University General Course Catalog 2022-2023 
    
    Sep 27, 2024  
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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.
 

Psychology
  

  • PSY 701 - Research Methods in Behavior Analysis

    (3 units)
    A study of the aims and uses of single-subject research in the experimental analysis of behavior and applied behavior analysis.

    Corequisite(s): PSY 609 .

    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 similarites and differences between research and practice.
    2. create, evaluate, and modify experimental designs.
    3. analyze and interpret behavioral data.


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

  • PSY 705 - Intensive Longitudinal Methods

    (3 units)
    This class involves the repeated measurement of a construct to model distinct within-person change processes. Our focus will be on intensive longitudinal data collected in real word settings.

    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. identify research methods in intensive longitudinal designs by becoming familiar with advanced principles of diary and experience sampling methodology and analyses.
    2. demonstrate knowledge of principles of intensive longitudinal methods, and strategies of data analysis, especially as it relates to clinical psychology research.
    3. apply knowledge of intensive longitudinal research methods to design and conduct a research proposal.


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  • PSY 706 - Intermediate Statistics I with R Lab

    (4 units)
    Introduction to the knowledge and application of statistics from the perspective of the general linear model. From this broad framework, more advanced techniques become simple extensions. Preparation for more advanced statistics courses in the graduate career.

    Maximum units a student may earn: 4

    Prerequisite(s): PSY 210 .

    Grading Basis: Graded
    Units of Lecture: 3
    Units of Laboratory/Studio: 1
    Offered: Every Fall

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe and accurately communicate fundamental characteristics of categorical and quantitative data.
    2. apply parametric inferential statistical techniques to categorical and quantitative data.
    3. accurately communicate the results of parametric inferential statistical techniques.
    4. demonstrate proficiency in using statistical software (e.g., R) to conduct statistical analysis.


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  • PSY 707 - Intermediate Statistics II

    (3 units)
    Theory and application of statistical inference with special emphasis on multivariate models, including multiple and partial regression, factor analysis, path analysis and discriminant function analysis.

    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 the ability to account for the relevant measurement issues in planning research projects that will be appropriate for regression-bases analyses in discussion and written work.
    2. perform and write the results of an a priori sample size analysis for research design and post-hoc power analysis and evaluate the implications of these analyses for study designs and interpretation of statistical procurers covered in this class.
    3. demonstrate the ability to apply the assumptions underlying regression modeling in their work by using the procedures to check that the assumptions are met and/or how one might compensate if the assumptions are not met in homework assignments and discussion. This includes demonstrating the ability to evaluate the implications of these analyses in relation to study designs and interpretation of statistical analyses covering in this class in homework and written assignments.
    4. demonstrate the ability to apply the principles behind procedures for dealing with missing data in discussions and written work and be able to use basic missing data procedures in data analysis.
    5. use a regression approach to analyze the relationship between multiple categorical and/or continuous independent variables and a dependent continuous, count, categorical, or dichotomous variable.
    6. demonstrate the ability to accurately perform, interpret, and write the results of the following analyses in homework, discussion and written work; moderation, mediation, path modeling, basic nested data analysis and exertions of this approach to longitudinal data analysis.


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  • PSY 708 - Seminar in Philosophical Psychology

    (3 units)
    Problems concerning the relations of psychology, philosophy, neurobiology, artificial intelligence, and computer-like processing in cognition. (PHIL 708 and PSY 708 are cross-listed; credit 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. describe the meta-postulates, postulates, concepts, and principles pertinent to a natural science of behavior.
    2. describe the proto-postulates and concepts central to a naturalistic formulation of the philosophy of science.
    3. provide an informed critique of dualistic formulations of science and the philosophy of science.


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  • PSY 709 - Comparative Sensory Neuroscience

    (3 units)
    Examination of sensory systems of non-human species with an emphasis on sensory capabilities, such as electromagnetic detection and sonar, that are not found in humans.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. read and critically evaluate relevant scientific literature in the area of comparative sensory processing.
    2. verbally summarize current research and critically review the literature pertaining to comparative sensory processing.


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

  • PSY 711 - Experimental Analysis of Behavior

    (3 units)
    Advance study of past and present research in the experimental analysis of behavior.

    Prerequisite(s): PSY 609 .

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. design and implement laboratory experiments to determine functional relations with respect to the behavior of an individual animal or human.
    2. critically evaluate and discuss observations and experimental findings using the terminology of behavioral science.
    3. apply results from the experimental analysis of behavior to solve individual, scientific, and social problems.


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  • PSY 712 - Professional Development

    (3 units)
    This course provides graduate students with information needed for a successful academic or industry career. To help you reach the next stage you will make a job application packet and talk. This is a forum for your questions.

    Recommended Preparation: Prior completion of at least one year of graduate training.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. complete the materials required for faculty job applications (e.g., research statement, teaching statement, diversity statement, cover letter).
    2. complete and present a job talk for a post-doc or a faculty position.
    3. complete the specific aims page for an initial grant application to the NIH, NSF, or other more appropriate funding agency.
    4. explain their research to a general audience in 3-5 minutes (e.g., elevator talk).


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  • PSY 713 - Behavioral and Systems Assessment

    (3 units)
    Theory and methods of the behavioral assessment of individuals and systems. Director observation, environmental assessment, functional analysis, task analysis, needs assessment, program monitoring and evaluation.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. determine the appropriate protocol to conduct preference asessments, discrimination abilities assessments, direct behavioral observational assessments experimental functional analyses, and basic precision teaching methods for assessing learning with individuals with intellectual disabilities, autism, or other developmental disabilities.


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  • PSY 714 - Clinical Practicum I

    (3 units)
    Supervised theoretical and practical experience of individual, group, couple and family therapy.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and critically analyze theoretical models of intervention for clinical problems presented in clinical cases.
    2. develop and communicate concise theoretical case formulations for clinical cases treated.
    3. demonstrate the ability to evaluate clinical progress and to apply evidence-based interventions in the course of treating clinical cases.


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  • PSY 715 - Clinical Practicum II

    (3 units)
    Supervised theoretical and experiential application of advanced adult and couple approaches in psychotherapy and assessment.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and critically analyze theoretical models of intervention for clinical problems presented in clinical cases.
    2. develop and communicate concise theoretical case formulations for clinical cases treated.
    3. demonstrate the ability to evaluate clinical progress and to apply evidence-based interventions in the course of treating clinical cases.


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  • PSY 716 - Supervised Clinical Practicum III

    (3 units)
    Supervised theoretical and experiential application of child-family approaches in psychotherapy, assessment and community psychology.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and critically analyze theoretical models of intervention for clinical problems presented in clinical cases.
    2. develop and communicate concise theoretical case formulations for clinical cases treated.
    3. demonstrate the ability to evaluate clinical progress and to apply evidence-based interventions in the course of treating clinical cases.


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

  • PSY 717 - Clinical Practicum IV

    (3 units)
    Supervised theoretical and experiential application of advanced child-family approaches in psychotherapy, assessment and community psychology.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and critically analyze theoretical models of intervention for clinical problems presented in clinical cases.
    2. develop and communicate concise theoretical case formulations for clinical cases treated.
    3. demonstrate the ability to evaluate clinical progress and to apply evidence-based interventions in the course of treating clinical cases.


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

  • PSY 718 - Research Methods in Social Psychology

    (3 units)
    Theory construction and application of research methods in social psychology. (HDFS 718, PSY 718 and SOC 718 are cross-listed; credit may be earned in one of the three.)

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate familiarity with a variety of research techniques commonly employed by social psychologists, including experimental design, survey research, and a variety of other quantitative and qualitative methods.
    2. analyze research questions and hypotheses, selecting appropriate research method(s) to test these questions/hypotheses.
    3. generate hypotheses and research questions in individual research interest areas.
    4. combine research questions and interests with appropriate research designs.


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  • PSY 720 - Seminar in Sensation and Perception

    (3 units)
    Experiments and problems in sensation and perception.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. discuss at an advanced level current theories and knowledge about the senses.
    2. critically evaluate empirical research on the senses.
    3. discuss the applications and limits of different methodologies in perceptual psychology and sensory neuroscience.


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  • PSY 721 - Advanced Psychophysiology

    (3 units)
    Current developments and animal physiological research relating to general principles of sensation, perception and behavior.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. recall at an advanced level the basics of human neural anatomy, neural function, and psychopharmacology.
    2. read and critically evaluate relevant scientific literature at an advanced level in the area of psychophysiology.
    3. verbally summarize current research and critically review the most recent literature pertaining to their research topic.


