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Subj	Cat#	Class#	Sect	Units	Mod	Course	Faculty	Day	Time	Location	Instruction Mode	Note	Description
ARCH	311	3063	1	4		Topics and Advanced Training: Building an Archive in a Park: SEMAP at Zamora Art House TextbookTextbook	Romeo Guzman	Fri	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Off-campus classes in El Monte at Zamora Art House	Archives�the textual and increasingly digital records of the past�have played essential roles in culture, society, law, and politics. Oral history, public history, and digital humanities have transformed how archives work, where they reside, who gets to use them, and how they are used. This course�s readings will explore the evolution of archival work, focusing particular attention to how archives and archivists are engaging and working with community and using digital tools and platforms. This is the theoretical part of the course. To fully flesh out the praxis aspect of the course, a bit of context is necessary. In 2012, the South El Monte Arts Posse used El Monte�s centennial anniversary to re-write its �pioneer� narrative and to center community in the production of knowledge (the building of archive, the creation of knowledge, and experiencing history). This has resulted in the book East of East: The Making of Greater El Monte, two murals, ethnic studies curriculum, zines, bike rides, as well as the digital archive semapeastofeast.com. CGU Archives 311 courses have contributed to building the digital archive, writing new biographies, and curating bike rides. Beginning in the fall of 2022, SEMAP will be housed at the Zamora Art House in Zamora Park in El Monte. This course will work with Dr. Guzm�n and the SEMAP posse to build an archive of Zamora Park and its neighbors, to think deeply about the role of an archive in a park, and to document the community�s needs, wants, and desires. This course will be of interest to students committed to theory and praxis, community archives, and decolonial narratives and pedagogy. The course will hopefully meet at Zamora Art House. This course counts towards the History Department US and American Studies track, SAH American Studies concentration, Cultural Studies research tool requirement, and fulfills a requirement for History/Archival Studies MA.
ARCH	315	3064	1	4		Archival Practicum TextbookTextbook	Lisa Crane	Mon	9:00AM - 11:50AM	TCC, Honnold/Mud Lib Founders	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Class meets in Founders Room at TCC Library	This internship/practicum is a field-based, supervised, professional learning experience that takes place in a special collections and archives repository located in an academic library for higher education. Students will obtain work experience while pursuing defined learning outcomes and have an opportunity to test theories and apply skills learned in other course work. This internship/practicum will provide necessary in-depth experience in the arrangement, preservation, and description of an archival collection as well as hands-on experience in a leading archival software. To qualify as an internship, students must complete 100 hours of course work: 45 hours to be completed during regularly scheduled meeting times and the additional 55 hours would be completed independently; but within the work hours of the repository. This course fulfills the internship requirement for the MA in History and Archival Studies.
ARMGT	300A	3152	1	4		Art Market Dynamics TextbookTextbook	Erika Hirugami	Thu	11:00AM - 2:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Course combines meetings online, in-person on campus, and field site visits in Los Angeles county	This course introduces students to the structures and dynamics of international art markets: the people, places, institutions and organizations responsible for the flow of works around the globe as well as by and through which they gain their value. In fact, value is a core organizing concept around which this course is built. What makes works of art valuable? What determines their price? Why are some artists considered relevant and others not? What confers relevance, and hence, scarcity? From the artist�s studio to art history, from the museum to the auction house, from the art fair to the international biennial, from the arts pages of the major daily newspapers to the esoteric world of academic journals, and from the law courts to insurance policies � what confers value on a work of art, and how?
ARMGT	308	3410	1	0 - 1		Arts Management On-Site (Field Study Travel) TextbookTextbook	. Faculty		-	TBA	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Travel dates March 9-16. Instructor: Alma Ruiz	Arts Management on Site introduces students to the businesses, institutions, artists, innovators, and leaders that shape the art world at present through travel to both regional and international venues where the art business is at its most active. Travel is shaped by the art world calendar and its ever changing menu of events. All students are required to participate in field study travel.
ARMGT	317	3035	1	4		Finance and Accounting for Creative Industries TextbookTextbook	Jay Prag Iv	Tue	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Finance is the study of the allocation of capital (money) from lenders or savers to borrowers. Typically, the ultimate borrower is a firm or an entrepreneur who is attempting to build or acquire productive, profitable assets. When this process is studied from the point of view of the lender, the class is usually called "Investments". When the borrower's point of view is studied, we generally call the class "Corporate Finance." Many of the same theories are studied in both classes because these two classes are studying the same fundamental process. We will draw on many areas in constructing a method for financing a profitable corporation. Obviously finance theories are important but we will also use economics, accounting and management concepts. There are essentially two philosophies regarding the proper approach to teaching financial accounting. Perhaps the more traditional approach takes the perspective of the preparer, whereby the emphasis is on the proper recording of transactions. This debits and credits approach is very useful for anybody contemplating a career as an accountant. It is my belief that this approach is also responsible for accounting�s reputation as �"boring" and just a bunch of rules to be learned. We will be following a second teaching philosophy, whereby we study accounting from the perspective of the user/manager. The ultimate goal from this section will be for you to read and understand the output from the financial accounting process, the financial statements. While this is not a class is either statement preparation or statement analysis, we will do a little of each. Still, the goal is understand the basic rules governing the preparation of financial statements, the flexibility that exists within these rules, the possible incentives of management to make choices from within these rules, and the output from this environment.
ARMGT	351	3036	1	2	M1	Arts & Cultural Policy TextbookTextbook	. Faculty	Thu	5:30PM - 8:20PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Meets at Pasadena Conservatory of Music. Instructor: Zipporah Yamamoto	Cultural policy is the context in which all arts organizations and artists operate. Cultural policy shapes government and private support of the arts and is connected to a broad array of other issues such as cultural equity and inclusion, gentrification, education, advocacy, and economic development. This course is designed to provide students with an understanding of the importance of cultural policy, and the many ways it influences cultural production in the United States and internationally.
ARMGT	400M	3390	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
ARMGT	401A	3156	1	2 - 4		Capstone Management TextbookTextbook	Jean Theresa Miao	Mon	10:00AM - 11:50AM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Meets at Pasadena Conservatory of Music. This course also includes 1 hour of asynchronous content a week.	This course prepares students to identify and define a capstone thesis project, and is a pre-requisite for participation in the Arts Management thesis Practicum (Course 401B). Students work individually, or in teams, to identify a project focus, craft a scope of work with an arts entity (organization, network, or collective), and outline a plan of applied study. Students gain understanding of key issues, dilemmas, and opportunities in arts management through critical reading, organizational analysis, group discussion, individual goal setting, field observations, and face-to-face meetings with arts professionals. Students define and agree on project goals with an existing arts entity, target best practices for action, and negotiate an approved scope of work. In addition to individual applied projects, students may also choose from a small group project led by a faculty mentor in service of the broader arts community.
ART	301	3065	1	1 - 3		Studio Art TextbookTextbook	David Amico	Mon	11:00AM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Monday at 11:00 AM - 4:00 PM, Tuesday at 11:00 - 5:00 PM	Studio Art is a graduate-level course in which the student meets one-on-one with core faculty to discuss the student's work.
ART	301	3066	2	1 - 3		Studio Art TextbookTextbook	David Pagel	Tue	9:30AM - 12:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Tuesday at 9:30 AM - 12:00 PM, 4:00 - 5:00 PM.	Studio Art is a graduate-level course in which the student meets one-on-one with core faculty to discuss the student's work.
ART	302	3067	1	1 - 2		Studio Art TextbookTextbook	Julian Hoeber	Tue	12:00PM - 5:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Julian Hoeber	Art 302 Studio Art is a graduate-level course in which the student meets one-on-one with adjunct faculty to discuss the student's work.
ART	302	3068	2	1 - 2		Studio Art TextbookTextbook	Michael Reafsnyder	Tue	9:00AM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Michael Reafsnyder	Art 302 Studio Art is a graduate-level course in which the student meets one-on-one with adjunct faculty to discuss the student's work.
ART	302	3069	3	1 - 2		Studio Art TextbookTextbook	Iva Gueorguieva	Tue	10:00AM - 3:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Tuesdays between 10:00 AM - 3:30 PM Instructor: Iva Gueorguieva	Art 302 Studio Art is a graduate-level course in which the student meets one-on-one with adjunct faculty to discuss the student's work.
ART	302	3070	4	1 - 2		Studio Art TextbookTextbook	Jasmine Baetz	Tue	9:00AM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Jasmine Baetz	Art 302 Studio Art is a graduate-level course in which the student meets one-on-one with adjunct faculty to discuss the student's work.
ART	302	3071	5	1 - 2		Studio Art TextbookTextbook	Erika Hirugami	Tue	11:00AM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Erika Hirugami	Art 302 Studio Art is a graduate-level course in which the student meets one-on-one with adjunct faculty to discuss the student's work.
ART	302	3072	6	1 - 2		Studio Art TextbookTextbook	Dewey Tafoya	Thu	1:00PM - 6:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Dewey Tafoya	Art 302 Studio Art is a graduate-level course in which the student meets one-on-one with adjunct faculty to discuss the student's work.
ART	345C	3073	1	4		Ideas in Contemporary Art: Handsignals TextbookTextbook	Carmine Iannaccone	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Carmine Iannaccone	There are influential voices that believe contemporary art has been 'de-skilled.� This would mean that artisanal qualities no longer contribute to the value of artworks. This class will examine that assertion and offer an alternative point of view: handcraft in the arts never went away, it�s just that as the context changed, its meaning has changed accordingly. In this class, we will investigate three of these historical changes of context: industrial production, laissez-faire capitalism, and electronic mass media. We will trace how the practice of making art by hand has evolved through these changes, and why that practice remains as vital and relevant as ever.
ART	348	3074	1	4		Survey of Contemporary Art - Field Work TextbookTextbook	David Pagel	Fri	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In Survey of Contemporary Art we will do just that: survey contemporary art by visiting museums and galleries in and around Los Angeles. This is a field research seminar. Participants are expected to meet at various venues, which will be scheduled each week. In addition to discussing the exhibitions we visit, students will make oral presentations at the shows and write biweekly assessments/critiques.
ART	370	3360	1	2		Art and Community Engagement II TextbookTextbook	David Pagel		-	TBA	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Arranged Hours.	In this 2-unit course, MFA students will be paired with behavior health students to go out into the communities around Claremont Graduate University and work with individuals and families who could benefit from supportive social engagement. The art students will mentor the parents and children they visit, using photography and video (and perhaps painting and drawing) to build awareness, increase self-reflection, and cultivate self-efficacy, with the goal of enhancing community engagement and building social supports. This is a hands-on or applied course. It will meet every other week for approximately 3 hours each meeting. Training alongside graduate level behavioral health students will precede visits, which will be interspersed with group meetings among teams of students. Coursework will include journaling, readings, discussions, and reflection, all of which will culminate in an exhibition or publication of the community members� photographic and video projects. Maximum of 8 students.
ART	395	3075	1	1 - 2		Written Statement Seminar TextbookTextbook	David Pagel	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course is a workshop in which each participant produces a statement that explains your artistic goals, locates your practice in a social context, outlines the history out of which your work emerges, describes the conversation your art aims to be a part of, and defends, philosophically, your position.
ART	400M	3387	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
BOT	372	3143	1	2		Practicum in Plant Biology: Agrostology TextbookTextbook	Travis Columbus	Wed	1:00PM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Practicum in an aspect of plant biology: Agrostology
BOT	380	3142	1	4		Advanced Vascular Plant Phylogenetic Systematics TextbookTextbook	Lucinda McDade	TueThu	9:00AM - 1:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Class times combine lecture and lab components	This course will review our current knowledge of? relationships among vascular plants and the data that underpin that? knowledge, including morphology, anatomy, embryology, and? palynology, in addition to evidence from analysis of molecular data.? The laboratory sessions will survey vascular plants emphasizing hands-on ?study of fresh material.
BOT	400M	3391	1	0		Continuous Registration (MS Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
BOT	401	3140	1	1		Seminar Series TextbookTextbook	Lucinda McDade	Thu	4:00PM - 5:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Students enrich their educational program by actively participating in a semester-long series of seminars presented by outstanding visiting researchers. Students are directly involved in the development of the series by inviting speakers whose research and areas of expertise parallel individual student interests. Students serve as hosts for their invited speakers, coordinating visit details with appropriate Botany program staff, students, and faculty. Students also evaluate each seminar presentation in terms of the quality of the research presented and the quality of the style of the presentation. These evaluations are discussed by all participants in several class meetings over the course of the semester.
BOT	412	3141	1	1		Special Topics in Plant Systematics: Readings in Phylogenetics TextbookTextbook	Travis Columbus	Tue	4:00PM - 5:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Review and discussion of phylogenetics based on the current literature.
BOT	499	3397	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
CAFE	410	3271	1	2		Teaching with AI in Higher Education TextbookTextbook	Shelby Lamar, Maria Gloria Gonzalez Morales	Fri	11:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	The course has eight asynchronous modules and four synchronous online class meetings. It covers topics including introductory concepts and terms, academic integrity, course and assignment design, ethics, and legal issues, the use of AI tools to enhance student learning, partnering with students on these important topics, developing or refining teaching philosophy statements, and leading conversations in departments and academic programs on topics related to artificial intelligence. Engagement with this course will empower you to stay abreast of developments in AI and its potential impact on their courses. The activities in the course encourage you to explore AI, play with AI tools, and articulate your thoughts on the implications of your teaching. In addition to learning about AI, you will have the opportunity to experiment with AI tools and redesign assignments to incorporate AI into your teaching. You can also engage in online discussions within the course, allowing you to refine your use of AI tools and techniques.
CAFE	530	3272	1	2		Inclusive Excellence Pathways to the College Teaching Certificate TextbookTextbook	Shelby Lamar	Wed	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This class structures your progress through the teaching practicum and completion of all the teaching portfolio items for the Inclusive Excellence in College Teaching Certificate. In this course, you will apply the principles and frameworks from first into practice. The class focuses on coaching and a structured assignment submission and feedback process. Using the work that you began in the first course, you will complete your sample course design and syllabus. In addition, you will develop a sample learning management system course and a teacher-scholar website. The course culminates in a final integrated reflection of your entire journey toward becoming an inclusive, future-focused educator.
CGH	300	3256	1	4		Theoretical Foundations in Health Promotion & Education TextbookTextbook	Bree Hemingway	Tue	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This course provides an opportunity for students to explore the theoretical issues and current methodologies related to understanding and influencing health behavior change in diverse populations. The course will focus on the social and behavioral determinants of health on the individual, interpersonal, community, institutional and policy levels. The course features guest appearances by representatives from community-based organizations who relate course material to current challenges in public health practice.
CGH	300	3258	2	4	M1	Theoretical Foundations in Health Promotion & Education TextbookTextbook	Salome Kapella Mshigeni		-	TBA	Online	This course also includes 5.25 hours of asynchronous content.	This course provides an opportunity for students to explore the theoretical issues and current methodologies related to understanding and influencing health behavior change in diverse populations. The course will focus on the social and behavioral determinants of health on the individual, interpersonal, community, institutional and policy levels. The course features guest appearances by representatives from community-based organizations who relate course material to current challenges in public health practice.
CGH	300C	3257	1	4		Theoretical Foundations in Health Promotion & Education TextbookTextbook	Bree Hemingway	Tue	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This course provides an opportunity for students to explore the theoretical issues and current methodologies related to understanding and influencing health behavior change in diverse populations. The course will focus on the social and behavioral determinants of health on the individual, interpersonal, community, institutional and policy levels. The course features guest appearances by representatives from community-based organizations who relate course material to current challenges in public health practice. Course registration limited to students in the Certificate in Foundations of Public Health program.
CGH	301	3259	1	4		Biostatistics TextbookTextbook	Yusuke Shono	Fri	4:00PM - 6:50PM	Online Class Session	Online		Students are trained in the most commonly used statistical methods in clinical and experimental research. Students learn to select the most appropriate data analytic methods; how to apply these methods to actual data; and how to read and interpret computer output from commonly used statistical packages. In addition, the students learn to read, critique and interpret statistical concepts in the health science literature.
CGH	301	3261	2	4	M2	Biostatistics TextbookTextbook	Daniel Woytowich		-	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 5.25 hour of asynchronous content.	Students are trained in the most commonly used statistical methods in clinical and experimental research. Students learn to select the most appropriate data analytic methods; how to apply these methods to actual data; and how to read and interpret computer output from commonly used statistical packages. In addition, the students learn to read, critique and interpret statistical concepts in the health science literature.
CGH	301C	3260	1	4		Biostatistics TextbookTextbook	Yusuke Shono	Fri	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Students are trained in the most commonly used statistical methods in clinical and experimental research. Students learn to select the most appropriate data analytic methods; how to apply these methods to actual data; and how to read and interpret computer output from commonly used statistical packages. In addition, the students learn to read, critique and interpret statistical concepts in the health science literature. Course registration limited to students in the Certificate in Foundations of Public Health program.
CGH	302	3263	1	4	M1	Epidemiology TextbookTextbook	Rachaline Elizabeth Napier		-	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 5.25 hour of asynchronous content.	This course provides an overview of the causes, distribution, and control of disease in populations. Students are provided with the skills and knowledge to investigate the epidemiology of a specific disease or other health-related phenomenon and to critically evaluate population-based research studies designed to test health-related hypotheses
CGH	303	3273	1	4		Health Services in the US & Abroad TextbookTextbook	Rachaline Elizabeth Napier	Mon	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course examines the health care delivery system to understand contemporary issues affecting the health of the American and International public and the institutions that provide health services and protect health. The course includes the historical development of various health care systems, determinants of health and health care utilization, the role of health care providers, health policy and politics, health care financing, public health, and the interactions of various components of the systems. The class emphasizes how institutions within the health care delivery system affect public health including planning, organization, administration, evaluation and policy analysis.
CGH	303C	3274	1	4		Health Services in the US & Abroad TextbookTextbook	Rachaline Elizabeth Napier	Mon	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course examines the health care delivery system to understand contemporary issues affecting the health of the American and International public and the institutions that provide health services and protect health. The course includes the historical development of various health care systems, determinants of health and health care utilization, the role of health care providers, health policy and politics, health care financing, public health, and the interactions of various components of the systems. The class emphasizes how institutions within the health care delivery system affect public health including planning, organization, administration, evaluation and policy analysis.
CGH	304	3275	1	4		Environmental & Occupational Health TextbookTextbook	Rachaline Elizabeth Napier	Thu	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course provides a broad overview of the field of environmental and occupational health, developing a public health approach to understanding and preventing disease and disability. Students apply the principles of the biological impact pathway and environmental epidemiology to environmental and occupational health issues. Students analyze the exposure-disease continuums and disease prevention. Emphasis is placed on learning and using concepts related to the sources and behavioral determinants of exposure, the social behavioral, Physiological and genetic basis of sensitivity, and dose-response relationships.
CGH	304	3265	2	4	M2	Environmental & Occupational Health TextbookTextbook	. Faculty		-	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 5.25 hours of asynchronous content a week.	This course provides a broad overview of the field of environmental and occupational health, developing a public health approach to understanding and preventing disease and disability. Students apply the principles of the biological impact pathway and environmental epidemiology to environmental and occupational health issues. Students analyze the exposure-disease continuums and disease prevention. Emphasis is placed on learning and using concepts related to the sources and behavioral determinants of exposure, the social behavioral, Physiological and genetic basis of sensitivity, and dose-response relationships.
CGH	304C	3276	1	4		Environmental & Occupational Health TextbookTextbook	Rachaline Elizabeth Napier	Thu	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course provides a broad overview of the field of environmental and occupational health, developing a public health approach to understanding and preventing disease and disability. Students apply the principles of the biological impact pathway and environmental epidemiology to environmental and occupational health issues. Students analyze the exposure-disease continuums and disease prevention. Emphasis is placed on learning and using concepts related to the sources and behavioral determinants of exposure, the social behavioral, Physiological and genetic basis of sensitivity, and dose-response relationships.
CGH	305	3277	1	4		Seminar in Grant Writing & Proposal Development TextbookTextbook	Bree Hemingway	Wed	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	The goal of this course is to provide students completing their field training an opportunity to enhance their skills in the area of grant writing and reviewing. The student will learn the steps in planning and writing the grant, understanding the funding environment, learning how to choose different types of grants, and understand the submission and review process. CGH students only; all other students by faculty permission.
CGH	306	3278	1	0 - 4		Supervised Field Training in Public Health TextbookTextbook	Jamie Felicitas-Perkins		-	TBA	Supervision		MPH students are required by the Council on Education for Public Health, the accrediting body for public health schools and programs, to demonstrate competency attainment through an Applied Practice Experience (APE). The goal of the APE is to enrich students� educational training in public health by providing an opportunity to apply theory and skills acquired from their concentration to community-based research and service in a practice setting. Students contribute to an agency�s resources and to the solution of public health problems while developing personal confidence and leadership as a public health professional.
CGH	307	3419	1	0 - 2		Public Health Capstone TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	The Council on Education in Public Health (CEPH) requires all its accredited schools and programs to assure that �MPH students complete an integrative learning experience (ILE) that demonstrates synthesis of [public health] foundational and concentration competencies.� In keeping with the criteria set forth by our accrediting body, the main purpose of the Capstone course is to provide the culminating, ILE for students enrolled in Claremont Graduate University�s Master of Public Health Program during their last semester prior to graduation. The course will draw upon students 'prior training in the five core areas of public health (i.e., Social and Behavioral Science, Biostatistics, Epidemiology, Health Services, and Environmental and Occupational Health), their additional required coursework in their specified concentration, and their real-world experience gained in the field during and prior to graduation. The Capstone course will provide an opportunity for students to synthesize academic training with public health practice in career preparation of their choice. Products created in this course should help students build a tailored career professional portfolio to present to future employers and job opportunities in the public health workforce. The course further provides an opportunity for students to foster and fortify their understanding of not only the role of public health but also their own individual role, accomplishments, and contributions as public health professionals in the improvement of the health and well-being of populations in the United States and abroad.
CGH	308	3279	1	4		Foundations in Program Planning TextbookTextbook	Kim Reynolds	Thu	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course introduces the core concepts, values, and methods of public health program planning and evaluation. Students develop skills for assessing community needs for health promotion; preparing written measurable health promotion program objectives with associated methods for achieving those objectives; designing health promotion program action plans that include implementation schemes; and evaluation strategies for measuring health program process, impact, and outcome effectiveness. Students apply their knowledge of health promotion theories to effectively to plan, implement, and evaluate health promotion and communication programs.
CGH	312	3280	1	4		Data Analysis (SAS) TextbookTextbook	Bin Xie	Wed	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Students learn how to manage and analyze data using the SAS. Topics include inputting data into SAS, preparing data from analysis, data screening to understanding distributions, detect outliers etc., hypothesis testing (e.g. t-tests, nonparametric procedures, chi-square tests, etc.), simple and multiple linear regression, techniques for building and evaluating a regression model, analysis of variance model and logistic regression.
CGH	312	3281	2	4		Data Analysis (SAS) TextbookTextbook	Bin Xie	Fri	9:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Students learn how to manage and analyze data using the SAS. Topics include inputting data into SAS, preparing data from analysis, data screening to understanding distributions, detect outliers etc., hypothesis testing (e.g. t-tests, nonparametric procedures, chi-square tests, etc.), simple and multiple linear regression, techniques for building and evaluating a regression model, analysis of variance model and logistic regression.
CGH	313	3282	1	4		Research Methods TextbookTextbook	Yusuke Shono	Mon	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Students will gain an understanding of the principles and skills of conducting behavioral research, using qualitative and quantitative approaches commonly used in public health settings.
CGH	318	3283	1	4		Management of International Health Programs & Organizations TextbookTextbook	Paula Palmer	Wed	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This course reviews the management of health programs and services in the developing world, including international technical cooperating, donor and development agencies as well as private and non-profit health organizations. It offers a management perspective to address the most prevalent problems of health care delivery and systems performance around the world as they relate to the specific administration functions of planning, organizing, resourcing, directing and controlling medical and public health services.
CGH	319	3420	1	4		Health Advocacy TextbookTextbook	Robert Avina	Tue	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course establishes a framework within which advocacy is understood to be an essential role of the public health professional in promoting, implementing, and sustaining effective public health policy and social justice. Through case studies, readings, lectures, role plays, field research, and action planning, students will develop the skills needed to be an effective advocate for public health. Students will develop an advocacy action plan on a current public health issue.
CGH	332	3418	1	2	M2	Statistical Programming with R TextbookTextbook	Dalin Li	Tue	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course is geared towards graduate students and other CGU affiliates who are interested in learning to code by using the statistical programming language R. Aim of this class is to enable students to be comfortable and proficient in approaching novel coding tasks in R. There are no prerequisites for this course.
CGH	400M	3264	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
CGH	401A	3285	1	4		Advanced Statistical Methods I TextbookTextbook	Bin Xie	Tue	1:00PM - 3:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course is designed for graduate students in public health to learn multivariable statistical techniques frequently utilized in behavioral science research. Specific techniques cover advanced topics in regression (diagnostics, mediators and effect modifiers, logistic regression) exploratory factor analysis, growth curves and multilevel models. Prerequisite: CGH 301
CGH	401A	3286	2	4		Advanced Statistical Methods I TextbookTextbook	Bin Xie	Tue	1:00PM - 3:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course is designed for graduate students in public health to learn multivariable statistical techniques frequently utilized in behavioral science research. Specific techniques cover advanced topics in regression (diagnostics, mediators and effect modifiers, logistic regression) exploratory factor analysis, growth curves and multilevel models. Prerequisite: CGH 301
CGH	403	3287	1	4		Manuscript Development TextbookTextbook	. Faculty		-	To Be Determined	Directed Research		This course guides students through the process of writing a manuscript for publication in a peer-reviewed scientific journal. Students learn to evaluate the existing health literature to formulate new hypotheses, conduct statistical analysis on health-related data to test the hypotheses, interpret the results, and present the theoretical and applied implications of their findings. Students gain experience in scientific writing and graphical presentation of results. The course also familiarizes students with the process of submitting manuscripts to scientific journals.
