as responsible citizen-stewards. [Prereq: (Junior or Senior Standing) and (GE Area B1 or B2)]
- Professor: Laura Lee Lienk
Category: Spring 21
Explores common structural characteristics and archetypes associated with natural and anthropogenic systems and how such characteristics can be applied to understanding and decision making. Concepts applied include feedback stocks and flows delays and causal loops. Uses the Stella programming environment for modelling. Applies projective geometric constructions as a manifestation of some of the systems concepts described. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (GE Areas B1 and B2 and B3)]
- Professor: Daniel Fernandez (Professor)
Category: Fall 20
Course provides a basic overview of the history and present state of each of our utilities and of our building transportation and agricultural infrastructure. Practical and ideal future scenarios as well as the integrative relationships between and among different utility systems are examined. Students will learn how our current infrastructure came about and what it would take to make improvements to it in a tractable manner. [Prereq: (GE Area A1 and A2 and A3) and (GE Area B1 and B2 and B3 and B4)]
- Professor: Daniel Fernandez (Professor)
- Professor: Phineas Frog (Virtual Student)
Category: Miscellaneous
Engages in philosophical works on social justice theory ecological justice theory and responsibility theory; uses an integrated social and ecological justice framework for analyzing social and environmental problems and for developing analyzing and promoting sustainable and equitable practices and policies. [Prereq: (Junior or Senior Standing) and (GE Areas A2 and A3) and (Coreq: ENSTU 384S)]
- Professor: Hester Parker
Evaluates development of water use/management throughout history. Critiques how geography economics culture and politics guide peoples decision-making and use and management of water. Analyzes and compares U.S. and California constitutions based on historic geographic political economic and cultural context and influences relating to water regulation. Students participate in historically informed political project applying political participation in the local community. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Susan Alexander
- Professor: Miriam Kodl
Category: Fall 20
Assists students enrolled in a group capstone project course in preparing their final written report poster and/or oral presentation for their senior capstone process. Students will also complete their ENSTU e-portfolio. Students must co-enroll in ENSTU 471 472 or 494 or another approved capstone project course. [(Prereq: (ENSTU 300 with a C- or better ) and (Coreq: ENSTU 471 or ENSTU 472 or ENSTU 494)]
- Professor: Daniel Fernandez (Professor)
Category: Fall 20
Assists students enrolled in a group capstone project course in preparing their final written report poster and/or oral presentation for their senior capstone process. Students will also complete their ENSTU e-portfolio. Students must co-enroll in ENSTU 471 472 or 494 or another approved capstone project course. [(Prereq: (ENSTU 300 with a C- or better ) and (Coreq: ENSTU 471 or ENSTU 472 or ENSTU 494)]
- Professor: Victoria Derr (Tori)
Category: Spring 21
In-depth exploration of environmental thought and culture including human values and relationships to the natural world from historical cultural and contemporary perspectives with an emphasis on understanding and influencing environments at local and global scales. Students interpret themes from recent academic research and professional practice including environmental history sociology planning studies and environmental education. Students conduct an in-depth analysis of one approach. (Prereq: GWAR with a C- or better)
- Professor: Victoria Derr (Tori)
Category: Spring 21
Project-based class based on the needs of a regional city. Part of the Sustainable City Year Program. Projects will focus on regional sustainability issues and will vary from semester to semester. [(Prereq: (GWAR) and (ENSTU 350) with a C- or better) and (Prereq or Coreq: ENSTU 375 or ENSTU 376) and (Coreq: ENSTU 410)]
- Professor: Daniel Fernandez (Professor)
Category: Fall 20
This problem-based learning course consists of a series of independent projects that focus on the interaction between energy sustainability and the environment. Each project is designed as a hands-on collaborative inquiry where students are presented with a challenge and key question. Each semester-long course consists of 3 to 6 of these projects. One project each semester is focused exclusively on solving a major challenge in the campus climate action plan.
- Professor: John Skardon
This interdisciplinary introduction to environmental science course introduces science as a method of studying and understanding the natural world through offering an overview of topics needed to understand key environmental challenges of todays world. Promotes critical thinking problem solving scientific and environmental literacy. For non-science majors and Environmental Studies majors.
- Professor: John Silveus
Category: Fall 20
This interdisciplinary introduction to environmental science course introduces science as a method of studying and understanding the natural world through offering an overview of topics needed to understand key environmental challenges of todays world. Promotes critical thinking problem solving scientific and environmental literacy. For non-science majors and Environmental Studies majors.
- Professor: John Silveus
Category: Spring 21
This interdisciplinary introduction to environmental science course introduces science as a method of studying and understanding the natural world through offering an overview of topics needed to understand key environmental challenges of todays world. Promotes critical thinking problem solving scientific and environmental literacy. For non-science majors and Environmental Studies majors.
- Professor: David Minovitz
Category: Fall 20
This interdisciplinary introduction to environmental science course introduces science as a method of studying and understanding the natural world through offering an overview of topics needed to understand key environmental challenges of todays world. Promotes critical thinking problem solving scientific and environmental literacy. For non-science majors and Environmental Studies majors.
- Professor: David Minovitz
Category: Spring 21
Introduction to the major physical chemical biological and geological features and processes of global oceanography with emphasis on the Monterey Bay area. Discusses the human impacts on the region and the state and federal policies in-place that have been designed to protect the Monterey Bay area through the establishment of the Monterey Bay National Marine Sanctuary. For non-science majors.
- Professor: David Minovitz
- Professor: Cecile Mioni
Category: Spring 21
Introduction to the major physical chemical biological and geological features and processes of global oceanography with emphasis on the Monterey Bay area. Discusses the human impacts on the region and the state and federal policies in-place that have been designed to protect the Monterey Bay area through the establishment of the Monterey Bay National Marine Sanctuary. For non-science majors.
- Professor: Cecile Mioni
Category: Fall 20
 Students develop written and oral communication and critical thinking skills in the context of writing a case study on a complex environmental issue. The case study integrates science and policy and includes critical review and synthesis of relevant publications and literature as well as the perspectives of diverse stakeholders and stakeholder interviews.     [(Prereq: (GE Areas A1 and A2 and A3) and (BIO 230 or BIO 211) with a C- or better)]
- Professor: Erin Stanfield
Category: Fall 20
 Students develop written and oral communication and critical thinking skills in the context of writing a case study on a complex environmental issue. The case study integrates science and policy and includes critical review and synthesis of relevant publications and literature as well as the perspectives of diverse stakeholders and stakeholder interviews.     [(Prereq: (GE Areas A1 and A2 and A3) and (BIO 230 or BIO 211) with a C- or better)]
- Professor: Erin Stanfield
Category: Spring 21
The course helps students create their own knowledge and understanding of the many different factors that affect our current decision-making on generation and use of energy resources with a focus toward reducing energy and carbon intensity. After a basic grounding in energy and sustainability science students will be exposed to a series of guest lecturers to help them develop a more in-depth understanding of the non-technology forces at play such as culture media economics and politics.  Students complete an original research paper that focuses on a specific local/regional industry that includes specific science-based recommendations on reducing carbon intensity. A key take away from this course is that many of the technologies and techniques to reduce or even eliminate carbon intensity already exist and can be put to use. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: John Skardon
Category: Summer 20
Theory and application of spatial data acquisition, analysis, and display using an integrated, hands-on, project-based approach. Covers geographic information systems (GIS) and the Global Positioning System (GPS).
- Professor: Monica Galligan
Theory and application of spatial data acquisition analysis and display using an integrated hands-on project-based approach. Covers geographic information systems (GIS) and the Global Positioning System (GPS). Course completion results in GPS Mapping certification from Trimble Navigation. (Prereq: STAT 100 or STAT 250 with a C- or better)
- Professor: Robert Burton
- Professor: John Olson
Category: Fall 20
Theory and application of spatial data acquisition analysis and display using an integrated hands-on project-based approach. Covers geographic information systems (GIS) and the Global Positioning System (GPS). Course completion results in GPS Mapping certification from Trimble Navigation. (Prereq: STAT 100 or STAT 250 with a C- or better)
- Professor: Robert Burton
- Professor: John Olson
Category: Fall 20
Theory and application of spatial data acquisition analysis and display using an integrated hands-on project-based approach. Covers geographic information systems (GIS) and the Global Positioning System (GPS). Course completion results in GPS Mapping certification from Trimble Navigation. (Prereq: STAT 100 or STAT 250 with a C- or better)
- Professor: Robert Burton
Category: Fall 20
Theory and application of spatial data acquisition analysis and display using an integrated hands-on project-based approach. Covers geographic information systems (GIS) and the Global Positioning System (GPS). Course completion results in GPS Mapping certification from Trimble Navigation. (Prereq: STAT 100 or STAT 250 with a C- or better)
- Professor: John Olson
Category: Spring 21
Theory and application of spatial data acquisition analysis and display using an integrated hands-on project-based approach. Covers geographic information systems (GIS) and the Global Positioning System (GPS). Course completion results in GPS Mapping certification from Trimble Navigation. (Prereq: STAT 100 or STAT 250 with a C- or better)
- Professor: John Olson
Category: Spring 21
Project-oriented course covers techniques in statistics experimental design and field methodology to characterize the ecological patterns in local ecosystems. Field-intensive course. [(Prereq: (BIO 211 or BIO 230) and (STAT 250) with a C- or better) and (Prereq or Coreq: GWAR)]
- Professor: Robert Burton
Category: Fall 20
Project-oriented course covers techniques in statistics experimental design and field methodology to characterize the ecological patterns in local ecosystems. Field-intensive course. [(Prereq: (BIO 211 or BIO 230) and (STAT 250) with a C- or better) and (Prereq or Coreq: GWAR)]
- Professor: Robert Burton
Category: Spring 21
Assists students enrolled in a capstone project course in preparing their final written report poster and/or oral presentation for their Senior Capstone Project. Students must enroll concurrently in an approved ESTP Capstone Project Course. [Prereq: (ENVS 300 or BIO 300 or MSCI 300 or ENSTU 300 with a C- or better) and (Coreq: ENVS 446 or ENVS 475 or BIO 448 or GEOL 460)]
- Professor: Jennifer Duggan
Category: Fall 20
Assists students enrolled in a capstone project course in preparing their final written report poster and/or oral presentation for their Senior Capstone Project. Students must enroll concurrently in an approved ESTP Capstone Project Course. [Prereq: (ENVS 300 or BIO 300 or MSCI 300 or ENSTU 300 with a C- or better) and (Coreq: ENVS 446 or ENVS 475 or BIO 448 or GEOL 460)]
- Professor: Robert Burton
Category: Spring 21
Applications of geospatial information technology and geodata manipulation and analysis in the management of natural resources including remote sensing aerial photography image processing georeferencing georecertification and quantitative information extraction from multispectral and other image data. (Prereq: ENVS 332 with a C- or better)
- Professor: Fred Watson
Category: Fall 20
Theory and methods of landscape-level research analysis and management. Methods for detecting and characterizing landscape patterns; causes of landscape patterns; mechanisms by which landscape patterns change through time; implications of landscape patterns for populations communities and ecosystems; strategies for conservation and management issues at a landscape scale. Students read discuss and analyze scientific literature in landscape ecology and apply quantitative tools. [Prereq: (BIO 340 and STAT 250 and GWAR with a C- or better) and (Prereq or Coreq: ENVS 350 or MSCI 350 with a C- or better)]
- Professor: Jennifer Duggan
Category: Fall 20
Applied group capstone course focused on collecting and analyzing data to address natural resource management issues on local public lands. Course will include discussion of relevant regulations and management issues. Course may focus on ephemeral wetland grassland chaparral or dune ecosystems depending on the needs of local resource managers. Field-intensive course. [Prereq: (BIO 340 and ENVS 332 and (ENVS 350 or ENVS 355) with a C- or better) and (GWAR)]
- Professor: Robert Burton
Category: Spring 21
The theory and practice of environmental impact assessment and analysis. The process of preparing environmental documents (such as EAs EISs and EIRs) as mandated by state and federal statutes and regulations under NEPA and CEQA. Application of environmental assessment in urban regional and land use planning contexts. Processes of public participation and comment. Litigation and environmental mediation. [(Prereq: (BIO 230 or BIO 211) and GWAR with a C- or better) and (Coreq: ENVS 483L)]
- Professor: Robert Burton
Category: Spring 21
Theory and methods of landscape-level research analysis and management. Methods for detecting and characterizing landscape patterns; causes of landscape patterns; mechanisms by which landscape patterns change through time; implications of landscape patterns for populations communities and ecosystems; strategies for conservation and management issues at a landscape scale. Students read discuss and analyze scientific literature in landscape ecology and apply quantitative tools. (Prereq or Coreq: ENVS 550)
- Professor: Jennifer Duggan
Category: Fall 20
Covers the key elements of applied scientific research including data management analytical software scientific method designing research questions experimental design statistical analysis & inference under multiple paradigms communication of scientific results and selected advanced analytical techniques. Emphasizes effective linkage between science and policy.
- Professor: Fred Watson
Category: Fall 20
Develops interdisciplinary skills to address complex environmental issues. Skill sets will be in the fields of hydrology fluvial geomorphology water quality and ecology. Topics include environmental policy/agency framework current environmental issues and physical/ecological processes in natural and impacted watershed systems. May require weekend field trips.