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  • PSY 722 - Attitudes: Structures, Function and Change

    (3 units)
    History, theory, assessment, empirical principles and current research. Attitude components; functions served by attitudes; related constructs; attitudes, psychology, processes and actions; attitude change. (PSY 722 and SOC 722 are cross-listed; credit may be earned in one of the two.)

    Prerequisite(s): Admission to doctoral program in psychology.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify important theories, findings and controversies pertaining to attitudes, and describe major insight from different areas of attitudes research.
    2. demonstrate familiarity with major empirical research methods in social psychological research on attitudes.
    3. demonstrate analytical skills in examining and critiquing theory and research pertaining to social psychological research on attitudes.


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  • PSY 723 - Applied Research Methodology I

    (3 units)
    Theory and philosophy of research designs in applied psychology, covering single-case designs in the applied environment, theory construction and philosophy of science issues.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. take and defend a position on the nature and purposes of science and link that perspective to key features of a robust research program in applied psychology.
    2. describe strategic, methodological, theoretical, and philosophical steps that maximize the likelihood that a research program will make a profound difference in the field.
    3. relate applied research programs that succeed to the economic, political, practical, and professional contexts of these programs.
    4. design time series experiments focused on the intensive analysis of individuals to ask a range of applied psychology questions.
    5. describe how intensive analyses of individuals can be combined with group designs and other research methods to conduct a research program that makes a difference in applied psychology.
    6. organize research programs into major approaches to philosophy of science and will be able to distinguish empirical research issues from philosophical issues.
    7. take and defend a position on the proper relationship between basic and applied psychological research.
    8. explain the steps in conducting a program evaluation.


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  • PSY 724 - Applied Research Methodology II

    (3 units)
    Theory and philosophy of research designs in applied psychology, covering group designs, quasi-experimental designs, psychometric theory, classical test construction, reliability, validity, and meta-analysis.

    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, critique and apply experimental and quasi-experimental design principles to their own research and literature in their field.
    2. discuss and identify components of construct, internal, external, and statistical conclusion validity as it applies research design.
    3. identify ethical issues and standards as it pertains to research design.
    4. discuss factors that affect their own behavior as scientists including heuristics errors such as confirmation bias.


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  • PSY 729 - Human Memory

    (3 units)
    Critical review of principles, theories and current research in human memory.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe theoretical perspectives and current theoretical debates in the field of memory.
    2. read and evaluate empirical articles in the field of memory.
    3. develop experimental protocols to test existing theoretical questions.


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  • PSY 734 - Social Psychology of Gender

    (3 units)
    Examination of major social psychological theories and research on gender issues throughout the life course. Emphasis is on gender differences with regard to socialization and its consequences. (PSY 734 and SOC 734 are cross-listed; credit 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. identify important theories, findings and controversies pertaining to the social psychology of gender, and describe major insight from different areas of gender research.
    2. demonstrate familiarity with major empirical research methods in social psychological research on gender.
    3. demonstrate analytical skills in examining and critiquing theory and research pertaining to social psychological research on gender.


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  • PSY 739 - Advanced Social Psychology I

    (3 units)
    Critical examination of selected major sociological and psychological theories in social psychology, including a review of selected developing areas of social psychology. (PSY 739 and SOC 739 are cross-listed; credit 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. explain major theories in social psychology.
    2. explain methods of research and statistical analysis used in major lines of research in social psychology.
    3. describe the varying positions and evidence for those positions regarding current controversies in social psychology.
    4. identify appropriate topics for future research in the area.


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  • PSY 743 - Cultural Diversity

    (3 units)
    Psychological implications and consequences of cultural diversity with respect to applied psychological practice and research. Emphasis on racial, cultural, sexual orientation and gender differences.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize current research and critically review the literature related to assessment and diagnosis with an emphasis on examining the role of cultural and individual diversity in conceptualizing cases.
    2. discuss the relationship of cultural and individual diversity in formulating and implementing intervention strategies, including training in empirically supported procedures.
    3. articulate both in writing and verbally an ability to critically analyze the major theoretical considerations in relation to cultural and individual diversity as they pertain to consultation, supervision, and evaluating the efficacy of interventions.


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  • PSY 744 - Emotion

    (3 units)
    The course reviews the biological and social cognitive processes related to emotion and how they effect emotion regulation processes, decision-making, memory retrieval, information processing, social identification, and group functioning.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. read and critically evaluate relevant scientific literature in the affective sciences.
    2. articulate in writing or verbally and critically analyze differences between the two main approaches to conceptualizing emotion.
    3. develop concise research proposals.
    4. in discussion and written work, transfer learning about emotion concepts and the role of culture and gender to current societal issues and social situations.


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  • PSY 746 - Social Psychology and Law

    (3 units)
    Examination of social psychological processes as they affect legal systems, including studies of jury behavior, procedural justice, plea bargaining and alternative dispute resolution. (PSY 746 and SOC 746 are cross-listed; credit may be earned in one of the two.)

    Prerequisite(s): Admission to doctoral program in psychology.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify important theories, findings and controversies pertaining to the social psychology of law, and describe major insight from different areas of legal research.
    2. demonstrate familiarity with major empirical research methods in social psychological research on law and justice-relevant processes.
    3. demonstrate analytical skills in examining and critiquing theory and research pertaining to social psychological research on law.


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  • PSY 747 - Behavior Analysis of Language Cognition

    (3 units)
    Theoretical and empirical analysis of verbal phenomena such as reference and understanding and its application to human reasoning.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the premises, concepts and principles entailed in a behavior analytic interpretation of language and cognition.
    2. provide an informed critique of a behavior analytic interpretation of language and cognition along with alternatives to this approach.


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  • PSY 748 - Community Psychology

    (3 units)
    Mental health problems of population, including psychological epidemiology and mental health needs of communities. Mental health consultation and education. Crisis intervention.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain the differences between primary and secondary prevention.
    2. design primary and secondary prevention interventions.
    3. explain the differences between individual and community levels of analysis.
    4. explain the differences between clinical psychology and community psychology in theory and practice.
    5. evaluate community level prevention and intervention programs.


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

  • PSY 749 - Experimental Analysis of Human Behavior

    (3 units)
    Advanced study of research in the experimental analysis of human behavior. Exploration of similarities and differences between the behavior of humans and non-human animals, through the lens of behavioral and evolutionary principles.

    Prerequisites: PSY 609 ; PSY 711 .

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. design and implement laboratory experiments to determine functional relations with respect to the behavior of an individual human.
    2. critically evaluate and discuss observations and experimental findings using the terminology of behavioral science.
    3. apply results from the experimental analysis of human behavior to solve individual, scientific, and social problems.


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

  • PSY 750 - Seminar in Clinical Psychology

    (3 units)
    Consideration of contemporary theory, research and practices in the field of clinical psychology.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize current research and critically review the literature within the specific topic area of the colloquium section taken.
    2. discuss the relationship of the specialized topic area of the colloquium section taken within the broader context of the field of clinical psychology.
    3. articulate in writing or verbally and critically analyze the major theoretical approaches reported in the literature within the specific topic area of the colloquium section taken.


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

  • PSY 751 - Seminar in Clinical Psychology

    (3 units)
    Consideration of contemporary theory, research and practices in the field of clinical psychology.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize current research and critically review the literature within the specific topic area of the colloquium section taken.
    2. discuss the relationship of the specialized topic area of the colloquium section taken within the broader context of the field of clinical psychology.
    3. articulate in writing or verbally and critically analyze the major theoretical approaches reported in the literature within the specific topic area of the colloquium section taken.


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

  • PSY 752 - Graduate Research

    (1 to 5 units)
    Research projects in psychology carried out under supervision.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. conduct and complete a research project relevant to their scientific interests under the supervision of a faculty member.


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

  • PSY 755 - Individual Reading

    (1 to 5 units)
    Supervised reading with regular conferences between student and instructor.

    Maximum units a student may earn: 9

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze and assess literature relevant to their academic interests under the supervision of a faculty member.


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

  • PSY 756 - Introduction to Clinical Assessment

    (3 units)
    Case conceptualization, treatment planning, evaluation, and research. Interviewing, observation, self-report, intelligence and personality assessment, and functional analysis.

