Course Finder

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

Please see “Internships” section.

Please see “Internships” section.

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.

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

IGETC AREA 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

This introductory course will use an interdisciplinary approach to provide students with a broad perspective on environmental problems and solutions. Students will be introduced to the strategies used by scientists, economists, political analysts, and other writers and researchers to investigate and analyze environmental and urban issues, human/nature relationships, natural and built environments, and environmental citizenship.

ENVRN 7 is the same course as GEOG 7. Students may earn credit for one, but not both.

IGETC Area 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys environmental history of the United States from earliest human migration to the present, focusing on the complex and consequential ways people have perceived, relied on, interacted with, and been impacted by the natural world. Topics include diverse patterns of interaction with land, water, plants, animals, and energy sources, as well as the economic, political, social, cultural, technological and global aspects of these patterns.

ENVRN 14 is the same course as HIST 14. Students may earn credit for one, but not both.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course introduces the field of environmental ethics with an emphasis on global environmental problems and global citizenship. The conceptual foundations of environmental attitudes and values are examined through an historical survey of philosophies of nature and human/nature relations. Ethical theories are presented and used to analyze contemporary environmental problems, e.g. mistreatment of animals, pollution, climate change, species extinction, natural resource depletion, environmental racism etc. The ethical assumptions underlying various national and international responses to environmental problems will be analyzed and evaluated.

ENVRN 20 is the same course as PHILOS 20. Students may earn credit for one but not both.

IGETC AREA 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course examines environmental politics, including, but not limited to the issues of population, natural resource use, habitat loss, global climate change and pollution. The political, economic, and social origins of environmental change and degradation are examined, as well as democratic, bureaucratic and market-based solutions to environmental problems advocated by environmental movements, interest groups and political parties. Arguments for best public policy responses to a range of environmental problems will be assessed and debated. The course offers a practical problem-solving approach which includes local, state, national and global environmental politics. Course content focuses primarily on political concepts, such as sustainable development and ecological democracy, and on the relations between a range of contemporary political values and the environmental policy recommendations of each. The course explores various perspectives on what it means to take political responsibility for reducing the human impact on the earth.

ENVRN 22 is the same course as POL SC 22. Students may earn credit for one, but not both.

IGETC Area 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys global environmental history from early human evolution to the present, focusing on the complex and consequential ways people have perceived, relied on, interacted with and been impacted by the natural world. Topics include the diverse patterns of interaction with land, water, plants, animals, and energy sources, as well as their economic, political, social, cultural, and technological aspects in the local, regional, and global context.

ENVRN 32 is the same course as HIST 32. Students may earn credit for one, but not both.

IGETC AREA 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

This course will focus on the theory and application of psychological principles as they relate to the causes of, and potential solutions to, current global environmental problems. Modern ecological issues (such as global climate change, habitat-loss, etc.) have their historical origin in human behavior; this class will focus both on relevant causal behaviors, and on the mental mechanisms that give rise to such behavior. An evolutionary perspective will be employed to identify the pathways by which the clash of a “universal human nature” and the modern environment results in an “evolutionary mismatch.” Evolutionary models such as the “tragedy of the commons” will be elucidated with relevant and real world examples. In addition, the course will explore potential avenues to effectively reshape human kind’s social, technological and economic relationship with its environment. As such, a systems approach will be taken that considers the human as a part of, as well as an influence on, ecosystems. Cutting edge research will be integrated from different domains of psychology (cognitive, social, developmental and evolutionary, etc.) as well as related fields (genetics, behavioral economics, game-theory, anthropology, etc.) to comprehensively study the human-environment interaction.

ENVRN 40 is the same course as PSYCH 40. Students may earn credit for one but not both.

Formerly ESL 10.

ESL 10G is a low-intermediate multi-skills course designed to improve the English language skills of non-native speakers. This course concentrates on listening, speaking, and grammar.

Course credit may not be applied toward satisfaction of Associate in Arts Degree requirements. It is recommended that students take this course concurrently with ESL 10W.

Formerly ESL 10.

ESL 10W is a low-intermediate multi-skills course designed to improve the English language skills of non-native speakers. This course concentrates on reading, writing, and computer assisted language learning (CALL).

Course credit may not be applied toward satisfaction of Associate in Arts Degree requirements. It is recommended that you take this course concurrently with ESL 10G.

• Prerequisite: ESL 10G and ESL 10W or Group C on the ESL Placement Assessment.

Students who receive a final grade of “C” in ESL 10G or 10W should enroll in support courses (ESL 14A/B, 15, 16A/B/C, 17) before taking ESL 11A or concurrently with ESL 11A.

ESL 11A is an intermediate, multi-skills course with an emphasis on paragraph writing for non-native speakers of English who have completed ESL 10G and ESL 10W or score at Level C on the SMC Placement Assessment.

• Advisory: ESL 10W It is highly recommended that students in ESL 14A have already completed ESL 10W or have tested into the ESL 11A level. ESL 10G It is highly recommended that students in ESL 14A have already completed ESL 10G or have tested into the ESL 11A level.

This course offers the study and practice of the vowel and consonant sounds that are basic to North American pronunciation and speech style, and it emphasizes listening skills, auditory discrimination, and production of these sounds. It also introduces the spelling patterns in relationship to the vowel and consonant sounds. This course is appropriate for students at the ESL 11A level or higher.

• Prerequisite: ESL 10G and ESL 10W or placement in ESL 11A.

This course is designed to help ESL students communicate more effectively by learning the rhythm and intonation patterns of standard North American English. The course includes a brief review of all vowel sounds and specific consonants

• Prerequisite: Group “C” on the English placement exam or successful completion of ESL 10G and ESL 10W.

This speaking/listening course for group “A”, “B”, and “C” level non-native speakers of English examines the cross cultural differences that affect communication. It prepares students to understand and speak English more clearly and fluently in pairs, groups, class discussions, interviews, panels, and speeches. Conversation techniques, vocabulary acquisition, and reading, critical thinking, and problem-solving skills are employed.

• Prerequisite: ESL 10G and ESL 10W with a grade of C or better.

This course helps non-native speakers of English to communicate effectively using the noun system (count, non-count, proper, common, singular, plural), modifiers and quantifiers (possessives; determiners: this, that, these, those), and articles (a, an, the). The course also helps students use correct subject-verb agreement.

*Course credit may not be applied toward satisfaction of Associate in Arts Degree requirements. concurrent enrollment in ESL 11A or ESL 19A is recommended; however, this course is open to students whose assessment results are B or A.

• Prerequisite: ESL 10G and ESL 10W.

Concurrent enrollment in ESL 11A or ESL 19A is recommended; however this course is open to students who place at the A or B level.

This course helps non-native speakers of English to communicate effectively using verb forms including: present, past, future, perfects,passives, conditionals, and modals.

*Course credit may not be applied toward satisfaction of Associate in Arts Degree requirements.

• Prerequisite: ESL 10G and ESL 10W.

Concurrent enrollment in ESL 11A or ESL 19A is recommended.

This course helps students whose first language is not English to construct grammatically correct sentences using appropriate punctuation. Students will learn to combine sentence elements (clauses and phrases) to produce effective sentences.

Please note: Concurrent enrollment in ESL 11A or 19A is recommended; however, this course is open to students whose placement assessment results are Group B or A.

• Prerequisite: ESL 10G and ESL 10W or Group C on the ESL Placement Exam.

This course is designed for intermediate students who want to improve their reading skills. Students will improve their reading comprehension and critical thinking skills by learning strategies such as previewing, skimming, scanning, and making inferences. They will learn how to identify main ideas and details and an author’s purpose and tone. They will analyze passages from fiction and non-fiction. Students are encouraged to take ESL 17 concurrently with ESL 11A or 19A.