- Professor: Doug Smith
- Professor: Fred Watson
Category: Spring 21
Applied project-oriented course focused on collecting and analyzing data to address natural resource management issues on local public lands. Course will include discussion of relevant regulations and management issues. Course may focus on ephemeral wetland grassland chaparral or dune ecosystems depending on the needs of local resource managers. Field-intensive course. (Prereq: ENVS 550 and ENVS 560)
- Professor: Robert Burton
Category: Spring 21
The theory and practice of environmental impact assessment and analysis. The process of preparing environmental documents (such as EAs EISs and EIRs) as mandated by state and federal statutes and regulations under NEPA and CEQA. Application of environmental assessment in urban regional and land use planning contexts. Processes of public participation and comment. Litigation and environmental mediation. (Coreq: ENVS 583L)
- Professor: Robert Burton
Category: Spring 21
space for discussion and posting of documents and proposals for the CSUMB EO1100 action
- Professor: Scott Fausti
- Professor: Marc Oehlman
- Professor: Michael Scott
Category: Academic Support
Psychology theories and research will be used to critically examine issues of justice diversity ethics empathy and social responsibility in the context of community service. Reflection through seminar discussions will enhance exploration of mental health stigma multicultural identities and professional growth. The course will be enhanced by instructor expertise and community partnerships for the semester. Requires 3-5 hours of community service each week for a total of at least 30 hours. (Prereq: PSY 100 and STAT 100 and PSY 200 and PSY 200L)
Category: Miscellaneous
The purpose of this class is twofold: 1) to introduce students to the academic model used at CSUMB and 2) to introduce students to the theory philosophy and practice of nonviolence and how that strategy has brought about significant cultural change from South Africa in the early 20th century to Egypt in the 21st Century. Through an examination of the Core Values Vision Statement Academic Goals Major Fields and potential career pathways students create an academic plan for the first two years of study. Students also learn about the philosophy principles and methods of nonviolence to see how that practice has brought about social change for millions of persecuted oppressed and marginalized people in various cultural and global settings throughout the world. (Freshman Standing)
- Professor: Deborah Silguero
Category: Fall 20
The purpose of this class is twofold: 1) to introduce students to the academic model used at CSUMB and 2) to introduce students to the theory philosophy and practice of nonviolence and how that strategy has brought about significant cultural change from South Africa in the early 20th century to Egypt in the 21st Century. Through an examination of the Core Values Vision Statement Academic Goals Major Fields and potential career pathways students create an academic plan for the first two years of study. Students also learn about the philosophy principles and methods of nonviolence to see how that practice has brought about social change for millions of persecuted oppressed and marginalized people in various cultural and global settings throughout the world. (Freshman Standing)
- Professor: Deborah Silguero
Category: Fall 20
This section of First Year Seminar uses the cultural and technical framework of digital media (like manga anime video games and digital animation) to reference the core concepts of life as a new university student. Multicultural rich in tradition and on the cutting edge of technology and creativity these new forms of media are an integral part of the students cultural awareness and make for a vibrant relevant and provocative environment for academic exploration and personal growth. (Freshman Standing)
- Professor: Kevin Cahill
Category: Fall 20
Using texts from several genres including short stories and poems as well as film and other cultural forms students examine ethnic American experiences. Students explore how human experiences may be mediated by social differences and how affinities between ethnic groups are rendered visible when we approach works comparatively. A first year seminar the course integrates these topics with orientation academic planning and skill development to support student success in the university. (Freshman Standing)
- Professor: Yhashika Lee
Category: Fall 20
Using texts from several genres including short stories and poems as well as film and other cultural forms students examine ethnic American experiences. Students explore how human experiences may be mediated by social differences and how affinities between ethnic groups are rendered visible when we approach works comparatively. A first year seminar the course integrates these topics with orientation academic planning and skill development to support student success in the university. (Freshman Standing)
- Professor: Yhashika Lee
Category: Fall 20
Using texts from several genres including short stories and poems as well as film and other cultural forms students examine ethnic American experiences. Students explore how human experiences may be mediated by social differences and how affinities between ethnic groups are rendered visible when we approach works comparatively. A first year seminar the course integrates these topics with orientation academic planning and skill development to support student success in the university. (Freshman Standing)
- Professor: Yhashika Lee
Category: Fall 20
This interdisciplinary course introduces students to the study of U.S. popular culture as a means of examining how it mirrors distorts and shapes experiences perceptions and assumptions about schools and schooling. Further considered is how books television film and popular music have impacted personal educational histories and that of disparate groups. This course is further designed to orient students to the university and develop fundamental academic skills that promote success at CSUMB (Freshman Standing)
- Professor: Michelle Lewis
Category: Fall 20
This course serves as an introduction to the land people and ideas of Asia. We examine common myths and realities surrounding understandings of Asia and dive into a range of cultural icons (including the barbarian the samurai and the foreign devil) using the critical lenses of global history/studies race gender and ethnicity. We will also identify ways in which stereotypes of Asia (and Asians) continue to influence our world today
- Professor: Dustin Wright
Category: Fall 20
An introduction to CSUMBs vision and academic life this course focuses on sexuality drugs and other health-related behaviors as they impact knowledge decision-making and well-being. It is anticipated that this course will expand students awareness and appreciation of health and well-being help them to negotiate CSUMBs academic world and vision instill in them a broader understanding of diversity and differing perspectives and develop their academic skills and achievement. (Freshman Standing)
- Professor: Salina Lopez
Category: Fall 20
An introduction to CSUMBs vision and academic life this course focuses on sexuality drugs and other health-related behaviors as they impact knowledge decision-making and well-being. It is anticipated that this course will expand students awareness and appreciation of health and well-being help them to negotiate CSUMBs academic world and vision instill in them a broader understanding of diversity and differing perspectives and develop their academic skills and achievement. (Freshman Standing)
- Professor: Paula Sims
Category: Fall 20
An introduction to CSUMBs vision and academic life this course focuses on sexuality drugs and other health-related behaviors as they impact knowledge decision-making and well-being. It is anticipated that this course will expand students awareness and appreciation of health and well-being help them to negotiate CSUMBs academic world and vision instill in them a broader understanding of diversity and differing perspectives and develop their academic skills and achievement. (Freshman Standing)
- Professor: Paula Sims
Category: Fall 20
Students receive an introduction to CSUMB while exploring concepts of well-being applying theoretical models to personal engagement in behaviors that promote and detract from well-being. Students use evolutionary and neurobiological models to develop health and well being around eating loving and learning. (Freshman Standing)
- Professor: Christine Derr
Category: Fall 20
Students receive an introduction to CSUMB while exploring concepts of well-being applying theoretical models to personal engagement in behaviors that promote and detract from well-being. Students use evolutionary and neurobiological models to develop health and well being around eating loving and learning. (Freshman Standing)
- Professor: Christine Derr
Category: Fall 20
Focuses on earth science content and scientific investigation and experimentation abilities required for the multiple-subject teaching credential. Topics include Earths atmosphere and water structure and composition of the solid Earth processes that change the Earth (with emphasis on plate tectonics and California geology) Earths resources and Earths place in the solar system and universe.
- Professor: Julie Martin
Category: Fall 20
Focuses on earth science content and scientific investigation and experimentation abilities required for the multiple-subject teaching credential. Topics include Earths atmosphere and water structure and composition of the solid Earth processes that change the Earth (with emphasis on plate tectonics and California geology) Earths resources and Earths place in the solar system and universe.
- Professor: Julie Martin
Category: Spring 21
Looks at contemporary political life by recognizing the public historical and political dimensions of daily life. Examines American and California government and politics by analyzing historical and political events that affect peoples daily lives. Focuses on domestic and global influences and their interaction on the laws and structures that govern peoples lives.
- Professor: Jacques Belval
Category: Spring 21
Globalization is an uneven process. It is the intensification of economic political social and cultural relations across international borders. Students will understand the history and the key features of the pro and anti-globalization debates. They will follow how popular struggles for social justice and equity have shaped the global order.
- Professor: Sara Salazar Hughes
Category: Fall 20
Explores the history of humankind from the early city states of the Middle East through the advent of global connections around 1500. Focuses on the major civilizations (China India Middle East Americas Europe) as expressed through the arts religion and trade relations.
- Professor: Richard Harris
Category: Spring 21
Introduction to important theoretical approaches to the analysis of international relations as they relate to security global justice and foundations for a peaceful world. A review of basic international relations concepts and methods is integrated with applications of these approaches to a number of historical and contemporary issues in global politics including: the causes of war international institutions globalization nuclear weapons proliferation terrorism and human rights.
- Professor: Robina Bhatti
Category: Fall 20
Students acquire a basic foundation in globalization and social theories and methods through exploration of current issues. Required entry into the Global Studies major. (Prereq: GS 206 with a C- or better)
- Professor: Angie Tran
Category: Fall 20
Students acquire a basic foundation in globalization and social theories and methods through exploration of current issues. Required entry into the Global Studies major. (Prereq: GS 206 with a C- or better)
- Professor: Angie Tran
Category: Spring 21
Examines the application of historical approaches to themes related to past and contemporary societies. This course focuses particularly on global histories which set historical problems beyond the frame of nations or regions.
- Professor: Richard Harris
Category: Fall 20
This course examines the connections of global migrant workers in the U.S. and the global contexts via systems focus. It examines how globalization global labor migration global supply chains and global civil society organizations have affected working conditions and labor rights from the 20th to early 21st centuries and how workers fight back. It provides intersectional analysis or connections among race/ethnicity gender and class using real-life case studies to demonstrate that migration is a complex globalization process that transcends national boundaries.Â
- Professor: Angie Tran
Category: Spring 21
The domain of international law encompasses a wide range of issues of global concern such as human rights disarmament international crime refugees migration problems of nationality treatment of prisoners the use of force and the conduct of war. It also regulates the global commons such as issues of environment development international waters outer space global communications and world trade. This course examines conditions under which justice and respect for the obligations arising from treaties and other sources of international law can be maintained. (Prereq: GE Areas A1 and A2 and A3 with C- or better)
- Professor: Robina Bhatti
Category: Fall 20
Introduces diverse religious spiritual philosophical ideological scientific technological and gender views or perspectives. Focuses on the similarities and differences between worldviews and how those people interact with the world. Students study the adverse effects of ethnocentrism reflect on their own worldview and empathize with people with differing worldviews.
- Professor: Kathryn Poethig
Introduces diverse religious spiritual philosophical ideological scientific technological and gender views or perspectives. Focuses on the similarities and differences between worldviews and how those people interact with the world. Students study the adverse effects of ethnocentrism reflect on their own worldview and empathize with people with differing worldviews.
- Professor: Kathryn Poethig
Category: Spring 21
Cultural geographers are interested in the relationships between people and their environments and particularly in the cultural and social dynamics of these relationships. In this class you will develop an understanding of some of the ways cultural geographers think about the world and you will gain a basic familiarity with some of the conceptual tools theories and methods of the field. Major themes include: culture power place landscape ethnography and social and environmental justice. Throughout the course emphasis will be given to local and global interconnections and unequal power relations across space.
- Professor: Sara Salazar Hughes
Category: Fall 20
This class examines labor rights global contexts of labor issues challenges to labor mobilization and how to overcome them. These themes are contextualized in labor history and legislation including the impacts of neoliberalism on the U.S. and other countries. Students examine the intersectionality of their cultural identities (including class race/ethnicity gender sexual orientation) and their places in global processes. Students earn UDSL credits by servicing the needs of workers local labor unions and labor organizations in the Monterey tri-county region.
- Professor: Angie Tran
Category: Spring 21
How are gender roles and sexual hierarchies produced reinforced and challenged in local and transnational contexts? We consider how global capitalism religion and cultural politics affect beauty love reproduction and labor and will evaluate the effects and discourse of multicultural transnational feminist and sexual rights movements. The goal of this class is to familiarize you with some key debates and to engage you in critical discussion. Focus on Global South.
- Professor: Sriya Shrestha
Category: Spring 21
This intermediate-level course covers two components: 1. the fundamental principles of neoclassical micro and macro economics; 2. the global gender and inter-disciplinary perspectives to examine the values and critique the assumptions of neoclassical framework. Focusing on ethical implications we examine real-life applications case studies and responses from feminist Global South informal economy environmentalist and other alternative perspectives.
- Professor: Angie Tran
Category: Fall 20
Considers cases and theories of religious violence and inter-religious conflict particularly Christian Jewish and Muslim; reflecting on ethno and religious nationalism and terrorism. The course considers religious peace-building sources for reconciliation theological arguments for nonviolence and the role of religious actors in protracted conflicts.
