Mar 29, 2024  
College Catalog 2017-2018 
    
College Catalog 2017-2018 ARCHIVED CATALOG

Course Descriptions


 

Chinese

  
  • CHIN 310 - Modern Chinese Literature


    Representative readings in translation of Twentieth-century Chinese literature from the late-Qing dynasty to the People’s Republic of China, and contemporary Taiwan. This course will offer a window in Twentieth-century China and an introduction to the study of literature, and ask: Why do we read literature, and about different literary approaches and movements? Students are expected to examine the socio-political context and questions of political engagement, social justice, class, gender, race, and human rights. All readings are in English translation and no background in China or Chinese is required.

    Cross-listed with CHIN 110 
    3 credits
  
  • CHIN 311 - Introduction to Chinese Linguistics


    This course is intended to provide students with fundamental knowledge of Chinese linguistics. In addition to the introduction to general linguistic concepts. Course content focuses on Chinese phonetics, phonology, morphology, syntax, Chinese writing system and etymology.

    Pre-req: CHIN 220 
    3 credits
  
  • CHIN 320 - Composition and Conversation


    This course is designed to strengthen students’ overall linguistic skills and cultural awareness. It emphasizes advanced sentence structures, idiomatic expressions, and appropriate use of wording. The course also enhances students’ understanding of Chinese culture and contemporary Chinese life through in-depth study of various topics dealing with daily life, gender roles, family, and social issues. Students are expected to apply their knowledge in their writing assignments and discussions in class. Classes are conducted primarily in Chinese.

    Pre-req: CHIN 221  or a score of 4 or higher on the Chinese Placement Exam
    3 credits
  
  • CHIN 321 - Advanced Chinese


    This course aims at further development of overall language proficiency through extensive reading of selected texts representing a wide variety of styles and genres, including materials from newspapers, magazines, and other documents. Classes are conducted primarily in Chinese.

    Pre-req: CHIN 320 
    3 credits
  
  • CHIN 325 - Culture and Civilization


    This is a course of Chinese cultural history from the Neolithic period to the present that examines both the evolutions and continuities of China’s ancient culture. Students explore the cultural implications of geomancy, Buddhist and Daoist practices in every day rituals, qi, acupuncture, martial arts, herbal medicines and more presented through reading assignments, videos, and films. No background in China or Chinese is required.

    3 credits
  
  • CHIN 330 - Chinese Theater


    Introduction to the practice, concepts, history, and dramatic literature from China. The course will focus on the development of the Chinese theater as it received influences from other ethnic theaters, including the Japanese, French, Spanish, and American. Hands-on experiences with the Chinese theater and interaction with theater artists in the Los Angeles area will be emphasized.

    Cross-listed with CHIN 130 
    3 credits
  
  • CHIN 350 - Chinese Cinema


    This course will introduce all three main traditions of sinophonic cinema (Mainland, Hong Kong, Taiwan) from the silent film era to the present. Films will be used as a point of entry into larger discussions and analyses of relevant cultural, aesthetic, and socio-political topics. Major goals of the course include developing visual literacy and cultivating an ability to think about and understand meaning through cinematic expression. Students will also be responsible for viewing films analytically and providing critical responses to them both orally (class discussions) and in writing (papers).

    Cross-listed with  
    3 credits
  
  • CHIN 360 - Love and Lust in the Chinese Tradition


    A multimedia survey of the various themes and representations of love in Chinese poetry, short fiction, novels, and film. Topics of investigation and discussion will include the unique Chinese heritage of polygamy, arranged marriage, and homosexuality, among others. The course is taught using materials in English translation, so no knowledge of Chinese is required. Students with proficiency in the language are encouraged to do the readings in Chinese.

    3 credits
  
  • CHIN 390 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • CHIN 395 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • CHIN 430 - Chinese Poetry


    This course is designed to introduce students to a selection of pre-modern major works by poets of the Han, Tang and Song dynasties. Various forms, themes and genres are discussed.

