2013-2014 Undergraduate Bulletin

2013-2014 Undergraduate Bulletin
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2013– 14
www.scu.edu
Un de rgraduate Bul l e t i n
500 El Camino Real
Santa Clara, CA 95053
408-554-4000
S a n ta Cl a ra U ni v ers i t y
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2013–14
Undergraduate Bulletin
S a n ta C l a r a U n i v e r s i t y
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Undergraduate Academic Calendar
2013–2014 Academic Year
& 2014 Summer Session
FALL QUARTER 2013
Monday, Sept. 23
Monday, Nov. 25 – Friday, Nov. 29
Friday, Dec. 6
Monday, Dec. 9 – Friday, Dec. 13
Classes Begin
Academic Holiday
Classes End
Final Examination Period
WINTER QUARTER 2014
Monday, Jan. 6
Monday, Jan. 20
Monday, Feb. 17
Friday, March 14
Monday, March 17 – Friday, March 21
Classes Begin
Martin Luther King Day Holiday
President’s Day Holiday
Classes End
Final Examination Period
SPRING QUARTER 2014
Monday, March 31
Monday, May 26
Friday, June 6
Monday, June 9 – Thursday, June 12
Saturday, June 14
Classes Begin
Memorial Day Holiday
Classes End
Final Examination Period
Commencement
SUMMER SESSION 2014
Thursday, June 19
Thursday, July 4
Wednesday, July 23
Thursday, July 24 – Friday, July 25
Monday, July 28
Friday, Aug. 29
Monday, Sept. 1
Tuesday, Sept. 2 – Wednesday, Sept. 3
Classes Begin – Session I
Independence Day Holiday
Classes End – Session I
Final Examination – Session I
Classes Begin – Session II
Classes End – Session II
Labor Day Holiday
Final Examination Period –
Session II
Nondiscrimination Policy
Santa Clara University prohibits discrimination and harassment
on the basis of race, color, religious creed, sex, gender, gender
expression, gender identity, sexual orientation, religion, marital
status, registered domestic partner status, veteran status, age,
national origin or ancestry, physical or mental disability, medical
condition including genetic characteristics, genetic information,
or any other consideration made unlawful by federal, state,
or local laws in the administration of its educational policies,
admissions policies, scholarships and loan programs, athletics, or
employment-related policies, programs, and activities; or other
University-administered policies, programs, and activities.
Additionally, it is the University’s policy that there shall be no
discrimination or retaliation against employees or students who
raise issues of discrimination or potential discrimination or who
participate in the investigation of such issues. The University will
provide reasonable accommodations for the known physical or
mental limitations of an otherwise qualified individual with a
disability under the law.
Inquiries regarding equal opportunity policies, the filing of
grievances, or requests for a copy of the University’s grievance
procedures covering discrimination and harassment complaints
should be directed to:
Deborah Hirsch, Director
Office of Affirmative Action
Compliance Office for Titles VI, VII, IX, ADEA, and 504/ADA
Santa Clara University
500 El Camino Real
Santa Clara, CA 95053
(408) 554-4113
Other important dates are available on the more detailed academic calendar on the
University’s website at www.scu.edu/studentrecords/Academic-Calendar.cfm.
FL-10753 06/2013 3,300
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Santa Clara University
Undergraduate Bulletin
2013–2014 Academic Year
PREFACE
The Undergraduate Bulletin contains the academic and administrative policies and
r­egulations that govern enrollment of undergraduate students at Santa Clara University.
Students are responsible for knowing all academic and administrative policies and regulations
affecting their program of study and for abiding by all such policies and regulations during
their period of enrollment at the University. Continued enrollment is subject to compliance
with the academic and administrative policies and regulations as described herein and otherwise published by the University. Failure to understand the policies and regulations does not
relieve a student of his or her responsibility for adhering to the policies and regulations.
Students are governed by the applicable degree requirements of the University and the
Santa Clara Core Curriculum in the Undergraduate Bulletin in effect in their entry year as
freshman students. Transfer students normally follow the Undergraduate Bulletin of their
class cohort as determined by the number of transfer units accepted toward the Santa Clara
degree upon admission. All students must fulfill the departmental or program major and
minor degree requirements in effect when they declare their major or minor program of study.
Santa Clara University reserves the right to make changes to degree program requirements, academic and administrative policies and regulations, and course offerings published
in the Undergraduate Bulletin at any time without prior notice. The University strives to assure
the accuracy of the information in the Undergraduate Bulletin at the time of publication.
However, the University reserves the right to make corrections as necessary to the Bulletin.
The 2013 –14 Undergraduate Bulletin was printed in June 2013 by the Office of the
Provost and covers policies and regulations in effect as of that date. The Undergraduate
­Bulletin and other information about Santa Clara University can be found on the University’s
website at www.scu.edu.
i
Table of Contents
Academic Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Front Cover
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Chapter 1. Santa Clara University . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
University Vision, Mission, and Fundamental Values . . . . . . . . . . . . . . . . . . . . . . . . 2
Academic Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Centers of Distinction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Student Body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Alumni . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Chapter 2. The Santa Clara Undergraduate Program . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Santa Clara Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Residential Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
University Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
LEAD Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Study Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Domestic Public Sector Studies Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Chapter 3. College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Bachelor of Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Bachelor of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Minors in the College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Centers, Institutes, and Special Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
SCU Presents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Future Teachers Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
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Academic Departments and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Anthropology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Art and Art History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Chemistry and Biochemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Environmental Studies and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Ethnic Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .113
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Individual Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Liberal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Mathematics and Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Modern Languages and Literatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Political Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Public Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Religious Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .221
Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
Theatre and Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Women’s and Gender Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Chapter 4. Leavey School of Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Bachelor of Science in Commerce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Minors in the Leavey School of Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
General Business Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Centers, Institutes, and Special Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Accelerated Cooperative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Dean’s Leadership Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Global Women’s Leadership Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Leavey Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Center for Innovation and Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . 271
Civil Society Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Food and Agribusiness Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Retail Management Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
TABLE OF CONTENTS v
Academic Departments and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276
Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285
Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Operations Management and Information Systems . . . . . . . . . . . . . . . . . . . . 292
Chapter 5. School of Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Bachelor of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Minors in the School of Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Centers, Institutes, and Special Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Cooperative Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Center for Nanostructures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Combined Bachelor of Science and Master of Science . . . . . . . . . . . . . . . . . . 301
Academic Departments and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Applied Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301
Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Civil Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Computer Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Electrical Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 328
General Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
Mechanical Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Chapter 6. Interdisciplinary Minors and Other Programs of Study . . . . . . . . . . . . 350
Interdisciplinary Minors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .350
Arabic, Islamic, and Middle Eastern Studies . . . . . . . . . . . . . . . . . . . . . . . . . 350
Asian Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Biotechnology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .355
Catholic Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356
Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357
Latin American Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Medieval and Renaissance Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Musical Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Retail Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Science, Technology, and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Urban Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
vi TABLE OF CONTENTS
Other Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Aerospace Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
University Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
International Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
Study Abroad Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
LEAD Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
Military Science Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
Pre-Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
Pre-Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
Pre-Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
Chapter 7. Admission of Undergraduate Students . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Admission of Entering Freshmen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Admission of Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Admission of International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Chapter 8. Academic and Administrative Policies and Regulations . . . . . . . . . . . . 395
Student Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Academic Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Degree Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Academic Program Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . 397
Registration Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
Grading Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Academic Standing and Student Classification . . . . . . . . . . . . . . . . . . . . . . . . 405
Academic Credit Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407
Non-Degree Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411
Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Patent Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Administrative Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Clery Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 414
Communication by the University to Undergraduate Students . . . . . . . . . . . 414
Consensual Relations between Employees and Students . . . . . . . . . . . . . . . . 414
Drug-Free Workplace and School Program . . . . . . . . . . . . . . . . . . . . . . . . . . 415
Student Records and Release of Information . . . . . . . . . . . . . . . . . . . . . . . . . 415
Nondiscrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Student Conduct Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
TABLE OF CONTENTS vii
Chapter 9. Tuition, Fees, and Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Financial Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Financial Terms and Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Santa Clara University Campus Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 418
Study Abroad and Domestic Study Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Room and Board Charges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Santa Clara Scholarships and Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Federal and California Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
Other Grants and Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Student Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Financial Aid Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Cancellation of Financial Aid and Return of Funds . . . . . . . . . . . . . . . . . . . . 433
Student Verification of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
Billing and Payment Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
Student Accounts and Billing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434
Payment Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
Extended Payment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
Delinquent Payments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435
Billing Disputes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
Refund Payments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
Tuition Insurance Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
Educational Tax Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
Chapter 10. University Honor Societies and Awards . . . . . . . . . . . . . . . . . . . . . . . . 437
Honor Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
University Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
College of Arts and Sciences Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Leavey School of Business Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 451
School of Engineering Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
viii TABLE OF CONTENTS
Chapter 11. Campus Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
Campus Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
Campus Recreation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Career Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 457
Center for Student Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458
Chartered Student Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458
The Cowell Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Disabilities Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460
Drahmann Academic Advising and Learning Resources Center . . . . . . . . . . . . . . 460
Graduate School Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Housing and Residence Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Information Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Intercollegiate Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
International Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463
Kids on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Office for Multicultural Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
The Writing Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
Appendices
Academic Accreditations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 465
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466
Board of Regents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
Santa Clara University Senior Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 506
Academic Department and Program Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . 515
Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 516
Nondiscrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover
1
Santa Clara University
Located in the heart of California’s Silicon Valley, Santa Clara University is a comprehensive Jesuit, Catholic university with more than 8,800 students. Founded in 1851 by the
Society of Jesus, California’s oldest operating higher education institution offers a rigorous
undergraduate curriculum in arts and sciences, business, and engineering, plus nationally
recognized graduate and professional programs in business, law, engineering, education,
counseling psychology, pastoral ministries, and theology. The University boasts a diverse
community of scholars offering a values-oriented curriculum characterized by small class
sizes and a dedication to educating students for competence, conscience, and compassion.
The traditions of Jesuit education—educating the whole person for a life of service—run
deep in all of its curricular and co-curricular programs.
Santa Clara University is perennially ranked among the top comprehensive universities
by U.S. News & World Report and has one of the highest graduation rates for undergraduate
students among all comprehensive universities. The University has a national reputation for
its undergraduate program that features a distinctive core curriculum, an integrated learning
environment, and research opportunities for undergraduate students.
The University was established as Santa Clara College on the site of the Mission Santa
Clara de Asis, the eighth of the original 21 California missions. The college originally operated as a preparatory school and did not offer collegiate courses until 1853. Following the
Civil War, enrollment increased, and by 1875 the size of the student body was 275.
One‑third of the students were enrolled in the collegiate division; the remainder attended
the college’s preparatory and high school departments.
Santa Clara experienced slow and steady growth during its first 60 years, becoming
the University of Santa Clara in 1912, when the schools of engineering and law were added.
In 1925, the high school was separated from the University and took the name of Bellarmine College Preparatory in 1928. The Leavey School of Business opened in 1926, and
within a decade, became one of the first business schools in the country to receive national
accreditation.
For 110 years, Santa Clara was an all-male school. In the fall of 1961, women were
accepted as undergraduates, and Santa Clara became the first coeducational Catholic
­university in California. The decision resulted in an admissions explosion—from 1,500
students to more than 5,000. The size of the faculty tripled, and the University began the
largest building program in school history, building eight residence halls, a student union,
and an athletic stadium. In the early 1970s, the Board of Trustees voted to limit the size of
the undergraduate population, an action that was intended to preserve the character and
ensure the quality of the University for generations to come. In 1985, the University
adopted “Santa Clara University” as its official name.
1
2 SANTA CLARA UNIVERSITY
UNIVERSITY VISION, MISSION, AND FUNDAMENTAL VALUES
Santa Clara University has adopted three directional statements to describe the kind of
university it aspires to become (Strategic Vision), its core purpose and the constituencies it
serves (University Mission), and the beliefs that guide its actions (Fundamental Values).
Strategic Vision
Santa Clara University will educate citizens and leaders of competence, conscience,
and compassion and cultivate knowledge and faith to build a more humane, just, and sustainable world.
University Mission
The University pursues its vision by creating an academic community that educates the
whole person within the Jesuit, Catholic tradition, making student learning our central
focus, continuously improving our curriculum and co-curriculum, strengthening our scholarship and creative work, and serving the communities of which we are a part in Silicon
Valley and around the world.
Student learning takes place at the undergraduate and graduate level in an educational
environment that integrates rigorous inquiry and scholarship, creative imagination, reflective
engagement with society, and a commitment to fashioning a more humane and just world.
As an academic community, we expand the boundaries of knowledge and insight
through teaching, research, artistic expression, and other forms of scholarship. It is primarily
through discovering, communicating, and applying knowledge that we exercise our institutional responsibility as a voice of reason and conscience in society.
We offer challenging academic programs and demonstrate a commitment to the
­development of:
• Undergraduate students who seek an education with a strong humanistic orientation
in a primarily residential setting
• Graduate students, many of them working professionals in Silicon Valley, who seek
advanced degree programs that prepare them to make significant contributions to
their fields
In addition to these core programs, we also provide a variety of continuing education
and professional development opportunities for nonmatriculated students.
Fundamental Values
The University is committed to these core values, which guide us in carrying out our
mission and realizing our vision:
Academic Excellence. We seek an uncompromising standard of excellence in teaching,
learning, creativity, and scholarship within and across disciplines.
Search for Truth, Goodness, and Beauty. We prize scholarship and creative work that
advance human understanding, improve teaching and learning, and add to the betterment
of society by illuminating the most significant problems of the day and exploring the enduring mysteries of life. In this search, our commitment to academic freedom is unwavering.
Engaged Learning. We strive to integrate academic reflection and direct experience in the
classroom and the community, especially to understand and improve the lives of those with
the least education, power, and wealth.
Commitment to Students. As teachers and scholars, mentors and facilitators, we endeavor
to educate the whole person. We nurture and challenge students—intellectually, spiritually,
SANTA CLARA UNIVERSITY 3
aesthetically, morally, socially, and physically—preparing them for leadership and service to
the common good in their professional, civic, and personal lives.
Service to Others. We promote throughout the University a culture of service—service
not only to those who study and work at Santa Clara but also to society in general and to its
most disadvantaged members as we work with and for others to build a more humane, just,
faith-filled, and sustainable world.
Community and Diversity. We cherish our diverse and inclusive community of students,
faculty, staff, administrators, and alumni, a community that is enriched by people of different backgrounds, respectful of the dignity of all its members, enlivened by open communication, and caring and just toward others.
Jesuit Distinctiveness. We treasure our Jesuit heritage and tradition, which incorporates
all of these core values. This tradition gives expression to our Jesuit educational mission and
Catholic identity while also welcoming and respecting other religious and philosophical
traditions, promoting the dialogue between faith and culture, and valuing opportunities to
deepen religious beliefs.
ACADEMIC PROGRAMS
Santa Clara University offers undergraduate degrees leading to the bachelor of arts
(B.A.), bachelor of science (B.S.), and bachelor of science in commerce. The College of Arts
and Sciences offers the B.A. degree and the B.S. degree in 37 subject areas and includes the
graduate program in pastoral ministries, through which it offers the master of arts (M.A.)
degree in catechetics, pastoral liturgy, spirituality, and liturgical music. The Leavey School
of Business offers the B.S. degree in commerce with majors in seven subject areas. The
School of Engineering offers a B.S. degree with majors in seven subject areas. A variety of
interdisciplinary minors and discipline-based minors are also offered in the undergraduate
program.