- Professor: Kathryn Poethig
Category: Spring 21
Examines intercultural communications through a global/historical lens that encompasses encounters in colonial post-colonial and global contexts. A series of novels essays and short stories are read in which the authors project their sense of individual and collective identities formed through the diverse experiences of globalization Examines relationships between author/audience and student/text in a cross-cultural dialog. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Lorenzo Covarrubias
Category: Spring 21
Examines intercultural communications through a global/historical lens that encompasses encounters in colonial post-colonial and global contexts. A series of novels essays and short stories are read in which the authors project their sense of individual and collective identities formed through the diverse experiences of globalization Examines relationships between author/audience and student/text in a cross-cultural dialog. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Sriya Shrestha
Category: Fall 20
Examines intercultural communications through a global/historical lens that encompasses encounters in colonial post-colonial and global contexts. A series of novels essays and short stories are read in which the authors project their sense of individual and collective identities formed through the diverse experiences of globalization Examines relationships between author/audience and student/text in a cross-cultural dialog. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Sriya Shrestha
Category: Spring 21
Examines intercultural communications through a global/historical lens that encompasses encounters in colonial post-colonial and global contexts. A series of novels essays and short stories are read in which the authors project their sense of individual and collective identities formed through the diverse experiences of globalization Examines relationships between author/audience and student/text in a cross-cultural dialog. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Ajit Abraham
Category: Fall 20
Introduces students to the main political concepts and ideologies of global politics. Explores the global realm of: 1) interstate and transnational political relations; 2) Western and non-Western schools of thought about international politics; 3) gendered discourses of international relations including contributions from women especially Global South; 4) environmental politics; and 5) the structure and role of intergovernmental organizations and 6) global security discourses.
- Professor: Robina Bhatti
Category: Spring 21
Students review learning outcomes of the Global Studies capstone and are guided through their preliminary research on the capstone project to identify a topic theme and research question. This course equips students for GS 445. (Prereq: (GS 300) and (Junior or Senior Standing)
- Professor: Robina Bhatti
Category: Fall 20
Students review learning outcomes of the Global Studies capstone and are guided through their preliminary research on the capstone project to identify a topic theme and research question. This course equips students for GS 445. (Prereq: (GS 300) and (Junior or Senior Standing)
- Professor: Robina Bhatti
- Professor: Sriya Shrestha
Category: Spring 21
Students research and develop a Capstone project over one semester that demonstrates knowledge of theoretical methodological and philosophical components of an intellectual product in Global Studies and an application to a real-life global issue or phenomenon. They will also synthesize MLO outcomes completed for the Global Studies major. (Prereq: GS 300 and GS 403 with a C- or better)
- Professor: Robina Bhatti
Category: Fall 20
Students research and develop a Capstone project over one semester that demonstrates knowledge of theoretical methodological and philosophical components of an intellectual product in Global Studies and an application to a real-life global issue or phenomenon. They will also synthesize MLO outcomes completed for the Global Studies major. (Prereq: GS 300 and GS 403 with a C- or better)
- Professor: Kathryn Poethig
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening, in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to, and integrating, multiple perspectives through group discussion.
- Professor: Adrienn Mendonca-Jones
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Kristi DiLallo
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Adrienn Mendonca-Jones
- Professor: Lee Ritscher
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Kristi DiLallo
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Robin de la Llata Aimé
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
- Professor: Sharlene Gregg
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Robin de la Llata Aimé
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Robin de la Llata Aimé
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Lee Ritscher
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Robin de la Llata Aimé
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Kristi DiLallo
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Adrienn Mendonca-Jones
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Kristi DiLallo
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Robin de la Llata Aimé
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Kristi DiLallo
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Michele Fialer
Category: Fall 20
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Adrienn Mendonca-Jones
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Adrienn Mendonca-Jones
- Professor: Lee Ritscher
Category: Spring 21
This course introduces students to foundational concepts and skills that support effective and ethical speaking and listening in public contexts. Students receive a brief introduction to rhetorical theory and learn how the practices of public speaking and listening prepare them to be engaged citizens in their communities. Students are provided multiple opportunities to practice speaking and listening through in-class performance assignments. The course also emphasizes the skill of listening to and integrating multiple perspectives through group discussion.
- Professor: Robin de la Llata Aimé
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Lisa Watson
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Pilar Graham
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Rofiah Breen
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Kent Leatham (Kent)
Category: Spring 21
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Matthew Mathias
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Kent Leatham (Kent)
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Kent Leatham (Kent)
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Kristi DiLallo
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Kent Leatham (Kent)
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Kent Leatham (Kent)
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Pilar Graham
Category: Fall 20
This course introduces students to college-level reading and writing. Students learn to think critically in response to the diverse genres rhetorical situations and perspectives that they encounter at the university and beyond. They develop and apply flexible processes for conducting research synthesizing and integrating sources and composing texts.
- Professor: Matthew Mathias
Category: Fall 20
This course introduces students to the historical social legal economic political and technological aspects of mass communication including media such as radio newspapers television and the internet. Students also are introduced to mass communication theories such as gatekeeping agenda-setting and framing.
- Professor: Sam Robinson (Ph.D.)
- Professor: Hojin Song
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Glorian Provost
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Glorian Provost
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Kristen LaFollette
- Professor: Glorian Provost
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Nicholas Mullins (Nick)
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Kristen LaFollette
- Professor: Nicholas Mullins (Nick)
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Pilar Graham
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Glorian Provost
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Pilar Graham
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Nicholas Mullins (Nick)
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Adrienn Mendonca-Jones
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Adrienn Mendonca-Jones
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Pilar Graham
Category: Fall 20
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Patrick Belanger
Category: Summer 20
This course equips students to interpret and critically assess the arguments, messages, and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g., political speeches, social movement campaigns, films and television shows, advertisements, architectural designs, fashion choices), evaluate arguments¿ supporting evidence, and reflect on the role of values, ideologies, and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal, small group, intercultural, organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Patrick Belanger
Category: Summer 21
This course equips students to interpret and critically assess the arguments messages and narratives that surround us. Students learn to comprehend and analyze a variety of public and cultural texts (e.g. political speeches social movement campaigns films and television shows advertisements architectural designs fashion choices) evaluate arguments¿ supporting evidence and reflect on the role of values ideologies and ethics in shaping our worlds. The course also offers an introduction to theories of communication ethics. Students identify and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks.
- Professor: Patrick Belanger
Category: Winter 21
Human beings are not all the same but there are situations in which we expect people generally to feel and do very similar things. This core of similarity leads to an idea of human nature. This course surveys the variety and range of accounts of human nature. It is designed within the critical tradition of analytic philosophy and logic. It also delves into moral and political reflections concerning the relation between human nature and the nature of society the state and government.
- Professor: Ajit Abraham
Category: Fall 20
Human beings are not all the same but there are situations in which we expect people generally to feel and do very similar things. This core of similarity leads to an idea of human nature. This course surveys the variety and range of accounts of human nature. It is designed within the critical tradition of analytic philosophy and logic. It also delves into moral and political reflections concerning the relation between human nature and the nature of society the state and government.
- Professor: Stephanie Spoto
Category: Fall 20
Human beings are not all the same but there are situations in which we expect people generally to feel and do very similar things. This core of similarity leads to an idea of human nature. This course surveys the variety and range of accounts of human nature. It is designed within the critical tradition of analytic philosophy and logic. It also delves into moral and political reflections concerning the relation between human nature and the nature of society the state and government.
- Professor: John Berteaux
Category: Spring 21
Dialogue and deliberation are communication processes that promote deeper understanding and better decision making about lifes choices and challenges. Skill development in listening inquiry and reflection. Analytical and evaluative assessment of divergent perspectives alternatives and potential consequences in decision-making situations. Diverse ethical theories frame the exploration of communication-based controversies. (Prereq: GE Area A1)
- Professor: Daphne Young
Category: Miscellaneous
Students study the literary expressions of Native peoples of the Americas. The course engages the literature as aesthetic spiritual and political expression. Examines the indigenous ways of being and knowing represented in the texts. Cultural aesthetics are studied within social and historical contexts including but not limited to colonization removals assimilation and resistance. Questions of cultural identity and sovereignty are central.
- Professor: Ernest Stromberg
Category: Fall 20
Explores the social history of music and dance throughout the African Diaspora. Students learn specific styles from Cuba Puerto Rico Brazil and the United States including Afro-Cuban liturgical dance rumba salsa samba and hip hop. Students dance the music they study. Students become familiar with basic concepts in African Diaspora music and dance; identify and analyze trends therein; and develop a choreography based on the movements taught in class.
- Professor: Umi Vaughan
Category: Spring 21
Students focus on multicultural poetry as artistic and cultural representation. Students read works by poets of many cultures watch poets read and talk about their work on video and create their own original poetry. Students develop the tools to do literary and cultural analysis of poetry as well as write their own poems.
- Professor: Kent Leatham (Kent)
Category: Spring 21
This course provides students with an introduction to the study of race ethnicity and culture in the United States. The course reviews the main ideas and key debates in Ethnic Studies paying attention to the ways in which race and ethnicity intersect with other social identities such as gender sexual orientation class nationality and citizenship/legal status. Students who complete the course will be equipped with the analytic tools to apply a framework of race/ethnicity to better interpret engage and transform the world around them.
- Professor: Umi Vaughan
Category: Fall 20
Introduces students to the experiences of Chicana/o communities in the United States and in a transnational context. Students learn about Chicanos/as in relationship to issues of race ethnicity citizenship class gender and other social formations. Students are introduced to Chicano/a historical experiences with an emphasis on understanding the struggles and social movements for justice and equality that have been foundational to the development of Chicano/a identities.
- Professor: Maria Villasenor
Category: Spring 21
Introduces students to the experiences of Chicana/o communities in the United States and in a transnational context. Students learn about Chicanos/as in relationship to issues of race ethnicity citizenship class gender and other social formations. Students are introduced to Chicano/a historical experiences with an emphasis on understanding the struggles and social movements for justice and equality that have been foundational to the development of Chicano/a identities.
- Professor: Maria Villasenor
Category: Spring 21
Covers a time period from the Colonial Era the War of Independence and the Early Republic Manifest Destiny and expansion westward the Civil War and Reconstruction Immigration at the turn-of-the-century and the response of Nativists Industrialization and Urbanization through the Progressive Era. It takes a multicultural perspective and looks at the histories of diverse peoples in the struggle to realize democracy and freedom and it deepens understanding of the cultural economic political and social dynamics that characterized each era. This course meets the GE Requirement for Area D-US History and the Subject Matter Requirement for the Multiple Subject Teaching Credential for U.S. History.Â
- Professor: Meghan O'Donnell (she/her/hers)
Category: Spring 21
Covers a time period from the Colonial Era the War of Independence and the Early Republic Manifest Destiny and expansion westward the Civil War and Reconstruction Immigration at the turn-of-the-century and the response of Nativists Industrialization and Urbanization through the Progressive Era. It takes a multicultural perspective and looks at the histories of diverse peoples in the struggle to realize democracy and freedom and it deepens understanding of the cultural economic political and social dynamics that characterized each era. This course meets the GE Requirement for Area D-US History and the Subject Matter Requirement for the Multiple Subject Teaching Credential for U.S. History.Â
- Professor: Barbara Zanger Zuniga
Category: Spring 21
Students learn how to identify sources and conduct interviews gather and evaluate data to craft stories for the broad public across multiple platforms. Students build the core skills of news writing basic reporting and editing feature writing law and ethics --- and covering news from diverse communities.
- Professor: David Kellogg
- Professor: Sam Robinson (Ph.D.)
Category: Fall 20
Introduces multidisciplinary approaches to humanities and communication. Explores content in the major learning outcomes and investigates areas of specialization a variety of concentrations. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Kent Leatham (Kent)
Category: Spring 21
Introduces multidisciplinary approaches to humanities and communication. Explores content in the major learning outcomes and investigates areas of specialization a variety of concentrations. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Umi Vaughan
- Professor: Maria Villasenor
Category: Fall 20
Surveys the changing relationships among knowledge truth and reality in different cultural and historical contexts; investigates evaluates and apply different ways of knowing such as analytic rational creative spiritual emotional and intersubjective to substantive topics or themes. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Ajit Abraham
Category: Fall 20
Surveys the changing relationships among knowledge truth and reality in different cultural and historical contexts; investigates evaluates and apply different ways of knowing such as analytic rational creative spiritual emotional and intersubjective to substantive topics or themes. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Glorian Provost
Category: Fall 20
Surveys the changing relationships among knowledge truth and reality in different cultural and historical contexts; investigates evaluates and apply different ways of knowing such as analytic rational creative spiritual emotional and intersubjective to substantive topics or themes. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: John Berteaux
Category: Spring 21
Students survey ethical decision-making processes through various relational philosophical frameworks. They also investigate evaluate and apply relational communication guidelines to the ethical dilemmas examined in interpersonal small group intercultural and organizational situations. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Sriya Shrestha
Category: Fall 20
Explores theoretical explanations for the construction of gender. Identifies and examines the ways individuals communicate their gender identity to themselves and to others; identifies examines and analyzes the construction and communication of gender in media interpersonal intercultural or rhetorical contexts in order to ethically and effectively interact with others. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
Category: Fall 20
Explores theoretical explanations for the construction of gender. Identifies and examines the ways individuals communicate their gender identity to themselves and to others; identifies examines and analyzes the construction and communication of gender in media interpersonal intercultural or rhetorical contexts in order to ethically and effectively interact with others. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Robin de la Llata Aimé
Category: Fall 20
Explores the relationship between mass media and contemporary social problems. Issues such as media violence mass media ownership and control media portrayals of nation race class gender and sexual orientation will be explored from the consumers perspective. Outcomes include raising awareness of the impact of media messages deconstructing media representations of race/class/gender identities developing effective media literacy tools and critically analyzing the cultural products we consume and create. Involves students in media literacy programs in local schools and community organizations. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Hojin Song
Category: Fall 20
Surveys the history of free speech in the United States; examines past and present controversies such as obscenity hate speech and media sensationalism; identifies evaluates and assesses rights and responsibilities surrounding the freedom of expression from various philosophical perspectives. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Patrick Belanger
Category: Spring 21
Surveys the history of free speech in the United States; examines past and present controversies such as obscenity hate speech and media sensationalism; identifies evaluates and assesses rights and responsibilities surrounding the freedom of expression from various philosophical perspectives. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Ajit Abraham
Category: Fall 20
Surveys the history of free speech in the United States; examines past and present controversies such as obscenity, hate speech, and media sensationalism; identifies, evaluates, and assesses rights and responsibilities surrounding the freedom of expression from various philosophical perspectives.(Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Sam Robinson (Ph.D.)
