3unit(s) Addresses the principles and practices for teaching science and health instruction in grades K-8, including teaching strategies, lesson design and delivery, and selection of appropriate materials for instruction.
Prerequisites: Admission into the Multiple Subject Credential Program.
EDMS 4140 - History and Social Sciences - Visual Performing Arts
3unit(s) Addresses the principles and practices for teaching history/social science and visual and performing arts instruction in grades K-8, including instructional strategies, lesson design and delivery, and selection of appropriate materials for instruction.
Prerequisites: Admission into the Multiple Subject Credential Program.
3unit(s) Presents methods for teaching English language development (ELD) and subject matter content to English learners, including dual language and SDAIE methods. Focuses on the social and cultural origins of language.
1unit(s)(Formerly HLTH 4165, EDSC 4165) A survey of local, state, and federal statutes and policies related to the health and safety of K-12 pupils. Reviews comprehensive school health and introduces the California Health Framework and Health Curriculum Standards. Presents ways to teach health education in California schools. (Offered under the subjects KINS, EDMS, and EDSS)
EDMS 4180 - Classroom Management and Professional Practice
3unit(s) Presents methods of classroom management and practical aspects of working in schools. Also addresses the professional duties and obligations of teachers.
Prerequisites: Admission to full-time student teaching.
4unit(s) Students are assigned to a diverse classroom for eight weeks under the supervision of a cooperating teacher to practice the skills learned in the Multiple Subject Credential Program courses. Students begin by observing the cooperating teacher and gradually assume more responsibility beginning with teaching small groups and then whole class lessons.
Prerequisites: Completion of Credential Program courses and admission to student teaching.
5unit(s) Students are assigned to a diverse classroom for 7 weeks under the supervision of a cooperating teacher and gradually assume responsibility for teaching all subjects.
Prerequisites: Consent of Multiple Subject Credential Program Coordinator.
5unit(s) Students are assigned to a diverse classroom under the supervision of a cooperating teacher and have an extended period where they are responsible for teaching the whole class.
Prerequisites: Consent of Multiple Subject Credential Program Coordinator.
3unit(s) Course is designed to provide pre-service and novice teachers with an understanding of the basic principles of designing instruction for students with disabilities (SWD). Further, students will learn skills needed to systematically evaluate, design, and modify instruction.
EDSE 4110 - Teaching Reading/ELA in Special Education: Secondary (6-12)
3unit(s) Course is designed to introduce candidates in the special education credential program to reading and language arts materials and methods for students in grades 6-12 within general and special education programs. Candidates will learn how to instruct reading and language arts to students with disabilities (SWD) in a variety of models including: co-teaching, “push-in,” learning center, or resource specialist/special day class programs. Course will focus on a multi-sensory approach to teaching reading to prepare Teacher Candidates to meet the needs of struggling readers and those with dyslexia. This course must be taken concurrently with EDSE 4210.
EDSE 4210 - Teaching Reading/ELA in Special Education: Elementary (K-6)
3unit(s) The course is a special education course designed to provide substantive, research-based instruction that prepares stiudents to provide effective instruction in reading and language arts for students in elementary schools. Students will be provided with systematic, explicit instruction to meet the needs of the full range of learners who have varied reading levels and language backgrounds. Students will learn about: reading assessment, design and delivery of instruction, and modification of instruction based on student progress.
Prerequisites: Admission into the Education Specialist Credential Program.
EDSE 4310 - Introduction to Special Education Programs
3unit(s) Introduction to school programs and practices for special education students. Includes direct observation/participation and initial experiences with problems of assessment, prescription, and individualized programs.
Prerequisites: PSYC 3140 and consent of education adviser.
2unit(s) Provides knowledge and skills needed to collaborate and communicate effectively with individuals with disabilities, their families, school personnel, and community agencies. Emphasizes designing, implementing, and evaluating services for learners across the life span.
