University General Course Catalog 2021-2022 
    
    Apr 27, 2024  
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University General Course Catalog 2021-2022 ARCHIVED CATALOG: LINKS AND CONTENT ARE OUT OF DATE. CHECK WITH YOUR ADVISOR.

8. Course Descriptions

Note: Sequencing rules in effect for many Math courses prohibit students from earning credit for a lower numbered Math course after receiving credit for a higher numbered Math course. Sequencing rules are included in the course descriptions of applicable courses.
 

History
  

  • HIST 665A - Culture and Society in 19th Century Great Britain

    (3 units)
    Political and cultural life of the British Isles; emphasizes industrialization, colonialism, feminism, liberalism, and socialism.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain the following major historical themes: political and cultural life of the British Isles; Industrialization, Colonialism, Feminism, Liberalism, and Socialism.


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  • HIST 665C - Modern Ireland and National Identity

    (3 units)
    Interdisciplinary analysis of Ireland and the Anglo-Irish conflict from 1600 to the present, emphasizing ethnic conflict with Ireland and understanding Ireland from the perspective of theories of nationalism.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze the intertwined class, ethnic, and religious conflicts that have produced generations of violence and sectarianism within Ireland.
    2. analyze Irish nationalism in the broader context of Irish culture, the historical relationship between Britain and Ireland, and the British Empire.
    3. analyze and synthesize primary, secondary, and cultural sources.
    4. find and use historical scholarship and sources to answer a research question.
    5. present ideas in a clear and persuasive manner both orally and in writing.


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  • HIST 666A - The History of Fascism

    (3 units)
    This capstone course will explore the rise of the radical right-wing political movements that have variously been called fascism, authoritarianism, and populism, from the 1920s to the present.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze, evaluate, and interpret primary sources with attention to content, historical and cultural context, genre, and language through class discussion and written assignments.
    2. analyze and clearly explain the argument, main points, and use of evidence in secondary sources through class discussion and written assignments.
    3. identify primary and secondary sources for research and clearly and effectively articulate original interpretations in verbal and written form, including in a final research paper examining one aspect of the history of the new right in depth.
    4. draw on theoretical and historical examples from the twentieth century to define fascism, populism, and authoritarianism.
    5. demonstrate awareness of, and ability to analyze, the history and self-understanding of the new right in Europe and around the world.
    6. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    7. identify the main themes of the field in individual and group discussions.
    8. analyze examples of major secondary works in the field.


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  • HIST 669 - Topics in Russian and East European History

    (3 units)
    Selected topics in Russian, Soviet and East European political, social, cultural, economic and intellectual history.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain selected topics in Russian, Soviet and East European political, social, cultural, economic and intellectual history.


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  • HIST 677 - Culture and Society in Modern Africa

    (3 units)
    Explores the connection between literary texts and cultural forms as related to social change, politics, economics, public health, gender, diaspora and global African communities.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the complexity of Africa’s ethnic groups and societies, cultural traditions, differing religious beliefs and practices.
    2. analyze the status and experiences of African women across the continent, gender relations, as well as issues of power and resistance.
    3. explain how marginalized groups in several African countries have struggled for equality and inclusion.
    4. critically examine the colonial experience and understand how global histories have shaped and continue to shape postcolonial Africa.
    5. analyze cosmopolitan cultures of cities and understand how African youth use social media and other cultural tools to organize collectively and advocate political and social change on the African continent.
    6. Interpret, analyze and draw conclusions from primary and secondary sources used in this class, including scholarly articles, novels, movies, music, photographs, and popular media.
    7. critically examine colonial and postcolonial theories and synthesize these set of ideas (theories) in order to analyze and understand the complexity of the African continent.
    8. write a short essay whose thesis is supported by evidence from an assigned reading.


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  • HIST 678C - Topics in Middle Eastern History

    (3 units)
    Explores the ethno-national and religious identities of the peoples of the Middle East and reviews the recent political history of the region, including the Arab Spring, the rise of ISIS, and the current conflicts in Syria and Iraq.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Even Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze and explain the different scholarly perspectives on the legacy of European colonialism on modern Middle Eastern politics, the rise of nationalism and the role of political Islam in written assignments.
    2. analyze and explain the role of the Middle East’s key ethno-national groups and religious sects in written assignments and an exam.
    3. analyze and explain the role played by individual international leaders and colonial powers in shaping the Middle East in written assignments and an exam.
    4. analyze primary and secondary sources in written assignments.
    5. introduce secondary scholarly literature to the class in a presentation.


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  • HIST 678D - War and Peace in Israel and Palestine

    (3 units)
    This course examines the history of the Israeli-Palestinian conflict from the late 19th century to the present.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze and explain the underlying causes of the Israeli-Palestinian conflict in written assignments and exams.
    2. analyze and explain the regional impact and international significance of the Israeli-Palestinian conflict.
    3. analyze and explain the role of key Arab, Israeli, and international political leaders in shaping the Israeli-Palestinian conflict.
    4. locate different authorial positions in historical context and comment on the strengths and weaknesses of those perspectives in written assignments.
    5. introduce secondary scholarly literature to the class in presentations.


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  • HIST 679 - Race and Ethnicity in American History

    (3 units)
    Examination of the role that racial ideologies played in the development of the United States and of the struggles of minority groups for full citizenship.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain how racial ideologies were formed and transformed over time in the United States, with attention to the interaction between social context and racist beliefs.
    2. analyze and synthesize primary, secondary, and cultural sources.
    3. find and use historical scholarship and sources to answer a research question.
    4. present ideas in a clear and persuasive manner both orally and in writing, in accordance with the ethical principles governing scholarly inquiry.
    5. use relevant scholarship and historical evidence to analyze the experiences and struggles for justice of nonwhite ethnic groups in the United States.


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  • HIST 680 - Science, Technology and Society

    (3 units)
    Interactions of science, technology and society. An interdisciplinary analysis of historical and contemporary examples from the sciences, technology, arts, literature and philosophical writing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. state a thesis about a societal issue arising from science and/or technology, and provide evidence and philosophical argument (including replies to counter-arguments) in its defense.
    2. explain a scientific development or technological innovation in lay terms, and analyze different (and perhaps incompatible) cultural implications or policy responses.
    3. distinguish between sound and unsound interpretations of a scientific theory, or of the evidence marshaled for or against a scientific hypothesis, in a sociopolitical setting.
    4. show philosophers’ tools (argument, conceptual analysis, etc.) are able to clarify what is at stake in a culturally significant scientific development or technological innovation.