Category: Summer 21
Surveys the history of free speech in the United States; examines past and present controversies such as obscenity hate speech and media sensationalism; identifies evaluates and assesses rights and responsibilities surrounding the freedom of expression from various philosophical perspectives. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Sam Robinson (Ph.D.)
Category: Winter 21
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Mridula Mascarenhas
Category: Spring 21
Introduction to the ethics of communication practices. Students identify comprehend and interpret communication dilemmas in interpersonal small group intercultural organizational or mass media contexts; they analyze the ethical controversies in these contexts and evaluate the communicative options suggested by different ethical frameworks. Students generate a personal and communal ethic to guide communication conduct. (Prereq: GE Area A1)
- Professor: Patrick Belanger
Category: Fall 20
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Mridula Mascarenhas
Category: Spring 21
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Ernest Stromberg
Category: Spring 21
Introduction to cooperative argumentation. Students develop empathic and critical listening, reading, writing, and speaking skills for cooperative deliberation and problem solving practices; apply and assess reasoning and argumentative skills in oral and written communication contexts on various topics. Students learn how Offers built-in assessment in HCOM MLO 1 or the concentrations in Peace Studies, Pre-Law, Practical and Professional Ethics or Writing and Rhetoric.[Prereq: (GE Area A1 and A2 and A3) and (Junior or Senior Standing)]
- Professor: Stephanie Spoto
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Ernest Stromberg
Category: Fall 20
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Sunita Lanka
Category: Fall 20
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Sunita Lanka
Category: Fall 20
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Mridula Mascarenhas
Category: Spring 21
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Ernest Stromberg
Category: Summer 20
Introduction to cooperative argumentation. Students develop empathetic and critical listening skills for cooperative deliberation and problem solving. They apply and assess reasoning and argumentative skills on various topics in oral and written communication contexts. [Prereq: GE Area A1 and A2 and A3 with a C- or better]
- Professor: Ernest Stromberg
Category: Summer 21
Develops media literacy and related knowledge skills and abilities. Explores the ethical implications of various social and economic forces on media production distribution and access as well as on the content context consumption and effects of media messages. Topics include medias role in democracy what citizens have a right to expect from media and how media reflect and reinforce their social contexts. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Robin de la Llata Aimé
Category: Spring 21
In a service learning context students deepen communication skills engage contemporary composition theories and develop advanced written communication skills in a variety of genres. Students apply theories in area schools and literacy programs. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Lee Ritscher
Category: Fall 20
This course examines the role of communication in contemporary society. Students are introduced to rhetorical theories as tools to analyze and critique a variety of cultural and public texts such as literature political speeches social movement campaigns films television and advertisements. The course develops understanding of rhetorical concepts ability to interpret and critically analyze the diverse messages that surround us and skill in using written and oral communication to establish community and/or advocate for change in the world. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Mridula Mascarenhas
Category: Fall 20
Examines American literature through different historical periods literary genres and cultural movements. Develops ability to compare and contrast social historical and cultural experiences represented in literature. Students gain cross-cultural knowledge of American literary history an introduction to literary theory and further development of literary analysis skills. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Ernest Stromberg
Category: Fall 20
Examines American literature through different historical periods literary genres and cultural movements. Develops ability to compare and contrast social historical and cultural experiences represented in literature. Students gain cross-cultural knowledge of American literary history an introduction to literary theory and further development of literary analysis skills. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Ernest Stromberg
Category: Spring 21
Explores intersections of ethnicity race gender sexuality and class through autobiographical and testimonial writings by Chicana Mexican-origin Puerto Rican Cuban Dominican and mixed-heritage Latinas in the U.S. Students produce multimedia digital stories about their own lives and identities. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Olivia Davalos
- Professor: Maria Villasenor
Category: Spring 21
A course on Latinx identities as explored through life writing from multiple genres including memoir testimonio visual autobiography and poetry. Students read and analyze written texts and films and create their own autobiographical projects. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Maria Villasenor
Category: Fall 20
An introductory creative writing course that focuses on ethnicity gender and witness writing. Examination of the writing process what roadblocks create silence how to remove them. Cross-cultural readings in multicultural poetry fiction and nonfiction. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Debra Busman
Category: Fall 20
An introductory creative writing course that focuses on ethnicity gender and witness writing. Examination of the writing process what roadblocks create silence how to remove them. Cross-cultural readings in multicultural poetry fiction and nonfiction. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Debra Busman
Category: Fall 20
This learning experience takes a comparative approach to the examination of American ethnic literature and cultures. It is designed to develop students ability to compare and contrast the social historical and cultural experiences as they are represented in literature. The interdisciplinarity nature of the course is accentuated not only through the introduction to the use of language and literary analysis but also through the discussion of history philosophy culture and social justice. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Stephanie Spoto
Category: Fall 20
This learning experience takes a comparative approach to the examination of American ethnic literature and cultures. It is designed to develop students ability to compare and contrast the social historical and cultural experiences as they are represented in literature. The interdisciplinarity nature of the course is accentuated not only through the introduction to the use of language and literary analysis but also through the discussion of history philosophy culture and social justice. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Stephanie Spoto
Category: Spring 21
This learning experience takes a comparative approach to the examination of American ethnic literature and cultures. It is designed to develop students ability to compare and contrast the social historical and cultural experiences as they are represented in literature. The interdisciplinarity nature of the course is accentuated not only through the introduction to the use of language and literary analysis but also through the discussion of history philosophy culture and social justice. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Stephanie Spoto
Category: Spring 21
Engages topical study of social movements in the service learning environment. Introduces various models of political organizing in movements that have addressed societal inequities from class race ethnic gender sexual orientation and other positionalities and students apply these models to contemporary problems of inequity. The service learning component connects students with community organizations in order to be participant observers in contemporary organizing strategies. [Prereq: (GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Sharlene Gregg
Category: Spring 21
Explores modes of analysis that engage the intersectionality of gender sexuality race/ethnicity economic class and (dis)ability. Readings and activities will ponder the ways that different feminist theoretical paradigms work to advance social justice. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Lee Ritscher
Category: Fall 20
This course examines how social and cultural contexts impact the formation and enforcement of laws policies and legal doctrine. We ask how does the law define criminals families citizens the nation and gender? Rather than being clear-cut and timeless the law defines these categories in ways that are racialized gendered classed and historically contingent. Within this context we examine how different racialized and gendered communities are denied seek and achieve justice. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Sriya Shrestha
Category: Fall 20
An introduction to the historical and cultural narratives that shape African American identities and experiences. The course focuses on such themes as African roots of African-American culture freedom and inequality black folklore and artistic expressions migration family and kinship community and identity. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Umi Vaughan
Category: Fall 20
Critical examination of how historical subjects people places and events have been depicted in film. Explores such themes as the politics of representation and the role of film in shaping historical memory. (Prereq: GE Area A1 and A2 and A3 with a C- or better)
- Professor: Phuong Nguyen
Category: Summer 20
Intensive study of the U.S and California Constitutions from a historical perspective focusing on the relationship of social political and economic transformation to constitutional jurisprudence. The course explores the relationship of the states to the federal government civil rights and liberties and the contested meanings of freedom liberty and equality under the law. Provides opportunities for students to use historical perspectives to understand and advocate for solutions connected. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Barbara Zanger Zuniga
Category: Spring 21
This course examines race and ethnicity and the experiences of people of color in the United States. The course is intersectional and transnational reflecting the global context of the U.S. and engaging other social categories such as class gender sexuality and ability in studying people¿s experiences. Various ways race and ethnicity operate in culture and social life are surveyed highlighting culture institutions and everyday life as sites where racial and ethnic dynamics are seen. (Prereq: GE areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Maria Villasenor
Category: Fall 20
This course examines race and ethnicity and the experiences of people of color in the United States. The course is intersectional and transnational reflecting the global context of the U.S. and engaging other social categories such as class gender sexuality and ability in studying people¿s experiences. Various ways race and ethnicity operate in culture and social life are surveyed highlighting culture institutions and everyday life as sites where racial and ethnic dynamics are seen. (Prereq: GE areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Sriya Shrestha
Category: Spring 21
This course examines race and ethnicity and the experiences of people of color in the United States. The course is intersectional and transnational reflecting the global context of the U.S. and engaging other social categories such as class gender sexuality and ability in studying people¿s experiences. Various ways race and ethnicity operate in culture and social life are surveyed highlighting culture institutions and everyday life as sites where racial and ethnic dynamics are seen. (Prereq: GE areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Maria Villasenor
Category: Fall 20
Students explore diverse models of justice as philosophies and practices. The epistemological ethical political and spiritual dimensions of restorative justice are studied in cross-cultural contexts. Â (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Stephanie Spoto
Category: Fall 20
Students will study public relations models and theories, as well as practical public relations skills to better interact with myriad publics. Participants will explore multiple ethical frameworks and apply them to the numerous issues facing public relations professionals. (Prereq: GE Areas A1 and A2 and A3)
- Professor: Sam Robinson (Ph.D.)
Category: Winter 21
This course examines ways in which religion plays a significant role in constituting both community and controversy in various contexts. Rhetorical theory and method as well as a critical cultural studies perspectives will be used to analyze how religious rhetoric and rhetoric about religion can draw groups of people together or divide them. [(Prereq: GE Areas A1 and A2 and A3 with a C- or better) and (Junior or Senior Standing)]
- Professor: Mridula Mascarenhas
Category: Fall 20
Analyzes Shakespeares plays from classical modern postmodern and postcolonial perspectives and meanings in the colonial and postcolonial world. Covers Shakespeares plays from comedies and histories to tragedies and romances. Explores the symbiotic relationship between literature and film. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Stephanie Spoto
Category: Spring 21
Analyzes Shakespeares plays from classical modern postmodern and postcolonial perspectives and meanings in the colonial and postcolonial world. Covers Shakespeares plays from comedies and histories to tragedies and romances. Explores the symbiotic relationship between literature and film. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Jennifer Fletcher
Category: Summer 20
Study of leadership theories and practices within multicultural settings. Explores how cultural values and worldviews shape leadership definitions styles and communication. Â Emphasis on deliberative and decision-making processes conflict resolution and ethics. Â (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Stephanie Spoto
Category: Fall 20
Examines the cultural social and political dimensions of slavery and race relations in Latin America the Caribbean and the United States. Readings and class discussions explore the development of slavery in countries such as Cuba Haiti and Brazil. Examines the impact of nationalist ideologies on contemporary racial dynamics in the region. Â (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Umi Vaughan
Category: Spring 21
This course explores how filmmakers translate literature into film including depiction of characters genres and specific texts. Addresses how both literature and films examined represent race ethnicity class gender sexuality ability and other social identities; evaluates strengths and limitations of each form. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Ernest Stromberg
Category: Spring 21
In this course students will be able to strengthen their writing skills for a variety of professional contexts. They will learn how to write cover letters white papers and business emails while developing their academic writing. They will also have the opportunity to workshop writing assignments for other classes during the semester.
- Professor: Adrienn Mendonca-Jones
- Professor: Stephanie Spoto
Category: Fall 20
Students examine a select theme and produce a major senior project integrating that theme with their overall studies in the HCOM major. Students present their project in a public Capstone Festival. Required for all HCOM majors. (Prereq: HCOM 300 with a C- or better)
- Professor: Mridula Mascarenhas
Category: Fall 20
Students examine a select theme and produce a major senior project integrating that theme with their overall studies in the HCOM major. Students present their project in a public Capstone Festival. Required for all HCOM majors. (Prereq: HCOM 300 with a C- or better)
- Professor: Patrick Belanger
Category: Fall 20
Students examine a select theme and produce a major senior project integrating that theme with their overall studies in the HCOM major. Students present their project in a public Capstone Festival. Required for all HCOM majors.(Prereq: HCOM 300 with a C- or better)
- Professor: Kent Leatham (Kent)
Category: Spring 21
Students will further develop skills for facilitating successful interpersonal and small group communication in a professional educational family or social setting. Interpersonal language skills active listening nonverbal communication the role of communication in conflict and the power of effective communication to strengthen interpersonal relationships and to build cultural competencies are emphasized.
- Professor: Olivia Davalos
- Professor: Sam Robinson (Ph.D.)
Category: Fall 20
Independent internship working in sites relevant to disciplines in the Humanities and Communication. Students experience 60 hours at the site.
- Professor: Sam Robinson (Ph.D.)
- Professor: Ernest Stromberg
Category: Fall 20
Independent internship working in sites relevant to the disciplines in the Humanities and Communication. Students experience 30 hours at the site.Â
- Professor: Sam Robinson (Ph.D.)
