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EDU6099A - Advanced Mentoring(2.5 units)
This is a field experience mentoring course for Preliminary Education Specialist, Multiple Subject, and Single Subject teacher-candidates. The course assures university field supervisor support of the intern candidate as s/he completes the comprehensive requirements for the university’s recommendation for their preliminary teaching credential. This course may be taken more than one time.
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EDU6099B - Advanced Mentoring(2.5 units)
This is a field experience mentoring course for Preliminary Education Specialist, Multiple Subject, and Single Subject teacher-candidates. The course assures university field supervisor support of the intern candidate as s/he completes the comprehensive requirements for the university’s recommendation for their preliminary teaching credential. This course may be taken more than one time.
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EDU6112 - Applied Linguistics Seminar- Content Area Reading: Single Subject(3 units)
This course is a study of the English Language Development (ELD) and English Language Arts (ELA) standards specific to reading development, strategies and curricular components that facilitate all students’ access to grade appropriate content-area curriculum, and foundational second language acquisition theory and applied linguistics practices pertinent to teaching the English language learner in a mainstreamed class as well as students with low level reading skills engaged in learning throughout the curriculum. Students develop knowledge and skills needed to appropriately assess students’ secondary literacy skills and provide the educational opportunities to progress to and master the ELA content standards and the knowledge and skills to support success in all curricular areas for students with low level reading skills. Teacher Candidates participate in instruction, activities, and experiences which enable the Candidate to develop strategies and methods for guiding English language learner students and speakers of English students in the development of content-based reading and writing. This reading and writing competency for students in all content areas is to be addressed and assessed for students with varied reading and writing levels as well as varied language backgrounds.
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EDU6812 - Introduction to Special Education: Mild/Moderate Disabilities(3 units)
This course examines the characteristics and adaptations for students with mild/moderate disabilities, ED, and autism spectrum disorder, SLD, mild/moderate mental retardation, and other health impairments. This course is rooted in a clear understanding and active participation in the IEP, IFSP, and transition planning process from pre-referral interventions and assessments, placement decisions, IEP development, through program completion.
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EDU6813A - Curriculum and Instruction for Students with Mild/Moderate Disabilities(3 units)
This course teaches effective Reading Instructional Strategies and prepares the candidates for the RICA exam.
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EDU6813B - Curriculum and Instruction for Students with Mild/Moderate Disabilities(3 units)
This course teaches effective instructional strategies to address challenges posed by learning disabilities as they impact mathematics, differentiated instruction to address the learning needs of all students, and therapeutic brain-based strategies to improve student learning.
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EDU6815 - Assessment and Evaluation for Mild/Moderate Disabilities(3 units)
This course advances the Candidates’ capacity to utilize a variety of individualized assessments and various evaluation approaches. This course will address formative, summative, authentic, diagnostic, and on-going qualitative assessments used by the educational specialists both in the classroom and as a consultant with general education teachers.
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EDU6816 - Positive Behavior Support(3 units)
This course prepares education specialist candidates to demonstrate competence in establishing and maintaining an educational environment that is free from coercion and punishment and wherein interventions are positive, proactive, and respectful of all students. The course curriculum prepares candidates to demonstrate the ability to design and implement positive behavioral support plans and interventions based on functional behavior assessments. This course also prepares candidates to demonstrate competence in establishing and maintaining a positive and productive educational environment. In addition, this course prepares candidates to participate effectively in school wide behavior support processes cornerstone of this course.
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EDU6818A - Collaborative Field Mentoring(3 units)
This course is an 8-week field experience course that requires the candidate to be a contracted teacher-of-record (TOR) in a Mild/ Moderate or Moderate Severe Special Education position. The candidate is provided two veteran Special Education teachers (a university mentor and a district-employed support provider) to mentor and coach her in demonstrating “best-practices” in her role as a Special Educator.
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EDU6818B - Collaborative Field Mentoring(3 units)
This course is an 8-week field experience course that requires the candidate to be a contracted teacher-of-record (TOR) in a Mild/ Moderate or Moderate Severe Special Education position. The candidate is provided two veteran Special Education teachers (a university mentor and a district-employed support provider) to mentor and coach her in demonstrating “best-practices” in her role as a Special Educator.
