| |
Dance |
| |
-
DNCE 499A - Independent Performance Lab Units: 1
In-depth physical research to develop original work that culminates in a public performance. Under supervision of Dance faculty advisor, includes readings, writings, and documentation. May be repeated for a total of nine (9) units of credit in any combination of units from DNCE 498A -DNCE 498C and 499A-DNCE 499C . Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
DNCE 499B - Independent Performance Lab Units: 2
In-depth physical research to develop original work that culminates in a public performance. Under supervision of Dance faculty advisor, includes readings, writings, and documentation. May be repeated for a total of nine (9) units of credit in any combination of units from DNCE 498A -DNCE 498C and DNCE 499A -DNCE 499C . Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
DNCE 499C - Independent Performance Lab Units: 3
In-depth physical research to develop original work that culminates in a public performance. Under supervision of Dance faculty advisor, includes readings, writings, and documentation. May be repeated for a total of nine (9) units of credit in any combination of units from DNCE 498A -DNCE 498C and DNCE 499A -C. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
Early Start Math |
| |
-
ESM 10 - Pre-Algebra Units: 3
Review of the properties of natural numbers and integers including prime factorization. Introduction to the language of Algebra: translating between word phrases and algebraic expressions, evaluating algebraic expressions, and estimating the value of an algebraic expression. Includes working with fractions, including fractions with variable expressions in the numerator and denominator, ratios, proportions, and percent as well as their use in solving common applied problems. Concludes with the interpretation of graphs and calculation of elementary statistical measures. Cross-listed: ESM 10 and MATH 10 are cross-listed. Students may not receive credit for both.
|
| |
-
ESM 11 - Quantitative Skills and College Success Laboratory Units: 1
A mathematics laboratory for students who practice and apply learning and study skills from ESM 111. Individualized computer-driven instruction covers mathematical concepts and skills comparable to the scope of the Entry Level Mathematics (ELM) exam. Prepares students to retake the ELM exam and to succeed in their next mathematics/quantitative reasoning course. ESM 11 does not count toward any graduation requirement; successful completion of this course meets the requirement for having begun remediation in the summer in order to matriculate in the fall semester, but completion of this course does not automatically satisfy the CSU ELM Requirement. Students enrolling in ESM 111 will retake the ELM examination at the conclusion of the course and may eliminate or reduce their mathematics remediation requirements. Cross-listed: ESM 11 and GEL 10A are cross-listed. Students may not receive credit for both. Grading Basis: Graded Credit / No Credit. Enrollment Restrictions: Enrollment is restricted to incoming first-year students who have accepted admission at CSU San Marcos and submitted their Intent to Enroll.
Corequisite(s): ESM 111 .
|
| |
-
ESM 20 - Beginning Algebra Units: 3
Review of the use of algebraic expressions for the solution of linear equations and geometric problems. Introduction to the rectangular coordinate system and its use for graphing functions and representing information. Solution of linear systems of equations, linear systems of inequalities, equations, and inequalities involving the absolute value. Introduction to polynomial expressions, their properties, and the solution of polynomial equations. ESM 20 does not count toward any graduation requirement but completion of this course with a grade of C (2.0) or higher allows students to take MATH 30 . Cross-listed: ESM 20 and MATH 20 are cross-listed. Students may not receive credit for both. Enrollment Restrictions: Enrollment is restricted to incoming first-year students with a highest Entry-Level Mathematics (ELM) exam score from 30 to 38.
|
| |
-
ESM 30 - Entry Level Mathematics Units: 3
Review of the rectangular coordinate system, lines, linear equation systems, and polynomial expressions and arithmetic. Algebraic subjects include: simplification of algebraic expressions, solution of quadratic and rational equations, properties of exponents, and arithmetic operations involving rational exponents. Geometric subjects include: determination of angles, basic geometric figures and their uses, properties of triangles, circles, polygons, and applications of the Pythagorean Theorem. ESM 30 does not count toward any graduation requirement to be completed at CSUSM, but completion of this course with a grade of C (2.0) or higher will satisfy the CSU ELM requirement. Cross-listed: ESM 30 and MATH 30 are cross-listed. Students may not receive credit for both. Enrollment Restrictions: Enrollment is restricted to incoming first-year students with a highest Entry-Level Mathematics (ELM) exam score from 40 to 48.
|
| |
-
ESM 105 - Supported College Algebra Units: 3
College algebra with integrated review of intermediate algebra. Includes graphs, equations, inequalities, and functions (linear, polynomial, rational, root, exponential, logarithmic). Cross-listed: ESM 105, MATH 105 , and MATH 115 are cross-listed. Students may receive credit for only one of the courses. Enrollment Restrictions: Enrollment restricted to incoming first-year students in Mathematics/Quantitative Reasoning Placement Category III.
Corequisite(s): ESM 5
Satisfies GE area: B4
|
| |
-
ESM 111 - Quantitative Skills and College Success Units: 3
Fundamental college success skills including study skills, test taking strategies, information literacy, academic and career planning will be covered with an emphasis on the development of quantitative skills necessary for successful completion of the lower-division curriculum in mathematics. Cross-listed: ESM 111 and GEL 110 are cross-listed. Students may not receive credit for both. Enrollment Restrictions: Enrollment is restricted to incoming first-year students who have accepted admission at CSU San Marcos and submitted their Intent to Enroll. Students may not register for both ESM 111 and ESW 120 . Students who plan on enrolling in a First-Year Learning Community at CSU San Marcos should consider ESM 5 , ESM 10 , ESM 20 or ESM 30 as GEL 101 is a part of First Year Learning Communities and students may not receive credit for both ESM 111 and GEL 101 .