The School of Law offers programs leading to the degrees of juris doctor (J.D.) and
master of laws (LL.M.). J.D. students may earn certificates of specialization in high technology law, international law, and public interest and social justice law. A broad curriculum also
includes business and commercial law, taxation, criminal law and trial advocacy, environmental law, estate planning, labor law, health law, legal writing and research, as well as
opportunities for externships, clinical work, and professional skill development.
The Leavey School of Business offers graduate programs leading to the master of business administration (MBA) degree with coursework in accounting, economics, finance,
management, marketing, and operations management and information systems. The executive MBA program is an intensive 17-month program designed for seasoned professionals.
The business school also offers a graduate program leading to the master of science (M.S.)
in information systems, entrepreneurship, or finance. In conjunction with the law school,
the business school also offers joint degree programs leading to a J.D./MBA and J.D./MSIS.
The School of Engineering offers graduate programs leading to the master of science
(M.S.) degree in applied mathematics, bioengineering, civil engineering, computer science
and engineering, electrical engineering, engineering management, mechanical engineering,
software engineering, and sustainable energy; and the engineer’s degree in computer science
and engineering, electrical engineering, and mechanical engineering. The engineering
school also offers the doctor of philosophy (Ph.D.) degree in computer science and
­engineering, electrical engineering, and mechanical engineering.
4 SANTA CLARA UNIVERSITY
The two departments in the School of Education and Counseling Psychology offer
c­redential and graduate programs. The Department of Education focuses on preparing
teachers and administrators for public and Catholic schools. It offers programs in teacher
preparation leading to credentials (i.e., California preliminary multiple-subject and singlesubject teaching credentials, and California Clear credential) and the master of arts in teaching
(MAT) degree. Its programs in educational administration prepare public K–12 administrators (i.e., the Preliminary California Administrative Services credential and the California
Clear Administrative Services credential), and Catholic school leaders through the certificate program in Catholic School Leadership. The department also offers a M.A. program in
interdisciplinary education (with emphases in curriculum and instruction; science, technology, environmental education, and mathematics (STEEM); and educational administration. The departments of Education and Counseling Psychology jointly offer the certificate
program in Alternative and Correctional Education. The Department of Counseling
­Psychology offers two degree programs: M.A. in counseling psychology and M.A. in
­counseling. The M.A. in counseling psychology can lead to state licensure for marriage and
family therapists and/or licensed professional clinical counselors. The department includes
emphasis programs in health, correctional, and Latino counseling.
On July 1, 2009, the Jesuit School of Theology at Berkeley became the Jesuit School of
Theology of Santa Clara University. The Jesuit School of Theology is one of only two Jesuit
theological centers in the United States operated by the Society of Jesus, as the order of
Catholic priests is known. Additionally, it is one of only two Jesuit theological centers in the
country that offer three ecclesiastical degrees certified by the Vatican Congregation for
Catholic Education, and it also offers four additional advanced theological degrees, as well
as sabbatical and certificate programs for clergy, religious, and lay people.
CENTERS OF DISTINCTION
Santa Clara University has three Centers of Distinction that serve as major points
of interaction between the University and society. Each center focuses on a theme that is
central to Santa Clara’s distinctive mission as a Jesuit university and offers an educational
environment integrating rigorous inquiry and scholarship, creative imagination, reflective
engagement with society, and a commitment to fashioning a more humane and just world.
Each center engages faculty and students from different disciplines as well as experts and
leaders from the community through speakers, conferences, workshops, and experiential
learning opportunities.
Center for Science, Technology, and Society
The mission of the Center for Science, Technology, and Society is to accelerate global,
innovation-based entrepreneurship in service to humanity. Through an array of programs
including its signature Global Social Benefit Incubator (GSBI™), the Center engages an
international network of business, investment capital, and technical resources to build the
capacity of social enterprises around the world. As a Center of Distinction at Santa Clara
University, the Center leverages its programs to inspire faculty and students with real-world
case studies, distinctive curricula, and unique research opportunities, advancing the
­University’s vision of creating a more just, humane, and sustainable world. More information
can be found at www.scu.edu/socialbenefit.
SANTA CLARA UNIVERSITY 5
Ignatian Center for Jesuit Education
The Ignatian Center for Jesuit Education promotes and enhances the distinctively Jesuit,
Catholic tradition of education at Santa Clara University, with a view toward serving students,
faculty, staff, and through them the larger community, both local and global. The Ignatian
Center achieves this mission chiefly through four signature programs:
• Bannan Institutes provides yearlong thematic programs including academic events
and scholarly activities that further the Jesuit, Catholic character of the University
• Community-based learning places over 1,200 students each year with community
partners, frequently in connection with an academic course
• Immersion programs offers students, during academic breaks, the opportunity
to experience local, domestic, and international communities with little access to
wealth, power, and privilege
• Spiritual Exercises of St. Ignatius provides opportunities for members of the community to encounter the spiritual sources of the Jesuit tradition
Through these four programs, the Ignatian Center aspires to be recognized throughout
Silicon Valley and beyond as providing leadership for the integration of faith, justice, and
the intellectual life.
Markkula Center for Applied Ethics
The Markkula Center for Applied Ethics is one of the preeminent centers for research
and dialogue on ethical issues in critical areas of American life. The center works with faculty,
staff, students, community leaders, and the public to address ethical issues more effectively
in teaching, research, and action. The center’s focus areas are business, health care and biotechnology, character education, government, global leadership, technology, and emerging
issues in ethics. Articles, cases, briefings, and dialogue in all fields of applied ethics are
­available through the center.
FACULTY
Santa Clara University’s emphasis on a community of scholars and integrated education
attracts faculty members who are as committed to students’ intellectual and moral development as they are to pursuing their own scholarship. The University’s 516 full-time faculty
members include Fulbright professors, nationally recognized authors and poets, groundbreaking scientists, and distinguished economic theorists.
STUDENT BODY
Santa Clara University has a student population of 8,519, with about 5,250 undergraduate students and 3,269 graduate students. The undergraduate population has a male-tofemale ratio of 50-to-50, and about 43 percent of undergraduate students identify themselves
as persons of color. About 62 percent of undergraduates are from California, with the others
coming from throughout the United States and 40 foreign countries. Seventy-nine percent
of undergraduate students receive some kind of financial aid—scholarships, grants, or loans.
More than half of the undergraduate population lives in University housing, with
95 percent of freshmen and 73 percent of sophomores living on campus. Students experience
an average class size of 23, with 37 percent of classes having fewer than 20 students and only
1.2 percent of classes having 50 or more students. The student-to-faculty ratio is 12.56-to-1.
6 SANTA CLARA UNIVERSITY
The University’s commitment to learning is expressed in the fact that 94 percent of
freshman students advance to the sophomore year, and the percentage of Santa Clara
­students who graduate is among the highest in the country. The four-year graduation rate
for entering freshmen is 77 percent, with a five-year graduation rate of 84.6 percent and a
six-year graduation rate of 85 percent.
ALUMNI
Santa Clara University has over 85,000 alumni living in all 50 states and almost 100 foreign
countries. More than half of the alumni live in the San Francisco Bay Area, where many are
leaders in business, law, engineering, academia, and public service.
CAMPUS
The University is located on a 106-acre campus in the city of Santa Clara near the southern end of the San Francisco Bay in one of the world’s great cultural centers and in the heart
of the Silicon Valley. At the campus center is the Mission Church, restored in 1928 and
surrounded by the roses and palm and olive trees of the historic Mission Gardens. The
adjacent Adobe Lodge is the oldest building on campus, having been restored in 1981 to its
1822 decor. There are more than 50 buildings on campus housing 15 student residences, a
main library and a law library, two student centers, the de Saisset Museum, SCU Presents,
extensive athletic facilities, and a recreation and fitness center. Computer and telecommunications technology is an integral part of the life and learning at Santa Clara University. All
residence hall rooms and most classrooms are connected to high-speed Internet access and
campus email, and most of the campus is covered by a wireless network.
The Joanne E. Harrington Learning Commons, Sobrato Family Technology Center,
and Orradre Library, which opened in 2008, provides facilities for both individual and
group study in an inviting, light-filled, and open environment. The building contains both
wired and wireless networks throughout the facility, and two third-floor terraces provide
outdoor workspaces with a view. At the help desk on the first floor, librarians provide assistance in identifying, evaluating, and retrieving information, and Information Technology
(IT) staff provide tech support for basic issues and referrals to the IT Service Center on the
third floor for more complicated issues. A notable feature of the building is the Automated
Retrieval System (ARS), a high-density storage area where up to 900,000 volumes can be
stored by size in more than 11,000 bins and retrieved using robotic-assisted technology. The
ARS can be viewed by the public from both inside the building (from a second-floor viewing area) and outside the building (from the south side). Other features of the building
include the two-level Information Commons; over 25 group study rooms; a multimedia
lab; several drop-in computer labs; the Saint Clare Room, which can be used for quiet study,
small lectures, book events, and other public gatherings; the Department of Archives &
Special Collections, which houses the University’s significant collections of rare books and
manuscripts; and the third floor gallery, which features a regular schedule of exhibits.
The Robert F. Benson Memorial Center serves as the hub of campus life. The Benson
Center is the home for a variety of services for students, faculty, staff, alumni, and guests of
the University and provides an environment for the education of the whole person that
continues outside the classroom. The Benson Center offers dining services, houses the campus bookstore and the campus post office, and provides meeting rooms and assistance with
event planning. Offices of undergraduate student publications, the Multicultural Center,
the Learning Resources Center, and the Writing Center are located in the Benson Center.
SANTA CLARA UNIVERSITY 7
The Paul L. Locatelli, S.J., Student Activity Center is home to the student government
office, the student programming board, student volunteer service, and the Center for
­Student Leadership. The first new building in more than 40 years designed specifically with
student activities in mind, the Locatelli Student Activity Center includes a 6,000 squarefoot gathering hall with a high ceiling that can accommodate dances, concerts, as well as
pre- and post-game activities. Designed with environmental sensitivity, the new building is
energy efficient and has daytime lighting controls and motion sensors to maximize use of
natural light.
The de Saisset Museum is an art and history museum that supports Santa Clara University’s
goal of educating the whole person through a diverse range of accessible exhibitions, collections, publications, and educational programs that highlight the art and history of the
San Francisco Bay Area and the local Santa Clara Valley. The museum presents six to twelve
temporary exhibitions every year. Exhibitions at the de Saisset highlight the diversity of
our community, address the issues of contemporary society, showcase the work of underrecognized and under-appreciated artists, and emphasize the strengths of our permanent
collection. The museum also serves as the caretaker of the University’s California History
Collection, which is on permanent view in the galleries. Opportunities are available for
undergraduate students to serve as museum docents.
SCU Presents includes the Louis B. Mayer Theatre, the Fess Parker Studio Theatre, and
the Music Recital Hall. Mayer Theatre is Santa Clara University’s premier theatrical venue,
housing 500 intimate seats in either a flexible proscenium or thrust stage setting. The Fess
Parker Studio Theatre has no fixed stage or seating and with its black-box design, complete
with movable catwalks, provides superb flexibility in an experimental setting. The 250-seat
Music Recital Hall provides a contemporary setting where students, faculty, and guest artists
offer a variety of performances.
The Pat Malley Fitness and Recreation Center features a 9,500-square-foot weight training and cardiovascular exercise room, three basketball courts, a swimming pool, and other
facilities to support the recreational and fitness needs of the campus community.
The ­University’s intercollegiate athletic teams compete in the Leavey Center, Sullivan
Aquatic Center, Stephen Schott Stadium, Buck Shaw Stadium, Degheri Tennis Center,
and Marsalli Park.
2
The Santa Clara
Undergraduate Program
Santa Clara University is committed to the education of the whole person in the Jesuit
and Catholic tradition with a vision of developing men and women to be leaders of competence, conscience, and compassion. The Santa Clara undergraduate program is designed for
students who seek an integrated education with a strong humanistic orientation in a primarily residential setting. An integrated education is one that encourages students to seek
connections between differing ways of knowing and being in the world, between different
forms of knowledge within established disciplines, and between new knowledge and that
which preceded it.
Santa Clara’s concept of the “whole person” inevitably embraces our social nature. When
he inaugurated Santa Clara’s sesquicentennial year, Father Peter-Hans Kolvenbach, then
superior general of the Society of Jesus, noted that “Tomorrow’s ‘whole person’ cannot be
whole without an educated awareness of society and culture with which to contribute
socially, generously, in the real world.” Calling for a new Jesuit educational standard, “to
educate the whole person of solidarity in the real world,” he explained: “Students, in the
course of their formation, must let the gritty reality of this world into their lives, so they can
learn to feel it, think about it critically, respond to its suffering, and engage in it constructively. They should learn to perceive, think, judge, choose, and act for the rights of others,
especially the disadvantaged and the oppressed.”
The Santa Clara undergraduate program offers a curriculum and other learning experiences whose content and pattern combine the acquisition and creation of knowledge with
the quest for meaning and purpose. The learning environment encourages students to make
connections across the Core Curriculum, the academic major and elective courses. It helps
students relate their classroom learning with out-of-classroom learning through community-based education, Residential Learning Communities, student organizations, athletics
and recreation, and other experiences. In a more general way, the undergraduate program
nurtures students’ ability to knit the intellectual, social, moral, spiritual, creative, and behavioral aspects of life into a coherent and meaningful whole.
Santa Clara University offers undergraduate degrees leading to the bachelor of arts, bachelor of science, and bachelor of science in commerce with majors in 50 fields. The College
of Arts and Sciences offers majors in ancient studies, anthropology, art history, biochemistry, biology, chemistry, classical languages and literatures (Greek and/or Latin), classical
studies, communication, computer science, economics, engineering physics, English, environmental science, environmental studies, ethnic studies, French and Francophone studies,
German studies, history, individual studies, Italian studies, liberal studies, mathematics,
music, philosophy, physics, political science, psychology, public health science, religious
studies, sociology, Spanish studies, studio art, theatre arts, and women’s and gender studies.
The college also houses the graduate program in pastoral ministries, through which it offers
the master of arts degree in catechetics, pastoral liturgy, spirituality, and liturgical music.
8
THE SANTA CLARA UNDERGRADUATE PROGRAM 9
The Leavey School of Business offers majors in accounting, accounting and information
systems, economics, finance, management, marketing, and operations management and
information systems. The School of Engineering offers majors in bioengineering, civil engineering, computer science and engineering, electrical engineering, general engineering,
mechanical engineering, and Web design and engineering.
A wide range of departmental and school minors, emphases in majors, and concentrations in degree programs are available to enhance the major field of study for students.
Consistent with the commitment to an integrated educational experience, interdisciplinary
minors are offered in Arabic, Islamic, and Middle Eastern studies; Asian studies; bioengineering; biotechnology; Catholic studies; entrepreneurship; international business; international studies; Latin American studies, medieval and Renaissance studies; musical theatre;
retail studies; science, technology, and society; and urban education.
THE SANTA CLARA CORE CURRICULUM
A university expresses its most basic values in its Core Curriculum that is part of an
undergraduate education required of all students. Santa Clara’s Core Curriculum explicitly
integrates three traditions of higher education. As a Catholic university, it is rooted in the
tradition of pursuing an understanding of God through the free exercise of reason. As a Jesuit
university, it promotes a humanistic education that leads toward an ethical engagement
with the world. As a comprehensive American university committed to liberal education,
Santa Clara seeks to prepare its students for intelligent, responsible, and creative citizenship.
Reflecting these traditions, the Core Curriculum provides every undergraduate with the
common learning that all students need to become leaders of competence, conscience,
and compassion.
