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Chinese |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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CHIN 390 - Selected Topics May be repeated for credit
1 to 4 credits |
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CHIN 395 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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CHIN 490 - Selected Topics May be repeated for credit
1 to 4 credits |
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CHIN 495 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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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 |
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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 |
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COSC 190 - Selected Topics May be repeated for credit.
1 to 4 credits |
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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 |
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COSC 290 - Selected Topics May be repeated for credit
1 to 4 credits |
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COSC 295 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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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 |
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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 |
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COSC 390 - Selected Topics May be repeated for credit
1 to 4 credits |
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COSC 395 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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COSC 495 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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COSC 499 - Senior Project Senior Project
Pre-req: Instructors Permission 2 credits |
Economics |
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ECON 190 - Selected Topics May be repeated for credit
1 to 4 credits |
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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 |
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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 |
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ECON 290 - Selected Topics May be repeated for credit
1 to 4 credits |
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ECON 295 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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ECON 390 - Selected Topics May be repeated for credit
1 to 4 credits |
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ECON 395 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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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 |
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ECON 490 - Selected Topics May be repeated for credit
1 to 4 credits |
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ECON 495 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
Education |
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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 |
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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 |
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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 |
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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 |
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EDUC 190 - Selected Topics May be repeated for credit
1 to 4 credits |
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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 |
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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 |
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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 |
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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 |
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EDUC 290 - Selected Topics May be repeated for credit
1 to 4 credits |
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EDUC 295 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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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 |
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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 |
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EDUC 390 - Selected Topics May be repeated for credit
1 to 4 credits |
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EDUC 395 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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EDUC 401L - Teaching Diverse Learners Lab Co-req: EDUC 401 0 credits |
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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 |
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EDUC 402L - Literacy Development in Elementary School Lab Co-req: EDUC 402 0 credits |
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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 |
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EDUC 403L - Teaching Content Area Literacy Lab Co-req: EDUC 403 0 credits |
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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 |
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EDUC 404L - Second Language Acquisition Methodology Lab Co-req: EDUC 404 0 credits |
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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 |
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EDUC 405L - Multiple Subject Curriculum & Pedagogy: Lang Arts w/Hist-Soc Sci & Visual & Perf Arts Lab Co-req: EDUC 405 0 credits |
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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 |
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EDUC 406L - Learning and Learners Lab Co-req: EDUC 406 0 credits |
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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 |
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EDUC 407L - Multiple Subject Curriculum & Pedagogy: Mathematics & Science Lab Co-req: EDUC 407 0 credits |
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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 |
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EDUC 408L - Single Subject Curriculum & Pedagogy I Lab Co-req: EDUC 408 0 credits |
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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 |
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EDUC 409L - Single Subject Curriculum & Pedagogy II Lab Co-req: EDUC 409 0 credits |
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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 |
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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 |
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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 |
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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 |
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EDUC 490 - Selected Topics May be repeated for credit
1 to 4 credits |
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EDUC 495 - Independent Study Credit and time arranged. May be repeated for credit.
1 to 4 credits |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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 |
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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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