Corequisite(s): ESM 11 .
Satisfies GE area: E
|
Early Start Writing |
| |
-
ESW 5 - Introduction to the Writing Process Units: 1
An Early Start class in writing intended for incoming first-year students who have not yet met the CSU English Proficiency Requirement. The emphasis is on generating, focusing and developing ideas, as well as on the fundamentals of Standard English, including grammar and punctuation. By moving students from writing paragraphs to writing a short (2-3 page) paper, the course emphasizes the writing process itself. ESW 5 does not count toward any graduation requirement; successful completion of this course satisfies the requirement for having begun remediation in the summer in order to matriculate in the fall semester, but completion does not satisfy the CSU English Proficiency Requirement. Grading Basis: Graded Credit/No Credit. Enrollment Restrictions: Enrollment is restricted to incoming first-year students.
|
| |
-
ESW 25 - Basic Writing: Introduction to College Writing Units: 3
An Early Start class in writing intended for incoming first-year students who have not yet met the CSU English Proficiency Requirement. The course introduces students to writing skills such as generating ideas, focusing on those ideas, composing and revising drafts and to reading strategies such as annotation, summary, explanation, synthesis, and response necessary for college writing. This course will move from paragraphs writing to more sustained writing (5-page essay) resulting in a portfolio of work demonstrating successful development. ESW 25 does not count toward any graduation requirement; successful completion of this course satisfies the requirement for having begun remediation in the summer in order to matriculate in the fall semester, but completion does not satisfy the CSU English Proficiency Requirement. Enrollment Restrictions: Enrollment is restricted to incoming first-year students.
|
| |
-
ESW 120 - Writing and Reading for College Success Units: 4
Through selected material from the humanities, natural sciences, and social sciences, students learn how various disciplines examine similar topics. The intent is to illustrate how disciplines interact to create knowledge and to prepare students for the wide array of reading and writing styles that will be required of them as they fulfill lower-division course work. Fundamental college success skills, information literacy, academic and career planning are also covered. Cross-listed: ESW 120 and GEL 120 are cross-listed. Students may not receive credit for both. Enrollment Restrictions: Enrollment is restricted to incoming first-year students who have accepted admission at CSU San Marcos and submitted their Intent to Enroll. Students may not register for both ESW 120 and ESM 111 . Students who plan on enrolling in a First-Year Learning Community at CSU San Marcos should consider ESW 5 or ESW 25 as GEL 101 is a part of First-Year Learning Communities and students may not receive credit for both ESW 120 and GEL 101 .
Satisfies GE area: E
|
Earth Science |
| |
-
ES 100 - The Earth and Its Place in the Universe Units: 3
Provides an introduction to the various areas of earth science including our place in the universe, structure and composition of the earth, earth’s atmosphere, and earth’s water systems. Subjects to be covered include: astronomy, geology, seismology, plate tectonics, the seasons, climate, weather, tides, oceans, and the characteristics of rivers, lakes, and estuaries. This course satisfies the earth science content requirement for candidates in the Multiple Subject Teaching Credential Program.
|
| |
-
ES 314 - The Geosphere in Context Units: 3
Explains geological materials, landforms and phenomena in the context of modern understandings of matter and the universe. Includes the synthesis and distribution of the elements, the structure of matter, the history of the solar system, the structure of Earth, plate tectonics, the properties and reactions of minerals, and the rock cycle. Focuses on the empirical evidence for current models of Earth’s origin and development. May not be taken for credit by students who have received credit for CHEM 314.
Satisfies GE area: BB
|
Economics |
| |
-
ECON 201 - Principles of Microeconomics Units: 3
Introduction to the tools economists use to analyze a wide variety of issues and to gain an understanding of the economic way of thinking. Includes supply and demand, market exchanges, opportunity cost, production possibilities frontier, marginal analysis, consumer choice, firms and markets, externalities, public goods, and cost and production theory. Subject matter also may include issues commonly believed to be outside the economic domain. Illustrates the wide and diverse applicability of economic analysis.
|
| |
-
ECON 202 - Principles of Macroeconomics Units: 3
The economy is the subject of study in this course. Includes gross domestic product, inflation, unemployment, interest rates, monetary policy, fiscal policy, budget deficits, trade deficits, international trade, exchange rates, business cycles, expectations, and a comparison of different macroeconomic schools of thought.
|
| |
-
ECON 250 - Introduction to Economics Units: 3
Introduction to economic thinking. Subjects are chosen from ECON 201 and ECON 202 . Not open to students who have obtained credit for, or are required to take, either ECON 201 or ECON 202 . This course is no longer being offered at Cal State San Marcos. It is listed only for transfer-credit and course equivalency purposes.
|
| |
-
ECON 301 - Intermediate Microeconomic Theory I Units: 3
Examines the economic decisions made by individuals as consumers. Subject matter includes consumer choice, demand theory, labor leisure choice, intertemporal choice, choice under risk, welfare economics, general equilibrium analysis, and public goods.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 302 - Intermediate Macroeconomic Theory Units: 3
Examines the overall performance of an economy. Includes inflation, unemployment, interest rates, government taxes and expenditures, money and financial institutions, budget and trade deficits, business cycles, and more. Special attention is paid to contending macroeconomic views (e.g., Keynesian, New Keynesian, New Classical, and Monetarist).