    Pre-req: CHIN 320 
    3 credits
  
  • CHIN 490 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • CHIN 495 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • CHIN 499 - Senior Paper and Presentation


    This is a capstone course for students who are majoring in Chinese.

    Pre-req: Instructor Permission
    1 credits

Computer Science

  
  • COSC 100 - Introduction to Computer Systems


    An overview of how computer systems work. This course will emphasize logical and procedural thinking and also give students practice in computation, abstraction, and creation. Topics include logic, binary arithmetic, binary encoding of data, algorithms, simple computer programming, understanding how the internet works, website architecture, and internet security. Pre-requisite: C- or higher in MATH 076 or a score of 1 or higher on the Math placement test.

    Pre-req:  C- or higher in MATH 76 (or higher) or 1or higher on MATH placement Test
    3 credits
  
  • COSC 120 - Computer Science I


    Introduction to computer programming in a high-level language such as C, C++, or Java, emphasizing structured programming techniques, procedural methods and simple user-defined data structures.

    Pre-req: 2 on the placement test, or a C- or better in COSC 100, or a C- or better in Math 076, or a C- or better in Math 079.
    3 credits
  
  • COSC 190 - Selected Topics


    May be repeated for credit.

    1 to 4 credits
  
  • COSC 220 - Computer Science II


    Computer programming emphasizing data structures, algorithms, pointers, and low-level interface.

    Pre-req:  C- or higher in COSC 120. 
    3 credits
  
  • COSC 240 - Data Structures and Algorithms


    This class covers fundamental algorithms and data structures and the basic techniques used to analyze algorithms. Emphasis will be given to searching, sorting, string processing, and graph algorithms. Specific topics may include linked data structures, stacks, queues,priority queues, binary heaps, binary search trees, hash tables, graphs, trees, divide-and-conquer algorithms, greedy algorithms, dynamic programming, complexity theory, amortized analysis, asymptotic analysis, P vs. NP, and NP-completeness.

    One semester,

    Pre-req: COSC 220
    3 credits

  
  • COSC 290 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • COSC 295 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • COSC 310 - Operating Systems


    This course covers the basic concepts, design, and implementation of modern operating systems. Topics will include process management, threads, signals, CPU scheduling, concurrency, deadlock prevention, memory management, input/output management, file systems, virtualization, and security.

    One semester

    Pre-req: COSC 240
    3 credits

  
  • COSC 320 - Computer Organization and Architecture


    This course covers the basic organization of the von Neumann machine, machine-level representation of data and instructions, and assembly language programming. Specific topics will include the instruction fetch/decode/execute cycle; machine representation of integers, floating-point numbers, characters, records, and arrays; instruction sets; addressing modes; subroutine call and returnmechanisms; input/output and interrupts; heap, static, stack, and code segments; and shared-memory multiprocessors.One semester,

    Pre-req: COSC 240
    3 credits
  
  • COSC 330 - Computer Logic and Circuit Design


    The basics of digital logic design. Among the topics included in this course are: binary representation of information, Boolean algebra, truth tables, combinatorial logic, Karnaugh maps, memory elements, flip-flops, latches, registers, RAM and variations. ALU’s, control logic, and finite state machines. The design of a simple computer. Gates and their implementation with transistors and integrated circuits.

    Pre-req: PHYS180, COSC120
    3 credits
  
  • COSC 340 - Robotics with Arduino


    This course is an introduction to robotics with Arduino. Arduino is an open-source microcontroller which enables users to create interactive electronic objects including simple robots. The course consists of two parts. Part I is learning the ropes with Arduino. Part II involves working with SainSmart’s Arduino-compatible and fully-customizable 2-wheel self-balancing robot. The students taking this class will have laid down a good foundation in robotics, which is a fast-emerging field, with many companies such as Amazon already deploying thousands of robots in their warehouses and factories, including the recently much-touted and a-bit-controversial autonomous (weapons) robots.