3unit(s) Course examines both formal and informal diagnostic procedures for students with either M/M Support Needs or ESN including identification, screening, referral, assessment, implementation, and evaluation of student progress. Focus will be on various approaches to, and practice with, assessments that will allow Teacher Candidates to support and teach students with disabilities based on current theory and research. Assignments and activities have been developed to empower Teacher Candidates to meet the unique needs of their students. The course content will include: formal and informal assessment, development of instructional objectives (both long- and short-term) based on data, instructional design and delivery, progress monitoring, accommodation and modifications, and data-based instructional adaptations. Programs and procedures to provide effective instruction to students with diverse needs will be explored including embedding the Common Core Content and English Language Development Standards within the content.
Prerequisites: Admission to Special Education Credential Program.
EDSE 4440 - Teaching Students with Extensive Support Needs
3unit(s) Course examines the characteristics exhibited by students with disabilities that require targeted-collaborative support to meet their unique needs. The course will enable Teacher Candidates to determine appropriate programs and services for students with these disabilities. Focus will be on various approaches to support and teach students with disabilities based on current theory and research. Assignments and activities have been developed to empower Teacher Candidates to meet the unique needs of their students. The course content will include: formal and informal assessment, development of instructional objectives (both long- and short-term) based on data, instructional design and delivery, progress monitoring, accommodation and modifications, and data-based instructional adaptations. Programs and procedures to provide effective instruction to students with diverse needs will be explored including embedding the Common Core Content Standards within the content.
3unit(s) Examination of characteristics of students with mild/ moderate disabilities and determining the implications of these characteristics for service delivery. Focus on approaches to conceptualizing and providing services and relating approaches to research.
Prerequisites: Admission to Special Education Credential Program.
3unit(s) Course is designed to provide pre-service and novice teachers with an understanding of the basic principles of designing instruction for students with disabilities (SWD). Further, students will learn skills needed to systematically evaluate, design, and modify instruction.
EDSE 4570 - Advanced Instructional Design: Universal Design for Learning
3unit(s) Teacher Candidates will learn principles of designing curriculum, unit plans, and lessons plans from the perspective of Universal Design for Learning (UDL). Candidates will learn how to teach the CCSS while celebrating the differences in how their students learn. Common objectives are expected; however, lessons will be designed to allow all learners to access the curriculum. Teacher Candidates will have a deep understanding of Universal Design for Learning, Understanding by Design, Differentiation, and the variability of learning strengths within their students.
EDSE 4750 - Applied Behavior Analysis in Classroom
3unit(s) Course provides students with an opportunity to examine the causes of behavior in the home, school, and community settings. Explore the relationship between behavior and environment antecedents and consequences, and examine how environmental variables may be manipulated in order to increase appropriate behavior and decrease inappropriate behavior. Models of behavior change for students; identification and assessment of problem behavior; strategies for managing disruptive behavior; application of applied behavior analysis to changing behavior; legal and ethical issues in behavior change.
EDSE 4810 - Teaching Students with Autism Spectrum Disorders (ASD)
3unit(s) Course examines theoretical foundations and applications of evidence-based best practices for students with ASD including but not limited to structured teaching, visual supports and visual modeling, social narratives, positive behavior support, self-advocacy skills, inclusive education, recreation and leisure, and special interventions for young children including discrete trial training.
EDSE 4815 - Mild/Moderate Disabilities Fieldwork Practicum I
Course is designed to provide field experience for candidates for the Education Specialist Credential program. While enrolled in this eight-week first Fieldwork Practicum, students will participate in a student teaching experience under the supervision of a mentor teacher and a University supervisor.
Prerequisites: Met all required credential requirements prior to Fieldwork Practicum.
EDSE 4816 - Mild/Moderate Disabilities Fieldwork Practicum II
3unit(s)(Formerly Mild/Moderate Disabilities Student Teaching II) Course is designed to provide field experience for candidates for the Education Specialist Credential program and is a continuation of EDSE 4815 Fieldwork Practicum I. While enrolled in this eight-week second practicum, students will participate in a student teaching experience under the supervision of a mentor teacher and a University supervisor.
