Course Finder

Formerly GR DES 31.

This studio course introduces the graphic design process — concept, visualization, documentation, and professional presentation. With an emphasis on visual communication strategies, students will explore the fundamental text/image interaction and develop various types of graphic identity designs including symbolic, pictorial or typographic.

Formerly GR DES 33.

The course serves as an introduction to the fundamentals of typography. Students learn about the history of the letterform and type development, the core concepts and the professional vocabulary, as well as the technologies and their applications in the typographic practice. The primary focus of the course is on developing the basic skills necessary to understand and apply typography in visual communication.

Formerly GR DES 18.

This course provides an overview of digital applications used in the field of Graphic Design for the purposes of image manipulation, vector graphics, and publication design. Also covered: Operation Systems, file management, and computer navigation basics.

• Advisory: DESIGN 11.

This course supplies students with a toolbox of techniques to build visual problem-solving and communication skills. Students will explore different methodologies used to kick-start the creative process: how to formulate design problems, establish constraints, ideate, and prototype solutions. A variety of different techniques are explored that designers use to conceptualize and visualize their ideas and present them in different mediums. Concepts covered include sketching, brainstorming, visual research, Interviewing, field research, moodboards, brand books, co-designing, mind mapping, and concept presentations.

• Advisory: DESIGN 12.

Formerly GR DES 43.

The course builds on the fundamental principles covered in Typography 1 to continue the exploration of type as a visual communication tool. Students learn to understand the context and the meaning behind the typographic strategies and apply advanced techniques and methods to increasingly complex design projects. The course emphasizes the use of grids and the systematic approach to visual communication.

Formerly GR DES 61.

User Experience (UX) Design prioritizes the needs and wants of the user. The goal: create useful, meaningful, and ethical/sustainable interactions with a product, service or design. This introductory course will provide an overview of the design process and tools used within the UX field with a specific focus on mobile or web-based solutions. Students will collaborate to research, critique, and design a real-world project or projects to present to stakeholders.

• Advisory: DESIGN 13.

Formerly GR DES 65.

This course serves as an introduction to the fundamentals of web design for students with existing command of digital design tools. Students will learn about the history and the nature of the Web as a medium for visual communication, it’s underlying structures, and the foundational principles and methods of design for the Web. The course focuses on core concepts like site structure, treatment of text and images, the separation of content and presentation, as well as introduction to layout and positioning and allows students to apply these skills in creation of their own Web pages and sites.

• Advisory: DESIGN 13.

Formerly GR DES 75.

This design course focuses on designing mobile touchscreen interfaces, including smartphones and tablets. Mobile design requires the skill of designing for smaller, hand-held devices and has its own set of characteristics and constraints. Students will conceptualize, design, and implement low-fidelity design prototypes of apps for mobile devices. Projects will cover best practices for mobile device design and the basics of mobile app prototyping, including design process, interface design, and interaction design patterns. NOTE: This course is not a mobile app development or programming course. For such courses, please see the Computer Science course offerings.

This course is not a mobile app development or programming course. For such courses, please see our Computer Science course offerings.

• Advisory: DESIGN 12 and DESIGN 13.

Formerly GR DES 71.

This hands-on course focuses on communication design for motion. Students will conceptualize, design and produce visual communication solutions using motion. Motion Graphics is a form of communication with a range of applications: film, television, communication design, branding, advertising and web. Projects will cover best practices for animation and visual effects in broadcast design, film titles, and video production by combining narrative storytelling, graphics and typography.

• Advisory: DESIGN 11.

In this project-based course, students will apply graphic design skills to interactive advertising and social media platforms. Using appropriate tools, frameworks, and technologies, students will create interactive campaigns to promote, engage, and drive user behaviors as well as identify and apply various methods for measuring a project’s success. Students will use a hands-on approach to campaign creation through social media advertising, marketing strategies, and performance indicators to tell the story of a business or user — and the goals they want to achieve.

• Advisory: DESIGN 11.

The class prepares students to participate in a visual communication campaign delivered across various media. The coursework focuses on the application of a consistent visual language to different platforms preserving branding and messaging cohesion. Supplied with a design brief for a single large campaign students will practice conceptualization, prototyping, pre-production and content delivery within the constraints of working towards a set goal and target audience.

• Advisory: DESIGN 23.

Formerly GR DES 62.

User Experience (UX) 2 builds on the knowledge acquired in UX 1. If projects in UX 1 focus primarily on mobile and web-based solutions, UX 2 embraces a more holistic view of the user experience. This may include looking at other interfaces (voice activation, wearables, etc.) and design types (service, interventions) — and even those we have not yet considered. Project outcomes may also be equally diverse with projects ranging from interactive campaigns to speculative prototypes. Students will collaborate to research, critique, and design real-world, theme-based project(s) to a group of a stakeholders.

• Advisory: DESIGN 24.

Formerly GR DES 66.

This course builds up on the web design fundamentals covered in Design 24 and is centered around the best practices for the use of design systems in web design and the introduction to the interactivity on the Web. Students explore concepts like grids and layouts and learn to apply various CSS strategies for the design of modern cross-platform responsive websites. They learn about engaging and delighting users with interactive components, and advanced application of typography and images and practice applying common interactive design strategies to the design of complex multi-page websites for real-world clients.

• Advisory: DESIGN 23 and DESIGN 25.

Formerly GR DES 76.

This design course focuses on designing apps for mobile touchscreen devices including smartphones and tablets. This class will use knowledge acquired in Mobile Design 1 to conceptualize, design, and implement interactive design prototypes for mobile devices at an intermediate level. Projects will include designing, user testing, and creating mobile app design prototypes. NOTE: This course is not a mobile app development or programming course. For such courses, please see the Computer Science course offerings.

This course is not a mobile app development or programming course. For such courses, please see our Computer Science course offerings.

• Advisory: DESIGN 26.

Formerly GR DES 71B.

This hands-on course focuses on communication design and common professional uses of advanced motion graphics. Students will conceptualize, design and produce innovative time-based visual communication solutions using motion design theory and techniques. Exploring a wide range of applications (film, web, television, communication design, branding and advertising), students will create projects with advanced techniques for animation and visual effects in broadcast design, film titles and video production by combining typography, graphics and narrative storytelling.

• Advisory: DESIGN 11.