    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 understanding of the basic theory underlying of functional behavioral assessment and its application for a primary functional difficulty in their intake assessment report.
    2. demonstrate proficiency in the administration, scoring, and interpretation of the Wechsler Adult Intelligence Scale – 4th Ed. (WAIS-IV) and Wechsler Intelligence Scale for Children – 5th Ed. (WISC-V).
    3. demonstrate understanding of how the basic psychometric properties on the WISC and WAIS and limitations for use in minority groups affect the interpretation of results from these tests in the written reports in this class.
    4. describe the various theoretical, ethical, and professional issues related to psychological assessment as well as issues surrounding important controversies related to aspects of intelligence testing.
    5. identify the strengths and weaknesses of current approaches to classifying mental disorders.
    6. identify and analyze primary characteristics, epidemiology, and differences in cultural presentation of disorders covered in class.
    7. analyze the effects of social context on psychopathology, and the effects of psychopathology on social context.
    8. demonstrate awareness of the controversies/diversity of opinions around each diagnosis covered in class and the implications of these controversies in clinical settings.
    9. explain the role of differential diagnosis in case conceptualization and treatment planning within the ideographic context in which the problem occurs.
    10. integrate various sources of client data, including background information, interview, and psychological test data to form a case conceptualization of a client in the form of a written report.
    11. provide clinically relevant feedback to clients based on results of assessment in a manner to promote their well being.
    12. demonstrate in their work with clients at the PSC the ability to make effective use of supervision. (see attached evaluation for metrics).


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  • PSY 757 - Introduction to Clinical Intervention

    (3 units)
    Theory and practice of clinical intervention with adults and children. Therapeutic systems. Emphasis on integration of theoretical, empirical, and practical knowledge.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain and demonstrate the “common factors” in psychotherapy, including building a therapeutic relationship.
    2. write a comprehensive clinical case conceptualization.
    3. explain and demonstrate basic strategies for acceptance of clients in psychotherapy.
    4. explain and demonstrate basic strategies for changing client behavior in psychotherapy.


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  • PSY 758 - Problems and Intervention with Adults

    (3 units)
    Classification and etiology of symptoms, syndromes, and practical knowledge regarding their prevention and treatment.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an advanced level of competency in evaluating and performing a functional analysis of the affective, cognitive, and behavioral problems with which individuals present for psychological treatment.
    2. demonstrate an advanced level of competency in identifying and determining the priority of the problem sets with which individuals present for psychological treatment.
    3. summarize current research and critically review the literature pertaining to empirically supported treatments for psychological problems.
    4. discuss the relationship of psychological problems to the overall health and wellbeing of individuals who present for psychological treatment.
    5. explain and critically evaluate the psychometric soundness of the primary systems used to classify and diagnose psychological problems.
    6. articulate in writing and verbally a comprehensive case conceptualization and recommendations for psychological management of the problem set(s) summarized in the case conceptualization.


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  • PSY 759 - Probs & Interven Children

    (3 units)
    Classification and etiology of symptoms, syndromes, and behavior problems in children. Theoretical, empirical and practical knowledge regarding their prevention and treatment.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate competence regarding the relevance of lifespan developmental theory and research for understanding child and adolescent psychopathology and treatment.
    2. demonstrate competence regarding evidence based treatments for child and adolescent problems.
    3. demonstrate competence regarding the DSM classification systems of childhood disorders.
    4. demonstrate competence regarding pediatric integrated care.
    5. demonstrate competence about key research issues and methods in child therapy.


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  • PSY 760 - Special Topics in Behavior Analysis

    (1 to 3 units)
    Consideration of selected topics concerning current research problems and conceptual issues in behavior analysis.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain major theories applicable to the area.
    2. explain the status of the research literature related to the major theories and issues of the area.
    3. explain research methods used to investigate the issues in question.
    4. identify appropriate topics for future research in the area.


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  • PSY 761 - Contemporary Issues in Psychology

    (3 units)
    Consideration in depth of selected topics of contemporary interest. May be repeated when course content differs.

    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. demonstrate advanced knowledge of the special topic area of focus.
    2. show competency on a specific topic of focus through written assignments and/or course presentations.


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  • PSY 762 - Contemporary Issues in Psychology

    (3 units)
    Consideration in depth of selected topics of contemporary interest. May be repeated when course content differs.

    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. demonstrate advanced knowledge of the special topic area of focus.
    2. design and implement laboratory experiments to determine functional relations with respect to the behavior of an individual human.
    3. critically evaluate and discuss observations and experimental findings with humans using the terminology of behavioral science.
    4. apply results from the experimental analysis of human behavior to solve individual, scientific, and social problems.
    5. show competency on a specific topic of focus through written assignments and/or course presentations.


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

  • PSY 763 - Special Topics in Experimental Psychology

    (3 units)
    Consideration of selected current research problems and conceptual issues in experimental psychology.

    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. demonstrate advanced knowledge of the special topic area of experimental psychology.
    2. show competency on a specific topic of focus related to experimental psychology through written assignments and/or course presentations.


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  • PSY 764 - Special Topics in Social Psychology

    (3 units)
    Consideration of selected current research problems and conceptual issues in social psychology. (PSY 764, SOC 764 and SPSY 764 are cross-listed; credit may be earned in one of the three.)

    Maximum units a student may earn: 9

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain major theories applicable to the area.
    2. explain the status of the research literature related to the major theories and issues of the area.
    3. explain research methods used to investigate the issues in question.
    4. identify appropriate topics for future research in the area.


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  • PSY 765 - Behavior Analysis in Organizations

    (3 units)
    Application of behavioral principles and methods to the analysis and modification of the behavior of individuals in organizations and institutions.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe conceptual development, research and technological application in Organizational Behavior Managements.
    2. describe conceptual, methodological, and technological strength and weakness associated with this organizatonal approach.
    3. integrate themes and topics in behavior analysis that may contribute to the conceptual, methodological and technological development in Organizational Behavior Management.


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  • PSY 766 - Behavior Analysis Practicum I

    (1 to 3 units)
    Supervised practice in the application of behavioral principles and methods in organizational and institutional settings.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply the knowledge, perspectives, principles, and types of reasoning employed in psychology as a social science.
    2. demonstrate how the knowledge, perspectives, principles, and types of reasoning utilized in Behavior Analysis may contribute to behavioral assessment and interventions across educational, human service and organizational settings.


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  • PSY 767 - Behavior Management and Consultation

    (3 units)
    Theory and application of behavioral analytic techniques with special populations. Behavioral consultation and the development, management, and evaluation of behavioral programs.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the foundations (concepts, principles, methods) underlying the application of behavior analysis to performance problems in organizations.
    2. describe future directions and emerging trends in Organizational Behavior Management.
    3. develop preliminary ideas for a consulting venture.


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  • PSY 768 - Behavior Analysis Practicum II

    (1 to 3 units)
    Supervised practice in the application of behavioral analytic techniques for special populations. Practice in behavioral consultation and the development and evaluation of behavioral programs.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply the knowledge, perspectives, principles, and types of reasoning employed in psychology as a social science.
    2. demonstrate how the knowledge, perspectives, principles, and types of reasoning utilized in Behavior Analysis may contribute to behavioral assessment and interventions across educational, human service and organizational settings.


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  • PSY 769 - Behavioral Systems Analysis

    (3 units)
    Synthesis of the principles and concepts in the fields of behavior analysis and system analysis.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain conceptual development and technological application of behavioral systems analysis.
    2. describe conceptual, methodological, and technological strength and weakness associated with this approach.
    3. integrate themes and topics in behavior analysis that may contribute to the conceptual, methodological and technological development of behavioral systems analysis.


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  • PSY 771 - Clinical Psychology Ethics and Professional Issues

    (3 units)
    Introduction to professional ethics and standards in psychotherapy and research. Supervision and current professional issues will be considered.

    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 apply concepts central to ethical decision making in psychology, including multiple relationships, privacy and confidentiality, and other ethical standards contained in the American Psychological Association Code of Conduct in discussion and written work.
    2. conduct clinical intake interviews and demonstrate the ability to organize and write clinical intake reports.
    3. explain the non-specific factors identified in psychotherapy outcome and process research and demonstrate these fundamental clinical skills in clinical interview settings.
    4. explain and critique personality assessment methods.


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  • PSY 772 - Advanced Supervision and Clinical Practicum

    (1 to 3 units)
    Supervised practice in psychotherapy for individuals with severe behavior disorders. Consideration of supervision techniques.