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  • HIST 680A - Problems in the History and Philosophy of Science

    (3 units)
    Selected topics in scientific revolutions, theory choice, discovery, relation of history, philosophy, sociology and psychology of science. (HIST 680A and PHIL 638 are cross-listed; credits may be earned in one of the two.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain selected topics in scientific revolutions, theory choice, discovery, relation of history, philosophy, sociology and psychology of science.


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  • HIST 680B - Renaissance Science and the Secrets of Nature

    (3 units)
    A cultural history of science in the Renaissance. Situates the growth of natural knowledge in social, religious, economic, and trans-cultural experience.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. relate science and technology during the Renaissance to social, commercial, religious, and economic problems and be able to distinguish sound scientific argumentation and the use of observational evidence as opposed to unsound scientific reasoning by means of engaging with the scientific debates of the period.
    2. explain how scientific and technological discoveries and innovations affected social institutions, professional roles, and education, and how scientific and technological knowledge was produced and consumed as part of social processes within various communities.
    3. analyze and synthesize primary, secondary, and cultural sources.
    4. find and use historical scholarship and sources to answer a research question.
    5. present ideas pertaining to scientific discovery and technological innovation during the Renaissance as they relate to the societal concerns of the period in a clear and persuasive manner both orally and in writing.
    6. use relevant scholarship and historical evidence to analyze and synthesize the relationship between science, technology, art, religion, society, and commerce in the Renaissance period.


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  • HIST 681 - Mind, Madness and Culture: Psychotherapy in Europe and America

    (3 units)
    Psychotherapy in historical context, socio-political functions, effects upon the definition of the self, specific relations to gender, ethics and culture.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. understand and explain how concepts of the self and notions of madness/mental illness were formed and transformed from the 18th c. to the present, with attention to the interaction between social, moral, philosophical, and medical assumptions.
    2. analyze and synthesize primary, secondary, and cultural (institutional and material) sources.
    3. find and use historical scholarship to answer a research question.
    4. present ideas in a clear and persuasive manner both orally and in writing, in accordance with the ethical principles governing scholarly inquiry.
    5. use relevant scholarship and historical evidence to analyze the experiences of those labeled mentally ill and to assess the social, political, and moral nature of processes of framing and treating mental disease from the 18th c. to the present.


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  • HIST 682 - The Age of Discovery:1300-1600

    (3 units)
    Great geographical, technological, cultural and intellectual discoveries, with special emphasis on the clash of cultures between Europeans and non-Europeans, 1300-1600.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze and synthesize, in writing and in class discussions, primary and secondary sources, and identify issues of historical objectivity and meaning.
    2. analyze and critically examine, in writing, at least two texts that raise a particular issue (cultural,religious, intellectual) dealing with the Age of Discovery, 1300-1600.
    3. explain, in writing and in class discussion, the impact of European institutions on non-European institutions, and vice versa, as well as the problem of cultural subjectivity in the formation of the European (Western) imagination.
    4. explain, in writing/or class discussions, how the interaction of cultures leads to self-discovery, and how this process continues into the twenty-first century.


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  • HIST 683 - Studies in Urban History

    (3 units)
    Topical examination of urban development stressing the city in its various political, social and economic aspects. Geographical and chronological emphasis determined by the instructor.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain the following major historical themes: urban development and its various political, social and economic aspects.


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  • HIST 684A - History of the Book: 1450-1800

    (3 units)
    History of printing technology as a major social, political and cultural force in European society from incunabula through the 18th century.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct a descriptive bibliography of a rare book, and make informed conclusions about the significance of paper, format, illustration, type, and cost.
    2. discuss, in writing and/or in class discussion, the cultural significance of a book as a material object.
    3. explain, in writing, how typographic print functions as propaganda, as well as the connections between typographic printing and cultural change.
    4. discuss, in writing and in class discussion, the benefits/drawbacks of digital books versus books in print.


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  • HIST 684B - History of the Book in America

    (3 units)
    History of reading, book production and publishing, and authorship in America from early English colonial settlement to the development of mass-market journalism.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain the following major historical themes: history of reading, book production and publishing, and authorship in america from early english colonial settlement to the development of mass-market journalism.


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  • HIST 685 - Oral History

    (3 units)
    Use and understanding of the oral history interviewing for the purpose of historical research for academic, public, and applied history.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Even Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. evaluate and compare the theories of and approaches to oral history practice.
    2. synthesize and utilize their understanding of oral and public history .
    3. contextualize and understand oral histories in a broader historical context.


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  • HIST 687 - Topics in American Studies

    (3 units)
    Interdisciplinary analysis of selected topics in American history, literature, art, science and material culture. Topics vary from semester to semester.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. analyze selected topics in american history, literature, art, science and material culture.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 688C - Topics in Nature and Culture

    (3 units)
    Interdisciplinary analysis of selected topics in environmental history, landscape studies, regional and place studies. Topics vary from semester to semester.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. analyze selected topics in environmental history, landscape studies, regional and place studies.


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  • HIST 690A - History of Early Medicine

    (3 units)
    Topical study of medical theory and practice, education, concepts of disease, anatomical and biological discoveries, lay and learned therapies from the ancient world to 1800.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine the history of medicine to social, commercial, religious, and economic problems and contexts.
    2. analyze and synthesize primary, secondary, and cultural sources.
    3. distinguish the emergence of sound scientific thinking and argumentation about the functions of the body and the biomedical identification of disease.
    4. examine ideas pertaining to medical and anatomical discovery and technological innovation from ancient times through the Renaissance as they relate to the societal concerns of the period in a clear and persuasive manner both orally and in writing.
    5. use relevant scholarship and historical evidence to analyze and synthesize the relationship between medicine, science, technology, art, religion, society, ethics, and commerce from the time of composition of Hippocratic Writings through the period of anatomical and experimental discovery in the 17th century.
    6. explain how scientific and technological discoveries and innovations affected medical practice and the emergence of social institutions, professional roles, and education in medicine.
    7. examine how scientific and technological knowledge was consumed within various communities.