This course focuses on an industry-sponsored project driven by a real-world brief. As a capstone class, students will build on the knowledge and skills they acquired in earlier course work. Students in this course will work independently or in small teams to research, prototype, and present design concepts in collaboration with the industry partner.

• Advisory: DESIGN 11

Design and presentation of information is integral to all human cultures — from pictographs to alphabet to complex data visualizations. This course presents students with the opportunity to explore visual expressions of data and information, wayfinding systems and information-based narratives. Students will learn to create visual systems, data visualizations in print and on the Web, and effective and engaging presentations.

• Advisory: DESIGN 11.

Formerly GR DES 50.

This course provides the opportunity to focus on the development of an effective design portfolio and addresses the process of developing project documentation that meets the current industry standards. Students learn how to write case studies, and present and exhibit their work in a professional setting. Students prepare promotional materials, including a design statement, resume, digital portfolio, online professional presence, cover letters, and references. Emphasis is placed on cultivating a professional voice in design.

• Advisory: DESIGN 34.

Formerly GR DES 67.

This advanced project-based web design course builds on the conceptual and technical framework acquired in Web Design 2 and focuses on designing for cutting-edge web technologies. Students will learn narrative strategies in web design and experiment with interactive graphics and mixed reality on the Web. They will go through rigorous design process, prototype and publishing their work, receive feedback and integrate through their designs. Students will learn how to evaluate emerging web technologies from the designer’s perspective and adapt their skillset to remain on the cutting edge of web design.

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.

This course is designed to explore and develop approaches to, and perspectives of, healthful living. Topics include but are not limited to: dimensions of wellness, stress management, nutrition, physical activity and exercise, behavioral health, aging, and strategies for establishing and maintaining a healthy lifestyle.

A course in adult and child CPR (cardio-pulmonary resuscitation), AED (Automated External Defibrillator) and basic first aid. This course will cover emergency care of the ill and/or injured, including; recognizing and treating life threatening emergencies such as breathing, choking, cardiac emergencies, severe bleeding, and shock. The treatment of soft tissue injuries like burns, musculoskeletal, head, neck, and back injuries, as well as the treatment of medical emergencies such as sudden illness, poisonings, hypothermia and hyperthermia will be covered in this course. Upon successful course completion, American Red Cross first aid certificates and CPR certificates are awarded to students.

Additional fees apply for students wishing to pursue American Red Cross certification.

Satisfies Global Citizenship

This course introduces the student to the health and healing beliefs and practices among people from culturally diverse backgrounds. Cultural concepts applicable to health and wellness behavior are examined. The health, healing beliefs and practices of select American cultural groups: Native, Asian, African, Latino, and European, will be studied in the larger context of the American health care delivery system.

HEALTH 60 is the same course as NURSNG 60. Students may earn credit for one but not both.

This course introduces the field of Integrative Health as it is practiced in modern healthcare settings. Integrative Health addresses wellness of the whole person: body, mind, and spirit. The course will explore the major domains of Integrative Health, and the philosophies of health and healing that unite all of these domains. Topics include current education, practice, and research in natural products, mind-body-spirit therapies, manipulative and body based therapies, energy therapies, and global perspectives of Integrative Health practice.

This course introduces students to careers in the health care industry, through a comprehensive review of today’s health care system, the differences among health care institutions and the importance of laws, ethics, and professionalism in health care.

This course introduces students to the various professional skills that are vital for success in the health care industry. Students examine the impact of communication, professionalism, collaboration, and critical thinking in health care delivery. This course also examines the usage of technology in the healthcare industry.

This course allows students to practice the skills needed to provide direct patient care with an emphasis on the elderly population. An overview of the basic care and psychosocial skills are provided. Students participate in hands on exercises to demonstrate competence in safety/infection control, assessment skills, basic medical terminology, urgent care situations, HIPAA and customer service. Students also examine the best strategies to serve patients that are aging, have dementia, mental illness, and developmental disabilities.

• Corequisite: HEALTH 84L.

This course facilitates the transition of the student to the role of a professional intern at a health care facility. Emphasis is placed on professional communication, ethics, safety in the health care environment, and personal accountability and responsibility. The course also analyzes resume building, portfolio creation and job interviewing techniques.

• Corequisite: HEALTH 84.

This course facilitates the transition of the student to the role of a professional intern at a health care facility. Emphasis is placed on professional communication, ethics, safety in the health care environment, and personal accountability and responsibility. The course also analyzes resume building, portfolio creation and job interviewing techniques. Clinical experiences provide the student the opportunity to apply theoretical concepts while functioning in an observational role at a health care facility.

This course is designed to build the student’s medical and professional vocabulary as required for a career in the medical field or allied health sciences. Students undertake a comprehensive study of medical terminology with an emphasis on determining meanings by dividing words into their component parts. An overview of anatomy by each body system, including diagnostic, pathologic, therapeutic, surgical and pharmacologic terminology is completed. Common clinical procedures, laboratory tests and abbreviations are also included.

This course introduces students to the field of rehabilitation therapy, including occupational, physical and speech therapy. It explores the history, ethics and common practice of these fields, especially focusing on the roles and responsibilities of rehabilitation aides.

This course introduces students to the practice of a rehabilitation therapy aide, including occupational, physical and speech therapy aides. Students will learn the essential job duties of a rehabilitation aide and have clinical hands-on experience.

This course introduces students to basic skeletal anatomy, body mechanics and kinesiological terms used in the field of rehabilitation therapy, including physical, occupational, and speech therapy.

This course will prepare the student to assist older adults. It provides an overview of the older adult population with respect to demographics and the aging process. The primary focus is on the role of a non-medical caregiver and the basic skills necessary to assist with daily living needs. Students completing this course will meet the State of California requirements for 10 hour Senior Caregiver Training. Completion of Providing Care to Older Adults, Communication with Older Adults, and Wellness in Older Adults leads to a noncredit certificate, Introduction to Working with Older Adults.

This course introduces techniques and skills that can be used to help facilitate communication with older adults. The student will examine age related sensory changes and be able to define and identify barriers to communication. Completion of Providing Care to Older Adults, Communication with Older Adults, and Wellness in Older Adults leads to a noncredit certificate, Introduction to Working with Older Adults.