• Prerequisite: ESL 11A or multiple measures placement.

*ESL 19A, ESL 19B, and ESL 25 combined: maximum credit, 8 units.

This course is an intermediate contextualized writing course for non-native speakers, emphasizing paragraph development and essay construction, editing of grammar and mechanical errors, reading, and critical thinking. ESL 19A is the first part of the ESL19A/B sequence.

• Prerequisite: ESL 19A.

Formerly ESL 21B.

This course is the second part of the ESL 19A/B sequence, for non-native speakers. It continues the emphasis on essay writing, editing of grammar and mechanical errors, reading, and critical thinking.

• Advisory: ESL 11A or ESL 19A, ESL 19B, or assessment placement in ESL or English Groups A or B.

This course is designed to increase a student’s grammar and sentence-writing skill. Students will recognize and employ the sophisticated language necessary for successful completion of ESL 19A and ESL 19B. Concurrent enrollment in this course is highly recommended for success in ESL 19A and ESL 19B.

• Advisory: ESL 11A or ESL 19A or assessment placement in ESL or English Groups A or B.

This is an advanced grammar course designed to improve a student’s syntax and editing proficiency. Concurrent enrollment in this course is highly recommended for success in ESL 19A and ESL 19B.

• Advisory: ESL 11A or ESL 11B or assessment placement in ESL or English Groups A or B.

This course is a high intermediate to advanced course designed for students seeking to improve their reading and study skills. It concentrates on helping students improve reading comprehension, reading rate and flexibility, study skills, and note taking. Students are encouraged to enroll in ESL 23 concurrently with ESL 20A, 20B, 21A and/or 21B. *Course credit may not be applied toward satisfaction of Associate in Arts Degree requirements.

• Advisory: ESL 11A, ESL 19A, OR ESL 19B, or assessment placement in ESL or English Groups A or B.

This course is designed for students who wish to develop their techniques for understanding academic vocabulary and using English words idiomatically. It emphasizes context and usage of vocabulary from the Academic Word List (Coxhead 2000) or a similar corpus. Students will learn to comprehend and use approximately 200 words from the AWL to improve their reading comprehension, speaking, listening, and writing skills for academic success. It is designed for students at the 19A or 19B level or students who have placed in Group B on the ESL Placement Exam. Students are encouraged to enroll in ESL 28 concurrently with ESL 20A, 20B, ESL 19A and/or ESL 19B.

This low-beginning, multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on listening, speaking, reading, and writing. The skills taught in this course prepare students to transition to post-secondary education and to function effectively as community members, parents, and participants in the workforce.

• Advisory: ESL 901.

This high-beginning, multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on listening, speaking, reading, and writing. The skills taught in this course prepare students to transition to post-secondary education and to function effectively as community members, parents, and participants in the workforce.

• Advisory: ESL 902.

This low-intermediate, multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on listening, speaking, reading, and writing. The skills taught in this course prepare students to transition to post-secondary education and to function effectively as community members, parents, and participants in the workforce.

• Advisory: ESL 903.

This high-intermediate, multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on listening, speaking, reading, and writing. The skills taught in this course prepare students to transition to post-secondary education and to function effectively as community members, parents, and participants in the workforce.

• Advisory: ESL 904.

This low-advanced, multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on listening, speaking, reading, and writing. The skills taught in this course prepare students to transition to post-secondary education and to function effectively as community members, parents, and participants in the workforce.

• Advisory: ESL 905.

This high-advanced multi-skills course is designed to improve the English language skills of non-native speakers. The course focuses on listening, speaking, reading, and writing. The skills taught in this course prepare students to transition to post-secondary education and to function effectively as community members, parents, and participants in the workforce.

In this course, beginning ESL students focus on developing listening and speaking skills needed to communicate effectively in social, work, and academic contexts.

In this intermediate ESL course, students focus on developing listening and speaking skills needed to communicate effectively in social, work, and academic contexts.

In this advanced ESL course, students focus on developing listening and speaking skills needed to communicate effectively in social, work, and academic contexts.

• Advisory: ESL 905.

This noncredit ESL course is mirrored to the credit course ESL 15 and is designed for noncredit students who wish to transition to credit coursework. This speaking/listening course examines the crosscultural differences that affect communication. It prepares students to understand and speak English more clearly and fluently in pairs, groups, class discussions, interviews, panels, and speeches. Conversation techniques, vocabulary acquisition, and reading, critical thinking, and problem-solving skills are employed.

• Advisory: ESL 905 or ESL 965.

This noncredit ESL course is mirrored to the credit course ESL 20A-Advanced Grammar Workshop and is designed for noncredit students who wish to transition to credit coursework. This course is designed to increase a student’s grammar and sentence-writing skills. Students will recognize and employ the sophisticated language necessary for successful completion of ESL 19A and ESL 19B. Concurrent enrollment in this course is highly recommended for success in ESL 19A and ESL 19B.

• Advisory: ESL 905 or ESL 965.

This noncredit ESL course is mirrored to the credit course ESL 20B-Advanced Grammar and Editing and is designed for noncredit students who wish to transition to credit coursework. This is an advanced grammar course designed to improve a student’s syntax and editing proficiency. Concurrent enrollment in this course is highly recommended for success in ESL 19A and ESL 19B.

This course is designed for the beginning ESL student. Students at this level will focus on developing their reading, vocabulary, and writing skills for success at work, school, and in the community. Students in this class learn to read a variety of texts and to write short notes and emails.

This course is designed for the intermediate ESL student. The course focuses on improving vocabulary, reading and writing skills for success at work, school, and in the community. Students learn to read a variety of informational texts and to write paragraphs for a range of purposes.

This course is designed for the advanced ESL student. The course focuses on improving vocabulary, reading and writing skills for success at work, school, and in the community. Students learn to read a variety of informational texts and to write multi-paragraph compositions.

In this beginning ESL course, students engage in listening, speaking, reading, and writing activities that focus on developing vocabulary needed to function effectively in social, work, and academic contexts. Students in this course are introduced to basic word learning skills and study skills.

In this intermediate ESL course, students engage in listening, speaking, reading, and writing activities that focus on acquiring vocabulary needed for social, work, and academic contexts. Students in this course expand their English language vocabulary while developing word learning and study strategies.

In this advanced ESL course, students engage in listening, speaking, reading, and writing activities that focus on acquiring vocabulary needed to communicate effectively in social, work, and academic contexts. Students in this course expand their English language vocabulary while developing independent word learning and study strategies.

• Advisory: ESL 905 or ESL 975.

This noncredit ESL course is mirrored to the credit course ESL 28-Academic Vocabulary Skills. This course is designed for noncredit students who wish to transition to credit coursework and develop their techniques for understanding academic vocabulary and using English words idiomatically. It emphasizes context and usage of vocabulary from the Academic Word List (Coxhead 2000) or a similar corpus. Students will learn to comprehend and use approximately 200 words from the AWL to improve their reading comprehension, speaking, listening, and writing skills for academic success.

This course prepares students to pass all three parts of the US Citizenship Test: 1) English Reading and Writing, 2) Civics and History, 3) Personal Questions.

This high intermediate/advanced ESL course introduces English language speaking, writing, listening, reading, vocabulary, and study skills as related to specific academic and career pathways. Students in this course are introduced to critical thinking, teamwork, cultural awareness and autonomous learning strategies that are transferable to college and career pathways.