    Pre-req: COSC 120 and PHYS 180/
    Cross-listed with PHYS 305
    3 credits
  
  • COSC 390 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • COSC 395 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • COSC 495 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • COSC 499 - Senior Project


    Senior Project

    Pre-req: Instructors Permission
    2 credits

Economics

  
  • ECON 190 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • ECON 200 - Principles of Economics: Macro


    The problem of scarcity; theory of national income and employment; policy applications to problems of employment, inflation and business fluctuations; introduction to money and banking; monetary and fiscal policy.

    3 credits
  
  • ECON 201 - Principles of Economics: Micro


    Introduction to the theory of price and market behavior. Includes analysis of consumer choice, decisions by firms, industrial organization, and governmental policy as it affects markets. Also includes discussion of economic efficiency and income distribution in the market economy. One semester,

    3 credits
  
  • ECON 205 - Intro to Quantitative Methods


    This is a course in quantitative methods for economics. It covers basic mathematical, quantitative, computing and statistical tools for the study of economics. The emphasis is on economic applications. Successful completion of this course will provide you with an understanding of mathematical/statistical topics and techniques such as algebraic manipulation, simultaneous equations, optimization, descriptive statistics, probability theory, and regression analysis. This understanding will allow you to better apply mathematical and statistical techniques to economic problems.

    Pre-req: Pre-req: MATH76 or MATH79 or a score of 2 or higher on the Math placement exam.

    Not open to students who have completed MATH80.
    3 credits

  
  • ECON 290 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • ECON 295 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • ECON 300 - Intermediate Macroeconomic Theory


    Theoretical analysis of forces that determine the general level of prices, output, and employment; monetary and fiscal policy. Determinants of economic growth and introduction to micro-foundations of macroeconomics.

    Pre-req: ECON 200  and ECON 201 
    4 credits
  
  • ECON 301 - Intermediate Microeconomic Theory


    The theory of price, of consumer behavior and of the firm under perfect and imperfect competition, with emphasis on analytical tools for modeling choice and markets.

    Pre-req: ECON 200  and ECON 201  
    4 credits
  
  • ECON 305 - Introduction to Econometrics


    An introduction to the mathematical and statistical tools used to model, test, and forecast economic relationships. Construction of models, data collection, linear regression, hypothesis testing, and forecasting. Introduction to computer software used for regression analysis.

    Pre-req: ECON 200 , ECON 201 , and ECON 205
    4 credits
  
  • ECON 310 - Money and Banking


    An examination of the institutional structure of the U.S. financial system, including the scope and effect of bank deregulation; the instruments and theoretical impact of Federal Reserve System monetary policy on the domestic and international economy. This course explores the economics of commercial banks, central banks, financial markets, and financial crises.

    Pre-req: ECON 200  
    3 credits
  
  • ECON 330 - Game Theory


    Strategic decision-making and the tools used to analyze competitive situations in a wide variety of disciplines. Topics include backward inductions, sub game perfect equilibria, imperfect information, normal and extensive form games, repeated games, and an introduction to evolutionary game theory.

    Pre-req:    
    3 credits
  
  • ECON 361 - Environmental Economics


    Understanding how environmental problems come to be and how best to solve them, with keen attention to the role and nature of markets, human behavior, institutions, and governmental policy. Students learn to see and redefine environmental problems as failures of incentives; investigate economic theory, concepts and tools relevant for environmental policy and understand the political and environmental history and complexity of environmental issues such as water management and air quality control.

    Pre-req:   
    3 credits
  
  • ECON 363 - Energy and Climate Change: Economics, Science and Policy


    This course explores the science, economics and policy of climate change and energy resources. It covers a basic science foundation of climate change and an economics foundation for energy systems and climate policy. It also details how to conduct an economic feasibility and break-even analysis of a project such as renewable energy or energy efficiency installation. Students will become familiar building spreadsheets in Excel with costs and benefits over time and in present value terms. Regular readings on energy and climate change topics, including particular renewable energy technologies, will be assigned and discussed in small groups and as a class. A large portion of the class will be centered around team projects, which will identify, measure and analyze potential cost savings for a renewable energy or energy saving project on the Whittier College campus.

     

    Pre-req: ECON 200 or ECON 201.
    Cross-listed with ENST 363.