CGH	405	3288	1	4		Seminar in Grant Writing & Proposal Development (Doctoral) TextbookTextbook	Bree Hemingway	Wed	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	The goal of this course is to provide students completing their field training an opportunity to enhance their skills in the area of grant writing and reviewing. The student will learn the steps in planning and writing the grant, understanding the funding environment, learning how to choose different types of grants, and understand the submission and review process. Course can be taken for either 2 or 4 units. CGH students only; all other students by faculty permission.
CGH	405	3289	2	4		Seminar in Grant Writing & Proposal Development (Doctoral) TextbookTextbook	Bree Hemingway	Wed	5:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This course also includes 1 hour of asynchronous content a week.	The goal of this course is to provide students completing their field training an opportunity to enhance their skills in the area of grant writing and reviewing. The student will learn the steps in planning and writing the grant, understanding the funding environment, learning how to choose different types of grants, and understand the submission and review process. Course can be taken for either 2 or 4 units. CGH students only; all other students by faculty permission.
CGH	406	3290	1	0		Advanced Practicum in Public Health TextbookTextbook	Jamie Felicitas-Perkins		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	The goal of the advanced doctoral practicum in public health is to provide an opportunity for doctoral students to synthesize, integrate and apply the skills, knowledge and training acquired through courses of study to a high-level planned, approved, supervised and evaluated practice experience. During the practicum, students will gain professional experience through collaborating with practitioners, developing leadership competencies and contributing to the field of public health. Through their placement within an external organization, students are responsible or the completion of at least one significant project that is meaningful for the organization and to advanced public health practice.
CGH	408	3291	1	4		Foundations of Program Planning (doctoral) TextbookTextbook	Kim Reynolds	Thu	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course introduces the core concepts, values, and methods of public health program planning and evaluation. Students develop skills for assessing community needs for health promotion; preparing written measurable health promotion program objectives with associated methods for achieving those objectives; designing health promotion program action plans that include implementation schemes; and evaluation strategies for measuring health program process, impact, and outcome effectiveness. Students apply their knowledge of health promotion theories to effectively to plan, implement, and evaluate health promotion and communication programs.
CGH	408	3292	2	4		Foundations of Program Planning (doctoral) TextbookTextbook	Kim Reynolds	Thu	4:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course introduces the core concepts, values, and methods of public health program planning and evaluation. Students develop skills for assessing community needs for health promotion; preparing written measurable health promotion program objectives with associated methods for achieving those objectives; designing health promotion program action plans that include implementation schemes; and evaluation strategies for measuring health program process, impact, and outcome effectiveness. Students apply their knowledge of health promotion theories to effectively to plan, implement, and evaluate health promotion and communication programs.
CGH	412	3293	1	0 - 4		Community Based Translational Research to Promote Population Health TextbookTextbook	. Faculty	Wed	2:00PM - 3:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This course will provide doctoral students in public health and health promotion sciences with knowledge and practical skills relevant to the purposes, design, execution, and interpretation of community based translational research relative to chronic diseases as driven by tobacco and other substance abuse, diet, physical activity, stress, and environmental exposures. A personalized ecological model will frame the organization, readings, discussions, and field research.
CGH	413	3294	1	4		Research Methods (Doctoral) TextbookTextbook	Yusuke Shono	Mon	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	Students will gain an understanding of the principles and skills of conducting behavioral research, using qualitative and quantitative approaches commonly used in public health settings.
CGH	413	3295	2	4		Research Methods (Doctoral) TextbookTextbook	Jessica Noelle Clague Dehart	Mon	5:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality This course also includes 1 hour of asynchronous content a week.	Students will gain an understanding of the principles and skills of conducting behavioral research, using qualitative and quantitative approaches commonly used in public health settings.
CGH	418	3296	1	3 - 4		Health Equity in Research and Practice TextbookTextbook	Paula Palmer	Mon	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This class will focus on how to identify high utilizing, complex patients receiving services from multiple County departments and how to care for them in a coordinated way. Fragmentation of care is common and is not optimal for patients with limited resources. This class will explore the role of social determinants, quality of intervention(s), accessibility of services, and the ability to share a common electronic platform to inform caregivers and improve health in in various populations.
CGH	418	3297	2	3 - 4		Health Equity in Research and Practice TextbookTextbook	Paula Palmer	Mon	5:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This course also includes 1 hour of asynchronous content a week.	This class will focus on how to identify high utilizing, complex patients receiving services from multiple County departments and how to care for them in a coordinated way. Fragmentation of care is common and is not optimal for patients with limited resources. This class will explore the role of social determinants, quality of intervention(s), accessibility of services, and the ability to share a common electronic platform to inform caregivers and improve health in in various populations.
CGH	499	3262	1	0		Doctoral Study (DrPH and PhD Students) TextbookTextbook	Staff		-	To Be Determined	In-Person		Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
CGH	499	3262	1	0		Doctoral Study (DrPH and PhD Students) TextbookTextbook	Staff		-	To Be Determined	In-Person		Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
CLST	348	3076	1	4		(The Problem) of the Fetish TextbookTextbook	Lucia Cantero	Wed	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course examines the cultural politics and intellectual genealogy of (the problem of) �the fetish.� The first half of this course begins with classic economic exchange theory to consider the notion under western colonial logic, where it was deployed in relation to West African merchants. We then consider others forms of political economy and precapitalist forms of exchange bound in material culture, such as the �kula-ring� and �the gift,� to reveal the kinds of social relations impelled through these economies. Finally, part one of this course ends with a robust consideration of commodity fetishism, as introduced by Marx. This cultural historiography of the fetish then forms the backdrop for understanding contemporary iterations of the term which we explore in part two of the course. We center the production and consumption of fetishes and fetishisms as they play out in (capitalist) culture today; from consumer fetishism to alterity and sexual fetishism, the mechanics and cultural politics of this notion are explored in critical ways to convey important relationalities between human, objects, culture and power today. This course serves as a Cultural Studies Foundations course.
CLST	354	3077	1	4		The History and Theory of Museums TextbookTextbook	Joshua Goode	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course examines the history and theory of museums as repositories and creators of knowledge, memory and culture. We will consider both the theoretical and practical components of museums, examining their origins, their development over time and their on-going role as a nexus of academic and public debate about core social, national and universal values. We will study recent museum exhibitions that elicited energetic public debate about content and about the role of the museum in society. In addition, we will examine the practical side of museum work as we meet museum professionals and artists who will explain how they do their work, how they like their work displayed, and how they decide what to collect and what to curate. We will also puzzle over the future of the museum as institutions, public and private, and also the future of display, collection, ownership in a multi-media and increasingly digital world. Students will be able to engage in a wide-range of projects in this course working within and across the large disciplinary terrain in which museum work and theory reside. This course satisfies a Museum Studies concentration requirement.
CLST	363	3078	1	4		Racial Capitalism TextbookTextbook	David Luis-Brown	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course consists of two stages of inquiry. In the first stage we will read writings on racial capitalism in cultural and social analysis, ranging from Cedric Robinson�s seminal book Black Marxism and Stuart Hall�s analysis of Gramsci�s relevance for the study of race in the 1980s to the recent explosion of critical interest in developing theories of racial capitalism in various disciplines beginning in the 2010s and intensifying over the last three years in the work of Sven Beckert and Seth Rockman, Lisa Lowe, Jodi Melamed, Nikhil Pal Singh and in the anthologies Histories of Racial Capitalism, ed. Destin Jenkins and Justin Leroy (2021), Colonial Racial Capitalism, ed. Susan Koshy et al. (2022) and After Marx, ed. Colleen Lye and Christopher Nealon (2022). Such readings will set the stage for the second stage of the course, in which these writings on racial capitalism will set the agenda for our analysis as we revisit key writings by Marx. This course is a foundations-level course in Cultural Studies and will count towards the certificate in Africana Studies and the American Studies concentration.
CLST	400M	3079	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
CLST	415	3080	1	4		Ethnographic Field Research Methods in Cultural Studies TextbookTextbook	Paul Faulstich	Wed	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course provides an introduction to a range of strategies for field research in cultural studies, including participant observation, life histories, interviewing, socio-linguistic analysis, and other qualitative methods. At the heart of the course are two concerns: the opportunity for students to immerse themselves in coming to understand particular field situations, and the broader question of how the textually-derived approaches more characteristic of cultural studies can be articulated with and enriched by such field experience. This course satisfies a Cultural Studies Research Methods Requirement
CLST	427	3127	1	4		Culture, Science and Technology TextbookTextbook	Lucia Cantero	Tue	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Science, broadly defined, is the human capacity over nature to propel progress. The notion of technology largely involves this very intention; that which is made �instrumental.� This course critically examines the manmade relationship to consider how culture emerges from these processes, with the premise that we must, quite literally as infra means under, go beneath their surface to consider forms of sociotechnical power in relation to distributional justice and inequality. Using various infrastructures as case studies, we consider the complex ways that technology (the ideological and material reality of systems and structures) fosters a cultural politics of inclusion and exclusion. How do these processes frame our notions of the body, race, gender, and class? Case studies to be explored range from agricultural systems, shopping malls, to contemporary social media and Big Tech.
CLST	438	3081	1	4		Critical Pedagogy TextbookTextbook	Darrell Moore	Tue	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Paulo Freire�s Pedagogy of the Oppressed is a founding text of the theory and practice of critical pedagogy. Through practices of critical pedagogy educators should encourage learners to position themselves in relation to power structures and patterns of inequality through the cultivation of critical consciousness oriented toward emancipation from oppression. A central tenet of Freire�s critical pedagogy is critical awareness (conscientiza��o) that precedes action. According to Freire, critical awareness begins when learners become aware of sociopolitical inequities and then take action to mitigate those contradictions. In this seminar we will read Freire�s Pedagogy closely and take up its influence in the works of Henry Giroux, Stephen Haymes, bell hooks, and Chela Sandoval among others. Central to our concerns will be how critical pedagogy (re)shapes the meaning and value of education. We will also critically analyze the positions and policies of contemporary educational policymakers and activists from the vantage point of critical pedagogy. This course counts towards the American Studies and Hemispheric and Transnational Studies Concentrations.
CLST	452	3082	1	4		Feminist & Queer Theory TextbookTextbook	Eve Oishi	Thu	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In this course we will explore the complex, fluid and productive function of "the body" as object of knowledge as well as feminist and queer theory's contribution to producing new bodies of knowledge. We will discuss feminist and queer theory in relation to questions of the historical production of knowledge and as they illuminate pressing contemporary issues including sex, labor, gender, abortion and marriage. While the primary focus of this class is on questions of gender and sexuality, this class is conceived with the assumption that it is impossible to understand the theoretical issues and concepts of gender without also discussing it in relation to race, class and sexuality.
CLST	455	3083	1	4		Visual Research Methods TextbookTextbook	Eve Oishi	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This class will provide a theoretical and historical background for considering three scholarly traditions�from the arts, humanities, and social sciences�that research about and/or with visualization tools (cameras; digital media) and/or visual objects (art, photography, film, video, digital media). You will be asked to write about and also within visual technologies including the video essay, ethnography, documentary, and new media �storytelling.� You will be asked to consider the practical, intellectual, and disciplinary stakes of translating academic writing to other, non-traditional, visual formats. You will learn to keep an academic blog. (Research Tool)
CLST	470	3084	1	4		Advanced Writing Workshop: MA Thesis, Dissertation Proposal, and Publishing TextbookTextbook	Deshonay Dozier	Wed	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The dynamic of the class is not a traditional seminar setting; instead it is designed as a writers� workshop in which students serve as peer-evaluators and class-time is for workshopping individual writing projects. Students will develop their own original project that can be a final MA publishable paper, thesis/dissertation proposal, article for publication, literature review, or thesis/dissertation chapter. There are two aims of this course. The first is to discuss and workshop academic writing and publication strategies including (but not limited to): research practices and the mechanics of writing, including argumentation, significance and contestability, and structure. The second objective is to foster academic professionalization by identifying presentation and publication opportunities, and by examining and practicing grant writing, applications to PhD programs (for M.A. students), and the academic job application process (cover letters, C.V.s, teaching statements). The primary written assignment sequence will build your writing, block by block, toward a complete finished paper. All in-class sessions are structured as workshops and are geared toward teaching you how to give and receive generous collegial feedback. Workshops are not meant to be intimidating nor competitive, they will promote academic collegiality, intellectual generosity, and will teach you how to be brave enough to have your work critiqued and read in front of colleagues. While not required for Ph.D. students in Cultural Studies, they may find it useful for developing their writing. This class is required for Cultural Studies MA students.
CLST	481	3085	1	4		Cinema Contra Coloniality TextbookTextbook	Darrell Moore	Wed	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	What is the interplay between coloniality and culture? How have artistic products resisted coloniality? In this seminar we will reflect upon these two questions through a critical analysis of film as an art form and particular films as examples of anti-colonial cinema. What kind of critique can and does anti-colonial film as a genre and particular films pose to coloniality? We will examine how anti-colonial films offer productive analytical frameworks for understanding contemporary processes of globalization. We will examine whether these films can offer avenues for cognitive and affective understandings of how coloniality functions. Among the films we will screen and discuss include The Battle of Algiers (Gilberto Pontecorvo, 1966, Italy-Algeria); Memories of Underdevelopment (Tom�s Guti�rrez Alea, 1966, Cuba); Xala (Ousmane Semb�ne, 1975, S�n�gal); Perfumed Nightmare ( Kidlat Tahimik, 1977, Philippines); The Passion of Remembrance (Maureen Blackwood and Isaac Julien, 1986, U.K.); My Beautiful Laundrette (Stephen Frears, 1986, U.K.); and Cach� (Michael Haneke, 2005, France). This course counts towards the Hemispheric and Transnational Studies and Media Studies Concentrations.
CLST	499	3086	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
ECON	287CM	3432	1	4		Special Topics: Applications of Behavioral Game Theory and Finance TextbookTextbook	Claudia Monica Capra Seoane	MonWed	1:15PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Course Description This course explores the intersection of economics and psychology to provide a comprehensive introduction to behavioral economics. Behavioral economics applies insights from psychology to analyze and improve conventional economic theory and its predictive accuracy. Students will learn how economists have used experiments to test predictions of economic models of decision-making. The course covers topics in game theory and explores applications to finance, health, and public policy. This course is designed for advanced undergraduate students and students enrolled in the MA program at CGU. Students will gain a deeper understanding of the complexities of decision-making in various economic contexts, design an experiment, collect and critically analyze primary data, and develop research skills and techniques. By the end of the course, students will have gained skills in behavioral analysis and applying concepts like cognitive biases to evaluate markets, policies, and individual decisions critically. Credit/Units: 4 Background Preparation (Prerequisites) Intermediate Microeconomics
ECON	302	3171	1	4		Modern Macroeconomics: Analysis, Policy and Applications TextbookTextbook	Graham Bird	Wed	10:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes Video Lectures.	Macroeconomics is the study of 'aggregates', including national output and economic growth, employment/ unemployment, inflation, and the balance of payments. Governments and other policy making agencies have targets with respect to these aggregates, and use policy instruments, such as fiscal and monetary policy, to try and achieve them. In order to design policy appropriately, it is important to understand how economies work. However, economies are very complex. Therefore, economists have developed theoretical models to simplify things. Considerable debate surrounds which model gives the most accurate representation of the real world. Moreover, ideas evolve over time and as circumstances change. This course examines the state of modern macroeconomics and its evolution. The course is analytically rigorous and draws on empirical evidence but without being highly technical. Furthermore, it explores the political influences that affect the design of macroeconomic policy. Having begun with an overview which traces out the interaction between theory, policy and performance, the course is divided into sections that explain and analyze: the main macroeconomic policy targets; the range of macroeconomic models, running from the classical model through to Keynesianism, monetarism, new classical macroeconomics, new Keynesian economics and modern monetary theory; fiscal and monetary policy; and applications of the analysis in the context of the economic and financial crisis in 2008/09 and the COVID 19 pandemic and its aftermath. The course is a core course for the Masters and Doctoral programs in the Department of Economic Sciences, but should also be of interest and relevance to students of politics and international studies.
ECON	306	3173	1	4		Quantitative Macroeconomics TextbookTextbook	. Faculty	Tue	4:00PM - 6:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	This course is a continuation of advanced study in Macroeconomics, with an objective to provide students with the analytical and quantitative tools required to understand and use computable general equilibrium (CGE) models. We will cover an advanced discussion of overlapping generations economies, with particular emphasis on applications, growth models in continuous and discrete time optimization techniques to study modern growth theories explaining large variety of growth experiences in developed and developing countries, and models with heterogeneous agents to analyze wealth and welfare distribution in modern economies. Numerical methods will be developed to characterize equilibria of these models. You will be taught how to implement these methods in GAMS, an easy-to-learn software package ideal for numerical analysis developed specifically for economists.
ECON	312	3267	1	4		Behavioral Neuroscience of Decision Making TextbookTextbook	Paul Zak	Mon	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course introduces students to behavioral neuroscience in order to inform their research in the social sciences and humanities. There is no prerequisite. It begins with lectures on how the brain works and then reviews current research on how decisions are made in the brain, including neuroeconomics, neuropolitics, neuroethics and more. There are also several field trips where students participate in live experiments measuring brain activity
ECON	317	3172	1	4		Game Theory and Asymmetric Information TextbookTextbook	Claudia Monica Capra Seoane	Tue	10:00AM - 11:50AM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content. This course also includes video lectures.	This course provides an introduction to graduate-level game theory and asymmetric information and is designed to meet the needs of students in the economics Ph.D. program. This course will cover static and dynamic games of complete information, static and dynamic games of incomplete information, adverse selection, moral hazard, screening, and cheap talk.
ECON	353	3169	1	4		Special Topics in Applied Economics: Diversion in the Criminal Justice System TextbookTextbook	Gregory J. Deangelo	Wed	2:00PM - 3:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. 1 hour of Reading and Evaluation of previous analyses	a. Alternatives to prosecution and incarceration have become commonplace in the criminal justice system, as many fear that involvement in the criminal justice system could be creating future criminality. One of the most common examples of an alternative to prosecution that is used in practice is prosecutorial diversion. In this course, we will be exploring the history of prosecutorial diversion, the various forms of diversion, and the effectiveness of each of these forms of diversion. Students will be synthesizing the literature and, where appropriate, engaging in new research using novel data sets.
ECON	370	3435	1	4		World Economy TextbookTextbook	Yi Feng	Wed	4:00PM - 6:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	This class links trade theory with exchange rates, balance of payments, international finance combining international trade and international finance using both microeconomic principles and macroeconomic underpinnings. The class also integrates economic theories with policy choices facing governments as constrained by both the international environment and domestic political processes. In addition, the class deals with the practical issues of global operations strategies and practices at the firm level in order to provide a connection to international business.
ECON	382	3022	1	4		Econometrics I TextbookTextbook	Pierangelo De Pace	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Review of probability theory and statistical inference. The general linear model under the classical assumptions. Multicollinearity, dummy variables, model selection, and nonspherical disturbances. Prerequisite: ECON 308.
ECON	400M	3384	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
ECON	499	3398	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
ECON	501A	3170	1	2		DPE Capstone: Proposal TextbookTextbook	Joshua Tasoff		4:00PM - 5:30PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	DEDA students must complete a practice-based, high-quality Capstone project, which is the culminating experience of the degree. During the first required 2-unit Capstone Proposal course, students will work with faculty and each other to determine a suitable topic for their Capstone projects. The final deliverable for this course will be a proposal.
EDUC	PC126A	3366	1	2		Disrupting Coloniality in K-12 Educ: Indigenous Knowl as Fndn for Radical Healing & Restoration TextbookTextbook	Samara Suafoa	Wed	5:00PM - 8:00PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Wed from 5-8pm synchronous online: 1/17, 1/24, 1/31, 2/7, 2/14, 2/21, 2/28, 3/6	As the first course in a series of three that will provide a credential pathway for Indigenous culture carriers, this class will provide a baseline understanding of critical social justice in K-12 education, the historical contexts of Indigenous resurgence education, culturally sustaining classroom ecologies that disrupt the subtractive deep structures of schooling, community/collective identity, and the radical roots of Indigenous Knowledge Systems. This course will offer a collective space for radical reimagining of what education can and should be to serve Indigenous youth.
EDUC	PCU116	3230	1	1	M1	Prof Development: Introduction to Supporting Novice Critical Social Justice Teachers TextbookTextbook	Claudia Bermudez	Mon	5:30PM - 7:30PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Professional Development sessions meet select Mon: 1/29 & 2/26 from 5:30-7:30, with additional asynchronous online.	Professional development for faculty advisors, mentor teachers, and other advocates who support PK-12 candidates in the CGU Teacher Education Program. Participants will collaborate, learn, and grow in community with colleagues and candidates; become more adept at operationalizing Critical Social Justice (CSJ) Competencies; develop mutually enhancing mentorship skills; and meet in teams to workshop individual and global concerns. 1 PCU can be earned for synchronous participation in all virtual sessions.
EDUC	PCU118	3231	1	1	M2	Prof Development: Growing as Critical Social Justice Educators and Allies TextbookTextbook	Claudia Bermudez	Mon	5:30PM - 7:30PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Professional Development sessions meet select Mon: 3/25 & 4/29 from 5:30-7:30, with additional asynchronous online.	Professional development for faculty advisors, mentor teachers, and other advocates who support PK-12 candidates in the CGU Teacher Education Program. Participants will cultivate community centered around tenets of Critical Social Justice education; share successes and questions around operationalizing Critical Social Justice (CSJ) Competencies; develop coaching skills centered in anti-racist/anti bias pedagogy; and meet in teams to workshop individual and global concerns. 1 PCU can be earned for synchronous participation in all virtual sessions.
EDUC	PCU127	3306	M2	3		American Indian Language & Culture Credential (AILCC) Foundations TextbookTextbook	. Faculty	Wed	5:00PM - 8:00PM	Online Class	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Wed from 5-8pm synchronous online: 3/20, 3/27, 4/3, 4/10, 4/17, 4/24, 5/1, 5/8	As the second course in a series of three, participants will gain knowledge, skills, & capacities to deliver culturally and linguistically responsive instruction.
EDUC	PCUI1	3307	1	6 - 10		Clinical Induction I TextbookTextbook	Teresa Aquino Magpayo Castro		-	TBA	Supervision	Clinical course. No scheduled meeting dates/times. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This class is for teachers in the first term of CGU's Induction Program. This clinical course is aligned to FACT and strives to help the novice teacher reflect upon and develop in his/her teaching acumen. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	PCUI2	3308	1	6 - 10		Clinical Induction. II TextbookTextbook	Teresa Aquino Magpayo Castro		-	TBA	Supervision	Clinical course. No scheduled meeting dates/times. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This class is for teachers in the second term of CGU's Induction Program. This clinical course is aligned to FACT and strives to help the novice teacher reflect upon and develop in his/her teaching acumen.
EDUC	PCUI3	3309	1	6		Clinical Induction III TextbookTextbook	Teresa Aquino Magpayo Castro		-	TBA	Supervision	Clinical course. No scheduled meeting dates/times. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This class is for teachers in the third term of CGU's Induction Program. This clinical course is aligned to FACT and strives to help the novice teacher reflect upon and develop in his/her teaching acumen. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	PCUI4	3310	1	6		Clinical Induction. IV TextbookTextbook	Teresa Aquino Magpayo Castro		-	TBA	Supervision	Clinical course. No scheduled meeting dates/times. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This class is for teachers in the last term of CGU's Induction Program. This clinical course is aligned to FACT and strives to help the novice teacher reflect upon and develop in his/her teaching acumen.
EDUC	301	3311	1	4		Teach Learn Process for Equity And Social Justice 1 MtplSub TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	Teaching Learning Process I is an introduction to the practical skills of teaching in a TK-6 setting. This class is part 1 of a 4-course series that spans the duration of the candidate's Preliminary teacher preparation program.