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  • HIST 690B - Social History of Medicine in the Modern Era

    (3 units)
    Topical examination of developments in the practice and ideology of medicine in Europe and the United States from the late 18th century to the present.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain how medical and scientific ideas and practices interact with social and cultural forces and concepts by describing specific instances.
    2. describe the connections between etiological concepts in medicine with dominant social and cultural concerns of a particular era and/or culture.
    3. compose a research project that illustrates the socio-cultural dynamics that influence a society’s response to epidemic disease, showing how new practices and technologies have shaped that response, using historical examples to elucidate a contemporary problem.
    4. demonstrate mastery of coherent writing in the English Language.
    5. show that they have mastered methods of appropriately locating and evaluating sources for a research project, mastered the ability to frame questions for that project and to make an argument.
    6. demonstrate that they know how to appropriately document and cite sources.
    7. integrate the acquired core skills of communication (written and oral), synthesis, critique and analytical questioning, in their own analysis of scholarly works.


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  • HIST 691B - Women in Medieval Culture and Society

    (3 units)
    Explores the experiences of medieval women as religious leaders, workers, nobles, and queens, and as mothers, wives, and daughters.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate in writing and/or classroom participation a knowledge of the transformation in the political, social, and cultural status of women from the 4th-15th century in Europe and the Mediterranean basin in various faiths.
    2. articulate in a written project and presentation ways in which gender intersects with class, social status, religion, and culture to influence individual life experiences in Middle Ages as evidenced by primary sources.
    3. interpret secondary sources and comprehend arguments that pertain to the contemporary historiography on medieval concepts of gender and on women and their experiences in the Middle Ages.
    4. integrate and synthesize Core knowledge, enabling them to analyze open-ended problems or complex issues through long-form written assignments.
    5. write a substantial historiographical analysis.
    6. identify the main themes of the field in individual and group.
    7. identify and explain the following major historical themes: legal status of women in medieval societies, female religious communities, the medieval family, and medieval women’s medicine.
    8. analyze examples of major secondary works in the field.


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  • HIST 694A - Medicine and Technology in Traditional China

    (3 units)
    Introduces the thinking behind the medicine and technology of classical and imperial China; focusing on technology and material culture; medicine and the body.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain the medicine and technology of classical and imperial China; technology and material culture; medicine and the body.


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  • HIST 694B - Pathologies of Daily Life in Modern China

    (3 units)
    Thematic analysis of the lived experience of historical change, focusing on such conditions as drug addiction, war trauma, neurologic stress.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain the following major historical themes: the lived experience of historical change, such as drug addiction, war trauma, neurologic stress.


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  • HIST 694C - Topics in Chinese Culture and Society

    (3 units)
    Advanced studies of major themes and texts of Chinese civilization.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. analyze major themes and texts of chinese civilization.


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  • HIST 697 - Independent Study

    (1 to 3 units)
    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual discussions with the professor.
    3. analyze examples of major secondary works in the field of their choosing.


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  • HIST 698 - Advanced Historical Studies

    (1 to 3 units)
    Topics vary from semester to semester.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 700 - Cultural Studies and History

    (3 units)
    Modern cultural theory; examines the relationship between the critical understanding of culture and the study of history.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. identify and explain the following major historical themes: modern cultural theory; the relationship between the critical understanding of culture and the study of history.


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  • HIST 701 - Philosophy of History

    (3 units)
    Reading in the patterns and meaning of history and critical examination of fundamental assumption of historical inquiry; the nature of historical understanding, explanation, objectivity, narrative.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. critically analyze the fundamental assumption of historical inquiry, as well as the nature of historical understanding, explanation, objectivity, narrative.


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  • HIST 703 - Advanced Studies in History

    (1 to 3 units)
    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 705 - Graduate Readings in History

    (1 to 3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 710 - Seminar in Medieval History

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 711 - Seminar in Early Modern Europe

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 712 - Sem Mod Europ Hist

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


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  • HIST 713 - Seminar in Latin American History

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 716 - Seminar in Far Eastern History

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


    Click here for course scheduling information. | Check course textbook information
  

  • HIST 721 - Seminar in 19th Century U.S. History

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


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  • HIST 722 - Seminar in 20th Century U.S. History

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


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  • HIST 724 - Topical Sem US Hist

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


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  • HIST 725 - Sem Nev & Far West

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


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  • HIST 727 - Seminar in Native American History

    (3 units)
    This course focuses on Native American history and historiography from the pre-contact era through the twenty-first century.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Even Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and analyze the arguments, main points, and use of evidence in secondary sources by means of discussion and essays.
    2. investigate how Native American society, culture, and politics have changed over time, through discussions and essays.
    3. develop scholarly arguments and articulate their significance to Native American history and historiography.


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  • HIST 737 - Practicum in History

    (1 to 3 units)
    Theory and practice of history teaching, research, or agency internship.

    Maximum units a student may earn: 6

    Grading Basis: Satisfactory/Unsatisfactory
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. demonstrate their ability to teach and research history in a practical setting.


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  • HIST 740 - Seminar in the History of Science

    (3 units)
    Maximum units a student may earn: 9

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.


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  • HIST 780 - Seminar in Methodology

    (3 units)
    Provides an overview of some of the methods of research, analysis and writing, and the theoretical and practical problems involved.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. explain the methods of research, analysis and writing, and the theoretical and practical problems involved.


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  • HIST 781 - Historiography: the Americas

    (3 units)
    Problems and controversies in the literature of the United States and Latin American historical writing.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. explain the problems and controversies in the literature of the United States and Latin American historical writing.


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  • HIST 783 - Historiography

    (3 units)
    Extensive readings in the literature of historical methods and a comprehensive survey of historical writing from ancient times to the present.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. explain the major themes in historical writing from ancient times to the present.


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  • HIST 785 - U.S. Historiography

    (3 units)
    Readings in the literature of American historical writing from colonial times to the present.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. explain the major themes of american historical writing from colonial times to the present.


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  • HIST 786 - Oral History Methodology

    (3 units)
    Directed, tape-recorded interviewing as a research device and method of primary source documentation in history and the social sciences. Includes practicum.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. perform tape-recorded interviews as a research device and as a method of primary source documentation in history and the social sciences.


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  • HIST 793 - Basque Independent Study

    (1 to 3 units)
    For students majoring in the tutorial doctoral program in Basque studies.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a lengthy historiographical analysis or research paper in which historiography figures prominently.
    2. identify the main themes of the field in individual and group discussions.
    3. analyze examples of major secondary works in the field.
    4. analyze the major historical themes in Basque history.


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  • HIST 795 - Comprehensive Examination

    (1 to 3 units)
    Course is used by graduate programs to administer comprehensive examinations either as an end of program comprehensive examination or as a qualifying examination for doctoral candidates prior to being advanced to candidacy.

