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This course provides additional assistance to students pursuing Early Childhood Education careers.

This course is designed to introduce students to the stages of child development from birth through five years of age, best practices in supporting healthy growth and development, and an overview of family and community resources to support children’s diverse needs. The course emphasizes effective communication and guidance strategies for working in a diverse early care and education setting.

This course provides an introduction to developmentally appropriate and culturally relevant curriculum for children from birth through age five. Course content emphasizes developing age appropriate activities and creating effective learning environments for children in a diverse early care and education setting.

Introduction to requirements for obtaining a license as a family home care provider. Review of the National Association for Education of Young Children (NAEYC) code of ethical conduct and California’s licensing regulations. Emphasis on professionalism, health and safety in early care and education environments.

In this family playgroup experience, parents will learn about the social, emotional, physical, and cognitive development of young children, the importance of play, and strategies that support a strong foundation for future learning, within the context of nature-based experiences with their child. Parents will learn to create safe, healthy, and inclusive environments from which to observe and interact with their child. In addition, they will share ideas, resources, and information while participating with other families in informal discussion groups. The skills learned in this class promote positive parenting attitudes and healthy parent-child relationships.

In this experiential learning course, parents will consider child development and reflective parenting principles and apply them to parenting children with exceptional abilities and needs. Parents will learn about reflective practices and mindfulness and consider how they support positive parent-child interactions. Parents will examine parent and child rights, the IFSP and IEP process, decision-making, therapy options, accessing community supports and services, and advocacy, through a reflective lens. The course offers parents a forum to discuss the emotional aspects of parenting a child with exceptionalities and share resources. The skills learned in this class promote positive parenting attitudes and healthy parent-child relationships.

C-ID: ECON 201.

IGETC AREA 4 (Social & Behavioral Sciences)

• Prerequisite: None.
• Skills Advisory: MATH 31 or MATH 49 and Eligibility for English 1.

This course introduces students to the supply and demand model, the concept of elasticity, productivity and cost structures. Within the Supply and Demand framework, the class studies the impact of government intervention on markets. The class evaluates alternative market structures in terms of prices, efficiency, and the role of the government.

Students may take ECON 1 and ECON 2 in any order, or even at the same time.

IGETC AREA 4 (Social & Behavioral Sciences) OR 3B (Humanities)

• Prerequisite: None.
• Skills Advisory: Eligibility for English 1.

Economic History of the USA is a one-semester, interdisciplinary course (Econ 15 or Hist 15) that surveys the origins and development of the U.S. economy from the period of European exploration and colonization through the present period. The course utilizes a thematic approach to consecutive historic periods of economic growth with an emphasis on specific sectors (agriculture, transportation, industry, energy, commerce, finance, government and public policy), as well as on the attendant impacts on the environment, producers, consumers, labor and diverse socio-economic groups. Students will learn basic economic concepts in order to help describe, explain, and analyze the historic events, trends, and institutions that influence the U.S. economy.

Economics 15 is the same course as History 15. Students may earn credit for one, but not both.

C-ID: ECON 202.

IGETC AREA 4 (Social & Behavioral Sciences)

• Prerequisite: None.
• Skills Advisory: MATH 31 or MATH 49 and Eligibility for English 1.

This course introduces students to measurement of economic aggregates, economic models, and economic policy. Measures of economic aggregates include: GDP, the unemployment rate, the GDP Deflator, and the Consumer Price Index. The Great Depression is used as an introduction to macroeconomic policy. The course covers the tools of fiscal and monetary policy and their impact on aggregate demand, prices, income and interest rates. Additionally, the course introduces students to following models: Classical, Keynesian, Monetarist, and Supply Side with their corresponding policy implications and recommendations.

Students may take ECON 1 and ECON 2 in any order, or even at the same time.

IGETC AREA 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

• Prerequisite: None.
• Skills Advisory: MATH 31 or MATH 50 and Eligibility for English 1.

This course emphasizes the application of economic theory to environmental issues and resource allocation. It evaluates the potential role of government in implementing environmental policy to solve issues related to market failure. It also explores the ecological approach to environmental issues, connecting economic systems with natural ecosystems.

Economics 4 is the same course as Environmental Studies 4. Students may earn credit for one but not both.

IGETC AREA 4 (Social and Behavioral Science)

Satisfies Global Citizenship

• Prerequisite: None.
• Skills Advisory: Eligibility for English 1.

This course offers an interdisciplinary introduction to the fields of Global Studies and International Political Economy. Students will analyze critically the role of national governments, international organizations, nongovernmental organizations, and multinational corporations, in regard to phenomena such as, international markets and production regimes, monetary and trade policy, international and global conflict, and environmental degradation. Contending theoretical and ideological perspectives regarding international systems, processes, and trends will be applied and evaluated.

Economics 5 is the same course as Political Science 5 and Global Studies 5. Students may earn credit for one, but not both.

IGETC AREA 4 (Social & Behavioral Sciences)

• Prerequisite: None.
• Skills Advisory: Eligibility for English 1.

This course stresses the application of economic theory to important current problems with special emphasis on the role of government and public policy in their resolution. Problems emphasized may include resource management, the environment, government expenditures, public programs, issues of growth and development, and various market irrationalities. This problem-oriented course allows for a detailed examination of significant 21st century domestic and global economic problems and provides students with the opportunity for extensive supervised research.

IGETC Area 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

• Prerequisite: None.
• Skills Advisory: MATH 31 or MATH 50 and Eligibility for English 1.

This course applies economic theory to study women’s decisions regarding labor force participation, unpaid household production, and marriage and fertility. Other topics to be considered include: the gender wage gap, women’s educational attainment, and economic differences for women across race, socioeconomic status, and marital status.

Economics 8 is the same course as Women’s, Gender, and Sexuality Studies 8. Students may earn credit for one but not both.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

Please see “Internships” section.

This course introduces students to the concepts and issues related to teaching diverse learners in elementary school classrooms. Topics include teaching as a profession and career, historical and philosophical foundations of the American education system, contemporary educational issues, California’s content standards and frameworks, and teacher performance standards. In addition to class time, the course requires a minimum of 45 hours of structured fieldwork in public school elementary classrooms that represent California’s diverse student population, and includes cooperation with at least one carefully selected and campus-approved certificated classroom teacher.

Field work: As part of the course, students will perform 45 hours of fieldwork in local elementary school classrooms. Placements in area schools will be arranged with letters of introduction and verification forms prepared by the instructor. Students must have a negative TB test result to participate in the 45-hour observation.

• Prerequisite: None.

This course will present basic energy concepts, lighting fundamentals and identification of opportunities for efficiency changes in buildings. Topics include scientific principles of energy, light and heat, energy codes and standards, metering and monitoring. Students will examine the economic, regulatory, and infrastructure issues affecting implementation of energy efficiency measures as well as their potential for solving energy and environmental problems.

• Prerequisite: None.

This course will develop an intermediate level of understanding of energy efficiency concepts especially as they apply to reductions in residential energy consumption and the practice of Building Performance Analysis. This course will cover energy and power concepts, rate options, load profile understanding, an introduction to smart grid technology, deeper understanding of the principles of heat, air, and moisture movement in residential homes. Students will be introduced to the operation of energy audit equipment such as the blower door test, the duct blaster, and the combustion analyzer. Student will learn to identify CAZ zones (combustion air zones) and to structure the placement of the blower door and duct blaster and develop the procedure for measuring air leakage rates of a typical residential home.