EDUC	301A	3322	1	2		Pre-Teaching Experience - Multiple Subject TextbookTextbook	Claudia Bermudez, Sobeida Velazquez	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, Multiple Subject candidates are paired with a CGU Mentor Teacher in a 10 week clinical setting to start developing proficiency per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across the multiple subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	301A	3323	2	2		Pre-Teaching Experience - Multiple Subject TextbookTextbook	Claudia Bermudez, Nema Hutton	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, Multiple Subject candidates are paired with a CGU Mentor Teacher in a 10 week clinical setting to start developing proficiency per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across the multiple subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	301ASE	3324	1	2		Pre-Teaching Experience Special Education Extensive Support Needs TextbookTextbook	Claudia Bermudez, Patricia Gonzalez	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, Education Specialist (extensive support needs) candidates are paired with a CGU Mentor Teacher in a 10 week clinical setting to start developing per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across the multiple subject areas for students with extensive support needs. There is specific emphasis on literacy for all students with support needs, including English Learners. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, meeting IEP goals and objectives, and understanding the multiple domains of child development including physical, cognitive, and social-emotional growth and wellness. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	301ASM	3325	1	2		Pre-Teaching Experience Special Education Mild/Mod Support Needs TextbookTextbook	Claudia Bermudez, Patricia Gonzalez	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, Education Specialist (mild/moderate support needs) candidates are paired with a CGU Mentor Teacher in a 10 week clinical setting to start developing per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across the multiple subject areas for students with mild/moderate support needs. There is specific emphasis on literacy for all students with support needs, including English Learners. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, meeting IEP goals and objectives, and understanding the multiple domains of child development including physical, cognitive, and social-emotional growth and wellness. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	301G	3315	1	4		Teaching and Learning for Equity And Social Justice. MtplSub TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	This course is for undergraduate seniors at the Claremont Colleges who plan to enroll in Claremont Graduate University's Teacher Education Preliminary Credential & MA Program. �This 14-month program prepares K-12 teachers to work in elementary, middle and high schools as general education and special education teachers.� This accelerated/4+1 class cannot be taken pass/fail. Aligned with the Teacher Performance Expectations (TPE), this course aims to prepare candidates for teaching positions in multiple subject (Elementary) settings. This course provides students with an introduction to research-based principles of teaching and learning with particular emphasis placed on the practical implications of effective lesson planning, classroom management, culturally responsive teaching practices, assessment, and effective strategies for reaching all students in diverse settings. Course requirements and expectations will be handed out at the beginning of the class.�In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching. Students with questions about the course or CGU�s Teacher Education Program are encouraged to contact CGU�s Department of Teacher Education at 909/621-8076.
EDUC	301GS	3316	1	4		Teaching and Learning for Equity And Social Justice. SPED TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	This course is for undergraduate seniors at the Claremont Colleges who plan to enroll in Claremont Graduate University's Teacher Education Preliminary Credential & MA Program. �This 14-month program prepares K-12 teachers to work in elementary, middle and high schools as general education and special education teachers.� This accelerated/4+1 class cannot be taken pass/fail. This class is part 1 of a 4-course series that spans the duration of the candidate's Preliminary teacher preparation program. Aligned with Teacher Performance Expectations (TPE), this course aims to prepare candidates for teaching positions in special education settings. This course provides students with an introduction to research-based principles of teaching and learning with particular emphasis placed on the practical implications of effective lesson planning, classroom management, culturally responsive teaching practices, assessment, and effective strategies for reaching all students in diverse settings. Course requirements and expectations will be handed out at the beginning of the class.� In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching. Students with questions about the course or CGU�s Teacher Education Program are encouraged to contact CGU�s Department of Teacher Education at 909/621-8076.
EDUC	301P	3314	1	0		Pre-Teach Learn Process 1 TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	This course is for undergraduate seniors who plan to enroll in Claremont Graduate University's Teacher Education Preliminary Credential & MA Program as a Student on Special Standing. This 14-month program prepares K-12 teachers to work in elementary, middle and high schools as general education and special education teachers.�This course cannot be taken pass/fail. This course is part 1 of the first academic course in CGU�s Teacher Preparation Program, TLP I for those interested in earning a Multiple Subject credential. It is designed to prepare teachers to create positive classroom environments and design/implement active rather than passive learning activities that foster academic excellence in K-12 youth.�The course builds an awareness in teacher candidates of the special challenges and rewards of teaching in a multicultural environment and addresses the planning required for optimal learning.� Course requirements and expectations will be handed out at the beginning of the class. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching. Students with questions about the course or CGU�s Teacher Education Program are encouraged to contact CGU�s Department of Teacher Education at 909/621-8076.
EDUC	301S	3313	1	4		Teach Learn Process for Equity And Social Justice 1 SPED TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	Teaching Learning Process I is an introduction to the practical skills of teaching in a special education K-12 setting. This class is part 1 of a 4-course series that spans the duration of the candidate's Preliminary teacher preparation program. Aligned with the Teacher Performance Expectations (TPE), this course aims to prepare candidates for teaching positions in special education settings (mild/moderate and moderate/severe), including inclusive and mainstream environments. This course provides students with an introduction to research-based principles of teaching and learning with particular emphasis placed on the practical implications of effective lesson planning, classroom management, culturally responsive teaching practices, assessment, and effective strategies for reaching all students in diverse settings. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	302	3312	1	4		Teach Learn Process for Equity And Social Justice 1 SnglSub TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	Teaching Learning Process I is an introduction to the practical skills of teaching in a single-subject settings (typically at the middle- or high-school level). This class is part 1 of a 4-course series that spans the duration of the candidate's Preliminary teacher preparation program. Aligned with the Teacher Performance Expectations (TPE), this course aims to prepare candidates for teaching positions in single-subject classrooms. This course provides students with an introduction to research-based principles of teaching and learning with particular emphasis placed on the practical implications of effective lesson planning, classroom management, culturally responsive teaching practices, assessment, and effective strategies for reaching all students in diverse settings. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	302A	3326	1	2		Pre-Teaching Experience - Single Subject TextbookTextbook	Claudia Bermudez, Jona Spencer	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, single-subject candidates are paired with a CGU Mentor Teacher in a discipline-specific 10 week clinical setting to start developing proficiency per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across content-specific subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	302A	3327	2	2		Pre-Teaching Experience - Single Subject TextbookTextbook	Claudia Bermudez	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, single-subject candidates are paired with a CGU Mentor Teacher in a discipline-specific 10 week clinical setting to start developing proficiency per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across content-specific subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	302A	3328	3	2		Pre-Teaching Experience - Single Subject TextbookTextbook	Claudia Bermudez	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, single-subject candidates are paired with a CGU Mentor Teacher in a discipline-specific 10 week clinical setting to start developing proficiency per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across content-specific subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	302A	3329	4	2		Pre-Teaching Experience - Single Subject TextbookTextbook	Claudia Bermudez	TueThu	7:30AM - 3:00PM	To Be Determined	Supervision	Clinical class meets from 7:30am-3:00pm on TWTh from 2/20 through 5/2. Dates/times may vary based on the school site's calendar. Supervision Instructional Mode Description: No class meetings or shared instructional activity. Used for internships, field placements, etc.	This is the clinical class associated with Phase I of CGU's Teacher Education Preliminary Credential Program. In this introductory clinical class, single-subject candidates are paired with a CGU Mentor Teacher in a discipline-specific 10 week clinical setting to start developing proficiency per the Teacher Performance Expectations (TPEs). This course focuses on methodology and application of instructional strategies across content-specific subject areas. There is specific emphasis on literacy for all students, including English Learners and students with special needs. Course content includes: systematic instructional strategies, monitoring student progress and providing feedback, motivating students, establishing positive classroom communities, establishing classroom expectations and procedures, instructional planning, and understanding child development as it relates to behavior and learning. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	302G	3317	1	4		Teaching and Learning for Equity And Social Justice. SnglSub TextbookTextbook	Rebecca Hatkoff	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online sychronous from 5-8p Tuesdays: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, and offered both online and in-peron on 5/7 from 5-8p	This course is for undergraduate seniors at the Claremont Colleges who plan to enroll in Claremont Graduate University's Teacher Education Preliminary Credential & MA Program. �This 14-month program prepares K-12 teachers to work in elementary, middle and high schools as general education and special education teachers.� This accelerated/4+1 class cannot be taken pass/fail. Aligned with the Teacher Performance Expectations (TPE), this course aims to prepare candidates for teaching positions in single subject (English, Math, Science, etc.) settings. This course provides students with an introduction to research-based principles of teaching and learning with particular emphasis placed on the practical implications of effective lesson planning, classroom management, culturally responsive teaching practices, assessment, and effective strategies for reaching all students in diverse settings. Course requirements and expectations will be handed out at the beginning of the class.�In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching. Students with questions about the course or CGU�s Teacher Education Program are encouraged to contact CGU�s Department of Teacher Education at 909/621-8076.
EDUC	305	3318	1	2		Teaching and Learning Process for Equity and Social Justice III: Hidden Curriculum TextbookTextbook	Claudia Bermudez	Thu	5:00PM - 8:00PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Class meets online synchronous from 5-8p on select Thurs: 1/25, 2/8, 2/22, 3/7, 3/28, 4/11, 4/25, 5/2	TLP III (the third in a four-part series) is designed to continue preparing candidates for working towards social justice within the K-12 educational system. The course provides the context for candidates to deepen their understandings of students, their families and their funds of knowledge, and the school/community culture of their first teaching assignments.� In TLP III, candidates will explore the concept of social justice through the lens of restorative justice practices as well as culturally relevant teaching and racial inquiry. We will explore how/why access to technology can be an empowerment tool to improve both teaching and learning.� Education Specialist candidates and General Education candidates will have the opportunity to develop a Professional Learning Community and learn about best practices for students with special needs. Finally, all candidates will improve their competencies in creating and maintaining effective environments for student learning by analyzing the intersection of socio-emotional learning, trauma, and healing-centered engagement. In TLP III, candidates will actively work against the concept of low level, �thin curriculum� (Delpit, 2013) by designing challenging curricula predicated on the cultural and linguistic assets of their students as well as strong content and pedagogical knowledge.
EDUC	305	3319	2	2		Teaching and Learning Process for Equity and Social Justice III: Hidden Curriculum TextbookTextbook	Claudia Bermudez	Thu	5:00PM - 8:00PM	Online Class Session	Hybrid	Class meets in-person on 5/2 from 5-8pm and in-person 3/7 from 3-5pm. Additionally class also meets online synchronous from 5-8p select Thurs: 1/25, 2/8, 2/22, 3/7, 3/28, 4/11, 4/28	TLP III (the third in a four-part series) is designed to continue preparing candidates for working towards social justice within the K-12 educational system. The course provides the context for candidates to deepen their understandings of students, their families and their funds of knowledge, and the school/community culture of their first teaching assignments.� In TLP III, candidates will explore the concept of social justice through the lens of restorative justice practices as well as culturally relevant teaching and racial inquiry. We will explore how/why access to technology can be an empowerment tool to improve both teaching and learning.� Education Specialist candidates and General Education candidates will have the opportunity to develop a Professional Learning Community and learn about best practices for students with special needs. Finally, all candidates will improve their competencies in creating and maintaining effective environments for student learning by analyzing the intersection of socio-emotional learning, trauma, and healing-centered engagement. In TLP III, candidates will actively work against the concept of low level, �thin curriculum� (Delpit, 2013) by designing challenging curricula predicated on the cultural and linguistic assets of their students as well as strong content and pedagogical knowledge.
EDUC	305A	3209	1	2		Internship Teaching 2: Multiple Subject TextbookTextbook	Patricia Gonzalez, Nema Hutton	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20.	This class is for candidates working in schools as "interns" or "residents."� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305A	3210	2	2		Internship Teaching 2: Multiple Subject TextbookTextbook	Patricia Gonzalez	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Liz Valjalo	This class is for candidates working in schools as "interns" or "residents."� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305A	3211	3	2		Internship Teaching 2: Multiple Subject TextbookTextbook	Patricia Gonzalez	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Kathi Hannum	This class is for candidates working in schools as "interns" or "residents."� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305B	3237	1	2		Student Teaching 2: Multiple Subject TextbookTextbook	Yvonne Natalie Cosio, Kari Luann Rivera, Patricia Gonzalez	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Sheila Nguyen	This clinical class is designed to give students who aren't yet eligible for an "internship" or a "residency" time in a classroom in order to gain authentic context in order to understand university-based theoretical discussions.� This class allows candidates to complete assignments that necessitate access to a clinical setting. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305BSM	3233	1	2		Student Teaching 2: Special Education Mild/Moderate Support Needs TextbookTextbook	Dalvina R Henrich	Mon	5:30PM - 7:30PM	Online Class Session	In-Person	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20.	This clinical class is designed to give students who aren't yet eligible for an "internship" or a "residency" time in a classroom in order to gain authentic context in order to understand university-based theoretical discussions.� This class allows candidates to complete assignments that necessitate access to a clinical setting. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305C	3236	1	2		Residency Teaching 2: Multiple Subject TextbookTextbook	Yvonne Natalie Cosio, Stephanie Flaxbeard, Sobeida Velazquez	Mon	5:30PM - 7:30PM	Online Class Session	Supervision	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Sheila Nguyen and Yvonne Cosio	This class is for candidates working in schools as "interns" or "residents." EDUC 305A, 306A, 305ASm, and 305ASs are for interns. EDUC 305C, 306C, 305CSm, and 305CSs are for residents. This is the second class in a two-course series and accompanies Teaching/Learning Process III. Candidates must have a passing grade in the first course in order to enroll. The focus of this course is on assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders. Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider. Residents work with a CGU-trained, district-employed Master Teacher. Both are mentored by CGU Faculty Advisors. Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305CSM	3232	1	2		Residency Teaching 2: Special Education Mild/Moderate Support Needs TextbookTextbook	Dalvina R Henrich	Mon	5:30PM - 7:30PM	Online Class Session	Supervision	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Sheila Nguyen	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305CSM	3234	2	2		Residency Teaching 2: Special Education Mild/Moderate Support Needs TextbookTextbook	Crystal Williams	Mon	5:30PM - 7:30PM	Online Class Session	Supervision	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Sheila Nguyen	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	305S	3320	1	2		Teaching and Learning Process for Equity and Social Justice III: Hidden Curriculum SPED TextbookTextbook	Claudia Bermudez	Thu	5:00PM - 8:00PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Class meets online synchronous from 5-8p on select Thurs: 1/25, 2/8, 2/22, 3/7, 3/28, 4/11, 4/25, 5/2	TLP III (the third in a four-part series) is designed to continue preparing candidates for working towards social justice within the K-12 educational system. The course provides the context for candidates to deepen their understandings of students, their families and their funds of knowledge, and the school/community culture of their first teaching assignments.� In TLP III, candidates will explore the concept of social justice through the lens of restorative justice practices as well as culturally relevant teaching and racial inquiry. We will explore how/why access to technology can be an empowerment tool to improve both teaching and learning.� Education Specialist candidates and General Education candidates will have the opportunity to develop a Professional Learning Community and learn about best practices for students with special needs. Finally, all candidates will improve their competencies in creating and maintaining effective environments for student learning by analyzing the intersection of socio-emotional learning, trauma, and healing-centered engagement. In TLP III, candidates will actively work against the concept of low level, �thin curriculum� (Delpit, 2013) by designing challenging curricula predicated on the cultural and linguistic assets of their students as well as strong content and pedagogical knowledge.
EDUC	306	3321	1	2		Teaching and Learning Process for Equity and Social Justice III: Hidden Curriculum SinglSub TextbookTextbook	Rebecca Hatkoff	Thu	5:00PM - 8:00PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Class meets online synchronous from 5-8p on select Thurs: 1/25, 2/8, 2/22, 3/7, 3/28, 4/11, 4/25, 5/2	TLP III (the third in a four-part series) is designed to continue preparing candidates for working towards social justice within the K-12 educational system. The course provides the context for candidates to deepen their understandings of students, their families and their funds of knowledge, and the school/community culture of their first teaching assignments.� In TLP III, candidates will explore the concept of social justice through the lens of restorative justice practices as well as culturally relevant teaching and racial inquiry. We will explore how/why access to technology can be an empowerment tool to improve both teaching and learning.� Education Specialist candidates and General Education candidates will have the opportunity to develop a Professional Learning Community and learn about best practices for students with special needs. Finally, all candidates will improve their competencies in creating and maintaining effective environments for student learning by analyzing the intersection of socio-emotional learning, trauma, and healing-centered engagement. In TLP III, candidates will actively work against the concept of low level, �thin curriculum� (Delpit, 2013) by designing challenging curricula predicated on the cultural and linguistic assets of their students as well as strong content and pedagogical knowledge.
EDUC	306A	3212	1	2		Internship Teaching 2: Single Subject TextbookTextbook	Patricia Gonzalez, Dahiana Castro	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20.	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	306A	3213	2	2		Internship Teaching 2: Single Subject TextbookTextbook	Patricia Gonzalez, Nioami Nemo	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20.	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	306A	3214	3	2		Internship Teaching 2: Single Subject TextbookTextbook	Patricia Gonzalez, Colleen Loree Lum	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20.	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	306A	3215	4	2		Internship Teaching 2: Single Subject TextbookTextbook	Patricia Gonzalez, Jona Spencer	Sat	9:00AM - 1:00PM	To Be Determined	Supervision	Clinical course with advising and clinical support off site and online. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20.	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	306B	3343	1	2		Student Teaching 2. Single Subject TextbookTextbook	Amber Kaura, Wesley Lam, Michelle Ban	Mon	5:30PM - 7:30PM	Online Class Session	Supervision	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Sheila Nguyen	This clinical class is designed to give students who aren't yet eligible for an "internship" or a "residency" time in a classroom in order to gain authentic context in order to understand university-based theoretical discussions.� This class allows candidates to complete assignments that necessitate access to a clinical setting. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	306C	3303	1	2		Residency Teaching 2: Single Subject TextbookTextbook	Wesley Lam, Amber Kaura, Ayesha Gildner	Mon	5:30AM - 7:30AM	Online Class Session	Supervision	Clinical course with advising and clinical support off site and online. Additionally all residents are required to attend monthly online scynchronous meetings from 5:30-7:30p on select Mondays: 1/29, 2/26, 3/25, 4/29. Additionally, class meets in-person on select Saturdays from 9a-1p: 2/24 and 4/20. Instructor: Sheila Nguyen	This class is for candidates working in schools as �interns� or �residents.�� EDUC 305A, 306A, 305ASm, and 305ASs are for interns.� EDUC 305C, 306C, 305CSm, and 305CSs are for residents. �This is the second class in a two-course series and accompanies Teaching/Learning Process III. � Candidates must have a passing grade in the first course in order to enroll. �The focus of this course is on�assessment planning and progress monitoring, meeting the needs of learners with special needs, health and wellness strategies for successful classroom environments, restorative justice strategies and working with stakeholders.�Interns are employed as the teacher of record and are supported by a district-employed Site Support Provider.� Residents work with a CGU-trained, district-employed Master Teacher.� Both are mentored by CGU Faculty Advisors. �Candidates self-assess strengths and areas for growth for proficiency in the TPEs by collecting artifacts and reflecting on their teaching practice. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	324-2	3331	1	4		Literacy & Methods 2: Gen Ed Elem & K-12 SPED TextbookTextbook	Rebecca Jane Canham	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Tuesdays from 5-8pm: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, 5/7.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) general education elementray pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by �warm demanders� (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	324-2	3332	2	4		Literacy & Methods 2: Gen Ed Elem & K-12 SPED TextbookTextbook	. Faculty	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Tuesdays from 5-8pm: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, 5/7.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) general education elementray pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by �warm demanders� (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	324-2	3333	3	4		Literacy & Methods 2: Gen Ed Elem & K-12 SPED TextbookTextbook	Rebecca Jane Canham	Tue	5:00PM - 8:00PM	Online Class Session	Hybrid	Class meets in person on 5/7 from 5-8pm and in person on 3/5 from 3-5pm. Additionally, class meets online synchronously on Tuesdays from 5-8pm.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) general education elementray pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by �warm demanders� (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	326-2	3334	1	4		Literacy & Methods 2: English TextbookTextbook	Kimberly A Kemmer	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Tuesdays from 5-8pm: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, 5/7.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching, b) English and Social Science pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by "warm demanders" (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	327-2	3335	1	4		Literacy & Methods 2: World Languages TextbookTextbook	Christine M Rodriguez	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Tuesdays from 5-8pm: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, 5/7.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) world language pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by "warm demanders" (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	348-2	3336	1	4		Literacy & Methods 2: Science TextbookTextbook	Eliud Partida	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Tuesdays from 5-8pm: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, 5/7.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) science pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by "warm demanders" (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	349-2	3337	1	4		Literacy & Methods 2: Mathematics TextbookTextbook	Peter Marshall Lum	Tue	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Tuesdays from 5-8pm: 1/16, 1/23, 1/30, 2/6, 2/13, 2/20, 2/27, 3/5, 3/19, 3/26, 4/2, 4/9, 4/16, 4/23, 4/30, 5/7.	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) mathematics pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by "warm demanders" (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	353-2	3338	1	4		Literacy & Methods 2: Social Science TextbookTextbook	Elizabeth Ramos	Wed	5:00PM - 8:00PM	Online Class Session	Online	Class meets online synchronously on Wednesdays from 5-8pm: 1/17, 1/24, 1/31, 2/7, 2/14, 2/21, 2/28, 3/6, 3/20, 3/27, 4/3, 4/10, 4/17, 4/24, 5/1, 5/8	Literacy and Methods courses are grouped by content area in order to allow candidates to explore the best strategies to deliver rigorous, student-centered instruction. These courses introduce research-based strategies, materials, and assessment practices consistent with the CA Teaching Performance Expectations and the TEP Critical Social Justice Competencies. The focus of this class is on a) intentional literacy teaching and, b) social science pedagogy. Candidates will deepen their understanding of the concrete actions evidenced by "warm demanders" (Kleinfeld, 1975) including lesson planning, assessment practices, monitoring student learning, academic language instruction, Universal Design for Learning (UDL), and using resources and materials to promote higher-order thinking.
EDUC	356	3339	1	2		Seminar 2: Teaching-Learning Communities for CNA Fellows TextbookTextbook	Claudia Bermudez		-	TBA	Supervision	No class meetings or shared instructional activity. But a minimum of 2 independently scheduled meetings with instructor/advisor are required to review and debrief.	This is the second course in a series designed specifically for students in the Claremont Native American Fellowship program. The course will support students in their effort to meet the California Standards for the Teaching Profession by exploring 1) various ethical concerns specific to the Native American community; 2) subject matter competence and multiple perspectives; 3) effective pedagogical practices; and 4) their students including their individual strengths, interests, and needs; and knowledge about their families and communities. In this course, candidates will learn how to incorporate critical social justice dispositions and culturally sustaining practices into their teaching.
EDUC	375	3417	1	2		Introductory Support for California Teaching Performance Assessment (CalTPA) Cycle 2 TextbookTextbook	. Faculty	Thu	5:30PM - 8:30PM	Online Class Session	Online	Class meets online synchronous on select Thurs from 5:30-7:30 synchronous online and from 7:30-8:30 asynchronous 1/18, 2/1, 2/15, 2/29, 3/21, 4/4, 4/18 and on Wed 4/24.	An introductory course for Preliminary teaching candidates will work on the California Teaching Performance Assessment Tasks Cycle 2 in preparation for submission of their portfolio to the state by April. Feedback and guidance will be offered aligned to the CalTPA Assessment Guide.
EDUC	379	3341	1	2		Advanced Support for California Teaching Performance Assessment (CalTPA) Cycle 1 TextbookTextbook	. Faculty	Wed	5:30PM - 8:30PM	Online Class Session	Online	Class meets online synchronous on select Wed: 1/24, 2/7, 2/21, 3/20, 4/3, 4/24 from 5:30-7:30 and also asynchronously from 7:30-8:30 Instructor: Sheila Nguyen	Preliminary teaching candidates will receive advanced support on the California Teaching Performance Assessment TaskCycle 1 in preparation for submission of their portfolio to the state by the submission deadline by the end of the semester. Feedback and guidance will be offered aligned to the CalTPA Assessment Guide. Candidates must record a single lesson that demonstrates the required content for each of the 3 video clips. All required content for each video clip must be demonstrated within 5 minutes each. See Cycle 1 assessment guide for more details.
EDUC	400M	3012	1	0		Continuous Registration (MA Students) TextbookTextbook	Staff		TBA - TBA	TBA	In-Person	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
EDUC	421	3218	1	2	M1	Working With and For Undocumented Students TextbookTextbook	Gloria I Montiel	Thu	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Class meets weekly for 2 hours plus 1 hour of required asynchronous instruction.	This 2-unit course is part of the Allies of Dreamers Program and is specifically designed to meet the needs of this Program�s students. (Students who aren�t in the Allies of Dreamers Program are welcome to take this course. It should be noted, however, that students who are taking the course as part of the Allies Program should have already taken EDUC 419 and 420 as there is a sequential order to the curriculum.) This class will prepare the students in the Allies Program to work effectively with the families of undocumented youth. By the end of this course the successful student will be able to understand the barriers facing undocumented students and mixed-status families; develop strategies to help undocumented K-16 students understand and navigate their immigration status; practice providing a safe space for undocumented students and mixed-status families; develop and implement a strategy for better supporting undocumented students and their families. Participants will learn how to do an asset-map for a specific community and learn how to establish rapport with an understandably leery population.
EDUC	422	3217	1	2	M2	Promoting Wellness in Undocumented Populations and The Allies Who Support Them TextbookTextbook	Laureen Adams	Thu	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Class meets weekly for 2 hours plus 1 hour of required asynchronous instruction.	This 2-unit course is part of the Allies of Dreamers Program and is specifically designed to meet the needs of this Program�s students. (Students who aren�t in the Allies of Dreamers Program are welcome to take this course. It should be noted, however, that students who are taking the course as part of the Allies Program should have already taken EDUC 419 and 420 as there is a sequential order to the curriculum.) This final course in the Allies Program relates to wellness. The first half of the course specifically addresses how to promote wellness in undocumented populations; the second half of the course addresses how advocates and allies supporting undocumented populations need to maintain their own personal and professional wellbeing. In the first half of the course students will (A) hear relevant stories from members of immigrant communities and review several recent studies that identify and describe some of the most significant and growing physical and mental health challenges facing undocumented population groups in the US; (B) examine a variety of holistic health interventions based on neuroscience research, public health, ethno-medicine, and the behavioral sciences that have been found effective in addressing some of these challenges; and (C) train in specific Holistic Health and Critical Mentorship techniques for working with undocumented youth and their families. The second half of the course focuses on five discreet and yet interconnected areas: (A) the work of teacher leaders and activists, (B) finding the right professional development, (C) finding and building relationships with like-minded colleagues, (D) self-care and (E) resilience. Objectives relate to identifying qualities of teacher leaders/activists; evaluating one�s own personal and professional needs as teacher leaders/activists; determining appropriate professional development for these needs; applying self-care and resiliency strategies to one�s work as an advocate; building and utilizing networks; and reflecting upon one�s own strengths and areas of growth as teacher leaders/activists.