    Maximum units a student may earn: 3

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Independent Study: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze the development of two or more historical fields and explore possibilities for future study.
    2. examine a wide range of secondary literature relevant to their own scholarly interests.
    3. apply this historiographical knowledge to their own research and/or professional agenda.


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  • HIST 797 - Thesis

    (1 to 6 units)
    Grading Basis: Graded
    Units of Independent Study: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine a historical topic of their choice.
    2. analyze primary sources toward completion of a substantive research project.
    3. examine secondary literature in one or more fields and make significant contributions to those fields through their thesis project.


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  • HIST 799 - Dissertation

    (1 to 24 units)
    Grading Basis: Graded
    Units of Independent Study: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate mastery of a historical topic of their choice.
    2. analyze primary sources toward completion of a substantive research project.
    3. examine secondary literature in one or more fields and make significant contributions to those fields through their dissertation project.


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Holocaust, Genocide and Peace Studies
  

  • HGPS 201 - Concepts in Holocaust, Genocide and Peace Studies

    (3 units) CO10
    Analyzes the origins of prejudice, hatred, and dehumanization policies; examines major social conflicts, mass destructions and genocides; explores conflict resolutions and peaceful social relationships.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define and articulate an understanding of the concept of genocide.
    2. discuss key concepts, approaches, and ideas used in the field of Holocaust, Genocide, and Peace Studies.
    3. demonstrate knowledge of diverse historical and contemporary examples of genocide.
    4. evaluate factors contributing to the incidence of war and genocide.
    5. examine approaches of peace, mediation, and conflict resolution as responses to war and genocide.
    6. provide a critical analysis of course materials and clearly articulate their own position on this material in the form of written response, classroom presentation, and discussion.


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  • HGPS 400 - Internship

    (1 unit)
    Opportunities for structured and supervised learning experience.

    Prerequisite(s): HGPS 201  or PSC 405I .

    Grading Basis: Graded
    Units of Internship/Practicum: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify key skills needed for independent project management.
    2. apply critical thinking and writing skills in professional contexts.
    3. document project-based workplace achievement.


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  • HGPS 410 - Literature of the Holocaust

    (3 units) CO13
    Literary texts in English translation of major writers such Primo Levi, Elie Wiesel, Peter Weiss, Paul Celan, Charlotte Delbo, and others.

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. critically read literary and historical texts concerning the Holocaust and will be able to explain how prejudice, hatred, and dehumanization policies originate and manifest structurally.
    2. identify and analyze historical and cultural elements that produced the perpetrators, victims, and bystanders of the Holocaust.
    3. describe and examine how prejudice, hatred and dehumanization become rationalized within individuals and in society.
    4. analyze and integrate through oral and written formats representations of the Holocaust era from a variety of perspectives, including but not exclusive to the literary, historical, philosophical, and psychological, even though the major focus of the course will be the literary.


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  • HGPS 415 - Vietnam: Conflict and Consequences

    (3 units) CO13
    The Vietnam conflict as a historical case study for various causes of violence and aggression, the human costs of war, and peaceful direct action.

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. critically analyze different types of primary and secondary materials including novels, autobiographical accounts, select government records, scholarly articles, internet sources, maps, music, and photographic images.
    2. effectively compose written, oral, and multimedia texts for a variety of scholarly, professional, and creative purposes.
    3. demonstrate understanding of the ethical principles, to ultimately be able to identify and explain the conditions for ethical decision-making.
    4. evaluate and apply methods to resolve conflict.
    5. synthesize and integrate the themes of “war, violence, and peace” in relationship to the Vietnam War from a variety of perspectives on an individual and global level.


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  • HGPS 421 - Concepts in Peace Studies and Nonviolence

    (3 units) CO13
    Considers feasibility and worth of using nonviolent methods for achieving peace at home and abroad. Contrasts nonviolence and violence according to means and ends.

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate the positive and negative results that follow from one’s choice to rely on violence or nonviolence.
    2. analyze and explain the means/ends model for differentiating violence from nonviolence and be able to articulate the benefits and limitations of this.
    3. explain how war can be perceived as being morally superior to nonviolence. Be able to articulate what changes to our perception of nonviolence would have to happen to make it morally equivalent to war.
    4. articulate the history and lineage of nonviolence in written exercises and through the examination of case studies.
    5. identify and analyze the four-level Spectrum of Means for Experiencing Peace (SMEP) model.
    6. identify and analyze those factors that contribute to perceived personal and societal efficacy in attempting to resolve major societal conflicts and confrontations.
    7. synthesize and integrate the conditions for ethical decision-making with respect to a history of conflict and peace resolutions.


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  • HGPS 490 - Independent Study

    (1 to 3 units)
    Supervised reading and research open to HGPS minors.

    Maximum units a student may earn: 9

    Prerequisite(s): HGPS 201.

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. articulate orally and in writing salient factual knowledge and its historical, political, and cultural contexts.
    2. identify and deploy critical methods and approaches appropriate to the subject studied.
    3. formulate and articulate arguments that synthesize course material.


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  • HGPS 493 - Special Topics

    (3 units)
    Topics of current interest not incorporated in regular offerings.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and apply, in discussion and/or writing, appropriate methods or theories to texts.
    2. situate the specialized topic in its appropriate historical, cultural, and political contexts.


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Honors Program
  

  • HON 109 - Honors First-Year Experience

    (1 unit)
    Introduction to the four honors mission pillars–resilience, ingenuity, stewardship, and equity–with an emphasis on preparing to be good citizens of the Honors Program, the University, and the community. Engage in visioning and planning activities to align intellectual, professional, and personal goals with the pillars and explore opportunities for engagement, professional and personal development, and recognition via nationally competitive awards.

    Prerequisite(s): Honors Program.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define the four honors mission pillars and relate each pillar to their intellectual, professional, and personal goals.
    2. identify appropriate University resources to support their intellectual, professional, and personal goals.
    3. implement plans to integrate the honors mission pillars into their undergraduate courses of study.


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  • HON 210 - Honors Leadership Development

    (1 unit)
    The introductory (fall-semester) peer-coaching course will provide training on addressing the honors mission pillars, listening, building rapport, basic assessment and intervention, reporting, and scheduling. The intermediate (spring-semester) peer-coaching course will provide training in a useful set of skills for coaches and focus primarily on addressing the mission pillars, questioning and feedback, supporting leadership in others, performance management, and self-assessment.