This high intermediate/advanced ESL course focuses on English language speaking, writing, listening, reading, vocabulary and study skills as related to specific academic and career pathways. Students produce written work and oral presentations relevant to their field as they apply critical thinking, cultural awareness, and autonomous learning strategies that are transferable to college and career pathways.

Students are recommended to complete ESL 994 prior to taking this course.

IGETC AREA 4 (Social & Behavioral Sciences) and 7 (Ethnic Studies). IGETC credit for ETH ST 1 starts effective Fall 2023. Students who took ETH ST 1 prior to Fall 2023 will not receive IGETC credit for Area 4 and/or 7.

Ethnic Studies is the critical and interdisciplinary study of race, ethnicity, and indigeneity with a focus on the experiences and perspectives of Native Americans, African Americans, Asian Americans, Latina/o/x Americans, and other people of color within and beyond the United States. This course explores key theories, scholarly works, and ideas that have formed the basis of the broad multidisciplinary field of Ethnic Studies. Various perspectives are examined to discover the ways in which race and racism have been, and continue to be, powerful social, cultural and political forces, and their connections to other axes of stratification including gender, class, sexuality and legal status. This course examines the effects of institutional racism, coloniality, marginalization, socio-economic and political discrimination, and ethnocentrism on American ethnic and racial groups.

IGETC AREA 4 (Social & Behavioral Sciences)

This introductory-level course provides an interdisciplinary exploration of historical and contemporary Chicana/o/x and Latina/o/x political, social, and cultural practices and experiences in the United States. This course examines the foundations and theories of Chicana/o/x and Latina/o/x Studies and contemporary approaches to the study of Chicana/o/x/and Latina/o/x communities. Course topics include history, social movements, politics, community, art, spirituality, cultural production, intersectional identity formation, gender, sexuality, class, family, and social justice, and agency and self-affirmation. Moreover, the course critically analyzes race and ethnicity, racialization, equity, ethno-centrism, Eurocentrism, and white supremacy.

IGETC AREA 4 (Social & Behavioral Sciences)

This course introduces students to the field of African American and Black studies. As a survey course, it traces the historical and current social conditions and contributions of Black and African-descended people in the U.S. and provides broad and interdisciplinary perspectives examining and exploring major figures, ideas, issues, and methodologies central to understanding the African American experience. Course topics include history, social movements, politics, community, art, spirituality, cultural production, intersectional identity formation, gender, sexuality, class, family, social justice, and agency and self-affirmation. Moreover, the course critically analyzes race and ethnicity, racialization, equity, ethno-centrism, Eurocentrism, and white supremacy. Students will develop critical tools, frameworks, and vocabulary for further study in the field.

This course is designed to serve both students of fashion design and fashion merchandising in preparing them to become familiar with the nature of fashion design and its components and to understand how environmental factors influence the style, color, texture, and design of garments. Fashion materials, theories of fashion adoption, sources of design inspiration, and manufacturing a garment will be discussed.

This course is an exploration of color theory and elements of design with emphasis on the expertise of color mixing and creative color combinations. Theory is applied to textile, fashion design, and fashion merchandising.

This course is an introduction to basic sewing techniques of costume and manufacturing apparel and provides familiarization with the tools used in the fashion industry. Development of fundamental skills and terminology of clothing construction. Emphasis is on interrelationship of fabric, fiber, design and construction techniques. This course is required of all Fashion Design and Merchandising majors.

This is an introductory course in fashion buying to acquaint the students with the life of a buyer that includes considerations and practices of an executive or middle manager. The buyer’s position includes responsibilities such as making evaluations and maintaining standards that are complete and constant. This course will also present an awareness of quality effect of stocking merchandise and knowing and effectively practicing what to buy, when to buy, and how much to buy.

• Advisory: FASHN 3.

This course is a study of the basic pattern drafting techniques of the apparel industry and the transfer of a design to a flat pattern. Students learn to design and make their own patterns.

• Advisory: FASHN 6A.

This course is a continuation of Fashion 6A with emphasis on more advanced and complex design creations in harmony with the current trends.

A detailed study of textiles from fiber to finished fabric is covered in this course including identifications of fiber types, construction, printing, dyeing, and finishes of natural/man-made fabrics. Emphasis is on fabric design, principles of patterns, and methods of textile decoration.

This survey of fashion of the Western world introduces historic dress as an inspiration and a design resource for students of fashion design and fashion buying and merchandising. The evolution silhouette and the cut and construction of men’s and women’s garments are analyzed using slides of paintings, drawings, sculpture and historic costume. Contemporary examples in fashion are compared to their historic sources.

This course will give students skill in drawing fashion figures and deals with contemporary idealized proportions used for fashion today for both fashion design and fashion merchandising. Students will develop individual style in their presentation, and learn to use their drawing as a means of communicating their ideas and designs.

• Advisory: FASHN 2 and FASHN 9A.

This course provides the student with advanced techniques used to illustrate fashion and is for students of fashion design or fashion merchandising. Techniques are taught that are used for quick and realistic sketching and rendering with water color to illustrate various designs and textures.

• Advisory: FASHN 3.

Emphasis on unique and creative designs with manipulation of appropriate and more difficult fabrics. Students will gain more confidence and speed in their design developments, pattern making and construction.

• Advisory: FASHN 3.

This course explores traditional and contemporary tailoring techniques as applied to the design and construction of men’s and women’s coats, suits, jackets and other tailored garments. It includes a study of the ready-to-wear and retail clothing fields, with emphasis on the individual as a consumer of tailored garments.

• Advisory: FASHN 6A or FASHN 13.

This course is designed to give students of Fashion Design and Fashion Merchandising the opportunity to learn how to plan and develop a Fashion Show.

• Advisory: FASHN 6A.

This course covers the principles of draping and the ability to develop a pattern in three-dimensional form, opening new ways of designing and creating and recognizing the qualities of a well-designed garment.

• Advisory: FASHN 13.

This course is a continuation of Fashion 13 and deals with more complex and original designs for draping. Students will learn how to analyze and interpret complicated designs by means of draping and gain enough experience and speed to create and develop more advanced designs.

Apparel worn as national dress by people all over the world is surveyed. The origins and functions of clothing in different cultures are examined. Creative designing is inspired by ethnic costumes.

• Advisory: FASHN 6A or FASHN 9.

Grading is the process of proportionally increasing or decreasing the production pieces according to set measurements for each clothing classification (Women’s Junior Petite, Junior, Misses, Half-sizes). This is done without changing or losing the style proportions which are part of the design concept while still retaining the original lines and style of the garment. Students are introduced to and become familiar with a computer program used for grading in the fashion industry, and with the logic and rules that apply to pattern grading.

• Advisory: FASHN 6A and FASHN 13.

This course will provide industry-oriented application of design skill sets for developing apparel groups and a final collection ready for production. Costing and production methods, line organization, sourcing suitable fabrics, cost sheets, production patterns and sample making will be covered. One final collection will be produced for fashion show presentation.

• Advisory: FASHN 1.

Computer-assisted applications are used as tools to design and create original and innovative work for fashion marketing or fashion design. This is an introductory course requiring basic computer skills.

Students will need access to a computer and the Adobe Creative Suite software.

• Advisory: FASHN 1 and FASHN 5.

This course will provide students with an understanding of the psychology, sociology and cultural influences that affect consumer fashion purchasing behavior. The interaction of aspects of the fashion business, including planning, pricing, promotion and distribution, will be covered. Students will learn about how to reach targeted customers locally or globally, with accuracy of products, prices, promotions and channels of distribution.

• Advisory: FASHN 1.