Prerequisite(s): ECON 201 and ECON 202 .
Prerequisite(s)/Corequisite(s): MATH 132 or MATH 160 .
|
| |
-
ECON 303 - Intermediate Microeconomic Theory II Units: 3
Examines the economic decisions made by business firms. Subject matter includes production and cost theory, theory of the firm, market structures, game theory, and externalities and factor market analysis.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 305 - Economic Approach to Politics and Sociology Units: 3
Applies the economic approach to the study of human behavior in non-market settings. Specifically, it applies economic reasoning, analysis, and tools to the study of the family, marriages, crime, learning, religion, charity, voting, politics, war, and more.
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 306 - Economics, Philosophy, and Politics Units: 3
Uses the fundamental economic concepts of rational choice, supply-demand, trade, and market exchange to examine the efficient economy. Uses the concepts from game theory, predation and rent seeking models to examine the economics of the dark side, when the economy’s property rights are not fully developed or enforced. Finally the economy as a set of fair rules and norms is explored using the works of a few key political philosophers (Rawls, Nozick, Sen, et al.) with a particular emphasis on distributive justice (economics of inequality).
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 318 - Game Theory Units: 3
Study of strategic multiplayer decision analysis. Introduces the components of modeling games (players, strategies, payoffs) and various classes of games, including static and dynamic games, as well as those of complete and incomplete information. Emphasis is on the use of game theory as a modeling tool in the social sciences. Covers solution concepts of Nash equilibrium, Dominance, and various refinements of Nash equilibrium concept such as Subgame Perfection, Bayesian equilibrium, and Perfect Bayesian equilibrium. Includes applications to Economics, Politics, Evolutionary Biology, and Philosophy. May not be taken for credit by students who have received credit for ECON 481 -3.
Prerequisite(s): ECON 201 and MATH 132 or MATH 160 .
|
| |
-
ECON 325 - Economics of the Environment and Natural Resources Units: 3
Applies economic policy analysis to environmental and natural resource issues. Develops an understanding of the requirements of efficient markets, and the conditions under which markets fail. Subjects include the economics of externalities, optimal management of renewable and non-renewable natural resources, property rights, techniques for measuring the value of non-market environmental amenities, benefit/cost analysis, and the politics of environmental regulation and natural resources management.
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 327 - Economics, the Arts, and Entertainment Industries Units: 3
Examines how art and entertainment mediums serve as a narrative to convey economic content. Focuses on the exchange between the rhetorical power of economics and the narrative power of the arts, such as film, song writing, and musical genres. Considers how economic forces in these industries shape entertainment or art products.
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 328 - Economics of Sports Units: 3
Using the tools and concepts from labor economics, public economy, and industrial organization, this course examines professional and intercollegiate sports. Focus is primarily on four major sports: baseball, basketball, football, and hockey. Some of the subjects explored include: organizational and competitive structure of sports leagues, franchise value and stadium finance, wage and price determination, antitrust, and discrimination. May not be taken for credit by students who have received credit for ECON 481 -1.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 331 - Money, Banking, and the Economy Units: 3
Discussion of the Federal Reserve System, money supply, and money demand. Analysis of money’s effects on the price level, interest rates, employment, output, and exchange rates is analyzed. Examines how money evolved out of a barter economy. Banking and financial institutions are examined, with emphasis on innovations in financial markets.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 401 - Behavioral Economics Units: 3
Examines how people deviate from the standard, explore the psychological evidence, construct the behavioral economics model, and analyze how we can test the predictive power of the behavioral economics model. May not be taken for credit by students who have received credit for ECON 481 -6.
Prerequisite(s): ECON 301 with a grade of C (2.0) or better.
|
| |
-
ECON 403 - Experimental Economics Units: 3
Provides an introduction to the field of experimental economics. Explores published experimental economics research on subjects such as consumer theory, property rights, public choice, labor economics, behavioral economics and macroeconomics. Focuses on three major themes: 1 benefits and drawbacks of using experiments to answer economic questions; 2 elements of sound experimental design; and (3) use of field experiments v.s. lab experiments. May not be taken for credit by students who have received credit for ECON 481 -8.
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 405 - Great Economic Thinkers Units: 3
What are the major ideas and classic works in economics? Who are the economists who have had the greatest impact on shaping modern economics? What are the ideas that have revolutionized economics? Focuses on the detailed answers to these three questions. Students will read the original writings of economists. May not be taken for credit by students who have received credit for ECON 321.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 411 - Public Choice Units: 3
Public Choice is the economic approach to political decision-making. The behavior of voters, politicians, bureaucrats, judges, and members of special interest groups are examined. Includes voting paradoxes, political competition, analysis of public goods, economic theory of constitutions, using government for private purposes, the theory of the state, and an economic theory of the courts.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 416 - Law and Economics Units: 3
Presents the insights that economists have brought to the study of the law since 1960, particularly as they relate to the property rights-Coasian approach to the law. This approach is then consistently applied to legal issues found in the areas of contract law, torts law, family law, criminal law, and more. May not be taken for credit by students who have received credit for ECON 415.