EDUC	425	3266	1	4		Foundations of Structural Inequality in Educational Research TextbookTextbook	Deborah F Carter	Mon	7:00PM - 9:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Class by permission only. Please email professor to request permission to join the course. Hybrid Course, In-Person Meetings: 2/5, 2/12, 3/4, 3/11, 4/8, 4/15, 4/29	This course is designed to introduce and broaden students' understanding of the foundations of racial inequities in education. The course addresses how racism has shaped students' educational experiences and outcomes, and major themes that will be covered in the course are: racial formation, critical race theory, stereotype threat, implicit bias, and modern forms of racism.
EDUC	426	3224	1	4		Critical & Asset-Based Theoretical Frameworks and Their Use in the Field of Education TextbookTextbook	Torie Weiston	Wed	4:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course will focus on asset-�-based frameworks to examine the experiences of underrepresented and marginalized communities in K-�-12 and Higher Education. The course will cover theories such as Social & Cultural Capital, Critical Race Theory, Intersectionality, Funds of Knowledge, Community Cultural Wealth and Social Cognitive Theory. Students will examine the intellectual history of these concepts, current exemplars of research that utilize these concepts in both higher education and K-�-12, and critical reflection on research traditions. The course will also focus on the study of social processes and interaction patterns in educational organizations; relationship of such organizations to aspects of society, social class, and power; social relations within school, college, and university; formal and informal groups, subcultures in educational systems; roles of teachers, students, and administrators.
EDUC	435	3228	1	4		Sociology of Education TextbookTextbook	Guan Kung Saw	Tue	5:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. SES Spring 2024 on-campus weeks: 1/16, 1/23, 1/30, 2/20, 2/27, 3/19, 3/26, 4/2, 4/23	This course is an introduction to key sociological theories in studying sociocultural contexts in education, including social organization of schooling, social capital, cultural capital, and life course theories. It focuses on the effects of school, peer, family, and neighborhood on educational outcomes for diverse student groups, defined by race/ethnicity, gender identity, sexual orientation, socioeconomic status, and immigration generation, etc. Topics of this course cover the entire span of a student's academic career, from preschool to postsecondary education.
EDUC	447	3229	1	4		Design & Lifecycle of a Survey Project TextbookTextbook	Gwen E. Garrison	Tue	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	K-12 and higher education systems frequently design forms and questionnaires to capture information necessary to their program monitoring and performance. Using the survey life cycle approach this course will create the necessary plans that align with the initial purpose and future reuse of the data from design strength, collection and analysis lessons learned. Outcome of this course will be a detailed plan for a survey project demonstrating all lifecycle components and all necessary reporting and communications functions to ensure an effective project. This course is offered as a hybrid with both CGU and online meetings. This class is being designed to be hybrid with some sessions being at CGU and some sessions being held with virtual tools. It has not yet been determined what the ratio will be between traditional and online sessions. Given the online sessions, it is imperative that students have access to a working computer that has a microphone and camera and that the student has access to reliable internet service. Students can always utilize the CGU computer labs if needed. Instructor is planning to introduce students to Qualtrics and Smartsheet.
EDUC	450	3223	1	4		Practicum in Student Affairs TextbookTextbook	. Faculty		-	TBA	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Practicum in Student Affair provides you with an opportunity to apply what you have learned in your coursework in the authentic context of a student affairs office or related students affairs position. Students in this class are expected to work on an authentic project within their office at a college or university. The practicum placement is paired with university-based sessions where the students make sense of their practicum experiences as a collective and discuss professional expectations and norms. Central to this approach is your progress toward becoming a practitioner-scholar, a professional who can apply research and scholarship in the field to the everyday demands of a position in student affairs. Students will develop competencies around theories and conceptual frameworks; communication; access & equity; policy & law; and professional socialization.
EDUC	451	3221	1	4		Community-Engaged Practicum for CEESC Students TextbookTextbook	Rachel R Camacho	Mon	7:00PM - 9:00PM	To Be Determined	Hybrid	The professor will meet with Practicum students on the following days in Spring 2024 from 7-9pm: Monday 1/29, 2/26, 3/25, 4/22 The professor will meet with Practicum students on the following days in Spring 2024 from 9am-1pm: Saturday 2/10, 3/16	Today, there is significant concern that public education has reached a critical juncture. Perhaps more than any other social institution, public schools mirror a troubling array of social problems. Furthermore, educational spaces have been critiqued as complicit or not revolutionary enough in their response to these social problems. Yet also more than any other social institution, public education provides vital opportunities to express social justice, compassion, imagination, and integrity. Often missing from discussions about education is the importance of an equity eco-system that includes communities, non-profits, philanthropy, and movements. How these systems can work together and provide checks and balances for each other demand meaningful exploration. This course will provide students a study of the sociological, historical, political, legal, and philosophical bases of American education, philanthropy, and movement building. In addition, this course will also provide students the opportunity to examine the principles, problems, and practices influencing schools, communities, and public services. In this course, students will engage with research and scholarship on teaching, NGO systems, and activist movements as well as interact with actors in each of these fields. This is a structured course that is designed to assist students in examining what it means to be an actor in an equity eco-system. As a culmination of students� experiences in the program, this course is meant to be an opportunity for reflection, critical interrogation, and application of the concepts and skills acquired. The capstone project or thesis, completed by the end of the course, validates students as master scholar-practitioners fully prepared to engage as critical actors in their field. Students will engage with research and scholarship on teaching, NGO systems, and activist movements as well as interact with actors in each of these fields. This is a structured course that is designed to assist students as they design and implement a capstone project. This project can be education, community, or public service focused and must include conceptual justification using relevant reference materials.
EDUC	460	3222	1	4		Foundations of Student Affairs in Higher Education TextbookTextbook	. Faculty	Tue	4:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This seminar provides an overview of student affairs administration in postsecondary education. Attention is given to the historical perspectives and foundational philosophies of student affairs and the functions and administrative relationships within the college setting particularly as they relate to theory, research and practice. Prerequisite: Education students only or instructor permission.
EDUC	461	3226	1	4		The College Student Experience TextbookTextbook	Deborah F Carter	Wed	7:00PM - 9:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. In-Person Meetings: 2/7, 2/14, 3/6, 3/13, 4/10, 4/17, 5/1	This course focuses on the college student experience and related literature, theory, and research. Special consideration is given to the increasing diversity of college students, identity issues in college, factors that influence success, and implications for practice in college and universities. Students will have an opportunity to focus on a topic of their choosing.
EDUC	475	3220	1	4		Qualitative Research Inquiry II TextbookTextbook	. Faculty		-	TBA	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Course will include advances qualitative approaches, data collection, application of coding techniques and analysis. Pre req: Instructor approval and completed SES Introduction to Qualitative Methods course. Experience conducting and completing own research study.
EDUC	479	3227	1	4		Quantitative Research Methods II TextbookTextbook	Guan Kung Saw	Wed	4:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. SES Spring 2024 on-campus weeks: 1/17, 1/24, 1/31, 2/21, 2/28, 3/20, 3/27, 4/3, 4/24	This course introduces concepts and techniques of data analysis and statistical inference commonly used in education and social science research. It is the second course in educational statistics, building on EDUC 478 Quantitative Research Methods II. The primary focus of this course is multiple regression and its assumptions and applications. This course will also cover a number of topics on multivariate analyses, including factor analysis, logistic and multinomial regression, multilevel modeling, and structural equation modeling. Additionally, specific skills and techniques for dealing issues with �less than perfect� experimental and non-experimental data (e.g., missing data, weighting) will be discussed. One central goal of this course is to provide the students with the knowledge to use and correctly interpret the output of a statistical software package. For that we will focus on Stata which is available on the cloud-based Apporto platform, provided by CGU. Finally, the students will learn how to describe the results of statistical tests for both technical and lay audiences.
EDUC	484	3011	1	0 - 4		Practicum in Doctoral Research TextbookTextbook	Susan Paik	Thu	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This class is designed to help students author a defendable dissertation proposal. Specifically, this course provides students an opportunity to synthesize and apply course-based knowledge regarding doctoral research techniques in a seminar setting. The course is designed for students who have completed their coursework, taken EDUC 580B: Capstone, and who would, in preparation for submitting a dissertation proposal, benefit from collaborative practice and critique. Students will craft proble	This class is designed to help students author a defendable dissertation proposal. Specifically, this course provides students an opportunity to synthesize and apply course-based knowledge regarding doctoral research techniques in a seminar setting. The course is designed for students who have completed their coursework, taken EDUC 580B: Capstone, and who would, in preparation for submitting a dissertation proposal, benefit from collaborative practice and critique. Students will craft problem statements, research questions, conceptual frameworks, and research designs. They will do this work themselves and they will discuss the work of their peers, honing their skills together as they do so. As a result of this structured and iterative process, students should be better prepared to produce a dissertation research proposal that represents both the culmination to their doctoral education and an original contribution to knowledge in their fields. Over the course of the term, students in the class will check-in with their dissertation chair to ensure that they and their chairs are �on the same page� regarding their dissertation research. Lastly, this class is offered satisfactory/unsatisfactory and will have scheduled (weekly) class meetings. Students who do not attend the class sessions, do not make satisfactory progress on the assignments, and do not participate in class activities will not pass this class. It is expected that this class will only be taken once (for 0-units/no cost). If the course needs to be retaken, the student will need to obtain permission from his/her/their academic advisor and dean and will be charged for 2-units (with no department fellowships provided). If the course needs to be taken a third time, the student will need to obtain permission from his/her/their academic advisor and dean and will be charged for 4-units (with no department fellowships provided). Often taking/passing this class is a condition for an �extension of time� being granted.
EDUC	499	3010	1	0		Doctoral Study (PhD Students) TextbookTextbook	Staff		TBA - TBA	TBA	In-Person	Directed Research Instructional Mode Description: No or very minimal meetings. Used for group research projects with instructor guidance, or for committee guidance for dissertation.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
EDUC	580B	3216	1	2		Capstone for Doctoral Research TextbookTextbook	. Faculty	Mon	7:00PM - 9:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	The Capstone is a course for PhD students in CGU�s School of Educational Studies who are completing coursework and beginning their dissertation research. First and foremost, the course is designed to prepare doctoral students to write an initial �mock� draft of their dissertation proposals. The course is designed to support students as they accomplish four main objectives: 1) develop a critical understanding of literature in their areas of research interest; 2) think and plan carefully in designing their own research; 3) strengthen their skills in critical thinking, reading, and writing; and 4) learn and put into place the basic requirements of a dissertation proposal. The course is divided into three sections. Section 1 serves as an introduction to the process of writing a dissertation proposal, including finding, reviewing, and critiquing academic literature; writing clearly and persuasively; and identifying a theoretical framework and designing a study. Section 2 provides an overview of key milestones that you will complete as you continue working toward your PhD: the oral qualifying exam, the dissertation proposal, and the dissertation. In section 3, students will share their work and provide feedback to their classmates. NOTE: Although the focus will be on proposal development, it does not take the place of the doctoral advisor and dissertation committee. Students must consult with their advisor regarding the expected format and content of their dissertation proposal.
EDUC	601	3219	1	4		Research Methods and Design TextbookTextbook	Susan Paik	Sat	-	To Be Determined	In-Person	The purpose of this course is to introduce doctoral-level education students to quantitative and qualitative educational research traditions, procedures, theories, and methods. Emphasis is placed on identifying methods appropriate for particular research questions and conducting disciplined inquiry regardless of method selected. Students will be expected to compare and contrast various measurement tools used in educational research and to label those tools that will be useful in their own research. Note: Completion of Quant 1 (ED 465, 478 or the equivalent) prior to (or concurrent with) this	The purpose of this course is to introduce doctoral-level education students to quantitative and qualitative educational research traditions, procedures, theories, and methods. Emphasis is placed on identifying methods appropriate for particular research questions and conducting disciplined inquiry regardless of method selected. Students will be expected to compare and contrast various measurement tools used in educational research and to label those tools that will be useful in their own research. Note: Completion of Quant 1 (ED 465 or the equivalent) prior to (or concurrent with) this course is strongly recommended. This course is an introduction to research methods and design; the content of the course can be helpful and applied throughout the doctoral program. The ideal time to take ED 601 is earlier in the program (as early as second to the fourth semester) and it should not be taken as one of the last courses in your program plan. Students who are interested in developing their dissertation proposals should take ED 580B Capstone for Doctoral Research. Prerequisite: Completion of at least 10-12 units (3 courses) in PhD program and instructor permission. Education PhD Students only (12 students max). Enrollment Instructions: If interested in the class, please e-mail ses@cgu.edu and indicate in the email subject line: ED 601. Provide the following information: 1) number of total units completed in the PhD program (CGU and/or SDSU-CGU Program), and 2) identify any methods courses (research tools) taken as part of those units. Permission by instructor approval only.
EDUC	627UL	3008	1	4		Socially Just Leadership: Becoming Equity Champions for Special Populations TextbookTextbook	Claudia Bermudez	Fri	4:00PM - 10:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. UL Meetings - The following Fridays in Spring 2024 from 4:00PM - 10:00PM: 1/26, 2/9, 2/23, 3/8, 3/22, 4/5, 4/26, 5/3	Utilizing a critical social justice lens, leaders will examine educational leadership in schools with underserved populations such as English learners, Standard English learners, students with special needs, indigenous youth, undocumented youth and foster youth. We will explore the concept of educational leaders as student advocates or �equity champions� by analyzing systems of oppression that contribute to the school-to-prison pipeline, as well as examples of leaders/leadership teams that have countered the narrative of subtractive schooling for vulnerable students. We will explore theoretical frameworks such as Critical Race Theory, DisCrit, LatCrit, Restorative Capital, and Transformational/Relational Leadership Theory in order to develop cogent theories of action to effect change and address the needs of diverse learners.
EDUC	628UL	3009	1	4		Futuristic Leaders: Designing School for Learner of the Future TextbookTextbook	Frances Gipson	Sat	9:00AM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. UL Meetings - The following Saturdays in Spring 2024 from 9:00AM - 4:00PM: 1/27, 2/10, 2/24, 3/9, 3/23, 4/6, 4/27, 5/4	Education systems, specifically schools, need transformational leadership now more than ever. Learners in our communities rely on schools as accelerators for increasing opportunity, well-being, and economic growth. This course is designed for today�s challenging issues within the context of emerging and future trends in urban schooling. The future of education leadership places leaders in a dynamic environment in which they will find themselves involved in increased collaborative environments as they build models of equity as impact leaders. As education leadership is changing, so must our perception of what it is to be a leader. Effective education leaders must understand how they will impact the lives of the people around them, whole child/whole community systems of supports, what role technology will play in learning, deeper learning for life, career, and college, and their ability to foster meaningful change.
ENGLISH	309	3087	1	4		The Bible, Paradise Lost and William Blake: the Limits of the Imaginable TextbookTextbook	Lori Ferrell	Tue	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In this seminar, we will trace the �fall of Humankind� as portrayed in early modern English and Latin versions of the biblical Book of Genesis; as re-portrayed by John Milton in Paradise Lost in (1667-74); and, finally, as imaged by William Blake in 1808. This examination will allow us to ponder questions of adaptation, augmentation, and artistic theodicy. Members of the seminar will each moderate a 45 minute portion of a session based on a specific theme from the week�s assigned readings. The final exam will be oral. The seminar is based on early modern English texts (if we count 1808 as the waning edge of the early modern and the translated Bible as an early modern document), but is designed not only for students in the department of English but also any student in SAH with interest in the subjects covered. This course counts towards the Early Modern Studies concentration.
ENGLISH	328	3128	1	4		From Conformity to Rebellion: American Literature and Culture of the 1950�s and 1960�s Wendy Martin TextbookTextbook	Wendy Martin	Tue	4:00PM - 6:50PM	To Be Determined	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Following the destruction, loss and trauma of WW II, the 1950�s is often described as the �Silent Generation,� which conformed to the norms of traditional domesticity and the needs of hierarchical social and corporate structures. Even so, there are literary voices of protest like the writers of the Beat Generation that paved the way for the social and political changes of the rebellious and experimental decade of the 1960�s in which political and anti- Viet Nam War protest as well as well as other liberation movements emerged. In this seminar, we will read the work of American authors such as J.D. Salinger, John Updike, Saul Bellow, James Baldwin, Allen Ginsburg, Jack Kerouac, Sylvia Plath, Ken Kesey, Joseph Heller, Kurt Vonnegut, Thomas Pynchon, and Joan Didion. Fulfills Requirements in American Studies concentration or Women and Gender Studies certificate.
ENGLISH	367	3129	1	4		He Said, She Said, They Said: Gender and Sexuality in American Literature and Culture TextbookTextbook	Wendy Martin	Mon	4:00PM - 6:50PM	To Be Determined	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	In the course, we will read works by a range of authors in an effort to better understand how concepts of gender and sexuality have changed over time. We will read poetry, fiction, and essays by Anne Bradstreet, Edward Taylor, Emily Dickinson, Walt Whitman, Edith Wharton, Henry James, Willa Cather, Ernest Hemingway, Zora Neale Hurston, Langston Hughes, Mary McCarthy, Norman Mailer, Joan Didion, James Baldwin, Joan Didion, Toni Morrison as well as contemporary writers whose work complicates traditional concepts of gender and sexuality. The course course fulfills the English Department Before and After 1900�s. This course also counts toward the American Studies Concentration.
ENGLISH	400M	3088	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
ENGLISH	436	3089	1	4		Visual Storytelling TextbookTextbook	Eric Bulson	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	"Relax, it�s just lines on paper, folks." Here�s what the rebel comics artist Robert Crumb had to say about the medium when it was banned, burned, and boycotted in the 1950s. A lot has changed since then, and we are currently witnessing the golden age of graphic forms. This course is devoted to a medium that has been developing for thousands of years. We will concentrate particularly on advances within the 20th century and examine how comic strips, histoires en estampes (�picture stories�), collage and wordless novels, manga, graphic histories, comix journalism and memoirs have been adapted to tell stories about life, love, death, and, sometimes, happiness. Included on the syllabus will be works by Rodolphe T�pffer, Herg�, Winsor McCay, Lynd Ward, Max Ernst, Keiji Nakazawa, Art Spiegelman, Alison Bechdel, Lynda Barry and Chris Ware. This course fulfills the English department�s requirement for American literature after 1900, and British literature after 1750.
ENGLISH	444	3090	1	4		The Divine Comedy TextbookTextbook	Eric Bulson	Thu	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Dante�s Divine Comedy is now more than 700 years old. This course is an opportunity to conduct an intensive close reading of all three canticles to understand how it works, where it comes from, and why it was written. Along the way, we will also pay attention to his ancillary conversations with Ovid, Vergil, Augustine and the visual adaptations of his modern contemporaries William Blake, Gustave Dor�, and Gary Panter. Multi-media options are available for the final project. All students will be expected to memorize and recite one canto at the end of the semester.
ENGLISH	467	3091	1	4		Latinx Literature and Culture TextbookTextbook	David Luis-Brown	Wed	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Now that Latinxs are the largest racial minority in the country, numbering 58 million people as of July 2017 (18.1 percent of the nation�s population), it is essential that we understand their longstanding impact on U.S. culture and history. In a somewhat belated recognition of this importance, The Norton Anthology of Latino Literature came out in 2011. This course examines Latino/a literature and cultural production through a broad overview of cultural history from the 1840s to the present. Key themes will include the widespread acceptance of the relatively new term Latinx, the diversity of Latinxs, exile, hybrid identities, U.S. imperialism, immigration, and the Latinization of urban America. Course texts may include ethnographies, films, historiography and literature and texts by Daniel Alarc�n, Gloria Anzald�a, Junot D�az, Cristina Garc�a, Valeria Luiselli, Myra Montero, Am�rico Paredes, Salvador Plascencia and Mar�a Amparo Ruiz de Burton, among others. Fulfills English requirement � American Literature before 1900 or American Literature after 1900. This course can count towards the concentration in Hemispheric and Transnational Studies.
ENGLISH	490	3130	1	4		Scholarly Publishing: How to Write Book Reviews and Articles for Academic Publications TextbookTextbook	Wendy Martin	Mon	1:00PM - 3:50PM	To Be Determined	Online		This seminar will focus on writing book reviews and articles for publication in scholarly journals. We will also work on essays and Op-Ed pieces for a wider audience based on academic research. In addition to the writing and revising process, procedures for submission, as well as the protocols and policies for the publication of scholarly writing, will be covered in detail.
ENGLISH	499	3092	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
EVAL	325	3183	1	4		Qualitative Research Methods for Evaluation & Applied Research TextbookTextbook	. Faculty	Wed	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course has a one-hour weekly asynchronous component consisting of an assigned out-of-class activity. Instructor: Maria Jimenez	This course is designed to introduce students to qualitative research methods. Although students will be introduced to the theoretical paradigms that underlie the methods we cover, the primary emphasis will be on learning how to apply qualitative methods to conduct high-quality applied research and evaluation work. We will explore qualitative data collection techniques, including observations, interviews, document analyses, and focus groups, and qualitative analytic approaches, including content analysis, grounded theory, and Consensual Qualitative Research. We�ll discuss the conditions under which each data collection and data analysis technique is appropriate, and we�ll consider the relative strengths and limitations associated with each. In addition to learning about qualitative research by reading high-quality qualitative work products, students will also design and carry out a qualitative investigation over the course of the semester.
EVAL	400M	3392	1	0		Continuous Registration (MS Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
FINANENG	400M	3386	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
FINANENG	499	3399	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
HISTORY	304	3093	1	4		Introduction to Oral History Methodology TextbookTextbook	Joanna Poblete	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This seminar is designed to explore the field of oral history through both readings and practical experience. It will offer grounding in oral history methodology, including the basics of interview design, effective interviewing techniques, and fundamental legal and ethical issues. It will also provide an introduction to some of the more salient theoretical issues related to oral history, including how oral history functions as historical evidence, issues of social memory, and the narrative construction of life stories. This course counts fulfills the Cultural Studies and History research tool requirement and counts towards the Women and Gender Studies certificate.
HISTORY	336	3094	1	4		California History through Biography TextbookTextbook	Romeo Guzman	Wed	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The "California Dream" looms large in the popular imagination. There is no shortage of movies, songs, images, and even scholarly texts, that portray this state as a land of health and wealth. And, yet, California is also a story of colonization, displacement, and removal. Rather than settle this debate, the course uses biography to explore the history of California. This courses is divided into two parts. In the first section, we will read recent biographies about California activists, writers, and politicians. This includes figures like Ricardo Flores Mag�n, Richard Oakes, and Octavia Butler, among others. In the second section of the course, students will conduct original research to write a biography. This course is ideal for students interested in California or biography.
HISTORY	342	3095	1	4		Studies in Global History: Pacific Borderlands TextbookTextbook	Joanna Poblete	Wed	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This reading seminar on global history will explore borderlands and contact zone issues from multiple lenses, such as economic, social, cultural, and political, particularly in the region of the Pacific/Pacific Rim. Themes explored in this course range from pre-western contact experiences/histories, indigenous perspectives, empire and imperialism, as well as economic, political, military, identity, and environmental issues. We will discuss Western and Asian empires, transoceanic experiences, and the people who live and interact in this region. Transdisciplinary issues will also be discussed as we examine case studies from historians, anthropologists, sociologists, indigenous studies and ethnic studies.
HISTORY	359	3096	1	4		Conspiracy Theory in America TextbookTextbook	Matthew B. Bowman	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course explores the nature and prevalence of conspiracy theory in American life. It assumes, critically, that though conspiracy theory often involves seemingly strange, unsupported, and exaggerated interpretation of facts, they are nonetheless important. They frequently point to long-standing prejudices, tensions, and fears in American life, and they spread because such forces are often unacknowledged and unresolved. This class will explore how conspiracy theory itself, and how these underlying forces, have serious implications for the healthy functioning of a democratic society. We will explore conspiracy thinking from the witch trials in Puritan New England to the contemporary QAnon theory, stopping in on theories about Catholic power, the Kennedy assassination, the Satanic panic, and UFOs along the way.
HISTORY	380	3097	1	4		Survey of 19th and 20th Century Europe TextbookTextbook	Joshua Goode	Wed	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In this course, we will focus on the profound political, cultural, intellectual, social and economic changes that defined this period. We will examine revolutions, democratization, nationalism, industrialization, imperialism, World Wars, fascism, decolonization, Soviet communism, the formation of the European Union and the future of Europe, all through the lens of the historical and historiographical traditions that have tried to make sense of it all. We will also consider literature, film, visual arts and sites of public history as important subject matter for understanding this period. Overall, we will ponder how scholars have shaped and challenged our understanding of the importance of Europe both in the past and for the future.