- Professor: Ernest Stromberg
Category: Fall 20
In this course students examine how human development is influenced by and influences cultural norms and practices and how culture plays a role in physical cognitive and socio-emotional development across the lifespan. Student explore topics such as family socialization language gender schooling and health and life events such as birth rites of passage marriage and death in the cultural contexts within the U.S. and internationally. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better)]
- Professor: Christi Cervantes
Category: Summer 20
In this course students examine theories of child development and milestones of physical socio-emotional and cognitive development from the prenatal period through adolescence. Students identify characteristics of play and their impact on development; describe social development of children and adolescents; understand effects of a wide range of influences on development; and identify sources of possible abuse and neglect and describe their impact on development.
- Professor: Victoria Verlezza (Dr. Vee)
Category: Spring 21
In this course students explore research methods in human development and family studies in social cultural and historical contexts. Topics include research design measurement validity data collection methods and strategies for and issues in the study of developmental change. Through reading and reviewing scholarly papers students examine the research process and develop research skills such as instrument design coding and data entry. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (HDFS 301 or HDEV 301) and (HDFS Majors only)]
- Professor: Salina Lopez
Category: Spring 21
In this course students explore research methods in human development and family studies in social cultural and historical contexts. Topics include research design measurement validity data collection methods and strategies for and issues in the study of developmental change. Through reading and reviewing scholarly papers students examine the research process and develop research skills such as instrument design coding and data entry. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (HDFS 301 or HDEV 301) and (HDFS Majors only)]
- Professor: Kimberly Crossman
- Professor: Salina Lopez
Category: Fall 20
A development area for instructors taking the summer institute 2020
- Professor: Salina Lopez
Category: Fall 20
In this course students engage in a supervised practicum to deepen their understanding of the social responsibility of HDFS professionals including ethical culturally responsive developmentally appropriate and effective practices to serve children youth adults and families. Students reflect upon their SL experience to explore career trajectories in the HDFS field. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (HDFS majors only)]
- Professor: Salina Lopez
Category: Spring 21
In this course students examine the significant impact of parents with regard to childrens development and life potential. Students explore parenting as an evolving process that changes and reflects the developing individuals and adults current life-stage. Grand parenting and parenting of adult children are also included. Diversity in parenting theories and programs will be analyzed in the context of discovering and building on parenting strengths. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Anne Adamson
Category: Fall 20
In this course students examine the significant impact of parents with regard to childrens development and life potential. Students explore parenting as an evolving process that changes and reflects the developing individuals and adults current life-stage. Grand parenting and parenting of adult children are also included. Diversity in parenting theories and programs will be analyzed in the context of discovering and building on parenting strengths. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Anne Adamson
Category: Spring 21
Students critically examine the interdisciplinary research literature on diverse immigrant families in the US within a global context and explore contemporary and historical immigration issues that affect families and childrens development.  In addition students apply their learning in these areas toward maximizing strengths and functioning of immigrant families across the lifespan. (Prereq: GE Areas A1 and A2 and A3 and B4 with C- or better)
- Professor: Christi Cervantes
Category: Fall 20
Students critically examine the interdisciplinary research literature on diverse immigrant families in the US within a global context and explore contemporary and historical immigration issues that affect families and childrens development.  In addition students apply their learning in these areas toward maximizing strengths and functioning of immigrant families across the lifespan. (Prereq: GE Areas A1 and A2 and A3 and B4 with C- or better)
- Professor: Christi Cervantes
Category: Fall 20
Students examine the research on diverse families in the U.S. focusing on Latino Asian American African American Native American multicultural/multiracial gay and lesbian special needs families among other diverse families issues and intersectionality. Students explore how cultural and diverse values and attitudes affect aspects of lifespan development such as parenting schooling risk behaviors dating and relationships and elder care. Students create culturally competent and responsive approaches to supporting the strengths of diverse families and to overcoming systemic obstacles for optimal growth of individuals and families. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Christi Cervantes
Category: Spring 21
In this course students explore how different forms of technology (e.g. video games cell phones) and new media (e.g. internet) mediate human development. Students evaluate how technology and media are integrated into everyday contexts and activities linked to specific issues of development across the lifespan and generate policy and research debates regarding their use and misuse. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Victoria Verlezza (Dr. Vee)
Category: Spring 21
In this course students examine how human development is influenced by and influences cultural norms and practices and how culture plays a role in physical cognitive and socio-emotional development across the lifespan. Student explore topics such as family socialization language gender schooling and health and life events such as birth rites of passage marriage and death in the cultural contexts within the U.S. and internationally. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better)]
- Professor: Christi Cervantes
Category: Spring 21
In this course, students examine how human development is influenced by, and influences, cultural norms and practices, and how culture plays a role in physical, cognitive, and socio-emotional development across the lifespan. Student explore topics such as family, socialization, language, gender, schooling, and health, and life events such as birth, rites of passage, marriage, and death in the cultural contexts within the U.S. and internationally. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better)]
- Professor: Christi Cervantes
Category: Summer 21
Students explore common behavioral and emotional disorders which occur during childhood and adolescence such as attention deficit disorder autism depression eating disorders and conduct disorders. Physiological and environmental origins of the disorders are examined as well as prevention intervention and treatment. Multidisciplinary and multicultural perspectives are included. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Kayzim Suarez
Category: Fall 20
Students explore common behavioral and emotional disorders which occur during childhood and adolescence such as attention deficit disorder autism depression eating disorders and conduct disorders. Physiological and environmental origins of the disorders are examined as well as prevention intervention and treatment. Multidisciplinary and multicultural perspectives are included. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Kayzim Suarez
Category: Spring 21
In this course students examine physical cognitive and socio-emotional development during the school age years (ages 6-11) with an emphasis on the various contexts in which children develop such as cultural community family peer groups and school. Students critically examine developmental theories and research and explore the application of research in different social settings. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Victoria Verlezza (Dr. Vee)
Category: Spring 21
In this course students examine the psychological biological cognitive and other developmental theories relevant to adolescent development. Student analyze the impact of culture and context on identity development and on successful transition to adulthood. [Prereq: (HDFSÂ 200 or HDEV 200 or HDEV 260 or HDFSÂ 350 or HDEV 350 or HDEV 351 or HDFSÂ 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Salina Lopez
Category: Spring 21
In this course students examine the psychological biological cognitive and other developmental theories relevant to adolescent development. Student analyze the impact of culture and context on identity development and on successful transition to adulthood. [Prereq: (HDFSÂ 200 or HDEV 200 or HDEV 260 or HDFSÂ 350 or HDEV 350 or HDEV 351 or HDFSÂ 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Salina Lopez
Category: Fall 20
In this course students examine theories and concepts of early adulthood middle adulthood and late adulthood. Students explore topics such as the consolidation of personal identity the primary factors of adulthood and healthy and successful aging drawing on readings from diverse sources including psychological and sociological research and media. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Marylyn Kajs-Wyllie
Category: Fall 20
In this course students examine theories and concepts of early adulthood middle adulthood and late adulthood. Students explore topics such as the consolidation of personal identity the primary factors of adulthood and healthy and successful aging drawing on readings from diverse sources including psychological and sociological research and media. [Prereq: (HDFS 200 or HDEV 200 or HDEV 260 or HDFS 350 or HDEV 350 or HDEV 351 or HDFS 360 or PSY 340 or equivalent) and (GE Areas A1 and A2 and A3 with a C- or better)]Â
- Professor: Marylyn Kajs-Wyllie
Category: Spring 21
This course revolves around a research project. Students conduct a close study of a particular area, e.g., juveniles and violence, parenting practices in bilingual families, or needs of non-English proficient elderly. Students conduct a literature review, analyze a particular aspect of the field, and evaluate how particular theories and practices are conducted. [Prereqs: (GE Areas A1 and A2 and A3 with a C- or better) and (HDFS 400A or HDEV 400A) and (HDFS 380S or HDEV 380S) and (HDFS majors only)]
- Professor: Christi Cervantes
- Professor: Deedee Perez-Granados
Category: Summer 21
- Professor: Jacqueline Grallo
Category: Spring 21
This is a recommended lab course for the students who are enrolled in the MIST program. It emphasizes on technology skill development on multimedia design and evaluation tools.
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information technology and communication tools such as learning management systems information search engines online storages basic media design basic web design and presentation tools. Designed to be taken with or before other graduate level courses.
- Professor: Christopher Beem
Category: Fall 20
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information, technology and communication tools such as learning management systems, information search engines, online storages, basic media design, basic web design and presentation tools. Designed to be taken with or before other graduate level courses. (Letter Grade Available)
- Professor: Christopher Beem
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information technology and communication tools such as learning management systems information search engines online storages basic media design basic web design and presentation tools. Designed to be taken with or before other graduate level courses.
- Professor: Christopher Beem
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information technology and communication tools such as learning management systems information search engines online storages basic media design basic web design and presentation tools. Designed to be taken with or before other graduate level courses.
- Professor: Christopher Beem
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information technology and communication tools such as learning management systems information search engines online storages basic media design basic web design and presentation tools. Designed to be taken with or before other graduate level courses.
- Professor: Christopher Beem
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information, technology and communication tools such as learning management systems, information search engines, online storages, basic media design, basic web design and presentation tools. Designed to be taken with or before other graduate level courses. (Letter Grade Available)
- Professor: Christopher Beem
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information technology and communication tools such as learning management systems information search engines online storages basic media design basic web design and presentation tools. Designed to be taken with or before other graduate level courses.
- Professor: Christopher Beem
Technology Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for technology intensive graduate studies. Covering information technology and communication tools such as learning management systems information search engines online storages basic media design basic web design and presentation tools. Designed to be taken with or before other graduate level courses.
- Professor: Christopher Beem
Writing Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for writing intensive graduate studies. Covering writing strategies academic writing skills APA style and technologies used in writing. Designed to be taken with or before other graduate level courses.
- Professor: Sarah Evanick
Writing Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for writing intensive graduate studies. Covering writing strategies academic writing skills APA style and technologies used in writing. Designed to be taken with or before other graduate level courses.
- Professor: Sarah Evanick
Category: Fall 20
Writing Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for writing intensive graduate studies. Covering writing strategies, academic writing skills, APA style and technologies used in writing. Designed to be taken with, or before, other graduate level courses. (Letter Grade Available)
- Professor: Sarah Evanick
Writing Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for writing intensive graduate studies. Covering writing strategies academic writing skills APA style and technologies used in writing. Designed to be taken with or before other graduate level courses.
- Professor: Sarah Evanick
Writing Workshop: Provides individualized workshops and tutoring to incoming graduate students in preparation for writing intensive graduate studies. Covering writing strategies, academic writing skills, APA style and technologies used in writing. Designed to be taken with, or before, other graduate level courses. (Letter Grade Available)
- Professor: Sarah Evanick
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Category: Academic Support
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Category: Academic Support
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories apply behavioral cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories apply behavioral cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories apply behavioral cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Amanda Berry
- Professor: Sarah Evanick
Category: Spring 21
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Miguel Lara
- Professor: Nancy Lockwood
- Professor: Rosalie Strong
- Professor: Bude Su
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Donald Fischer
Category: Academic Support
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories, apply behavioral, cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
- Professor: Donald Fischer
Category: Miscellaneous
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories apply behavioral cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
- Professor: Donald Fischer
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories apply behavioral cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
Learning Theories: Introduce learning theory as the foundation for the design and implementation of instruction and training. Students learn to evaluate and select appropriate applied learning theories apply behavioral cognitive and constructivist learning theories. Discuss how to select appropriate pedagogy according to a specific delivery model and learner. Explore cultural sensitivities in teaching and learning in a highly connected world.
- Professor: Sarah Evanick
Category: Spring 21
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history, current issues, future trends, and an overview of core models and theories, and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history, current issues, future trends, and an overview of core models and theories, and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history current issues future trends and an overview of core models and theories and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history current issues future trends and an overview of core models and theories and how the components of the field fit together.
- Professor: Sarah Evanick
Category: Fall 20
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history current issues future trends and an overview of core models and theories and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history, current issues, future trends, and an overview of core models and theories, and how the components of the field fit together.
- Professor: Bude Su
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history, current issues, future trends, and an overview of core models and theories, and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history current issues future trends and an overview of core models and theories and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history current issues future trends and an overview of core models and theories and how the components of the field fit together.
- Professor: Sarah Evanick
Provides an introduction to the field and profession of Instructional Science Technology. This course provides students a sense of history current issues future trends and an overview of core models and theories and how the components of the field fit together.
- Professor: Sarah Evanick
Category: Fall 20
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions.