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 420 - Urban and Regional Economics Units: 3
Study of urban areas and regions based on the consideration of space, transportation cost, and location choice in production and consumption decisions. Analyzes city formation and size, land use patterns, spatial competition, urban sprawl and growth. Applies microeconomic theory to urban transportation issues, residential segregation, urban poverty and crime, the migration of labor, and housing markets. Introduces local public finance, governments, and provision of local public goods. May not be taken for credit by students who received credit for ECON 481-09.
Prerequisite(s): MATH 132 or MATH 160 ; ECON 201 and ECON 202 .
|
| |
-
ECON 421 - The Public Economy Units: 3
The economic justification for government is usually based on the inability of markets to achieve certain economic and social objectives. This is often referred to as market failure. Issues connected with market failure include public goods provision, externalities, the income distribution, and more. Examines the ways in which government deals with market failure. Discusses government taxation, transfer payments, and expenditure policies and the effects of these policies on incentives and behavior. Enrollment Requirements: MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 422 - Economics of Taxation Units: 3
Develops an economic framework to evaluate the effects of taxation on individual behavior and the distribution of income. Addresses subjects such as efficient and equitable taxation, distribution of tax burdens, personal income taxation, the corporate income tax, consumption taxes, the politics of taxation, and state lotteries. Provides the necessary skills to objectively evaluate tax policies.
Prerequisite(s): ECON 301 with a grade of C (2.0) or better.
|
| |
-
ECON 425 - Welfare Economics Units: 3
A course in applied welfare analysis that introduces students to a set of techniques used to analyze policy. Benefit-cost analysis enables the economist to evaluate the social desirability (efficiency) of different policies. In addition to focusing on efficiency, the student will also be introduced to concepts of fairness. This course combines economic theory, in particular microeconomic theory, policy analysis, and distributive ethics. May not to be taken for credit by students who have received credit for ECON 481C.
Prerequisite(s): ECON ECON 301 and ECON 303 .
|
| |
-
ECON 431 - Labor Economics Units: 3
Study of the labor market. Includes an analysis of labor demand, supply, and wage rates; the measurement, type, and causes of unemployment; the effect of labor unions on wage rates and resource allocation. Enrollment Requirements: MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 435 - Industrial Organization and Advanced Pricing Theory Units: 3
Industrial Organization (IO) is a branch of microeconomics that studies behavior of firms and industries with imperfect competition and the effects on pricing and product choices. An in-depth analysis of persistent market imperfections and the role of government in correcting these. Strategic models of firm behavior (i.e. Game Theory) are used to analyze such markets. Subjects covered include monopoly behavior and pricing strategy, dominant firms, oligopoly, cartels and tacit collusion, entry/deterrence, product differentiation, and agency theory.
Prerequisite(s): ECON 303 with a grade of C (2.0) or better.
|
| |
-
ECON 441 - International Economics: Trade Units: 3
International economics can be divided into two broad sub-fields: international trade and international money. Study of international trade focusing on real exchange of goods and services between sovereign states. Subjects will include theories of international trade and how they help us understand emerging trade patterns, trade policies and the implications of using alternative trade policies for growth and distribution of income.
Prerequisite(s): ECON 201 and ECON 202 .
Prerequisite(s)/Corequisite(s): MATH 132 or MATH 160 .
|
| |
-
ECON 442 - Economics of Development Units: 3
Examines the processes of economic, social, and institutional change in the developing world. Presents alternative definitions, theories, and strategies of development. The strengths and weaknesses of different approaches to economic development are identified and compared in the context of case studies (e.g., China, Brazil, Chile, North Korea, South Korea, and West Africa).
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 443 - International Economics: Money Units: 3
International economics can be divided into two broad sub-fields: international trade and international money. Study of international money focusing on the monetary side of the international economy, that is, on financial transactions between sovereign states. Subjects will include exchange rate regimes, balance of payments, international capital and financial markets, national income determination in an open economy, and emerging international economic arrangements.
Prerequisite(s): ECON 201 and ECON 202
Prerequisite(s)/Corequisite(s): MATH 132 or MATH 160 .
|
| |
-
ECON 444 - International Economics: Labor Units: 3
Examines the economics of the labor market in an international context. Includes an analysis of international labor mobility issues such as economic forces that drive international labor movements, impact of immigration on sending and receiving countries, as well as implications for immigration policy. Includes a discussion of international labor standards and the impact of capital movements on labor market conditions in different countries. May not be taken for credit by students who have received credit for ECON 481 -2.
Prerequisite(s): ECON 201 and ECON 202 .
|
| |
-
ECON 445 - Gender and Development Units: 3
Gender analysis remains in the peripheries of development theory and practice despite evidence which suggests that “modernization” results in disparate outcomes for similarly situated women and men. To bridge this analytical gap in development studies, the course explores the gender dimensions of the dramatic structural changes taking place in the world economy. Cross-listed: ECON 445, PSCI 445 and WGSS 445 are cross-listed. Students may receive credit for only one of the courses.