HISTORY	400M	3098	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
HISTORY	499	3099	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
HRM	303	3039	1	2	M1	Organizational Development and Change TextbookTextbook	. Faculty	Fri	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This is a weekend intensive course that will meet in person on select Fridays (1/26; 2/16) from 7pm - 9:50 pm, and select Saturdays (1/27; 2/17) from 9 am to 4:50 pm. Instructor: Scott Schroeder	In this course, you will be introduced to Organizational Development, its brief history and the theoretical models of change upon which the OD process is based. After this introduction, we will then explore the initial stages involved in OD � pre-launch, entry and start-up; diagnosis, assessment, and feedback; and action planning. We will also discuss the specific competencies needed by HR and OD professionals, and the values and ethics that should guide its practice. This course is specifically designed to provide you with the basic theoretical and competency base in OD as it applies to HR so that you are able to assist with and facilitate positive, planned change efforts within the organizations in which you work.
HRM	320	3047	1	2	M2	Planned Change Management TextbookTextbook	Cynthia M Gilliland	Wed	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Planned Change Management examines the process of doing things differently in organizations to take advantage of opportunities, solve problems or pursue continuous improvement. Focus is given to models for planned change at the individual, group, and systems levels. The roles of leaders, HR professionals and consultants in facilitating change are addressed.
HRM	323	3041	1	2	M2	Legal Issues in HR TextbookTextbook	. Faculty	Mon	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Legal Issues considers basic statutory employment law and case law developments and their impact on current issues which bear directly on HR administration. The class will review issues of discrimination, wrongful termination, the law of leaves, wage-hour matters, employee privacy and the National Labor Relations Act.
HRM	326	3040	1	2	M2	Crisis Management TextbookTextbook	. Faculty	Fri	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This is a weekend intensive course that will meet in person on select Fridays (4/5; 5/3) from 7pm - 9:50 pm, and select Saturdays (4/6; 5/4) from 9 am to 4:50 pm. Instructor: Scott Schroeder	Crisis Management focuses on skills and protocols for preventing and responding to disruptive negative events in organizations. Topics include crisis audits, risk management, crisis preparation, crisis containment, media engagement, and crisis recovery. Particular attention is given to the role of HR in managing individual and organizational crises.
HRM	327	3042	1	2	M1	Ethical Issues in HR TextbookTextbook	. Faculty	Thu	5:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This course has a one-hour weekly asynchronous component consisting of an assigned out-of-class activity	Ethical Issues in Human Resources explores ethical issues that HR professionals confront with the growth of organizational competitiveness, diversity, and technology. As technological advances allow access to more information, HR professionals must decide what information can be sought for legitimate business purposes. These and other topics are discussed to help develop effective policies.
HRM	329	3438	1	2	M2	Human Resources Strategic Planning TextbookTextbook	Ronald Smedley	Tue	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Human Resources Strategic Planning is a continuation of HRD 328. This course focuses on developing and implementing an HR strategic plan based on the requirements of the larger organizational strategic needs. Topics covered in HRD 328 are treated on the micro level.
HRM	343P	3046	1	2	M2	Positive Performance Management TextbookTextbook	. Faculty	Mon	5:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This course has a one-hour weekly asynchronous component consisting of 1) Attending webinars or seminars and writing reflections or answering some questions to assess comprehension. 2) Watching YouTube videos with questions to assess comprehension. 3) Possible site/company visits.	The world-of-work has changed significantly due to the compounding effects of globalization, technology, demographics, and generational changes. Unfortunately, most organization�s performance management systems have not kept up with the change. Using a positive lens, this course will show students how to transform their organizations� performance management system (PMS) and help reshape their organizations to become positively deviant-performing organizations. Elective Course; course may not substitute the HRM 344 Performance Management requirement for the M.S. in Human Resource Management degree.
HRM	348	3038	1	2		Consulting TextbookTextbook	Cynthia M Gilliland	Tue	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This class focuses on Human Resource Management Consulting. Students learn and practice the steps in scoping, developing, and delivering a successful, portfolio-worthy consulting project to either an internal OR external real-world client organization. Special focus is given to students developing an understanding of themselves as consultants and change agents and to using client-centered, lean innovation, and positively-based tools and techniques to identify and create organizational development opportunities with high buy-in and impact.
HRM	350P	3045	1	2	M1	Positive Talent Acquisition TextbookTextbook	. Faculty	Mon	5:00PM - 7:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Class will meet in person: 1/22; 2/5; 2/19, and 3/4; Class to meet online (Zoom): 1/29; 2/12/2/26	Using a positive lens, this course provides a combination of evidence-based and best practice approaches to talent acquisition and retention---a key element in an organization's overall Talent Management process. Students will gain theoretical and practical talent acquisition and retention knowledge and skills necessary to support their organization's ability to search, attract, select, hire, and retain human capital to help gain/sustain the organization's competitive advantage through people. At the end of this course, students will be in a better position to find the right talent for the right job by design and not by chance. Elective Course: This course is required for Positive HRM concentration students, but is not a substitute to the "HRM 357: Workforce Planning & Talent Management" requirement for the M.S. in Human Resource Management degree.
HRM	357	3043	1	2	M1	Workforce Planning, Talent Management TextbookTextbook	Sheilesha R Willis	Wed	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course has a one-hour weekly asynchronous component consisting of an video, discussion, and other group work.	The focus of this course is to gain an overview of the workforce with an emphasis on managing a company�s best asset, its employees. Students will understand HR�s role in the organization. Particular focus will be on planning and forecasting workforce needs, voluntary and involuntary retention, and labor supply and demand. Additional topics for discussion will also cover succession planning for future organizational initiatives, how to identify employee potential, and determine how equipped an individual must be to take on a greater role. This course is aimed at a leader�s role in effectively retaining talent and addressing organizational needs that will ultimately contribute to the overall success of both the employer and employee.
HRM	358	3048	1	2	M2	Staffing: Recruitment and Selection TextbookTextbook	Jennifer A Jaffe	Fri	7:00PM - 9:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This is a weekend intensive course that will meet in person Class meets on select Fridays (3/29; 4/19) from 7 pm - 9:30 pm, and on select Saturdays (3/30; 4/20) from 9 am - 3:30 pm	This course is a graduate-level treatment of recruiting and selecting the right people in the right jobs at the right time. Processes and practices required to ensure effective selection and utilization of talent to enhance organizational competitiveness, while also increasing employee capability to contribute to both organizational and professional objectives will be covered. We will also discuss issues such as external and internal forces that affect recruitment, selection and the planning process. Particular attention will be paid to identifying and placing talent, preparing the organization to leverage the benefits of an effective selection and succession management process and to linking these approaches to organizational objectives.
HRM	360P	3044	1	2	M1	Positive Careers and Coaching TextbookTextbook	. Faculty	Fri	5:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This course has a one-hour weekly asynchronous component consisting of an assigned out-of-class activity	This course will address classic and contemporary research on career development, career assessments, and coaching. Topics include the psychology of career decisions, employment relationships, career transitions, mindsets, and models of career coaching. The course will be particularly useful for students interested in career development, employment relationships, and coaching. The course will provide students with theories and tools for conducting careers research, using career assessments, and for coaching and mentoring.
HRM	400M	3393	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
HUM	310	3131	1	4		Recovering Voices from the Void Writings by Women and Others in the Early Modern Period (1600-1800) TextbookTextbook	Patricia Easton	Mon	1:00PM - 3:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	This course examines a selection of early modern primary sources written by women and others �outside the canon� on themes in metaphysics, morals, and political philosophy. The organizing themes and questions are threefold: (1). Life � what is human nature and what are the roles of passions and reason in human life? What is it to be human? How ought we live to achieve living well? What is the ideal society to foster who we are and how we should live? (2) Liberty � are humans equal or different? If humans are equal, then why are there inequalities tolerated regarding access to education, ownership of property, freedom from slavery, etc. ? (3) Happiness � what is the good life? Is friendship necessary to be happy? What about Marriage and Parenthood? Is the good life and virtue achievable by all? This course counts towards the Early Modern Studies and Women and Gender Studies Certificate.
ISP	201	3145	1	0		Academic Writing & Research I TextbookTextbook	Marcus S Weakley		-	Online Class Session	Online	This course is for students enrolled in the International Scholars Program only. All instructional time occurs online asynchronously.	This course is primarily for students in the International Scholars Program. It will help students learn to critically read academic texts, take notes effectively, and evaluate information for writing purposes while writing a range of texts. This course will also explore study skills and strategies that promote effective and independent learning. Finally, students will learn to describe the basic tenets of effective research, distinguish between the major types of research, and demonstrate an understanding of a range of research skills through writing assignments.
ISP	205	3146	1	0		Academic Listening & Speaking I TextbookTextbook	Marcus S Weakley		-	Online Class Session	Online	This course is for students enrolled in the International Scholars Program only. All instructional time occurs online asynchronously.	his course is primarily for students in the International Scholars Program. It will help students develop and use English to communicate effectively in academic settings. Students will learn strategies for using the specialized vocabularies of their fields, how to listen and take notes effectively, and other skills in development of their aural/oral literacy. It will also include pronunciation practice Further, this course will teach students how to prepare and deliver oral presentations and engage in class and other academic listening and speaking contexts effectively.
ISP	251	3147	1	0		Academic Writing & Research II TextbookTextbook	Marcus S Weakley		-	Online Class Session	Online	This course is for students enrolled in the International Scholars Program only. All instructional time occurs online asynchronously.	This course is primarily for students in the International Scholars Program. It will help students acquire a level of English language proficiency sufficient to participate effectively in graduate classes and utilize those skills for higher-level conceptual learning. Students will learn to recognize and assess authority and evidence in academic and apply critical and analytical reasoning skills to assess academic texts. It will also prepare students to write their own research projects by learning how to identify major issues in research design and interpret data through a paradigm. Students will write a range of texts, appropriate to purpose, audience, and tone.
ISP	255	3148	1	0		Academic Listening & Speaking II TextbookTextbook	Marcus S Weakley		-	Online Class Session	Online	This course is for students enrolled in the International Scholars Program only. All instructional time occurs online asynchronously.	This course is primarily for students in the International Scholars Program. It will help students acquire a level of English language proficiency sufficient to participate effectively in graduate classes and utilize those skills for higher-level conceptual learning. Students will learn strategies for using the specialized vocabularies of their fields and other skills in development of their aural/oral literacy while attending to topics like the American graduate education culture and work environment, information literacy, the rationale and practice of group work, and the use of critical and analytical thinking skills.
IST	303	3007	1	4		Software Development TextbookTextbook	. Faculty	Wed	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: David Kallemeyn	This class is an introduction to software development using agile methods. Students use a combination of Python 3 and related tools to develop software. The class is practically oriented, with hands-on exercises occupying substantial chunks of class time.
IST	304	3207	1	4		Communications & Networking TextbookTextbook	Nagla S Alnosayan	Thu	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This is a graduate level course covering computer networks and how the Internet operates. It provides a comprehensive discourse on networked applications, data communication and internet protocols; as well as network technologies such as LANs and WANs, and low-level details such as data transmission and wiring. The course also highlights exciting new developments in networking such as Cloud Computing, Edge Computing, Internet of Things (IoT) and Software Defined Networking (SDN).
IST	305	3203	1	4		Management of IT in Complex Times TextbookTextbook	Sarah Osailan	Sat	10:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	The course provides students with a deep understanding of what is involved in building and leveraging an effective Information Technology (IT) organization within the enterprise. Students will learn and practice the core IT Management practices and competencies, by which leading companies develop and organize their critical IT functions, in order to deliver improved business results. The course explores the key ingredients for IT managers as they engage their teams in navigating an increasingly complex and uncertain business environment.
IST	330	3370	1	1 - 4		Supervised Professional Practice in IS&T TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc	The goal of the supervised professional practice course is to enrich students' educational training in information systems and technology fields by providing an opportunity to apply theory and skills acquired from their classes to a professional setting. Students contribute to an organization or company�s resources and to specific projects while developing personal confidence and leadership as an IS&T professional.
IST	332	3006	1	4		Natural Language Processing TextbookTextbook	Yan Li	Fri	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Includes 2 hours of asynchronous component weekly.	Natural language is all around us: we speak and write to communicate, to transfer information, and to save knowledge. Natural Language Processing (NLP) is especially useful in information systems and technology because most of our advanced systems include some form of natural language. In this class, students will be introduced to NLP, available resources (lexicons, ontologies, etc.) and tools (parsers, open-source software). This is a hands-on class where we study cutting-edge techniques and apply these to current problems in different domains. Prerequisite: Ability to program, however, the use of open-source software will be encouraged. Basic Python programming skills are recommended to take the course.
IST	340	3005	1	4		Seminar in Knowledge Discovery & Data Mining TextbookTextbook	Yan Li	Mon	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. 2 hours asynchronous component weekly.	The Data Mining process goal of discovering of nontrivial, interesting and actionable previously unknown knowledge from data in databases. In this course we will introduce students to important concepts, models and techniques of data mining for modern organizations.
IST	341	3204	1	4		CS Insights via Python Programming TextbookTextbook	. Faculty	Sat	1:00PM - 3:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content. Instructor: Zachary Dodds	Computational thinking skills are fundamental to Information Science today. IS professionals build software primarily for insight into the systems they oversee. In this course students will engage with the full breadth of CS fundamentals providing those insights. Those fundamentals include computational thinking, software design strategies, the technologies underlying modern computation (circuits and assembly language), and both theoretical models and limits of computing. Programming with Python is emphasized throughout, including functional, imperative, and object-oriented paradigms and culminating in a larger-scale final project.
IST	344	3208	1	4		Data Analytics and Information Visualization TextbookTextbook	Nagla S Alnosayan	Tue	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	The purpose of this course is to provide you with the opportunity to gain deep understanding of the important principles and techniques used to translate organizational data into visual stories. These can be used by managers to make data-driven decisions, as well as other real-world applications. You will also gain experience with the data analytics process that starts from business requirements elicitation, to data preparation, and then to visual presentation. Main topics of this course include basic concepts of information visualization, fundamentals of data preparation and understanding; and an overview of descriptive and predictive analytics.
IST	350	3200	1	4		Cryptography & Computer Security TextbookTextbook	Samir Chatterjee	Thu	4:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course is an introduction to cryptography and computer security. Cryptography is a fascinating field of study that is also a key foundation for achieving security objectives. Computer and network security is the basic technology foundation on which the information society is being built. Security policies will shape the kind of society we live in, and cryptography will have a major impact on the kinds of security policies that are achievable. The first half of this course will delve into the mathematical and theoretical aspects of cryptography while in the second half we will study practical security protocols and systems. Such systems include Kerberos, X.509, PKI, Email security such as S/MIME, PGP, IPSEC, Web security including SSL/TLS and SET and intrusion detection, firewalls and blockchain systems. Some ethical hacking techniques will be covered in the class. The course will also include hands-on labs and assignments that will further your knowledge. This course requires basic knowledge of computing and familiarity with software.
IST	355	3206	1	4		Cybersecurity Essentials Series with Optional Certifications TextbookTextbook	Chinazunwa C. Uwaoma	Wed	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	While the cyberspace is being threatened each passing day, the gap in cybersecurity workforce keeps increasing. To address the shortage of cybersecurity professionals, there is the need to create a strong pipeline of future cybersecurity leaders. This entails developing programs to prepare and train cybersecurity professionals with standardized roles in the cybersecurity workforce. The Cybersecurity Essentials Series introduces students to various career paths in cybersecurity, specifically in the areas of Network Defense, Ethical Hacking, and Digital Forensics. The purpose is to provide students with the baseline knowledge, as well as the essential cybersecurity skills and abilities to advance and expand their cybersecurity career paths in the areas of their choice. Students will have access to learning resources including eBooks, video lectures/demos, extensive hands-on labs, and practice exams for certifications.
IST	361	3205	1	4		Internet of Things: Special Topics TextbookTextbook	Chinazunwa C. Uwaoma	Thu	4:00PM - 6:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	This is the second in series of the IoT course with a focus on Industrial Control Systems (ICS). The main objective is to help students acquire skills and experiences they can employ in designing novel IoT systems in line with the evolution of miniaturization technologies. The study will have both theory and lab sections. It will culminate in a term project which will require students to apply the experiences and skills they have learned in a project of their choice with industrial applicability.
IST	377A	3434	1	4		GIS Special Topics: GIS for Data Science TextbookTextbook	Ruben E Quinonez	Wed	7:00PM - 8:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Today, the growing availability of data analytic tools, along with ever increasing data sources, are allowing the extraction of knowledge from data in a manner previously unseen. This activity is often described as data science. At the same time, there is a growing awareness that GIS data, and related analytic techniques, can enhance this activity by providing a �spatial lens� with which to extract further knowledge. As such, this course provides an overview of GIS for data science, a review of the necessary methods and tools to perform GIS data science, and presents many examples of the applied use of GIS data science. Students demonstrate their understanding of the principles and fundamental concepts of GIS data science in a culminating project. Various course activities will expose students to the most current geospatial technologies and emerging issues and trends in the field.
IST	378	3201	1	4		Survey Mapping & Analysis for GIS using UAVs/UASs TextbookTextbook	. Faculty	Wed	10:00AM - 11:50AM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Some field work will be performed. Instructor: Warren Roberts	Industry professionals and researchers are turning to drones (or UAVs/UASs) to process imagery for GIS. The benefits far exceed traditional methods for generating imagery orthomosaics, surfaces by generating cm detail imagery and surface accuracy base maps of a landfill, brown fields, perhaps a future park to applications in forest management, vineyards to mapping defensible spaces for risk management. Drones offer quick, easy and cost-effective insights, on demand that we import into GIS or CAD.
IST	380	3199	1	4		Introduction to Health Informatics TextbookTextbook	Samir Chatterjee	Wed	4:00PM - 6:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Health Informatics, a novel academic discipline bridging Health and Information Technology, may be defined as the science that deals with the structure, acquisition and use of medical/health information. With the global boom in healthcare and quantum advancements in IT, healthcare informatics is already becoming an exciting career choice whose demand is projected to far exceed supply. This introductory level graduate course is geared to meet the educational needs of the health care professional seeking additional training in information management and technology & the non-health care professional seeking training in health information and technology.
IST	400M	3394	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
IST	499	3369	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Directed Research	No or very minimal meetings. Used for group research projects with instructor guidance, or for committee guidance for dissertation.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree. During the semester students will generally work on: * Research methodology study and deployment * Experiment Design * Questionnaires Design * Experiment system development * Data collection and analysis
IST	503	3004	1	4		Qualitative Research Methods TextbookTextbook	Wallace Chipidza	Mon	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course covers different ways of examining "what", "how", and "why" questions regarding information systems and technology. It addresses the scientific status of analytic and interpretive methods relative to the natural science model. It also covers methods such as grounded theory, ethnography, action research, and narrative analysis; a variety of intensive methods for collecting and tools for analyzing data; writing strategies; and ethical issues.
IST	504	3202	1	4		Quantitative Research Methods TextbookTextbook	June Hilton	Tue	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	In this course, the focus will be on the commonly used multivariate techniques in IS&T research. The techniques covered include multiple linear regression, logistic regression, multiple linear path analysis, and factor analysis. Students will learn the statistical parameters or measures produced, the assumptions for each technique, how to plan an analysis to address the identified research questions, and most important, how to interpret and present a multivariate analysis.
LEAD	320	3150	1	2	M1	Leadership Ethics and Corporate Social Responsibility TextbookTextbook	Stephen Gilliland	Tue	7:00PM - 8:50PM	Online Class Session	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This class includes 5 hours of asynchronous learning.	Increasing attention to the impact of business on society has made ethics more important to organizational success than at any time in recent history. Conventional and social media have increased awareness of leader wrongdoings, such as can be seen with the �#MeToo� movement. Society is increasingly calling for leaders to be held accountable for their own actions and those of their organizations. With corporate governance processes driving ethics and the emergence of a new breed of social entrepreneurs and impact investors, leaders need to understand the centrality of ethics in organizations.
MATH	231HM	3367	1	4		Mathematical Analysis I TextbookTextbook	Heather Brooks	MonWed	1:25PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Countable sets, least upper bounds, and metric space topology including compactness, completeness, connectivity, and uniform convergence. Related topics as time permits.
MATH	231HM	3368	2	4		Mathematical Analysis I TextbookTextbook	Lisette DePillis	TueThu	9:35AM - 10:50AM	TBA	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Countable sets, least upper bounds, and metric space topology including compactness, completeness, connectivity, and uniform convergence. Related topics as time permits.
MATH	247PO	3379	1	4		Topology TextbookTextbook	Konrad Aguilar	MonWed	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Topological spaces, product spaces, quotient spaces, Hausdorff spaces, compactness, connectedness, path connectedness, fundamental groups, homotopy of maps, and covering spaces. Corequisite: Math 231 or permission of instructor.
MATH	251PO	3381	1	4		Probability TextbookTextbook	Ami Radunskaya	MonWed	1:25PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The main elements of probability theory at an intermediate level. Topics include combinatorial analysis, conditional probabilities, discrete and continuous random variables, probability distributions, central limit theorem, and numerous applications. Students may not receive credit for both Math 251 and Math 257.
MATH	256	3020	1	4		Stochastic Processes TextbookTextbook	Qidi Peng	TueThu	2:45PM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuation of Math 251. Properties of independent and dependent random variables, conditional expectation. Topics chosen from Markov processes, second order processes, stationary processes, ergodic theory, Martingales, and renewal theory. Prerequisite: Math 251 or permission of instructor.
MATH	264HM	3404	1	4		Scientific Computing TextbookTextbook	Allon Percus	MonWed	2:45PM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Computational techniques applied to problems in the sciences and engineering. Modeling of physical problems, computer implementation, analysis of results; use of mathematical software; numerical methods chosen from: solutions of linear and nonlinear algebraic equations, solutions of ordinary and partial differential equations, finite elements, linear programming, optimization algorithms and fast-Fourier transforms.
MATH	268HM	3423	1	4		Algorithms TextbookTextbook	Staff	MonWed	9:35AM - 10:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: James Boerkoel	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3423	1	4		Algorithms TextbookTextbook	Staff	MonWed	9:35AM - 10:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: James Boerkoel	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3424	2	4		Algorithms TextbookTextbook	Staff	MonWed	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: James Boerkoel	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3424	2	4		Algorithms TextbookTextbook	Staff	MonWed	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: James Boerkoel	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3425	3	4		Algorithms TextbookTextbook	Staff	MonWed	9:35AM - 10:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Gabriel Hope	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3425	3	4		Algorithms TextbookTextbook	Staff	MonWed	9:35AM - 10:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Gabriel Hope	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3426	4	4		Algorithms TextbookTextbook	Staff	MonWed	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Gabriel Hope	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	268HM	3426	4	4		Algorithms TextbookTextbook	Staff	MonWed	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Gabriel Hope	Algorithm design, computer implementation, and analysis of efficiency. Discrete structures, sorting and searching, time and space complexity, and topics selected from algorithms for arithmetic circuits, sorting networks, parallel algorithms, computational geometry, parsing, and pattern-matching.
MATH	271HM	3427	1	4		Abstract Algebra I TextbookTextbook	Haydee Lindo	TueThu	1:15PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Groups, rings, fields and additional topics. Topics in group theory include groups, subgroups, quotient groups, Lagrange's theorem, symmetry groups, and the isomorphism theorems. Topics in Ring theory include Euclidean domains, PIDs, UFDs, fields, polynomial rings, ideal theory, and the isomorphism theorems. In recent years, additional topics have included the Sylow theorems, group actions, modules, representations, and introductory category theory.
MATH	271HM	3428	2	4		Abstract Algebra I TextbookTextbook	Haydee Lindo	TueThu	2:45PM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Groups, rings, fields and additional topics. Topics in group theory include groups, subgroups, quotient groups, Lagrange's theorem, symmetry groups, and the isomorphism theorems. Topics in Ring theory include Euclidean domains, PIDs, UFDs, fields, polynomial rings, ideal theory, and the isomorphism theorems. In recent years, additional topics have included the Sylow theorems, group actions, modules, representations, and introductory category theory.
MATH	271PO	3429	1	4		Abstract Algebra I TextbookTextbook	Staff	MonWed	1:15PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Shahriar Shahriari	Groups, rings, fields and additional topics. Topics in group theory include groups, subgroups, quotient groups, Lagrange's theorem, symmetry groups, and the isomorphism theorems. Topics in Ring theory include Euclidean domains, PIDs, UFDs, fields, polynomial rings, ideal theory, and the isomorphism theorems. In recent years, additional topics have included the Sylow theorems, group actions, modules, representations, and introductory category theory..
MATH	271PO	3429	1	4		Abstract Algebra I TextbookTextbook	Staff	MonWed	1:15PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Shahriar Shahriari	Groups, rings, fields and additional topics. Topics in group theory include groups, subgroups, quotient groups, Lagrange's theorem, symmetry groups, and the isomorphism theorems. Topics in Ring theory include Euclidean domains, PIDs, UFDs, fields, polynomial rings, ideal theory, and the isomorphism theorems. In recent years, additional topics have included the Sylow theorems, group actions, modules, representations, and introductory category theory..
MATH	273PO	3430	1	4		Advanced Linear Algebra TextbookTextbook	Stephan Garcia	TueThu	1:15PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Topics may include approximation in inner product spaces, similarity, the spectral theorem, Jordan canonical form, the Cayley Hamilton Theorem, polar and singular value decomposition, Markov processes, behavior of systems of equations..