    Maximum units a student may earn: 2

    Prerequisite(s): Honors Program.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Lecture: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define the four honors mission pillars and elaborate strategies to apply them to their own and other students’ intellectual, professional, and personal goals.
    2. identify appropriate University resources to support themselves and their peers’ intellectual, professional, and personal goals.
    3. implement plans to integrate the honors mission pillars into their own and their peers’ undergraduate courses of study.


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  • HON 215 - Explorations in Honors: Global Perspectives

    (1 unit) CO11
    Students increase their awareness of global issues by reading, writing, and presenting about topics aligned with a particular international destination(s) during the semester. Course activities anticipate travel to the international destination(s) over winter break. HON 215 is required of residents in the Honors LLC. International travel over winter break is strongly encouraged; destination(s) may vary from year to year.

    Maximum units a student may earn: 2

    Prerequisite(s): Honors Program.

    Grading Basis: Graded
    Units of Lecture: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the impact of macro-level societal structures on their development as college students.
    2. demonstrate awareness of multiple perspectives in analyzing global issues and topics.
    3. implement best practices in study abroad and international travel.


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  • HON 220 - Introduction to Economic Theory and Policy

    (3 units) CO6
    Survey of major macroeconomic and microeconomic theories, with emphasis on their application to individual, business and governmental decisions.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate basic understanding of the fields of micro and macroeconomics, to include theory as well as applications.
    2. use economics as a tool in the decision making process and apply economic theory to unfamiliar situations as well as to everyday life.
    3. summarize and explain findings to others in oral and written form.
    4. exhibit college-level writing skills in shorter essays as well as longer projects.
    5. research and analyze applied economics topics, and present findings orally and in writing.


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  • HON 235 - Discovering Research Across the Disciplines

    (1 unit)
    Focuses on finding, evaluating scholarly secondary research and understanding the disciplinary context of thesis research. Learning is self-directed; students select their own research and  writing topics. Primarily taught online. 

    Grading Basis: Graded
    Units of Lecture: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop preliminary research questions, explore topics and develop problem statements/research questions.
    2. develop and execute a search for a wide range of information sources, including: scholarly, popular, and discipline-specific specialty sources.
    3. evaluate sources of information for content, quality and relevance to their research topic.
    4. conduct advanced searches for information in a variety of research databases.
    5. organize and manage information through use of a citation manager.
    6. cite sources in accordance with scholarly standards and use information and creative works in accordance with copyright and other pertinent intellectual property laws.
    7. explain and apply principles of scholarly integrity, including institutional review and avoiding plagiarism.
    8. identify further sources for research guidance and assistance, including finding faculty mentors, librarians, and other available experts.


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  • HON 300 - Seminar

    (1 to 3 units)
    Topic-oriented analysis of selected subjects consistent within the framework and goals of the honors program.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: X
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop an awareness of the work that community-based organizations do.
    2. describe an explain the structure and activities of a civic community.
    3. demonstrate an understanding of their role as a citizen and develop a personal sense of civic responsibility.
    4. apply and exercise civic skills for life-long learning and engagement.


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  • HON 394 - Special Topics

    (3 units)
    Selected disciplinary and/or interdisciplinary topics directed to advanced honors students. Course may be repeated as long as topic differs.

    Maximum units a student may earn: 9

    Prerequisite(s): Honors College.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Other

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and discuss key issues, trends, and debates in the specific topic area.
    2. evaluate critically and synthesize, orally and in writing, relevant concepts, theories, and/or literature in the specific topic area.
    3. relate course content to their own academic, professional, and personal goals.


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  • HON 399 - Honors Experience

    (1 to 3 units)
    Supports students who are engaged in co-curricular honors experiences including but not limited to research and creative activity, community service, competitive fellowships applications, career and professional development activities, and internships. All honors experiences are subject to approval by the Honors Program. May not be used to replace any internship or practicum course required for degree completion.

    Maximum units a student may earn: 6

    Prerequisite(s): Honors Program.

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Independent Study: 1
    Units of Internship/Practicum: 1
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop professional competencies and relationships in a cocurricular setting.
    2. evaluate their performance with an eye to the honors mission pillars.
    3. implement strategies to further their academic, professional, and/or personal development.


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  • HON 410 - Area Study

    (3 units) CO11
    Critical reflection on students’ international experiences to develop and sustain intercultural awareness and integrate study abroad into their major and future career. Introduces cultural hallmarks experienced abroad.

    Maximum units a student may earn: 9

    Prerequisite(s): Admission to the Honors Program; participation in an accredited study abroad program.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate intercultural awareness by critically examining domestic and foreign-country culture as experienced by students in a variety of areas - their commonalities, differences, and interdependent trajectories.
    2. refine oral presentation skills and persuasive speech composition via presentations to selected groups of Honors and non-Honors students on individual student experiences while abroad.
    3. refine high-level information literacy proficiency by creating and maintaining blog sites reporting on their time abroad throughout their experience.
    4. collaborate effectively on group work that combines cultural elements from a variety of countries.
    5. integrate topical and experiential knowledge of foreign countries’ culture and politics into domestic study at the University of Nevada upon their return.
    6. apply critical and creative thinking, writing, reading, and reflection skills to assignments.


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  • HON 494 - Honors Signature Experience

    (3 units) CO13, CO14
    Students integrate and apply knowledge, skills, and dispositions acquired as honors undergraduates. Possible experiences include research theses, performances and exhibitions, portfolios, consulting reports prepared for community partners, and the creation of an innovative program or service. Students share their work with external audiences in a way that strengthens their profile and credentials when applying for jobs or continuing education.

    Maximum units a student may earn: 3

    Prerequisite(s): Honors Program; General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 1 unit: 50-minutes per week X 15 weeks
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. examine critically how the four honors mission pillars-resilience, ingenuity, stewardship, and equity-intersect with their Honors Signature Experience.
    2. make connections between and apply theories and concepts from previous coursework to the context/topic of their Honors Signature Experience.
    3. design and carry out an original research project; analyze and/or interpret works of art; or apply academic knowledge to solve practical real-world problems according to the context/topic of their Honors Signature Experience.


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Human Development and Family Science
  

  • HDFS 120 - CDA: Professionalism in Early Childhood Education

    (1 unit)
    Advocacy, ethical practices, work force issues and professional associations for childcare professional. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze advocacy, ethical practices, work force issues and professional associations for childcare professional.


    Click here for course scheduling information. | Check course textbook information
  

  • HDFS 121 - CDA: Parent-Caregiver Partnerships in Early Childhood

    (1 unit)
    Parent involvement and establishing positive and productive relationships with families and childcare professionals. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate understanding of the tenant of parent involvement necessary for the establishment of positive relationships.
    2. recognize productive relationships with families and childcare professionals.