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EDU6820A - Advanced Research, Theory and Assessment(3 units)
This course assures the Candidate’s competency in analysis of standardized and informal assessment and related planning and IEP development for special needs students. The course incorporates the latest research in multicultural considerations, ELL considerations, poverty consideration as well as federal and state guidelines and state and LEA capacity to support programming. Various methods of research in special education are discussed as well as current research findings and implication for best practices. Legislative processes in state and federal educational code are analyzed with consideration of recent legislated acts impacting special education.
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EDU6821A - Education, Mental Health, and Community Collaboration(3 units)
This course develops your ability to plan and differentiate instruction using multi-tiered interventions. You will become familiar with standards aligned instructional materials to ensure students reach their maximum potential across all areas of development. Behavioral based teaching, communication strategies, learning styles and working with assistive technology will be addressed. You will gain competency working with team members and prompting culturally responsive practices. All strategies will be related back to core goals and curriculum to ensure your ability to integrate acquired knowledge into day-to-day practice.
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EDU6828 - Single Subject Methods(3 units)
Single Subject Methods explores the concerns common to secondary instruction: instructional planning, data-based assessment, differentiated instruction, and current reforms. It also provides an overview of the California Commission on Teacher Credentialing (CCTC) requirements for the candidates who are pursuing a California Single Subject Teaching Credential or teachers who hold a California Multiple Subjects Teaching Credential and wish to obtain the Single Subject add-on Teaching Credential without completing the full Teacher Preparation program. The Candidates will apply the California State Framework in their content areas as well as the Common Core State Standards (CCSS) to design exceptional learning environments. Candidates in each subject area will complete projects relevant to their subject.
The purpose of this course is to advance the Candidates’ development in their specific content area, develop of a repertoire of teaching strategies appropriate to the developmental characteristics and learning styles of their students, as well as increase Candidates’ abilities in teaching diverse students and students with specials needs. Candidates will construct a unit of instruction to demonstrate blended-learning principles of personalized learning and balance online and classroom-based experiences. The Candidates will focus on the integration of technological resources specific to their content areas.
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EDU6830 - Introduction to Autism Spectrum Disorders(2 units)
This course provides a broad overview of the characteristics of Autism Spectrum Disorders, and classroom treatments and therapeutic interventions to address the Language/Communication, Social, Behavioral, and Cognitive challenges faced by people with ASDs.
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EDU6831 - Advanced Strategies for Teaching Students with Autism Spectrum Disorders(2 units)
This course thoroughly and comprehensively covers the characteristics of Autism Spectrum Disorders, and classroom treatments and therapeutic interventions to address the Language/Communication, Social, Behavioral, and Cognitive challenges faced by people with ASDs. This course also examines collaboration practices with other service providers and strengthening the parent-to-school relationship.
Prerequisites: EDU6830
Co-requisite: EDU6830
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EDU6832 - Assessment, Behavior, and Socialization for Students with Autism Spectrum Disorders(2 units)
This course thoroughly covers the research-based strategies, classroom treatments, and therapeutic interventions to address the language and communication, social, emotional, behavioral, cognitive challenges, and academic needs of students with Autism Spectrum Disorders. This course requires 45 hours of experience working with students with Autism Spectrum Disorders with signed verification of completed hours from a School District Administrator. Concepts from other courses within the Autism program are applied in this Practicum course. Candidates will conduct interviews with other service providers and parents. Moreover, this course builds on the substantial body of knowledge that the students learned in the first two courses EDU6830 and EDU6831, and applies that knowledge to the candidate’s professional practice. Candidates interview speech and language therapists, adapted physical education teachers, program specialists, director of special education, general education teachers, occupational therapists, and parents with children who have a child with an Autism Spectrum Disorder to gain knowledge of the programs, services, and methods their employing school district is addressing the needs of students with an ASD.
