Course Finder

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.

Introduction and training on specific topics associated with cardiopulmonary resuscitation, emergency procedures, and first aid, with an emphasis on infants and young children.

This course provides a collaborative and experiential learning environment for parents of infants to connect and support each other while learning new skills. Parents will explore a wide range of topics related to infant development and care while learning evidence-based parenting practices that are associated with positive outcomes for children and families. While developing their capacity for mindfulness and reflection, parents will learn how to engage in warm, sensitive, responsive interactions with their child, which foster secure attachment relationships. Parents of infants experience many joys and challenges. The goal of this course is to decrease parental stress and reactivity and to equip parents with the knowledge and skills they need to increase parent-child attunement and well-being.

This course provides a collaborative and experiential learning environment for parents of toddlers to connect and support each other while learning new skills. Parents will explore a wide range of topics related to toddler development and care while learning evidence-based parenting practices that are associated with positive outcomes for children and families. While developing their capacity for mindfulness and reflection, parents will learn how to nurture and guide their toddler-aged child while providing a safe and engaging learning environment for them to explore. Parenting during the toddler years is a uniquely joyful and challenging experience. The goal of this course is to decrease parental stress and reactivity and to equip parents with the knowledge and skills they need to increase parent-child attunement and well-being.

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.

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.

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.

Satisfies Global Citizenship

• Advisory: MATH 31 or MATH 50.

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.

Satisfies Global Citizenship

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.

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.

Satisfies Global Citizenship

• Advisory: MATH 31 or MATH 50.

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.

C-ID: ECON 201.

• Prerequisite: Placement as determined by the college’s multiple measures assessment process or completion of a course taught at or above the level of elementary algebra.

Formerly ECON 1.

An introductory course using microeconomic models to understand individual decisions by consumers and firms, market outcomes including market failure, elasticity, market structures, labor markets, inequality, and the impact of government policies.

Students may take ECON C2001 and ECON C2002 in any order or even at the same time.

C-ID: ECON 202.

• Prerequisite: Placement as determined by the college’s multiple measures assessment process or completion of a course taught at or above the level of elementary algebra.

Formerly ECON 2.

An introductory course using models of the domestic and international economy to understand national income, unemployment, inflation, economic growth, inequality, the financial system, and monetary, fiscal, and other economic policies. Additionally, the course introduces students to the following models: Classical, Keynesian, Monetarist, and Supply Side with their corresponding policy implications and recommendations.

Students may take ECON C2001 and ECON C2002 in any order or even at the same time.

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.