MATH	275CM	3415	1	4		Number Theory TextbookTextbook	Leonid Fukshansky	TueThu	2:45PM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Topics covered will include the fundamental theorem of arithmetic, Euclid's algorithm, congruences, Diophantine problems, quadratic reciprocity, arithmetic functions, and distribution of primes. If time allows, we may also discuss some geometric methods, coming from lattice point counting, such as Gauss's circle problem and Dirichlet divisor problem, as well as some applications of Number Theory to coding theory and cryptography.
MATH	279HM	3413	1	4		Mathematics of Big Data TextbookTextbook	Staff	Mon	7:00PM - 9:45PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Weiqing Gu	This is a course in how to utilize data: infer, predict, coerce, and classify. The course covers a large breadth of material, spanning supervised and unsupervised learning, recommender systems, and Bayesian modeling, to a high level of mathematical rigor. Students will learn how to use mathematical techniques to process big raw data including data indexing, visualization, structuring, representing, and reducing data dimension. Upon successful completion of the course, students should be equipped to enter industry as a data scientist, read active research in the field of machine learning, and approach huge (data and otherwise) problems seen in the real world. Students will become comfortable using GitHub basic tools for use in developing and deploying models.
MATH	279HM	3413	1	4		Mathematics of Big Data TextbookTextbook	Staff	Mon	7:00PM - 9:45PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Weiqing Gu	This is a course in how to utilize data: infer, predict, coerce, and classify. The course covers a large breadth of material, spanning supervised and unsupervised learning, recommender systems, and Bayesian modeling, to a high level of mathematical rigor. Students will learn how to use mathematical techniques to process big raw data including data indexing, visualization, structuring, representing, and reducing data dimension. Upon successful completion of the course, students should be equipped to enter industry as a data scientist, read active research in the field of machine learning, and approach huge (data and otherwise) problems seen in the real world. Students will become comfortable using GitHub basic tools for use in developing and deploying models.
MATH	281HM	3411	1	4		Dynamical Systems TextbookTextbook	Heather Brooks	MonWed	9:35AM - 10:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The theory of continuous dynamical systems was developed largely in response to the reality that most nonlinear differential equations lack exact analytic solutions. In addition to being of interest in their own right, such nonlinear equations arise naturally as mathematical models from many disciplines including biology, chemistry, physiology, ecology, physics, and engineering. This course is an introduction to and survey of characteristic behavior of such dynamical systems. Applications will be an integral part of the course with examples including mechanical vibrations, biological rhythms, circuits, insect outbreaks, and chemical oscillations. Prerequisite: Differential equations course and Math 231, or permission of instructor.
MATH	285SC	3406	1	4		Methods in Modern Modeling TextbookTextbook	Staff	TueThu	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Christina Edholm	Models are applied on a daily basis to provide insight into any number of current world problems. From diseases to government policy, modeling techniques are being used to predict outcomes and manage populations. With the advent of more computational power and data collection, novel model types and techniques for analysis are being derived. We will explore current models and techniques which are used across multiple disciplines. We will consider agent-based (or individual-based) modeling, and ordinary differential equation models with parameter estimation, along with additional topics. Students will have a chance to investigate using analytical and computational skills, that can be applied across a diversity of fields. Course has pre-requisites.
MATH	285SC	3406	1	4		Methods in Modern Modeling TextbookTextbook	Staff	TueThu	11:00AM - 12:15PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Christina Edholm	Models are applied on a daily basis to provide insight into any number of current world problems. From diseases to government policy, modeling techniques are being used to predict outcomes and manage populations. With the advent of more computational power and data collection, novel model types and techniques for analysis are being derived. We will explore current models and techniques which are used across multiple disciplines. We will consider agent-based (or individual-based) modeling, and ordinary differential equation models with parameter estimation, along with additional topics. Students will have a chance to investigate using analytical and computational skills, that can be applied across a diversity of fields. Course has pre-requisites.
MATH	352	3015	1	4		Nonparametric Statistics TextbookTextbook	John Angus	Mon	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Treatment of statistical questions which do not depend on specific parametric models. Examples are testing for symmetry of a distribution and testing for equality of two distributions. Topics may include bootstrapping and other computer intensive methods. Elementary combinatorial methods will play a major role in the course. Prerequisite: a statistics course at the level of 252 or permission of the instructor.
MATH	358	3019	1	4		Mathematical Finance: Fixed Income and Derivatives TextbookTextbook	Henry Schellhorn	MonWed	2:45PM - 4:00PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This is a revamped version of the MATH 358 Mathematical Finance class. As the title indicates, this new version of the class puts a stronger emphasis on explaining the industry needs for financial derivatives (options, futures, �) and fixed income instruments (bonds and their derivatives). Part of the course will describe these financial instruments. The other part of the course will cover their pricing. The pricing methods we will cover are of two types: � Analytical solutions: the Black-Scholes, Vasicek, and market models � Numerical methods: binomial and trinomial trees, finite differences, Monte Carlo simulation. Stochastic volatility, credit risk and high-frequency trading will be introduced. We will use stochastic calculus. MATH 256 Stochastic Processes is a good preparation for this class but is not required.
MATH	388	3017	1	4		Continuous Mathematical Modeling TextbookTextbook	Ali Nadim	Thu	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuous Mathematical Modeling. A course aimed at the construction, simplification, analysis and interpretation of mathematical models, primarily in the form of partial differential equations, arising in the physical and biomedical sciences. Derivation and methods of solution: method of characteristics, separation of variables, Fourier and Laplace transforms. Examples such as traffic flow, steady and transient heat conduction, potential flow, advection-diffusion processes, wave propagation and acoustics. Dimensional analysis and scaling, perturbation theory, and bifurcation analysis. Students will normally work on a modeling project as part of the course. Familiarity with vector calculus, complex variables and differential equations will be helpful.
MATH	393	3018	1	4		Advanced Mathematics Clinic TextbookTextbook	Allon Percus		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Normally a continuation of Math 293. The Mathematics Clinic provides applied, real-world research experience. A team of 3-5 students will work on an open-ended research problem from an industrial partner, under the guidance of a faculty advisor. Problems involve a wide array of techniques from mathematical modeling as well as from engineering and computer science. Clinic projects generally address problems of sufficient magnitude and complexity that their analysis, solution and exposition require a significant team effort. Prerequisite: permission of instructor.
MATH	400M	3365	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	In-Person	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
MATH	454	3021	1	4		Statistical Learning TextbookTextbook	Qidi Peng	TueThu	1:15PM - 2:30PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course is targeted at statisticians and FE practitioners who wish to use cutting-edge statistical learning techniques to analyze their data. The main goal of the topic is to provide a toolset to deal with vast and complex data that have emerged in fields ranging from biology to finance to marketing to astrophysics in the past twenty years. The class presents some of the most important modeling and prediction techniques, along with relevant applications. Topics include principal component analysis, linear regression, classification, resampling methods, shrinkage approaches, tree-based methods, clustering, and Bayesian MCMC modeling. The lecture also enhances the ability of using the programming software R.
MATH	458	3198	1	4		Quantitative Risk Management TextbookTextbook	Nicola Costanzino	Fri	2:00PM - 4:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course will focus on the calculation of Value-at-Risk, risk theory, and extreme value theory. We will also study coherent measures of risk, the Basle accords, and, if time allows, the role of BIS. There will be a practical assignment with data coming from Riskmetrics. We will discuss practical issues following the 2008-2009 financial crisis. Prerequisite: Math 256 & knowledge of derivatives.
MATH	462	3016	1	4		Mathematics of Machine Learning TextbookTextbook	Marina Chugunova	Tue	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Machine learning is a rapidly growing field that is concerned with finding patterns in data. It is responsible for tremendous advances in technology, from personalized product recommendations to speech recognition in cell phones. This course material covers theoretical foundations, algorithms, and methodologies for machine learning, emphasizing the role of probability and optimization and exploring a variety of real-world applications. Through lecture examples and programming projects, students will learn how to apply powerful machine learning techniques to new problems. Students are expected to have a solid foundation in calculus and linear algebra as well as exposure to the basic tools of logic and probability, and should be familiar with at least one modern, high-level programming language.
MATH	499	3364	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Independent Studies	No class meetings or shared instructional activity. Used for independent research with instructor guidance.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
MGT	328	3269	1	2	M2	Digital Marketing and Analytics TextbookTextbook	. Faculty	Sat	9:00AM - 12:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Digital Marketing and Analytics focuses on how to acquire, retain and grow customers in a digital world. The course begins by examining what digital marketing is, and what digital marketing is not (compared with traditional forms of marketing communication). From here, the course examines the many digital tools available to marketers. Not only are current tools assessed but also the impact of using these tools will be examined � for example, the way in which digital tools: (1) provide data to organizations in real time; and (2) have shifted power to consumers. Finally, the course will introduce students to the theory and strategy of marketing analytics, allowing students to work with a relevant data set.
MGT	335	3034	1	4		Corporate Finance TextbookTextbook	Jay Prag Iv	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course is designed to help students develop an understanding of financial decision making, including investment decisions, financing decisions, and their interaction. The course provides the students with the underlying framework of corporate finance including valuation, market efficiency, portfolio theory, agency costs, and information costs. The course will relate financial management to the structure of financial institutions in the U.S. In addition, the course includes a survey of special topics in finance including option pricing, mergers and acquisitions, hedging, and international finance.
MGT	335	3164	2	4		Corporate Finance TextbookTextbook	Jay Prag Iv	Wed	7:00PM - 9:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	This course is designed to help students develop an understanding of financial decision making, including investment decisions, financing decisions, and their interaction. The course provides the students with the underlying framework of corporate finance including valuation, market efficiency, portfolio theory, agency costs, and information costs. The course will relate financial management to the structure of financial institutions in the U.S. In addition, the course includes a survey of special topics in finance including option pricing, mergers and acquisitions, hedging, and international finance.
MGT	339	3032	1	4		Financial Derivatives TextbookTextbook	Rama Malladi	Tue	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course examines financial instruments known as derivatives and the use of these instruments in managing risk. The derivatives market consists of financial contracts in the form of options, forwards, futures, swaps, and a variety of other instruments. The unifying feature of these products is that value or return is �derived� from some other underlying factor. Derivative contracts are used by corporations, investment funds, and individuals to control risk arising from interest rates, exchange rates, stock prices and commodity prices. By some estimates, there is over $1,000 trillion of notional value of derivative contracts currently outstanding. The primary objective of the course is to gain a thorough understanding of various derivative products, including their construction, pricing, payoff structure, and risk management applications. Students will also learn contingent claims analysis, which relies on the concept of arbitrage to develop pricing relationships.
MGT	340	3168	1	4		Strategy TextbookTextbook	Hideki Yamawaki	Thu	7:00PM - 9:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	The focus of this course is on how general managers enhance and sustain business performance. The course covers analytical and conceptual tools that are aids to the development of decision. Its fundamental focus, however, is not on tools but on sharpening skills at developing robust judgments in the face of uncertainty and complexity. The central concept of this course is that of strategy. Strategy is enabled and constrained by the underlying economic and political conditions that prevail in an industry or a country, as well as by the resources available to management.
MGT	345	3031	1	4		Organizational Behavior TextbookTextbook	Kristine M Kawamura	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The purpose of this course is to provide students with a foundation of the fundamental skills they will need to understand, diagnose, and manage organizational behavior in order to attain the organization�s mission more effectively. We will conduct structured classroom exercises geared toward discovering your own strengths and their potential for optimizing your contribution to an organization.
MGT	352	3029	1	4		Marketing Strategy and Planning TextbookTextbook	Bernard J Jaworski	Tue	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The course is designed to familiarize students with the decision domain of marketing Strategy. This includes the purpose and elements of sound strategy, as well as the managerial tools and processes for generating, communicating and implementing marketing strategies that deliver sustainable competitive advantage to a company, product or brand. This course is designed as an applied course with a strong theoretical foundation. It utilizes an emphasis on student activities, supplemented by lectures and case discussions. There will also be a group field project which compares and contrasts the strategies of competing firms. This course gives the student the unique advantage of letting you practice the concepts and skills of modern marketing strategy in a simulated marketing environment.
MGT	360	3166	1	4		Operations Management TextbookTextbook	Munirpallam Appadorai Venkataramanan	Mon	7:00PM - 8:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	The objective of this course is to develop a general managerial perspective on the role of operations management in the function of a firm, at both the tactical and strategic levels. The course will offer a broad survey of concepts and techniques in managing operations, with particular emphasis on a number of major operations management issues that can significantly affect the competitive position of a firm in the marketplace. Through the discussions of these issues, the students can also develop a good understanding about how operations should interact with other functional areas such as marketing and finance. We will also study coordination and incentives across multiple groups or players in a supply chain. While tactical models and decisions are part of this course, the emphasis is on the qualitative insights needed by general managers or management consultants.
MGT	365	3037	1	4		The Science of Extraordinary Customer Experience TextbookTextbook	Paul Zak	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The retail apocalypse, quiet quitting, failed marketing, ineffective loyalty programs; all these frustrate customers and drive them away. This class uses the science of extraordinary experiences to show students how to drive up customer lifetime value (CLV). The class will include a business client from whom the class will collect data and analyze it in order make the experiences the client offer extraordinary.
MGT	366	3151	1	2	M1	Leadership Ethics and Corporate Social Responsibility TextbookTextbook	Stephen Gilliland	Tue	7:00PM - 8:50PM	Online Class Session	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This class has 5 hours of asynchronous learning.	This course examines individual, organizational, and societal forces that shape ethical behavior in business. We examine "Who am I?", "Who are we?", and "What kind of company are we?" ethical challenges. Students will gain a solid understanding of the role of ethics in leadership and will address the challenge of managing tradeoffs in ethical decision making. Starting with bounded ethical decision making and the role of corporate culture in shaping ethical actions, we conclude by considering the impact of corporate social responsibility and the triple bottom line in shaping corporate values.
MGT	375	3167	1	2	M2	Global Supply Chain Management TextbookTextbook	Munirpallam Appadorai Venkataramanan	Wed	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	Supply Chain Management provides the foundation for the success of a corporation. The evolution of the role of logistics in commerce, has created dependency, sub-disciplines of study and opportunities to analyze the direct impact in various industries and sectors. Growth trends, combine the need for logistical efficiency, with environmental factors, strategic positioning, laws and policy adherence, and cost maintenance. The understanding, analysis and optimization of logistical components is fundamental to the growth and progression of corporations globally.
MGT	379	3163	1	2		Leadership Practicum TextbookTextbook	Katharina Pick	Sat	9:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This practicum is an underlying leadership development substrate to our technical education and leadership curriculum. Through intensive, lab-based work, students will learn the emotional and behavioral skills to begin a life-long practice of leadership. This practicum reflects the philosophy articulated by Warren Bennis that leadership cannot be taught, but rather must be learned. The practicum will not �create leaders� but rather will help students develop the tools, practices and insights that are required if one is to become a leader over time.
MGT	379	3033	2	2		Leadership Practicum TextbookTextbook	Katharina Pick	Thu	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This practicum is an underlying leadership development substrate to our technical education and leadership curriculum. Through intensive, lab-based work, students will learn the emotional and behavioral skills to begin a life-long practice of leadership. This practicum reflects the philosophy articulated by Warren Bennis that leadership cannot be taught, but rather must be learned. The practicum will not �create leaders� but rather will help students develop the tools, practices and insights that are required if one is to become a leader over time.
MGT	380	3160	1	2	M1	Drucker Philosophy TextbookTextbook	Bernard J Jaworski	Sat	9:00AM - 12:00PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course focuses on self-management, professionalization, written communication, and critical thinking
MGT	380B	3162	1	1		Create Your Future TextbookTextbook	Kristine M Kawamura	Tue	7:00PM - 9:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Drucker famously said: "Management is neither an art nor a science. It is a practice." The goal of this 2-unit practicum is to help students enhance their own management experiences. Students can select from a menu of options and are encouraged to engage in as much variety as possible. The options include: an introduction to the practice of management, working in an internship or corporate residency, starting a business, undertaking a consulting project, shadowing a C- Suite executive, or serving on a Board.
MGT	380B	3030	2	1		Create Your Future TextbookTextbook	Kristine M Kawamura	Thu	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Drucker famously said: "Management is neither an art nor a science. It is a practice." The goal of this 2-unit practicum is to help students enhance their own management experiences. Students can select from a menu of options and are encouraged to engage in as much variety as possible. The options include: an introduction to the practice of management, working in an internship or corporate residency, starting a business, undertaking a consulting project, shadowing a C- Suite executive, or serving on a Board.
MGT	382	3165	1	2	M2	Macroeconomics, Government Economics, and International Trade TextbookTextbook	Jay Prag Iv	Thu	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	A traditional MBA class in Macroeconomics teaches the basic tools for understanding the business cycle and how it affects business decisions. The business cycle refers to economy-wide problems like unemployment and inflation. Understanding the sources and the policy responses to these macroeconomic changes is important to all business leaders. But modern macroeconomics cannot be realistically understood without including other areas such as government spending, taxation, economic growth, and international trade. This class will discuss the models that economists and policy makers use to explain the business cycle and to form an appropriate policy response. In discussing these macroeconomic models and the policies that they prescribe, we will incorporate concepts from Government Economics (also known as Public Economics) and International Economics so that the student will be able to see the critical connection between these areas.
MGT	400M	3389	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
MGT	402	3028	1	4		Asset Management Practicum TextbookTextbook	William Hippler, Jonathan R. Leong	Wed	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Theories of asset management are presented via textbook and other readings, lectures, case studies, and student and guest speaker presentations. Students will be responsible for inviting some of the guest speakers with consultation by the instructor. Asset management firms establish and review investment policy, conduct investment research, determine strategies to be implemented, select securities, enter and track orders, measure and report performance, and manage client relations. We will study all these activities in the course.
MGT	410	3159	1	2	M1	Entrepreneurial Finance TextbookTextbook	Zeynep Ayca Altintig	Mon	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course also includes 1 hour of asynchronous content a week.	Looking at the world of start-up and early stage company financing. The different sources of capital available to start-up firms and the valuations relevant to these funding stages.
MGT	413	3371	1	2	M2	Ethical Corporate Challenges from Historical Legacy TextbookTextbook	. Faculty	Mon	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Colinne Bartel	This course is about the ethical challenges faced by corporations given the national agenda, and the responsibility of this historical legacy in the current life of the corporation. Examples of companies operating during and under the Third Reich of Nazi Germany during World War II will be the case studies. Students will learn how to evaluate the consequences of decision-making of management and strategic partners of corporations in times of national and international conflict and how these themes are managed and communicated at an operational level today. Students should be prepared to analyze the supply chain and financing of genocide through case studies, presentations, discussions and deep-dive self-awareness into the shades of grey of corporate responsibility.
MGT	415	3161	1	2	M1	Startup Business Models TextbookTextbook	Kristine M Kawamura	Mon	7:00PM - 9:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	The course will assess the startup concept and its viability, starting with designing a clear business model (what you offer, how, and why) and building out the appropriate revenue model (market size, revenue and profit potential). Course participants will learn how to generate and tighten the logic of its approach to the market, from both a competitive and financial perspective, with a focus on speed to market and viability. The course is unique in teaching a method and applying it to an actual launch opportunity that each participant expects to take on.
MGT	499	3400	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
MGT	513	3157	1	4		Business Analytics TextbookTextbook	Munirpallam Appadorai Venkataramanan	Sat	9:00AM - 12:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. 9 hours total of asynchronous content.	This course will hone students' ability to perform quantitative analysis to enhance decision-making. It covers basic statistical principles and explores their usefulness and limitations, how to recognize when they can be applied beneficially, and issues involved in utilizing their results. Cases are used to introduce concepts and ground analytical results in realistic business environments.
MGT	514	3270	1	2	M1	Marketing Management TextbookTextbook	. Faculty	Sat	1:00PM - 4:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course examines the process of strategic marketing management and considers its role within organizations. It presents�the fundamentals of the marketing concept and considers�the relationship between the marketing concept�and other�concepts such as innovation and�entrepreneurship.�The course considers tools and methods used to examine�marketing environments, understand consumer and organizational buying behavior, segment markets and position products
MGT	525	3182	1	2		Leadership Practicum TextbookTextbook	Katharina Pick	Sat	9:00AM - 11:50AM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Management can be taught, but leadership must be learned.� This quotation from Warren Bennis reflects the current state of the play in leadership development. Although teaching leadership concepts and theories in the classroom is important, researchers and practitioners agree that this is not how people actually develop leadership skills or become leaders. Rather, developing as a leader is a lifelong process of integrating experiences, experimenting with behaviors, encountering unfamiliar contexts and challenging situations, emulating role models, building self-awareness, and finding oneself and one�s purpose. There are no clear prescriptions in this process, and each person�s journey is his/her own. However, there are skills, habits, insights, and attitudes you can bring to this lifelong process that can enhance (or also hinder) your ability to develop leadership. The aim of this course is to teach you those that can help you.
MGT	537A	3153	1	2	M1	The Practice of Self-Mastery: The Power of Attention TextbookTextbook	Jeremy Hunter	Wed	7:00PM - 9:50PM	Online Class Session	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	Self-Management is the missing link in managerial education. We train managers to manage everthing but themselves. However, long-term success and well being depends on cultivating this vital skill. This course offers a systematic approach to the challenge of managing oneself. From it, you will learn methods and tools that can be applied immediately and practiced for a lifetime.
MGT	537C	3154	1	2	M2	The Practice of Self-Mastery: Navigating Change and Transitions TextbookTextbook	Jeremy Hunter	Wed	7:00PM - 9:50PM	Online Class Session	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	The purpose of this course is to provide a systematic, world class methodology for self- renewal. It is fundamentally about orienting yourself effectively, both at the level of your own immediate experience and radiating outward toward your purpose and mission for the next stage of your life. The course is designed to be a complement to Prof. Sathe�s course on Revitalization. The focus of the course will be largely inward with an eye on outward action. It is an exploration of identity and purpose, meaning and value. What�s Next? Provides a foundational internal map of self-understanding necessary for effective career positioning. The course will result in a "star chart" for navigating your future and exercises for taking action into a new future
MGT	549	3158	1	2	M2	Designing the Future TextbookTextbook	Hideki Yamawaki	Sat	1:00PM - 4:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course is designed for the students enrolling in the Executive Management Program. The focus of this course is on integrating strategy to corporate vision and designing an integrated model to create new business opportunities. For this purpose, this course takes a new approach that combines the management principle suggested by Peter Drucker and the concept of design thinking to create value to potential customers and create the future.
MGT	751	3155	1	4		Foundations of Research TextbookTextbook	Deborah Jean Maclnnis	Sat	9:00AM - 12:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This course is designed to introduce PhD students to foundational research issues involved in the conduct of scientific research in the field of business and allied social science fields. Students will learn how to construct a literature review, think conceptually, identify and evaluate research ideas, use theory, articulate conceptual models, develop testable hypotheses, and understand construct-empirical indicator linkages. Students will approach these topics through assigned readings, in class discussions, and applications to research topics of interest to them.
MUSIC	232	3100	1	2 - 4		Double Bass TextbookTextbook	Scott Thomas Worthington		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Scott Worthington. Arranged hours.	This class is taught as an individual lesson. Special arrangements must be made by the student�s academic advisor, the student and the instructor prior to registering for this class. Students must select 4 units, until the minimum total units of lessons required for your degree has been completed. After the minimum has been met, students may select 2 or 4 units. 2 units = 7 hours of individual instruction, 4 units = 14 hours of individual instruction.
MUSIC	233	3101	1	2 - 4		Flute TextbookTextbook	Keren Schweitzer		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Keren Schweitzer. Arranged Hours.	This class is taught as an individual lesson. Special arrangements must be made by the student�s academic advisor, the student, and the instructor prior to registering for this class.
MUSIC	241	3102	1	2 - 4		Piano TextbookTextbook	Jenny Soonjin Kim		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Arranged Hours.	This class is taught as an individual lesson. Special arrangements must be made by the student�s academic advisor, the student and the instructor prior to registering for this class. Students must select 4 units, until the minimum total units of lessons required for your degree has been completed. After the minimum has been met, students may select 2 or 4 units. 2 units = 7 hours of individual instruction, 4 units = 14 hours of individual instruction.
MUSIC	250	3103	1	2 - 4		Voice TextbookTextbook	Helene Quintana		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Helen Urigu Quintana	This class is taught as an individual lesson. Special arrangements must be made by the student�s academic advisor, the student and the instructor prior to registering for this class. Students must select 4 units, until the minimum total units of lessons required for your degree has been completed. After the minimum has been met, students may select 2 or 4 units. 2 units = 7 hours of individual instruction, 4 units = 14 hours of individual instruction.
MUSIC	251	3104	1	2 - 4		Conducting TextbookTextbook	David J Rentz		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: David Rentz	This class is taught as an individual lesson. Special arrangements must be made by the student�s academic advisor, the student and the instructor prior to registering for this class. Students must select 4 units, until the minimum total units of lessons required for your degree has been completed. After the minimum has been met, students may select 2 or 4 units. 2 units = 7 hours of individual instruction, 4 units = 14 hours of individual instruction.
MUSIC	259	3105	1	2 - 4		Fortepiano TextbookTextbook	Jenny Soonjin Kim		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Arranged Hours	This class is taught as an individual lesson. Special arrangements must be made by the student�s academic advisor, the student and the instructor prior to registering for this class. Students must select 4 units, until the minimum total units of lessons required for your degree has been completed. After the minimum has been met, students may select 2 or 4 units. 2 units = 7 hours of individual instruction, 4 units = 14 hours of individual instruction.