Prerequisites: EDU6830, EDU6831
Co-requisite: EDU6830, EDU6831
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EDU6834 - Autism Collaborative Mentoring and Seminar(2 units)
This course is the culminating course for the Autism Spectrum Disorders Added Authorization program and results in a 30-40 page research and professional practices paper that summarizes and synthesizes the best practices learned in the EDU6830 and EDU6831 to address the language/communication challenges, social and emotional challenges, behavioral challenges, academic challenges, and cognitive challenges often faced by people with an Autism Spectrum Disorder. The teacher also learns the designated instructional services offered by their employing school district for students with an Autism Spectrum Disorder in the third course of this series (EDU 6832). The research-based best practices and the best practices of the teacher’s employing school district are summarized and synthesized in a comprehensive culminating paper in this final course of this four-course series.
Prerequisites: EDU6830, EDU6831, EDU6832
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EDU6834B - Autism Spectrum Disorders(2 units)
This course provides a broad and deep knowledge of the best research-based practices to address the various needs and challenges of students with Autism Spectrum Disorders. In depth study of the therapeutic treatment of students with Autism is presented.
Prerequisites: EDU6834
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EDU6835 - Autism Practicum(2 units)
This course requires the student to work with students with Autism Spectrum Disorders for at least 45 hours. Students will interview special education teachers, general education teachers, adapted physical education teachers, director of special education, program specialist, occupational therapists, and speech and language therapist to learn the programs and services offered by his/ her school, district, and SELPA.
Prerequisites: EDU6834, EDU6834B
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EDU6835B - Research Paper/Portfolio(3 units)
This course combines the best practices studied in EDU6834B with the professional practices used by the students school, district, and SELPA to produce a comprehensive professional portfolio and research paper to demonstrate a thorough knowledge of the characteristics of Autism, therapeutic interventions, and collaborative practices among families and service providers.
Prerequisites: EDU6834, EDU6834B, EDU6835
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EDU6862 - Teaching the English Language and Diverse Learner in the Special Education Setting(3 units)
This course prepares education specialist candidates to demonstrate competence in establishing and maintaining an educational environment that is free from coercion and punishment and wherein interventions are positive, proactive, and respectful of all students. The course curriculum prepares candidates to demonstrate the ability to design and implement positive behavioral support plans and interventions based on functional behavior assessments. This course also prepares candidates to demonstrate competence in establishing and maintaining a positive and productive educational environment. In addition, this course prepares candidates to participate effectively in school wide behavior support processes cornerstone of this course.
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EDU6885A - Clinical Practice I: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
The required hours for classroom field experience is fulfilled as part of the Intern Teachers employment contract, except the Intern teacher must complete an additional combined 15 hours of experience in Clinical Practice I and II in diverse classroom age groups. For example, if the Intern Teacher is a teacher-of-record at the high school level, then she must complete 7.5 observational hours in Clinical Practice I at the elementary level and 7.5 observational hours at the middle school level in Clinical Practice II.
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EDU6885B - Clinical Practice II: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
The required hours for classroom field experience is fulfilled as part of the Intern Teachers employment contract, except the Intern teacher must complete an additional combined 15 hours of experience in Clinical Practice I and II in diverse classroom age groups. For example, if the Intern Teacher is a teacher-of-record at the high school level, then she must complete 7.5 observational hours in Clinical Practice I at the elementary level and 7.5 observational hours at the middle school level in Clinical Practice II.
Prerequisites: EDU6885A
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EDU6888A - Clinical Practice III: K-12 Special Education (Student Teachers)(1.5 units)
Student Teachers are placed in K-12 classrooms and are assigned a veteran, successful Special Education teacher who serves as their District-employed Support Provider and mentors the Student Teacher in all the day-to-day functions of being a Special Education teacher. The process of learning is gradual with the student teacher by first observing, then teaching one-to-one, next small groups, then the entire class for part of the day, and eventually the student teacher will be taking over all of the day-to-day duties of a contracted teacher-of-record. Candidates should plan on completely devoting themselves during this time to be successful in their student teaching. Candidates are to remain in their Clinical Practice placement throughout the entire contracted hours of employment established by their employment contract for the employed teachers in the school.