This course will educate students on how to promote wellness in older adults with an emphasis on nutrition, physical activities and lifestyle choices. The student will learn techniques to promote healthy lifestyles of older adults which is vital in helping them to maintain health and functional independence and lead healthy and independent lives. Completion of Providing Care to Older Adults, Communication with Older Adults, and Wellness in Older Adults leads to a noncredit certificate, Introduction to Working with Older Adults.

• Corequisite: HEALTH 986 The California Department of Health requires students to be concurrently enrolled in HEALTH 985 (theory) and HEALTH 986 (lab) and pass both courses together. They cannot be taken individually for credit.

This course is designed for students who have expressed an interest in a healthcare career. This course consists of 72 hours of classroom instruction as required by the California Department of Public Health. The content meets Title 22 Health and Safety Code regulations for nursing assistants taking care of the geriatric population in a long-term care setting. Emphasis is placed on the role of nurse assistant, communication/interpersonal skills, prevention and management of catastrophe and unusual occurrences, body mechanics, medical and surgical asepsis, weights and measures, patient care skill, patient care procedures and emergency procedures vital signs, nutrition, emergency procedures, long term care, rehabilitative nursing, observation and charting, death and dying, and patient/resident abuse.

• Corequisite: HEALTH 985 The California Department of Health requires students to be concurrently enrolled in HEALTH 985 (theory) and HEALTH 986 (lab) and pass both courses together. They cannot be taken individually for credit.

This course is designed for students who have expressed an interest in a healthcare career. This course consists of 108 hours of supervised practice in a simulated patient care setting and direct patient care in a long-term facility and/ or home care setting as required by the California Department of Public Health. The content meets Title 22 Health and Safety Code regulations for nursing assistants taking care of the geriatric population in a long-term care setting. Emphasis is placed on patient care skills related to prevention and management of catastrophe and unusual occurrences, body mechanics, medical and surgical asepsis, weights and measures, patient care skill, patient care procedures, emergency procedures, vital signs, nutrition, long term care, rehabilitative nursing, and observation and charting.

• Corequisite: HEALTH 988 The California Department of Health requires students to be concurrently enrolled in HEALTH 987 Home Health Aide Precertification Foundational Training (theory) and HEALTH 988 Home Health Aide Precertification Foundational Training (lab) and pass both courses together. They cannot be taken individually for credit.

This course is designed for students who have completed Health 985 and 986 or are a Certified Nurse Assistant who have expressed an interest in caring for individuals in the home setting. The training consists of 27 hours of classroom instruction as required by the California Department of Public Health. The content meets Title 22 Health and Safety Code regulations for certified nurse assistants caring for individuals in a home health and/or assisted living healthcare setting. Emphasis is placed on the home health aide and agency role, interpretation of medical and social needs of people being served, personal care services, nutrition and cleaning and care tasks in the home.

• Corequisite: HEALTH 987 The California Department of Health requires students to be concurrently enrolled in HEALTH 987 (theory) and HEALTH 988 (lab) and pass both courses together. They cannot be taken individually for credit.

This course is designed for students who are Certified Nurse Assistants who have expressed an interest in caring for individuals in the home setting. The training consists of 27 hours of supervised patient care experiences in a long term care or home health setting as required by the California Department of Public Health. The content meets Title 22 Health and Safety Code regulations for certified nurse assistants caring for individuals in home health and assisted living healthcare settings. Emphasis is placed on patient care skills as it relates to the home health aide and agency role, interpretation of medical and social needs of people being served, personal care services, nutrition and cleaning and care tasks in the home.

IGETC Foreign Language (required for UC only)

Satisfies Global Citizenship

This course teaches the primary fundamentals of classical and modern Hebrew. Grammar and pronunciation, as well as reading and writing skills are developed. The approach is modified audio-lingual utilizing both spoken and written Hebrew. Examples are taken from traditional sources and modern Israeli culture and customs.

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

Satisfies Global Citizenship

• Advisory: HEBREW 1*.

This course completes instruction in the essential fundamentals of the Hebrew language. Reading, writing, pronunciation, and advanced grammar are taught. Examples are taken from both traditional sources and modern Israeli culture and customs.

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

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: HEBREW 2*.

This course covers the linguistic, cultural and historical elements that are essential for acquiring Hebrew language at the intermediate level. Class discussions, writing assignments and tests are based on a variety of literary,cultural and historical readings and materials. This course provides an in depth review of the Hebrew grammar, verb system, idioms and vocabulary. Students develop more sophisticated and structurally advanced writing skills. This course is taught in Hebrew except in cases of linguistic difficulty as determined by the professor.

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

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: HEBREW 3*.

This course covers the linguistic, cultural and historical elements that are essential for acquiring Hebrew language at the high intermediate level. Class discussions, writing assignments and tests are based on a variety of films and readings from diverse literary genres. This course provides an in depth review of the Hebrew grammar, verb system, idioms and vocabulary. Students refine their writing skills. This course is taught in Hebrew except in cases of linguistic difficulty as determined by the professor.

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

• Prerequisite: HEBREW 2.

This course provides an opportunity for students to acquire intermediate fluency in spoken Hebrew with emphasis on natural, colloquial usage.

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

• Corequisite: Any course in Hebrew.

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.

C-ID: HIST 170.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the development of Western Civilization from its beginnings in the valleys of the Tigris-Euphrates and Nile Rivers to Europe of the 16th century. It addresses cultures of the Near East, Greece, and Rome; the medieval period; the Renaissance; and the Reformation, introducing the social, economic, political, intellectual, and artistic transformations that shaped what came to be known as the West.

C-ID: HIST 180.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the transformations of Western Civilization from the 16th century into the 21st century. It addresses social, economic, political, intellectual, and artistic transformations that relate to the development of nation-states, industrialization, imperialism, and international conflicts and migration.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the development of British Civilization from Roman times to the Restoration of 1660. It addresses the significant social, economic, political, intellectual, and artistic transformations that shaped British and Irish history, from Roman occupation through the medieval period and the political and religious upheavals of the English Reformation, Civil Wars, and Restoration.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the development of British Civilization from the Restoration of 1660 into the early twenty-first century. It addresses the significant social, economic, political, intellectual, and artistic transformations that shaped British and Irish history, including the development of a constitutional monarchy, the industrial revolution, establishment of a global empire, Irish independence, involvement in world wars, the emergence of Thatcher conservatism, and beyond.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the history of Latin America, from its pre-Columbian origins to the end of the colonial period in the early nineteenth century. Using a thematic and chronological approach, it addresses the initial encounters between pre-Columbians, Iberians, and West Africans; the subsequent development of Iberian political, economic, social, and cultural colonialism; and the movements for political change.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys modern Latin American history from independence to the present. Using a thematic and chronological approach, it addresses post-colonial developments in Mexico, Central and South America, and the Caribbean, including such topics as the social and cultural challenges of nation-building and economic growth through periods of political conflict to contemporary globalization.