    Maximum units a student may earn: 12

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. identify and address ethical, legal, and personal challenges that occur during therapy and supervision. This includes such issues as mandatory reporting requirements and awareness of ethical challenges such as the inherent dual-role problem that could exist in supervisory relationships.
    2. explain the principles of adherence and competence in the practice of clinical psychology.
    3. demonstrate an advanced level of competency in applied clinical skills and develop repertoires for providing and receiving supervision that facilitates one’s own and others’ abilities.


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  • PSY 773 - Clinical Psychology Half-Time Externship

    (1 to 5 units)
    Includes half-time third-year externship as required by the clinical psychology program.

    Maximum units a student may earn: 5

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. communicate professional knowledge regarding theory, models, and methods of practice and demonstrate skills essential for professional problem-solving in applied clinical settings, as evidenced by satisfactory ratings by site supervisors.
    2. apply psychological assessment, intervention, and consultation skills at an advanced level of competency in discussions of readings and clinical work at their respective sites.
    3. explain the integration of theory, models, methods, practice, and ethics of consultation, including mental health consultation (client-centered case consultation, consultee-centered case consultation, program-centered administrative consultation, and consultee-centered administrative consultation), behavioral consultation, instructional consultation, hospital-based consultation, community consultation, the scientist-practitioner model of consulting psychology, and diversity issues in consultation.


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  • PSY 774 - Clinical Psychology Full-Time Internship

    (1 to 5 units)
    Includes full-time internship as required by the clinical psychology program.

    Maximum units a student may earn: 5

    Grading Basis: Satisfactory/Unsatisfactory
    Units of Internship/Practicum: X
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. communicate professional knowledge regarding theory, models, and methods of practice and demonstrate skills essential for professional problem-solving in applied clinical settings, as evidenced by satisfactory ratings by site supervisors.
    2. apply psychological assessment, intervention, and consultation skills at an advanced level of competency in discussions of readings and clinical work at their respective sites.
    3. explain the integration of theory, models, methods, practice, and ethics of consultation, including mental health consultation (client-centered case consultation, consultee-centered case consultation, program-centered administrative consultation, and consultee-centered administrative consultation), behavioral consultation, instructional consultation, hospital-based consultation, community consultation, the scientist-practitioner model of consulting psychology, and diversity issues in consultation.


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  • PSY 778 - Elements of Research Computing

    (1 to 3 units)
    An overview of computational research, a skills-based introduction to programming and shell scripting for automating computational tasks. Select weekend workshops after attending the introductory lecture. 3 workshops = 1 unit, 6 workshops = 2 units, 9 workshops = 3 units.
    (BIOL 778, CHE 778, GEOG 778, GRAD 778, NRES 778, and PSY 778 are cross-listed; credits may be earned in one of the six.)

    Maximum units a student may earn: 3

    Prerequisite(s): Degree-seeking graduate student. Class Note: Students who do not have a laptop may be able to borrow one with advance notice.

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. use Linux, R, Python, C++, Batch Processing techniques, depending on modules/workshops selected.
    2. become versed in basic vocabulary and procedures associated with the tools listed in the course.
    3. install, configure, use and obtain results from the tools associated with each module/workshop.
    4. determine what types of computational tools might be useful in their own research.


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  • PSY 780 - Advanced Human Psychophysiology Lab

    (3 units)
    Advanced laboratory course in human biopsychology techniques, introducing measures of neural function such as the EEG, EKG, autonomic and motor responses, and sensory evoked potentials.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. read and critically evaluate relevant scientific literature in the area of human psychophysiology.
    2. apply at an advanced level the scientific process by writing an experimental proposal, conducting an experiment, analyzing data, and presenting the results to the class.
    3. utilize techniques used in human psychophysiology experiments.


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  • PSY 783 - Behavioral Interventions

    (3 units)
    Methods of behavioral interventions for decreasing aberrant behaviors and increasing adaptive behavior (e.g. antecedent manipulations, extinction, differential reinforcement, punishment, and token economies) will be considered.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. prepare specific behavioral inerventions for reducing behaviors maintained by positive social reinforcement, Negative social reinforcement, and automatically maintained behaviors.These interventions will include acccurate description of target behaviors, use of preferred reinforcers, appropriate task analysis, appropriate shaping, fading and chaining methods, as well as manipulation of establishing operations.
    2. apply all of these same methods for the acquisition of desireable alternative behaviors and / or for the acqisition of new cognitive, verbal, social and ademic skills.
    3. indicate appropriate use when necessary of extinction, negative reinforcement , and punishment protocols.


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  • PSY 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. demonstrate competency relevant to their scholarly interests through the successful completion of examination(s) under the supervision of a faculty member.


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  • PSY 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. successfully propose, conduct and/or defend research relevant to obtaining a master’s degree under the supervision of a faculty member.


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  • PSY 799 - Dissertation

    (1 to 24 units)
    Maximum units a student may earn: 24

    Grading Basis: Graded
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. successfully propose, conduct and/or defend research relevant to obtaining a doctoral degree under the supervision of a faculty member.


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  • PSY 899 - Graduate Advisement

    (1 to 4 units)
    Provides access to faculty for continued consultation and advisement. No grade is filed and credits may not be applied to any degree requirements. Limited to 8 credits (2 semester) enrollment. For non-thesis master’s degree students only.

    Maximum units a student may earn: 8

    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:


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Rangeland Ecology and Management
  

  • REM 110 - Natural Resource Computations and Analytics

    (3 units)
    In this scenario-based course, students use critical thinking skills to formulate and apply computational analysis to natural resource issues. They learn how to work with field data, scientific literature, visual images, and other credible information and to present analysis and craft reports and proposals. Students will begin developing skills that they can apply and build upon throughout their academic careers.

    Maximum units a student may earn: 3

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. outline natural resource issue analysis processes that reflect combined critical and systems thinking approaches.
    2. leverage Excel to compute, graph, and analyze natural resource field data.
    3. utilize geospatial tools to determine attributes (e.g. area, perimeter, volume, elevation) of landscape features and land management infrastructure.
    4. correlate visual images (e.g. maps, photo points, aerial images), landscape and land management infrastructure, and field data analysis to present and explain issues and opportunities.
    5. find, vet and leverage scientific literature to support analysis of issues and opportunities.
    6. present analysis in visual and narrative formats that reflect standards of expository writing and scientific presentation.


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  • REM 241 - Principles of Range Management

    (3 units)
    Conservation, management and multiple use of rangeland resources.

    Prerequisite(s): AGSC 100  or NRES 100 ; sophomore 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. describe the core parts of a rangeland ecosystem.
    2. describe the theoretical principles of rangeland management.
    3. use soils and ecological site information to describe rangelands.
    4. list basic principles of monitoring upland rangeland vegetation.
    5. calculate stocking rates and report them in AUMs/ac and acres/AUM.
    6. explain how plants grow and respond to herbivory.


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  • REM 310 - Rangeland Soil Analysis and Management

    (3 units)
    Introduce students to the analysis and management of rangeland soils in the Western US, with a specific focus on the soil types of the Great Basin. Students will learn about major soil orders of Western US rangeland systems in the context of common tools and frameworks of rangeland management, specifically ecological sites, disturbance response groups, and state and transition models.

    Maximum units a student may earn: 3

    Grading Basis: Graded
    Units of Lecture: 2 units: 100-minutes per week X 15 weeks
    Units of Laboratory/Studio: 1 unit: 150-minutes per week X 15 weeks
    Offered: Every Spring - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. utilize soil assessment to determine the ecological site of a given area, and in junction of site vegetation and degree of ecological processes the current state of a site within the STM framework.
    2. apply understanding of disturbance impacts on soil health to predict soil stability, soil health and ecological risks of given site.
    3. assess soil quality health and stability for given scenarios and suggest possible actions to bolster soil quality and/or increase soil stability for given scenarios.


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  • REM 340 - Shrubland Plants & Ecology

    (3 units)
    Examine Western US shrubland ecology & management including soil characteristics, plant communities’ composition and distribution, wildlife species, spatial-temporal dynamics of structure, function, and process, and land uses. Lab will focus on shrubland plant systematics and identification.

    Maximum units a student may earn: 3

    Prerequisite(s): REM 241 ; REM 310  

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain the geomorphology and biogeography of Western US shrubland ecosystems.
    2. describe climate, soils, vegetation, wildlife, ecological processes, and typical land uses of the Western US shrubland ecosystems.
    3. apply theories of disturbance ecology and vegetation succession to describe the current ecological understanding of a specific shrubland ecosystem.
    4. outline ecological considerations and possible management actions for given issues of each system.
    5. demonstrate application of plant identification skills during field activities.