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Miguel Lara
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Miguel Lara
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Miguel Lara
- Professor: Bude Su
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Amanda Berry
- Professor: Miguel Lara
Category: Spring 21
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Miguel Lara
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Miguel Lara
Interactive Multimedia for Instruction : Study professional tools for media creation and select and use appropriate media tools to develop multimedia learning solutions to an instructional problem. Students build a multimedia prototype and conduct an evaluation to assess quality and usability of their project and make further revisions. (Prereq: IST 522 and IST 524)
- Professor: Miguel Lara
Category: Spring 21
Intro to Project Management: Covers fundamental project frameworks such as scope, time, cost, quality, human resources, communications, risk, and procurement. Discusses management skills required to lead a team to successful completion of projects. Students will select and apply project management processes throughout the project life cycle to deliver successful projects, particularly: strategic alignment, project appraisal and planning, human resource management, budgeting and control, quality and risk management, contract management and the management of change. Level: Graduate (Elective)
- Professor: Donald Fischer
Intro to Project Management: Covers fundamental project frameworks such as scope time cost quality human resources communications risk and procurement. Discusses management skills required to lead a team to successful completion of projects. Students will select and apply project management processes throughout the project life cycle to deliver successful projects particularly: strategic alignment project appraisal and planning human resource management budgeting and control quality and risk management contract management and the management of change. Level: Graduate (Elective)
- Professor: Donald Fischer
Intro to Project Management: Covers fundamental project frameworks such as scope time cost quality human resources communications risk and procurement. Discusses management skills required to lead a team to successful completion of projects. Students will select and apply project management processes throughout the project life cycle to deliver successful projects particularly: strategic alignment project appraisal and planning human resource management budgeting and control quality and risk management contract management and the management of change. Level: Graduate (Elective)
- Professor: Donald Fischer
- Professor: Christian Rohrer
Intro to Project Management: Covers fundamental project frameworks such as scope time cost quality human resources communications risk and procurement. Discusses management skills required to lead a team to successful completion of projects. Students will select and apply project management processes throughout the project life cycle to deliver successful projects particularly: strategic alignment project appraisal and planning human resource management budgeting and control quality and risk management contract management and the management of change. Level: Graduate (Elective)
- Professor: Donald Fischer
Category: Fall 20
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
Category: Spring 21
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
MultimediaTools I: Audio&Video Production: Is intended for students who want to acquire the skills and expertise necessary to produce informational audio and videos intended for interactive multimedia projects. The emphasis will be to create media that one can incorporate into classroom and corporate training environments. Level: Graduate (Elective)
- Professor: Christopher Beem
Category: Spring 21
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
- Professor: Wes Modes (Wes)
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
Category: Fall 20
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Wes Modes (Wes)
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
Teaches the theory and practice of interactive media through the use of new technologies. Students will gain an understanding of the production process by completing short exercises culminating in a final project.
- Professor: Miguel Lara
- Professor: Wes Modes (Wes)
Introduce the theoretical framework of assessment as it applies to learner performance effectiveness of curriculum design and effectiveness of instructional delivery. Explore and develop real-world methods of assessment through the use of psychometric techniques. Students develop techniques for judging the performance of instructional delivery and conduct appropriate usability reliability and efficiency tests of instructional and learning management systems. (Prereq: IST 524)
- Professor: Jeanne Farrington
- Professor: Bude Su
Introduce the theoretical framework of assessment as it applies to learner performance effectiveness of curriculum design and effectiveness of instructional delivery. Explore and develop real-world methods of assessment through the use of psychometric techniques. Students develop techniques for judging the performance of instructional delivery and conduct appropriate usability reliability and efficiency tests of instructional and learning management systems. (Prereq: IST 524)
- Professor: Jeanne Farrington
- Professor: Bude Su
Category: Summer 20
Introduce the theoretical framework of assessment as it applies to learner performance effectiveness of curriculum design and effectiveness of instructional delivery. Explore and develop real-world methods of assessment through the use of psychometric techniques. Students develop techniques for judging the performance of instructional delivery and conduct appropriate usability reliability and efficiency tests of instructional and learning management systems. (Prereq: IST 524)
- Professor: Jeanne Farrington
- Professor: Bude Su
Category: Summer 20
Survey, analyze and apply qualitative and quantitative research methods; study the difference between them. Learn to read, analyze and critic research papers; select appropriate techniques to design research in an educational and training context.
Level: Graduate (Elective)
Level: Graduate (Elective)
- Professor: Bude Su
Survey analyze and apply qualitative and quantitative research methods; study the difference between them. Learn to read analyze and critic research papers; select appropriate techniques to design research in an educational and training context. Level: Graduate (Elective)
- Professor: Sarah Evanick
Survey analyze and apply qualitative and quantitative research methods; study the difference between them. Learn to read analyze and critic research papers; select appropriate techniques to design research in an educational and training context. Level: Graduate (Elective)
- Professor: Sarah Evanick
Survey analyze and apply qualitative and quantitative research methods; study the difference between them. Learn to read analyze and critic research papers; select appropriate techniques to design research in an educational and training context. Level: Graduate (Elective)
- Professor: Sarah Evanick
Survey analyze and apply qualitative and quantitative research methods; study the difference between them. Learn to read analyze and critic research papers; select appropriate techniques to design research in an educational and training context. Level: Graduate (Elective)
- Professor: Sarah Evanick
- Professor: Miguel Lara
Category: Spring 21
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses, including instructional design process, principles, multimedia for instruction, learning theories, and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables, including project management, effective communication with clients, time management, application of professional knowledge and skills, and producing professional level products. Students are equally responsible for technology use, design decisions, client requirements, and are also required to produce original work for all aspects of each project.(Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
- Professor: Bude Su
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses including instructional design process principles multimedia for instruction learning theories and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables including project management effective communication with clients time management application of professional knowledge and skills and producing professional level products. Students are equally responsible for technology use design decisions client requirements and are also required to produce original work for all aspects of each project. (Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
- Professor: Bude Su
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses including instructional design process principles multimedia for instruction learning theories and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables including project management effective communication with clients time management application of professional knowledge and skills and producing professional level products. Students are equally responsible for technology use design decisions client requirements and are also required to produce original work for all aspects of each project. (Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
- Professor: Bude Su
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses including instructional design process principles multimedia for instruction learning theories and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables including project management effective communication with clients time management application of professional knowledge and skills and producing professional level products. Students are equally responsible for technology use design decisions client requirements and are also required to produce original work for all aspects of each project. (Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
- Professor: Bude Su
Category: Summer 20
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses, including instructional design process, principles, multimedia for instruction, learning theories, and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables, including project management, effective communication with clients, time management, application of professional knowledge and skills, and producing professional level products. Students are equally responsible for technology use, design decisions, client requirements, and are also required to produce original work for all aspects of each project.(Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses including instructional design process principles multimedia for instruction learning theories and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables including project management effective communication with clients time management application of professional knowledge and skills and producing professional level products. Students are equally responsible for technology use design decisions client requirements and are also required to produce original work for all aspects of each project. (Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
Advanced Instructional Design: Students work on authentic instructional design projects individually or in small groups. Students engage in real world projects and integrate knowledge and skills from previous courses including instructional design process principles multimedia for instruction learning theories and assessment and evaluation. Adding a real world design experience means dealing with and balancing numerous additional variables including project management effective communication with clients time management application of professional knowledge and skills and producing professional level products. Students are equally responsible for technology use design decisions client requirements and are also required to produce original work for all aspects of each project. (Prereq: IST 522 and IST 526)
- Professor: Jeanne Farrington
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study a project applied research or a professional article of publishable quality. (Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Miguel Lara
- Professor: Christian Rohrer
- Professor: Bude Su
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study a project applied research or a professional article of publishable quality. (Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Bude Su
Category: Fall 20
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study, a project, applied research, or a professional article of publishable quality.(Prereq: IST 622 and IST 626)
- Professor: Miguel Lara
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study, a project, applied research, or a professional article of publishable quality.(Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Miguel Lara
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study a project applied research or a professional article of publishable quality. (Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Miguel Lara
- Professor: Bude Su
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study a project applied research or a professional article of publishable quality. (Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Miguel Lara
- Professor: Bude Su
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study, a project, applied research, or a professional article of publishable quality.
(Prereq: IST 622 and IST 626)
(Prereq: IST 622 and IST 626)
- Professor: Miguel Lara
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study, a project, applied research, or a professional article of publishable quality.(Prereq: IST 622 and IST 626)
- Professor: Rosalie Strong
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study, a project, applied research, or a professional article of publishable quality.(Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Miguel Lara
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study a project applied research or a professional article of publishable quality. (Prereq: IST 622 and IST 626)
- Professor: Donald Fischer
- Professor: Miguel Lara
Graduate Capstone: A capstone contributes to the disciplines or the professions by adding to technical/professional knowledge or by providing an original application of technical/professional knowledge in the professional field. Examples include a field study a project applied research or a professional article of publishable quality. (Prereq: IST 622 and IST 626)
- Professor: Miguel Lara
- Professor: Christian Rohrer
- Professor: Bude Su
Course for research/ UROC project: conducting a sound perception experiment with pre- and post-tests as well as the training (shadowing lessons) in the middle.
- Professor: Shigeko Sekine
Category: Spring 21
This is a beginning Japanese course for students with no prior Japanese. Students will learn and use basic Japanese interpersonally and interpretively to communicate and present on familiar topics. Students will learn reading and writing systems including hiragana katakana and basic kanji. Students will gain appreciation of Japanese customs practices products and perspectives and be able to compare them with their own culture.
- Professor: Tomoko Ogaki
Category: Fall 20
This is a beginning Japanese course for students with no prior Japanese. Students will learn and use basic Japanese interpersonally and interpretively to communicate and present on familiar topics. Students will learn reading and writing systems including hiragana katakana and basic kanji. Students will gain appreciation of Japanese customs practices products and perspectives and be able to compare them with their own culture.
- Professor: Tomoko Ogaki
Category: Spring 21
This is a beginning Japanese course for students with no prior Japanese. Students will learn and use basic Japanese interpersonally and interpretively to communicate and present on familiar topics. Students will learn reading and writing systems including hiragana katakana and basic kanji. Students will gain appreciation of Japanese customs practices products and perspectives and be able to compare them with their own culture.
- Professor: Tomoko Ogaki
- Professor: Yoshiko Saito-Abbott
Category: Fall 20
This is a continuation of JAPN 101. Students will continue to learn to use Japanese interpersonally and interpretively to communicate and present on familiar topics in daily situations. Students will learn basic communication strategies and demonstrate an increased appreciation of Japanese customs practices products and perspectives and are able to compare them with their own. (Prereq: JAPN 101 or equivalent)
Category: Fall 20
This is a continuation of JAPN 101. Students will continue to learn to use Japanese interpersonally and interpretively to communicate and present on familiar topics in daily situations. Students will learn basic communication strategies and demonstrate an increased appreciation of Japanese customs practices products and perspectives and are able to compare them with their own. (Prereq: JAPN 101 or equivalent with a C- or better)
- Professor: Yoshiko Saito-Abbott
Category: Fall 20
This is a continuation of JAPN102. Students will continue to develop proficiency at an intermediate level of Japanese. Students will use the language to investigate explain and reflect on the relationships between the practices products and perspectives of Japanese culture and compare them with their own. (Prereq: JAPN 102 or equivalent with a C- or better)
- Professor: Tomoko Ogaki
Category: Fall 20
This is a continuation of JAPN102. Students will continue to develop proficiency at an intermediate level of Japanese. Students will use the language to investigate explain and reflect on the relationships between the practices products and perspectives of Japanese culture and compare them with their own. (Prereq: JAPN 102 or equivalent with a C- or better)
- Professor: Tomoko Ogaki
Category: Spring 21
This course examines contemporary media culture and products as a conceptual lens to focus on Japanese pop culture and soft power in the 21st Century. Manga Anime Cinema literature performance art music and fine arts will all be surveyed with an eye to understanding what exactly is cool and different about Japanese creative work and whether these kinds of cultural exports could become the foundation of a new post-industrial Japanese economy. Taught in English.
- Professor: An Pham
Category: Miscellaneous
This is a bridge course from intermediate to advanced Japanese language. Students expand their cultural knowledge and language by investigating and comparing a broader range of topics in Japanese. Taught in Japanese. (Prereq: JAPN 201 or equivalent with a C- or better)
- Professor: Tomoko Ogaki
Category: Fall 20
This course continues to develop advanced level Japanese competency through further acquisition of Japanese cultural knowledge on a variety of fields and disciplines in content-based instruction. Taught in Japanese. (Prereq: JAPN 201 or equivalent with a C- or better)
- Professor: Tomoko Ogaki
Category: Spring 21
This course continues to develop advanced level Japanese competency through further acquisition of Japanese cultural knowledge on a variety of fields and disciplines in content-based instruction. Taught in Japanese. (Prereq: JAPN 201 or equivalent with a C- or better)
- Professor: Ryoko Ohnishi
Category: Miscellaneous
This course further develops advanced level Japanese through building and expanding knowledge of Japanese history as a dynamic interrelated system and employs a variety of processes to identify analyze and evaluate cultural themes values and ideas. Students will demonstrate ability to accurately comprehend ideas across a range of historical content. Taught in Japanese. (Prereq: JAPN 201 or equivalent with a C- or better)
- Professor: Shigeko Sekine
Category: Fall 20
This course focuses on Japanese-American experience from the 1860s to the present as an ongoing study in ethnographic assimilation including early immigration and response; immigration and labor laws; property rights; and WWII internment. Students identify and evaluate the issues of the ethics of assimilation racial and ethnic discrimination educational opportunity social justice and cultural identity. Taught in English.