This course involves the study and exploration of styling fashion visual presentations, including editorial, ad campaigns, and digital retail environmental display. Students will research promotion techniques and methodology used for window and catalog display, exhibitions, look books, and graphic collateral used in various market categories in order to create a styling concept portfolio.

• Advisory: FASHN 9A or FASHN 18.

This advanced course addresses the skills necessary to produce a well-organized and thoroughly planned portfolio, both virtual and printed, to be presented on job interviews. Students will be expected to have completed a body of work, prior to taking this course, from which to build a portfolio.

Students should bring prior and current design projects for portfolio content.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

Please see “Internships” section.

Please see “Internships” section.

IGETC Area 3A (Arts)

• Advisory: Eligibility for English 1.

Formerly CINEMA 9.

This course will introduce the art, technology, language, and appreciation of film, exploring the varieties of film experience, film and the other arts, and the ways of viewing. Students will learn about the basic cinematic techniques and structures, including mise-en-scene and montage, use of cinematic time and space, the image, soundtrack, and the script. Consideration will also be given to analyzing the fundamentals of film production, directing, acting, and editing; how the elements of the production process are analyzed separately, then brought together to show how they create the emotional and intellectual impact of the film experience. Film examples will be screened in class.

This course is intended as a beginning course to introduce students to cinema.

IGETC AREA 3A (Arts)

• Advisory: Eligibility for English 1.

Formerly CINEMA 1.

A broad survey is made of the history, theory, techniques, and development of motion pictures. The history of film as a major art form and its major artists, works, and styles are emphasized. Film examples are screened in class.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

Formerly CINEMA 5.

This course presents motion pictures as reflections and influences of American society. Films are often selected from specific decades and analyzed as records of social attitudes shaping the present and past.

IGETC AREA 3A and 3B (Arts and Humanities)

Formerly CINEMA 8.

This course is a historical study and survey of the multiple and varied images of women in film. Students will screen and analyze films over seven decades, beginning with the 1930s. Students will also read, discuss, and write about women’s roles in these films. The focus is to analyze the representation of women in each film screened, to discuss how character roles have changed over time, and to examine occupation, dress, and rules of behavior.

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

Formerly CINEMA 7.

This course surveys American motion pictures that have been made by filmmakers representing three United States ethnic groups, including African Americans, Latino Americans, and Asian Americans. Students will also analyze Hollywood’s treatment of those ethnic cultures throughout film history.

IGETC AREA 3A (Arts)

• Advisory: Eligibility for English 1.

Formerly CINEMA 2.

This introductory course surveys the development and artistic, social, and entertainment ingredients of basic film genres. Emphasis on such types as the science-fiction film, western, gangster film, crime and detective thriller (“film noir”), musical, comedy, or horror film.

• Advisory: FILM 2, Eligibility for English 1.

Formerly CINEMA 4.

This course covers a limited number of film directors, writers, producers, and/or actors, examining their work in artistic, social, and historical terms. The course content and emphasis changes each term.

• Prerequisite: FILM 1, FILM 2, FILM 5, FILM 6, FILM 7, FILM 8, or FILM 9.
• Advisory: Eligibility for English 1.

Formerly CINEMA 10.

Using in-depth studies of a limited number of films and writings about films, this discussion and workshop course explores the various approaches to developing sound criticism and interpretation of motion pictures. It also introduces the student to the basic theories of film art and criticism.

IGETC Area 3B

• Advisory: ENGL 1.

Formerly same course as ENGL 11.

In this course, students will explore literary classics on screen, comparing the narrative dynamics of cinema and literature by comparing the text with the film. In so doing, students will gain an understanding of the text to film adaptation process, the expressive powers of each, and each medium’s unique potentialities and deficiencies. Selected novels, short stories, plays, and nonfiction works will be examined as each evolves into film.

• Advisory: ENGL 1.

Formerly CINEMA 11A.

This course is designed to teach the student the basic tools of scriptwriting for film, television, or theater, focusing on the aesthetic and commercial demands of each medium.

• Prerequisite: FILM 20.

Formerly CINEMA 11B.

This course is designed to provide intermediate level training in skills required to create scripts for film, television, or theatre. Techniques of writing and marketing scripts are explored.

• Advisory: FILM 20.

Formerly CINEMA 3.

This course is designed for students who are interested in transforming a creative concept into a practical production plan. By viewing, discussing, and analyzing scripts, television, and film, students will learn skills necessary to start production of a film or video.

This is an introductory course covering both the basic techniques of digital filmmaking and of critical appreciation, while emphasizing students’ personal and creative expression. Topics will include the theory and practice of visualization, the grammar of cinematic storytelling, the aesthetics of various film movements, camera technique, lighting, sound recording, directing, and other fundamentals related to learning the craft of digital filmmaking. Students will engage in critical appreciation and individual and group analysis of movies, as well as in filming exercises under the direct and continuous supervision of their instructor.

• Prerequisite: FILM 31.

This course focuses on intermediate techniques of digital filmmaking and theoretical and critical rubrics, allowing the student to gain proficiency in producing, directing, cinematography, production design, sound recording, grip/electric, and editing. Students learn the roles and responsibilities of various facets of the filmmaking process during pre-production, production and post-production. Working with previously produced scenes written by industry professionals, students learn skills that include the visualization of the screenplay, script breakdown, preparation of shot lists, direction of actors, and the staging of action for the camera.

• Corequisite: FILM 32.

This course focuses on intermediate techniques of digital filmmaking and theoretical and critical rubrics, allowing the student to gain proficiency in producing, directing, cinematography, production design, sound recording, grip/electric, and editing. Students learn the roles and responsibilities of various facets of the filmmaking process during pre-production, production and post-production. Working with previously produced scenes written by industry professionals, students learn skills that include the visualization of the screenplay, script breakdown, preparation of shot lists, direction of actors, and the staging of action for the camera.

• Prerequisite: FILM 32.

In this course, students go through the process of making a short narrative film together, emulating a professional working environment. Supervised by their instructor, students develop, pre-produce, rehearse, shoot, and edit scenes from an original screenplay that is filmed in its entirety in the lab component course (Film 33L) at the end of the semester.

• Corequisite: FILM 33.

In this course students will collectively develop and shoot one narrative short film throughout the semester. This course is the laboratory component for Film 33 and will parallel the lecture topics of that course.

• Prerequisite: FILM 32.

This course focuses on advanced techniques of digital filmmaking and theoretical and critical rubrics, allowing the student to gain increased proficiency in producing, directing, cinematography, production design, sound recording, grip/electric, and editing, while at the same time producing original content. Students hone their skills in various facets of the filmmaking process during pre-production, production and post-production. Working with original content that has not yet been produced and/or material written by themselves, students advance their skills in the visualization of the screenplay, script breakdown, preparation of shot lists, working with actors, and the staging of action for the camera.

• Corequisite: FILM 34.

This is the laboratory component of Film 34. The laboratory projects will parallel the advanced filmmaking lecture topics taught in Film 34. The lab projects will foster advanced skills in producing, directing, cinematography, production design, sound recording, grip/electric, and editing. Students will produce elaborate and well-crafted original content based on narrative film scenes written by themselves or derived from scripts that have not yet been produced. These advanced projects will be filmed in their entirety in class, working in collaboration with all the students enrolled in the course.

In this hands-on course, students will delve into the art and craft of cinematography: the methods and techniques by which motion picture photography and lighting help give a film meaning and aesthetic purpose. Through lectures, demonstrations and exercises in a supervised classroom environment, students will learn to operate state-of-the-art digital and electronic equipment while applying the fundamental principles of lighting, composition, exposure, focus, lens selection, and camera dynamics into purposeful visual storytelling.