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  • REM 350 - Grassland Plants & Ecology

    (3 units)
    Examine Western US grassland ecology & management including soil characteristics, plant communities’ composition, and distribution, wildlife species, spatial-temporal dynamics of structure, function, and process, and land uses. Lab will focus on grassland plant systematics and identification.

    Maximum units a student may earn: 3

    Prerequisite(s): REM 241 ; REM 310 .

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain the geomorphology and biogeography of Western US grassland ecosystems.
    2. describe climate, soils, vegetation, wildlife, ecological processes, and typical land uses of the Western US grassland ecosystems.
    3. apply theories of disturbance ecology and vegetation succession to describe the current ecological understanding of a specific grassland ecosystem.
    4. outline ecological considerations and possible management actions for given issues of each system.
    5. demonstrate application of plant identification skills during field activities.


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  • REM 400 - International Pastoralism in Drylands

    (3 units) CO11
    Pastoralism is the agricultural practice of livestock production in drylands that cover 41% of the global land surface. To prepare students for work in pastoral systems, this course explores the reasons 90% of international range development projects have failed. Students will compare western and traditional pastoral systems including livestock management practices and land tenure, and discuss climate change, food security, desertification, and the UN’s Millennium Development Goals.

    Maximum units a student may earn: 3

    Prerequisite(s): REM 241  or NRES 217 .

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize the basic principles of pastoralism and pastoral practice.
    2. compare and contrast between western and traditional pastoral practices.
    3. identify and describe major dryland ecosystem types in relation to climate, soils, and vegetation.
    4. define famine, poverty, and drought, and how this relates to issues of food security, common property resources, non-equilibrial and equilibrial dynamics, the United Nations Millennium Development Goals, and sustainable development.
    5. name and describe key ecosystem components and processes of biological systems on rangelands and their relationship to land degradation and restoration.
    6. categorize observed pastoral practices into discrete systems, e.g., agropastoral, transhumance (vertical and horizontal ecologies), and nomadism.
    7. summarize the current issues and implications for drylands regarding global climate change.


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  • REM 405 - Undergraduate Research in Agriculture

    (1 to 6 units) CO14
    Undergraduate students receive credits for conducting independent research under the supervision or mentoring of graduate, research staff/post-doctoral, and/or faculty supervision.

    Maximum units a student may earn: 6

    Prerequisite(s): permission of instructor.

    Grading Basis: Graded
    Units of Independent Study: 1
    Offered: Every Fall, Spring, and Summer

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply scientific concepts to develop research questions and write research proposals related to the sustainable management of agricultural and natural resources.
    2. articulate the scientific method of inquiry and how it engages with the discipline of agriculture.
    3. develop, plan, and execute experiments and protocols using appropriate science and statistical approaches.
    4. effectively compose and articulate scientific concepts through multiple media outlets including online digital as well as written and oral communications to engage with the research community and the public.
    5. evaluate and apply professional ethics in the design and application of their research.


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  • REM 408 - Rangeland Ecosystems

    (5 units)
    Ecological characteristics, botanical composition, distribution, wildlife species, and land uses of the major rangeland plant communities in the western U.S.

    Prerequisite(s): NRES 217  OR BIOL 314 ; NRES 345 .

    Grading Basis: Graded
    Units of Lecture: 3
    Units of Laboratory/Studio: 2
    Offered: Every Spring - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe climate, soils, vegetation, wildlife, processes, and typical land uses of the major range ecosystems of the United States.
    2. describe why plants and plant communities occur where they do, and how they are used by society.
    3. demonstrate application of plant identification skills through hands-on exercises during laboratory practicals.


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  • REM 411 - Rangeland Vegetation Monitoring & Data Analysis

    (3 units)
    The primary goal of this course is to introduce and develop the marketable skills in vegetation inventory, monitoring, analysis, and assessment that are required for employment with the state, federal government, and NGOs.

    Prerequisite(s): REM 241  or NRES 217 . Recommended Preparation: NRES 345 ; GEOG 212.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define the terms Inventory, Monitoring, & Assessment.
    2. describe how scale effects rangeland measurement decisions.
    3. demonstrate skills in keeping a field/lab notebook.
    4. conduct, define, describe and differentiate between various quantitative monitoring methods; such as plant composition, plant density, frequency, biomass, soil stability, etc.
    5. design and implement statistically valid monitoring plans, analyze vegetation data (Spreadsheet, R), and use graphics, tables, and other technical reporting approaches.
    6. proprietary and open source software including spreadsheets, Google Earth, R and QGIS to: establish a sampling design and delineate sampling units.
    7. work collaboratively in teams of diverse individuals and exercise leadership skills on projects.
    8. (GRAD) construct a vegetation attribute map for a landscape from field plot data.


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  • REM 440 - Applied Remote Sensing of Dryland & Agricultural Resources

    (4 units) CO14
    Undergraduate and graduate students collaboratively investigate the sustainability of agricultural systems through the development of a remote sensing-based (RS) research portfolio. The portfolio is a demonstration of the collaborative’s expertise in RS problem identification, experimental design, data gathering, processing, analyses, and interpretations, and the dissemination skills necessary to publish their research findings.

    Maximum units a student may earn: 4

    Prequisite(s): REM 241  or NRES 217 ; GEOG/NRES 411 .

    Grading Basis: Graded
    Units of Lecture: 3
    Units of Laboratory/Studio: 1
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a research proposal abstract, annotated bibliography, a progress report, and a basic research paper.
    2. conduct RS research by developing familiarity with public databases and remote sensing data acquisition, pre- and post image processing, and the use of analytical techniques including statistical analyses with various types of RS data.
    3. demonstrate basic knowledge of experimental design and the planning, operation, and maintenance of selected field equipment including stand alone & drone PPK and RTK GPS, radiometers, GPR, and TLS.
    4. become familiar with and use both commercial and opensource software available for RS image processing including Pix4D, ENVI, CloudCompare, Quick Terrain Modeler, QGIS, R, Python and Google Earth Engine (GEE, Python and/or Java Script).
    5. prepare an annotated bibliography/literature review in keyhole macro language (kml) to become conversant in the language/jargon of remote sensing.
    6. write kml script for database storage and map display of their annotated bibliography in Google Earth.
    7. design and present a poster and/or oral presentation.
    8. work collaboratively in teams of diverse individuals and exercise leadership skills on projects.
    9. develop a remote sensing portfolio that is a synthesis and integration of remote sensing theory towards practical application to agriculture and rangeland problems of interest to the students.


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  • REM 460 - Rangeland Resource Management

    (3 units)
    Capstone field course involving evaluation of actual rangeland management case studies.

    Prerequisite(s): REM 241 ; NRES 345 .

    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. describe the array of interrelated ecological, management, and economic factors and processes that play a role in natural resource management.
    2. describe past management accomplishments, current management efforts, and future management needs for natural resources management applications and methods that may be imposed on rangeland ecosystems.
    3. communicate complex issues regarding one or more ecosystems and associated management problems and current management status through an organized field trip.


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  • REM 485 - Special Topics in Rangeland Ecology and Management

    (1 to 6 units)
    Presentation and review of recent research, innovations and development in various animal and rangeland/riparian science areas including animal breeding, health, meats, nutrition, physiology; ecosystems, ecology and management. Maximum of 6 credits.

    Maximum units a student may earn: 6

    Prerequisite(s): Junior or Senior standing.

    Grading Basis: Graded
    Units of Lecture: 1-3
    Units of Laboratory/Studio: 1-3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate proficiency in a skill appropriate to the special topic of the class.
    2. show that they can write synthetic statements about the special topic.
    3. search for and access additional information pertinent to the special topic.


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  • REM 494 - Range and Forest Administration and Policy

    (3 units) CO12, CO13
    Public administration of resource management, history of agencies, laws and policies, administrative procedures, policy formation, decision-making, planning, and public participation as related to ethics, science, and politics.

    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 Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the ethical issue, distinguishing right from wrong, identify the entities affected, & defend their answer about a meaningful natural resources question imperatives or dilemmas presented each week in one or more of the above course components, lecture, guest speaker, assigned readings, and information obtained from the internet.
    2. articulate, in writing, how the topics integrate with each other by summarizing relationships among points in lecture, guest speaker, assigned readings, and outside information.
    3. demonstrate knowledge of subject integration, synthesis and ethical underpinnings by answering integrative questions on the mid-term and final.
    4. demonstrate depth of knowledge and synthesis for a balanced perspective about a natural resources administration or policy issue by writing a term paper based on outside literature about opposing perspectives.
    5. compose an evaluation of an environmental impact statement.