  
  • ECON 365 - Agricultural and Natural Resource Economics


    This course surveys the broad fields of agricultural and natural resource economics and policy. It examines the central concept of scarcity and how that drives economic value. We explore the concepts of value, efficiency and institutional failure in the management of renewable natural resources including arable land, timber and fisheries as well as of non-renewable resources such as minerals and hydrocarbon fuels. We also investigate agricultural development in the U.S. and what drives technological advancement. Finally, the course assesses the role and efficacy of markets and public policy in managing our natural resources efficiently and sustainably.

     

    Pre-req:  ECON 200 and ECON 201.
    Cross-listed with ENST 365

  
  • ECON 383 - Comparative Economic Systems


    Multidimensional coverage of the evolution and performance of economic systems, including capitalism, socialism, communism, transitioning, new traditional, and fascism. The emergence of market-based capitalism as the dominant economic paradigm is considered as is economic globalization and how cross-societal cultural differences affect international economic interactions and whether repeated interaction leads to cultural homogenization.

    Pre-req: ECON 200  or ECON 201  
    3 credits
  
  • ECON 385 - International Trade and Finance


    Basic principles of international trade and finance. The trade portion of the course focuses on developing an understanding of the underlying rational supporting trade, benefits and costs associated with trade liberalization and the effects of commercial policy. The finance portion focuses on the components of the international financial architecture, foreign exchange markets, capital flows, and monetary policymaking in an open economy. Not open to those who have completed ECON 380

    Pre-req: ECON 200  or ECON 201  
    3 credits
  
  • ECON 386 - Growth & Development


    Surveys the main economic models of growth and development.  Topics include:  Why are some countries rich and others poor?  Can less developed countries catch up with the income level of the developed world?  What are the determinants of economic growth and development?  Can growth continue forever?  The course addresses policy issues related to poverty, income distribution, structural change, savings, foreign trade

    Pre-req: ECON 200  or ECON 201  
    3 credits
  
  • ECON 390 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • ECON 395 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • ECON 400A - Senior Project I in Economics


    Senior project for the major.  Provides individual guidance by faculty in the selection of a topic, research methodology, and writing of a thesis. In-depth analysis of a self-selected topic, including synthesis of literature, gathering and analyzing data to examine a particular hypothesis.

    Pre-req: ECON 300  and   or ECON 301  
    3 credits
  
  • ECON 400B - Senior Project II in Economics


    Senior presentation for the major. Completion involves public presentation of the senior thesis.

    Pre-req: ECON 400A  
    1 credits
  
  • ECON 490 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • ECON 495 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits

Education

  
  • EDUC 010 - Research with Children


    Students will learn research methods and participate in a research study with school age children. May be repeated for credit

    0 to 3 credits
  
  • EDUC 066 - Community-Based Teaching Practicum


    Provides students interested in teaching or other education careers with a supervised teaching experience in the Fifth Dimension community-based learning program. Requires a minimum of 26 hours of service in the Fifth Dimension plus attendance at a class meeting every other week. May be repeated for credit

    Pre-req: Instructor Permission
    Cross-listed with EDUC 067 
    0 to 1 credits
  
  • EDUC 067 - Experiences in Education


    Provides students interested in teaching or other education careers with relevant experiences in classrooms or other field settings. Minimum of 26 hours of field experience required. May be repeated for credit

    0 to 1 credits
  
  • EDUC 068 - Tutoring in Reading


    Learning to tutor elementary school aged children in reading and writing. Focuses on developing strategies for building oral language, reading to and with children, and helping children learn to write. Requires classes meetings and 10 hours of fieldwork.

    2 credits
  
  • EDUC 190 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • EDUC 250 - Urban Education


    In this course students will learn about both historical and contemporary issues in public school education, which have led to the achievement gap between underrepresented groups. Students will compare the schooling experiences and underachievement of Latinos, African Americans, and English Language Learners (ELLs) in K-12 settings. Local school visits and educational documentaries will be utilized as experiential and pedagogical tools.