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  • HDFS 123 - CDA: Promoting Early Physical/Cognitive Development

    (1 unit)
    Activities that enhance childrens physical and cognitive development from birth to age five. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. implement activities that enhance children’s physical and cognitive development from birth to age five.


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  • HDFS 124 - CDA: Promoting Early Social/Emotional Development

    (1 unit)
    Activities that enhance social and emotional development from birth to age five. Consideration of cultural influences. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. implement activities that enhance social and emotional development from birth to age five with consideration of cultural influences.


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  • HDFS 125 - Learning Environments for Young Children

    (1 unit)
    Providing safe, healthy learning environments for children from birth age five. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate foundational ability to provide safe, healthy learning environments for children from birth age five.


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  • HDFS 126 - Observing and Recording in Early Childhood Programs

    (1 unit)
    Designing and conducting observations in environments for young children. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate foundational ability to design and conduct observations in environments for young children.


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  • HDFS 127 - CDA: Managing Early Childhood Programs

    (1 unit)
    Strategies to manage effective program operation including planning, record keeping and communication. Applicable toward national certification as Child Development Associate (CDA).

    Grading Basis: Graded
    Units of Lecture: 1
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply strategies to manage effective program operation including planning, record keeping and communication.


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  • HDFS 200 - Special Topics

    (1 to 3 units)
    Study under supervision of a staff member on topics of special interest to the learner.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate knowledge and skills with a strong emphasis of support using evidence and scholarly research on the course’s special topic.


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  • HDFS 201 - Lifespan Human Development

    (3 units)
    Overview of growth and development from the prenatal period through adulthood.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an in-depth understanding of human development across the lifespan, including physical, cognitive, and socioemotional characteristics.
    2. identify and describe key concepts, terms, examples, and research findings within each domain (e.g., cognitive) for each age and stage (e.g., adolescence).
    3. recognize that complex analysis of many influences is necessary to understand and appreciate how and why people develop.
    4. make connections between their own experiences and findings related to developmental science.


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  • HDFS 202 - Introduction to Families

    (3 units)
    Dynamics of development, interaction and intimacy of primary relationships in contextual and theoretical frameworks. Societal issues and choices facing diverse family systems.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate, through group discussions and in writing, an understanding of the common elements of all families, as well as the diversity of family life and structure in the United States.
    2. critically assess, through group discussions and in writing, how political, socioeconomic, cultural, and gender factors directly impact the lives of families and their individual members.
    3. articulate, through group discussions and in writing, the components of healthy family relationships and strategies to support their development.


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  • HDFS 203 - Introduction to Human Development and Family Studies

    (3 units)
    This course introduces students to human development and family studies, including careers in the field, professional skills, history of the field, diverse families, theory, research and professional and ethical thinking and growth.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify core careers, research terms, major theories, and ethical tenets in the field of human development and family studies.
    2. articulate major topics in human development and family studies and use major developmental and family theories as part of their articulation.
    3. identify the following: what research is, ethics, research designs, the main components of research articles, and hallmarks of consuming and producing research.
    4. write about major concepts in the area of human development and family studies and link these concepts to various careers in human development and family studies.
    5. describe one HDFS profession in-depth and generate five questions to ask a guest panel of HDFS professionals.
    6. identify and to apply professional skills by participating in inclass activities.


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  • HDFS 204 - Child Guidance and Parenting

    (3 units)
    Guiding the behavior of children from infancy through adolescence using child development principles appropriate for teachers, parents, and others working with children.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. evaluate theories of child development and explain different child caregiving practices using different developmental theories.
    2. analyze observed parenting interactions in the real world, apply knowledge regarding different parenting styles, and explain impacts of each parenting style on child development.
    3. critically analyze parenting practice information provided through media by comparing it to the research-based knowledge regarding parenting.
    4. examine possible different guidance and discipline/punishment methods in given parenting/teaching situations and identify appropriate guidance methods for the situation.


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  • HDFS 231 - Practicum With Children and Families

    (3 units)
    Observing and working with children, adults or families in a supervised setting.

    Prerequisite(s): HDFS 201  with at least a C-; HDFS 202  with at least a C-; HDFS majors only.

    Grading Basis: Graded
    Units of Lecture: 1
    Units of Internship/Practicum: 2
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. illustrate their knowledge of high quality care and teacher-child interactions by analyzing examples from their practicum experience in 3 observation assignments.
    2. illustrate their understanding of the developmental characteristics of the age group to which they are assigned by interacting appropriately with this age group, as demonstrated by lead teacher evaluations.
    3. demonstrate knowledge of families with young children by analyzing one issue that these families face.
    4. demonstrate collaboration skills and teamwork with teachers, children, and families.


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  • HDFS 232 - Diversity in Children

    (3 units)
    Development of children, 0-8, focusing on diversity in terms of cultural, ethnic and linguistic variations; differences in ability and typical and atypical development.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and describe key concepts related to research and theory as well as demonstrate understanding of major child development concepts from the prenatal period through age 8.
    2. demonstrate knowledge and higher order thinking about a variety of diversity topics relevant to the development of young children and their families.
    3. identify and describe key concepts, terms, and examples to form a knowledge base of Anti-Bias Education.


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  • HDFS 250 - Early Childhood Education

    (3 units)
    Principles of working with young children in child care, Head Start, and other group settings. Introduction to environment, curriculum, and guidance.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. observe and evaluate the principles of developmentally appropriate practice in a real early childhood classroom setting.
    2. observe and evaluate the quality of an early childhood education classroom and provide recommendations for improving the quality of the classroom environment.
    3. observe and analyze individual and group guidance and management techniques that early childhood teachers use in their classroom.


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  • HDFS 371 - Family Resource Management

    (3 units)
    Theory and application in the identification and allocation of human and nonhuman resources. Decision making, communication, time and financial management.

    Prerequisite(s): HDFS 201 ; HDFS 202 .