Satisfies GE area: DD
|
| |
-
ECON 446 - Economics and Wellbeing Units: 3
Provides an overview of the historical and philosophical underpinnings of different definitions of wellbeing. Examines the extent to which they support or challenge standard economic theory and the assumption of economic rationality. Examines recent theoretical and applied aspects of wellbeing studies and their policy implications. Students will research the policy implications of using different notions of wellbeing within an overall development strategy adopted by specific countries around the world. May not be taken for credit by students who received credit for ECON 481 -4.
Prerequisite(s): ECON 202 .
|
| |
-
ECON 451 - Business and Government Units: 3
Examination of the complex interactions between business firms and government. Specifically, the impact of numerous regulatory and deregulatory policies are examined in terms of their effects on business firms. Also, the impact that businesses have on influencing government policy is examined.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 455 - Public Policy Issues Units: 3
When markets fail to be competitive, or the market outcome is viewed as “inequitable,” public policies are often justified to “improve” upon the market outcome. Applies economic methods to evaluate the justification for policy intervention and the policy-induced effects on economic behavior and distribution of welfare among individuals. Subject matter includes current policy issues such as poverty and income inequality, income redistribution programs, discrimination, immigration, crime and drug abuse, and health care.
Prerequisite(s): ECON 301 and ECON 303 with a grade of C (2.0) or better.
|
| |
-
ECON 471 - Econometrics Units: 4
Provides skills that are necessary to formulate, estimate, and interpret testable relationships between variables specified by economic theory. Focuses primarily on linear regression analysis. Assumptions of the model and the consequences of violating these assumptions will be examined. The limitations of regression analysis as a tool of analysis will also be stressed. Emphasis will be on real world examples and practical exercises. Three hours of lecture. Two hours of laboratory.
Prerequisite(s): MATH 242 , ECON 301 and ECON 303 with a grade of C (2.0) or better.
|
| |
-
ECON 481 - Topics in Economics Units: 3
Emphasizes new areas and new theoretical developments in economics and current high-interest topics in any of the subdisciplines of economics. Students can apply up to twelve (12) units of different topics courses toward the major.
Prerequisite(s): MATH 132 or MATH 160 , ECON 201 and ECON 202 .
|
| |
-
ECON 497A - Independent Study Units: 1
Individual research and study under the direction of a faculty member in economics. The student must prepare and present a detailed study plan and justification statement to the faculty member by the first week of classes. Study plan must be approved by the second week of classes. May be repeated, but no more than 2 credit units may be counted toward the major. Enrollment Restrictions: Enrollment restricted to Economics majors with senior standing and consent of instructor.
|
| |
-
ECON 497B - Independent Study Units: 2
Individual research and study under the direction of a faculty member in economics. The student must prepare and present a detailed study plan and justification statement to the faculty member by the first week of classes. Study plan must be approved by the second week of classes. May be repeated, but no more than 2 credit units may be counted toward the major. Enrollment Restrictions: Enrollment restricted to Economics majors with senior standing and consent of instructor.
|
Education |
| |
-
EDRL 606 - Foundations of Literacy and Literacy Instruction Units: 3
Overview of theories and practices that affect literacy development and literacy instruction for English speakers and English language learners. Develops teachers’ understanding of how to create cultures of literacy as well as literacy skills necessary in the 21st century for Pre-K through adolescent learners. May not be taken for credit by students who received credit for EDUC 606.
|
| |
-
EDRL 610 - Creating Conditions for Engagement and Independence in Literacy Classrooms Units: 3
Examination of theories and practices that create the conditions for engagement and independence, which in turn affect literacy development in Pre-K through adolescent learners. Designed to develop understanding of how to create cultures of literacy and to develop literacy skills necessary in the 21st century for all learners. Components of research-based best practices will be a focus with an emphasis on creating cultures of literacy, supporting the development of information/technology/library skills and abilities, designing curriculum and instruction, and use of assessment as a means to fostering engagement. May not be taken for credit by students who received credit for EDUC 610.
|
| |
-
EDRL 613 - Multilingual Learners, Literacy and Language Units: 3
Examines the current theory, research, and practice that affect language and literacy development for multilingual students. Explores the role of the culture of literacy as well as digital literacies for capitalizing on students’ diverse language and literacy backgrounds to engage students in the acquisition of English literacy skills informed by understanding of second language acquisition, transfer among languages and culturally responsive interactions. May not be taken for credit by students who received credit for EDUC 613.
|
| |
-
EDRL 614A - Reading and Writing Assessment Units: 3
Explores current strategies and techniques for evaluating reading and writing development in classroom settings; theoretical conceptual frameworks for evaluation; process and product procedures for evaluation; and formal and informal assessment techniques. May not be taken for credit by students who received credit for EDUC 614A.
|
| |
-
EDRL 614B - Reading Certificate Field Experience Units: 3
Explores multiple assessments in a balanced comprehensive literacy program and the research basis for the provisions of effective assessment of literacy teaching and learning relevant to students from varied cultural and linguistic backgrounds. Students will be required to administer a battery of appropriate assessments, make recommendations, and communicate that information through professional reports. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who received credit for EDUC 614B.