Prerequisites: Fulfillment of all ESCP requirements prior to final Fieldwork.
3unit(s)(Formerly Mild/Moderate Disabilities Student Teaching R) Course is designed to provide field experience for candidates for the Education Specialist Credential program who were unsuccessful in their first M/M Fieldwork placement/s. While enrolled in this eight- to sixteen-week repeated Fieldwork Practicum (dependent upon how much of the first placement was successfully completed), students will participate in a student teaching experience under the supervision of a mentor teacher and a University supervisor. Students will report directly to the school of assignment at the opening of the school day and remain at the site until all professional duties are completed at the end of the day five days per week, but in no case shall leave the school site prior to the legal dismissal time for teachers employed at the school. During this Fieldwork Practicum, candidates will be expected to teach subjects during the eight-week placement. Students will have two weeks of teaching all subjects under the supervision of the mentor teacher (guided solo) and two weeks where they teach all subjects on their own (solo teaching) with occasional visits by the mentor teacher and University supervisor. The student teacher will be required to assume all the duties of a classroom teacher including lesson planning, lesson presentation, student assessment, curriculum planning, and classroom management for all subjects. Furthermore, the student teacher will complete all adjunct duties of a teacher included, but not limited to, yard duty, daily attendance, parent conferences, back to school/open house, etc.
Prerequisites: Enrollment in the ESCP and meet all requirements to Student Teach or become a Teacher of Record.
EDSE 4915 - Extensive Support Needs (ESN) Fieldwork Practicum I
3unit(s)(Formerly Moderate/Severe Disabilities Student Teaching I) Course is designed to provide field experience for candidates for the Education Specialist Credential program. While enrolled in this eight-week first Fieldwork Practicum, students will participate in a student teaching experience under the supervision of a mentor teacher and a University supervisor.
EDSE 4916 - Extensive Support Needs (ESN) Fieldwork Practicum II
3unit(s)(Formerly Moderate/Severe Disabilities Student Teaching II) Course is designed to provide field experience for candidates for the Education Specialist Credential program and is a continuation of EDSE 4915 Fieldwork Practicum I. While enrolled in this eight-week second practicum, students will participate in a student teaching experience under the supervision of a mentor teacher and a University supervisor.
Prerequisites: Fulfillment of all ESCP requirements prior to final Fieldwork.
EDSE 4917 - Extensive Support Needs (ESN) Fieldwork Practicum (Repeat)
3-6unit(s)(Formerly Moderate/Severe Disabilities Student Teaching: R) Course is designed to provide field experience for candidates for the Education Specialist Credential program who were unsuccessful in their first ESN Fieldwork placement/s. While enrolled in this eight- or sixteen-week repeated Fieldwork Practicum (dependent upon how much of the first placement was successfully completed), students will participate in a student teaching experience under the supervision of a mentor teacher and a University supervisor. Students will report directly to the school of assignment at the opening of the school day and remain at the site until all professional duties are completed at the end of the day five days per week, but in no case shall leave the school site prior to the legal dismissal time for teachers employed at the school. During this Fieldwork Practicum, candidates will be expected to teach subjects during the eight-week placement. Students will have two weeks of teaching all subjects under the supervision of the mentor teacher (guided solo) and two weeks where they teach all subjects on their own (solo teaching) with occasional visits by the mentor teacher and University supervisor. The student teacher will be required to assume all the duties of a classroom teacher including lesson planning, lesson presentation, student assessment, curriculum planning, and classroom management for all subjects. Furthermore, the student teacher will complete all adjunct duties of a teacher included, but not limited to, yard duty, daily attendance, parent conferences, back to school/open house, etc.