The distinctiveness of a Santa Clara education emerges in the Core Curriculum, both in
its sense of purpose rooted in the University’s traditions and in its commitment to a breadth
of learning that complements and supports all majors. The Core Curriculum opens students
to the study and practice of the arts, humanities, mathematics, technology, natural sciences,
and social sciences. It educates students for ethically informed participation in civic life.
Opportunities for experiential learning foster the development of compassion and attention to the ways human suffering can be alleviated. Reflecting the University’s founding
mission, the Core Curriculum includes a disciplined and critical reflection on the religious
dimensions of human existence. In addition, because the Core Curriculum continually
highlights the critical and compelling questions facing individuals and communities,
the Core Curriculum supports students both in making professional career choices and in
discerning their larger vocation—their life’s purpose in the world.
Learning Goals: What will students learn in the Core Curriculum?
Because a liberal education in the Jesuit tradition is oriented toward particular ends, the
Core Curriculum affirms a set of central learning goals. These goals are divided among
three broad categories—Knowledge, Habits of Mind and Heart, and Engagement with
the World.
Knowledge
To be prepared for well-informed engagement in society, students must comprehend the
forces that have shaped the world they have inherited and the ways the world is interpreted
and understood. They must also understand how they might transform the world for the
better. The Core Curriculum deepens students’ knowledge of the ideas and ways of knowing
that emerge from the arts, humanities, and natural and social sciences.
10 THE SANTA CLARA UNDERGRADUATE PROGRAM
Global Cultures: The intertwined development of global ideas, institutions, religions,
and cultures, including Western cultures
Arts and Humanities: The production, interpretation, and social influence of the fine
and performing arts, history, languages, literatures, philosophy, and religion
Scientific Inquiry: The principles of scientific inquiry and how they are applied in the
natural and social sciences
Science and Technology: The formative influences, dynamics, social impacts, and ethical
consequences of scientific and technological development
Diversity: Diverse human experiences, identities, and cultures within local and global
societies, especially as formed by relations of power and privilege
Civic Life: The roles, rights, and responsibilities of citizens and institutions in societies
and in the world
Habits of Mind and Heart
To contribute to a rapidly changing, complex, and interdependent world, students must
develop ways of thinking, feeling, and acting that allow them to educate themselves for the
rest of their lives with passion and purpose. By attending to the cognitive and affective
dimensions of human experience, the Core Curriculum enables students to think more
deeply, imagine more freely, and communicate more clearly.
Critical Thinking: The ability to identify, reflect upon, evaluate, integrate, and apply
different types of information and knowledge to form independent judgments
Mathematics and Quantitative Reasoning: Analytical and logical thinking and the
habit of drawing conclusions based on quantitative information
Complexity: An approach to understanding the world that appreciates ambiguity and
nuance as well as clarity and precision
Ethical Reasoning: Drawing on ethical traditions to assess the consequences of individual and institutional decisions
Religious Reflection: Questioning and clarifying beliefs through critical inquiry into
faith and the religious dimensions of human existence
Communication: Interacting effectively with different audiences, especially through
writing, speech, and a second language
Engagement with the World
To engage with the world in meaningful ways, students need opportunities to explore
and refine self-knowledge in relation to others. The Core Curriculum enhances students’
understanding of the integrity of their own lives and the dignity inherent in the lives of others,
especially the impoverished, suffering, and marginalized.
Perspective: Seeking out the experience of different cultures and people, striving to view
the world through their eyes
Collaboration: The capacity to collaborate intellectually and creatively with diverse
people
Social Justice: Developing a disciplined sensibility toward the causes of human suffering
and misery, and a sense of responsibility for addressing them
Civic Engagement: Addressing major contemporary social issues, including environmental sustainability and peaceful resolution of conflict, by participating actively as an
informed citizen of society and the world
THE SANTA CLARA UNDERGRADUATE PROGRAM 11
The Curriculum: What courses will students take in the Core Curriculum?
Each course in the Core Curriculum addresses at least three of the learning goals listed
above. Students have multiple opportunities to encounter, practice, and master each learning goal. In addition, specific learning objectives for each area of the Core Curriculum have
been developed by faculty Core Curriculum committees. These learning objectives are associated with particular learning goals and describe the knowledge, skills, and values students
will be able to demonstrate after completing the courses in the Core Curriculum. The learning objectives are posted on the Core Curriculum website and published annually in the
Core Curriculum Guide.
The structure of the Core features two phases of coursework designed to foster developmental learning and curricular coherence. The first phase, Foundations, consists of courses
normally taken in the first year, introducing students to the processes and expectations
for university-level education: Critical Thinking & Writing (CTW), Cultures & Ideas
(C&I), a second language, mathematics, and the first course in the Religion, Theology &
Culture (RTC) sequence. This phase helps students begin to set their own goals for learning, preparing them to make thoughtful choices in the Core Curriculum, their majors, and
co-curricular activities.
The second phase, Explorations, includes courses that expand students’ understanding
of a broad range of knowledge and abilities needed for effective participation in contemporary life. Each student will take courses in ethics, civic engagement, diversity, arts, social
science, natural science, and science, technology, and society, and they will take additional
courses in the Cultures & Ideas and Religion, Theology & Culture sequences. Many
­Explorations courses overlap with courses in students’ majors.
The Core Curriculum also includes Integrations that help students make connections
among courses in the Core Curriculum and between the Core Curriculum and their majors.
Integrations usually are not additional courses. Rather, they are components of other
courses. One Integrations course includes an experiential learning element oriented toward
issues of social justice. One course involves an advanced writing component. Students also
link a set of Core Curriculum, major, and/or elective courses into an interdisciplinary
­Pathway. Pathways foster integrative, intentional learning, providing opportunities for
undergraduate research, complementing the majors, and encouraging the application of
knowledge in the world. Pathways focus on a wide range of themes including American
studies; applied ethics; beauty; children, family, and society; cinema studies; democracy;
design thinking; the digital age; food, hunger, poverty, and the environment; gender, globalization, and empire; gender, sexuality, and the body; global health; human rights in a global
world; Islamic studies; justice and the arts; law and social justice; leading people, organizations, and social change; paradigm shifts; politics and religion; public policy; race, place,
and social inequalities; sustainability; values in science and technology; and vocation.
Student progress through the structure of the Core Curriculum is not strictly sequential,
from Foundations through Explorations to Integrations. While some courses (e.g.,
­Critical Thinking & Writing 1 and 2; Cultures & Ideas 1, 2, and 3; and Religion, Theology
& Culture 1, 2, and 3) must be taken in sequence, all students have the opportunity to
discover other sequences that are best for their individual undergraduate experience. At the
same time, all students engage in coursework designed to help them achieve the shared
set of learning objectives for each component of the Core Curriculum. Furthermore, the
Experiential Learning for Social Justice, Advanced Writing, and Pathways components of
the Core Curriculum help students experience requirements not only as individual courses
but as related educational activities that help structure and integrate their entire experience
of university study.
12 THE SANTA CLARA UNDERGRADUATE PROGRAM
The 2013–14 Core Curriculum Guide provides more detailed information about each
component of the Core Curriculum, the learning goals and objectives associated with each
component, and the courses from which students may choose. An online version is available
at www.scu.edu/core.
The Core Curriculum and the College of Arts and Sciences
Students in the College of Arts and Sciences should consult Chapter 3 for the requirements for their majors. There are no additional college-wide requirements beyond the
requirements for the Undergraduate Core Curriculum.
The Core Curriculum and the Leavey School of Business
Leavey School of Business requirements determine how students in the business school
satisfy some Undergraduate Core Curriculum requirements—some Core Curriculum
requirements must be fulfilled with specific courses. Students in the Leavey School of
­Business should consult Chapter 4 for the complete list of requirements for the majors and
the school. The Core Curriculum Guide provides additional information.
The Core Curriculum and the School of Engineering
Students in the School of Engineering satisfy their mathematics and natural science
requirement with courses required by their majors; their second language requirement is
met by Santa Clara’s entrance requirements. Some sections of Core courses in Diversity,
Cultures & Ideas 3, and Religion, Theology & Culture 2 and 3 will allow engineering students to satisfy two requirements with one course, with the understanding that other
coursework for their majors will complete the acquisition of knowledge and skills required
in the Core. Engineering students will complete their Pathways with three courses.
Core Curriculum Policies
A single course may satisfy only one Core requirement with the following exceptions:
Some students satisfy some requirements with more than one course, each of which partially completes the requirement. Those courses are identified in CourseAvail as “xxxPAR”
because they “partially” fulfill a requirement. Engineering students may satisfy more than
one requirement with one course when the course has been approved for those Core requirements. All students may satisfy major requirements with Core courses when the courses are
approved for both the major and the Core. All students may satisfy multiple Integrations
requirements with courses that satisfy other Core and major requirements when the courses
are approved for the Integrations requirements as well as for the other Core and major
requirements.
Many courses offered through the study abroad program are pre-approved to fulfill Core
Curriculum requirements. Neither the first nor third level Core Curriculum requirement in
Religion, Theology & Culture can be fulfilled with a study abroad course.
Transfer Credit and the Core Curriculum
Two sets of rules for awarding transfer credit for Core areas are in place, one for students
admitted as freshmen and another for transfer students.
All students must satisfy the following Core requirements at Santa Clara University:
Civic Engagement; Science, Technology & Society; Advanced Writing; Experiential Learning
for Social Justice; and Pathways.
Students admitted as freshmen must also satisfy Critical Thinking & Writing and
­Cultures & Ideas 1 and 2 with courses completed at Santa Clara University.
THE SANTA CLARA UNDERGRADUATE PROGRAM 13
In contrast, students admitted as transfers are encouraged to complete these courses
before their first quarter at Santa Clara. For transfer students only, transfer credit for Critical
Thinking & Writing may include exemptions granted at other schools and credit granted
through Advanced Placement and International Baccalaureate test scores. Information
about possible substitutions for Critical Thinking & Writing and Cultures & Ideas courses
is available in the Registrar’s Office.
Transfer students who enter the University with fewer than 44 units must take all three
Religion, Theology & Culture courses in the required sequence. Students matriculating
with 44 or more units of transferable college credit, which does not include any Advanced
Placement or International Baccalaureate test credit, must complete two courses from any
two of the following three categories: Religion, Theology & Culture 1, 2, or 3.
Transfer students must declare their Pathways by the end of their third quarter at SCU.
Transfer students in the College of Arts and Sciences and Leavey School of Business who
matriculate with fewer than 44 units must take four courses to fulfill the Pathways requirement. Transfer students in the College of Arts and Sciences and Leavey School of Business
who matriculate with more than 44 units must take three courses to fulfill the Pathways
requirement. All transfer students in the School of Engineering must take three courses to
fulfill the Pathways requirement.
Students who transfer to Santa Clara University should consult Chapters 7 and 8 as well
as the chapters relevant to their school or college.
RESIDENTIAL LEARNING COMMUNITIES
Residential Learning Communities were established to foster integrated education
within a community of scholars. By creating a culture in which students connect their
­academic experiences with their social and residential ones, the learning communities
enhance the education of the whole person and deepen the connection between learning
and living as responsible members of a community.
All entering first-year students, whether or not they live on campus, become members of
one of eight theme-based Residential Learning Communities. Nonresident first-year students
are given access to the residence hall in which their learning community is located so that
they can participate fully in its programs. Students take at least one Core Foundations
sequence in common with others in their learning community, enriching coursework and
promoting the formation of study groups. Students also interact directly with faculty and
staff and participate in theme-based co-curricular and extracurricular activities both on and
off campus. Residential Learning Communities are primarily two-year communities, but
some offer the opportunity for students to remain throughout their undergraduate careers.
UNIVERSITY HONORS PROGRAM
The University Honors Program provides a learning experience appropriate to students
of exceptional academic talent and imagination. The program offers small seminar-style
classes, especially in courses fulfilling the Undergraduate Core Curriculum requirements.
Admission to the University Honors Program is by invitation or application and considers
the student’s academic record, standardized test scores, recommendations, and any other
information the student might provide about interests, goals, or experiences.
The program is organized as two distinct but related levels open to undergraduate students from arts and sciences, business, and engineering. Level I of the program accepts
first-year students for a curriculum organized around courses that satisfy Undergraduate
Core Curriculum requirements applying to students in every field. The University Honors
14 THE SANTA CLARA UNDERGRADUATE PROGRAM
Program requires that all participants maintain a cumulative grade point average (GPA) of
3.3 or higher, and Level I participants must successfully complete a minimum of six program courses within the first six quarters of enrollment. Most participants complete Level I
during their first year. Unless exempted by the director, Level I participants must fulfill
specific Foundations courses in the Core Curriculum—Critical Thinking & Writing,
­Cultures & Ideas, and Religion, Theology & Culture—through special class sections
arranged by the program. Participants are also strongly urged to satisfy Core Curriculum
requirements such as mathematics, ethics, social sciences, natural sciences, advanced writing,
and advanced Religion, Theology & Culture with Honors Program sections.
Participants in Level I normally continue to Level II, in which they complete a minimum of four additional program courses including a senior thesis or project. Students who
have completed 32 or more units but not more than 88 units at Santa Clara may apply to
enter Level II by contacting the Honors Program Office. Students joining the program at
Level II complete six program courses including the thesis or senior project. Some Level II
courses, while not limited to program participants, offer academic opportunities especially
suitable for them. For both continuing and new participants, the thesis usually grows out of
a regular or independent study course taken in conjunction with the participant’s major,
minor, or Pathway. Successful completion of the program at Level II becomes part of a
student’s permanent record and appears on academic transcripts issued by the University.
Honors Program students have the opportunity to participate in the Honors Advisory
Council. The University Honors Program is allied with the Office of Student Fellowships,
which helps prepare students to compete for nationally competitive graduate fellowships
such as Rhodes, Marshall, Fulbright, Mitchell, Goldwater, Udall, Jack Kent Cooke, and
Gates Cambridge. A competitive annual award permits one Honors Program student to
spend his or her junior year at Mansfield College, Oxford University.
For information about courses offered through the University Honors Program, see
Chapter 6, Interdisciplinary Minors and Other Programs of Study.
LEAD SCHOLARS PROGRAM
The LEAD (Leadership, Excellence, and Academic Development) Scholars Program
provides for selected first-generation University students a smooth transition to life at Santa
Clara. Participation in the program is by invitation. LEAD scholars are selected from among
those awarded a grant or scholarship by Santa Clara University. The LEAD Scholars Program forms a community of undergraduate peers and faculty dedicated to rigorous academic achievement and student leadership. LEAD Scholars have the opportunity to
participate in the LEAD Council, a leadership group that provides programs, events, and
other opportunities to serve the needs of the LEAD community. The program involves support as well as challenge throughout the four years, with a special emphasis on the first-year
experience. The LEAD Scholars Program is committed to fostering an atmosphere of
­successful scholarship, community engagement, and service. Social and academic programs
include seminars, academic advising and support, peer mentoring, team building, and
­outreach to families. All LEAD scholars participate in LEAD Week, which is scheduled for
the week immediately preceding the beginning of the fall term.
THE SANTA CLARA UNDERGRADUATE PROGRAM 15
STUDY ABROAD
Santa Clara University aspires to create a learning community that promotes competence, conscience, and compassion among students with a mandate to pursue scholarly
understanding and constructive engagement with the world. The Study Abroad Program
mission is inspired by the challenge offered by martyred Salvadoran Jesuit Ignacio Ellacuria:
We, as an intellectual community, must analyze causes; use imagination and creativity
together to discover remedies; communicate to our public a consciousness that inspires the
­freedom of self-determination; educate professionals with a conscience, who will be immediate
instruments of transformation; and continually hone an educational institute that is
academically excellent and ethically oriented.