Prerequisites: EDU6891A, EDU6891B
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EDU6888B - Clinical Practice IV: K-12 Special Education (Student Teachers)(1.5 units)
Student Teachers are placed in K-12 classrooms and are assigned a veteran, successful Special Education teacher who serves as their District-employed Support Provider and mentors the Student Teacher in all the day-to-day functions of being a Special Education teacher. The process of learning is gradual with the student teacher by first observing, then teaching one-to-one, next small groups, then the entire class for part of the day, and eventually the student teacher will be taking over all of the day-to-day duties of a contracted teacher-of-record. Candidates should plan on completely devoting themselves during this time to be successful in their student teaching. Candidates are to remain in their Clinical Practice placement throughout the entire contracted hours of employment established by their employment contract for the employed teachers in the school.
Prerequisites: EDU6891A, EDU6891B, EDU6888A
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EDU6890A - Clinical Practice III: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
Prerequisites: EDU6885A, EDU6885B
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EDU6890B - Clinical Practice IV: K-12 Special Education (Intern Teachers)(1.5 units)
Candidates on the Intern Teacher Track have earned an Intern Credential and are operating as a contracted Teacher-of-Record (TOR). Intern Teachers have support through a University Mentor and a District-employed Support Provider. However, unlike student teachers, Intern teachers predominantly teach their classes alone without a day-to-day veteran coach to mentor them. Also, Intern Teachers must immediately take over all the functions and duties of a contracted teacher-of-record.
Prerequisites: EDU6885A, EDU6885B, EDU6890A
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EDU6891A - Clinical Practice I: K-12 Special Education (Student Teachers)(1.5 units)
This course links the theory and research for effective instruction to the live classroom. Candidates must devote 60 hours of K-12 classroom observations and requires observation reports. Half of the observation hours can be substituted from work as an instructional aide or substitute teacher.
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EDU6891B - Clinical Practice II: K-12 Special Education (Student Teachers)(1.5 units)
This course links the theory and research for effective instruction to the live classroom. Candidates must devote 60 hours of K-12 classroom observations and requires observation reports. Half of the observation hours can be substituted from work as an instructional aide or substitute teacher.
Prerequisites: EDU6891A
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EIL1002 - Advanced Oral Communications(3 units)
Content-based approach to the development of fluent expression in English. Emphasizes research and oral presentation of ideas, summarization of main points in a discussion, interviewing skills, group participation and spontaneous communication skills. Satisfies foreign language requirement for non-native speakers of English only.
(Undergraduate only)
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ELM7810 - Educational Leadership(3 units)
Theoretical paradigms and pragmatic approaches to the leadership of educational systems. Focus on leadership of the individual school. Students challenged to examine themselves as leaders as well as the environmental context for effective school leadership.
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ELM7850 - School, Family and Community Relations(3 units)
The course is focused on preparing students to be educational leaders who will encourage a more inclusive and responsive school system that serves all students efficiently and equitably, and who demonstrate an understanding of the importance of building relationships with families and communities. Focus on new ways of linking school and home in a culturally diverse community. Identification and cultivation of community resources that strengthen multicultural relationships. Examination of homeschool partnerships and other models for linking homes, schools and communities.
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ELM8175 - Integrative Technology Systems in Higher Education(3 units)
This course covers the integration of technology into the curriculum and programming at the college level. The focus is on constructivist uses of technology, assistive technology, new methods of communications, technology for online instruction, training faculty, staff, and students, and emerging technologies and future trends. Technology as a research and knowledge acquisition tool is explored and applied.
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ELM8210 - Foundations in Multicultural and Global Educational Systems(3 units)
This course combines the fields of Multicultural and Global Education as well as other diversity paradigms to address the growing need to internationalize cross-cultural theory and practice in the 21st century.
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ELM8810 - Psychology of Schooling(3 units)
Presents candidates with the theories and principles of adult learning and cognition as well as the social and psychological factors impacting the adult learner. There is an emphasis on experiential processing in order to empower the higher education administrator with skills, strategies and foundations to improve thinking and learning in their professional setting.
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ELM8812 - Educational Philosophy in a Global Society(3 units)
The course emphasis is focused on diverse cultures, peoples, educational systems and global interdependence and includes philosophical and sociological underpinnings of world educational systems, multiculturalism, futuristic educational trends and developments are included. The needs for a global perspective in educational reform and strategies for preparing learners for the 21st century are discussed.