Prerequisites: Enrollment in the ESCP and have met all requirements to Student Teach or be a Teacher of Record.
3unit(s)(Formerly EDSC 3900) Explores the social, political, economic, and historical contexts of secondary education in the nation and in California. A prerequisite course to the Single Subject Credential Program.
4unit(s)(Formerly Secondary Education I) Integrates theory and practice on strategies for effective individual instruction. Includes sociocultural and psychological foundations and research on effective teaching.
Corequisites: EDSS 4850.
Prerequisites: Admission to SSCP and completion of EDSS 3900.
EDSS 4110 - Multilingual Education in Secondary Schools
3unit(s)(Formerly EDSC 4110) Course is designed to provide an overview of theory, methodology, and assessment for first and second language development in the 6-12 schools. Course will emphasize the cultural origins of language and literacy in relation to needs of students and teachers in a pluralistic society.
EDSS 4115 - Teaching Literacy in the Content Area Classes
3unit(s)(Formerly EDSC 4115, Reading and Writing Instructional Methods in the Secondary Content Area) Students examine effective instructional strategies for development of language, reading, writing, speaking, and listening in the content areas. Students learn techniques involved with designing and teaching lessons that incorporate literacy skills and assessment.
Prerequisites: Admission to SSCP or consent of instructor.
1unit(s)(Formerly HLTH 4165, EDSC 4165) A survey of local, state, and federal statutes and policies related to the health and safety of K-12 pupils. Reviews comprehensive school health and introduces the California Health Framework and Health Curriculum Standards. Presents ways to teach health education in California schools. (Offered under the subjects KINS, EDMS, and EDSS)
4unit(s)(Formerly Secondary Education II) This course prepares students for classroom instruction responsibilities. Focus on effective teaching methodology for diverse learners. Includes field experience.
Prerequisites: Successful completion of EDSS 4100, 4850, and 4115.
4unit(s)(Formerly Secondary Education III) Knowledge and application of fundamental principles, generalizations, theories, trends, and methods for effective teaching in multicultural and multilingual schools.
EDSS 4550 - Educational Equity, Diversity, and Access in a Global Society
1unit(s)(Formerly EDSC 4500, Secondary Education in a Global Society) Students examine educational concepts and principles in relation to equity, diversity, access, and social justice in a global society. Students identify barriers and biases in educational settings and explore strategies to promote equity for all learners.
2unit(s)(Formerly EDSC 4850) Students observe classes, serve as teaching assistant, and provide individual instruction to two students, one of whom is an English Language Learner and one with special needs.
Corequisites: Taken concurrently with EDSS 4100 or EDSS 4300.
EDSS 4855 - Secondary Education Field Practicum II
5unit(s)(Formerly EDSC 4855) Students teach secondary classes and serve as teacher assistants for three periods a day from the beginning to the end of a public school semester. Taken concurrently with EDSS 4400.
EDSS 4870 - Secondary Education Field Practicum I - Interns
5unit(s)(Formerly EDSC 4870) Interns are responsible for teaching at least three classes in a secondary school. They will be observed by a University Supervisor at least six observation cycles. This is part of the requirements for a Preliminary Credential.
Corequisites: See Field Site Director for correct corequisite requirement.
3unit(s) Introduction to American public schooling. It will address the major historical, sociocultural, political, and economic forces that influence schooling and learning outcomes in our society.
3unit(s)(Formerly EDBL 4200) Principles of adapting instructional material and programs to the particular needs of language minority students. Identification of suggested teaching competencies include selected field experiences.
EDUC 4300 - Teaching the Cultural Heritage of the Hmong and Lao People
3unit(s) Prepare educators for student diversity in the classroom and by providing a study of the cultural heritage of the Hmong and Lao people including their recent history, cultures, family structure, language, arts, music, songs, beliefs, family, values, identity, education, and migration.