+ satisfies CSU U.S. History graduation requirement

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys ethnic groups in America from pre-contact to the present, including Native Americans, European Americans, African Americans, Asian Americans, and Latinos, emphasizing the forces prompting emigration and immigration, their roles in shaping American society and culture, their reception by and adaptation to American society, as well as an examination of contending theoretical models of the immigrant experience in America.

C-ID: HIST 130.

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

• Advisory: Eligibility for English 1.

This course surveys the United States from the colonial period through post-Civil War Reconstruction, addressing developments in American culture; ethnic, racial, gender, and class relations; politics; and the economy. It also considers American interaction with other nations, including both foreign policy and the relationship of domestic developments to the larger history of the modern world.

C-ID: HIST 140.

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

• Advisory: Eligibility for English 1.

This course surveys the United States from post-Civil War Reconstruction to the present, addressing developments in American culture; ethnic, racial, gender, and class relations; politics; and the economy. It also considers American interaction with other nations, including both foreign policy and the relationship of domestic developments to the larger history of the modern world.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course addresses political, social, cultural, economic, and international developments of the U.S. from 1945 to the present. Major topics include the emergence of political consensus then polarization, the economics and demographics of suburbanization, the Civil Rights movement; the Cold War, including the Vietnam War, and its aftermath; trends related to environmentalism, immigration, and technology, and responses to 9/11.

+ satisfies CSU U.S. History graduation requirement

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys the 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.

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

IGETC AREA 3B (Humanities) or 4 (Social and Behavioral Science)

• Advisory: Eligibility for English 1.

This course is a chronological study of American economic history by major areas, including agriculture, industrial development, money, banking, and transportation. The roles of business, labor, and government are given a particular emphasis.

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

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys African-American history from its beginnings in Africa through slavery, abolition, the Civil Rights movement, and into the present. The course will pay particular attention to the development of internal and external definitions of freedom and equality and to the influences of African Americans on the social, economic, political, and cultural development of the United States.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys Mexican history from pre-Columbian civilizations to the present. It addresses such major political, economic, social, and cultural developments as the Spanish conquest and colonial era; nineteenth-century struggles for independence; and political and economic transitions of the twentieth- and twenty-first centuries.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys Californian history from its earliest settlement to the present. It addresses political, economic, social, cultural, and external developments that accompanied the state’s transformation from the Native American through the Spanish, Mexican, and American periods.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the history of Russia from the 10th Century to the Present. Students will learn about the significant political, social, economic, and cultural transformations that shaped Russian historical development including its embrace of Christianity in the 10th Century, the rise of the Romanov Dynasty and the establishment of Russia as a powerful multi-ethnic state and empire. Moving chronologically, students will learn about the the rise of Soviet-style Communism, the totalitarian state created by Josef Stalin, the USSR’s during the Cold War including its engagement with Eurasian, African, and Latin American states, and they will gain a meaningful understanding of Russian history in the global era and thereby its role in contemporary international affairs.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the history of the Middle East, from the ancient civilizations of the Tigris-Euphrates river valley to the present. Major topics include the religious, ethnic, social and political differences that developed prior to and since the emergence of Islam; the establishment of new states following the world wars, and the 21st-century engagement with globalizing trends.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys East Asian history to 1600, tracing the rise of classical Chinese civilization and the subsequent dispersion of this culture to Korea and Japan. Addressing the connections, convergences, and divergences in the histories of China, Japan, and Korea, it examines such topics as the earliest state-formations and the emergence and maturation of market economies and popular cultures prior to the modern era.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys the development of China, Japan, and Korea from 1600 through their linked yet distinct modern transformations. It addresses such topics as early encounters with imperialism; divergent paths of 20th-century social, political, economic and intellectual change; world war, civil wars, and revolution; and their economic growth and social transformation in recent decades.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys South Asian history from the Indus Valley civilization to the Mughal Empire, offering an overview of the social, intellectual, cultural, political and economic patterns in the region that encompasses modern India, Pakistan, Bangladesh, Sri Lanka and Nepal. It highlights such major themes and events in the development of South Asian civilization as Aryan influence, the emergence of Hinduism and Buddhism, and the impact of Islam.

IGETC Area 4 (Social and Behavioral Sciences)

• Advisory: Eligibility for English 1.

This course surveys Southeast Asian history up to the present. It examines topics such as religion and cultural change; women and gender; colonialism, decolonization, and the Cold War; economic and environmental change, within a regional and global context.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course examines the domestic and global politics of and between European states since 1914, exploring such topics as nationalism, imperialism, totalitarianism, decolonization, migrations, and European integration. The course will analyze these topics in relation to major events of the time period, including the World Wars, formation and collapse of the Soviet Union and its satellite system, creation of the European Union, and disputes and cooperation between European states in the contemporary era of globalization.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the Jewish people and their history from biblical times to the present. The focus is on the development of major institutions, ideas, religious and cultural movements as well as the interaction between Jews and those amongst whom they have lived, from ancient Israel through the global diaspora.

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.

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

C-ID: HIST 150.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys world history from the rise of humanity to 1500, addressing human impact on the physical environment, the domestication of plants and animals, and the establishment of complex cultures. A thematic and chronological approach is used to examine the major civilizations of Africa, Asia, the Middle East, the Americas, and Europe in terms of their political, social, economic, intellectual, and cultural development and their inter-regional relations.