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  • REM 498 - Rangeland Restoration Ecology

    (3 units) CO13, CO14
    Analysis of ecological concepts involved in disturbance, retrogression, and/or degradation in western ecosystems, with survey of applied ecological practices used in restoration/rehabilitation.

    Prerequisite(s): General Education courses (CO1-CO3) completed; at least 3 courses from CO4-CO8 completed; Junior or Senior standing; REM 241 ; NRES 322 . Co-requisite: NRES 345 .

    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. explain how rangeland ecology and restoration is significant to society and how the advances in understanding have shaped public views and opinions.
    2. describe rangeland ecological processes and how these processes interact to determine the resilience of the ecological site.
    3. discuss how an ecological site is determined and demonstrate familiarity with the Federal government publications describing ecological sites.
    4. describe channel types and riparian functions and various methods for monitoring riparian systems.
    5. apply various mechanical and chemical methods utilized in rangeland rehabilitation projects.
    6. analyze and discuss the scientific debates and ethical concerns of such issues as climate change, wild horse management, sage grouse habitat and others.
    7. apply a process-based framework for analyzing rangeland functional status and for directing autogenic repair.
    8. display skills for understanding and working with people of diverse backgrounds or cultures in the development of landscape level rangeland restoration and management plans.


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  • REM 499 - Riparian Management and Restoration

    (3 units) CO14
    Riparian ecosystems functions, rates, and species will focus analysis of potential, impacts, and processes for application of integrated management and applied restoration of riparian functions and desired resource conditions.

    Prerequisite(s): at least Junior standing; Rangeland Ecology and Management major OR a related ecology, restoration, or resource management major.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply numerous standard handbooks and approaches used by federal agencies for riparian management and restoration.
    2. examine riparian ecosystems as interactions among ground and surface water hydrology; soil pedology and fluvial geomorphology; and plant and animal ecology.
    3. describe potential or altered potential for a riparian area based upon hydrology, soils, geomorphology, vegetation attributes and processes across a diversity of riparian systems.
    4. communicate the purpose and technical concepts for each item in the lotic and lentic proper function condition (PFC) assessment protocols to determine and report on the condition of riparian areas with differing potential and condition.
    5. connect riparian functions and need for functions to strategies for riparian and watershed management of land uses including roads, grazing, logging, recreation, development, and preservation.
    6. choose riparian restoration techniques and approaches based upon difference in naturalness, stability, risk, aesthetics, cost, and appropriateness for project goals and limitations.
    7. focus riparian monitoring on specific, measureable, achievable, relevant and targeted objectives.
    8. integrate and apply knowledge from throughout this and other classes by conducting an individual project to focus on riparian potential, functions, and restoration with objectives based monitoring.


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

  • REM 600 - International Pastoralism in Drylands

    (3 units)
    Pastoralism is the agricultural practice of livestock production in drylands that cover 41% of the global land surface. To prepare students for work in pastoral systems, this course explores the reasons 90% of international range development projects have failed. Students will compare western and traditional pastoral systems including livestock management practices and land tenure, and discuss climate change, food security, desertification, and the UN’s Millennium Development Goals.

    Maximum units a student may earn: 3

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. summarize the basic principles of pastoralism and pastoral practice.
    2. compare and contrast between western and traditional pastoral practices.
    3. identify and describe major dryland ecosystem types in relation to climate, soils, and vegetation.
    4. define famine, poverty, and drought, and how this relates to issues of food security, common property resources, non-equilibrial and equilibrial dynamics, the United Nations Millennium Development Goals, and sustainable development.
    5. name and describe key ecosystem components and processes of biological systems on rangelands and their relationship to land degradation and restoration.
    6. categorize observed pastoral practices into discrete systems, e.g., agropastoral, transhumance (vertical and horizontal ecologies), and nomadism.
    7. summarize the current issues and implications for drylands regarding global climate change.
    8. prepare an annotated bibliography or Sustainable Development Analysis Term Paper.


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

  • REM 608 - Rangeland Ecosystems

    (5 units)
    Ecological characteristics, botanical composition, distribution, wildlife species, and land uses of the major rangeland plant communities in the western U.S.

    Grading Basis: Graded
    Units of Lecture: 3
    Units of Laboratory/Studio: 2
    Offered: Every Spring - Odd Years

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe climate, soils, vegetation, wildlife, processes, and typical land uses of the major range ecosystems of the United States.
    2. describe why plants and plant communities occur where they do, and how they are used by society.
    3. demonstrate application of plant identification skills through hands-on exercises during laboratory practicals.


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

  • REM 611 - Rangeland Vegetation Monitoring & Data Analysis

    (3 units)
    The primary goal of this course is to introduce and develop the marketable skills in vegetation inventory, monitoring, analysis, and assessment that are required for employment with the state, federal government, and NGOs.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. define the terms Inventory, Monitoring, & Assessment.
    2. describe how scale effects rangeland measurement decisions.
    3. demonstrate skills in keeping a field/lab notebook.
    4. conduct, define, describe and differentiate between various quantitative monitoring methods; such as plant composition, plant density, frequency, biomass, soil stability, etc.
    5. design and implement statistically valid monitoring plans, analyze vegetation data (Spreadsheet, R), and use graphics, tables, and other technical reporting approaches.
    6. proprietary and open source software including spreadsheets, Google Earth, R and QGIS to: establish a sampling design and delineate sampling units.
    7. work collaboratively in teams of diverse individuals and exercise leadership skills on projects.
    8. construct a vegetation attribute map for a landscape from field plot data.


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

  • REM 640 - Applied Remote Sensing of Dryland & Agricultural Resources

    (4 units)
    Undergraduate and graduate students collaboratively investigate the sustainability of agricultural systems through the development of a remote sensing-based (RS) research portfolio. The portfolio is a demonstration of the collaborative’s expertise in RS problem identification, experimental design, data gathering, processing, analyses, and interpretations, and the dissemination skills necessary to publish their research findings.

    Maximum units a student may earn: 4

    Grading Basis: Graded
    Units of Lecture: 3
    Units of Laboratory/Studio: 1
    Offered: Every Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. write a research proposal abstract, annotated bibliography, a progress report, and a basic research paper.
    2. conduct RS research by developing familiarity with public databases and remote sensing data acquisition, pre- and post image processing, and the use of analytical techniques including statistical analyses with various types of RS data.
    3. demonstrate basic knowledge of experimental design and the planning, operation, and maintenance of selected field equipment including stand alone & drone PPK and RTK GPS, radiometers, GPR, and TLS.
    4. become familiar with and use both commercial and opensource software available for RS image processing including Pix4D, ENVI, CloudCompare, Quick Terrain Modeler, QGIS, R, Python and Google Earth Engine (GEE, Python and/or Java Script).
    5. prepare an annotated bibliography/literature review in keyhole macro language (kml) to become conversant in the language/jargon of remote sensing.
    6. write kml script for database storage and map display of their annotated bibliography in Google Earth.
    7. design and present a poster and/or oral presentation.
    8. work collaboratively in teams of diverse individuals and exercise leadership skills on projects.
    9. develop a remote sensing portfolio that is a synthesis and integration of remote sensing theory towards practical application to agriculture and rangeland problems of interest to the students.


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

  • REM 660 - Rangeland Resource Management

    (3 units)
    Capstone field course involving evaluation of actual rangeland management case studies.

    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. describe the array of interrelated ecological, management, and economic factors and processes that play a role in natural resource management.
    2. describe past management accomplishments, current management efforts, and future management needs for natural resources management applications and methods that may be imposed on rangeland ecosystems.
    3. communicate complex issues regarding one or more ecosystems and associated management problems and current management status through an organized field trip.
    4. describe the array of interrelated ecological, management, and economic factors and processes that play a role in natural resource management.
    5. describe past management accomplishments, current management efforts, and future management needs for natural resources management applications and methods that may be imposed on rangeland ecosystems.
    6. communicate complex issues regarding one or more ecosystems and associated management problems and current management status through an organized field trip.