Undergraduate students can choose from a variety of study abroad programs in over
50 locations. Credits earned from all approved study abroad programs are accepted as
degree credit at Santa Clara, and can fulfill, major, and minor requirements with the
approval of the chairperson of the department, or Core with the approval of the Associate
Provost for Undergraduate Studies.
Courses offered through Study Abroad can be found in Chapter 6 under Interdisciplinary
Minors and Other Programs of Study.
DOMESTIC PUBLIC SECTOR STUDIES PROGRAMS
The Public Sector Studies Program at Santa Clara University offers an introduction to
the areas traditionally known as public policy, public administration, public affairs, and
urban planning. It is designed to provide a closer look at the creation, implementation, and
analysis of public policies, and the operation of government, public, and nonprofit organizations. The program also provides an excellent foundation for those who would like to
pursue graduate studies in public policy or public administration and an alternative
­perspective for students who wish to pursue public law.
Opportunities for Firsthand Study
Through the Public Sector Studies program in the Department of Political Science,
students have the opportunity to participate in public sector internships, the Washington
Semester Program, and the Panetta Institute’s Congressional Internship program. These
programs offer preparation and training for students interested in working at the city,
county, state, or federal level of government, in a public agency or nonprofit organization,
or considering graduate-level studies in related fields.
Internships
Perhaps the best way to understand is by doing—students participating in public sector
internships not only observe what happens in the “real world,” but they are able to take part
as well, gaining invaluable experience and knowledge. Placements in public sector internships have included the San Jose mayor’s and City Council members’ offices, district offices
of members of Congress and the California Legislature, government relations departments
of high-tech corporations, public law offices including the Santa Clara county Public
Defender and District Attorney, political campaigns, and nonprofit organizations. Many
students end their internships with excellent employment prospects.
16 THE SANTA CLARA UNDERGRADUATE PROGRAM
The Washington Semester Program
In the Washington Semester Program, students combine coursework taken at American
University with hands-on experience via internships. In the past, SCU students have
interned at the White House, the Justice Department, the FBI, interest groups, broadcast
news stations, various nonprofit organizations, and offices of members of the U.S. House of
Representatives. The Washington Semester Program offers students the opportunity to live,
study, and work in our nation’s capital for one semester along with students from other
U.S. states and from countries abroad. Numerous programs of study are available, including
American Politics, Public Law, U.S. Foreign Policy, International Environment and
­Development, Economic Policy, Journalism, International Business and Trade, Peace and
Conflict Resolution, and Contemporary Islam. Several programs include a three-week
international travel component along with study in Washington. Students participating in
the Washington Semester Program earn 22.5 to 24 quarter credits for one semester of study.
Grades and units received at American University will count toward the student’s
SCU grade point average and course requirements for the department and the University
when appropriate.
The Panetta Institute’s Congressional Internship Program
The Leon and Sylvia Panetta Institute for Public Policy at California State University—
Monterey Bay, founded by Santa Clara political science alumnus Leon Panetta, offers an
opportunity for students to gain an inside look at the legislative branch of the U.S. federal
government and Washington politics. This Congressional internship begins with a twoweek course at California State University—Monterey Bay, where students work directly
with seasoned veterans examining the legislative process and its functions. The remaining
two-and-a-half months of the internship are spent in Washington, D.C. working on ­Capitol
Hill in the office of a member of the California Congressional delegation. One exceptional
Santa Clara University student is chosen each year for this fully subsidized internship.
Eligibility
To be eligible to participate in one of these Public Sector Studies Programs, students
must have completed at least 88 quarter units of credit by the date that the program of study
begins, must not be on academic or disciplinary probation, and must be in good financial
standing with the University. Students must also meet grade point average and other eligibility requirements for the specific program.
For more information about the Public Sector Studies Program, visit the Public Sector
Studies Program at www.scu.edu/cas/polisci/publicsector.cfm or contact the director of the
Public Sector Studies Program.
3
College of Arts and Sciences
Dean: W. Atom Yee
Associate Deans: Barbara M. Fraser, Carol Ann Gittens, Stephen C. Lee
Senior Assistant Dean: Kathleen Villarruel Schneider
Assistant Dean: Rafael D. Ulate
The goals of the College of Arts and Sciences are to foster a learning community committed to addressing the fundamental problems of society with a spirit of inquiry, mutual
respect, and intellectual excitement and to prepare students to understand and appreciate a
broad range of peoples and cultures so they may exercise moral leadership in a pluralistic
world. In this way, the College is central to Santa Clara’s Jesuit, liberal education.
With more than 1,500 courses in the humanities, arts, social sciences, and natural
­sciences, the College offers an inclusive and welcoming academic environment providing:
•A common educational experience for all undergraduate students through the
­University’s Core Curriculum
• Majors in 37 subject areas
• Departmental and interdisciplinary minor programs
• Opportunities for advanced study in a student’s particular area of interest
All undergraduate students at the University explore the sciences and liberal arts through
the University’s Core Curriculum that challenges them to develop open and critical thinking, to communicate effectively, to work with complex methods of inquiry, to understand
diverse cultures and peoples, and to appreciate the demands of ethical decision making.
Those who select majors or minors in the College have the opportunity to develop specialized knowledge and skills in areas of concentration that reflect their personal interests and
talents. Students are encouraged to use elective courses to pursue particular interests beyond
their chosen major. In addition to selecting individual courses, students have the opportunity to organize their electives around minors and emphases in many departmental and
interdisciplinary programs throughout the College.
The College of Arts and Sciences offers a variety of student-faculty research opportunities and ongoing mentoring relationships in which students work closely with faculty members in the creation of knowledge or original artistic works. These opportunities include
research assistantships throughout the College in the arts, humanities, and natural and
social sciences.
17
18 COLLEGE OF ARTS AND SCIENCES
UNDERGRADUATE DEGREES
The College of Arts and Sciences confers the degree of bachelor of arts in ancient studies,
art history, chemistry, classical languages and literatures (Greek and/or Latin), classical studies, communication, English, French and Francophone studies, German studies, history,
individual studies, Italian studies, music, philosophy, religious studies, Spanish studies, studio
art, and theatre arts. The College also confers the bachelor of science in anthropology, biochemistry, biology, chemistry, computer science (mathematics), economics, engineering
physics, environmental science, environmental studies, individual studies, liberal studies,
mathematics, physics, political science, psychology, public health science, and sociology. In
addition, companion majors are available in ethnic studies and women’s and gender studies.
REQUIREMENTS FOR THE BACHELOR OF ARTS
AND BACHELOR OF SCIENCE
To qualify, students must complete a minimum of 175 quarter units of credit, at least
60 of which must be upper-division, and satisfy the requirements of the Undergraduate
Core Curriculum and the major. There are no additional College requirements.
MINORS IN THE COLLEGE OF ARTS AND SCIENCES
The College of Arts and Sciences offers minors in ancient studies, anthropology, art
­history, biology, chemistry, classical languages and literatures (Latin or Greek), classical
studies, communication, computer science, creative writing, dance, economics, English,
ethnic studies, environmental studies, French and Francophone studies, German studies,
history, Italian studies, Japanese studies, mathematics, music, philosophy, physics, political
science, public health, religious studies, sociology, Spanish studies, studio art, theatre, and
women’s and gender studies. Descriptions of the minors and associated requirements can be
found in the appropriate department or program section of this chapter.
In addition, the College administers interdisciplinary minors in Arabic, Islamic, and
Middle Eastern studies; Asian studies; bioengineering, biotechnology; Catholic studies;
Latin American studies; medieval and Renaissance studies; musical theatre; and urban education. Descriptions of the interdisciplinary minors and the associated requirements are
provided in Chapter 6, Interdisciplinary Minors and Other Programs of Study.
UNDERGRADUATE DEGREES 19
CENTERS, INSTITUTES, AND SPECIAL PROGRAMS
SCU Presents
SCU Presents consists of Santa Clara University students, faculty, and staff working in
music, theatre, and dance who, with the resources of their academic departments, serve the
University and local community by providing a rich season of performance events. Promoting
the performing arts through a variety of programs, SCU Presents encourages the interdisciplinary exploration of performance as a way of encountering, knowing, and acting in the
world. SCU Presents also encourages and supports the creative expression of Silicon Valley
artists by providing performance space for local arts organizations. SCU Presents, also
­produces a Santa Clara University Visiting Artist Series of national and international artist.
The Future Teachers Project
The Future Teachers Project (FTP), formerly known as the Eastside Future Teachers
Project, works with students from traditionally underrepresented groups throughout Silicon
Valley and the greater Bay Area who are interested in becoming teachers. Through innovative
outreach and support programs, the goal is to develop leaders who will make an immediate
impact on their communities. FTP scholars are generally recruited during high school and
once at SCU are considered for the FTP scholarship, which contributes to undergraduate
studies and the credential program. The FTP is administered by the Liberal Studies Program.
20 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF ANTHROPOLOGY
Professor Emeritus: George D. Westermark
Professors: Mary Elaine Hegland, Lisa Kealhofer
Associate Professors: Michelle Bezanson (Department Chair), Luis Calero, S.J.
Assistant Professors: Gregory S. Gullette, Laura E. Hauff, Lee Panich
The Department of Anthropology offers a degree program leading to the bachelor of
science in anthropology. A solid undergraduate foundation in anthropology secures the
analytical skills needed to undertake professional degrees in anthropology, business, law,
public health, social services, or provides a foundation for embarking on a number of other
professional careers. The department also offers a minor, several emphases, and an honors
thesis option.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling the Undergraduate Core Curriculum requirements for the
­bachelor of science degree, students majoring in anthropology must complete the following
departmental requirements:
• ANTH 1, 2, 3
• SOCI 1
• ANTH 50 or ENVS 50 or POLI 50
• ANTH 110, 112, 114, 198
• Five upper-division courses selected from the following four categories: biological
(ANTH 130–139), archaeological (ANTH 140–149), cultural (ANTH 150–179),
or regional (ANTH 180–189). At least three of the four categories must be represented
in the student’s selection.
• An introductory statistics course
• Six anthropology seminars
Emphasis Programs in Anthropology
Anthropology majors have the option of completing a special emphasis program to
complement their majors. The emphasis is not a narrow specialization but reflects competence in the subfields of the discipline. Completion of a special emphasis program will be
noted on student transcripts with the approval of the department chair.
The emphasis in applied anthropology prepares students to use anthropological knowledge to address pressing human problems in careers outside the University. Through coursework and related internships, students will gain a better understanding of how anthropological
knowledge and skills can be used in occupations related to health and medicine, international development, environment, government, business, education, immigration, and poverty. The emphasis in archaeology focuses on a deeper understanding of the human past
and how it is studied. This is a possible course of study for majors with an interest in employment in cultural resource management or graduate study in archaeology. The emphasis in
biological provides in-depth training in the field of biological anthropology. Students will
acquire a strong understanding of the interdisciplinary nature of anthropology and the
­biological and cultural interactions that have influenced human evolution and diversity.
ANTHROPOLOGY 21
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in anthropology:
• ANTH 1 or 2
• ANTH 3
• One additional lower-division anthropology course
• ANTH 110
• Two approved upper-division anthropology courses
• Four anthropology seminars
LOWER-DIVISION COURSES
1. Introduction to
4. Vanished People and
Biological Anthropology
Lost Civilizations
Using an evolutionary framework, we exam- “Popular archaeology” is addressed by examine how past and current human variation is ining past societies, human migrations and
measured, our place in nature, human ge- cultural contacts, and ancient human behavnetics, human and nonhuman primate biol- ior and technologies. Ideas and assumptions
ogy and behavior, the primate and hominin found in movies and other popular media
fossil record, and the origin and meaning of will be evaluated in light of current archaeohuman biological and behavioral variation. logical data and theory. (4 units)
Students gain experience in biological anthropology methods, data analysis and inter- 5. Popular Culture
and Bioanthropology
pretation, and the theoretical frameworks
that guide our understanding of what it From “King Kong” to Clan of the Cave
means to be human. Laboratory 15 hours. Bear, students examine popular culture interpretations of biological anthropology.
(4 units)
After reviewing the history of biological an2. Introduction to Archaeology
thropology, we analyze popular avenues
How do archaeologists understand the past? (film, cartoons, newspapers, fiction) through
This course examines the methods, theories, which the public has been informed about
and analytical techniques that archaeologists human variation, the human fossil record,
use to study the past and interpret ancient primate behavior, and human genetics.
cultures. Selective survey of human cultures (4 units)
over time in different regions of the world.
11A. and 12A. Cultures &
Laboratory 15 hours. (4 units)
Ideas I and II
3. Introduction to Social
A two-course sequence focusing on a major
and Cultural Anthropology
theme in human experience and culture over
This course provides an introduction to the a significant period of time. Courses emphasubject matter, research methods, and appli- size either broad global interconnections or
cations of cultural anthropology. Its purpose the construction of Western culture in its
is to help students understand how different global context. Courses may address measurhuman groups think and live, how they cope ing humanity, peace and violence, social
with life’s demands and expectations, and how change in the Middle East, migration and
they make sense of the world. In order to gain transnationalism, and other topics. Successadditional experience with diverse cultural ful completion of C&I I (ANTH 11A) is a
groups, students are required to participate prerequisite for C&I II (ANTH 12A).
in off-campus Arrupe Partnerships. (4 units) (4 units each quarter)
22 COLLEGE OF ARTS AND SCIENCES
50.World Geography
This course explores world geography
through examination of contemporary global problems including poverty and inequality, political conflict, environmental crises,
and natural disasters. Special emphasis on
challenges of economic development in Third
World countries and on interconnections
among diverse places and events. Also listed
as ENVS 50 and POLI 50. (4 units)
56.Anthropology of Religion
This course examines the relationship between religion, culture, personality, and social organization as well as theories on the
function of myth, ritual, and symbols. Specific topics include religious leaders, inter-
pretations of death and afterlife, traditional
curing, and religious movements and cults.