Advanced study of the principles of Cinematography, which includes the technical and aesthetic discussion of film and digital cameras and their corresponding workflows. Film genres, lighting (light and shadows), composition, camera movement, and lens selection (Spherical & Anamorphic) are also discussed. The analysis of Cinematic Film format aspect ratios, their history and most common uses today, and a brief study of art history and painting. The interpretation of the meaning of color-related and applied to art direction, wardrobe, and production design, while carrying the process through color grading and color correction of the visual image (footage) to the ultimate presentation of the actual finished film.

This course provides a practical in-depth study of the fundamental aspects of recording and mixing production sound for film and television. Subjects include: introduction to production sound equipment, location sound recording and mixing techniques, on-set sound assessment and troubleshooting, digital audio workstation basics, along with dialogue and ADR (automated dialogue replacement) recording and editing.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

Please see “Internships” section.

IGETC Foreign Language (required for UC only)

Satisfies Global Citizenship

This course introduces the students to basic vocabulary and fundamental sentence structures in the present and past. Pronunciation, grammar and everyday vocabulary are stressed as indispensable tools for comprehension and expression. French customs, culture and everyday life are also highlighted. The course is taught in French except in cases of linguistic difficulty as determined by the professor.

IGETC AREA 3B (Humanities), Foreign Language (required for UC only)

Satisfies Global Citizenship

• Advisory: FRENCH 1*.

This course completes the basics of the language further stressing pronunciation, grammar and everyday vocabulary as indispensable tools for comprehension. It also includes simplified readings highlighting French customs, culture, and everyday life. This course is taught in French except in cases of linguistic difficulty as determined by the professor.

*The advisory for this course is comparable to two years of high school French.

IGETC AREA 3B (Humanities), Foreign Language (required for UC only)

Satisfies Global Citizenship

• Advisory: FRENCH 2*.

This course reviews French grammar emphasizing idiomatic construction and expressions. Discussions are based on selected readings from contemporary French literature. The course is taught in French except in cases of linguistic difficulty as determined by the professor.

*The advisory for this course is comparable to three years of high school French.

IGETC AREA 3B (Humanities), Foreign Language (required for UC only)

Satisfies Global Citizenship

• Advisory: FRENCH 3*.

This course continues the review of functional French grammar with emphasis upon idiomatic constructions and expressions. Discussions are based on selected readings from contemporary French literature. This course is taught in French except in cases of linguistic difficulty as determined by the professor.

*The advisory for this course is comparable to four years of high school French.

• Prerequisite: FRENCH 2*.

*The prerequisite for this course is comparable to three years of high school French.

This course provides an opportunity to acquire fluency in spoken French with emphasis on natural, colloquial use. This course is taught in French unless in cases of linguistic difficulty as determined by the professor.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: FRENCH 3.

This course traces the development of French culture from the French Revolution to the present. It examines the fundamentals of French culture including history, geography, politics, immigration, regional identity, education, literature and the arts, and religion. It also addresses the place of France within the European Union, and some challenges faced by Francophone countries. The course will be taught in French except in cases of linguistic difficulty as determined by the professor.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: FRENCH 3.

The course examines the different cultures of the French-speaking world through the analysis of films. Students will not only learn some vocabulary pertinent to the analysis of films but they will also practice advanced conversation and study advanced grammar through written and spoken tasks. The films chosen for the course focus on the important issues that characterize the French-speaking world such as colonialism, diversity, immigration, and women’s issues, among others. This course will be taught in French except in cases of linguistic difficulty as determined by the professor.

This course is designed to develop effective communication skills. It emphasizes the use of set-up phrases, idiomatic expressions, correct pronunciation and intonation, development of useful vocabulary, and ability to communicate without hesitation in a given situation. This course does not fulfill the language requirement. This course is taught in French unless in cases of linguistic difficulty as determined by the professor.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

• Corequisite: Any course in French.

This course — taken in tandem with another course in the discipline — enables a student to apply course content in a meaningful and relevant way to a particular activity. In this hands-on course, students engage in applied learning through unpaid experiential activities organized by the student (in conjunction with SMC’s applied/service learning center) and approved by the instructor. Students will develop a customized reading list relevant to their particular activity, complete a minimum of 15 hours of volunteer work with that activity, and submit academically-sound written reports regarding the activity. By applying course material to their experience, students develop a deeper understanding of the discipline.

Formerly ET 42.

This course is an introductory overview of the electronic game development process that underlines the historical context, content creation strategies, and future trends in the industry. The course will also explain how games are produced, tested, and released. This course will also cover the history of game platforms up to the most recent systems, and the expanded growth in Mobile, Casual, and Serious game development.

Formerly ET 44.

The focus of this course is on building a solid understanding of play mechanics: the formal elements of play, the dramatic elements that make a game meaningful to its players, and the system dynamics that shape the overall experience. Lectures will use historical and current games and genres to illustrate key concepts. Topics include strategy and tactics, resource management, emergent complexity, puzzles and puzzle development, and the business of games. Students will also learn the process of design through prototyping and playtesting.

This introductory course provides an overview of the 3D real-time creation tool, Unreal Engine, as it may be applied to a variety of disciplines, such as game development, architectural visualization, and filmmaking. Topics covered include 3D objects, materials, lighting, physics, cameras and effects. In addition to the technical skills needed to effectively use the software, students will also be introduced to professional workflows for a range of careers.

• Advisory: GAME 1, GAME 2.

This is a faculty-supervised studio course that will enable students to produce game prototypes for portfolio inclusion. Working in teams, students will develop original game design documents, turning them into physical prototypes for common tabletop game formats such as board games, card games, or dice games. Instruction will focus on iterative design, playtesting, and successful communication. Each team will develop multiple prototypes, and team members will assume different roles for each design.

• Advisory: GAME 10.

Formerly ET 13.

This is a faculty-supervised studio course that will enable students to produce 2D game prototypes for portfolio inclusion. Working in teams, students will develop original game design documents into playable software prototypes. Instruction will focus on the fundamentals of multi-platform software authoring including interactive storytelling, navigation metaphors, technical constraints, and usability. Students will gain experience working with media (text, graphics, animation, video, and audio), using authoring environments, and writing scripts to control interactivity. Emphasis will also be placed on iterative design, playtesting, and successful communication. Each team will complete one major 2D game prototype for portfolio development.

This course uses the Unity game engine.

• Advisory: GAME 20.

Formerly ET 49.

This is a faculty-supervised studio course that will enable students to produce 3D game prototypes for portfolio inclusion. Working in teams, students will develop original game design documents into playable software prototypes. Instruction will focus on advanced principles of multi-platform software authoring as well as on iterative design, playtesting, and successful communication. Each team will complete one major 3D game prototype for portfolio development.

This course uses the Unity game engine.

A working knowledge of Windows and the Internet. Formerly same course as CIS 19 and GEOG 19.

This introductory course focuses on understanding and utilizing Geographic Information Systems (GIS) solutions in business. It is not a substitute for the basic GIS course. Students will apply the use of ArcGIS to identify and display retail markets, evaluate the suitability of sites for establishing or relocating a business or to expand sales territories.

GIS are computer-based systems used to collect, store and analyze geographic information. This course will present the concepts of Geographic Information Systems (GIS) science and its applications to spatial data management. Topics include: Identification and acquisition of GIS data; Assessment of vector and raster data, scale, resolution, map projection, coordinate systems, georeferencing and Global Positioning Systems (GPS). Spatial analysis and modeling with GIS will also be presented.