C-ID: HIST 160.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys world history from 1500 to the present, addressing major developments that contributed to global change. A thematic and chronological approach will be used to examine the economic, social, intellectual, cultural, and political transformations associated with development of and resistance to colonialism and imperialism, technological and industrial change in Africa, the Americas, Asia, Europe, and the Middle East, through the twentieth-century wars and global transitions that shape the contemporary world.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the political, economic, social, religious, and intellectual activities of African civilizations from the emergence of humankind to the eve of colonial conquest. It addresses such topics as early human settlements, the establishment of regional and Islamic states, the emergence and development of European imperialism, and African independence movements. It also traces the influence of the African diaspora on the Caribbean area and Brazil.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: Eligibility for English 1.

This course surveys African history from the eve of 1900 to the present, addressing such topics as African resistance to conquest; experiences with colonialism; settler colonialism in southern Africa; the rise of national liberation movements and achievement of independence, and the challenges of post-colonial nation building. It examines contemporary Africa through a review of economic, urban, rural, gender, and environmental concerns; kinship, and religion.

+ satisfies CSU U.S. History graduation requirement

• Advisory: Eligibility for English 1.

This course surveys Native-American history from earliest settlement to the present, addressing such topics as colonial-era interactions with Europeans, the development of U.S. Indian policy, and the effort to reclaim sovereign rights. Focusing primarily on native peoples of the United States, this course pays particular attention to the development of internal and external definitions of freedom and equality and to the influence of Native Americans on the social, economic, political, and cultural development of America.

IGETC AREA 4 (Social and Behavioral Sciences)

• Advisory: Eligibility for English 1.

This course provides a comparative historical survey of the political, cultural, social, and economic experiences of Latinos/as in the United States, concentrating on major demographic groups. Topics include migration and immigrant settlement, economic integration, and the formation of group identities among and politicization of Chicanos, Central Americans, and Cuban, Puerto Rican, and other Caribbean Americans.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the history of the US Southwest from Native-American settlement through the periods of foreign colonization and conquest to contemporary times. Focusing primarily on Mexican Americans in this border region and, more currently, throughout the nation, the course pays particular attention to the development of internal and external definitions of freedom and equality and to the influence of Mexican Americans on the social, economic, political, and cultural development of America.

IGETC Area 1B (Critical Thinking) OR 4F (Social and Behavioral Sciences)

• Prerequisite: ENGL 1.

This course presents an overview of historians’ methods of research, critical analysis, and written argumentation and introduces historiography and historical theory. Students will apply these methods through a variety of extensive writing projects, leading to a properly documented academic research paper. The research component of the course strengthens students’ information competency skills.

IGETC Area 4 (Social and Behavioral Sciences)

This course surveys LGBTQ US history from the pre-contact era to the present. It examines gender and sexuality, especially the emergence of gender ideologies and sexual identities, as they intersect with race, ethnicity, class, and citizenship. Definitions and transformations of these ideologies and identities will be examined through colonization, industrialization, westward expansion, immigration, urbanization, modernization of science and medicine, war, and civil rights and liberation movements. The course will pay particular attention to LGBTQ Americans’ influence on the social, economic, political, and cultural development of the United States.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys the history of American women from diverse communities, from the fifteenth century through the modern women’s movement to the present. It addresses such topics as traditional gender roles; their transformation through war, industrialization, reform movements, and cultural modernity; and relationships between women of different races and ethnicities. The course will pay particular attention to the development of internal and external definitions of freedom and equality and to women’s influence on the social, economic, political, and cultural development of the United States.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

This course surveys major themes and trends in the history of religion from prehistoric times to the present. Analyzing the essential principles and global historical context of such religions as Buddhism, Taoism, Confucianism, Shinto, Hinduism, Judaism, Christianity, Islam, and tribal and contemporary religions, it addresses the cultural, political, social and other roles religion has played throughout history.

IGETC AREA 3B (Humanities)

• Advisory: Eligibility for English 1.

A survey of Asian American history from the immigration period to the present, this course stresses the political, economic, social, and cultural factors which affected Asian Americans and their impact on U.S. history.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

Please see “Internships” section.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

This course explores popular and traditional cultures and civilizations of South Asia through an interdisciplinary perspective. The course examines the characteristic qualities of the region with a focus on its religious and linguistic traditions, music, art forms, and literatures.

IGETC AREA 3B (Humanities)

• Prerequisite: ENGL 1.

In this introduction to the humanities students will survey literature in conjunction with great works of art through the ages (painting, sculpture, music, architecture, dance) exploring how, at widely separated points in time, artists and writers have expressed and responded to cultural, political, and intellectual concerns of their day. In doing so, they will see literature in the context of other art forms.

HUM 26 is the same course as ENGL 26. Credit may be earned for one, but not both.

This course offers an introduction to the social, cultural, economic, and political patterns of life in today’s People’s Republic of China. Study tours to local centers of Chinese culture or to the People’s Republic; plays; seminar discussions; readings; and other cultural opportunities will be utilized to understand contemporary China.

Please see “Independent Studies” section.

Please see “Independent Studies” section.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

With the prevalence of the computer in contemporary culture, Interaction Design has emerged as a practice that determines how people engage with technology. This course examines the specific field of Interaction Design; its history, human-centered design principles, and screen-based interaction patterns. Students learn how to design the behavior of interactive digital interfaces and gain an understanding of how design decisions impact a user’s experience and the overall success of a product. Students analyze historical examples, contemporary user interfaces, and their own designs. Students also learn how to design, justify, and articulate using human-centered design principles and screen-based interaction patterns.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 310.

Microinteractions, found in every user interface, are designed moments (e.g. log in, copy and paste, on or off) that are an integral part of every interface. This course reveals these seemingly invisible interactive controls, providing an overview of specific platforms, paradigms, and affordances. The studio prepares students to create task oriented end-to-end user experiences and interaction flows. Students learn how to design at the micro scale, exploring appropriate forms, states, feedback, and loops based on different contexts and user goals. Through iterative methodologies, students learn to refine the details of a specific feature interaction. Collaborating directly with users and fellow classmates, students prototype, critique, and test existing interaction examples and their own microinteraction designs. Students develop a critical understanding of how interactive forms communicate and influence a user’s behavior.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

This design course focuses on the storytelling component of interaction design with a special focus on prototyping and motion graphics. Exploring different types of prototyping, from paper prototypes to digital, screen-based prototypes (e.g, web-based tools, video prototypes), students use storytelling to describe experiences in interaction design. Students use a hands-on approach to design a better experience for end users by sketching, storytelling, experimenting, making and testing. Students create prototypes at different levels of fidelity using appropriate tools and technologies.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 350.