(4 units)
86.Native American Cultures
Students are introduced to selected issues in
the anthropological study of Native American cultures. Focus is on developments since
the onset of European colonization as well as
an examination of contemporary issues in
Native America. (4 units)
91.Lower-division Seminar
in Anthropology
Seminar for freshmen and sophomores on
selected issues in anthropology. By permission of the instructor only. (4 units)
UPPER-DIVISION COURSES
110.Anthropological Theory
114.Senior Project
This course provides a historical survey of An in-depth writing intensive senior seminar
the development of different areas of anthro- in anthropology. Topic will change annually.
pological theory. By exploring original and Required for majors in anthropology. Presecondary writings, students are able to un- requisite: ANTH 112 with a grade of C– or
derstand how theoretical frameworks differ better, or special permission of the department
from each other and how anthropology has chair. Students should take this class winter
evolved as a discipline. Required for majors quarter of their senior year. (5 units)
and minors in anthropology. Students should
take this class no later than winter quarter of 130.Primate Behavioral Ecology
This course focuses on the theoretical frametheir junior year. (5 units)
works that guide primate behavioral studies,
112.Anthropological Methods
including in-depth empirical exploration of
This course examines research procedures, adaptation, comparative primate behavior,
ethics, and theoretical issues associated with ecology, field studies, and classification. Critanthropological practice. Skills and methods ical evaluation of core concepts in primate
of (qualitative and quantitative) research behavioral ecology as well as data collection,
­design and analysis are explored in readings presentation, and interpretation in primate
and exercises. Required for majors in anthro- field studies are reviewed. (5 units)
pology. Prerequisites: ANTH 1, 2, 3, with 132.Paleoanthropology
grades of C– or better, or special permission of
the department chair. Students should take How do we know what we think we know
this class no later than spring quarter of their about human evolution? Students explore
this question by reading primary literature,
junior year. (5 units)
examining fossil and comparative data, and
exploring current technology for interpreting hominin evolution. Class reviews evolutionary theory and the varying applications
of paleoanthropological analysis to understanding past and present variation. (5 units)
ANTHROPOLOGY 23
133.Human Nutrition and Culture
Study of the interactions of biology and culture in shaping the dietary patterns and nutritional status of humans. Focus on the
evolution of the human diet and nutritional
requirements; the basic principles of human
nutrition and nutritional assessment; and
the social, technological, and political factors
that influence the nutritional health of
human societies today. (5 units)
134.Health, Disease, and Culture
This course emphasizes the study of health
and disease from biocultural and ecological
perspectives; the influence of culture on the
ways people explain and treat illness, stress,
and healing; and the complexities of health
care delivery in pluralistic societies. (5 units)
135.Human Development
and Sexuality
Examination of evolutionary and biocultural aspects of human growth, development,
and sexuality throughout the life cycle. Special emphasis on how various cultural, economic, and political factors influence norms
of sexual behavior in society in different societies. (5 units)
136.Forensic Anthropology
Using physical remains to learn what we can
about the age, gender, and other characteristics of deceased people, including their nutrition, exposure to diseases, experience with
serious accidents, and causes of death.
(5 units)
137.Evolutionary Medicine
This course examines how evolution has impacted human health and addresses questions such as: How are biology and human
health related? How can an evolutionary
perspective help us treat diseases? Topics
from pregnancy to cancer and diet are examined through the lens of what we know
about both human evolution and evolutionary processes. (5 units)
140.Food, Culture, and
the Environment
Exploration of the history and impact that
food choices have made on human societies.
Several foods that have become staples in the
world today (e.g., sugar, pepper, and various
grains) have significantly affected the environment, patterns of land use, economy
(both local and global), cuisine, and the
meaning of meals and food sharing. Class
topics illustrate how food choices shape cultural groups and interaction, as well as how
they shape environmental change. (5 units)
142.Environmental Archaeology
How archaeologists use environmental data
to understand past human societies. Discussion topics include issues of human evolution,
complexity, symbolism, social interaction,
and technology. Discussion of the data and
arguments offered for the role of environments in creating and shaping cultures—
how environments and people shape each
other. (5 units)
145.Historical Ecology
This class investigates the historical relationships between cultures and their environments. Students learn various methods to
explore data, including historical documents, maps, and land use information,
to reconstruct the historical ecology of the
Santa Clara Valley. (5 units)
146.Anthropological Perspectives
on Colonial California
Examines the Spanish and Russian colonization of California, with particular emphasis
on their interactions with Native American
societies. Ethnohistorical, documentary, and
archaeological evidence will be used to explore European and Native American experiences in colonial California and the impact
of European colonialism on communities
today. (5 units)
24 COLLEGE OF ARTS AND SCIENCES
147.Archaeology of Complex Societies
The world and people have changed radically in the last 10,000 years with the domestication of plants and animals and the
development of cities and states. We examine
archaeological evidence in different regions
of the world (after 12,000 BC) to understand how and why these transformations
occurred. (5 units)
148.Historical Archaeology
Introduction to the discipline of historical
archaeology focusing particularly on colonial
and U.S. contexts. Explores the history of
underrepresented groups, from women and
children to slaves, and colonial or contact
interactions. A wide range of data sources
used by historical archaeologists to aid in
­interpreting the past are explored. (5 units)
150.Religion in Culture and Society
This course examines a wide range of religious beliefs, symbols, and practices that humans use to bring order and meaning into
their existence. It explores theoretical interpretations of religion, the universality of
myths and rituals, and the manner in which
religious traditions are integrated into the
fabric of daily lives and into international
politics. (5 units)
151.Law and Society
Current issues in the study of law and society. Exploration of legal systems at various
levels of societal complexity to understand
the basis for social control in all human societies. Courts, legal professions, and politics
are examined from a cross-cultural perspective. (5 units)
152.Political Anthropology
Cross-cultural examination of political behavior in a range of human societies and the
effects of social, cultural, and environmental
factors on political organization. Religion
and politics, the role of women in politics,
ethnic competition, secret societies, political
ritual and ceremony, and the effects of colonialism and economic change. Special em-
phasis on the relationship between local
communities and national governments.
(5 units)
154.Environmental Anthropology
Survey of the theories and methods used to
examine the complex and dynamic interactions between humans and their physical
environment (past and present). An emphasis is placed on the relationships between
human cultural systems and ecological contexts by focusing on how humans use and
transform ecosystems and how such interactions shape social, political, and economic
institutions. Topics include political ecology,
environmental justice, ecotourism, and natural resource exploration. (5 units)
155.Conflict Resolution
Examines sources and responses to conflict
in varied social and cultural contexts.
­Emphasis on application of negotiation, mediation, and arbitration in different fields.
(5 units)
156.Anthropology of Muslim
Peoples and Practices
Examination of the variety of religious experiences, activities, and interpretations, and
the place of Islam in current social and political life such as community organization,
local-level politics, governments and political resistance, women’s roles and gender, and
contact with the West. Discussion about
underlying reasons for the resurgence of
Islam and effects for Muslim peoples and
­societies. (5 units)
157.Family, Kin, and Culture
Examines the ways in which kinship and
family life can be organized; causes and consequences of different family patterns; and
how families differ across cultures, over time,
and among different groups in the United
States. Also listed as WGST 155. (5 units)
158.Applied Anthropology
Application of anthropological knowledge
to contemporary human problems. Topics
range from the introduction of new forms of
ANTHROPOLOGY 25
economy through international development to anthropologists’ work in refugee resettlement, environmental conservation,
public health, social justice movements, and
others. Also examined are the ethical dilemmas that emerge from applying anthropological techniques and data. (5 units)
159.Globalization and
Culture Change
This course examines the cultural and economic changes brought about by globalization. It prepares students for traveling abroad
and provides a reflective space for those who
have returned. By critiquing corporate global control, cultural hegemony, and the illusion of unlimited economic growth, this
course provides an alternative view of environmental sustainability and global justice.
(5 units)
170.Women, Gender, and Sexuality
Cross-cultural examination of the roles,
­statuses, sexuality, and gender constructions
of females and males through monographs,
films, and guest speakers. Exploration of
factors affecting the lives of women and
­
men, such as domestic and public realms of
activities, contested identities, political and
economic factors, social change, religion,
family, and socialization. Also listed as
WGST 187. (5 units)
172.Anthropology of Aging
Examination of aging and the elderly in a
range of human societies. Emphasis on social change, gender, and social and geographic mobility, as well as social, political,
and cultural differences in understanding
how the elderly adapt to, and cope with, the
modern world. (5 units)
180.Study of Selected Cultures
Examination of the social life, culture, and
institutions of geographic areas and culture
zones not otherwise covered in ANTH 181–
188 regional studies course series. (5 units)
181.Globalization and Culture
Change in the Pacific Islands
Examines the transformation of Pacific Island
societies in response to globalization. Change
in island cultures, effects of urbanization,
and the migration of diasporic communities
are studied. Connections made between
­Pacific Island areas of Micronesia, Melanesia, and Polynesia, and other world regions.
(5 units)
185.Peoples of Latin America
An overview of the environmental, cultural,
economic, and political diversity of Latin
America. Students study the region’s physical
geography, its pre-Columbian past, and the
impact of the European invasion on its native peoples. In addition, this course examines pressing regional problems of widespread
poverty, diminishing natural resources, and
the relation between religion, culture, and
politics. (5 units)
186.Mesoamerican Prehistory
A survey of the prehistoric cultures of Mesoamerica from earliest human occupation to
European colonization. Examines the origins of agriculture, village life, and the rise
and fall of state-level societies through the
work of archaeologists and epigraphists.
Consideration given to the ecological adaptations, social organization, and belief systems of the Aztecs, Toltecs, Maya, and the
inhabitants of Teotihuacan. Comparison of
Mesoamerican societies with ancient societies around the world. (5 units)
187 Middle East: Gender and Sexuality
Examination through monographs, novels,
guest speakers, and films of the situations
and activities of Middle Eastern women in a
variety of geographical and class settings. Topics include gender, sexuality and the body,
women in economic and political process,
family and kinship, war, and revolution.
Women and gender symbolism as related to
politics, development, social change, and religious resurgence. Also listed as WGST 120.
(5 units)
26 COLLEGE OF ARTS AND SCIENCES
188.Middle East: Culture and Change
Examination of people’s lives, social organization, and change in the Middle East
through archaeological evidence, ethnographies, film, and novels. Emphasis on political
culture, the fate of tribal peoples and peasants under modernizing nations, women in
society and gender symbolism, contact with
the West, Islam and religious resurgence,
and revolution. (5 units)
189.Ancient North America
Examination of topics pertinent to the study
of Native American cultures from earliest
human migrations to North America through
European colonization. Issues to be considered include identity, power, and interactions with the environment. (5 units)
190.Advanced Seminar
in Anthropology
Seminars for juniors and seniors on selected
topics in anthropology. By permission of the
instructor only. (5 units)
194.Peer Educator in Anthropology
Peer educators in anthropology work closely
with a faculty member to help students understand course material, think more deeply
about course material, benefit from collaborative learning, feel less anxious about testing situations, and/or help students enjoy
learning. By permission of the instructor only.
(1–2 units)
195.Field Course in
Anthropological Methods
On-site anthropological field research in any
of the subfields of anthropology. Practical
experience in the basic techniques of observation and field analyses. By permission of
the chair and instructor only. (5 units)
196.Archaeological Method
and Theory
Introduction to the techniques of discovery
and analysis that archaeologists have found
useful in research. Special attention to sampling techniques in survey and excavation.
Classification techniques for measuring
­parameters of prehistoric demography, diet,
craft specialization, and exchange. (5 units)
197.Field Course in Primate
Behavioral Ecology
On-site anthropological primatological field
research with practical experience in the
basic techniques of observation and field data
analysis. Special attention to community
ecology, proposal writing, data collection,
data analysis, and presentation. Students
conduct independent data collection to produce a completed scientific paper for which
they are the sole author. (5 units)
198.Research Practicum
Opportunity for students to work and conduct anthropological analyses in community
agencies, museums, government agencies,
and political or industrial organizations.
May be repeated for credit with approval of
the chair. Required for majors in anthropology. Must receive approval of the internship
coordinator prior to registration. Internship
placements should be completed prior to fall
quarter of senior year. Field schools and other
research experiences may substitute for internship placements with approval. Students
must enroll in the internship class during the
fall of their senior year. (5 units)
199.Directed Reading/
Directed Research
Intensive reading in areas not emphasized by
the department. Independent research on
specific topics not fully covered in departmental courses. May be repeated for credit
with approval of the chair. Written departmental approval necessary prior to registration.
(5 units)
ART AND ART HISTORY 27
DEPARTMENT OF ART AND ART HISTORY
Professor Emerita: Brigid Barton
Professors: R. Kelly Detweiler, Samuel R. Hernandez
Associate Professors: Katherine Aoki, Blake de Maria (Department Chair), Don Fritz,
Kathleen Maxwell, Katherine L. Morris, Andrea Pappas
Assistant Professors: Karen Fraser, Takeshi Moro, Ryan Reynolds, Tobias Wofford
Senior Lecturers: Francisco “Pancho” Jimenez, Marco Marquez
Lecturers: Renee Billingslea, Julie Hughes
The Department of Art and Art History offers a degree program leading to the bachelor
of arts in two undergraduate majors, art history and studio art, with courses in both disciplines fostering a thorough understanding of the history and practice of art.
Department faculty encourage interdisciplinary connections with the Santa Clara community through course offerings that fulfill a wide range of College and Undergraduate Core
Curriculum requirements, as well as courses through the University Honors Program.
ART HISTORY
The art history major at Santa Clara is distinguished by excellent teaching and mentoring, challenging coursework, and opportunities for study abroad, peer educating, and student internships at local and Bay Area institutions. Moreover, we support, in conjunction
with our fully accredited campus museum, Explore with Me, a docent-training program for
our students. Advanced art history majors are encouraged to participate in our annual Art
History Symposium and the Art History Research Paper Competition. The art history
major features numerous opportunities for personal and professional growth to better
understand the meanings and purposes of the visual arts, including its historic development, roles in society, and relationships to other fields in the humanities. Students learn to
think critically and communicate clearly about works of art. The art history major develops
the following skills: knowledge acquisition, critical thinking, analysis of visual and textual
sources, advanced research and writing skills, and sophisticated oral presentations. These
intellectual skills enable art history majors to pursue a diversity of interests in a wide spectrum of fields and professions, including graduate work in art history.
STUDIO ART
Studio art majors develop comprehensive skills that help prepare them for graduate
study or careers in either the fine or commercial arts. Faculty members emphasize the development of conceptual and technical competence, as well as critical analysis of the student’s
own work and that of others. By graduation, every student develops a body of original artwork to be exhibited in a senior show in the department gallery. Students are required to
articulate an artist’s statement reflecting their own engagement with the creative process, in
conjunction with their senior show.
Studio art majors take three sections of art history and are encouraged to take one or
more courses in 20th-century or contemporary art. The studio seminar is highly recommended for all studio art majors and should be taken in the third year when possible. At the
end of each year, students are encouraged to submit their work to the Annual Student Art
Exhibit, which is judged by an outside professional in the field of art. The department also
oversees merit-based scholarships, which are usually given to outstanding students with
junior status.
28 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MAJORS
In addition to fulfilling the Undergraduate Core Curriculum requirements for the bachelor of arts degree, students majoring in art history (ARTH) or studio art (ARTS) must
complete the following departmental requirements:
Major in Art History
Students must complete 15 courses (13 ARTH and 2 ARTS):
• Four courses selected from the 20-series (ARTH 21-27)
• ARTH 100 (preferably at the end of sophomore year)
• ARTH 196 (capstone seminar) is required in senior year
• Two lower- or upper-division ARTS courses
• Five upper-division ARTH courses (no more than three may be taken abroad)
• Two additional lower- or upper-division ARTH courses
Note: Only 4 units of ARTH 98/198 may count toward the major. ARTH 11A and 12A
may fulfill up to two lower-division courses with your art history advisor’s approval. The senior
thesis is optional (requires a grade point average of 3.5 or above in major and permission of
supervising faculty member).
Major in Studio Art
Students must complete 16 courses (13 ARTS and 3 ARTH):
• ARTS 30
• ARTS 74/174
• One two-dimensional foundation course from ARTS 32, 72, or 181
• One three-dimensional foundation course from ARTS 33, 63/163, or 64/164
• One lower-division ARTH course (ARTH 23 preferred)
• Seven additional approved ARTS courses (upper-division preferred). Emphasis within
department will determine the courses.