MUSIC	270	3106	1	1		Performance Forum TextbookTextbook	Jenny Soonjin Kim	Thu	10:00AM - 12:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course is essentially a playing/master class open to all Music students enrolled in performance programs, as well as other Music students by permission of the instructor. Students will perform regularly and be critiqued by the instructor and other course members. A strong emphasis will be placed on historical performance practices as outlined in primary sources, thus periodic reading assignments from performance treatises throughout history will comprise an important part of the course. 4 units of MUS 270 are required of doctoral students enrolled in keyboard performance programs.
MUSIC	299RP	3107	1	0		Recital Preparation TextbookTextbook	Jenny Soonjin Kim		-	To Be Determined	In-Person		Recital Preparation is available to music students who have completed the required number of individual lesson units for their degree program, but still require further preparation before giving their final degree recital(s). The course consists of 14 individual 1-hour instrument lessons. Instructor permission is required, and day/time of individual lessons should be arranged directly with instructor. Students that have completed all coursework requirements, must also register for Doctoral Studies (DMA/DCM/PhD) or Continuous Registration (MA). Course fee applies, see department for amount.
MUSIC	299RP	3108	2	0		Recital Preparation TextbookTextbook	David J Rentz		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: David Rentz	Recital Preparation is available to music students who have completed the required number of individual lesson units for their degree program, but still require further preparation before giving their final degree recital(s). The course consists of 14 individual 1-hour instrument lessons. Instructor permission is required, and day/time of individual lessons should be arranged directly with instructor. Students that have completed all coursework requirements, must also register for Doctoral Studies (DMA/DCM/PhD) or Continuous Registration (MA). Course fee applies, see department for amount.
MUSIC	299RP	3109	3	0		Recital Preparation TextbookTextbook	Michael Yoshimi		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Michael Yoshimi	Recital Preparation is available to music students who have completed the required number of individual lesson units for their degree program, but still require further preparation before giving their final degree recital(s). The course consists of 14 individual 1-hour instrument lessons. Instructor permission is required, and day/time of individual lessons should be arranged directly with instructor. Students that have completed all coursework requirements, must also register for Doctoral Studies (DMA/DCM/PhD) or Continuous Registration (MA). Course fee applies, see department for amount.
MUSIC	301B	3110	1	4		Music Literature and Historical Styles Analysis TextbookTextbook	Mark Howard	Fri	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Designed to provide an overview of music literature from the Middle Ages to the mid-twentieth century with concentrated analysis of representative works, using analytical techniques appropriate for the period under discussion. Although this core sequence concentrates on Western music, comparison, as well as comparative methodologies, with other world music cultures may be introduced.
MUSIC	304	3111	1	4		Hist of Performance Practices TextbookTextbook	Robert Zappulla	Mon	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Discussions and presentations concerning performance-practice issues.
MUSIC	350	3112	1	4		The Arithmetic of Listening TextbookTextbook	William C. Alves	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Bill Alves	This course is an introduction to the use of pitch systems in music, from the ancient cultures to the present. We will focus on a historical perspective of the European systems but with references to other cultures and modern composition. Even many accomplished musicians rarely give a thought to fundamental questions about the European pitch system, such as why we use a particular configuration of twelve pitches per octave. In fact, many familiar works of the classical canon were not written for the equal-tempered system of the modern piano, and pitched instruments may have sounded very different in different times and places. Clearly, many other cultures successfully create very expressive and sophisticated music outside of these pitch conventions, as do many modern composers. What are the relationships between the expressive desires of composers, the pitches selected to be represented on instruments, practicalities of instruments, human hearing, aesthetics, and philosophy? What does this history and theory tell us about the compositions of those times and cultures? A basic background in music is necessary for this course, but for the most part, the mathematics will involve only arithmetic.
MUSIC	400M	3113	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
MUSIC	404	3114	1	4		Music in the Classical Era TextbookTextbook	Robert Zappulla	Thu	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Europe in l760: Politics and poverty, Current philosophical ideas of �Enlightenment,� Empfindsamerstil and convention, A concept of �Classicism� and a dichotomy between �Classicism� and �Romanticism,� overview of significant creative and influential lives, composers, works, as well as centers of composition, publishing, universities and intellectual centers, patronage and the string quartet, symphony and instruments, songs and keyboard works, research directions.
MUSIC	499	3115	1	0		Doctoral Study (DMA and PhD Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
PHIL	499	3372	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
PP	302	3176	1	4		American Political Behavior TextbookTextbook	Tyler T. Reny	Wed	4:00PM - 6:50PM	Online Class Session	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This seminar provides a thorough overview of the current research on political behavior. We will survey the literature on party identification, political sophistication, voting, ideology, information processing, tolerance, participation and turnout, and public opinion. In addition, students will explore the various methodological strategies for scientific inquiry in this area, develop important and innovative student research programs and prepare for qualifying examinations through comprehensive reviews of the literature.
PP	313	3175	1	4		Representation & Elections TextbookTextbook	Carlos A. Algara	Mon	4:00PM - 6:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	This course is intended to provide an overview of the concept of political representation, with specific emphases on both the institutional arrangements within the society--and how they shape outcomes--as well as the capabilities of individuals to function in a democratic context.
PP	330	3181	1	4		Public Policy Process TextbookTextbook	Heather Campbell	Thu	4:00PM - 6:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	This core course examines how policy is formed, framed, and filtered in the American Political system. Various theories and models of policy making are examined and compared. Emphasis is placed on the process interactions between decision makers, interest groups, administrative agencies, the courts, the media, and the general citizenry in formulating, adopting, implementing and evaluating policy.
PP	363	3439	1	0 - 4		Introduction to Religion and Politics TextbookTextbook	Gaston E Espinosa	Wed	7:00PM - 8:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. There will be 1 hour of asynchronous activities per week.	For hundreds of years, and throughout the world, religion and politics have affected each other mightily. In the US context, the �Establishment clause� of the U.S. Constitution has constrained how religion can be expressed in politics but has not prevented them from affecting each other. For example, in the US, religious beliefs are importantly related to political attitudes in a variety of cases with, for example, Catholics and Evangelicals strongly opposed to abortion and often engaging in single-issue voting. Religious discrimination also affects American politics, with one example being that former US President Donald Trump attempted to prevent those of the Muslim faith from immigrating to the US, and also sought to provide priority immigration status for Christians from Muslim countries. This course takes an analytic approach to furthering understanding of the ongoing links between religion and politics, with a primary focus on the US.
PP	400M	3395	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
PP	401	3026	1	4		World Politics TextbookTextbook	Jacek Kugler	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This core seminar is designed to provide a broad survey of competing perspectives on international relations. It will evaluate and contrast major approaches to international politics in decision making, confrontation, deterrence, and political economy. The advantages and disadvantages of various perspectives are addressed. Problems associated with studying behavior from multiple levels of analysis (e.g., individual, group, and nation-state, systemic) are stressed.
PP	408	3027	1	4		Seminar in World Politics: Political Demography & Development TextbookTextbook	Jacek Kugler	Tue	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This seminar is designed to be a capstone for students interested in World Politics. It is assumed that students are familiar with major approaches to the field and have a working knowledge of methods and models used in the field. Students will produce a completed paper sufficiently advanced to be considered for submission to a professional journal or provide an outline that could be used as the core of a thesis or dissertation.
PP	469K	3268	1	2	M2	Special Topics in Political Philosophy: Early Modern Political Philosophy Readings on Equality TextbookTextbook	Patricia Easton	Thu	1:00PM - 3:50PM	To Be Determined	Hybrid-Flexible	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course examines a few selected early modern primary texts by non-canonical writers on the question of the value of �equality.� Students who are interested in the history and philosophy of the concept of equality as it emerged out of 17th century Europe and informed or not the tradition of equality in America. We will focus on early arguments for gender and race equality with an eye to understanding the conditions of the past and the present. Readings TBD by instructor and students, but may include: ); Epifanio de Moirans, A Just Defense of the Nature Freedom of Slaves: All Slaves Should be Free (1682); Cavendish, The Blazing World, 1666; Astell, Some Reflections upon Marriage (1700); de Gournay, The Equality of Men and Women (1621/41); Poulain de la Barre, A Physical and Moral Discourse (1673).
PP	481	3024	1	4		Introduction to Statistical Analysis TextbookTextbook	Carlos A. Algara	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course concentrates on the application of statistical techniques to social and political problems and data. Topics covered include sampling distributions and statistical probability, chi square, testing of the difference of means, analysis of variance, correlation and regression, and factor analysis. Students complete a number of computer-based assignments. Class is equivalent to INST 481.
PP	487S	3178	1	4		Applied Data Analysis: Survey of Advanced Methods TextbookTextbook	Mark Abdollahian	Mon	7:00PM - 9:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality.	This class is required for interfield students who choose the PP methods sequence and for SPE students who want to further develop their empirical skills to the necessary level required for high quality academic research as well as private/public sector employment using empirics. The course applies the methods techniques learned in previous courses, a review of ordinary least squares (OLS) assumptions and violations, to introduce you to best practices data management and analysis techniques. Maximum likelihood estimation and logit/probit analysis are covered as well as simultaneous equation modeling. Methods techniques are expanded to embrace time series, panel data, and spatial analysis including geographical information systems (GIS). SPE students who have taken the Econometrics sequence will find additional methodological techniques as well as an opportunity to use the course format to work on a single research project during the semester. In addition, the class is designed to assist in research proposal writing for all students. Many students have used their final project for this course as a significant basis of the dissertation research. Class is equivalent to PP 487.
PP	499	3401	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
PSYCH	306B	3051	1	2		Directed Research: Social Psychology TextbookTextbook	Michael Hogg	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This is an approx. alternate week elective in the social psychology program � open to all students for credit or audit. Students can enroll for 1 semester or for both semesters (7 classes/2 units per semester). The class is a research round table format. This class meets on the following dates: 1/25, 2/22, 3/7, 3/21, 4/4, 4/11, 5/2	All psychology students, during their first two semesters at CGU, will enroll for Directed Research (two units per semester). These units represent a ten hour per week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of research. All students should enroll in one of the 306 seminars although they may arrange with the 306 instructor to work on a research project with another faculty member.
PSYCH	306D	3052	1	2		Directed Research: Developmental TextbookTextbook	Saeideh Heshmati	Tue	2:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Pre-requisite: Psych PhD students only This course has a one-hour weekly asynchronous component consisting of an assigned out-of-class activity	All psychology students, during their first two semesters at CGU, will enroll for Directed Research (two units per semester). These units represent a ten hour per week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of research. All students should enroll in one of the 306 seminars although they may arrange with the 306 instructor to work on a research project with another faculty member.
PSYCH	306F	3186	1	2		Directed Research: Organizational Behavior TextbookTextbook	Stephen Gilliland	Wed	9:00AM - 11:50AM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	All psychology students, during their first two semesters at CGU, will enroll for Directed Research (two units per semester). These units represent a ten hour per week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of research. All students should enroll in one of the 306 seminars although they may arrange with the 306 instructor to work on a research project with another faculty member.
PSYCH	308C	3061	1	2	M1	Applied Multiple Regression TextbookTextbook	Jessica Diaz	TueThu	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This course meets weekly on Tuesday and Thursday mornings.	This module covers bivariate and multivariate correlation and regression with an emphasis on applications of multiple regression to data analysis.
PSYCH	308D	3053	1	2	M2	Categorical Data Analysis TextbookTextbook	Jessica Diaz	TueThu	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. This course meets weekly on Tuesday and Thursday mornings.	The purpose of this course is to introduce students to Categorical Data Analysis. This is a broad topic and includes various types of procedures. We will cover chi-square tests, binary logistic regression, discriminant function analysis, and moderation and mediation. We will also discuss resampling methods such as bootstrapping as well as non-parametric statistical tests. This course is required of all first-year students in the M.A. and the Ph.D. programs in DBOS. All examples are presented using both SPSS and R software.
PSYCH	311B	3192	1	0 - 4		Writing Seminar TextbookTextbook	Kathy Pezdek	Fri	9:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Can be taken for 0-4 units.	In this course, students will have experience presenting their research in many different formats to many different audiences. These include, a conference presentation, "elevator talk", a job talk, an executive summary, and papers of varying lengths. This course is appropriate for students at all levels in the program, as long as they have a research project well underway.
PSYCH	315DD	3193	1	2	M2	Social Network Analysis TextbookTextbook	Saeideh Heshmati	Thu	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course has a one-hour weekly asynchronous component consisting of an assigned out-of-class activity.	Social Network Analysis (SNA) has become a widely applied method in research and business for inquiring the web of relationships on the individual, organizational and societal level. How do people influence each other, interact with each other, exchange information, transmit diseases, or communicate online? A diverse array of questions about human behavior can only be answered by examining the social networks around us. This course seeks to teach students the foundations as well as the applications of what has become the new field of network analysis. In this interdisciplinary graduate course, students learn how to conduct SNA projects and how to approach SNA with theoretical, methodological, and computational rigor. In our hands-on lab, students will learn to extract and manage data about network structure and dynamics, and to analyze, model and visualize such data using the R statistical software. Thus, this course requires prior knowledge of coding in R. Students are required to have completed the 308 stats sequence before enrolling in this advanced methods course. Upon completion of this course, students will be able to design and execute network analysis projects including collecting data and conducting informed analyses of network data for personal, commercial, and scholarly use, and to critically review SNA projects conducted by others.
PSYCH	315F	3363	1	2	M1	Factor Analysis TextbookTextbook	Jessica Diaz	Wed	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The goal of this course is to introduce the student to applications of factor analysis. The focus of the course will be on practical issues, such as relevant logical underpinnings, assumptions, interpretations, pitfalls, and computer programs. The course will require you to assemble a portfolio of various applications of factor analysis, and to develop your own project on some topic related to factor analysis.
PSYCH	315H	3362	1	2	M2	Structural Equation Modeling (SEM) TextbookTextbook	Jessica Diaz	Wed	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Structural equation modeling is a statistical technique for estimating interrelations in a model containing multiple predictors and outcomes. Theoretical issues and practical applications will involve path analysis, confirmatory factor analysis, hybrid and latent predictive models, and other uses of latent factors. The course involves assembling a portfolio of weekly homework assignments. For the final project, students are expected to hypothesize a model, test the fit against their own data, and write a full-length manuscript. Prerequisite: Psych 308c
PSYCH	315N	3196	1	2		Meta Analysis TextbookTextbook	. Faculty	Tue	9:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	Meta-analysis is a quantitative method for synthesizing and summarizing results of published and unpublished primary studies. The course will cover both theoretical and practical issues. Topics include retrieving primary studies, establishing criteria for study inclusion, converting statistics to effect sizes, evaluating the role of study moderators, assessing publication bias, and deciding whether to apply a fixed effect or random effects model. Step-by-step guidelines for conducting a systematic review will be provided. A final meta-analysis manuscript, based on a hypothesized relationship, is required. Prerequisite: Psychology 308c or permission of instructor.
PSYCH	315P	3187	1	4		Secondary Data Analysis TextbookTextbook	William D. Crano	Mon	1:00PM - 3:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content. Pre-requisites: Research Methods and Statistics sequence	This seminar is meant to achieve two broad and two specific goals: �The first broad goal is to teach you to use archived data and to do secondary analyses based on these data. �The second is to explore important archived data sets to test hypotheses and theories that are of interest, and that bear broadly on the topic of social influence, attitudes, persuasion, prevention, etc. �The first specific goal is to facilitate your producing a write-up of your secondary analysis exploring your hypotheses, theories, etc., that is of an extremely high level of professionalism. �The second specific goal is to submit this paper to a professional journal for publication. Once these goals are accomplished, a grade will be given in the course. This course is intended also to help satisfy one of the tool requirements that may be a part of all psychology students� portfolios.
PSYCH	315Z	3189	1	4		Comparative Evaluation Theory TextbookTextbook	Stewart Donaldson	Fri	10:00AM - 11:50AM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content. This course has an asynchronous component including one hour recorded lectures to be listened to before every 2 hour in-person class. The will also be a range of asynchronous activities and hands on learning experiences.	This course will provide students with a basic understanding of: prevalent evaluation theories, systems for categorizing these theories, the process of theory development in evaluation, connections between evaluation theory and practice, research on evaluation, and some professional issues in evaluation.
PSYCH	322A	3060	1	4		Applying Principles of Group Influence TextbookTextbook	Eusebio Alvaro	MonWed	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course will review social psychology theory and research in intra- and intergroup processes with the goal of improving health and other socially important outcomes. Students will learn how group behavior � both within and between groups � can impinge upon common outcomes and, more centrally, how such behavior may be harnessed to improve these outcomes. Moreover, students will learn how to apply this content to actual health and socially relevant contexts. Throughout the course, examples of group and interpersonal influences will be drawn from past and ongoing real-world health and social change interventions.
PSYCH	330	3049	1	4		Advanced Topics in Positive Psychology TextbookTextbook	Jeanne Nakamura	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This is the advanced course for all students interested in pursuing a degree in positive developmental or organizational psychology. After a brief introduction to the major topics of research in this area, students will be guided to choose a specific topic, prepare a thorough critical review of the literature, and present it to the class for discussion. The rest of the course will be spent considering possible next steps in the development of research on the chosen topics, and the preparation of proposals for conducting such research.
PSYCH	331	3050	1	4		Adult Development TextbookTextbook	Jeanne Nakamura	Fri	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Pre-requisite: PSYCH 329 or Instructor's permission.	This is a graduate seminar on adult development and aging, providing an overview of psychosocial development in early, middle, and late adulthood from a lifespan perspective. It will cover both �classic� and positive-psychology perspectives on major domains of functioning. The course fulfills a core requirement in the Positive Developmental Psychology concentration. There are no formal prerequisites. However, readings and the class project assume knowledge of statistics and research methods.
PSYCH	350H	3059	1	4		Organizational Culture TextbookTextbook	. Faculty	Mon	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Barbara Junispai	This course provides an overview of the methodological, epistemological, and problem-solving issues involved in the study of organizational culture. The course will examine the wide range of approaches to the study of organizational culture, the underlying assumptions of these competing approaches, and how these assumptions shape how culture is defined, developed, and changed. We will look at cultural artifacts such as language, metaphors, rites and ceremonies, stories and myths, symbols, dress, history, ways of doing things, buildings and heroes. Methodological approaches, including ethnographic and clinical perspectives, will be compared and contrasted. The course will also examine the role of leaders in shaping organizational culture, and special issues such as mergers and acquisitions, succession, and cultural deviance.
PSYCH	350KK	3194	1	4		Positive Organizational Psychology TextbookTextbook	Stewart Donaldson	Fri	2:00PM - 4:50PM	Online Class Session	Online	ll instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. The course will be taught in a retreat format. Lectures will be recorded and viewed before retreats. Students will also work on exercises and attend a online lab between retreats. The 4 retreats are Fri 2-4:50pm and Sat 9-11:50am on Jan 26-27, Feb 16-17, March 22-23, April 26-27 (online)	Positive Organizational Psychology is the study of positive outcomes, processes, and attributes of organizations and their members. As the capstone of the Master�s program in Positive Organizational Psychology, this course will cover classic and contemporary perspectives in positive organizational psychology. In addition, emphasis will be given to organizational application and evidence-based interventions for improving employee well-being, learning, and performance. The course requires active participation and will culminate in an applied project designed by class members.
PSYCH	350S	3190	1	4		Organizational Development & Change TextbookTextbook	Stephen Gilliland	Wed	2:00PM - 3:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content. This course has a weekly asynchronous component including watching recorded lectures to be completed prior to class.	This course covers the analysis of organizational change processes, including problem diagnosis, development of alternative interventions, change management, implementation of changes, and assessment of the effectiveness of changes. Emphasis is placed on methods for conducting research on change/development efforts in organizations, as well as on the practicalities of designing and implementing changes in diverse and dynamic organizational contexts.
PSYCH	350U	3058	1	4		Applied Cognitive Psychology TextbookTextbook	Kathy Pezdek	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Pre-requisite: cognitive psychology	Through the assigned readings and several projects, this course exposes students to the most productive avenues for applying cognitive psychology in the real world. In this course, we take some of the basic principles of cognitive psychology and study their successful and unsuccessful applications to applied issues and applied settings. Both conceptual and topical approaches will be explored. A range of applications of cognitive psychology are considered in the course including User Experience, expertise, eyewitness memory, education, as well as marketing and advertising.
PSYCH	350UR	3195	1	4		User Experience (UX) Research Methods TextbookTextbook	Danielle Green	Fri	9:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	As a professional in the field of User Experience and Product Design, you will need to apply your skills in experimental design and data analysis while accounting for real-world constraints. UX Research Methods provides a comprehensive review of the entire research �toolkit� you will need to answer the full breadth of strategic and tactical research questions you will encounter. The focus for this methods course is to expose you to the kinds of constraints and datasets you will find when designing digital & omnichannel user experiences.You will be guided through the process of applying your foundational knowledge in experimental design and statistics to real-world user experience case studies. Assignments will focus on practical situations with sample datasets that are representative of what you will find in applied settings.
PSYCH	351Q	3057	1	4		Applied Developmental Psych TextbookTextbook	Tiffany Berry	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In this course we will examine the applications of developmental theory and research to contemporary social issues that impact the healthy development and well-being of children and families. Applying a life-course and ecological perspectives, a range of topics will be covered throughout the semester. Examples include: the influences of maternal employment; non-maternal child care; divorce, single parenthood, and teenage parenting; adoption and foster care; child abuse; poverty; mass media; violence; and social and welfare policies on children's development. We will also spend some time identifying private and public agencies that work with children and youth, and discussing how best to translate developmental research findings for use by practitioners and policy makers.
PSYCH	352Q	3055	1	2	M1	Optimizing The Employee Experience TextbookTextbook	Jessica Diaz	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In today's dynamic and evolving workplaces, recognizing, fostering, and optimizing the employee experience is vital for the well-being of individuals and organizational success. This course explores the factors that influence one�s experience at work and equips students with the theoretical knowledge and practical skills to enhance employee well-being, engagement, and satisfaction. Through a combination of lectures, discussions, readings, and application, we examine how individual, interpersonal, and organizational factors interact to shape the employee experience.
PSYCH	352W	3054	1	4		Environmental Psychology TextbookTextbook	Wesley Schultz	Wed	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course will provide an overview of the psychological research examining the reciprocal relationship between human behavior and the natural environment. Environmental Psychology is an applied field, meaning that it involves the use of psychological principles, theories, and methods, to understand and solve a social issue. The course will be divided into three sections. The first section of the course will examine the scientific evidence regarding a number of environmental issues, including climate change, ozone depletion, acid rain, destruction of rainforests, pollution and marine debris, and depletion of natural resources like fresh water, oil, and minerals. For each of these issues, we will examine the specific behaviors that lead to these problems. The second section of the course will examine psychological factors associated with conservation behavior. We will examine such topics as the commons dilemma, attitudes and environmental concern, climate anxiety, rational choice, values, social influence, and persuasion. The final section of the course will examine interventions designed to change human behavior. Topics covered in this module will include applications to specific domains, including environmental education, recycling, energy and water conservation, emissions reduction, and transportation.
PSYCH	354L	3185	1	4		Empowerment Evaluation TextbookTextbook	David Fetterman	Sat	8:30AM - 5:00PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This course has a one-hour weekly asynchronous component consisting of an assigned out-of-class activity.	This course will train student to conduct an empowerment evaluation, a self-assessment and community-controlled approach to evaluation. It is a tool to contribute to social justice. The theory, concepts, principles, and steps of the approach will be explored. Concrete real-world case examples will be presented and explored, highlighting how empowerment evaluation is practiced in a variety of community program and organizational settings. Settings range from Silicon Valley to 4th and 5th grade classrooms. In addition, the socio-political dynamics (controversies) associated with introducing new ideas to the academy will be examined. Empowerment evaluation, as a case example, highlights both world-wide acceptance and vehement resistance.
PSYCH	400M	3385	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
PSYCH	413	3225	1	2		Social Identity: Theory and Research Practicum TextbookTextbook	Michael Hogg	Fri	9:00AM - 11:50AM	To Be Determined	In-Person	This is an approx. alternate week all-year 4-unit course (7 classes/2 units in fall �23 and 7 classes/2 units in spring �24) in the soc psych PhD program. Classes are held Friday mornings 9.00a-11.40a	This social psychology course focuses on social identity theory, broadly defined. It examines its cognitive, motivational and social interactive dimensions, and studies a wide array of social identity and social identity-related processes and phenomena within and between small groups and large social categories. Students will engage with conceptual issues to advance theory, and will be involved in designing, operationalizing and conducting empirical research, and writing-up research for publication and conference presentation. The course is intended for social PhDs but also open to social MA and other psychology PhDs. Students wishing to enroll should obtain permission from Professor Hogg.
PSYCH	414	3184	1	2		Evaluation Procedures Practicum TextbookTextbook	Michelle Sloper	Thu	5:00PM - 6:50PM	Online Class Session	Hybrid	Pre-requisite: Evaluation Procedures This course has a one-hour weekly asynchronous component that may include team project work, podcasts, and other online activities.	Evaluation Practicum is designed to help students implement the evaluation proposals they in Evaluation Procedures. This course is intended to be an applied class that extends students' learning from the classroom into actual organizations. Using the evaluation proposal from Evaluation Procedures, this course will facilitate students' implementation of their evaluation proposals. We will focus on measures/methods, how to collect data within an organizational context efficiently and accurately, analyzing data for an applied audience, and writing a user-friendly report that sufficiently answers stakeholders' key evaluation questions.