    Pre-req: ANTH 211 , CHDV 105 , or SOC 200
    3 credits
  
  • EDUC 255 - Perspectives on Science Education


    This is an introductory course that explores past and present idea within science education including how science is portrayed as a human endeavor, the various goals/purposes of a science curriculum, and what it means to teach science to others. The course is interactive and experiential. To complement course readings and assignments students will participate in a variety of activities such comparing science textbooks from the 1960s (i.e. those published in response to the launching of Sputnik) to modern materials and investigating the diverse experiences and ideas individuals hold regarding science as a discipline and “way of knowing”.

    3 credits
  
  • EDUC 262 - Children’s Literature


    Survey of literary genres and elements, including picture books, folklore, poetry, historical fiction, contemporary realism and nonfiction. Some attention to pedagogical issues for teacher credential candidates.

    3 credits
  
  • EDUC 282 - Progressive Teaching and Learning


    This course enables students to understand the principles and practices of community-based education through both participation and academic study at two unique fifth dimension program sites. Students integrate their experience with (a) study of the psychological theories and philosophical perspectives that underlie the design of the Fifth Dimension and similar community-based learning programs and (b) an examination of how these design principles define and practice the role of teacher and learner.

    4 credits
  
  • EDUC 290 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • EDUC 295 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • EDUC 300 - Sociological & Historical Perspectives on Education


    Examines the socio-cultural and historical contexts in which learning and development occur. Topics include the social and cultural conditions of K-12 schools, the historical and cultural traditions of major cultural and ethnic groups in California society, and how the background experiences, languages, skills and abilities of members of these groups interact with conditions and practices of schools. Explores concepts, principles, and values necessary to create and sustain an equitable classroom community and a just, democratic society.

    Cross-listed with EDUC 500 
    3 credits
  
  • EDUC 301 - Heritage, Identity, & Empowerment


    This course provides pre-service teachers with the tools to promote cultural relevancy with not only their students of color, but all students. It will give them methods for teaching students about their heritage within the confines of the standard curriculum. Through the use of K-12 school based texts, course readings on multicultural education, discussions, classroom activities, including performance based activities, the students will be encouraged to think beyond Black History Month, Asian American Month, and Hispanic Heritage Month and find cultural connections on a daily basis.

    Co-req: THEA 230 
    3 credits
  
  • EDUC 320 - Movement & Elementary School Physical Education


    The biological, psychological, and sociological interpretations of play and physical education. Fundamentals of teaching movement at the preschool and elementary level. Includes laboratory experience.

    Cross-listed with KNS 320 
    3 credits
  
  • EDUC 390 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • EDUC 395 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • EDUC 401 - Teaching Diverse Learners


    Provides theoretical and practical knowledge necessary for working with culturally diverse K-12 students, families, and communities. Includes analysis of alternative viewpoints on current educational goals, practices, and issues, as well as methods for building a just, democratic classroom culture. Requires 20 hours of fieldwork.

    Pre-req: EDUC 300  and CHDV 105 
    Co-req: EDUC 401L 
    Cross-listed with EDUC 501 
    3 credits
  
  • EDUC 401L - Teaching Diverse Learners Lab


    Co-req: EDUC 401 
    0 credits
  
  • EDUC 402 - Literacy Development in Elementary School


    Research and methodology for delivering a balanced, comprehensive program of instruction in reading, writing, and related language arts areas in linguistically and/or culturally diverse elementary classrooms. Topics include: basic word identification skills and comprehension strategies, literature-based instruction, on-going diagnostic strategies/interventions, content area literacy, and organizing for instruction. Requires 20 hours of fieldwork.

    Co-req: EDUC 402L  
    Cross-listed with EDUC 502  
    3 credits
  
  • EDUC 402L - Literacy Development in Elementary School Lab


    Co-req: EDUC 402 
    0 credits
  
  • EDUC 403 - Teaching Content Area Literacy


    Research and methodology for preparing secondary teachers to teach content-based reading and writing skills to all students. Topics include: reading comprehension skills, vocabulary, strategies for promoting oral and written language, phonological/structure of the English language, and writing across the curriculum. Requires 20 hours of fieldwork.