• One elective ARTH course with a global emphasis
• One elective ARTH course with a modern or contemporary emphasis (ARTH 185
preferred)
• ARTS 195 (Capstone—Senior Exhibit)
• ARTS 196 (Studio Art Seminar); recommended for junior year
Note: Studio art or art history courses taken during a term of study abroad normally may
be applied to no more than half of the requirements, including no more than half of the upperdivision units, for a major or minor in studio art or art history. Students who wish to receive
credit toward a major or minor for studio art courses taken at affiliated study abroad programs
must be able to document their work for review by members of the department’s faculty.
ART AND ART HISTORY 29
REQUIREMENTS FOR THE MINORS
Minor in Art History
Students must complete 7 courses (6 ARTH and 1 ARTS):
• Two courses selected from the ARTH 20-series (21–27)
• One studio ARTS course
• Three upper-division ARTH courses (at least two upper-division courses must be taken
at Santa Clara)
• One additional lower- or upper-division ARTH course
Note: Only 4 units of ARTH 98/198 may count toward the minor. With departmental
approval, ARTH 11A and 12A may substitute for courses in the ARTH 20 series.
Minor in Studio Art
Students must complete 7 courses (6 ARTS and 1 ARTH):
• One two-dimensional course from ARTS 30–72 or approved upper-division equivalent
• One three-dimensional foundation course from ARTS 33, 63/163, or 64/164
• Four additional approved ARTS courses (upper-division preferred)
• One lower- or upper-division ARTH course
LOWER-DIVISION COURSES: ART HISTORY
11A. and 12A. Cultures &
22.Introduction to the Arts
Ideas I and II
of Early Modern Europe
A two-course sequence focusing on a major A foundation course in the arts of Early
theme in human experience and culture over Modern Europe in which objects will be apa significant period of time. Courses empha- proached from a cultural and social perspecsize either broad global interconnections or tive. Topics of discussion may include the
the construction of Western culture in its patronage and production of art, the visual
global context. Courses may address art, pol- construction of gender identity, and the relaitics, propaganda, and other topics. Success- tionship between art, science, and religion
ful completion of C&I I (ARTH 11A) is a brought about by humanist study. Formerly
prerequisite for C&I II (ARTH 12A). ARTH 12. (4 units)
(4 units each quarter)
23.Introduction to the Arts
21.Introduction to the Arts of
of the Later Modern West
Ancient and Medieval Europe
Interdisciplinary introduction to the art,
A foundation course of the art history pro- ­architecture, and culture of modern Europe
gram focusing on visual analysis and the an- and the United States from the 18th century
cient and medieval world. Topics may to the present. Topics may include Romantiinclude the relationship between Greek art cism, Neoclassicism, Impressionism, and
and politics, Imperial Roman art, propagan- the development of modern art. Formerly
da, Pompeian wall painting, early Christian ARTH 13. (4 units)
art, the origins of Islam, and the function
and culture of pilgrimage in the Middle
Ages. Formerly ARTH 11. (4 units)
30 COLLEGE OF ARTS AND SCIENCES
24.Introduction to the Arts
of the Middle East
Survey course focusing on the rich and diverse visual culture of the Middle East from
the settlement origins in the Fertile Crescent
to the rise of the Ottoman Empire in the
16th century. Topics for discussion (including the Ziggurat at Ur; the transition from
polytheism to monotheism; the cites of
Petra, Jerusalem, and Baghdad; the Dome of
the Rock; Transjordanian desert palaces; and
the architect, Sinan) will be approached
from a cultural and social perspective. Not
open to students who have taken ARTH 164.
(4 units)
25.Introduction to the Arts
of the Americas and Oceania
Introduction to the indigenous arts and
­architecture of the Pacific and North, South,
and Central America. Focus may include
cultures of ancient Polynesia, Mexico, the
Great Plains, and the American Southwest.
Classroom lecture and discussion, plus a visit
to a local museum. (4 units)
26.Introduction to the Arts of Asia
Introduction to the artistic cultures of India,
China, and Japan from the Neolithic period
through the early 20th century. Course explores various media in the context of Asian
literature, politics, philosophies, and religions. The first half of the class covers religious arts from the Neolithic period through
the 14th century; the second half focuses on
secular arts from the 8th century on.
(4 units)
27.Introduction to the Arts of Africa
This is an introductory survey of African art
designed to provide foundational knowledge
in some of the major aesthetic/cultural complexes on the continent and their interaction
with the rest of the globe. Each culture will
be approached as a case study with an emphasis on cultures in sub-Saharan Africa.
Tensions between traditional and contemporary arts will be explored as well as theoretical approaches to the study, collection,
and display of non-Western art. (4 units)
93.Explore with Me Docent Program
The Explore with Me Docent Program is a
museum internship in which students are
trained to give public docent tours of the
de Saisset Museum’s temporary exhibitions.
No previous knowledge of art history or experience with museums is required. As part
of the curriculum, students will learn the
necessary skills and information to provide
thoughtful and engaging tours. They will be
trained in Visual Thinking Strategies (VTS),
a touring style that uses questions and interactive conversation to relay information
about the objects on display. The program
provides a great opportunity for students to
gain professional experience working in the
arts, to learn to speak comfortably and confidently about art, and to develop and improve public speaking skills. In addition to
attending class sessions and completing
short assignments, each docent is required to
give three public tours as part of the course.
Students may enroll for up to two quarters
to receive both lower- and upper-division
credit. (2 units)
97.Special Topics
Occasional courses in selected art historical
topics. May be repeated for credit. (4 units)
98.Internship/Practicum
Individual projects in conjunction with professional visual arts agencies. May be repeated for credit. Prerequisite: Written proposal
must be approved by on-site supervisor, art
history faculty member, and department
chair. (2– 4 units)
ART AND ART HISTORY 31
UPPER-DIVISION COURSES: ART HISTORY
100.Art History Proseminar
114.Early Medieval Art
Origins of the discipline and its current Art and architecture in Western Europe
methodologies. Close textual analysis with from the early Middle Ages to circa AD
writing and discussion. Required of all art 1000. Hiberno-Saxon, Carolingian, and
history majors, preferably at the end of the ­Ottonian art discussed in their respective posophomore year. Prerequisites: Two art his- litical, intellectual, and cultural contexts.
tory courses or consent of instructor. Formerly (5 units)
ARTH 190. (5 units)
116.Romanesque and Gothic Art
104.Greek Art and Architecture
Study of religious art and architecture in
Examination of Greek art from the Archaic Western Europe from the 11th through the
through the Hellenistic periods. Develop- 14th centuries. Comprehensive survey of the
ments in architecture, sculpture, vase paint- high Middle Ages that considers structural
ing, and wall painting will be addressed in form, technique, sculptural programs, and
their cultural context. (5 units)
related minor arts. (5 units)
106.Art and Architecture of the Roman
Republic and the Early Empire
Chronological survey of artistic development in Republican and Imperial Rome.
Related issues include the influence of Greek
and Etruscan art, the relationship between
political ideology and public art programs,
and the impact of improved materials on
building design. (5 units)
110.Early Christian and Byzantine Art
Christian art and architecture from the catacombs in Rome through the early 14th century in Byzantium. Highlights include the
Constantinian monuments of Rome, Justinianic Ravenna and Constantinople, iconoclasm, and the Macedonian “Renaissance.”
(5 units)
112.The Art of the Book
Covers select developments in the illustrated
book between the 5th and 15th centuries
CE. Topics for discussion may include the
earliest preserved classical and religious codices, Anglo-Saxon manuscripts, Carolingian
and Ottonian manuscript illumination,
­Romanesque and Gothic manuscript illumination, and Byzantine manuscript illumination. (5 units)
120.15th-Century Florentine Art
Concentration on painting and sculpture
produced in 15th-century Florence. Works
will be examined from a cultural and social
context. Topics of discussion include the rise
of the Medici family; civic patronage; the relationship between art, science, and religion;
the visual construction of gender identity;
domestic art; perceptions of the nude figure
in religious paintings; and the early career of
Leonardo da Vinci. (5 units)
121.Venice and the Other
in Renaissance
Concentrates on the art and culture of the
Venetian Republic circa 1400–1650 CE,
specifically the visual culture produced by
and/or associated with ethnic and social
groups excluded from the highest echelons
of Venetian society. Areas of inquiry include
Muslim merchants living in the city, construction of the Jewish ghetto, Ethiopian
servant community, courtesan culture, convent life, the material culture of exorcism,
witchcraft, and dwarfism. Prerequisite:
­Upper-division status or consent of instructor.
(5 units)
122.The Art of Early Modern Rome
In-depth examination of the painting, sculpture, and architecture in the Papal States
during the 15th and 16th centuries. Special
32 COLLEGE OF ARTS AND SCIENCES
attention will be placed upon the decoration
of the Vatican, the careers of Michelangelo
and Raphael, and the artistic reaction to the
Sack of Rome. (5 units)
128.17th-Century Italian
Painting and Sculpture
In addition to the visual agenda of the counter-reformation, topics for discussion include Caravaggio’s homoerotic works,
Artemisia Gentileschi and feminist art historiography, theatricality in the work and writings of Gian Lorenzo Bernini, and the
influence of Galileo upon the visual arts.
(5 units)
133.History of Design in Britain:
1750 –2000
Overview of the history of design in Britain
from the industrial revolution to the present.
Examination of fashion, interior design,
transport design, and personal items. Offered only through SCU in London, Foundation for International Education. (5 units)
135.European Art: 1780–1880
Analysis of the culture and art of Europe
from the era of the French Revolution to the
end of the 19th century. This course will address the relationship between politics and
art, shifting class structures, and the increasing importance of the industrial revolution.
Painting, sculpture, architecture, and other
media will be covered. (5 units)
137.Modern Art in Europe: 1880–1940
The emergence of Modernism in Europe
from the 1880s to World War II. The major
movements of Expressionism, Cubism, and
Surrealism will be studied in the larger
­context of political, social, and economic
change. Painting, sculpture, architecture,
and other media will be covered. (5 units)
141.Native American Art: California
and the Pacific Northwest
Visual culture of the native peoples of
­California and the Pacific Northwest, from
prehistory to the present. Emphasis on the
role of the artist in society and on artistic
r­esponses to political and cultural change.
(5 units)
142.Native American Art:
Special Topics
Sustained analysis of specific time period or
genre of Native American art. Emphasis on
20th-century/contemporary art. Topics may
include tourism/market forces, land and
­cultural preservation, postcolonialism, and
gender identity. Research paper will be required. (5 units)
144.Race Gender, and Nation in 18thand 19th-Century American Art
Visual and material arts from the Colonial
period to the Gilded Age (1880s). Issues examined may include the relationship between art and gender, and race; self-fashioning
through portraiture and the West; American
national identity at home and abroad landscape painting, photography, representations
of democracy, politics, and citizenship; the
Revolutionary and Civil Wars; and the creation of an audience and market for art in
the United States. Prerequisites: C&I I and
II (ARTH 11A and 12A), or one other previous art history course, or permission of the
instructor. (5 units)
145.20th-Century American
Art and Visual Culture
Visual culture in the United States from the
Gilded Age (1880s) to circa 1985. Issues
­examined may include the relationship to
European modernism; race and gender in
American art, politics and American national identity; the government as a patron for
the visual arts; and the founding of major
visual arts institutions. Other issues that may
be examined include the Harlem Renaissance, “regional” arts including California,
and the solidifying of an art audience in the
United States. Prerequisites: C&I I and II
(ARTH 11A and 12A), or one other previous
art history course, or permission of the instructor. (5 units)
ART AND ART HISTORY 33
146. African-American Art
A survey of African-American art from the
18th to the 21st century. With an emphasis
on case studies and movements throughout
this history, this course explores how black
artists in the United States have engaged
with key issues such as race, gender, sexuality, class, and ethnicity. The course is designed to expose students to complex debates
about representation and the role of race and
identity in American art. (5 units)
152.Pre-Columbian Art:
From Olmec to Aztec
Survey of the arts of the Mesoamerican region, from the Olmec to the Aztec. The
Mayan civilization will be discussed at
length; Peru and the Andes will not be covered. In addition to surveying the important
sites and monuments of the cultures listed
above, the course will focus on Mesoamerican
concepts of time and space, the ritual calendar, warfare, blood sacrifice, shamanism, and
the ballgame. (5 units)
160.East-West Encounters
in the Visual Arts
Course focuses on cross-cultural artistic
encounters between the Western world
­
­(Europe and the United States) and Asia
(India, China, and Japan) from the 16th
century on. Topics may include the impact
of Western realism on traditional Asian art
forms, the role of commodities and empire
in artistic production, Japonisme and Chinoiserie in 19th-century Europe and America,
issues of cultural identity in Asian modernism, and post-World War II abstract art. Not
open to students who have taken ARTH 11A
and 12A (Cultures & Ideas I and II, Contact
Zones: Arts East and West). Prerequisite:
Minimum of one lower-division ARTH
course (ARTH 22, 23, or 26 recommended).
(5 units)
161.Photography in Japan
Exploration of Japanese photography from
its origins in the 1850s to today, examining
photography as an artistic medium and as a
central part of modern and contemporary
Japanese culture. Topics may include tourist
photography, ethnographic photography,
photography as propaganda, the development of the Japanese photobook, and gender issues in contemporary photography.
Prerequisite: Minimum of one lower-division
ARTH course (ARTH 23 or 26 recommended).
(5 units)
162.Visual Culture of Modern Japan
Course examines the visual culture of modern Japan circa 1850–1960, exploring issues
of national and cultural identity and emphasizing in particular Japan’s reaction to and
engagement with the West. Topics may include Japanese adaptation of foreign artistic
techniques and styles, the development of a
national painting school, Japanese participation in World’s Fairs, and the role of art in
Japanese imperialism. Prerequisite: Minimum of one lower-division ARTH course
(ARTH 23 or 26 recommended). (5 units)
163.The Japanese Print
Ukiyo-e, or woodblock prints of the floating
world, were an inherent part of the thriving
urban culture of Edo-period Japan (1615–
1868). Characterized by their vivid colors
and lively designs, woodblock prints are perhaps the best known examples of Japanese
visual art in the West. This course examines
the genre within its cultural context, surveying not only traditional print subjects but
also considering the development of woodblock prints into the 20th century and their
relationship to other print media such as
photography and lithography. Topics may
include courtesan prints, Kabuki prints, the
landscapes of Hiroshige and Hokusai, erotic
prints, supernatural imagery, the creative print
movement, and collectors of prints in the West.
Prerequisite: One lower-division ARTH
course (ARTH 26 recommended). (5 units)
34 COLLEGE OF ARTS AND SCIENCES
164.Islamic Art, 600–1350 CE
Study of the art and architecture of the
­Islamic world with an emphasis on Jerusalem,
Baghdad, Cairo, and Spain. Topics of discussion include the origin of Islam, mosque design and ornament, desert palaces, the
Muslim reaction to classical antiquity, 1001
Arabian Nights, the transmission of Arab
science and medicine to the West, manuscript illumination, and the decorative arts.
Prerequisites: Upper-division status and at
least two prior ARTH courses. (5 units)
170. Art of the African Diaspora
An introduction to the art of the African
­Diaspora. The course uses visual culture as a
means to explore the history and impact of
the global spread of African peoples from
slavery until the present day. The course examines a range of artistic practices from the
visual culture of street festivals and Afro-­
Caribbean religions to the work of studiotrained artists of international repute. (5 units)
185.Post-Modern and
Contemporary Art
An overview of significant issues and movements in art since the 1960s. Primary focus
on art in the United States. Themes to be
addressed: artist in nature, body in performance, new media, feminism, gender and
sexuality, art in public places, censorship, art
and public activism, emergence of global arts
community. (5 units)
186.Photography in the United States
Examination of the social, political, and aesthetic aspects of photography from its inception in the 1830s to the present, primarily in
the United States. Issues examined may include the creation and growth of popular
and elite audiences for photography; journalistic, ethnographic, fashion, and art photography; the role of photography in
discourses of race, gender, and class; and
photography in relation to modernism,
postmodernism, and consumer culture.