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ELM8822 - Statistics Laboratory(1 unit)
This course offers an introduction to computer data entry and statistical analysis of output using SPSS. Students learn the correct use and interpretation of specific statistics in SPSS, including at least one of the following: t-tests, zero order correlation, multiple correlation, chi-square, and ANOVA, depending on the number of credits awarded and student needs. This course may be repeated.
Prerequisites: GSE8033
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ELM8830 - Leadership and Learning Organizations(3 units)
This course provides candidates with the opportunity to analyze how effective leadership can frame a diverse learning environment. Through class presentations, discussions and course assignments, candidates will examine how leadership shapes the vision, mission, goals and culture of the organization. The course will also analyze national and international leadership models, concepts and theories related to bureaucracy, social systems, power and organizational change.
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ELM8832 - Law, Ethics and Equity(3 units)
This course examines the legal and ethical frameworks for and assumptions about matters of equity within the higher education setting. The Candidate will develop necessary thematic and pragmatic considerations for the delivery of organizational functions and services in various programs and departments within the higher education setting. There is a particular focus on change mechanisms and structures leading to educational equity in higher education.
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ELM8834 - Policy Making and Politics(3 units)
The course addresses higher educational policy development and analysis in various contexts, the politics of higher education, and issues of governance at higher educational institutions, political strategies and community relations. There is a focus on the determinants of policy issues associated with higher education leadership in diverse learning environments. The Candidate will examine the role of the higher educational leader as it relates to governmental and non-governmental relations in the context of educational transformation and change.
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ELM8840 - Research Writing Workshop(3 units)
This course is designed to provide doctoral candidates with the opportunity to analyze and practice effective research writing. Through class discussions and course assignments, candidates will examine selected writing for clarity and precision.
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ELM8845 - Leading the Adult Learner(3 units)
The course provides opportunities for the student to learn how to advocate, nurture, and sustain a culture that is conducive to staff learning and professional growth. Coursework focuses on K-12 and higher education approaches to professional development in support of organizational improvement
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ELM8855 - Current Issues and Trends in Education(3 units)
The course explores and generates an in-depth understanding of contemporary issues influencing education with an emphasis on reading and discussion of topics. Students will be expected to gain in-depth knowledge about current issues affecting the field of education, understand relevant background and historical information relating to the issues and be able to articulate the issues in oral and written presentations.
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ELM8872 - Financial and Business Management: University/Community College(3 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM8872A - Financial and Business Management for Higher Education(2 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM8872B - Financial and Business Management for Higher Education(2 units)
This course provides a study of the critical trends and funding issues facing colleges in the United States. Students will come to understand how colleges choose to employ and allocate scarce resources through their management practices.
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ELM8878 - Student and Personnel Services in Higher Education(3 units)
The course provides an overview of the organization and governance of institutions of higher education with an emphasis on Student and Personnel Affairs. The primary goal is to provide a comprehensive outlook at the field of student and personnel affairs and its role within the context of higher education. The nature of student affair work, its history, current and anticipated issues and the environment of student affairs professionals will be studied. Students should come to understand how colleges and universities are organized, governed, and administered and how student affairs professionals affect and impact the organization.
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ELM8999 - Special Topics(3 units)
Courses are designed to enhance or supplement curricula.
Topics vary:
1. Techology for Educational Leadership
2. Leadership Seminar
3. Marketing and Institutional Development Strategies This course is for the study and application of knowledge and analysis. Areas covered include investigation of current higher education marketing practices and development strategies. The course is designed to prepare students to acquire knowledge, analyze the literature and interview options for marketing and development information, and discuss applications related to higher education.
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ELM8999A - Special Topics:(3 units)
Courses are designed to enhance or supplement curricula.
Topics vary:
1. Leadership Case Study
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ELM8999B - Special Topics:(3 units)
Courses are designed to enhance or supplement curricula.
Topics vary:
1. Leadership Case Study
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ENG0999 - Basic Reading and Composition(3 units)
This credit/no credit course for students needing practice in reading and writing skills stresses paragraph and essay development and reviews sentence structure, mechanics, and grammar. Incorporation of various types of short essays will enhance both reading comprehension and writing development. Students will participate in peer group interaction as part of the learning process. College competency of at least “C” level must be demonstrated for successful completion of the course.