EDUC 4400 - Foundations for Bilingual Education Policy & Practice
3unit(s)Introduction to Multilingual Education Course focuses on the foundational knowledge base of multilingualism related to bilingual education - theory, policy, and practice -and the education of diverse multilingual learners. Course includes field experiences in bilingual and dual language classrooms.
3unit(s)(Formerly EDBL 4430) The course will focus on the importance of the social and cultural origins of language and literacy as they relate to the needs of students and teachers in a pluralistic society with egalitarian goals. Emphasis will be on first and second language development.
EDUC 4460 - Educational Experiences of the Latinx Diaspora
3unit(s)Cultural Views on Bilingualism Course examines socio-political and socio-cultural concepts as they relate to bilingual education and the Latinx diaspora. Students will analyze the Latinx migration experience and how experiences influence the educational experiences of students and their families. Course is taught in Spanish and utilizes Foreign Language across the Curriculum (FLAC) approaches and methods in order to assure high degrees of academic language development in the target language as well as scaffold the delivery of the academic content of the course. See appendix for Rationale for Foreign Language Across the Curriculum.
Prerequisites:
Admission to the Multiple Subjects Credential program and/or consent of the instructor.
Bilingual and Biliterate in Spanish equivalent to third year Spanish or native like language proficiency and/or consent of the instructor.
EDUC 4500 - Instruction, Assessment, and Management for the Beginner Teacher
3unit(s) Instruction, assessment, and management strategies to assist teachers in the initial development and implementation of a comprehensive classroom teaching plan based on current educational theories and attending to the diverse needs of the public school population. Meets the prerequisite for entering the MSCP University Intern Program.
3unit(s)(Formerly EDMS 4840) Analytical methods used to study the elementary and secondary school instructional process. Models and strategies for effective instruction are emphasized.
1-4unit(s) For qualified undergraduate upper-division students in need of specialized study not available through regular programs. May be repeated for a total of 6 units.
Prerequisites: Complete the appropriate university and department forms and, at least two weeks prior to the beginning of the term, obtain the following approvals: instructor who will monitor the individual study, adviser, chair of the Department of Teacher Education, and dean of the College of Education.
EDUC 5200 - Classroom Management and Disciplinary Theory and Models
3unit(s) Research, theory, and practices concerning classroom management and discipline. Students will analyze the diverse factors operating in a classroom situation, select from appropriate alternative models, implement, and evaluate the outcomes.
Prerequisites: Graduate status or permission of instructor.
EDUC 5330 - Research and Trends in Mathematics, Science and Social Studies
3unit(s) Designed to analyze and evaluate the K-12 curriculum with emphasis on mathematics, science, and social studies. Selected topics for extensive and intensive study.
3unit(s)(Formerly EDUC 4860) Examines the major concepts and theoretical frameworks of multicultural and global education, the application of the cultural dimensions of teaching and learning, and knowledge of diverse cultures as applied to curricular decisions. Meets CLAD certificate requirements.
Prerequisites: Teaching Credential or consent of instructor.
EDUC 5880 - Improving Instructional Skills in Cultural Context
3unit(s) Focus will be on development of additional teaching skills while considering effects of cultural context on instruction as well as cultural background of the teacher.
EDUC 5885 - Instructional Programs to Enhance Thinking Skills
3unit(s) Designed to review and analyze instructional programs designed to improve the K-12 learner’s skills in critical thinking and problem solving. Consideration of various nationally tested programs utilizing content processes, materials, and strategies.
Prerequisites: Teaching credential and classroom teaching experience.
1-5unit(s) (Topics to be Specified in Class Schedule) Development of a selected topic in teacher education. Topics vary each term. Different topics may be taken for credit.
1-3unit(s) Designed to assist the master’s candidate in the preparation of a final project for the fulfillment of the master’s degree. May be repeated for a total of 6 units.
0unit(s) Non-credit course. Applicable to those students who have completed all registration for graduate coursework and who have registered for the maximum number of thesis or project required by their program. Students must register each semester or term until they have secured faculty approval for their theses or projects.