This course provides a hands-on introductory experience to the history, contemporary methodologies, and emerging practices of Product Design. This studio teaches students to think through “making” and includes in-class workshops on 3D modeling and rapid-prototyping. Students cross design disciplines and toolsets, using 3D forms to solve problems, act out new capabilities, and connect to other devices, objects, and people. The projects in this course are fast-paced, collaborative, and experimental.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 330.

In this course, students work with a variety of organizations addressing a community need to design and develop a project with social impact. Students apply a variety of user experience and interaction design skill sets to work collaboratively with community stakeholders in identifying and helping to solve a need. Through this experience, students recognize and demonstrate many interaction design practices related to research, analysis, concept, design and prototyping to work on a project designed to serve a community need.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

This course contextualizes project management for interaction designers. Project Management for Design provides a comprehensive overview of current design development processes and tools used to successfully deliver a high-quality project on time. Students will learn to clearly communicate with clients and manage the design process while integrating design objectives into the overall development timeline. Students will develop leadership skills, learn to plan, organize, motivate, and control resources based on project goals.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 330.

Students design for the complexities of large scale systems, services, and digital networks. The course provides a survey of current system design, information architecture, and topics in interaction design such as The Internet of Things. Working in teams modeled after professional studios, students conduct exploratory ethnographic research to form novel strategies, concepts, maps, user narratives, and models for our increasingly complex world of networked objects, spaces, and people. This course encourages students to leverage team brainstorms and critiques in order to develop consistency through an entire ecosystem.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 430.

This course provides the interaction design student the opportunity to develop work under the supervision of the instructor on a one-to-one basis and to develop the skill to talk about their body of work in a professional setting. Emphasis is placed on developing a portfolio that displays a comprehensive understanding of industry expectations for a UX/interaction designer.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 360.

Students explore the design of user interfaces that blend digital and physical interactions. Working with creative technologies such as microcontrollers, sensors, and actuators, students create functional prototypes that explore new interaction techniques, principles, and strategies. This course immerses students into prototyping through hands-on class workshops and research into contemporary examples such as the Internet of Things, Smart Objects, and Voice User Interface (VUI). Students explore the expressive capabilities of technology through user observations, affordances, and converting physical action into digital information.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 430.

This course focuses on an industry-sponsored project in which students use their integrated skills to create a forward-looking design in response to a real-world brief provided by the industry partner in collaboration with the faculty. This is a capstone course where students work in small teams and build on the knowledge and skills they acquired in earlier course work. The course is organized around a project that requires student teams to explore various design concepts and alternatives as well as explore recent practices, tools, and systems that may be related to the project. Students will design and produce a prototype as part of a team. Considering the pace of the development of the project, this requires students to engage in a considerable amount of independent as well as team-based learning.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: IXD 460.

This course introduces the students to a set of emerging technologies, new interfaces and developing mediums which will shape the design landscape 5 to 10 years from now — focusing on machine learning, computer-mediated realities and immersive environments. The goal of the course is to help the students prepare for the jobs that might not even exist yet and to equip them with the tools and methodologies that will help them to quickly learn and adapt to the rapidly changing nature of digital design.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

This course is for upper division students interested in doing an independent research project in the field of Interaction Design. NOTE: The student must receive approval from the Department Chair prior to enrolling in this course.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

This course is for upper division students interested in doing an independent research project in the field of Interaction Design. NOTE: The student must receive approval from the Department Chair prior to enrolling in this course.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

This course is for upper division students interested in doing an independent research project in the field of Interaction Design. NOTE: The student must receive approval from the Department Chair prior to enrolling in this course.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

This internship program provides students with the opportunity to work with a local firm to apply UX/IxD principles. Students become acquainted with the career fields in user experience design and interaction design by working in a professional design, entertainment, or technology company. Students spend a minimum of 60 hours during the term under the supervision of a design professional. Learning objectives and exit internship evaluation are required. Limited availability.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

In this internship program, students will work with a local firm to apply UX/IxD principles. Students become acquainted with the career fields in user experience design and interaction design by working in a professional design, entertainment, or technology company. Students spend a minimum of 120 hours during the term under the supervision of a design professional. Learning objectives and exit internship evaluation are required. Limited availability.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

• Prerequisite: Admission to the Bachelor of Science in Interaction Design.

In this internship program, students will work with a local firm to apply UX/IxD principles. Students become acquainted with the career fields in user experience design and interaction design by working in a professional design, entertainment, or technology company. Students spend a minimum of 180 hours during the term under the supervision of a design professional. Learning objectives and exit internship evaluation are required. Limited availability.

This course is open only to students who have been admitted to SMC’s Bachelor of Science program in Interaction Design. See ixd.smc.edu for more information.

Formerly INTARC 34.

This course addresses basic color design theory and application. Students utilize tools, materials, and equipment to develop technical skills applicable to interior, architectural and other related fields of design. Students identify cultural heritages, the psychological implications of design and are introduced to Computer Palettes.

• Advisory: ARC 10, ARC 11.

Formerly INTARC 31.

A studio course which focuses on the development of context and precedent while designing interior architectural spaces and forms. Simple built environments are developed using design principles in context with spatial relationships, human interaction, and materiality. Emphasis is placed on the design process, human experience, and space planning. Visual and oral presentations are used in the development of a course portfolio.

Formerly INTARC 36.

This course analyzes, applies, and evaluates construction materials, finishes, furnishings, and resources used in Interior Architectural Design through lectures and field trips. Topics of discussion include methods of detailing, fabrication, product innovation, as well as sustainability issues.

• Advisory: ARC 20 or IARC 20, and ARC 21

Formerly INTARC 40.

Develop interior projects with an emphasis on concept development. Explore questions of sustainability, culture, and social responsibility within the context of buildings which are responsive to the environment and people utilizing them. Emphasis is placed on research, analysis, and conceptualization of ideas. Visual and oral presentations are used in the development of a course portfolio.

It is recommended to take ARC 31 Design Communication 3 at the same time.

• Advisory: ARC 11.

Formerly INTARC 44.

Exploration of natural light and lighting technology as an integrated component of design for interiors and architecture. Topics include lighting system basics, lighting and the design process, human factors, sustainability, and regulations.