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ENG1106 - Composition I(3 units)
Emphasis is on developing writing, reading, and critical thinking skills. The major focus of the course is on expository and narrative composition, understanding the writing process, and learning basic research and documentation skills. Strategies include analytical reading, rhetorical methods of organization, and application of the elements of style to written assignments.
Prerequisites: Passing ENG 0999 or passing the English Placement Examination
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ENG1106A - Composition I(1.5 units)
Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total.
Prerequisites: Passing ENG0999 or passing the English Placement Test
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ENG1106B - Composition II(1.5 units)
Emphasis on rhetoric and composition with a focus on expository writing and understanding writing as a process. Establishing effective college-level writing strategies through four or more writing projects comprising at least 3,000 words in total.
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ENG1120 - College Critical Thinking(3 units)
Apply critical inquiry skills to varied and challenging reading materials. Includes analysis, synthesis, and evaluation through at least two substantial writing and/or speaking tasks.
Prerequisites: ENG1106
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ENG1120A - College Critical Thinking I(1.5 units)
Apply critical inquiry skills to varied and challenging reading materials. Includes analysis, synthesis, and evaluation through at least two substantial writing and/or speaking tasks.
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ENG1120B - College Critical Thinking II(1.5 units)
Apply critical inquiry skills to varied and challenging reading materials. Includes analysis, synthesis, and evaluation through at least two substantial writing and/or speaking tasks.
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ENG2206 - Composition II(3 units)
Principles of effective composition continued. Emphasis is on expository and argumentative / persuasive composition; however, the primary emphasis is on the dialectic, that is, skill in entertaining multiple viewpoints and logical argumentation. Besides critical thinking skills, strategies include methods of organization and development, dialectical argumentation, principles of basic research and the elements of style gained through research and writing arguments.
Prerequisites: ENG1106
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ENG2206A - Composition III(1.5 units)
Principles of effective composition continued; emphasis on argumentative writing and critical reading and thinking; writing the research paper.
Prerequisites: Competency in ENG1106 (grade of “C” or higher) or equivalent
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ENG2206B - Composition IV(1.5 units)
Principles of effective composition continued; emphasis on argumentative writing and critical reading and thinking; writing the research paper.
Prerequisites: Competency in ENG1106 (grade of “C” or higher) or equivalent
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ENG3303 - Writing for the Professions(3 units)
Application of principles of effective composition, communication, and research in the applied social sciences; emphasis on professional practices in workplace written communication; study and application of APA documentation style.
Prerequisites: ENG 1106 and ENG 2206 or equivalents
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ENT6010 - Entrepreneurship and Innovation(3 units)
This course focuses on the strategic issues faced by entrepreneurs starting new ventures in established industries or in industries that are being created or transformed by new emerging technologies. Applications, case studies and real-world business examples are used to enhance students’ understanding of the issues and potential solutions.
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ENT6050 - Creating a Business Plan and Funding(3 units)
This course provides an overview of the process and challenges associated with starting an entirely new business. It equips students with a clear understanding of business plan and the conventional structure, the skills required to prepare a business plan and get their business started.
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ESL2000A - Low Intermediate Integrated English Skills(1.5 units)
This course allows the student to gain cultural understanding as well as general and academic language competence in preparation for entry into any degree program.
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ESL2000B - Low Intermediate Integrated English Skills(1.5 units)
This course provides students opportunities to increase their oral and written skills in an integrated approach. Students expand their reading, writing, listening, and speaking competencies from the sentence level to the paragraph level of discourse. Students develop basic oral and written expression through interactions in real world settings.
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ESL2100A - Low Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include asking follow-up questioning, putting vocabulary to use, partner/group dialogues, and listening for main and supporting ideas.
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ESL2100B - Low Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include asking follow-up questioning, putting vocabulary to use, partner/group dialogues, and listening for main and supporting ideas
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ESL2200A - Low Intermediate Reading and Vocabulary(1.5 units)
The skills to be practiced in this course include recognizing word parts, using the dictionary, understanding vocabulary in context, recognizing main ideas, recognizing transitions, and understanding supporting details.
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ESL2200B - Low Intermediate Integrated English Skills(1.5 units)
The skills to be practiced in this course include recognizing word parts, using the dictionary, understanding vocabulary in context, recognizing main ideas, recognizing transitions, and understanding supporting details.