- Professor: An Pham
Category: Miscellaneous
As the drive to rebuild modern Japan after WWII slowed latent and new social problems have become visible. This course offers interdisciplinary perspectives on issues such as care of the elderly and homeless equal treatment of minorities gender and labor issues domestic and world ecological concerns and relevant institutions that promote or attack prejudice towards heterogeneous social groups. Taught in English. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Dustin Wright
Category: Fall 20
As the drive to rebuild modern Japan after WWII slowed latent and new social problems have become visible. This course offers interdisciplinary perspectives on issues such as care of the elderly and homeless equal treatment of minorities gender and labor issues domestic and world ecological concerns and relevant institutions that promote or attack prejudice towards heterogeneous social groups. Taught in English. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Dustin Wright
Category: Fall 20
This course is designed to develop a functional use of Japanese for the professions such as education, business, research, technology, government, travel and hospitality. Students will learn how to respond to a variety of situations that focus on business manners such as customer service, telephone conversations and effective communication as a member of the business society. It also presents and expands on cultural perspectives and concepts. Taught in Japanese.
- Professor: Yoshiko Saito-Abbott
Category: Miscellaneous
Students will have the opportunity to engage with community projects of import and relevance while examining issues of justice compassion diversity and social responsibility. Students will have the opportunity to deepen their knowledge of Japanese language and culture through their community service to promote global citizens and develop communication skills through discussions reflection essays and presentations. (Prereq: JAPN 300 or equivalent with a C- or better)
- Professor: Yoshiko Saito-Abbott
Category: Fall 20
This course focuses on language use related to the cultures of the Japanese speaking community. It addresses culture-specific practices and concepts that cannot be translated into English. Students will also learn the use of Japanese to communicate at basic levels in culturally appropriate ways. Taught in English and Japanese. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Ryoko Ohnishi
Category: Fall 20
This course focuses on language use related to the cultures of the Japanese speaking community. It addresses culture-specific practices and concepts that cannot be translated into English. Students will also learn the use of Japanese to communicate at basic levels in culturally appropriate ways. Taught in English and Japanese. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Ryoko Ohnishi
Category: Fall 20
This online course introduces the language and culture of Japan in a thematic approach. Selected topics are geography, climate, population, and industries. This course is designed to develop Japanese language skills and introduce various aspects of Japanese culture related to course topics using technology and web-based materials. JAPN380 is a hybrid course featuring synchronous and asynchronous learning. Taught in Japanese. (Credit/No Credit Available) (Prereq: JAPN 202 or JAPN 300 or equivalent)
- Professor: Yoshiko Saito-Abbott
Category: Academic Support
Individual study of a particular aspect of Japanese language culture or civilization. A written proposal for the study/research must be approved in advance by the sponsoring faculty member and the program coordinator. Number of credits depends on the nature of the students academic goals and the consent of the faculty advisor.
- Professor: Shigeko Sekine
Category: Fall 20
Individual study of a particular aspect of Japanese language culture or civilization. A written proposal for the study/research must be approved in advance by the sponsoring faculty member and the program coordinator. Number of credits depends on the nature of the students academic goals and the consent of the faculty advisor.
- Professor: Shigeko Sekine
Category: Miscellaneous
This course aims to develop an advanced level of communication by interpreting and analyzing various aspects of modern Japanese literature including short stories and significant works by authors of the modern period. Taught in Japanese. (Prereq: JAPN 300 or equivalent with a C- or better)
- Professor: Yuki Obayashi
Category: Miscellaneous
This course aims to develop an advanced level of academic communication through the formulation of research questions on linguistic and cultural topics using appropriate research methods and critical thinking skills. Students utilize a variety of information sources to investigate organize and analyze the information. Taught in Japanese. (Prereq: JAPN 300 or equivalent with a C- or better)
- Professor: Shigeko Sekine
Category: Fall 20
This course aims to develop an advanced level of academic communication to finalize research projects using appropriate research methods. Students analyze and synthesize their research findings to orally present and to write academic papers using APA style. This course is a companion course for WLC 400 (Major Capstone). Taught in Japanese. [(Prereq: JAPN 300 or equivalent with a C- or better) and (Coreq: WLC 400)]
- Professor: Tomoko Ogaki
Category: Spring 21
Your study abroad experience is potentially a rich opportunity for you to enhance your language skills and deepen your understanding of other cultures people and their practices. This course provides the resources to help you prepare to maximize your study abroad experiences. This course is taught in English.
- Professor: Yoshiko Saito-Abbott
Category: Spring 21
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Marcia DiMercurio
Category: Fall 20
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Christine Derr
Category: Fall 20
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Marcia Moseley
Category: Spring 21
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Christine Derr
Category: Fall 20
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Marcia Moseley
Category: Spring 21
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Marcia Moseley
Category: Fall 20
Introduces the physical practice of yoga and explores the emotional and philosophical aspects of this ancient discipline. Practice of postures build from basic poses to more challenging poses. Builds strength endurance and flexibility through practice. Also includes the study of yoga through assigned readings class discussions and journaling. Credit/no credit.
- Professor: Christine Derr
Category: Spring 21
Designed for students who have completed KIN 139 and wish to continue their study of Yoga. Welcomes beginners with no prior yoga experience as well. Credit/no credit.
- Professor: Christine Derr
Category: Spring 21
This course will cover health and well being topics focusing on the health effects of stress, stress management skills, applied nutrition and core concepts in exercise and weight management. In addition to these core topics, the course will address the six dimensions of wellness: physical, emotional, intellectual, social, environmental and spiritual.
- Professor: Greg Meyer
Category: Spring 21
This course will cover health and well being topics focusing on the health effects of stress, stress management skills, applied nutrition and core concepts in exercise and weight management. In addition to these core topics, the course will address the six dimensions of wellness: physical, emotional, intellectual, social, environmental and spiritual.
- Professor: Greg Meyer
Category: Fall 20
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Yi Mao
Category: Fall 20
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Yi Mao
Category: Spring 21
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Yi Mao
Category: Fall 20
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Yi Mao
Category: Spring 21
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Yi Mao
Category: Fall 20
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Ryan Luke
Category: Summer 20
This course will cover health and well being topics focusing on the health effects of stress, stress management skills, applied nutrition and core concepts in exercise and weight management. In addition to these core topics, the course will address the six dimensions of wellness: physical, emotional, intellectual, social, environmental and spiritual.
- Professor: Ryan Luke
Category: Summer 21
This course will cover health and well being topics focusing on the health effects of stress stress management skills applied nutrition and core concepts in exercise and weight management. In addition to these core topics the course will address the six dimensions of wellness: physical emotional intellectual social environmental and spiritual.
- Professor: Ryan Luke
Category: Winter 21
Addresses the core concepts of human sexuality and the interrelationship that exists between it and mental physical social emotional and spiritual well-being. Assists students in understanding the nature of their own sexuality the importance of sexuality in their lives and the responsibility and pleasure it brings to individuals and their partners. Emphasis will be placed on the variations of expressions by culture age and orientation and their relationship with well-being.
- Professor: Christine Derr
Category: Fall 20
Addresses the core concepts of human sexuality and the interrelationship that exists between it and mental physical social emotional and spiritual well-being. Assists students in understanding the nature of their own sexuality the importance of sexuality in their lives and the responsibility and pleasure it brings to individuals and their partners. Emphasis will be placed on the variations of expressions by culture age and orientation and their relationship with well-being.
- Professor: Christine Derr
Category: Spring 21
Addresses the core concepts of human sexuality and the interrelationship that exists between it and mental physical social emotional and spiritual well-being. Assists students in understanding the nature of their own sexuality the importance of sexuality in their lives and the responsibility and pleasure it brings to individuals and their partners. Emphasis will be placed on the variations of expressions by culture age and orientation and their relationship with well-being.
- Professor: Jessica Benedetti
Category: Fall 20
Addresses the core concepts of human sexuality and the interrelationship that exists between it and mental physical social emotional and spiritual well-being. Assists students in understanding the nature of their own sexuality the importance of sexuality in their lives and the responsibility and pleasure it brings to individuals and their partners. Emphasis will be placed on the variations of expressions by culture age and orientation and their relationship with well-being.
- Professor: Christine Derr
Category: Spring 21
Introduces the history debates and definitions regarding the interdisciplinary degree in Kinesiology. Explores research skills needed to complete Senior Capstone project. Develops a learning plan that integrates a KIN concentration Capstone interests and personal and professional goals.
- Professor: Lisa Leininger
Category: Fall 20
Introduces the history debates and definitions regarding the interdisciplinary degree in Kinesiology. Explores research skills needed to complete Senior Capstone project. Develops a learning plan that integrates a KIN concentration Capstone interests and personal and professional goals.
- Professor: Lisa Leininger
Category: Spring 21
An introductory course covering the basic concepts of administering management for common athletic injuries as they pertain to athletic participation at all levels. The class will cover topics such as necessary medical terminology pertinent anatomy bloodborne pathogens emergency response plans basic injury prevention mechanisms recognition and treatment including some elementary taping techniques. Emphasis will be made on the role of the Certified Athletic Trainer.
- Professor: Jessica Benedetti
Category: Fall 20
Presents practical application of physiological and biomechanical theory
for development of and implementation of sports conditioning
prescriptions. Helps athletes achieve optimal physical performance
without incurring injury. Includes content necessary for nationally
recognized certification exams administered by organizations such as the
National Strength and Conditioning Association.
- Professor: Ryan Luke
Category: Spring 21
Presents practical application of physiological and biomechanical theory for development of and implementation of sports conditioning prescriptions. Helps athletes achieve optimal physical performance without incurring injury. Includes content necessary for nationally recognized certification exams administered by organizations such as the National Strength and Conditioning Association.
- Professor: Jessica Benedetti
Category: Fall 20
Provides students an integrated view of the relationship between physical activity or sedentarism and health outcomes; also it provides a conceptual framework to help the students relate results from single studies or collections of studies to the overall paradigm linking physical activity and physical fitness to health. The class will focus on the prevention of diseases and the enhancement of quality of life and well-being.
- Professor: Maria Bellumori
Category: Fall 20
Provides students an integrated view of the relationship between physical activity or sedentarism and health outcomes; also it provides a conceptual framework to help the students relate results from single studies or collections of studies to the overall paradigm linking physical activity and physical fitness to health. The class will focus on the prevention of diseases and the enhancement of quality of life and well-being.
- Professor: Maria Bellumori
Category: Spring 21
Explores coaching from a literary and a personal perspective. Builds appreciation for the depth of the coaching profession through literature studying different authors views on topics that every coach in every sport must face. After establishing a solid base with literature explores the topic in a hands-on environment through group discussions and projects. Provides an opportunity to explore the culture of coaching highlighting several key points.
- Professor: Andrea Kenney
Category: Fall 20
Provides a theoretical overview of the scientific and practical knowledge skills and abilities necessary to be a competent personal trainer. Includes content necessary for nationally recognized certification exams administered by organizations such as the National Strength and Conditioning Association and the American College of Sports Medicine.
- Professor: Eric Martin
Category: Spring 21
Provides a theoretical overview of the scientific and practical knowledge skills and abilities necessary to be a competent personal trainer. Includes content necessary for nationally recognized certification exams administered by organizations such as the National Strength and Conditioning Association and the American College of Sports Medicine.
- Professor: Eric Martin
Category: Spring 21
Explores health promotion in the worksite including supporting theories and critical issues such as management support economic benefits and worksite health promotion professional standards; focus is on implementing worksite health promotion programs. Implementation phases include needs assessment/evaluation effective interventions program marketing and organizational development.
- Professor: George Beckham
Category: Spring 21
Explores ethical issues related to physical activity and allied health professions. Examines the practical application of principles and methods to evaluate ethical dilemmas in promotion of health. Topics include historical health-related & medical cases development of current practices of informed consent health policy and laws. The sub-fields of bioethics sport ethics and contemporary issues in health will also be explored.
- Professor: Lisa Leininger
Category: Spring 21
Explores ethical issues related to physical activity and allied health professions. Examines the practical application of principles and methods to evaluate ethical dilemmas in promotion of health. Topics include historical health-related & medical cases development of current practices of informed consent health policy and laws. The sub-fields of bioethics sport ethics and contemporary issues in health will also be explored.
- Professor: Lisa Leininger
Category: Fall 20
Explores ethical issues related to physical activity and allied health professions. Examines the practical application of principles and methods to evaluate ethical dilemmas in promotion of health. Topics include historical health-related & medical cases development of current practices of informed consent health policy and laws. The sub-fields of bioethics sport ethics and contemporary issues in health will also be explored.
- Professor: Lisa Leininger
Category: Fall 20
Explores ethical issues related to physical activity and allied health professions. Examines the practical application of principles and methods to evaluate ethical dilemmas in promotion of health. Topics include historical health-related & medical cases development of current practices of informed consent health policy and laws. The sub-fields of bioethics sport ethics and contemporary issues in health will also be explored.
- Professor: Lisa Leininger
Category: Summer 20
Explores ethical issues related to physical activity and allied health professions. Examines the practical application of principles and methods to evaluate ethical dilemmas in promotion of health. Topics include historical health-related & medical cases, development of current practices of informed consent, health policy and laws. The sub-fields of bioethics, sport ethics and contemporary issues in health will also be explored.