• Advisory: ARC 30 or IARC 30, and ARC 31

Formerly INTARC 45.

Further design exploration in commercial and mixed-use spaces with more complex programs. Existing building is analyzed in terms of program, building systems, structure, form, and sustainability. Emphasis is placed on research and analysis of social, cultural, and environmental issues while collaborating with industry partners. Visual and oral presentations are used in the development of a course portfolio.

It is recommended to take ARC 41 Design Communication 4 at the same time.

• Advisory: ARC 20 or IARC 20.

Formerly INTARC 50.

This course explores the components of interior construction and building systems and examines current building requirements including federal, state, and local codes, regulations, and standards.

• Advisory: ARC 11

Formerly INTARC 37.

This lecture course examines the Motion Picture Industry as it relates to the Art Department of Film and TV, specifically focusing on the job of the Production Designer, Art Director, Set Decorator, and Set Designer. The course emphasizes personal, educational, and professional qualifications required for entry into the Motion Picture Industry as a professional Production Designer, Art Director, Set Decorator, and Set Designer.

Formerly INTARC 39.

This course provides a detailed introduction to the concepts, principles, systems, and materials of sustainable design for interiors and architecture. Students learn compatible approaches to renewable, healthy and environmentally responsive design affecting the local and global client.

Satisfies Global Citizenship

Formerly INTARC 71.

This course is a comprehensive visual/lecture study of 20th and 21st century spatial and interior design theory and practice from the turn of the 20th century through the most current international designs today. Emphasis is on design styles, materials, ornamentation, and techniques. Course is directed toward careers in interior design and related spatial design fields encompassing both residential and commercial projects.

• Advisory: IARC 53 or ARC 11

Formerly INTARC 52.

This studio course features hands-on skills in production design for Film and TV. The course specifically focuses on design research, analysis, development, and presentation. Students learn to research and develop project from script to screen. Students produce set designs for Feature Film and TV.

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 Foreign Language (required for UC only)

Satisfies Global Citizenship

Using the communicative approach, this course stresses the fundamentals of pronunciation, grammar, practical vocabulary, useful phrases, and the ability to understand, speak, read, and write simple Italian. Using fundamental sentence structures in the present and past tenses, students practice speaking and holding simple conversations in class and writing compositions. Lectures and discussions are included covering geography, customs and culture in Italy. The course is conducted in Italian 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: ITAL 1*.

This course is a continuation of Italian 1 and completes the elementary grammar. The course stresses the fundamentals of pronunciation, grammar, practical vocabulary, useful phrases, and the ability to understand, speak, read, and write simple Italian. Using fundamental sentence structures in the present and past tenses, students practice speaking and holding simple conversations in class and writing compositions. The course includes the reading of simplified texts with emphasis on oral expression and further study of Italian history and culture. The course is conducted in Italian, except in the case of linguistic difficulty as determined by the professor.

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

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: ITAL 2*.

This course is a review of Italian grammar with special emphasis on idiomatic constructions and expressions. It includes the study and reading, in and out of class, of selected passages from Italian literature. Basic literary analysis and vocabulary building are developed using the selected readings. Emphasis is also placed on the use of learned structures in compositions. This course is conducted in Italian except in cases of linguistic difficulty as determined by the professor.

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

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: ITAL 3*.

This course reviews and refines grammatical concepts covered in the previous levels and further explores other moods and tenses such as the compound tenses, the imperative mood and indirect discourse. Culture, literature, vocabulary enhancement, and conversation are core elements of the curriculum. The course increases awareness of the Italian culture, history, literature, geography, and customs, including socio-political practices and cultural artifacts through reading and writing assignments, as well as oral presentations. It is taught in Italian except in cases of extreme difficulty as determined by the professor. It prepares students for literature and civilization classes.

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

• Prerequisite: ITAL 2.

This course provides an opportunity to acquire intermediate fluency in spoken Italian with emphasis on natural, colloquial usage. New vocabulary and idiomatic phrases will be emphasized, and the students will hold conversations in Italian during each class. This course is conducted in Italian 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.

• Corequisite: Any course in Italian.

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 Foreign Language (required for UC only)

Satisfies Global Citizenship

This course, using a communicative approach, introduces the student to Japanese sentence structure, basic vocabulary, and the two Japanese phonetic scripts of Hiragana, Katakana, plus a selected number of Kanji. Students learn to ask and answer basic questions and write about simple actions in the present/future and past tenses. They also are introduced to important elements of Japanese culture and customs of the Japanese people. This course is taught in Japanese unless in cases of linguistic difficulty as determined by the professor.

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

Satisfies Global Citizenship

• Advisory: JAPAN 1*.

This course is the continuation of Japanese 1. This course stresses more advanced vocabulary and more advanced sentence structures emphasizing short forms and te-forms. Students further develop oral and aural skills and reading comprehension skills by reading texts on various topics. They also hold conversations in both formal and informal styles of speech, and write compositions using short forms. This course also advances students’ knowledge of Japanese culture and traditions. This course is taught in Japanese except in cases of linguistic difficulty as determined by the professor.

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

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: JAPAN 2*.

Focusing on four communication skills (listening, speaking, reading and writing), the course builds up a solid foundation for the Intermediate-Low Japanese, to achieve a practical command of language for managing everyday social interactions and routine tasks. The course also familiarizes students of different registers (spoken vs. written) and writing styles (“desu/masu” vs. essay). Reading materials include semi-authentic articles on specific topics and writing focuses on styles as well as multiple paragraph organization. Traditional and current aspects of the Japanese culture are explored throughout the course and studied in reading. This course is taught in Japanese unless in cases of linguistic difficulty as determined by the professor.

*The advisoryfor this course is comparable to three years of high school Japanese.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

• Advisory: JAPAN 3*.

The course builds up a solid foundation for the intermediate-High Japanese and further develops proficiency to be able to manage relatively complex situations. The course also introduces honorific languages, in addition to colloquial informal register. The socially and culturally appropriate use of the language is exercised in a broader range of social contexts. Reading and writing put an extra emphasis on accuracy and pragmatic components as well as fluency. This course is taught in Japanese except in cases of linguistic difficulty as determined by the instructor.

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

• Prerequisite: JAPAN 2.