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

  • REM 685 - Special Topics in Rangeland Ecology and Management

    (1 to 6 units)
    Presentation and review of recent research, innovations and development in various animal and rangeland/riparian science areas including animal breeding, health, meats, nutrition, physiology; ecosystems, ecology and management.

    Maximum units a student may earn: 6

    Grading Basis: Graded
    Units of Lecture: 1-3
    Units of Laboratory/Studio: 1-3
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate proficiency in a skill appropriate to the special topic of the class
    2. write synthetic statements about the special topic
    3. search for and access additional information pertinent to the special topic.
    4. relate course content to their research through project-based learning.


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

  • REM 694 - Range and Forest Administration and Policy

    (3 units)
    Public administration applied to forest and rangeland resource management. Development history of resource agencies and policies. Administrative procedures, policy formation, decision-making, and public participation principles as related to the present and future political environment of natural resource protection, development and management.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe the ethical issue, distinguishing right from wrong, identify the entities affected, & defend their answer.
    2. articulate, in writing, how the topics integrate with each other by summarizing relationships among points in lecture, guest speaker, assigned readings, and outside information.
    3. demonstrate knowledge of subject integration, synthesis and ethical underpinnings by answering integrative questions on the mid-term and final.
    4. demonstrate depth of knowledge and synthesis for a balanced perspective about a natural resources administration or policy issue by writing a term paper based on outside literature about opposing perspectives.
    5. compose an evaluation of an environmental impact statement.


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

  • REM 698 - Rangeland Restoration Ecology

    (3 units)
    Analysis of ecological concepts involved in disturbance, retrogression, and/or degradation in western ecosystems, with survey of applied ecological practices used in restoration/rehabilitation.

    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. explain how rangeland ecology and restoration is significant to society and how the advances in understanding have shaped public views and opinions.
    2. describe rangeland ecological processes and how these processes interact to determine the resilience of the ecological site.
    3. discuss how an ecological site is determined and demonstrate familiarity with the Federal government publications describing ecological sites.
    4. describe channel types and riparian functions and various methods for monitoring riparian systems.
    5. apply various mechanical and chemical methods utilized in rangeland rehabilitation projects.
    6. analyze and discuss the scientific debates and ethical concerns of such issues as climate change, wild horse management, sage grouse habitat and others.
    7. apply a process-based framework for analyzing rangeland functional status and for directing autogenic repair.
    8. display skills for understanding and working with people of diverse backgrounds or cultures in the development of landscape level rangeland restoration and management plans.


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

  • REM 699 - Riparian Management and Restoration

    (3 units)
    Riparian ecosystems functions, rates, and species will focus analysis of potential, impacts, and processes for application of integrated management and applied restoration of riparian functions and desired resource conditions.

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. apply numerous standard handbooks and approaches used by federal agencies for riparian management and restoration.
    2. examine riparian ecosystems as interactions among ground and surface water hydrology; soil pedology and fluvial geomorphology; and plant and animal ecology.
    3. describe potential or altered potential for a riparian area based upon hydrology, soils, geomorphology, vegetation attributes and processes across a diversity of riparian systems.
    4. communicate the purpose and technical concepts for each item in the lotic and lentic proper function condition (PFC) assessment protocols to determine and report on the condition of riparian areas with differing potential and condition.
    5. connect riparian functions and need for functions to strategies for riparian and watershed management of land uses including roads, grazing, logging, recreation, development, and preservation.
    6. choose riparian restoration techniques and approaches based upon difference in naturalness, stability, risk, aesthetics, cost, and appropriateness for project goals and limitations.
    7. focus riparian monitoring on specific, measureable, achievable, relevant and targeted objectives.
    8. integrate and apply knowledge from throughout this and other classes by conducting an individual project to focus on riparian potential, functions, and restoration with objectives based monitoring.
    9. analyze and support or refute the above concepts with peer reviewed scientific literature.


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

Reading/Language Education
  

  • EDRL 400 - Foundations of Literacy

    (3 units)
    Contemporary theoretical and pedagogical issues in literacy, preschool-secondary. Comprehension, word knowledge, social/environmental/psycholinguistic factors in reading and writing development.

    Maximum units a student may earn: 3

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an understanding of the history of literacy theory and pedagogy.
    2. demonstrate an understanding of the historical and current conceptions and definitions of literacy.
    3. demonstrate an understanding of the theoretical foundations of literacy pedagogy.
    4. demonstrate an understanding of the implications of policy and legislation that affect teachers and students.


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

  • EDRL 402 - Literature for Young Adults

    (3 units)
    Prepares teachers, librarians and administrators for evaluation of books and other library materials for pupils in secondary schools.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. evaluate books, periodicals, and digital resources for the multilingual/multicultural students that make up secondary schools.
    2. analyze historic and current themes in young adult literature.
    3. explain the intersections between adolescent identity, literature, and schooling.
    4. identify and evaluate high-quality, high-interest, accessible books for reluctant readers.


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

  • EDRL 427 - Teaching Writing Across the School Curriculum

    (1 to 4 units)
    Focus on writing for learning in all subject areas and at all grade levels. Introduction to current practices in the teaching of writing as well as frequent writing by participants in the course.

    Maximum units a student may earn: 4

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. explain how to build and nurture a community of writers in any academic discipline.
    2. demonstrate planning capacity for writing assignments, writing guidelines, and writing feedback/evaluation that support disciplinary learning goals.
    3. identify the unique language and writing demands of their academic disciplines.
    4. prepare models of writing assignments for authentic writing tasks in their disciplines.


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

  • EDRL 443 - Literacy Instruction II

    (3 units)
    Learning and instruction in reading, writing, oral language and literature for the 4-8 grades.

    Prerequisite(s): EDRL 300 ; admission to an elementary education program. 

    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 understanding of the importance of establishing an effective context for literacy learning.
    2. demonstrate understanding of the importance of articulating and continually refining your definition of what counts as literacy and effective literacy teaching to promote student learning.
    3. develop, refine, and articulate a conceptual framework for making instructional decisions when teaching literacy.
    4. demonstrate understanding of important issues pertaining to the use of literature in literacy instruction.
    5. demonstrate understanding of different strategies, approaches, and reasons for teaching comprehension, response to literature, writing, and vocabulary and word study skills.
    6. demonstrate understanding of ways to attend to the literacy learning needs of children from diverse cultural, linguistic, and academic backgrounds.
    7. demonstrate understanding of ways to use, and help children to comprehend narrative and informational texts.
    8. demonstrate understanding of the relevance of authentic assessment and be able to use effectively different types of authentic assessments to inform your literacy instruction.


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

  • EDRL 447 - Literacy, Diversity and Schooling

    (3 units)
    Literacy issues for students for various cultures, socioeconomic situations, gender and language groups.

    Prerequisite(s): Admission to teacher education program.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. describe, compare, and critique literacy research and scholarship pertaining to children from diverse linguistic and cultural backgrounds.
    2. examine and evaluate the impact that our own backgrounds and beliefs have on our instructional practices for children from diverse backgrounds.
    3. document and discuss the impact of broader community and societal forces on the education of children from diverse backgrounds.


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

  • EDRL 451 - Reading and Writing in the Secondary School

    (3 units)
    In content fields; sources of difficulties; developmental instruction; techniques for promoting comprehension and vocabulary.

    Prerequisite(s): Admission to a Secondary education major.

    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. identify and explain the reading and writing demands of their disciplines.
    2. integrate into lessons the instructional strategies and assessments that will engage secondary students in developing disciplinary literacy.
    3. identify the literacy needs of linguistically and socio-economically diverse secondary students and plan instruction that meets those needs.


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

  • EDRL 461 - Diagnostic Assessment and Instruction Literacy

    (3 units)
    Apprentice teaching, emphasis on developmental instruction with children who have difficulty learning to read, small group instruction and applications in the classroom.

    Maximum units a student may earn: 3

    Prerequisite(s): EDRL 443; admission to an elementary education 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. synthesize and apply information from previous coursework to effectively tutor and work with a K-8 student.
    2. apply literacy concepts central to assessing and evaluating K-8 students.
    3. critically and continuously reflect upon their own practice to modify and improve their instructional plans and activities.


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

  • EDRL 471 - Theory and Practice of Academic English Language Development

    (3 units)
    Survey of current acquisition theory and research and analysis of the implications of research for the classroom.