At least one previous ARTH course strongly
recommended. (5 units)
188.American Women
in the Visual Arts
Historical and theoretical approaches to
women in the visual arts in the United
States, 18th century to the present. Issues
examined may include the training and status of women artists; dealers, patrons, and
collectors; images of women; and the impact
of women’s studies and feminism on the
study of the visual arts. At least one ARTH
class recommended or WGST 50, or permission of instructor. Also listed as WGST 156.
(5 units)
193.Explore with Me Docent Program
The Explore with Me Docent Program is a
museum internship in which students are
trained to give public docent tours of the
de Saisset Museum’s temporary exhibitions.
No previous knowledge of art history or experience with museums is required. As part
of the curriculum, students will learn the
necessary skills and information to provide
thoughtful and engaging tours. They will be
trained in Visual Thinking Strategies (VTS),
a touring style that uses questions and interactive conversation to relay information
about the objects on display. The program
provides a great opportunity for students to
gain professional experience working in the
arts, to learn to speak comfortably and confidently about art, and to develop and improve public speaking skills. In addition to
attending class sessions and completing
short assignments, each docent is required to
give three public tours as part of the course.
Students may enroll for up to two quarters
to receive both lower- and upper-division
credit. (2 units)
194. Peer Educator in Art History
Peer educators in art history work closely
with a faculty member to help individual
students prepare for exams, conduct research,
and master course content. Prerequisite:
Permission of the instructor. (2 units)
ART AND ART HISTORY 35
195.Art History Thesis
Students with a GPA of 3.5 or better in their
major may petition to write a thesis, typically in their senior year. The thesis will be
based on a research paper written for a previous upper-division course with the same
­instructor. Prerequisites: Senior standing,
demonstrated excellence in the major field,
and permission of the instructor. (5 units)
196.Senior Art History
Capstone Seminar
Advanced topics in the history, theory, and
methods of art history. Focus of the seminar
will vary with instructor. Required for all art
history majors in their senior year. Course
requirements will include one or more writing
projects entailing multiple drafts. (5 units)
197.Special Topics
Occasional courses in selected art historical
topics. May be repeated for credit. (5 units)
198.Internship/Practicum
Individual projects in conjunction with professional visual arts agencies. May be repeated for credit. Prerequisite: Written proposal
must be approved by on-site supervisor, art
history faculty member, and department
chair. (2–5 units)
199.Directed Reading/
Directed Research
Individual guided reading, research, and/or
writing on selected art historical topics. May
be repeated for credit. Prerequisite: Course
outline, reading list, and schedule of instructor/student meetings must be approved by art
history faculty member and department chair
10 days prior to registration. (1–5 units)
LOWER-DIVISION COURSES: STUDIO ART
30.Basic Drawing
strategies, techniques, and a variety of mateIntroduction to various drawing media and rials are explored through lectures, demontechniques. Covers the use of line and con- strations, studio assignments, and critiques.
tour, light and shadow, three-dimensional (4 units)
perspective, and composition. Includes the 33.Three-Dimensional Design
concept of self-expression in traditional and
contemporary drawing. Recommended as a This is a foundation course in three-dimenfoundation course to be taken prior to other sional design. Through the study of threedimensional design principles and elements,
studio art courses. (4 units)
students will develop an understanding of
32.Two-Dimensional Design
and an appreciation for the use of design
This course introduces the fundamental fundamentals. Through various hands-on
theories and applications of two-dimension- projects, students will explore principles of
al design, essential to a wide range of art three-dimensional design: harmony, conforms. The focus is on experimentation with trast/variety, rhythm/repetition, emphasis,
compositional dynamics and elements of de- continuity, balance, and proportion. They
sign including line, shape, value, color, tex- will also explore elements of three-dimenture, direction; and principles of design such sional design: space, line, plane, mass/volas balance, proportion, unity, rhythm, and ume, value, texture, and color. Conceptual
emphasis. Projects will be contextualized by strategies, techniques, and a variety of matethe analysis of historical and contemporary rials are explored through lectures, demonartists and the potential for visual communi- strations, studio assignments, and critiques.
cation to transmit meaning. Conceptual (4 units)
36 COLLEGE OF ARTS AND SCIENCES
34.Drawing From Nature
Introduction to techniques and media for
drawing wildlife in the field. Covers the use
of line and contour, light and shadow, threedimensional perspective, and composition.
Also covers the visual anatomy of birds.
Scheduled only during Department of Biology summer travel programs offered through
SCU International Programs. Prerequisite:
BIOL 157. Does not satisfy Departmental
requirements for majors or minors. (4 units)
35.Basic Printmaking
Fundamentals of printmaking as an art
form. Exploration of different media, such
as linoleum and wood block carving, and the
painterly medium of mono printing.
(4 units)
43.Basic Painting
Introduction to painting, primarily with
water-based acrylic paints. Through guided
projects, students will develop a language of
lines, shapes, colors, and composition to
­express their ideas visually. (4 units)
46.Basic Watercolor
Introduction to visual expression in the
classic medium of transparent watercolor.
­
Assignments will emphasize basic elements
of shape, color, light, shadow, and composition. Previous experience in drawing recommended. (4 units)
50.Basic B/W Camera and Darkroom
This course is for the lower-division student
interested in learning the fundamentals of
black-and-white photography as an art form.
Students will learn basic film camera operation, film development, and darkroom
printing techniques. Assignments will stimulate visual awareness and individual creativity. A 35 mm film camera with manual
shutter speeds and aperture capabilities is
required. (4 units)
57.Digital Photography
For lower-division students who want to
develop creativity, composition, lighting,
­
and other techniques with their digital cameras. Camera function and features will be
discussed. Photographic projects will be edited and enhanced in Adobe Lightroom.
Students must provide a digital camera with
manual shutter speeds and aperture capabilities. May be repeated for credit. (4 units)
63.Basic Ceramic Sculpture
Fundamentals of visual expression in clay,
primarily through making ceramic sculpture.
Especially suitable for the lower-division student. Guided exploration of various handbuilding techniques and materials, including
firing and glazing. May also include other
techniques. (4 units)
64.Basic Sculpture
Fundamentals of making art in three-­
dimensional form, especially suitable for the
lower-division student. Creative exploration
of selected materials and techniques. Reductive, manipulative, and additive methods
will be used as needed. Media varies each
quarter at instructor’s discretion. (4 units)
71.Digital Print Making
Taught using a combination of lecture, discussion, and hands-on computer and traditional art practices, this course explores the
societal impact of technology on the arts
from the first printing press to computer
output. Activities include an introduction to
art-making computer technology and digital
printmaking techniques. (4 units)
72.Survey of Computer
Arts and Design Theory
Taught using a combination of lecture, discussion, and hands-on computer art practices, this course explores various art-making
methods on the computer and basic design
theory. Presentations provide an overview of
the ideas and technologies that contribute to
“new media” art forms today. (4 units)
ART AND ART HISTORY 37
74.Basic Computer Imaging
Hands-on introduction to computer imaging for the lower-division student. Fundamental instruction in raster based imaging
software to manipulate photographs and
create original imagery. Exploration of both
fine art and commercial uses of digital
media. Recommended as a foundation course,
to be taken prior to other computer art courses.
(4 units)
75.Basic Graphic Design
This course examines the fundamental theories and techniques of using computers as a
tool to accomplish graphic design objectives.
Topics include layout of type and graphics,
and page design for print medium. We will
also explore the impact of the computer medium upon the aesthetics of graphic design
and society. The class will also include exploration of both fine art and commercial uses
of digital media. May be repeated for credit.
Prerequisite: ARTS 74 or 174, or consent of
the instructor. (4 units)
97.Special Projects
For lower-division students who wish to
pursue an art project not covered in the
­Bulletin, under the direction of a studio art
faculty member. Group meetings with the
instructor to discuss progress. May be repeated for credit. Open to majors and nonmajors
with consent of instructor. (4 units)
UPPER-DIVISION COURSES: STUDIO ART
131.Life Drawing
the upper-division student who wants to
Theory and practice of figure drawing. Em- learn the fundamentals of painting as an art
phasis on understanding the anatomy of the form. May be repeated for credit. (5 units)
human form as a resource for visual expres- 144.Advanced Painting
sion. May be repeated for credit. Prerequisite: ARTS 30 or consent of the instructor. Designed for the intermediate to advancedlevel painting student. Assignments help stu(5 units)
dents develop conceptual and formal
133.Intermediate Drawing
strategies to create a series of related works
Continuation of ARTS 30 with an emphasis that revolve around each student’s individual
on the study of perspective and the anatomy artistic interests. Painting form and techof light and shadow as they relate to draw- nique, as well as conceptual content and
ing three-dimensional forms. Prerequisite: meaning, will be explored in depth, through
practice and discussion. Prerequisite: ARTS
ARTS 30 or consent of the instructor. (5 units)
43 or 143, or consent of the instructor.
135.Printmaking
(5 units)
Continuation and extension of ARTS 35. 148.Mixed Media Painting
Elaboration and refinement of printmaking.
Also appropriate for the upper-division stu- An intermediate-level course exploring the
dent who wants to learn the fundamentals of theory and practice of combining painting
printmaking as an art form. May be repeated with other artistic elements to create primarily
two-dimensional works. With the instrucfor credit. (5 units)
tor’s supervision, projects may incorporate
143.Painting
unusual surfaces, small objects, fragments of
Continuation and extension of ARTS 43. other artwork, or text. May be repeated for
Further study of various styles, techniques, credit. Prerequisite: One painting or drawing
and media in painting. Also appropriate for course. (5 units)
38 COLLEGE OF ARTS AND SCIENCES
150.Basic B/W Camera
and Darkroom
This course is for the upper-division student
interested in learning the fundamentals of
black-and-white photography as an art form.
Students will learn basic film camera operation, film development and darkroom printing techniques. Assignments will stimulate
visual awareness and individual creativity.
A 35 mm film camera with manual shutter
speeds and aperture capabilities is required.
May be repeated for credit. (5 units)
151.Exploring Society
Through Photography
For the intermediate level photography student interested in exploring social issues
through the use of photography. This course
has an emphasis on portrait photography as
well as exciting discussions about ethics of
photography. Students will also learn about
artists who have used photography to promote change in society. Students will have
the option of working digitally and/or traditionally in the darkroom. May be repeated
for credit. Note: This course requires participation in community-based learning (CBL)
experiences off campus. Prerequisite: One
course from 50, 57, 150, 157, or consent of
the instructor. (5 units)
154.Intermediate Photography
The art and craft of black-and-white photography beyond the basic level. Covers the
use of fiber-based papers and archival print
processing in the darkroom. Students will
also learn basic studio lighting techniques.
Includes discussion of photography as it relates to contemporary fine art theory and
practice. May be repeated for credit. Prerequisite: ARTS 50 or 150, or consent of the
instructor. (5 units)
155.Photography on Location
Designed for intermediate photography students interested in exploring the social and
physical world in which we live. Students
may work with either film or digital cameras.
Includes both collaborative and individual
shooting and printing projects. This course
includes field trips off campus to shoot on
location, as well as visits to museums and related sites. Includes discussion of contemporary photographic concepts and practice.
May be repeated for credit. Prerequisite:
One course from ARTS 50, 57, 150, 151,
157, or consent of the instructor. (5 units)
156. Photography and
Alternative Processes
This course provides intermediate- to
­advanced-level photo students an opportunity to learn alternative ways of making photographs and photo-based art. Students will
learn and experiment with non-silver photography processes such as Cyanotypes,
­Vandyke, and Gum Bichromate. Alternative
cameras and nontraditional printing methods will also be introduced. Prerequisite:
One course from ARTS 50, 57, 150, 157, or
consent of the instructor. (5 units)
157.Digital Photography
For upper-division students who want to develop creativity, composition, lighting, and
other techniques with their digital cameras.
Camera function and features will be discussed. Photographic projects will be edited
and enhanced in Adobe Lightroom. Students must provide a digital camera with
manual shutter speeds and aperture capabilities. May be repeated for credit. (5 units)
158.Intermediate Digital Photography
This course will provide all the skills necessary to make fine art inkjet prints from digital files. Students will learn intermediate
techniques in digital capture, archival storage, and the processing of digital images
using both Adobe Lightroom and Adobe
Photoshop. Topics include monitor calibration, developing custom paper profiles, editing workflow, and an exploration of archival
printing papers. Students should have a digital SLR camera capable of shooting in
RAW format. Prerequisite: ARTS 57/157 or
consent of instructor. (5 units)
ART AND ART HISTORY 39
163.Ceramic Sculpture
Continuation and extension of ARTS 63.
Fundamentals of visual expression in clay,
primarily through making ceramic sculpture. Also appropriate for the upper-division
student who wishes to explore various handbuilding techniques and materials, including
firing and glazing. Students with no past
­ceramics experience are encouraged to take
this class. Students will construct projects of
a slightly larger scale than ARTS 63 students.
May be repeated for credit. (5 units)
164.Sculpture
Continuation and extension of ARTS 64.
Also appropriate for the upper-division student who wants to learn the fundamentals of
sculpture as an art form. Creative exploration of selected materials and techniques.
Reductive, manipulative, and additive methods will be used as needed. Media varies each
quarter at instructor’s discretion. May be repeated for credit. (5 units)
165.Advanced Ceramics
Suitable for the intermediate and advanced
student. In-depth exploration of various
hand-building techniques for creating ceramic sculpture and related work. Includes
discussion of aesthetic issues in contemporary ceramic art. Emphasis will be on the
development of each student’s artistic and
technical interests and abilities, toward the
goal of creating an individual collection of
works. May be repeated for credit. Prerequisite: ARTS 63 or 163, or consent of instructor. (5 units)
171.Printmaking with
a Digital Toolbox
Taught using a combination of lecture, discussion, hands-on computer, and traditional
art practices. Using computer art software in
the design process, students generate prints
using traditional methods such as etching,
lithography, and relief. Digital art prerequisite: ARTS 74 or 174, ARTS 75 or 175,
or ARTS 172, or consent of instructor. For
students with significant digital art or printmaking experience, contact the instructor for
permission to enroll. (5 units)
173.Introduction to 3D Animation
& Modeling/Modeling &
Control of Rigid Body Dynamics
Mathematical and physical principles of motion of rigid bodies, including movement,
acceleration, inertia, and collision. Modeling
of rigid body dynamics for three-dimensional graphic simulation; controlling the motion of rigid bodies in robotic applications.
May be repeated for credit. Open to majors;
nonmajors need consent of instructor. Also
listed as COEN 165. (5 units)
174.Computer Imaging
Hands-on course in the fundamentals of
computer imaging for the upper-division
student. Introduction to the use of rasterbased imagery software to manipulate photographs and create original imagery.
Exploration of both fine art and commercial
uses of digital media through comprehensive
assignments. May be repeated for credit by
consent of the instructor only. (5 units)
175.Graphic Design
This course examines the fundamental theories and techniques of using computers to
accomplish graphic design objectives. Topics
include layout of type and graphics, and
page design for print medium. We will also
explore the impact of the computer medium
upon the aesthetics of graphic design and
society. The class will also include exploration of both fine art and commercial uses of
digital media. May be repeated for credit.