    Co-req: EDUC 403L  
    Cross-listed with EDUC 503  
    3 credits
  
  • EDUC 403L - Teaching Content Area Literacy Lab


    Co-req: EDUC 403 
    0 credits
  
  • EDUC 404 - Second Language Acquisition Methodology


    Examines native and second language development in theory and as applied to multicultural/multilingual educational contexts, helping prospective teachers develop a sound understanding of first (L1) and second language (L2) processes. Focuses on the socio-cultural, historical, political nature of language learning in the classroom and how the educational system addresses the needs of English Language (EL) Learners. Requires 20 hours of fieldwork.

    Pre-req: EDUC 402  or EDUC 403 
    Co-req: EDUC 404L 
    Cross-listed with EDUC 504 
    3 credits
  
  • EDUC 404L - Second Language Acquisition Methodology Lab


    Co-req: EDUC 404 
    0 credits
  
  • EDUC 405 - Multiple Subject Curriculum & Pedagogy: Lang Arts w/Hist-Soc Sci & Visual & Perf Arts


    Research and methodology for integrating language arts with social studies and the visual and performing arts in linguistically and/or culturally diverse elementary classrooms. Topics include: writing in the content areas, literature-based instruction, use of simulations, case studies, cultural artifacts, cooperative projects, and student research activities, assessing learning, and organizing for instruction. Fieldwork required.

    Pre-req: EDUC 401  and EDUC 402 
    Co-req: EDUC 405L 
    Cross-listed with EDUC 505 
    3 credits
  
  • EDUC 405L - Multiple Subject Curriculum & Pedagogy: Lang Arts w/Hist-Soc Sci & Visual & Perf Arts Lab


    Co-req: EDUC 405 
    0 credits
  
  • EDUC 406 - Learning and Learners


    This course examines major concepts, principles, and research associated with theories of human thinking, learning, and achievement, with special attention to the social-cultural nature of learning and the role of students’ prior understandings and experiences. This course will provide experience in using research-based concepts and principles in designing, planning, and adapting instruction for K-12 students. Requires 20 hours of fieldwork.

    Co-req: EDUC 406L  
    Cross-listed with EDUC 506  
    3 credits
  
  • EDUC 406L - Learning and Learners Lab


    Co-req: EDUC 406 
    0 credits
  
  • EDUC 407 - Multiple Subject Curriculum & Pedagogy: Mathematics & Science


    This course is an introduction to designing elementary math and science lessons using inquiry. Three big ideas drive the instruction and activities for this course (based on How People Learn, 2000): 1) That young learners enter the classroom with prior knowledge of math and science that needs to be addressed during instruction; 2) Each lesson should be designed around a limited number of learning goals that deepen a learner’s conceptual framework about math and/or science; 3) In addition to providing opportunities for the teacher to assess student thinking, lessons must provide students opportunities to monitor and reflect upon their own learning. Course activities and discussions will focus on how lessons should provide learners with opportunities to learn how knowledge in math and science is constructed and communicated by practitioners of those fields (i.e. Mathematicians & Scientists). The work completed during this course will help candidates learn to evaluate existing elementary curriculum/resources and be able to modify them when needed. Fieldwork required.

    Co-req: EDUC 407L  
    Cross-listed with EDUC 507  
    3 credits
  
  • EDUC 407L - Multiple Subject Curriculum & Pedagogy: Mathematics & Science Lab


    Co-req: EDUC 407 
    0 credits
  
  • EDUC 408 - Single Subject Curriculum & Pedagogy I


    This course is designed to introduce teacher candidates to curriculum planning and assessment. This course will engage candidates in thinking about the decision-making process surrounding what and how we teach, as well as how we monitor student learning. Topics include: California subject matter standards, formative and summative assessment strategies, and curriculum analysis. Fieldwork required.