    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 the theoretical foundations of first and second language acquisition.
    2. develop or increase understanding of the complexities of individual, linguistic, sociocultural, educational, and political factors involved in the acquisition of a second language in school settings.
    3. develop or increase sensitivity to, appreciation of, and respect for, the diverse backgrounds of second language learners.
    4. make appropriate inferences from second language acquisition theories, and articulate clearly a theory-based personal teaching philosophy and pedagogy for second language teaching.
    5. develop a reflective attitude towards teaching as systematic reflectivity enables novice and experienced teachers to select appropriate methodologies to meet the needs of their students.


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

  • EDRL 472 - Methods and Curricula for Teaching Elementary English Learners

    (3 units)
    Systematic instruction to help ESL students (1) adjust to school; (2) acquire English for self-help and for extended interaction; (3) develop English for extended learning.

    Prerequisite(s): Admission to an elementary teaching program.

    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. apply theories and research related to the nature and role of culture in their instruction. They will demonstrate understanding of how cultural groups and individual cultural identities affect language learning and school achievement.
    2. utilize evidence-based practices and strategies related to planning, implementing, and managing standards-based ESL and content instruction.
    3. apply their knowledge of program models and strategy instruction to develop and integrate language skills. They will integrate technology as well as choose and adapt classroom resources appropriate for their ELLs.
    4. analyze and apply concepts, research, and best practices to plan strategy instruction in a supportive learning environment for ELLs.
    5. design and implement a variety of instructional strategies and techniques for developing and integrating English listening, speaking, reading, and writing. Students will be able to support ELLs’ access to the core curriculum by teaching language through academic content.


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

  • EDRL 473 - Methods for Adolescent and Adult English Learners

    (3 units)
    Overview of methods and materials for ESL instruction in secondary schools/adult language programs. Emphasis on application of national standards for second language instruction.

    Prerequisite(s): Admission to an education program.

    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 understanding of the role of academic language in content instruction.
    2. demonstrate understanding of the role of oral language development for ELs’ access to academic language.
    3. demonstrate understanding of the role of cultural diversity and inclusivity in ELs’ language development and academic achievement.
    4. design instruction to engage ELs in the use of academic and oral language to access grade-level content while developing English proficiency.
    5. apply English Language Development (ELD) standards in the instructional process for: explicit English development instruction; and inclusive content instructional practices.
    6. apply Sheltered English Instruction and Content Based ESL principles to instructional design.


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

  • EDRL 475 - Assessment and Evaluation English Language Learners

    (3 units)
    Explores the theory and practice of second language assessment and testing among K-12 students.

    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 understanding of various issues of assessment (e.g. cultural and linguistic bias; political, social, and psychological factors) in assessment, IQ, and special education testing.
    2. demonstrate understanding of the difference between language proficiency and other types of assessment (e.g. standardized achievement tests of overall mastery) as they affect academic learning of ELLs.
    3. know and use a variety of standards-based language proficiency instruments to inform their instruction and understanding their uses for identification, placement, and demonstration of language growth of ELLs.
    4. demonstrate fundamental knowledge needed to make program-level decisions (such as student admission, placement, and exit) and classroom-level decision (such as diagnostic, achievement, and proficiency) for those who plan to teach ESL or EFL.
    5. know and use a variety of performance-based assessment tools and techniques to inform instruction.


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

  • EDRL 477 - Policies, Critical Issues and Best Practices for ELLs - Practicum

    (3 units)
    This course will familiarize students with historical and current issues and cultivate skill in the design and implementation of instruction and assessment for English learners. Students will demonstrate their understanding through practicums.

    Prerequisite(s): EDRL 471 ; EDRL 475 .

    Grading Basis: Graded
    Units of Lecture: 2
    Units of Independent Study: 1
    Offered: Every Fall and Spring

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. successfully use evidence based practices and strategies related to planning, implementing, and managing standards based EL and content instruction.
    2. employ a variety of performance based assessment tools and techniques to inform practice in the classroom.
    3. demonstrate knowledge of the evolution of laws and policy related to ELs.
    4. review NAEP data with a focus on closing the EL achievement gap.
    5. explore and comment on current topics in EL education.


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

  • EDRL 478 - Theory and Instruction: ESL Reading/Writing

    (3 units)
    Examines research and theory concerning reading/writing instruction and assessment in the ESL classroom.

    Prerequisite(s) or Corequisite(s): EDRL 471 .

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. analyze and discuss theories of ELL reading and writing instruction, with a special focus on helping learners to develop fluency and accuracy in their writing, especially in academic settings.
    2. explain and demonstrate methods and techniques of teaching ESL/EFL reading and writing to a variety of English language learners (of different ages, levels of proficiency, prior education and literacy, special needs, etc.) in a variety of contexts (separate and inclusion, individual/small group/large group, etc.).
    3. design effective reading and writing lessons and activities, including web-based ones, for a variety of English language learners to enable them to use English to communicate through writing for social and academic purposes in appropriate ways.
    4. evaluate and adapt materials for teaching reading and writing, including materials from other content areas.
    5. explain and demonstrate approaches for assessing reading and writing formally and informally.


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

  • EDRL 479 - Theory and Instruction: ESL Listening/Speaking

    (3 units)
    Contemporary listening/speaking teaching techniques in ESL and associated research. Topics include English language sound system, pronunciation, integrating with content instruction.

    Prerequisite(s) or Corequisite(s): EDRL 471 .

    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 understanding of basic theoretical foundations and instructional practices of second language teaching and learning of oral language.
    2. observe and recognize ESL practices, strategies and process models within oral language for English Language Learners.
    3. apply theoretical principles and pedagogical concepts from contemporary research into applied linguistics to the development of oral language instructional curriculum, materials, and interactional practices that are appropriate for English Language Learners.
    4. apply theoretical principles and pedagogical concepts to the oral language assessment of English Language Learners.


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

  • EDRL 490 - Examining Curriculum for Spanish Speakers in U.S. Schools

    (3 units)
    Examination of instructional methods and socio-historical, cultural and political contexts that shape the educational experience of Latinos in the U.S. (Pre-K through higher education).

    Prerequisite(s): Junior 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. identify push/pull factors that influence immigration and describe how immigration policies have affected Latino communities in the U.S.
    2. describe the Socio-historical context that shape the educational experience of Latinos in U.S.
    3. describe how cultural constructions of Latinos (immigrants, natives, citizens, and non-citizens) shape educational policy, programs, curriculum, and teaching practices for students.
    4. identify exceptional teaching practices for educating Latino youth in PK-12+ settings.
    5. recall vocabulary and common phrases related to communicating about Spanish speaking ELs in the school setting in Spanish.
    6. analyze the significance of a variety of cultural traditions in the Latino Culture in relation to Latino experiences in U.S. schools.


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

  • EDRL 600 - Foundations of Literacy

    (3 units)
    Contemporary theoretical and pedagogical issues in literacy, preschool-secondary. Comprehension, word knowledge, social/environmental/psycholinguistic factors in reading and writing development.

    Maximum units a student may earn: 3

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

    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. demonstrate an understanding of the history of literacy theory and pedagogy.
    2. demonstrate an understanding of the historical and current conceptions and definitions of literacy.
    3. demonstrate an understanding of the theoretical foundations of literacy pedagogy.
    4. demonstrate an understanding of the implications of policy and legislation that affect teachers and students.
    5. demonstrate how to locate and evaluate research related to the five foundational areas of literacy research (Phonemic Awareness, Phonics, Comprehension, Vocabulary, Fluency).
    6. demonstrate how to synthesize research related to the five foundational areas of literacy research (Phonemic Awareness, Phonics, Comprehension, Vocabulary, Fluency).


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

  • EDRL 602 - Literature for Young Adults

    (3 units)
    Prepares teachers, librarians and administrators for evaluation of books and other library materials for pupils in secondary schools.

    Grading Basis: Graded
    Units of Lecture: 3
    Student Learning Outcomes
    Upon completion of this course, students will be able to:
    1. evaluate books, periodicals, and digital resources for the multilingual/multicultural students that make up secondary schools.
    2. analyze historic and current themes in young adult literature.
    3. explain the intersections between adolescent identity, literature, and schooling.
    4. identify and evaluate high-quality, high-interest, accessible books for reluctant readers.


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

  • EDRL 607 - Book Selection for Children

    (3 units)
    Survey of the field of books for children. Children’s reading interests and needs as bases for evaluating and selecting library materials for the elementary school.

    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. describe the characteristics of genres in children’s books, both print and electronic.
    2. evaluate each genre within children’s literature.
    3. use children’s books in his or her classroom to support children’s critical understandings and interpretations.


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

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