GIS 20 is the same course as GEOG 20. Students may receive credit for one, but not both.

Formerly same course as CIS 21.

This introductory course will focus on understanding and utilizing GIS for law enforcement. Students will utilize ArcMap GIS software in a hands-on computer setting to identify and display crime data, evaluate Part I and II crime activity, gang activity, etc., on maps. Emphasis will be on GPS locations of crime incidents, clustering of thefts, burglaries, rapes, bank robberies, and plot victim locational and demographic characteristics. Students will track and evaluate patrol assignments and fleet unit routing to create more effective utilization patterns. US Census, DOJ CRS and local governmental data shall be utilized in creating crime maps.

This course focuses on understanding and utilizing Geographic Information Systems (GIS) in Disaster Management. Students will use ArcMap and other mapping information systems to mitigate, plan and respond to weather storm related conditions such as earthquakes, toxic and chemical air releases, and other hazards. This course is designed to enable students to identify areas that might be affected by natural and human-induced disasters.

• Prerequisite: GEOG 20 or GIS 20.

Formerly same course as CIS 23.

This course emphasizes GIS principles and methodology used in both the private and public sectors. Hands-on applications using both raster and vector data and technology will expose students to more advanced understanding of GIS. Students will learn various methods of data acquisition, including Global Positioning Systems (GPS) as well as the World Wide Web. The add-on modules extend the analytical capabilities of ArcMap and allow input of map features and conversion of feature themes from raster to vector. This course will also provide an introduction to several of ArcMap’s extension including Spatial Analyst and 3D Analyst. Students will complete a Model Builder to be used in siting new solar sites. Spatial Analysis will include slope and aspect maps, neighborhood and zone analysis. The course will present single and multi-layer statistical operations including classification, coordination, and modeling analysis.

GIS 23 is the same course as GEOG 23. Students may receive credit for one, but not both.

This course provides a general introduction to Cartography, broadly defined as the art, science, and ethics of map making and map use. The emphases include map scale, map projection, reference and thematic map reading, symbolization and map design. A variety of modern geospatial technologies and tools are covered, including Geographic Information Systems (GIS), Global Positioning System (GPS), Remote Sensing, and web mapping. The course includes both lecture and hands-on application.

GEOG 25 is the same course as GIS 25. Students may earn credit for one, but not both.

This course introduces students to the basic concepts of remote sensing, characteristics of remote sensors, and remote sensing applications in academic disciplines and professional industries. Emphases are placed on remote sensing data acquisition; digital image processing and interpretation. The course is designed for students interested in the Earth Observing System, environmental monitoring techniques, and image analysis.

GIS 26 is the same course as GEOG 26. Students may earn credit for one, but not both.

• Advisory: GIS 20 or GEOG 20.

This course focuses on utilizing Geographic Information Systems (GIS) in real world applications such as disaster management, crime analysis, environmental sustainability analysis, and marketing. Students will use ArcGIS and other open source GIS software to process, analyze and map geospatial data, extract geospatial information, and develop geospatial wisdom. Emphases are placed on developing geospatial thinking and utilizing GIS to answer geospatial questions.

C-ID: GEOG 110.

IGETC AREA 5A (Physical Sciences, non-lab)

• Advisory: Eligibility for English 1.

*Maximum credit allowed for GEOG 1 and GEOG 5 is one course (4 units).

This course surveys the distribution and relationships of environmental elements in our atmosphere, lithosphere, hydrosphere and biosphere, including weather, climate, water resources, landforms, soils, natural vegetation, and wildlife. Focus is on the systems and cycles of our natural world, including the effects of the sun and moon on environmental processes, and the roles played by humans.

C-ID: GEOG 120.

IGETC AREA 4 (Social & Behavioral Sciences)

• Advisory: Eligibility for English 1.

This course is a study of humanity and its planetary home of distinctive places, spaces, landscapes, and environments. The course systematically considers geographic patterns, processes, and issues, beginning with the basic questions of Where? and Why There? Specific topics examined include human population change and migration; agriculture and food systems; urban-economic development; cultural and environmental change in an age of globalization, with specific attention paid to language, religion, ethnic identity, and biodiversity; and international geopolitics.

C-ID: GEOG 130.

IGETC AREA 5A (Physical Sciences, non-lab)

This course is a survey of the earth’s atmosphere, with special reference to the causes and regional distribution of weather and climate. The nature and causes of winds, clouds, precipitation, and severe storms are studied. Students will learn techniques of local weather observation and prediction.

C-ID: GEOG 115.

IGETC AREA 5A (Physical Sciences, + LAB)

*Maximum credit allowed for GEOG 1 and GEOG 5 is one course (4 units).

This course surveys the distribution and relationships of environmental elements in our atmosphere, lithosphere, hydrosphere and biosphere, including weather, climate, water resources, landforms, soils, natural vegetation, and wildlife. Focus is on the systems and cycles of our natural world, including the effects of the sun and moon on environmental processes, and the roles played by humans. Laboratory work emphasizes the practical application of concepts presented in lecture, introduces the student to some of the tools and methods used in Physical Geography, and may include field study opportunities.

IGETC AREA 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

This introductory course will use an interdisciplinary approach to provide students with a broad perspective on environmental problems and solutions. Students will be introduced to the strategies used by scientists, economists, political analysts, and other writers and researchers to investigate and analyze environmental and urban issues, human/nature relationships, natural and built environments, and environmental citizenship.

GEOG 7 is the same course as ENVRN 7. Students may earn credit for one, but not both.

IGETC AREA 4 (Social and Behavioral Sciences)

This course introduces students to the multi-disciplinary study of urban society and space. Cities are examined both as complex social-economic groupings of people, and as material landscapes of buildings, pathways, and public and private spaces. Attention is paid to what cities are and have been (the evolving urban experience of the past and present) as well as to ever-changing ideas about what cities should be (urban planning and design for the future). While the overall perspective of the course is global, its primary focus is on the cities of North America and, in particular, the Los Angeles metropolitan area. This emphasis is evident both in the classroom and in field trips or other assignments that ask students to apply classroom ideas to our local urban setting.

GEOG 8 is the same course as URBAN 8. Students may earn credit for one, but not both.

IGETC AREA 5A (Physical Sciences, non-lab)

Satisfies Global Citizenship

This course explores the geologic causes of climate change and explores how climate has varied in the geologic past. The course will investigate how the oceans and atmosphere regulate both climate and weather today. Moreover, it will examine human contributions to current warming, and how policy decisions shape future emission scenarios. The course will also highlight societal impacts of current and future emission scenarios.

GEOG 9 is the same course as GEOL 9. Students may earn credit for one, but not both.

This course is a study of hazards and their effect on humans and the natural environment. It includes an analysis of volcanoes, earthquakes, floods, droughts, hurricanes, tornadoes, catastrophic mass wasting, fires, and the effects of terrorism. This course focuses on appropriate responses from law enforcement personnel, fire technicians, and public sector managers.

C-ID: GEOG 125.

IGETC AREA 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

This course introduces Global Studies through a survey of the world’s major geographic regions. Students will encounter core concepts related to processes of global connection and change, while also developing basic geographic literacy in the distribution of human and natural features on Earth. Students will examine and discuss significant issues — cultural, social, political-economic, and environmental — impacting humanity today as both problem and possibility. In particular, this course considers the diverse localized impacts of globalization as a continuing story of peoples and places isolated and connected by imperial, colonial, and international systems of the past and present.

GEOG 11 is the same course as GLOBAL 11. Students may earn credit for one but not both.