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ESL2300A - Low Intermediate Writing and Grammar(1.5 units)
The skills to be practiced in this course include combining sentences, using controlling ideas to narrow the scope of writing, and writing cohesive paragraphs. Much time is devoted to develop students’ process for writing.
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ESL2300B - Low Intermediate Writing and Grammar(1.5 units)
The skills to be practiced in this course include combining sentences, using controlling ideas to narrow the scope of writing, and writing cohesive paragraphs. Much time is devoted to develop students’ process for writing.
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ESL3000A - Intermediate Integrated English Skills(1.5 units)
This course allows the student to gain cultural understanding as well as general and academic language competence in preparation for entry into any degree program.
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ESL3000B - Intermediate Integrated English Skills(1.5 units)
This course allows the student to gain cultural understanding as well as general and academic language competence in preparation for entry into any degree program.
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ESL3100A - Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include note-taking, summarizing, paraphrasing, increasing speaking fluency, and advancing vocabulary and grammatical knowledge to express more complex ideas.
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ESL3100B - Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include note-taking, summarizing, paraphrasing, increasing speaking fluency, and advancing vocabulary and grammatical knowledge to express more complex ideas.
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ESL3200A - Intermediate Reading and Vocabulary(1.5 units)
The skills to be practiced in this course include vocabulary learning strategies, annotating, highlighting, summarizing, and paraphrasing, as well as an appreciation for reading for personal enjoyment and knowledge.
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ESL3200B - Intermediate Reading and Vocabulary(1.5 units)
The skills to be practiced in this course include vocabulary learning strategies, annotating, highlighting, summarizing, and paraphrasing, as well as an appreciation for reading for personal enjoyment and knowledge.
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ESL3300A - Intermediate Writing and Grammar(1.5 units)
The skills to be practiced in this course include the writing of short essays for various audiences and purposes, introduction to logical supports for arguments, and the incorporation of quotation, citations and references.
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ESL3300B - Intermediate Writing and Grammar(1.5 units)
The skills to be practiced in this course include the writing of short essays for various audiences and purposes, introduction to logical supports for arguments, and the incorporation of quotation, citations and references.
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ESL4000A - High Intermediate Integrated English Skills(1.5 units)
This course allows the student to gain cultural understanding as well as general and academic language competence in preparation for entry into any degree program.
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ESL4000B - High Intermediate Integrated English Skills(1.5 units)
This course allows the student to gain cultural understanding as well as general and academic language competence in preparation for entry into any degree program.
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ESL4100A - High Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include increasing speaking fluency, developing unique and personalized ideas, improving sentence- and discourse-level pronunciation, and recognizing social expectations for both formal and informal discourse.
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ESL4100B - High Intermediate Listening and Speaking(1.5 units)
The skills to be practiced in this course include increasing speaking fluency, developing unique and personalized ideas, improving sentence- and discourse-level pronunciation, and recognizing social expectations for both formal and informal discourse.
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ESL4200A - High Intermediate Reading and Vocabulary(1.5 units)
This course builds upon the skills acquired in previous courses to enhance successful reading. The skills to be practiced in this course include increasing reading rates, self-selecting extensive reading plans, and comprehension of more advanced vocabulary and grammar structures.
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ESL4200B - High Intermediate Reading and Vocabulary(1.5 units)
This course builds upon the skills acquired in previous courses to enhance successful reading. The skills to be practiced in this course include increasing reading rates, self-selecting extensive reading plans, and comprehension of more advanced vocabulary and grammar structures.
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ESL4300A - High Intermediate Writing and Grammar(1.5 units)
The skills to be practiced in this course include increasing writing fluency and accuracy, self-selecting writing and research topics, and developing more critical and creative thinking skills through the writing of longer academic essays and other genres.
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ESL4300B - High Intermediate Writing and Grammar(1.5 units)
The skills to be practiced in this course include increasing writing fluency and accuracy, self-selecting writing and research topics, and developing more critical and creative thinking skills through the writing of longer academic essays and other genres.