Prerequisite(s)/Corequisite(s): EDRL 614A .
|
| |
-
EDRL 616 - Learning Through Text Units: 3
Examines what is considered “text” in today’s multimedia world: multiple sources of information, bridging print and digital literacies. The formats, audiences and purposes of various texts will be explored as well as ways to support students’ reading of those texts. Selecting, interpreting, mediating, understanding and using text across the curriculum with students of various needs and developmental levels. May not be taken for credit by students who received credit for EDUC 616.
|
| |
-
EDRL 618 - Teaching Literacy for the 21st Century Units: 3
Examines and demonstrates what it means to read, write, view, listen, and communicate in the 21st century. Teachers will expand and improve familiar literacy teaching and assessment by incorporating new technologies. May not be taken for credit by students who received credit for EDUC 618.
|
| |
-
EDRL 619 - Teacher Inquiry to Improve Student Learning Units: 3
For teachers interested in conducting teacher research in their classrooms. The goal is to create a community of practice for teachers-as-researchers who can reflect on, investigate, understand and share their craft, students and classrooms with colleagues. May not be taken for credit by students who received credit for EDUC 619.
|
| |
-
EDRL 623 - Integrating Curriculum Through Fieldwork/Clinical Experiences Units: 6
Designed to provide candidates with advanced clinical experience in the area of curriculum for students and schools needing support in reading. Focuses on the integration of program theory and content with a supportive environment that includes self-assessment, supervision for a university advisor and a field supervisor. Promotes reflection and decision-making that is aligned with being a specialist in the area of literacy and language arts. Grading Basis: Graded Credit/No Credit. May not be taken for credit by students who received credit for EDUC 623.
Prerequisite(s): EDRL 614B .
|
| |
-
EDRL 627 - Designing, Developing and Evaluating Effective Literacy Programs Units: 3
Prepares teachers to evaluate, design, develop and implement reading programs at the school and district level. Prepares teachers for the various roles of teacher and diagnostician, intervention provider, curriculum designer, professional developer, coach/mentor/supervisor, literacy program evaluator, action researcher, and literacy leader, all necessary to become a reading specialist and literacy coach. May not be taken for credit by students who received credit for EDUC 627.
|
| |
-
EDUC 199A - Independent Study Units: 1
Individual library study or research under the direction of a faculty member. Study plan must be approved by the fourth week of classes. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
EDUC 199B - Independent Study Units: 2
Individual library study or research under the direction of a faculty member. Study plan must be approved by the fourth week of classes. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
EDUC 199C - Independent Study Units: 3
Individual library study or research under the direction of a faculty member. Study plan must be approved by the fourth week of classes. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
EDUC 350 - Foundations of Teaching as a Profession Units: 3
Required for all credential candidates. An orientation to careers in K-12 education. Focuses on teaching and schooling from multiple perspectives, with an emphasis on current thinking and practices in public education in the U.S. Subjects from the sociological, philosophical, and historical foundations of education are addressed. Readings from the lives of teachers and interactions with local educators will assist students to understand the richness and the complexities of teaching as a career. Emphasizes the importance of education for all children in a diverse society. Intended for individuals interested in becoming teachers to understand the nature of formal education in the United States and to assess teaching as a career. Enrollment Requirements: Participation in forty-five (45) hours of supervised fieldwork assignments in K-12 classroom settings.
|
| |
-
EDUC 350B - Foundations of Teaching as a Profession Units: 3
An orientation to careers in K-12 education. Focuses on teaching and schooling from multiple perspectives, with an emphasis on current thinking and practices in public education in the U.S. Subjects from the sociological, philosophical, and historical foundations of education are addressed. Readings from the lives of teachers and interactions with local educators will assist students to understand the richness and the complexities of teaching as a career. Emphasizes the importance of education for all children in a diverse society. Intended for individuals interested in becoming teachers to understand the nature of formal education in the United States and to assess teaching as a career. Enrollment Requirements: Participation in forty-five (45) hours of supervised fieldwork assignments in K-12 classrooms settings. Course is intended for students who are considering applying to the Integrated Credential Program.
|
| |
-
EDUC 364 - The Role of Cultural Diversity in Schooling Units: 3
Principles of first and second language acquisition (e.g. historical and current theories, psychology, sociocultural, political, and pedagogical factors) and issues related to notions of culture, interaction, and communication in school and community contexts (e.g. the nature of culture, manifestations of cultural contact and cultural diversity in the United States and in California) within a theoretical and applied context. Required of all credential candidates. Cross-listed: EDUC 364 and SLP 364 are cross-listed. Students may not receive credit for both. Enrollment Requirements: Certificate of clearance and TB risk assessment required. Required for all credential candidates.