IGETC AREA 5A (Physical Sciences + LAB)

This course introduces students to the fundamental concepts of Earth Science with a laboratory. Topics covered include the solar system, atmosphere, hydrosphere, and geosphere, This course focuses on the interactions between physical and chemical systems of the Earth including the tectonic cycle, rock cycle, hydrologic cycle, weather and climate.

GEOG 12 is the same course as GEOL 12. Students may receive credit for one, but not both.

C-ID: GEOG 140.

IGETC AREA 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

This course surveys the physical and human geography of California and the process shaping its landscapes. Topics include natural features and resources, such as geology, climate, plants and animals, and hydrology. Historical and current trends in human population, migration, and settlement patterns are considered, including a review of the state’s major cultural groups. Primary and advanced economic activities are examined within modern rural and urban settings. Emphasis is on the profound connections between these topics, on California’s unequaled diversity, and the rapid change that is transforming our people and its landscapes.

C-ID: GEOG 155.

Formerly same course as CIS 20.

GIS are computer-based systems used to collect, store and analyze geographic information. This course will present the concepts of Geographic Information Systems (GIS) science and its applications to spatial data management. Topics include: Identification and acquisition of GIS data; Assessment of vector and raster data, scale, resolution, map projection, coordinate systems, georeferencing and Global Positioning Systems (GPS). Spatial analysis and modeling with GIS will also be presented.

GEOG 20 is the same course as GIS 20. Students may earn credit for one course only.

• Prerequisite: GEOG 20 (same as GIS 20).

Formerly same course as CIS 23.

This course emphasizes GIS principles and methodology used in both the private and public sectors. Hands-on applications using both raster and vector data and technology will expose students to more advanced understanding of GIS. Students will learn various methods of data acquisition, including Global Positioning Systems (GPS) as well as the World Wide Web. The add-on modules extend the analytical capabilities of ArcMap and allow input of map features and conversion of feature themes from raster to vector. This course will also provide an introduction to several of ArcMap’s extension including Spatial Analyst and 3D Analyst. Students will complete a Model Builder to be used in siting new solar sites. Spatial Analysis will include slope and aspect maps, neighborhood and zone analysis. The course will present single and multi-layer statistical operations including classification, coordination, and modeling analysis.

GEOG 23 is the same course as GIS 23. Students may receive credit for one, but not both.

This course introduces methods for visualizing the natural and cultural features of Earth’s surface. Fundamentals of traditional map and air-photo interpretation are covered, as well as newer technologies including satellite imagery, global positioning systems (GPS), and Internet-based applications. Emphases are placed on use and interpretation of maps and other geospatial information. Class time will combine lecture and lab work.

This course provides a general introduction to Cartography, broadly defined as the art, science, and ethics of map making and map use. The emphases include map scale, map projection, reference and thematic map reading, symbolization and map design. A variety of modern geospatial technologies and tools are covered, including Geographic Information Systems (GIS), Global Positioning System (GPS), Remote Sensing, and web mapping. The course includes both lecture and hands-on application.

GEOG 25 is the same course as GIS 25. Students may earn credit for one, but not both.

This course introduces students to the basic concepts of remote sensing, characteristics of remote sensors, and remote sensing applications in academic disciplines and professional industries. Emphases are placed on remote sensing data acquisition; digital image processing and interpretation. The course is designed for students interested in the Earth Observing System, environmental monitoring techniques, and image analysis.

GEOG 26 is the same course as GIS 26. Students may earn credit for one, but not both.

This course combines classroom and laboratory studies with actual field studies in geography. Field experiences are designed to apply basic geographic concepts and techniques in the study of diverse landscapes and the processes shaping them. Students will attend two 3-hour lecture classes and are required to attend two planned weekend field trips that include California coastal, mountain, and desert locations.

This course combines classroom and laboratory studies with actual field studies in geography. Field experiences are designed to apply basic geographic concepts and techniques in the study of diverse landscapes and the processes shaping them.

• Advisory: Eligibility for English 1, SCI 10 or GEOL 4 or GEOG 5.

This course will introduce students to field methods in Geoscience, including Geology and Geography. Students will apply the scientific methods to their field queries, learn how to design and implement field-based research, and standard protocols such as obtaining required permitting to access field sites. They will also be introduced to commonly used field instruments, practice using these instruments to gather data in a field setting, and communicate results and data interpretation in conventional scientific formats. Field trip attendance is required.

GEOG 94 is the same course as GEOL 94. Students may earn credit for one, but not both.

C-ID: GEOL 100.

IGETC AREA 5A (Physical Sciences, non-lab)

*Maximum credit allowed for GEOL 1 and GEOL 4 is one course (4 units).

This course illustrates the many geologic processes that have shaped our planet. Lecture topics include rocks, minerals, landslides, streams, ground water, glaciers, oceans, earthquakes, and plate tectonics. Upon completion of this course, the student will have a greater awareness and understanding of their constantly changing environment.

IGETC Area 5A (Physical Sciences, non-lab)

This course is an introduction to geologic hazards and resources. The primary focus is geologic settings that produce regions with different types of geologic hazards, the specific hazards and mitigation techniques associated with those regions, and the formation and utilization of geologic resources. Topics include earthquakes, volcanoes, floods and groundwater, fossil fuels, rock and mineral resources, and problems associated with resource use.

C-ID: GEOL 101.

IGETC AREA 5A (Physical Sciences, + LAB)

*Maximum credit allowed for GEOL 1 and GEOL 4 is one course (4 units).

This course presents an introduction to geologic processes that have shaped the Earth. Lecture topics include formation of the Earth, plate tectonics, rocks, minerals, earthquakes, geologic structures, geologic time, coastal processes, and groundwater. Laboratory exercises expand this information by dealing with rock and mineral identification, topographic and geologic map interpretation, and the interpretation aerial photographs. Upon completion of this course, the student will have a good understanding of the processes that form major features on Earth.

C-ID: GEOL 111.

IGETC AREA 5A (Physical Science + lab)

This course is an introduction to the history of Earth and its evolution including surface environments, atmosphere, oceans, and life. Sedimentary rocks are studied for stratigraphic relationships, environmental indicators, and biologic significance to reconstruct the geological and biological evolution of Earth over time. Numerical methods, like geochronology, are also employed to assign absolute ages to past environments. The combination of both relative and numerical methods to the study of plate tectonics and geologic structures will allow the student to understand how Earth history is reconstructed. A particular emphasis is placed on the study of North American sequences.

IGETC AREA 5A (Physical Sciences, non-lab)

Satisfies Global Citizenship

This course explores the geologic causes of climate change and explores how climate has varied in the geologic past. The course will investigate how the oceans and atmosphere regulate both climate and weather today. Moreover, it will examine human contributions to current warming, and how policy decisions shape future emission scenarios. The course will also highlight societal impacts of current and future emission scenarios.

GEOL 9 is the same course as GEOG 9. Students may earn credit for one, but not both.

IGETC AREA 5A (Physical Sciences, non-lab)

• Advisory: ASTRON 2 or ASTRON 4 or GEOL 1 or GEOL 4.

This course provides a geologic and astronomic view of solar system exploration. Current knowledge of the geology of other planets, natural satellites and asteroids is discussed. Current studies in planetary science and how to access and utilize data collected from modern and historic planetary missions and Earth-based studies are also examined.

GEOL 10 is the same course as ASTRON 10. Students may earn credit for one, but not both.