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify, develop and use resources to help promote quality of life for individuals, families and their communities.
    2. examine how resources, choices and opportunities are constrained by gender, ethnicity, social class, and family structure.
    3. recognize the difference between wants and needs.
    4. use guiding values and principles to make thoughtful decisions.
    5. use feedback, empathy, and awareness of the perspective of others to communicate effectively.
    6. identify strategies for managing strong emotions in oneself and in others.
    7. set short-term and long-term goals, create plans for reaching goals, develop strategies for carrying out plans, and adapt the plans through skillful problem solving when the unexpected occurs.
    8. adapt existing skills and management strategies to meet the changing needs of the individual and family over the lifecycle.
    9. develop a reserve network of personal, social and economic resources that can be drawn upon in times of stress and crisis.
    10. recognize the role of intergenerational resource exchange in family resource management.
    11. apply the principles of effective management using personalized management activities.
    12. apply management concepts to develop an in-depth analysis of an interpersonal problem.


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  • HDFS 390 - Youth Mentoring

    (3 units)
    Contemporary issues examined through reading, theoretical grounding and practical experience in a one-to-one mentoring relationship.

    Corerequisite(s): HDFS 201  or HDFS 202 .

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Internship/Practicum: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate knowledge of mentoring through a combination of readings, reading discussion, writing papers, and field experience in a one-to-one mentoring relationship.


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  • HDFS 391 - Introduction to Research

    (3 units) CO9, CO12
    Survey of scientific methods in studying individuals and families with an emphasis on critical evaluation of published research.

    Prerequisite(s): HDFS 201 ; HDFS 202 ; HDFS majors only; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate knowledge of ethics by earning a passing score on the CITI Course in the Protection of Participants.
    2. identify ethical procedures and principles in scientific writing and research methodology as demonstrated by attendance of lectures, homework assignments, research proposal tasks, the research proposal presentation, and the research proposal.
    3. identify ethical concerns in research and intellectual contexts, including academic integrity, use and citation of sources, the objective presentation of data, and the treatment of human participants as demonstrated by attendance of lectures, homework assignments, research proposal tasks, the research proposal presentation, and the research proposal.
    4. apply science and technology to a real-world problem affecting individuals, families, and the institutions that serve them by developing a collaborative research proposal addressing such an issue that includes identifying and summarizing the problem/questions, literature review, theoretical framework applied to the proposed topic, inferences from previous research which lead to research questions, method section, analysis plan with identification of appropriate software (e.g., SPSS, NVivo), and discussion of implications and limitations on such a problem.
    5. explain how science relates to a problem of societal concern as demonstrated by homework assignments and attendance of class.
    6. distinguish between sound and unsound interpretation of scientific information as demonstrated by homework assignments and attendance of class.
    7. synthesize published research and theory in human development and family studies, including an evaluation and discussion of methodological strengths and weaknesses, and the implications and limitations of the findings.
    8. employ cogent reasoning methods and write for a scientific community in their own examinations of problems and issues as demonstrated by the research proposal tasks, the research proposal presentation, and the research proposal.


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  • HDFS 400 - Special Problems

    (1 to 3 units)
    Study of a specific topic within the fields of human development and family studies.

    Maximum units a student may earn: 18

    Prerequisite(s): HDFS 201 ; HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate knowledge and skills with a strong emphasis of support using evidence and scholarly research on the course’s special topic.


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  • HDFS 401 - Independent Study

    (1 to 9 units)
    Individual study or research in topic of special interest.

    Maximum units a student may earn: 9

    Prerequisite(s): HDFS 201  or HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explore an issue of their choice and demonstrate knowledge and skills that help support an area of investigation on a topic as approved by their advisor.


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  • HDFS 428 - Preschool Curriculum I

    (3 units)
    Theoretical and practical aspects of planning and implementing a curriculum for preschool-aged children, including activities that promote creative, physical, cognitive, language and social-emotional development.

    Prerequisite(s): HDFS 201 ; HDFS or IETP majors only.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Laboratory/Studio: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze the roles of environment, observation, standards, assessment, and documentation in development and implementation of curriculum, and will practice using each of these tools in a classroom with young children.
    2. communicate and interact respectfully with young children, will practice developing the skills necessary to do so across the semester with young children, and will reflect on their growth across the semester in a culminating written assignment.
    3. demonstrate curriculum planning and implementation by designing and implementing a media exploration project across time with a small group of children.
    4. demonstrate their ability to be reflective through weekly reflections on their work with children and through written assignments that require them to reflect on their own growth and changes in understanding across the semester.


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  • HDFS 429 - Advanced Preschool Curriculum II

    (3 units)
    Issues related to planning an emergent, integrated curriculum, including webbing, documentation and collaboration. Philosophical underpinnings of emergent curriculum are emphasized.

    Prerequisite(s): HDFS 428 .

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Laboratory/Studio: 1
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. utilize skills obtained in the first semester of this two-course sequence with regard to the 7 curriculum essentials (communication, observation, documentation, assessment, standards, environments, and studio practices) in their practicum work with young children.
    2. demonstrate curriculum planning and implementation by designing and implementing a cross-curricular long-term project across time with a small group of children, documenting progress in a project journal and presenting the project in a professional documentation panel.
    3. demonstrate curriculum planning and implementation by designing and implementing 5 specific aspects of the curriculum as part of their long-term project (social & emotional learning/social studies, physical development & health, language and literacy; mathematics, and science).
    4. demonstrate their ability to be reflective through weekly reflections on their work with children.


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  • HDFS 430 - Advanced Studies in Human Sexuality

    (3 units)
    Exploration of masculine and feminine roles as they relate to human development, personal functioning, interpersonal relations and family living in a complex, changing society.

    Prerequisite(s): 3 credits from the following: HDFS 201 , HDFS 202 , PSY 101 , SOC 101 , BIOL 100A , or PSY 261  OR Junior or Senior standing. 

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. develop an awareness of the wide range of human sexual behaviors.
    2. develop an understanding of and analyze accurate information and values regarding your personal sexual value system and integrating it into your personality.
    3. talk more openly and comfortably about sexuality and give the correct information regarding issues of sexuality to others.
    4. demonstrate acceptance, not judgment, of the sexual value system of others and listen to the sexual concerns of others.
    5. develop an understanding of different lifestyles and sexual orientations, and compare and contrast lifestyles and sexual orientations.
    6. develop critical thinking skills while reviewing the cultural influences of sexual behavior.
    7. develop personal and professional growth, applying issues from class to professional and career related demands.
    8. demonstrate a willingness to learn and be compassionate towards those who may not have had as much experience in something as you have.


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  • HDFS 431A - Advanced Human Development: Infancy

    (3 units)
    Theory, research, and issues in infancy.