PSYCH	450	3191	1	0 - 4		Field Placement TextbookTextbook	Kathy Pezdek	Fri	1:00PM - 3:50PM	Online Class Session	Online	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	Any MA or Ph.D. student who is doing an internship or field placement and wants credit for it should plan to enroll in Psychology 450, Field Placement Seminar, for the semester in which they are doing their internship or in the subsequent semester (for Summer internships). Psychology 450 will be offered Fall and Spring semesters. You may enroll in Psychology 450 for 0 � 4 units; the class will meet online. Your advisor is the person you should rely on to help you identify a suitable internship. Prior to starting your internship, you need to complete an internship contract and have it signed by your advisor and your internship supervisor. Reach out to the course instructor for a copy of this contract for you to complete.
PSYCH	499	3361	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	TBA	Independent Studies	No class meetings or shared instructional activity. Used for independent research with instructor guidance.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
RELIGION	301	3132	1	4		Contemporary Theories and Methods in the Study of Religion TextbookTextbook	Nicola Denzey	Thu	1:00PM - 3:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course poses the basic questions: What is Religion? How to study Religion? It aims to introduce you to current theoretical approaches in the study of Religion/religion as represented in selected thinkers from anthropology, sociology, psychology, philosophy of religion, women's studies, lived religion and/or scriptural studies. Also, you will attain a working knowledge of some methods used in the contemporary study of religion including, for instance, the historical method, ethnography and textual hermeneutics/criticism. In addition, this seminar shall highlight contemporary theories and methods essential in and to the department�s major areas of study. Hence, this course strives to feature regular guest appearances by the Department of Religion�s faculty with corresponding assigned readings.
RELIGION	350	3116	1	4		African American/Afro-Latina Religions TextbookTextbook	Daniel Ramirez	Wed	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course will acquaint students with the history of African American and Afro Latina religions and religious practices in comparative hemispheric and transatlantic perspective. The long histories of African-origin religions throughout Spanish, Portuguese, French, and Dutch colonies will help us to engage critically the scholarship on Black religious experience in English colonies and the U.S. Republic, as well as the chronological markers laid down by such revisionist proposals as the 1619 Project. As Albert Raboteau framed his pathbreaking study of the �Invisible Institution� (antebellum slave religion) on the foundational work of Roger Bastide on African religions in Brazil, sotoo will we consider continuities and discontinuities between Afro-inflected Christianities (and Christianty�s others: Islam, Candombl�, Vodun and Santer�a) in the U.S., Mexico, Caribbean, and Central and South America. We will also examine comparatively the critical role of migration and displacement (forced and voluntary) on the development of religious institutions (e.g., Pentecostalism), as well as the influence of the Black Church on the American prophetic tradition. The course will also contain a module on southern California. This course counts towards the American Studies or the Hemispheric & Transnational Studies concentrations.
RELIGION	358	3133	1	4		History of Christianity TextbookTextbook	Nicola Denzey	Mon	1:00PM - 3:50PM	To Be Determined	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course will trace the history of Christianity from its origins in the first century CE and the earliest followers of Jesus to the upheavals and transformations of the Protestant Reformation. Attention will be paid to a variety of developments: social, theological, and political, along with new approaches to Christian identity formation.
RELIGION	391	3117	1	4		History and Politics of Translating the Bible TextbookTextbook	Tammi Schneider	Tue	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course will review the history and politics of translating the Bible (mostly the Hebrew Bible/Old Testament) from the most modern translations back through the RSV, the KJV, the Vulgate, Septuagint, Dead Sea Scrolls, and even some ancient Near Eastern texts. The course will focus on what factors led the translators to do their work in the first place, as well as the impact that translation had on the society at the time and later.
RELIGION	400M	3118	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
RELIGION	416	3119	1	4		Religion in America-1865 to Today TextbookTextbook	Daniel Ramirez	Tue	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	In spite of secularization theories, religion refuses to recede, or so it would seem from our current political and social landscape/soundscape. This course will introduce students to some of the most important and innovative recent scholarly work examining the significance and shape of religion in the modern United States. One of the hallmarks of American religion has been its sheer variety; it is a process intensified by immigration, schism, and racial and ethnic diversity and struggle. Accordingly, course readings seek to capture something of the impressive pluralism characteristic of American spirituality in the past century and a half. We will consider American religious history within its broader cultural, political, and intellectual context. Accordingly, we will first assay an initial surveying expedition that reflects state-of-the-question research across many areas, followed by a comparative mapping of current (undergraduate) textbooks and syllabi, in order to examine the guild�s production of knowledge through its framing practices. Finally, a study of several monographs will allow us to excavate deeply into selected topics and weigh scholars� findings in terms of evidence, method and theory, and to zero in on the contested intersections of race, ethnicity, class, gender/sexuality, and nationalism.
RELIGION	437	3120	1	4		Women in the Book of Samuel TextbookTextbook	Tammi Schneider	Wed	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course is a close reading of the stories of the Women in the Books of Samuel to understand their role and function in the books. Each student will be responsible for unpacking one of the women�s stories in the course through whatever perspective they choose, especially those that correspond to their primary research interests.
RELIGION	445	3121	1	4		American Scripture from the Book of Mormon to Scientology TextbookTextbook	Matthew B. Bowman	Wed	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course explores the nature of religion in the United States through the vector of scripture. The class will deal with what the meaning of the term "scripture" is, but generally will treat it as a text deemed sacred through relationships - with a community of believers, with the divine, and with truth itself. The class will examine how Americans in the nineteenth and twentieth centuries came to believe in the possibility of producing new scripture, and how that process played out among Protestant restoration groups like the Mormons, among indigenous groups like the Iroquois, and among new religious movements in the United States like the Nation of Islam and Scientology.
RELIGION	450	3122	1	4		Introduction to Islamic Studies TextbookTextbook	Ruqayya Khan	Thu	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	The objective of this course is to provide a comprehensive introduction to the rich, evolving and multifarious religious tradition of Islam through an inter-disciplinary and critical examination of salient readings and issues. Among the issues that will inform and color this course are: How can we not essentialize or reify the Islamic tradition? In other words, is there One Islam or many �islams�? Our aim also will be to creatively address and critically think through the stereotypes of Islam as a violent, oppressive, sexist Arab religion. In light of this, we will take up questions such as: What is jihad? Why did 9/11 occur? Why do Muslim women veil? Throughout, the course will rely on various kinds of genres (novella, internet essays, intellectual critiques, poetry, wisdom literature) to provide a lens through which to assess topics such as symbol, ritual, sacred person, scripture and exegesis, mysticism, authority, community and gender. Although textual traditions are privileged over visual or performance traditions in the examination of the Islamic world, attention will be paid to Islamic art, architecture and music through the use of audio-visuals. The latter half of the course will focus upon contemporary issues and perspectives concerning Islam in America.
RELIGION	474	3123	1	4		Comparing Religions and Scriptures TextbookTextbook	Ruqayya Khan	Tue	9:00AM - 11:50AM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	A premise in this seminar on Comparing Religions is that to best understand "comparison," "comparative" and/or "comparing," it is imperative to not dwell in the abstract. Optimally, such "comparative work" is best grasped by doing or practicing it, and if that is not possible, it may be best understood by teasing out and analyzing insights concerning the modes of doing comparisons in existing scholarly work. With that in mind, while we will read essays and/or articles on Theory, we will focus more upon Method in Comparing Religions as well as in Comparing Scriptures. Moreover, a goal of this seminar is to tease out insights as regards various relevant theories/methods by specifically focusing upon the scholarly subcategory "Religion and Secrecy" or "Secrecy in Religions." Thus, an ongoing component of this seminar will consist of readings on "The Secret and Secrecy" as well as concerning "Religion and Secrecy" or "Secrecy in Religions" with an emphasis upon closely examining for and applying comparative methods and approaches to these works. There may be a few guest lectures with corresponding, assigned readings.
RELIGION	499	3124	1	0		Doctoral Study (PhD Students) TextbookTextbook	. Faculty		-	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Doctoral Study is the continuation course for a doctoral student to complete their dissertation and other requirements for the degree.
SP&E	318	3025	1	4		Cost Benefit Analysis TextbookTextbook	Robert Klitgaard	Wed	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	Cost-benefit analysis is a core skill in business, government, education, public health, and nonprofit organizations. And yet its theoretical foundations and practical applications are controversial. What should count as "benefits" and "costs" (and for whom)? What discount rate should be used? How should nature be valued? What about saving human lives and preventing disabilities? This graduate seminar examines these issues using examples such as preschool, minimum wages, disaster risk reduction, the social costs of carbon, protecting endangered species, Universal Basic Income, COVID-19, and more.
SP&E	350	3180	1	4		Theories and Issues in Comparative Politics TextbookTextbook	Melissa Rogers	Mon	5:00PM - 6:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content. Attendance to CGU events such as Tuesday Talks; local conference and one-on-one meetings; discussion groups	This course introduces major topics in comparative politics and provides basic training for comparative politics graduate students. The main purpose of this course is to introduce key questions as well as classic and modern approaches in comparative politics. The course focuses not on facts but on the task of causal (positive) explanation. It explores the major theoretical and conceptual building blocks in the sub-fields: theory, method, development, violence, culture, institutions, parties, regimes, governance, etc. Each week we discuss a subset of the pertinent scholarly literature, mainly focusing on a major theoretical controversy. We compare and contrast answers to important questions and ask what makes an explanation �good.� We discuss when a theory is most useful and if a complementary theory could be posited that would subsume previously conflicting or incompletely successful theories. Upon completion of this course, students should have an understanding of the intellectual trends in the study of comparative politics, knowledge of key concepts and spheres of debate, and an ability to articulate the strengths and weaknesses of different approaches and issues in comparative politics.
SP&E	359	3179	1	4		Economic Development: Household and Local Development Issues TextbookTextbook	Tanu Kumar	Tue	1:00PM - 3:50PM	To Be Determined	Hybrid-Flexible	All synchronous instructional time occurs in-person and online simultaneously. Students can choose to attend synchronous sessions in-person or online. Course may include both synchronous and asynchronous instructional content.	What are the barriers to economic growth, and what might lower them? This class reviews cutting edge research on these questions in low- and middle-income countries. The first part of focuses on household-level barriers to growth and the second part considers community, market, or regional-level constraints. There is an emphasis on empirical readings, with studies drawn mainly from South Asia, Sub-Saharan Africa, and Latin America. By the end of the course, students will be able to: 1) Identify the major barriers to wealth accumulation faced by households and firms in low- and middle-income countries; 2) Learn how to critically read cutting edge research on political behavior in developing countries; 3) Synthesize and evaluate some of the most common or promising policy solutions to lowering these barriers; 4) Identify an open area of inquiry in development economics, pose a research question related to this area, and develop a research design to begin investigating potential answers.
SP&E	400M	3396	1	0		Continuous Registration (MA Students) TextbookTextbook	. Faculty		-	TBA	Supervision	No class meetings or shared instructional activity. Used for internships, field placements, etc.	Continuous Registration is the continuation course for a master's level student to complete requirements for the degree.
SP&E	411	3023	1	4		International Political Economy TextbookTextbook	Yi Feng	Tue	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course offers an introduction to major theories and topics in international political economy for graduate students. It is intended to help graduate students begin to think about how to contribute to the current research frontier in IPE. Readings in the seminar will be a sample of both classics and recent articles on a number of topics across the spectrum of IPE. (PP481 and 482 required prerequisite).
SP&E	487	3177	1	4		Visualizing Data TextbookTextbook	Tyler T. Reny	Wed	2:00PM - 3:50PM	Online Class Session	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. This course also includes asynchronous videos and worksheets content.	Visual displays of data and models are an integral part of most social science presentations and can make or break a paper or presentation. Good visuals help researchers uncover patterns and relationships they would otherwise miss. Sophisticated statistical models cry out for clear, easy-to-understand visual representations of model findings. Yet social scientists seldom put as much care into designing visual displays as they devote to causal identification, running statistical models, or crafting effective prose. This course takes the design of graphics and tables seriously and explores a variety of visual techniques for investigating patterns in data, summarizing statistical results, and efficiently representing the robustness of such results to alternative modeling assumptions. Emphasis is placed on the principles of effective visualization, examples from the social sciences, novel visual displays, and the implementation of recommended techniques using the R statistical environment and the R package ggplot2. There are no specific prerequisite courses but some familiarity with the basics of research design and quantitative inference (linear regression & elementary maximum likelihood) and the R programming language is required.
TEI	326	3247	1	0	M1	Utilizing Culturally Responsive and Racially Equitable Evaluation TextbookTextbook	. Faculty	Fri	7:00AM - 2:00PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. Instructor: Tracy Hilliard	The field of evaluation is being challenged to utilize a process that considers who is being evaluated and who is conducting the evaluation. MPHI has worked to develop useful frameworks, tools, and approaches that evaluators could consider focusing on the ways that race and culture might influence an evaluation process; this has resulted in the development of a framework for conducting evaluation using a culturally responsive and racial equity lens. This workshop focuses on the practical use of a racial equity lens when conducting evaluation. The framework argues that culture and race are important considerations when conducting an evaluation because we believe that there are both critical and substantive nuances that are often missed, ignored, and/or misinterpreted when an evaluator is not aware of the culture of those being evaluated. Participants will be provided with a Template for Analyzing Programs through a Culturally Responsive and Racial Equity Lens, designed to focus deliberately on an evaluation process that takes race, culture, equity, and community context into consideration. Presenters will also share a �How-to Process� focused on the cultural competencies of individuals conducting evaluations, how such competencies might be improved, and strategies for doing so. This �How-to Process� is the result of thinking around developing a self-assessment instrument for evaluators, is based primarily on the cultural-proficiencies literature, and relates specifically to components of the template. Participants will have the opportunity to engage in small-group exercises to apply the concepts contained in the template to real-world evaluation processes. Based on these experiences, participants will gain practical knowledge on the use of the lens.
TNDY	311	3134	1	2		Positive Futures. Systems. Design. Complexity. Foresight. TextbookTextbook	Andrew Vosko	Sat	9:00AM - 12:50PM	To Be Determined	Hybrid	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Meets Alternate Saturdays: Session 1: Saturday (01/20) 9:00 - 12:50PM Session 1: Saturday (02/03) 9:00 - 12:50PM Session 1: Saturday (02/17) 9:00 - 12:50PM Session 1: Saturday (03/02) 9:00 - 12:50PM Session 1: Saturday (03/23) 9:00 - 12:50PM Session 1: Saturday (04/06) 9:00 - 12:50PM	How does one construct an equitable future? What is needed to tackle the problems of an increasingly interconnected world? Can healthcare be fixed? Education? The environment? Our traditional approaches have not been enough.
TNDY	312	3135	1	2		From Modern Thought to Wicked Problems TextbookTextbook	Patricia Easton	Fri	9:00AM - 1:00PM	To Be Determined	In-Person	Instructional time includes in-person meetings and online meetings/activities which may be synchronous, asynchronous or a combination of both. Students are expected to attend class according to the scheduled modality. Friday, 02/23, 4 hours of asynchronous work for the week. Class will not meet in-person, asynchronous work only.	This course introduces students to the evolution and perspectives of transdisciplinary science and practice, how these differ and relate to other methodologies in knowledge creation, and why transdisciplinarity matters. We will explore this within the contexts of addressing the world�s complex or wicked problems, especially from the perspective of creating positive social impact. This transdisciplinary survey course offers a tools-based approach for building positive futures by more effectively addressing large-scale, high stakes, and complex realities. Going beyond traditional, disciplinary approaches, we will study how to build positive futures across four domains: 1) Systems thinking and analysis; 2) Design thinking and process, 3) Complexity thinking and problem-solving, and; 4) Foresight and futures strategy. Each domain will comprise one of the four modules in the course, and all modules will be linked by a shared �wicked-problem� to tackle around equity and sustainability. Throughout the course, we will collaboratively problem-solve and re-frame our approaches and understanding to the most vexing issues of our world.
TNDY	330	3136	1	2	M2	Team Leadership and Diversity TextbookTextbook	Maria Gloria Gonzalez Morales	Tue	7:00PM - 8:50PM	Online Class Session	Hybrid	Class Session Schedule: Online Sync: Tuesday (03/19) 7:00 - 8:50PM In-Person/Intensive Saturday (4/13 and 05/04) 9:00 - 11:50; 1:00 - 4:50PM Online Async 6 hours/Module	This course is designed to provide concepts, tools, and strategies to create, promote and manage diverse and inclusive organizations and groups. To achieve both individual and collective belonging, we will target competences needed to apply integrative approaches that resolve the tension between diversity values and team functioning. For example, we will work on skills and tools that allow leaders to recognize and utilize the value of uniqueness, communicate across differences, and navigate the complex circumstances in order to enhance cohesion and coordination, and promote team trust and efficacy.
TNDY	404O	3002	1	4		Collaboration Across the Public-Private Divide TextbookTextbook	Robert Klitgaard		-	TBA	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course explores how to design, lead, and manage public-private partnerships. We examine theoretical approaches from many disciplines, as well as experience from around the world, to analyze various forms of collaboration among governments, businesses, and citizens. We consider the practical challenges of making such partnerships work, using outstanding case studies. Along the way, we reconsider the meaning and practice of public policy and management. Examples are drawn from public health, education, international development, urban renewal, infrastructure, minimum-wage reforms, anti-corruption initiatives, and more.
TNDY	408EPO	3062	1	4		Mechanisms That Rule Our Social Universe TextbookTextbook	Joshua Tasoff	TueThu	1:15PM - 2:30PM	To Be Determined	In-Person	No class meetings or shared instructional activity. Used for independent research with instructor guidance Joint Pomona/CGU Course. Course Held at Pomona Tuesday/Thursday 1:15 - 2:30PM	Billions of years ago, chemicals formed on planet Earth that could replicate themselves. These were the progenitors of life. Over eons of evolution, autonomous living agents predated, cooperated, and competed with each other to eventually create the modern world of today. Across that history, there have been several recurring themes on how agents interact. In the course we will study fundamental forces that drive sociality at multiple levels, from viruses to markets. We will uncover some of the hidden mechanisms that rule our social universe. For example, we will discover why genes form chromosomes, why people form nations, and why the reasons for the two are similar. The emphasis will be on a few key ideas that have broad and profound application. In our journey, we will learn from where social systems evolved and perhaps to where social systems may be evolving. This course is intended for students who are interested in having their perspective shifted through provocative frameworks (colloquially referred to as "blowing your mind"). Additional time will be devoted to professional self-examination and prioritization (colloquially referred to as "what the heck am I doing with my life?").
TNDY	409A	3003	1	2	M1	The Practice of Self-Mastery: The Power of Attention TextbookTextbook	Jeremy Hunter	Tue	4:00PM - 6:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location.	This course introduces the fundamentals of self-mastery, namely the management of your nervous system and your attention. It focuses becoming conscious of how you construct reality and the results that construction generate. You will learn methods to transform the result so they are in greater alignment with your values, goals and visions for your life.
TNDY	430	3137	1	4		Transdisciplinary Changemakers. Justice-Centered Frameworks for Education TextbookTextbook	Tamar O Salibian	Mon	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	What does change mean in education? How and why is change-making a critical leadership role for every teacher? What kinds of transformations can we lead in formal and informal learning spaces? Audre Lorde famously wrote, �the master's tools will never dismantle the master's house. They may allow us temporarily to beat him at his own game, but they will never enable us to bring about genuine change.� Genuine changemaking as transdisciplinary action is about transgression, transcendence, and transformation and is motivated by goals of justice and positive futures. In addressing the wicked problem of education, we explore a centuries old system designed to self-replicate and perpetuate oppression and inequities for a diversity of learners, and woefully misaligned with learning science and current and emerging education contexts. We embrace a strong mission to create equity-minded principles and strategies for authentic, meaningful, and deep learning experiences that prepare all learners to flourish in an emerging and unpredictable world. As part of developing a transdisciplinary pedagogy of transformation, we will synthesize learning sciences with the arts, and systems, complexity, design thinking, and reflexivity lenses to explore current and future-possible landscapes of education and work creatively to find and develop tools for transformation. We undertake this journal in a transdisciplinary collaboration that invites you to bring your disciplinary perspectives and questions, lived experiences, and your values and purpose as an educator. In this integration, you will connect?the outer life of scholarship and teaching with your inner life of values, beliefs, and purpose to create an explicit and living philosophy and methods that will keep evolving with your practice. In learning about education as a transformative process for justice, you have an opportunity to be transformed in turn as an educator and leader.
TNDY	440	3138	1	4		Professional Practice for Inclusive Excellence TextbookTextbook	Maria Gloria Gonzalez Morales	Thu	4:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both.	This course focuses on integrating transdisciplinary, personal, and professional lenses in developing principles and tools for becoming a changemaker in professional practice for Inclusive Excellence. In this course, we address the complex problem of organizations and institutions grounded in societal kyriarchal systems designed to perpetuate oppression and inequities for a diverse body of organizational and institutional stakeholders (e.g., customers, service recipients, organizational and team members, workers, volunteers, employees). We will discuss and develop strategies for inclusive and equity-minded professional practice � in formal organizations and institutions, and in informal spaces- that balances meaningful authentic experiences with productive professional work. We will integrate transdisciplinary lenses for systems, complexity, reflexivity, design thinking, and the methodologies of appreciative inquiry, human-centered design and job and career crafting. We will leverage scholarly frameworks from intergroup dialog, diversity management, organizational behavior, positive organizational scholarship, leadership and emotional and relational theory. Individual transformative work for the practice of allyship, as part of professional practice, will require transdisciplinary team work to develop team-collaboration, team functioning and inclusion engagement capacities. This way, scholars will connect values and beliefs with their discipline-specific professional strategies and tools to develop a living vision and mission for professional practice that is justice-centered and equity-minded. In sum, this course will support scholars in their development as changemakers in professional, institutional, organizational and community spaces.
TNDY	446	3139	1	4		Leveraging Data in Your Context TextbookTextbook	Gwen E. Garrison	Thu	5:00PM - 6:50PM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. EEDA and SES Please Contact Your Department Program Coordinator to Obtain and Registration Permission Code. It is highly recommended that student have take prior quantitative methods coursework.	K-12 and higher education settings have many data systems including student information, learning management, curriculum tracking and survey platforms. How all this day can fit together and be used to answer key assessment and policy questions for educational leaders is a critical skill for educational data analysis. The key connection is to organizational mission and performance metrics. This course will explore what is available, how to evaluate the data strength, and transform data into better visual and dynamic reporting. This course is offered as a hybrid with both CGU and online meetings. This class is being designed to be hybrid with some sessions being at CGU and some sessions being held with virtual tools. It has not yet been determined what the ratio will be between traditional and online sessions. Given the online sessions, it is imperative that students have access to a working computer that has a microphone and camera and that the student has access to reliable internet service Students can always utilize the CGU computer labs if needed. Instructor is planning to introduce students to Tableau and Microsoft Power BI.
WGS	301	3125	1	4		Introduction to Women's & Gender Studies TextbookTextbook	Candida Jaquez	Mon	7:00PM - 9:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Candida Jaquez	This course is a highly theoretical introduction to some of the key historical and current theoretical concepts in women and gender studies from transnational and interdisciplinary perspectives as informed by diverse communities. Feminists in globalized economies located around the world are challenged to think and organize transnationally. To meet this challenge, one needs a nuanced approach to the construction of one�s own identity (including its internal contradictions, multiplicities, and instabilities) and a facility with concepts by which to think about difference, language, politics, and activism. This course counts towards the Women and Gender Studies certificate.
WGS	375	3126	1	4		HIV/AIDS, Viral Pandemics and Queer and Trans of Color Critiques TextbookTextbook	Jih-Fei Cheng	Thu	1:00PM - 3:50PM	To Be Determined	In-Person	All instructional time occurs during face-to-face, synchronous meetings on-campus or another location. Instructor: Jih-Fei Cheng	This course examines HIV/AIDS and viral pandemics in relation to the histories of race, indigeneity, gender, class, sexuality, disability, and other axes of difference, embodiment, and identity. It addresses the co-emergence of queer theory and politics within the context of the HIV/AIDS pandemic and its activism. Specifically, it engages scholarship from women of color feminisms and queer and trans of color critiques to consider how intellectual formations and social movements inform one another, especially within the context of the enduring HIV/AIDS crisis, increasing emergence of viral pandemics, and entrenched structural inequalities. What infrastructures of violence persist, including Euro-American settler colonialism and US-led globalization, military imperialism, resource extraction, and technoscientific advance? How do women of color feminisms and queer and trans of color critiques intervene into COVID-19 research, media representations, and activism? This course could count toward the Women and Gender Studies certificate.
WRITING	350	3149	1	0		Dissertation and Thesis Writing TextbookTextbook	. Faculty	Fri	9:00AM - 11:50AM	Online Class Session	Online	All instructional time occurs online as synchronous meetings, asynchronous engagement, or a combination of both. This course is for students in the thesis, dissertation proposal, and dissertation phases.	This course is designed with a two-fold purpose: to cover major topics on the writing process and structures related to theses and dissertations, and to provide structured writing time, accountability, and feedback. Adapting the format of the Center for Writing & Rhetoric's dissertation boot camps into a course, each week will include an examination of a relevant writing topic as well as dedicated writing time. The course aims to increase writer productivity by developing individualized writing plans and habits in conjunction with community-based, structured writing time and instruction on applicable writing topics. Students must be in the writing phase for a thesis, dissertation proposal, or dissertation to take the course. Please contact the instructor with any questions.