IGETC AREA 5A (Physical Sciences + LAB)

This course introduces students to the fundamental concepts of Earth Science with a laboratory. Topics covered include the solar system, atmosphere, hydrosphere, and geosphere, This course focuses on the interactions between physical and chemical systems of the Earth including the tectonic cycle, rock cycle, hydrologic cycle, weather and climate.

GEOL 12 is the same course as GEOG 12. Students may receive credit for one, but not both.

IGETC AREA 5A (Physical Sciences, non-lab)

This course provides the student with an understanding of the physical and geological aspect of oceanography. Lecture topics include the origin of the oceans, plate tectonics, seafloor topography, waves, beaches, estuaries, lagoons, and lakes. Completion of this course will give the student a greater knowledge of the fascinating and dynamic world of the oceans.

IGETC AREA 5A (Physical Sciences, + LAB)

This course describes the physical and geological aspects of oceanography. Lecture topics include the origin of the oceans, plate tectonics, seafloor topography, waves, beaches, estuaries, lagoons, and lakes. Lab content will reinforce lecture topics giving students an opportunity to apply their knowledge with hands-on experience along with a greater degree of understanding the physical and chemical properties of the oceans and atmosphere.

This course combines classroom and field studies of California geology. Lectures are designed to prepare the student for the examination of geologic features in the field setting. Field experience is intended to provide students with first hand observations and an understanding of earth processes and their products. Students will learn to take notes and make diagrams in the field to be used in the preparation of a written report. Students will attend three 3-hour lecture classes and are required to attend an overnight field trip to a location of geological interest in California.

This course combines classroom and field studies of the geology of Central California, coast and interiors. Lectures are designed to prepare the student for the examination of geologic features in field settings. Field experiences are intended to provide students with first hand observations and an understanding of several Earth processes and their products including underground caverns, sand dunes, volcanoes and erosional features. Students will attend a series of three 3-hour lecture classes and are required to attend one overnight field trip to Central California.

This course combines classroom and field studies of the geology of the Basin and Range desert of California and Nevada. Lectures are designed to prepare the student for the examination of geologic features in field settings. Field experiences are intended to provide students with first hand observations and an understanding of several Earth processes and their products including underground caverns, sand dunes, volcanoes and erosional features. Students will attend a series of three 3-hour lecture classes and are required to attend one overnight field trip to the Basin and Range desert.

• Advisory: Eligibility for English 1, SCI 10 or GEOL 4 or GEOG 5.

This course will introduce students to field methods in Geoscience, including Geology and Geography. Students will apply the scientific methods to their field queries, learn how to design and implement field-based research, and standard protocols such as obtaining required permitting to access field sites. They will also be introduced to commonly used field instruments, practice using these instruments to gather data in a field setting, and communicate results and data interpretation in conventional scientific formats. Field trip attendance is required.

GEOL 94 is the same course as GEOG 94. Students may earn credit for one, but not both.

IGETC Foreign Language (required for UC only)

Satisfies Global Citizenship

The course is designed to give students the ability to understand, speak, read and write simple German. Primary goals are to introduce beginning students to basic structures of the German language by developing vocabulary and a command of idiomatic expressions; to familiarize students with sentence structure through written exercises and short compositions; to give students a basic foundation in German history and culture; and to interest students in traveling to German-speaking countries.

IGETC AREA 3B (Humanities), Foreign Language (required for UC only)

Satisfies Global Citizenship

• Advisory: GERMAN 1*.

This course is a continuation of German 1 with additional stress on conversation, reading, and essential grammatical elements. Aspects of German culture and history are covered as well.

*The advisory for this course is comparable to two years of high school German.

IGETC AREA 3B (Humanities), Foreign Language (required for UC only)

Satisfies Global Citizenship

• Advisory: GERMAN 2*.

This course reviews German grammar, emphasizing idiomatic construction and expressions. Discussions and interpretations are based on selected readings from German literature and a variety of cultural topics. This course is taught in German except in cases of linguistic difficulty as determined by the professor.

*The advisory for this course is comparable to three years of high school German.

IGETC AREA 3B (Humanities), Foreign Language (required for UC only)

Satisfies Global Citizenship

• Advisory: GERMAN 3*.

This course stresses the finer grammatical points, idioms, and vocabulary used every day and in literature. The course is highlighted by intensive and extensive reading and discussion and interpretations of more advanced German works on literature, philosophy, and culture. This course is taught in German except in cases of linguistic difficulty as determined by the professor.

*The prerequisite for this course is comparable to four years of high school German.

• Prerequisite: GERMAN 2.

This course provides an opportunity to acquire intermediate fluency in spoken German with emphasis on natural, colloquial usage. New vocabulary and idiomatic phrases will be emphasized, and the students will hold conversations in German during each class. This course is taught in German except in cases of linguistic difficulty as determined by the professor.

Applied and service-learning field experience within a public agency, educational institution, and citizen volunteer groups is a requirement of this class.

This course is designed for students with no previous knowledge of German. It develops basic conversation skills in the present tense, emphasizing the use of setup phrases, idiomatic expressions, correct pronunciation, development of useful vocabulary and the ability to communicate at a practical and basic level. This course is taught in German except in cases of linguistic difficulty as determined by the professor.

• Corequisite: Any course in German.

This course — taken in tandem with another course in the discipline — enables a student to apply course content in a meaningful and relevant way to a particular activity. In this hands-on course, students engage in applied learning through unpaid experiential activities organized by the student (in conjunction with SMC’s applied/service learning center) and approved by the instructor. Students will develop a customized reading list relevant to their particular activity, complete a minimum of 15 hours of volunteer work with that activity, and submit academically-sound written reports regarding the activity. By applying course material to their experience, students develop a deeper understanding of the discipline.

IGETC AREA 4 (Social and Behavioral Sciences)

Satisfies Global Citizenship

This course provides a detailed introduction to global media systems around the world, examining the main economic and cultural dimensions of the international media environment. Key theoretical approaches to international and global communication will be examined. Consideration will be given to the key issues, main actors, and significant developments in global media.

GLOBAL 3 is the same course as MEDIA 3. Students may earn credit for one, but not both.

C-ID: GLST 101.

IGETC AREA 4 (Social 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.

GLOBAL 5 is the same course as ECON 5 and POL SC 5. Students may earn credit for only one course.

IGETC AREA 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This introductory course offers an interdisciplinary approach to exploring the origins, current status, trends and possible solutions of major global issues. Students will examine multiple issues of concern such as international war and conflict, global inequality, food, water, energy, climate change, population growth, migration, and social change. This Global Studies course will emphasize interdisciplinary inquiry by drawing upon both the holistic body of work in global studies, as well as the approaches of related fields such as anthropology, economics, environmental studies, geography, history, philosophy, political science, psychology, sociology, and women’s studies.

C-ID: GEOG 125.

IGETC AREA 4 (Social & Behavioral Sciences)

Satisfies Global Citizenship

This course introduces Global Studies through a survey of the world’s major geographic regions. Students will encounter core concepts related to processes of global connection and change, while also developing basic geographic literacy in the distribution of human and natural features on Earth. Students will examine and discuss significant issues — cultural, social, political-economic, and environmental — impacting humanity today as both problem and possibility. In particular, this course considers the diverse localized impacts of globalization as a continuing story of peoples and places isolated and connected by imperial, colonial, and international systems of the past and present.

GLOBAL 11 is the same course as GEOG 11. Students may earn credit for one but not both.

This course supports a diverse range of academic offerings that combine field-based learning and/or research in the context of global citizenship. This course explores the human, scientific, theoretical and/or ecological dimensions of our world. Set in a variety of international and domestic locations, each field study offering will focus on a discipline specific aspect of the location to expand student understanding of both the discipline and the location.