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FAR1000 - Introduction to the Arts(3 units)
Investigation into artistic perception, creativity, aesthetics, criticism and meaning; techniques and forms of visual and performing arts of the world; includes critical thinking and individual creative projects.
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FIN3010 - Principles of Finance(3 units)
The application of financial principles to problems involving the acquisition and management of funds by private and public organizations.
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FIN4010 - International Managerial Finance(3 units)
The international financial environment, international capital and money markets and financial operations of the multinational enterprise.
Prerequisites: FIN 3010
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FIN4020 - Corporate Finance(3 units)
Use and management of funds in organizations; analysis of capital management and investment; capital budgeting, capital structure, debt policy, financing and securities.
Prerequisites: FIN 3010
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FIN4030 - Investments(3 units)
Study of stocks, bonds, mutual funds, treasury and other government bonds, gold and other commodities, real estate and collectibles.
Prerequisites: FIN 3010
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FIN4040 - Money and Capital Markets(3 units)
Surveys issues related to financial intermediaries, with an emphasis on commercial banks. Addresses asset/liability management, credit-risk management and maintenance of adequate capital.
Prerequisites: FIN 3010
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FIN6000 - Financial and Accounting Management(3 units)
This course focuses on the necessary skills to be an effective corporate financial manager including analysis in cash flow, financial planning and forecasting and risk. Students will explore decision-making through computer modeling, construct and utilize pro forma financial statements and assess the feasibility of projects and capital budgeting. The course will address the skills needed to be a persuasive oral and written communicator of corporate financial information. A venture/business plan is developed during the course. In addition to the classroom instruction, students have the option to get real-world experience through a practicum in an approved organizational setting for 100 - 160 hours or an applied project designed with the instructor. (International students need to meet their international student advisor for details).
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FIN6010 - Advanced Finance and Managerial Accounting(3 units)
The course studies the fundamental principles that govern financial markets and institutions. We attempt to understand the workings of the Banking Industry, the Federal Reserve and the behavior of financial intermediaries. Topics include valuation of financial assets and the characteristics of financial instruments in money and capital markets. We analyze the relationships among financial institutions, monetary policy and the stability of the economy.
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FIN6015 - Asset and Bank Management(3 units)
This course provides a broad and specific analysis of banking/financial institutions domestically and globally. The student will develop a quantitative and qualitative understanding of bank management and how decisions are made. The course will present the importance of ROE (return on equity), APY (average percentage yield), ICGR (internal capital growth rate) and other equations in determining the success of financial institution.
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FIN6020 - Financial Markets and Institutions(3 units)
Students will gain an understanding of the system of corporate finance, including an analysis of equity finance, bonds and other debt instruments and how these may be used to finance investment. This course will deepen students’ knowledge of project evaluation, investment appraisal and the use of financial information and analysis in corporate decision-making. The syllabus also covers portfolio theory, dividend policy, mergers and acquisitions, international investment decisions and regulation of the financial system.
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FIN6025 - Investments and Portfolio Theory(3 units)
This course will provide you with an in-depth introduction to investment analysis and portfolio management. The overarching objectives are that students (1) gain a deep intuitive understanding of the concepts used in investment analysis, (2) learn the tools used in investment analysis, including excel modeling and regression analysis, and (3) gain confidence in applying the concepts and tools in managing a portfolio.
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FOR3100 - Introduction to Forensic Psychology(3 units)
This introductory course explores the various areas of interest pursued in forensic psychology, forensic psychiatry or criminal psychology, including such topics as theories of crime, types of crime, applications of social science and psychology to the law, investigative and police psychology, psychopathology and the psychology of crime, the assessment of mental competency and sanity, and correctional psychology.
(San Diego)
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FOR3140 - Juvenile Delinquency(3 units)
This course explores the historical precedents and philosophical reasons of juvenile delinquency. Our justice systems treat juveniles differently from adults; thus, this course will also review empirical evidence about child development that can illuminate the reasons for their special status within the system, and our societal efforts to prevent delinquency. Students will learn about the distribution of juvenile delinquency according to both official statistics and self-report data and also explore the impact of significant social and institutional influences on delinquency: family, school, peers and drugs. The far-reaching implications of this course will provide students with the robust knowledge to better understand and manage delinquency in a more humane, efficient, and productive manner.
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