    Co-req: EDUC 408L  
    Cross-listed with EDUC 508  
    3 credits
  
  • EDUC 408L - Single Subject Curriculum & Pedagogy I Lab


    Co-req: EDUC 408 
    0 credits
  
  • EDUC 409 - Single Subject Curriculum & Pedagogy II


    Advanced instructional planning and teaching methods for Single Subject candidates in core academic subject areas, with separate course sections for candidates in the areas of (1) English or history-social sciences and (2) mathematics or science. Focuses on appropriate subject-matter-specific methods for planning and teaching a comprehensive program that enables students to achieve state-adopted academic content standards. Topics for candidates in all subject areas include supporting English language learners, responding to student diversity, developing a wide repertoire of teaching methods, and effectively using instructional resources including technology. Fieldwork required.

    Pre-req: EDUC 401 , EDUC 403 , EDUC 404 , EDUC 406 , and EDUC 408 
    Co-req: EDUC 409L 
    Cross-listed with EDUC 509 
    3 credits
  
  • EDUC 409L - Single Subject Curriculum & Pedagogy II Lab


    Co-req: EDUC 409 
    0 credits
  
  • EDUC 429 - Intro to Exceptional Learners


    This course consists of an examination of typical and atypical human development from the prenatal stage through adulthood. Developmental stages and their implications for learning are explored along with developmental abnormalities associated with various disabilities and risk factors. Instructional planning that is appropriate to individual student needs will be discussed and candidates will learn how to create an educational environment that is conducive to learning and development. Content will include cultural and environmental factors which impact development. Candidates will also learn how to communicate and collaborate with families regarding the implications of disability for developmental progression. Fieldwork required.

    Pre-req: Junior standing or above
    Cross-listed with EDUC 529 
    3 credits
  
  • EDUC 430 - Foundations of Special Education


    In this course, students are presented with theory, program concepts and teaching practices related to the implementation of special education services for students with disabilities and their families. Foundational knowledge on the identification of disabilities, service delivery models and the legislative framework that mandates key special education practices is provided. Additional emphasis is placed on the communication, consultation and collaboration skills useful in forming productive partnerships with families, school personnel and community service providers. Factors impacting student well-being and the importance of universal precautions are also explored Class readings and course assignments are integrated within this class to establish the connection from special education theory to practice, culminating in the development of a personal philosophy of special education. Elements of this course require Internet use. Fieldwork required.

    Pre-req: Senior Standing
    Cross-listed with EDUC 530 
    3 credits
  
  • EDUC 431 - Assessment of Students with Exceptionalities


    Examines formal and informal assessments designed to effectively evaluate the needs and strengths of students with disabilities for the purpose of making informed instructional decisions. Emphasis is placed on cultural and linguistic considerations for appropriate assessment administration and the use of different approaches to assess developmental, academic, behavioral, social, communication, and life skills of students while engaging in progress monitoring. Fieldwork required.

    Pre-req: EDUC 430 
    Cross-listed with EDUC 531 
    3 credits
  
  • EDUC 434 - Characteristics and Instructional Practices for Students with Mild/Moderate Disabilities


    Begins with an overview of the characteristics of students with mild/moderate disabilities and the implications of these characteristics for effective service delivery. Candidates will gain knowledge of evidence based practices in the areas of mathematics, reading, speaking, written language, and listening which are designed to ensure access to the general curriculum across settings. Emphasis will be placed on the importance of differentiated instruction and appropriate use of accommodations and modifications. Fieldwork required.

    3 credits
  
  • EDUC 490 - Selected Topics


    May be repeated for credit

    1 to 4 credits
  
  • EDUC 495 - Independent Study


    Credit and time arranged. May be repeated for credit.

    1 to 4 credits
  
  • EDUC 500 - Social/Anthropological Perspective on Education


    Examines the socio-cultural and historical contexts in which learning and development occur. Topics include the social and cultural conditions of K-12 schools, the historical and cultural traditions of major cultural and ethnic groups in California society, and how the background experiences, languages, skills and abilities of members of these groups interact with conditions and practices of schools. Explores concepts, principles, and values necessary to create and sustain an equitable classroom community and a just, democratic society. Requires 20 hours of fieldwork.