1unit(s) Introduction to University writing. Instruction is based on developing rhetorical reading skills, summarizing and analyzing texts, and writing college-level essays.
3unit(s) Introduction to academic writing. Instruction is based on the Competencies for First-Year Composition with particular emphasis on reading skills as well as focus, development, organization, and control of language for sentences, paragraphs, and essays.
3unit(s)(Formerly Freshman Composition) A course in reading and writing expository essays. In addition to writing essays, students will be expected to demonstrate the ability to write informative summaries of university-level writing.
4unit(s) A course in reading and writing expository essays. In addition to writing essays, students will be expected to demonstrate the ability to write informative summaries of university-level writing. Class incorporates use of word-processing, e-mail, and Internet/World-Wide Web technologies. No previous computer experience is required; one hour per week computer lab time.
ENGL 1004 - Reading and Writing for Multicultural Writers
3unit(s) A course in the composition process -drafting, revising, and editing- that exposes students to the culture of our academic community. There is an additional focus on vocabulary, and reading comprehension fluency in academic English. Individualized tutoring is an integral part of this course.
3unit(s) In addition to writing essays, students will be expected to
demonstrate the ability to write informative summaries of
university-level writing. Class includes an introduction to library
and web-based information resources. Open only to students in the University Honors Program.
ENGL 1006 - First-Year Composition Seminar (Stretch A)
4unit(s)(Formerly First-Year Composition [Stretch A]) A course in reading and writing expository essays that also introduces students to academic culture in a learning community. In additional to writing essays, students will be expected to demonstrate an understanding of college level success skills. Class incorporates technology and information literacy skills.
4unit(s) A course in reading and writing expository essays. In addition to writing essays, students will be expected to demonstrate the ability to write informative summaries of university-level writing. Class incorporates use of word-processing, e-mail, and internet/world-wide web technologies.
3unit(s) The focus of this course is critical thinking, with emphasis split
between receptive (reading/listening) and active (writing)
exercises. Students will be expected to analyze arguments of others
and to produce defensible arguments of their own, both in
analytical summaries and in original argumentative essays.
Emphasizes the difference between good and bad arguments, as well
as the distinction between significant and trivial positions on
issues.
4unit(s) An introduction to Creative Writing, this course will generally include exposure to 2-3 genres among the following: poetry, short fiction, the one-act play, the short screenplay, and the creative non-fiction essay.
3unit(s) A survey of British literature to 1800 with attention to the historical development of literature from the Beowulf poet through the ages of Chaucer, the Renaissance poets and dramatists, to the neoclassical period.
3unit(s) A survey of British literature after 1800 with attention to the historical development of literature from the Romantic writers through the Victorian and modernist periods to recent literature written in Britain.
3unit(s) A survey of American literature to 1865 with attention to the historical development of literature from the Puritans through the early republic and the period of the early romantics to the literature of the American Renaissance.
3unit(s) A survey of American literature after 1865 with attention to the historical development of literature from the post-Civil War regional and realist movements through naturalism and early 20th century writers to contemporary American literary expression in fiction, poetry, and drama.
1unit(s) Students will learn about composing processes and tutoring strategies, explore inclusive tutoring practices, and discuss their tutoring experiences.
Students enrolled in the course will have been interviewed and offered a position as a writing tutor in the Stanislaus State Writing Center. They should demonstrate an ability to write in several discourses, to collaborate with peers, to understand multiple perspectives, and to be flexible, patient, and curious.
3unit(s) An examination of the processes involved in writing for the professions, with emphasis on the business world. Attention will be paid to the writing of reports and proposals, the representation of research, and the principles of technical illustration.
3unit(s) Course introduces students to the common genres and practices of technical writing. Students will also explore technical writing as a field and career.