    Prerequisite(s): HDFS 201 ; HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Laboratory/Studio: 1
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate skills in direct observation of infants and toddlers, and will synthesize these observations in 3 papers focused on the major domains of development.
    2. display their comprehension of infant development by writing about typical development in these 3 papers, and by engaging in classroom discussions of readings on development each week.
    3. interpret their observations of 3 children in terms of the developmental characteristics these observations support within these 3 papers.
    4. compare and contrast 3 children’s development in these 3 papers.
    5. develop and demonstrate professional writing skills by incorporating detailed feedback and recommendations given on each paper into subsequent papers.


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  • HDFS 431B - Advanced Human Development: Childhood

    (3 units)
    Development of children from age 3 to preadolescence, with an emphasis on research, theory and application.

    Prerequisite(s): HDFS 201 ; HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate skills in direct observation of children, and will synthesize these observations in 3 papers focused on the major domains of development.
    2. display their comprehension of child development by writing about typical development in these 3 papers and by engaging in classroom discussions of readings on development each week.
    3. interpret their observations of 3 children in terms of the developmental characteristics these observations support within these 3 papers.
    4. synthesize the knowledge gained of 3 children’s development into recommendations for classroom practices to support each child’s development.
    5. develop and demonstrate professional writing skills by incorporating detailed feedback and recommendations given on each paper into subsequent papers.


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  • HDFS 431C - Advanced Human Development: Adolescence

    (3 units)
    Theory, research, and issues in adolescence.

    Prerequisite(s): HDFS 201 ; HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate, through group discussions and in writing, the ability to evaluate healthy and unhealthy adolescent development across seven domains: biological, cognitive, social, family relationships, peer relationships, school, work, and leisure activities, and identity development.
    2. critically assess, through group discussions and in writing, how sociocultural contexts, including socioeconomic status, culture, family, peer groups, relationships, school, and work interact with the major domains of adolescent development (e.g., biological, cognitive, social) to influence the developmental trajectories of adolescents.
    3. demonstrate, in group discussions and in writing, the ability to apply research and theory on adolescent development to the practice of prevention and intervention work with youth.


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  • HDFS 434 - Family Life Education

    (3 units)
    Programming and skills-training in family life education. Developing needs assessments, programs for presentation and evaluation components.

    Prerequisite(s): HDFS 201 ; HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the major principles and practices used in family life education.
    2. identify their own learning style and personality traits as well as biases inherent in the different learning styles.
    3. evaluate resources on the web for finding scientifically accurate information and practical applications appropriate to family life education.
    4. find and evaluate the quality of resources published in peer reviewed social science journals.


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  • HDFS 435A - Child Socialization: A Systems Perspective for HDFS Students

    (3 units)
    Focus on understanding socialization of children from an ecological perspective with special emphasis on developing positive linkages between early childhood settings and families.

    Prerequisite(s): HDFS 201 ; HDFS 202 .

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. discuss the socialization process and evaluate their own socialization experiences. 
    2. discuss the mass media/technology effects on children and analyze socialization messages sent by the mass media and the possible effects of these messages on children. 
    3. discuss the importance of partnerships between families, ECE/schools, and communities. 
    4. identify barriers hindering the communication & the development of partnerships between families, schools, & communities & explore possible solutions & strategies for enhancing & promoting reciprocal communication & partnerships.
    5. apply some of the identified solutions & strategies for promoting communication & engagement between parents, families, ECE/schools, and communities.
    6. assess characteristics, needs, and capacities of parents, families, teachers, and ECE/schools by developing, implementing, and evaluating a family engagement program in a school setting.
    7. explore, synthesize, and link existing resources and programs that are available for children and families with different needs in our community.


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  • HDFS 435B - Child Socialization: A Systems Perspective for IETP Students

    (3 units)
    Focus on understanding socialization of children with a particular focus on parent involvement and family engagement in early childhood/school settings for education majors.

    Prerequisite(s): HDFS 201; IETP majors only. Recommended preparation: HDFS 250.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. discuss the socialization process and evaluate their own socialization experiences.
    2. discuss the mass media/technology effects on children and analyze socialization messages sent by the mass media and the possible effects of these messages on children.
    3. discuss the importance of partnerships between families, ECE/schools, and communities.
    4. identify the barriers to communication among parents/families, ECE/schools, and communities and the partnerships between them.
    5. explore strategies for enhancing and promoting reciprocal communication and the partnerships between parents/families, ECE/schools, and communities.
    6. apply some of the identified solutions and strategies for promoting communication and partnership between parents/families, ECE/schools, and communities.
    7. assess characteristics, needs, and capacities of parents/families, teachers, and ECE/school to design an effective family engagement program.
    8. develop, implement, and evaluate a family engagement program in a school setting.
    9. GRAD: demonstrate an advanced knowledge of parent involvement and family engagement in the early childhood and school setting by providing leadership on a family engagement group project.


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  • HDFS 436 - Family Interaction

    (3 units) CO11
    Review of research and theory on family dynamics, interactions, and processes. In addition, application also of concepts and assessments via theory application and assessment of family interactions, as well as application of culture to broader global family contexts.

    Prerequisite(s): HDFS 201 ; HDFS 202 ; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply human ecological theory, family development, family systems, symbolic interactionism, and other family theories and models to explain family interactions.
    2. critically analyze and discuss family research in the area of family dynamics and process.
    3. demonstrate the ability assess family interactions.
    4. demonstrate the ability to critically analyze a family case study from various theoretical perspectives.
    5. demonstrate understanding of the role that culture plays in how families develop, interact, and communicate.
    6. apply culture to contextualize current events and experiences in relation to historical and current global context as they apply to the family.
    7. identify and apply multiple perspectives of family pertaining to global issues.


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  • HDFS 438 - Children and Families in a Multi-Ethnic Society

    (3 units) CO10, CO13
    Lifestyles, beliefs, values, issues, and needs of children and their families from diverse ethnic groups.

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 3
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify basic key theories and concepts related to diversity and the pluralistic nature of American society and explain its impact on children and families.
    2. identify ethical and moral issues related to children and families from diverse ethnical backgrounds.
    3. analyze and articulate, through group discussions and in writing, the difficulties encountered by individuals and families when they experience conflict brought about by differing cultural and ethnic values and traditions.
    4. research and articulate in writing their own family’s history and experiences in relation to cultural, ethnic, and/or national origin, particularly in relation to their own socialization.
    5. compare, contrast, and integrate the experiences of one ethnic American family, as depicted in media, to the experiences reflected in the discussion and research described in course readings.
    6. gather, compare, and integrate information about representative ethnic families through the research literature, media, and discussion about the culturally/ethnically diverse group of origin of that family.


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