    Pre-req: Graduate standing only
    Cross-listed with EDUC 300 
    3 credits
  
  • EDUC 501 - Teaching Diverse Learners


    Provides theoretical and practical knowledge necessary for working with culturally diverse K-12 students, families, and communities. Includes analysis of alternative viewpoints on current educational goals, practices, and issues, as well as methods for building a just, democratic classroom culture. Requires 20 hours of fieldwork.

    Pre-req: EDUC 500  and CHDV 105 ; Graduate standing only
    Cross-listed with EDUC 401 
    3 credits
  
  • EDUC 502 - Literacy Development in Elementary School


    Research and methodology for delivering a balanced, comprehensive program of instruction in reading, writing, and related language arts areas in linguistically and/or culturally diverse elementary classrooms. Topics include: basic word identification skills and comprehension strategies, literature-based instruction, on-going diagnostic strategies/interventions, content area literacy, and organizing for instruction. Requires 20 hours of fieldwork.

    Pre-req: EDUC 501 ; Graduate standing only
    Cross-listed with EDUC 402 
    3 credits
  
  • EDUC 503 - Teaching Content Area Literacy


    Research and methodology for preparing secondary teachers to teach content-based reading and writing skills to all students. Topics include: reading comprehension skills, vocabulary, strategies for promoting oral and written language, phonological/structure of the English language, and writing across the curriculum. Requires 20 hours of fieldwork.

    Pre-req: EDUC 501 ; Graduate standing only
    Cross-listed with EDUC 403 
    3 credits
  
  • EDUC 504 - Second Language Acquisition Methodology


    Note: Graduate standing only. Explores native and second language development in theory and applied to multicultural/multilingual educational contexts. Also addresses language socioculturally by addressing issues like the nature of multilingualism, speech community, language variation, and language politics and policy. Required for graduate CLAD credential or certificate.

    Pre-req: EDUC 501 , EDUC 502 , or EDUC 503 
    Cross-listed with EDUC 404 
    3 credits
  
  • EDUC 505 - Multiple Subject Curriculum & Pedagogy: Language Arts with Social Studies, Visual & Performing Arts


    Integrating Language Arts with History-Social Science and the Visual & Performing Arts Research and methodology for integrating language arts with social studies and the language arts with social studies and the visual and performing arts in linguistically and/or culturally diverse elementary classrooms. Topics include: writing in the content areas, literature-based instruction, use of simulations, case studies, cultural artifacts, cooperative projects, and student research activities, assessing learning, and organizing instruction. Fieldwork required.

    Pre-req: EDUC 401  or EDUC 501  
    Cross-listed with EDUC 405  
    3 credits
  
  • EDUC 506 - Learning and Learners


    Examines major concepts, principles, and research associated with theories of human thinking, learning, and achievement, with special attention to the social-cultural nature of learning, the role of students’ prior understandings and experiences, and the importance of home-community funds of knowledge. Provides experience in using research-based concepts and principles in designing, planning, and adapting instruction for K-12 students. Requires 20 hours of fieldwork.

    Pre-req: EDUC 501 ; Graduate standing only
    Cross-listed with EDUC 406 
    3 credits
  
  • EDUC 507 - Multiple Subject Curriculum & Pedagogy: Mathematics & Science


    This course is an introduction to designing elementary math and science lessons using inquiry. Three big ideas drive the instruction and activities for this course (based on How People Learn, 2000): 1) That young learners enter the classroom with prior knowledge of math and science that needs to be addressed during instruction; 2) Each lesson should be designed around a limited number of learning goals that deepen a learner’s conceptual framework about math and/or science; 3) In addition to providing opportunities for the teacher to assess student thinking, lessons must provide students opportunities to monitor and reflect upon their own learning. Course activities and discussions will focus on how lessons should provide learners with opportunities to learn how knowledge in math and science is constructed and communicated by practitioners of those fields (i.e. Mathematicians & Scientists). The work completed during this course will help candidates learn to evaluate existing elementary curriculum/resources and be able to modify them when needed. Fieldwork required.

    Pre-req: EDUC 501 ; Graduate standing only
    Cross-listed with EDUC 407  
    3 credits
 

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