Satisfies GE area: DD
|
| |
-
EDUC 364B - The Role of Cultural Diversity in Schooling Units: 3
Focuses on principles of first and second language acquisition (e.g., historical and current theories, psychology, sociocultural, political, and pedagogical factors) and issues related to notions of culture, interaction, and communication in school and community contexts (e.g., the nature of culture, manifestations of cultural contact, and cultural diversity in the United States and in California) within a theoretical and applied context. Course is intended for students who are considering applying to the Integrated Credential Program.
|
| |
-
EDUC 370 - Leadership Foundations for Teaching Diverse Students Units: 1
Provides a multi-faceted pre-service training experience that is methods oriented, pedagogically sound and that references Mini-Corps tutoring experiences for undergraduate and Mini-Corps students participating in the Credential Programs Pathway for Mini-Corps. Explores supporting academic achievement of culturally and linguistically diverse students, including tutoring migrant students, and also prepares undergraduates for entering the credential programs. May be repeated for a total of eight (8) units. Enrollment Restrictions: Enrollment is restricted to students who have obtained consent of instructor.
|
| |
-
EDUC 374 - Introduction to International Comparative Education Units: 3
Overview of schooling through the exploration of diverse educational policy and practice from around the world. International comparative education topics include: purpose of schooling, equitable education, education authority and accountability, and teacher professionalism. Comparative analysis is introduced as a means of deepening understanding of the field. Class participants reflect on their own schooling in the international context. Appropriate for students considering teaching as a profession and those interested in international studies. May not be taken for credit by students who have received credit for EDUC 496 -4.
Satisfies GE area: DD
|
| |
-
EDUC 380 - Applied Child and Youth Development Units: 3
Considers the social, cultural, cognitive, emotional, linguistic, and behavioral development of children and adolescents from multidisciplinary, multicultural, and applied perspectives. Students will learn major theories of development in order to apply that knowledge to their work in evidence-based services and programs for children and youth. Includes a field experience component through which students will consider how their in-class learning is enacted in the lived experiences of children and youth. Special attention is given to identifying multicultural and socio-cultural influences on development. May not be taken for credit by students who have received credit for EDUC 496 -1.
Satisfies GE area: DD
|
| |
-
EDUC 381 - Differences, Not Disabilities: Educating All Students in Inclusive Classrooms Units: 3
Introduction to the history of issues regarding and best practices in the education of children and youth with disabilities and other diverse academic, social/emotional, language, and communication learning needs. Focuses upon the legal, philosophical, and ethical underpinnings and contemporary practices for creating inclusive learning experiences and environments for all learners.
|
| |
-
EDUC 400 - Children’s Literature Units: 3
Selecting, analyzing, and using modern and classic literature with young readers. Enrollment Requirements: Requires forty-five (45) hours of participation in a public school or related setting.
|
| |
-
EDUC 422 - Teaching, Learning, and Technology Units: 3
Required for all credential candidates. Focuses on developing knowledge and skills using technology for teaching and learning within the broader context of Science, Technology, Engineering, Arts, and Math (STEAM) education through fifteen (15) hours of field experience with children in K-12 educational settings. Certificate of clearance and TB risk assessment required prior to engaging field experience hours.
|
| |
-
EDUC 422A - Technology Tools for Teaching and Learning - Part A Units: 1
Equivalent to the first third of EDUC 422 . Includes the productivity and professional practice skills and concepts in using technology in the classroom. Topics include educational uses of word processing, databases, and spreadsheets. May not be taken for credit by students who have received credit for EDUC 422 .
|
| |
-
EDUC 422B - Technology Tools for Teaching and Learning - Part B Units: 1
Equivalent to the second third of EDUC 422 . Focuses on using technology in the classroom through examination of educational software and familiarization with specific software titles supported in the College of Education credential program. May not be taken for credit by students who have received credit for EDUC 422 .
|
| |
-
EDUC 422C - Technology Tools for Teaching and Learning - Part C Units: 1
Equivalent to the third third of EDUC 422 . Focuses on development of the electronic portfolio, the culminating requirement for the credential program. Students will begin the process of developing their portfolio, which is continued in the credential program. May be repeated for a total of three (3) units. Grading Basis: Graded Credit/No Credit.
Prerequisite(s): EDUC 422A and EDUC 422B or EDUC 422 .
|
| |
-
EDUC 494 - Topics in Education Units: 1
Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 494, EDUC 495 , and EDUC 496 . Students should check the Class Schedule for listing of actual topics.
|
| |
-
EDUC 495 - Topics in Education Units: 2
Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 494 , 495, and EDUC 496 . Students should check the Class Schedule for listing of actual topics.
|
| |
-
EDUC 496 - Topics in Education Units: 3
Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination of units from EDUC 494 , EDUC 495 , and 496. Students should check the Class Schedule for listing of actual topics.
|
| |
-
EDUC 501 - Mainstream Instruction For Students With Special Learning Needs Units: 3
Rationale, techniques, and strategies for successfully teaching students with special learning characteristics needs in the general education classroom. Issues in learning diversity and mainstreaming as they relate to the classroom teacher’s role in teaching all students.
|
| |
-
EDUC 508 - Bilingual Books and Books in English about Latinos Units: 1-3
An introduction to bilingual books, a genre of literature where two languages (specifically English and Spanish) are used in the same work, as well as to the principal works and figures of the literature in English about Latino children and adolescents in the United States and abroad. May be repeated for a total of six 6 units.
|
| |
-
EDUC 509 - Books and Reading Strategies for English Language Learners Units: 1-3
Focuses on reading, selecting, and using appropriate literature to teach reading strategies for English language learners in grades K-8. Activities in the course will include: selecting appropriate literature for language proficiency, cultural learning style and reading ability, using literature to teach reading strategies such as reciprocal teaching, SQ3R and the directed reading thinking activity, and designing other activities for the English language learner using quality literature. May be repeated for a total of six 6 units.