3unit(s)(Formerly Applied Writing) Designed to renew a student’s confidence and develop an identity as a writer. Also explores various strategies to help build a strong foundation for teaching writing at all levels. Open only to Liberal Studies and English majors.
4unit(s) Methods and techniques of various types of creative writing.
Includes the reading and writing of two or more of the following
genres: short fiction, poetry, short plays, short film scripts.
Prerequisites: Completion of G.E. area A2 and sophomore standing.
1unit(s)(Formerly Field Experience in Writing for Secondary School English Teachers). A field experience course for those in the Single Subject Matter Preparation Program ONLY. This course allows students to practice their skills in teaching writing via one-on-one tutoring sessions with students in local public schools. Students must provide tuberculosis and background (fingerprint) clearance certificates.
Prerequisites: ENGL 3009 or concurrent enrollment.
4unit(s) Gateway course to the major. Students examine a variety of literary forms and methods for approaching them; the history and professional practices of the field. A writing activity is required.
3unit(s) The literature of the Middle Ages exclusive of Chaucer. Typical
studies include Piers Plowman, Sir Gawain and the Green Knight,
Marjorie Kempe, The Pearl, the Arthurian romances, and/or the
ballad.
3unit(s) Literature of the period from about 1500 to 1603. Typical studies
include drama, lyric poetry, dramatic poetry, and such authors as
Sidney, Spenser, Wyatt, Surrey, and Elizabethan dramatists other
than Shakespeare.
3unit(s) Literature of the period from about 1603 to 1660. Typical studies
include works of Donne, Jonson, Marvell, Herbert, Letitia, Lanyer,
Wroth, Philips, and/or others.
3unit(s)(Formerly Eighteenth Century English Literature) Literature of the period from 1660 to about 1780. Typical studies
include examples of Restoration drama and works of Dryden, Pope,
Swift, Johnson, Boswell, Barbauld, Smith, Yearsley, and/or others.
3unit(s)(Formerly English Romantic Literature) Literature of the late eighteenth and early nineteenth centuries.
Typical studies include works of Blake, Wordsworth, Coleridge,
Wollstonecraft, Byron, Keats, Shelley, and/or others.
3unit(s)(Formerly English Victorian Literature) Literature of the period from 1832 to 1900. Typical studies include
the works of Tennyson, Browning, Arnold, Carlyle, and/or others.
3unit(s) Literature of twentieth-century modernism and later movements.
Authors include Mansfield, Eliot, Yeats, Joyce, Woolf, Lawrence,
Auden, Larkin, Amis, Beckett, Heany, and recent women authors.
3unit(s) Literature of the period including Native American traditions, the
literature of discovery and exploration, a study of New England
puritanism, seventeenth century wit, the eighteenth century Great
Awakening, and the American Revolution.
ENGL 3420 - American Literature: Realism and Naturalism
3unit(s) Literature of the United States after the second half of the
nineteenth century. Emphasis is on realistic depiction of
characters and events of everyday life including psychological
realism and philosophical determinism.
Examinations of film as a verbal and visual medium, and as a reflector of history and culture. Typical courses include Contemporary Films, American Films, Foreign Films, and Film and Literature. These courses have no prerequisites and are designed for students in all majors.
4unit(s) An examination of selected feature-length films by such recognized directors as Dovzhenko, Lang, Hitchcock, Renoir, Cocteau, Kurosawa, Rossellini, and Polanski.
3unit(s) A look at films, novels, and poetry of the Cold War, the war in Viet Nam, and Persian Gulf War. One of two paired courses in the G.E. Summit Program (War and Peace).
Satisfies G.E. area UD-C and the Multicultural Requirement. Upper Division G.E. courses are designed to be taken after upper-division status (completion of 60 semester units) is attained.
Prerequisites: Completion of lower-division G.E. area C2 requirements, and consent of Summit Program Coordinator.
3unit(s) An introduction to the study of language. Topics include: Language and communication, the structure of utterances, and the meaning of utterances and language in society.