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This course examines the topics of gender, power, and equity, focusing on how they relate to identity development and the life trajectory of young children in concert with the intersection of race, ability, family structure, and economic status. Issues examined include the development of gender identity, theoretical and practical implications of power and oppression, cultural and socializing agents, and application of theory to classroom environments and curriculum, including strategies to empower teachers to develop pedagogical skills to support all children. Students will self-examine and reflect on personal experiences related to gender identity and expression, gender stereotypes and bias, cultural implications, and media and societal impacts. Students will recognize and contrast perspectives through an intersectional lens that promotes understanding, knowledge, and skills for supporting all children. Topics and strategies will be explored emphasizing culturally and linguistically focused anti-bias approaches.

C-ID: ECON 201.

IGETC AREA 4 (Social & Behavioral Sciences)

• 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)

• 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.

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

C-ID: ECON 202.

IGETC AREA 4 (Social & Behavioral Sciences)

• 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

• 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.

ECON 4 is the same course as ENVRN 4. Students may earn credit for one but not both.

IGETC AREA 4 (Social and Behavioral Science)

Satisfies Global Citizenship

• 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.

ECON 5 is the same course as POL SC 5 and GLOBAL 5. Students may earn credit for one, but not both.

IGETC AREA 4 (Social & Behavioral Sciences)

• 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

• 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.

ECON 8 is the same course as WGS 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 practice: As part of the course, students will complete 45 hours of observation and field practice in a local elementary school classroom. The instructor will support students in identifying acceptable placement sites. Students must have a recent negative TB test result and may be required to complete LiveScan fingerprinting.

Designed for secondary and post-secondary instructors, this course introduces educators to the basic knowledge, skills, and practices needed to begin integrating artificial intelligence (AI) into their teaching. Participants will explore the fundamentals of using natural language models and image generators, examine the challenges, limitations, and ethical considerations of AI in Education, develop classroom AI policies and learn to effectively utilize AI tools to enhance course content and collaboration. Special emphasis is placed on guiding students on the appropriate and ethical use of AI tools in multiple contexts.

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.

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.

• Advisory: ENERGY 1 and ENERGY 2.

This course examines energy efficiency concepts as they apply to reductions in energy consumption for commercial buildings. Assessment of building performance related to design, construction, and operation will be analyzed. Students will examine various gas and electric rate options, HVAC systems and types of high-intensity lighting. Load profiles, calculating return on investment, and life-cycle cost of commercial building energy retrofit measures are explored.

IGETC AREA 1A (English Composition)

• Prerequisite: ENGL 21B or ENGL 22, ESL 21B or Group A on the Placement Test.

This introductory course in rhetoric emphasizes clear, effective written communication and preparation of the research paper.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Prerequisite: ENGL 1.
• Advisory: ENGL 2.

This course focuses on the literature written by and about the primary four United States’ racial groups: African Americans, Asian Americans, Latina/o/x Americans, and Native Americans. Students will analyze representative works from major genres and explore both the commonalities and differences among the works, with a focus on confusion and conflict around race and ethnicity specific to American history and culture. The course will also examine the influence of these writers and themes on American literature and the rethinking of the American literary canon.

IGETC AREA 3B (Humanities)

• Prerequisite: ENGL 1.

This course surveys contemporary American literature since World War II, with special emphasis on the novel. The selected texts include some of the essential and recurring themes in the history of American literature reflecting a diverse and evolving landscape of gender, ethnic and race relationships. The course content also aims to closely examine current literary criticism and cultural studies in order to familiarize students with different approaches to the interpretation of texts.