This course provides the student with an opportunity to increase fluency in spoken Japanese with an emphasis on natural, colloquial usage. This course is taught in Japanese except in cases of linguistic difficulty as determined by the professor.

IGETC AREA 3B (Humanities)

Satisfies Global Citizenship

This course explores Japanese culture and civilization. Employing an interdisciplinary perspective, the course examines the fundamentals of Japanese culture and tradition including Japanese philosophy, religions, art forms, literature, cuisine, and language. The course will be taught in English. No knowledge of Japanese is required.

• Corequisite: Any course in Japanese.

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.

C-ID: JOUR 110.

• Advisory: Eligibility for English 1.

An introductory course in planning stories, news gathering, organizing and writing news across multiple platforms. Students learn to report and write news stories based on their own reporting, including original interviews and research, and how to use AP style. Stories include both news and features, and may include covering events, public lectures, meetings and other local stories. Students will be made aware of legal and ethical issues related to journalism.

C-ID: JOUR 210.

An intermediate news writing and reporting class with a focus on public affairs beats, including local and regional governments, police, schools, courts and other civic agencies. Legal and ethical aspects of the profession are covered. Students will cover both on- and off-campus assignments and topics and explore reporting across multiple platforms

This course familiarizes the students with the expectations of journalism by the public and teaches the student the basic news writing guidelines used in broadcast journalism. Through news writing assignments and exercises, the student will become adept in basic broadcast news writing.

JOURN 4A is the same course as MEDIA 14. Students may earn credit for one, but not both.

Student media practicum and lab where students produce engaging social media journalism content for the campus community. Students learn how to plan, pitch, innovate and execute news content pieces across the social and digital landscape. Students collaborate with student newsroom writers, photojournalists, designers and editors to develop audience engagement strategies following media industry best practices. Students use analytics and metrics to analyze how audiences engage with created content.

JOURN 7 is the same course as MEDIA 25. Students may earn credit for one, but not both.

• Advisory: English Assessment Group A, minimum keyboarding skills.

Students study article-writing opportunities for magazines, newspapers and online media. In this lecture and discussion class, students write freelance articles for submission to commercial and campus publications.

C-ID: JOUR 120.

This course provides an introduction to multimedia storytelling with a nonfiction focus. Students learn how to produce multimedia content such as digital videos, audio slideshows, blogs, web pages, podcasts and other emerging digital media content. The course trains students to produce multimedia content for an online news site such as The Corsair, but is also useful for students with a more casual interest in multimedia production. Students also learn about ethical and social issues affecting multimedia storytelling.

C-ID: JOUR 130.

Student media practicum and lab where students produce media content with a journalistic focus that is distributed regularly to the campus community. Students work on regular news and feature assignments to produce content across multiple platforms, including print, online, visual (photography) audio, video and emerging formats. Includes practical experience in design, visual storytelling, digital media production, and multimedia reporting. Student produced media with students as production leaders is central to the class.

C-ID: JOUR 131.

• Advisory: JOURN 1.

This course provides advanced instruction for student editors of the Corsair newspaper and its online edition. Students assign and copy edit stories and photos, work with writers and photographers on their assignments, design pages, “package” stories with graphics and photos, and solve ethical problems using accepted professional practices. Students will comprise the editing staff of the Corsair, including the editor in chief, page editors, copy editors, graphics editor, photo editor and online coordinator. Journalism 17 students may be concurrently enrolled in either Journalism 16 or Journalism 22/Photography 14. Journalism 17 may be repeated once for credit.

• Prerequisite: JOURN 1.

This course emphasizes techniques of presenting one’s opinion persuasively for print and online formats. Students will write arts reviews as well as editorial page articles, columns and blogs.

• Advisory: Eligibility for English 1, minimum keyboarding skills.

This course focuses on magazine production for the World Wide Web. Each student will create an interactive online magazine (“eZine”). The magazine will incorporate principles of journalism as well as elements of the Internet medium, such as pictures, graphics, audio, and text, to create an interesting and informative multi-media eZine. Students will be responsible for all phases of the production, including developing themes and stories, writing, editing, graphical user interface construction, and photography. The magazines may incorporate video material from students in Broadcasting 46 or 48 classes. This course may be repeated once for credit.

C-ID: JOUR 160.

• Advisory: PHOTO 1.

This survey course in basic news photography is designed for journalism or photography majors and students interested in having work published in magazines and news publications. Students learn basic camera and storytelling techniques through individual assignments and a semester long project, along with photo composition, and picture layout principles. A Digital Single Lens Reflex (DSLR) camera with manual exposure capability is required.

JOURN 21 is the same course as PHOTO 13. Students may receive credit for one but not both.

• Advisory: JOURN 21 or PHOTO 13.

This advanced course provides an in-depth study of photojournalism with an emphasis on creation of photo story ideas, photo essays, news, sports and feature photos for publication. Photo editing and layout for newspapers, magazines, and online publishing will be covered. Students will comprise the staff of the campus newspaper, The Corsair, and online publications. This course may be repeated once for credit. A Digital Single Lens Reflex (DSLR) camera with manual exposure capability is required.

JOURN 22 is the same course as PHOTO 14. Students may earn credit for one, but not both.

C-ID: JOUR 150.

JOURN 43 is the same course as BUS 29. Students may earn credit for one, but not both.

This is a introductory course covering basic principles and objectives of public relations, including publicity and promotion techniques, effective communication strategies, message design and distribution, and modern and emerging public relations practices.

Please see “Internships” section.

Please see “Internships” section.

*Maximum UC credit for KIN PE 2, 3, PRO CR 3, 4, 6A, 6B, 7, 8, 9, 29A, 29B combined is 8 units.

This is an introduction to the principles of Exercise Physiology. The course will explore topics related to exercise and human performance. These topics will include but are not limited to: physiological functions of human body systems at rest and during movement, energy transfer and utilization, nutrition for sport performance, and measurement of human performance as it relates to body composition, exercise training, and adaptation.

Students enrolling in this course should have some recent experience in science.

• Advisory: Eligibility for English 1.

This course examines the connection between the mental and physical aspects of competition and ways to enhance or improve performance. Psychological practices such as: stress reduction, goal-oriented imagery and positive visualization will be implemented with physical training methods to improve overall performance.