- Professor: Lisa Leininger
Category: Summer 21
Addresses the physical social cultural and emotional factors of human sexuality. Students will explore concepts and evidence so they can address their own sexuality the decisions they make the importance of sexuality in their lives the responsibility it involves and the compassion that is necessary for the well-being of all people. The lab taken in conjunction with Human Sexuality supports and expands the concepts from lecture and consists of fieldwork short papers and interviews. [(Prereq: KIN 363 with a C- or better) or (Coreq: KIN 363)]
- Professor: Jessica Benedetti
Category: Fall 20
Content covers the structure and function of the human body. Concepts related to anatomical terminology cells tissues integument skeletal muscular nervous and endocrine systems are covered. Interrelationships of organ systems and system pathologies are also emphasized. Additionally principles of anatomy and physiology will be used to illustrate the scientific way of knowing. Finally the process of peer-review and evidenced based evaluation of claims related to anatomy and physiology health and pathology will also be incorporated. (First semester of two semester course). [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (Pre or Coreq: KIN 370L)]
- Professor: Addison Edwards
Category: Fall 20
Detailed examination of the structure and function of the human body. Concepts related to anatomical/physiological structures/functions of human body systems (chemistry cells tissues axial and appendicular skeleton muscular nervous and endocrine) are covered. Additionally students will become proficient in cadaver dissection through use of the Anatomage Virtual Dissection Table. (Prereq or Coreq: KIN 370)
- Professor: Addison Edwards
Category: Fall 20
Content covers the structure and function of the human body. Concepts related to circulatory- lymphatic- respiratory- digestive- urinary systems; immunity metabolism reproduction development genetics. An introduction to evolutionary medicine will be explored. Interrelationships of organ systems are emphasized. Anatomy and physiology principles will be used to illustrate the scientific way of knowing. Peer-review and evidenced based evaluation of claims related to anatomy and physiology health and pathology will also be incorporated. (Second semester of two semester course). [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better)Â and (Prereq or Coreq: KIN 371L)]
- Professor: Addison Edwards
Category: Spring 21
Detailed examination of the structure and function of the human body. Concepts related to anatomical/physiological structures/functions of human body systems (immunity circulatory lymphatic respiratory digestive urinary reproduction development and genetics) are covered. Additionally students will become proficient in cadaver dissection through use of the Anatomage Virtual Dissection Table. (Prereq or Coreq: KIN 371)
- Professor: Addison Edwards
Category: Spring 21
Focuses on foundations of movement for children preschool to 8th grade from a growth and development perspective. Emphasis is placed on health and physical activity and programmatic organization in the gymnasium and on the playground as it relates to problem solving and academic success; multicultural approaches to movement moral development and self image; and movement exploration body spatial awareness and other non-loco motor skills. (Coreq: KIN 373L)
- Professor: Jody Garry
Category: Spring 21
Focuses on foundations of movement for children preschool to 8th grade from a growth and development perspective. Emphasis is placed on health and physical activity and programmatic organization in the gymnasium and on the playground as it relates to problem solving and academic success; multicultural approaches to movement moral development and self image; and movement exploration body spatial awareness and other non-loco motor skills. (Coreq: KIN 373L)
- Professor: Jody Garry
Category: Fall 20
Focuses on foundations of movement for children preschool to 8th grade from a growth and development perspective. Emphasis is placed on health and physical activity and programmatic organization in the gymnasium and on the playground as it relates to problem solving and academic success; multicultural approaches to movement moral development and self image; and movement exploration body spatial awareness and other non-loco motor skills. (Coreq: KIN 373L)
- Professor: Michael Gray
Category: Fall 20
Focuses on foundations of movement for children preschool to 8th grade from a growth and development perspective. Emphasis is placed on health and physical activity and programmatic organization in the gymnasium and on the playground as it relates to problem solving and academic success; multicultural approaches to movement moral development and self image; and movement exploration body spatial awareness and other non-loco motor skills. (Coreq: KIN 373L)
- Professor: Michael Gray
Category: Spring 21
Provides first experience with the body of knowledge known as motor behavior. Includes theories of motor control and motor learning biological perspectives including the central nervous system and motor neurons. Also offers learning perspectives related to motor learning and motor control including sensory systems vision memory and multidimensional learning and social perspectives including practice and group dynamics.
- Professor: Maria Bellumori
Category: Spring 21
Provides first experience with the body of knowledge known as motor behavior. Includes theories of motor control and motor learning biological perspectives including the central nervous system and motor neurons. Also offers learning perspectives related to motor learning and motor control including sensory systems vision memory and multidimensional learning and social perspectives including practice and group dynamics.
- Professor: Maria Bellumori
Category: Fall 20
Presents an overview of selected topics in exercise physiology with emphasis on practical applications in health disease and athletic performance. Provides students with a fundamental understanding of the physiological responses and adaptations to acute and chronic exercise. [(Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better) and (KIN 370)]
- Professor: Ryan Luke
Category: Fall 20
Provides an in-depth integrated understanding of the physiological responses and adaptations to and the biomechanics of aerobic activity exercise and sport. Emphasizes the concept that the physiology of aerobic energy production and the biomechanics of aerobic energy use are linked in physical activity exercise and sport.
- Professor: Maria Bellumori
Category: Spring 21
Provides an in-depth integrated understanding of the physiological responses and adaptations to and the biomechanics of aerobic activity exercise and sport. Emphasizes the concept that the physiology of aerobic energy production and the biomechanics of aerobic energy use are linked in physical activity exercise and sport. (Prereq: KIN 390)
- Professor: George Beckham
Category: Spring 21
Provides an in-depth integrated understanding of the physiological responses and adaptations to and the biomechanics of aerobic activity exercise and sport. Emphasizes the concept that the physiology of aerobic energy production and the biomechanics of aerobic energy use are linked in physical activity exercise and sport. (Prereq: KIN 390)
- Professor: Maria Bellumori
Category: Spring 21
Provides an in-depth integrated understanding of the physiological responses and adaptations to and the biomechanics of anaerobic activity exercise and sport. Emphasizes the concept that the physiology of anaerobic energy production and the biomechanics of anaerobic energy use are linked in physical activity exercise and sport. (Prereq: KIN 390)
- Professor: Ryan Luke
Category: Fall 20
Focuses on the scientific and practical knowledge skills and abilities necessary to design an individualized exercise prescription for those confronted with disease and special needs.
- Professor: Eric Martin
Category: Spring 21
Focuses on the scientific and practical knowledge skills and abilities necessary to design an individualized exercise prescription for those confronted with disease and special needs.
- Professor: Eric Martin
Category: Spring 21
Students will examine their personal and professional identities in areas of civic engagement social justice and multicultural communities. Students will select a site relevant to the Kinesiology field and complete at least 30 hours of service to an underserved population. Students will develop an understanding of health disparities the context that surrounds them and actions professionals and institutions take to foster equity and inequity in communities. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Nikolas Dickerson
- Professor: Joanna Morrissey
Category: Spring 21
Students will examine their personal and professional identities in areas of civic engagement social justice and multicultural communities. Students will select a site relevant to the Kinesiology field and complete at least 30 hours of service to an underserved population. Students will develop an understanding of health disparities the context that surrounds them and actions professionals and institutions take to foster equity and inequity in communities. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Nikolas Dickerson
- Professor: Joanna Morrissey
Category: Fall 20
Kinesiology majors will examine their personal and professional identities in areas of civic engagement, social justice and multicultural communities. Students will select a site relevant to the Kinesiology field and complete a minimum of 30 hours of service to an underserved population. Students will develop an understanding of health disparities, the context that surrounds them, and actions that professionals and institutions take to foster equity and inequity in communities.
- Professor: Joanna Morrissey
Students will examine their personal and professional identities in areas of civic engagement social justice and multicultural communities. Students will select a site relevant to the Kinesiology field and complete at least 30 hours of service to an underserved population. Students will develop an understanding of health disparities the context that surrounds them and actions professionals and institutions take to foster equity and inequity in communities. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better) and (Junior or Senior Standing)]
- Professor: Joanna Morrissey
Category: Summer 21
Students will examine their personal and professional identities in areas of civic engagement social justice and multicultural communities. Students will select a site relevant to the Kinesiology field and complete at least 30 hours of service to an underserved population. Students will develop an understanding of health disparities the context that surrounds them and actions professionals and institutions take to foster equity and inequity in communities. (Prereq: GE Areas A1 and A2 and A3 and B4 with a C- or better)
- Professor: Joanna Morrissey
Category: Winter 21
Students prepare for and ultimately pass an approved professional certification exam related to the knowledge skills and abilities of the Kinesiology profession; the course is intended for students who do not take KIN 497.
- Professor: Lisa Leininger
Category: Spring 21
Nature of Language & Language Acquisition introduces the scientific study of language which includes theoretical concepts (e.g. structural linguistics sociolinguistics language development in first and second language acquisition) and application of linguistics in reading and writing development. Students develop a knowledge base in linguistics phonemic awareness and syntax and apply it in real-world educational settings. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
Category: Spring 21
Nature of Language & Language Acquisition introduces the scientific study of language which includes theoretical concepts (e.g. structural linguistics sociolinguistics language development in first and second language acquisition) and application of linguistics in reading and writing development. Students develop a knowledge base in linguistics phonemic awareness and syntax and apply it in real-world educational settings. (May be offered as classroom-based hybrid or online.) (Prereq: GE Area A1 and A2 and A3)
- Professor: Ondine Gage
Category: Fall 20
Nature of Language & Language Acquisition introduces the scientific study of language which includes theoretical concepts (e.g. structural linguistics sociolinguistics language development in first and second language acquisition) and application of linguistics in reading and writing development. Students develop a knowledge base in linguistics phonemic awareness and syntax and apply it in real-world educational settings. (Prereq: GE Areas A1 and A2 and A3 with a C- or better)
- Professor: Paoze Thao
Category: Spring 21
This course explores the dynamics of language power and literacy in a multilingual and multicultural society. Building on a range of home literacy practices this course investigates approaches to bridging home language for the development of oral language reading and writing across academic genres in the elementary setting. Students will employ the tools gained in Ling 392 to assess the development of reading and writing as well as identify text complexity and the knowledge of reader variables to support developing literacy. (Prereq: LING 392 with a C- or better)
- Professor: Irene Nares-Guzicki
Category: Spring 21
This course explores the dynamics of language power and literacy in a multilingual and multicultural society. Building on a range of home literacy practices this course investigates approaches to bridging home language for the development of oral language reading and writing across academic genres in the elementary setting. Students will employ the tools gained in Ling 392 to assess the development of reading and writing as well as identify text complexity and the knowledge of reader variables to support developing literacy. (Prereq: LING 392 with a C- or better)
- Professor: Ondine Gage
Category: Spring 21
This course explores the dynamics of language power and literacy in a multilingual and multicultural society. Building on a range of home literacy practices this course investigates approaches to bridging home language for the development of oral language reading and writing across academic genres in the elementary setting. Students will employ the tools gained in Ling 392 to assess the development of reading and writing as well as identify text complexity and the knowledge of reader variables to support developing literacy. (Prereq: LING 392 with a C- or better)
- Professor: Irene Nares-Guzicki
Category: Spring 21
Introduces the arts and art education in public school and community contexts. Emphasizes investigating art art criticism and the aesthetics of various artists across dance music theater and visual arts. Addresses the selection of materials techniques tools art concepts and strategies appropriate for teaching art to multiple communities of students as well as how to sensitively learn about the art(s) of a community. Designed to develop the ability to make curricular judgments by developing art-based lesson plans and designing art experiences across the curriculum.
- Professor: Jennifer Colby
Category: Fall 20
Introduces the arts and art education in public school and community contexts. Emphasizes investigating art art criticism and the aesthetics of various artists across dance music theater and visual arts. Addresses the selection of materials techniques tools art concepts and strategies appropriate for teaching art to multiple communities of students as well as how to sensitively learn about the art(s) of a community. Designed to develop the ability to make curricular judgments by developing art-based lesson plans and designing art experiences across the curriculum.
- Professor: Jennifer Colby
Category: Fall 20
Introduces the arts and art education in public school and community contexts. Emphasizes investigating art art criticism and the aesthetics of various artists across dance music theater and visual arts. Addresses the selection of materials techniques tools art concepts and strategies appropriate for teaching art to multiple communities of students as well as how to sensitively learn about the art(s) of a community. Designed to develop the ability to make curricular judgments by developing art-based lesson plans and designing art experiences across the curriculum.
- Professor: Jennifer Colby
Category: Summer 20
This course is a lower-division service learning course that explores the important role of the service learner in K-8 settings in public schools under the supervision of a credentialed teacher. Students actively participate in classroom learning activities reflect upon the diversity in California public schools and the implications for educational equity. Student service learners critically analyze schooling practices that reflect the social and political powers in educational institutions and other salient topics that emerge from their experiences at their service learning site and in course meetings. (This course does not meet the Lower Division Area D Civics-Service Learning requirement).
- Professor: Colleen Beye
Category: Fall 20
In this Graduate Writing Assessment Requirement (GWAR) course students explore educational theories perspectives and concepts as they develop and demonstrate effective oral and written communication skills as well as critical thinking and research skills. Students also acquire and practice listening oral and written communication skills in the relevant disciplines that are essential for ethical and socially responsible deliberation problem solving and community building in educational contexts. [Prereq: (GE Areas A1 and A2 and A3 and B4 with a C- or better)]
- Professor: Aimee Escalante
Category: Fall 20