|
| |
-
EDUC 517 - Current Issues: Books in Spanish for Young Readers Units: 1-6
Introduction to and analysis of current practices and problems in selecting and using books in Spanish for children and adolescents. May be repeated.
|
| |
-
EDUC 591 - Topics in Education Units: 1
Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination from EDUC 591, EDUC 592 , and EDUC 593 . Students should check the Class Schedule for listing of actual topics.
|
| |
-
EDUC 592 - Topics in Education Units: 2
Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination from EDUC 591 , 592, and EDUC 593 . Students should check the Class Schedule for listing of actual topics.
|
| |
-
EDUC 593 - Topics in Education Units: 3
Study of current issues in education. May be repeated for credit as topics change for a total of six 6 units in any combination from EDUC 591 , EDUC 592 , and 593. Students should check the Class Schedule for listing of actual topics.
|
| |
-
EDUC 599A - Independent Study Units: 1
Individual library study or research under direction of a faculty member. Study plan must be approved by the fourth week of classes. May be repeated, but no more than three (3) units of credit may be counted toward the major. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor. Enrollment Requirements: Completion of at least three (3) upper-division courses in Education.
|
| |
-
EDUC 599B - Independent Study Units: 2
Individual library study or research under direction of a faculty member. Study plan must be approved by the fourth week of classes. May be repeated, but no more than three (3) units of credit may be counted toward the major. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor. Enrollment Requirements: Completion of at least three (3) upper-division courses in Education.
|
| |
-
EDUC 599C - Independent Study Units: 3
Individual library study or research under direction of a faculty member. Study plan must be approved by the fourth week of classes. May be repeated, but no more than three (3) units of credit may be counted toward the major. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor. Enrollment Requirements: Completion of at least three (3) upper-division courses in Education.
|
| |
-
EDUC 602 - Schooling in a Multicultural Society Units: 3
An introduction to issues of schooling in a multicultural society. Includes an overview of multicultural education and address areas of study such as: culture and cognition, diversity and exceptionality, intercultural communication, cross-cultural competence, the psychology of personal prejudice, and curriculum and teaching in multicultural contexts.
|
| |
-
EDUC 604 - Knowledge Construction and Accomplished Teaching Units: 3
Provides an overview of a selection of educational philosophies, leads teachers through an examination of their personal philosophy of teaching and learning, and considers how it/they shape educational practice.
|
| |
-
EDUC 607 - Writing instruction and Technology Units: 3
Teachers who participate in the San Marcos Writing Project summer institute spend five weeks sharing best practice in the teaching of writing, reading, and discussing relevant literature and becoming more competent writers themselves. They also write daily on the computer, learn how to present using software like PowerPoint, establish web sites, and use additional technologies that assist them in the teaching of writing. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
EDUC 608 - Essential Elements of Adult Learning Theory in Hybrid Online Environments Units: 3
Prepares instructors to apply adult learning theory as they design lessons, plan content, and assess student outcomes. Introduces the student to theories of adult learning and motivation, use of evidence based assessment, and characteristics of effective instruction in hybrid or online learning environments. May not be taken for credit by students who have received credit for EDUC 592 N and EDUC 592 -1.
|
| |
-
EDUC 615 - Advanced Studies in Writing Instruction K-12 Units: 3
Teachers who participate in the San Marcos Writing Project summer institute spend five weeks sharing best practices in the teaching of writing, reading, and discussing relevant literature and becoming more competent writers themselves. Enrollment Restrictions: Enrollment restricted to students who have obtained consent of instructor.
|
| |
-
EDUC 620 - Curricular Innovations and Applications Units: 3
Critically examines innovations in curriculum, and studies some impacts that result from implementation of said innovations.
|
| |
-
EDUC 621 - Literacy Program Leadership Units: 3
Examination and practical experience of the role and responsibility of the literacy specialist in the public schools and the community.
|
| |
-
EDUC 622 - Research Methods in Education Units: 3
A core course designed to introduce educational practitioners to the fields of educational research and evaluation. Explores quantitative and qualitative methods of designing and conducting research and evaluation in the context of classroom settings. Further examines measurement, assessment, common statistical techniques, and methods for critiquing research and program evaluation studies.
|
| |
-
EDUC 624 - Knowledge Construction and Individual Difference Units: 3
Examines strategies for learning that include problem solving, thinking, and meta-cognition. Also considers the role of attitudes, beliefs, and feelings on learning, and addresses the needs of a diverse population.
|
| |
-
EDUC 626 - Creating Communities of Learners Units: 3
Addresses theory and application of learning in social contexts. Critically examines movements such as cooperative and collaborative learning, the role of peer interaction, the influences of peer diversity, and the effects of scaffolded instruction.
|
| |
-
EDUC 628 - Applied Research Methods Units: 3
Involves intensive study of current issues and concepts in education.
|
| |
Page: 1 <- 3
| 4
| 5
| 6
| 7
| 8
| 9
| 10
| 11
| 12
| 13
… Forward 10 -> 29 |
Print this Page