Prerequisite: ARTS 74 or 174, or consent of
the instructor. (5 units)
40 COLLEGE OF ARTS AND SCIENCES
176.Advanced Computer Imaging
Designed for the intermediate-to advancedlevel digital imaging student. Assignments
help students develop conceptual and formal
strategies to create a series of related works
that center around each student’s individual
artistic interests. Raster- and vector-based
imaging technique, as well as conceptual
content and meaning, will be explored
in depth through practice and discussion.
Prerequisites: ARTS 74 or 174 and ARTS 75
or 175, or consent of the instructor. (5 units)
177.Website Graphic Design
An intermediate course in the design process
of aesthetically developing websites. Theoretical discussions of user interface design
and the creation of graphical navigation systems. Students will focus on research, typography, layout, hierarchy, and branding to
visually communicate a concept developed
for Web media. Prerequisite: One course
from ARTS 74, 75, 174, 175, or consent of
the instructor. (5 units)
178.Advanced Graphic Design
In-depth exploration of graphic design
through advanced projects. Students will
concentrate on the use of professional templates and guidelines to explore both the fine
art and commercial uses of digital media
within graphic design. Experimentation and
creative play through advanced applications
and practices. May be repeated for credit.
Prerequisites: ARTS 74 or 174 and ARTS 75
or 175, or consent of the instructor. (5 units)
179.Introduction to Two‑Dimensional
Animation
In-depth exploration of two-dimensional
animation and digital storytelling. Students
create storyboards, flipbooks, and vector/raster based animation. May be repeated for
credit. Prerequisite: ARTS 74/174 or ARTS
75/175 or ARTS 172 or consent of the instructor. For students with significant digital
art experience, contact the instructor for permission to enroll. (5 units)
180.Advanced Graphic Design
Production
In-depth exploration of graphic design
through advanced projects. This class will
explore both the fine art and commercial
uses of digital media within graphic design.
Students will concentrate on engineering
professional templates to create complex
projects that focus on package design, interactive publications, and advanced design
materials. The class fosters experimentation
through advanced applications and practices. May be repeated for credit. Prerequisites:
ARTS 74 or 174 and ARTS 75 or 175, or
consent of the instructor. (5 units)
181.Digital Illustration and
Design Theory
In-depth exploration of two-dimensional
design and practice through the use of
­vector-based software. This class covers basic
design theory, which is applicable and fundamental to all two-dimensional mediums.
Students will also focus on complex illustration practices and techniques specific to
vector-based software. Topics and assignments
are derived from computer art projects and
practices. (5 units)
194.Peer Educator in Studio Art
Peer educators in studio art work closely
with a faculty member to help individual
students in Core ARTS courses with the
proper use of tools and materials, as well as
to think more deeply about course content.
Peer educators will encourage students in
their creative work in both individual and
collaborative activities. Prerequisite: Permission of the instructor. (2 units)
ART AND ART HISTORY 41
195.Capstone—Senior Exhibit
Students will sign up for an independent
study course with a faculty member. The faculty member will advise and direct the student through the process of installation and
presentation of their senior exhibit. Students
will work directly with the instructor to design and edit their exhibits. Grading will be
based upon the quality of the exhibit, the
quality of the presentation (display, hanging,
etc.), and the associated artist statement.
Must be taken during the quarter of the senior
exhibit, normally spring quarter. (2 units)
196.Studio Art Seminar
Exploration of and preparation for primarily
academic post-graduate options in studio
art. Includes portfolio and presentation development, artist statements and résumé
writing, and photographing artwork. Also
includes field trips to studios of artists, designers, and graduate schools. (5 units)
197.Special Projects
For advanced students who wish to pursue
an art project not covered by courses in this
Bulletin, under the direction of a studio art
faculty member. Group meetings to discuss
progress with one another and with faculty
member. May be repeated for credit. Open
to majors; nonmajors need consent of instructor. (1–5 units)
198.Internship/Practicum
Individual projects in conjunction with a
professional visual arts organization. Variable
units. May be repeated for credit. Prerequisite: Written proposal must be approved by
supervisory studio art faculty member and
department chair. (1–5 units)
199.Directed Research/Creative Project
Tutorial work in studio art. May be repeated
for credit, but no more than 5 units will
count toward the major. Prerequisite: Course
outline and schedule of instructor/student
meetings must be approved by studio art faculty member and department chair 10 days
prior to registration. (1–5 units)
42 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF BIOLOGY
Professors Emeriti: Thomas N. Fast, John S. Mooring
Professors: Elizabeth P. Dahlhoff, Janice Edgerly-Rooks, William R. Eisinger,
Michelle A. Marvier, Dennis R. Parnell, S.J., Craig M. Stephens
(Department Chair)
Associate Professors: James L. Grainger, Ángel L. Islas, Leilani M. Miller,
David L. Tauck, Justen Whittall
Assistant Professors: David C. Hess, Jessica R. Lucas, Katherine Saxton
Lecturers: Christopher Beatly, Christelle Sabatier
The Department of Biology offers a program leading to the bachelor of science degree.
The major provides students a broad background in biology, while allowing the opportunity to explore particular areas of biology in greater depth. The biology major serves as a
strong foundation for graduate, medical, or professional studies, as well as for careers in
teaching, research, and business. Most courses emphasize laboratory or field work, and students are also encouraged to work with faculty on research projects. Minor degrees in biology and related disciplines (biotechnology, biomedical engineering, and environmental
studies) are available. The Biology Department also offers courses that satisfy the Natural
Science and Science, Technology & Society requirements of the Core Curriculum, which
are available to all University students who are curious about the nature of life. Numerous
study abroad opportunities in the life sciences, both for biology majors and nonmajors, are
available through the Study Abroad office. Students are encouraged to participate in original research as part of their undergraduate training. Most faculty members involve students
in their research programs. Qualified students can obtain course credit for research by
enrolling in BIOL 195.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling the Undergraduate Core Curriculum requirements for the
­bachelor of science degree, students majoring in biology must complete the following
departmental requirements:
• BIOL 21, 22, 23, 24, 25
• CHEM 11, 12, 13, 31, and 32 (CHEM 33 also suggested)
• PHYS 11, 12, 13 or PHYS 31, 32, 33
• MATH 11, 12 (MATH 9 is a suitable introduction to MATH 11 for students preparing
for calculus)
• A minimum of seven approved upper-division biology courses, including five with
a laboratory.
Five of the seven upper-division courses must be from one of three areas of emphasis:
biomedical sciences, cellular and molecular biology, or ecology and evolution. Students who
desire to approach their upper-division studies in a manner that is not well-represented by
these emphases may develop an integrative biology plan for upper-division coursework by
organizing a coherent series of courses in consultation with their advisor. Integrative biology
plans must be approved by the department chair and must be submitted no later than the
junior year.
BIOLOGY 43
REQUIREMENTS FOR THE MINORS
Students must fulfill the following requirements for a minor in biology:
• Three upper-division biology courses, including two with a laboratory component
Minors in Related Areas
Biotechnology Minor is designed for students interested in gaining insight into the
­science underlying biotechnology, exploring its potential for the future, and obtaining practical experience in laboratory techniques used in biotechnology research and its applications. See Chapter 6, Interdisciplinary Minors and Other Programs of Study, for details.
Environmental Studies Minor provides an opportunity for students to focus on environmental issues through a variety of academic approaches in the humanities, social and
natural sciences, engineering, and law. See the Department of Environmental Studies and
Sciences section in this chapter for details.
Biomedical Engineering Minor is designed primarily for science majors in the College
of Arts and Sciences. This minor could be a valuable asset for science majors interested in
biomedical research and/or health-related careers, including those completing prerequisites
for medical school and other health-related professional schools. See Chapter 5, School of
Engineering, for details.
Public Health Minor is designed for students interested in population-level analysis of
health issues, and the causes and consequences of disease. See the Public Health Program
section in this chapter for details.
PREPARATION IN BIOLOGY FOR ADMISSION TO
TEACHER TRAINING CREDENTIAL PROGRAMS
The State of California requires that students seeking a credential to teach biology in
California secondary schools must pass the California Subject Examination for Teachers
(CSET), a subject area competency examination. Students who are contemplating secondary school teaching in biology should consult with the coordinator in the Department of
Biology as early as possible. The secondary teaching credential requires the completion of an
approved credential program that can be completed as a fifth year of study and student
teaching, or internship.
LOWER-DIVISION COURSES
1. Genetics, Evolution,
course surveys how exercise promotes a state
and Humans L&L
of wellness and explores both the immediate
An introductory survey of the modern use of responses to exercise as well as how the body
genetic and genomic evidence to reconstruct responds to long-term training programs. In
the history of life, with a particular emphasis addition to learning basic human physioloon the evolution of humans as a species. gy, at the end of the course students should
Covers the outlines of the theory of evolu- be able to critique and design experiments,
tion and basic principles of genetics. Labora- understand and interpret reports of health
and exercise news in the popular press, crititory 15 hours. (4 units)
cally evaluate fitness claims made by adver3. Fitness Physiology L&L
tisers, and recognize quackery. Laboratory
Although many people rarely engage in vig- 15 hours. (4 units)
orous exercise, as a species we evolved to perform prolonged, strenuous activity. This
44 COLLEGE OF ARTS AND SCIENCES
5. Endangered Ecosystems L&L
An overview of earth’s ecosystems and the
major factors contributing to the loss of biodiversity. Three major themes: (1) general
ecological principles, especially focused on
the structure and function of ecosystems;
(2) factors contributing to the endangerment of ecosystems; and (3) the conservation of ecosystems and biodiversity. Global
environmental problems, including several
lectures highlighting current environmental
and conservation issues here in California
and within the San Francisco Bay Area.
­Laboratory 15 hours. Saturday field trips are
required. (4 units)
6. Oceans L&L
Examination of major ocean ecosystems and
their inhabitants, with special attention paid
to issues of governmental policy, sustainability, and human impacts on marine ecosystems. Laboratory and field activities will
emphasize hands-on exploration of local marine habitats. Laboratory 15 hours. (4 units)
15.The Human Embryo L&L
Exploration of two major themes: a basic
understanding of the biology of human reproduction and development; and how our
basic knowledge of human reproduction is
being used by medical science to assist in reproductive processes and correct developmental errors. Case-based discussions will
focus on topics that include genetic screening, stem cell research, in vitro fertilization,
and environmental toxins and their effects
on embryo development. Laboratory experiments will be linked to the case studies to illustrate the techniques and issues raised by
these topics. Laboratory 15 hours. (4 units)
18.Exploring Biotechnology L&L
Have you ever wondered about the science
behind CSI, “Frankenfoods,” human cloning, or how biofuels might help combat
global warming? This course will examine
the science underlying biotechnology: how
DNA, genes, and cells work, and how they
can be used in new technologies that affect
many areas of our lives, including medical
diagnosis and treatment, forensics, agriculture, and energy. We will discuss current developments in biotechnology and also
examine the controversies and ethical considerations that accompany them. Laboratory experiments will focus on hypothesis
testing and experimental design, and include
creating glow-in-the-dark bacteria, detecting
viruses, performing human genetic testing,
and testing common foods for genetic modification. Laboratory 15 hours. (4 units)
19.Biology for Teachers L&L
Specifically designed for candidates for Multiple Subject Teaching Credentials. Provides
an overview of the life sciences, focusing on
physiology and cell biology, ecology, genetics, and evolution. In addition, laboratory
experiences introduce students to the scientific method, experimental design, data collection and analysis, and communication.
Laboratory 15 hours. (4 units)
21.Introduction to Physiology
Introduction to general principles underlying homeostasis, and the relationship of anatomical form to biological function.
The course will introduce students to the
organization and function of cells, cellular
metabolism, energy, nutrition, regulation,
communication, gas exchange, circulation,
and osmoregulation. Concurrent enrollment in a discussion section is mandatory.
Prerequisite: Completion of, or concurrent
enrollment in, CHEM 11. (4 units)
22.Introduction to
Evolution and Ecology
Introduction to key concepts in evolution
and ecology, including Mendelian and population genetics, natural selection and adaptation, phylogenetics and biodiversity,
demography, and interactions among organisms and their environments. Concurrent
enrollment in a discussion section is mandatory. Prerequisites: BIOL 21 and completion
of, or concurrent enrollment in, CHEM 12.
(4 units)
BIOLOGY 45
23.Investigations in Evolution
and Ecology L&L
Introduction to experimental and statistical
approaches used in modern ecological and
evolutionary studies, with an emphasis on
experimental design, data analysis, interpretation, and presentation. Builds on concepts
presented in BIOL 22. Fieldwork and laboratory exercises (30 hours) will take advantage of the diversity of local terrestrial and
marine ecosystems. Prerequisites: BIOL 22
and completion of, or concurrent enrollment
in, CHEM 13. (5 units)
24.Introduction to Cellular
and Molecular Biology
An introduction to the cell and molecular
fundamentals necessary for life. Topics include macromolecular structure, enzyme
function, membrane structure and physiology, metabolism, bioenergetics, the cell
cycle, and DNA replication, transcription,
and translation. Concurrent enrollment in a
discussion section is mandatory. Prerequisites: BIOL 21 and completion of, or concurrent enrollment in, CHEM 31. (4 units)
25.Investigations in Cellular
and Molecular Biology L&L
An introduction to experimental methods
for studying the cellular and molecular basis
of life. Builds on the concepts covered in
BIOL 24. Topics include enzyme function
and kinetics, cell reproduction, Mendelian
and molecular genetics, and molecular biology. The topics are explored through laboratory work, with emphasis placed on the
analysis, interpretation, and presentation of
experimental data. Laboratory 30 hours.
Prerequisites: BIOL 24 and completion of, or
concurrent enrollment in, CHEM 32. (5 units)
99.Special Topics
Investigation of a specific area or topic in the
biological sciences. Open to majors and
nonmajors. Prerequisite: Approval of department chair. (4 units)
UPPER-DIVISION COURSES
100.Hot Topics in Biology
institutes present their current research, and
A forum for the discussion of contemporary engage in discussion about this research with
issues in the life sciences. Biology faculty dis- seminar participants. This course is intended
cuss topics of current scientific interest, and to give students direct interactions with reoften social relevance, highlighting recent search academics in a range of fields, to make
research. The course is intended to introduce them aware of career opportunities and to
students to the biology faculty and to the provide them with contacts in those fields.
breadth of the field of biology. All students Students may take the course more than
are welcome but sophomores who recently once for credit, but BIOL 101 does not
completed the introductory biology series count as one of the seven upper-division biare especially encouraged to enroll. Students ology courses required for the major. Graded
may take the course more than once for P/NP only. Prerequisite: Successful complecredit, but BIOL 100 does not count as one tion of BIOL 23, 24, or 25. (2 units)
of the seven upper-division biology courses 104.Human Anatomy L&L
required for the major. Graded P/NP only.
An exploration of the structure, organiza(2 units)
tion, and functional relationships of human
101.Biology Research Seminar
anatomical systems. (Laboratory dissections
A forum for the exploration of active re- use alternative vertebrates.) Laboratory
search themes in the life sciences. Invited 30 hours. Prerequisite: BIOL 25. (5 units)
scientists from a range of universities and
46 COLLEGE OF ARTS AND SCIENCES
106.Health Consequences
of a Western Lifestyle
This course explores the impact of living in a
developed country on human health. Topics
such as diabetes, obesity, heart disease, hypertension, and cancer will be discussed at
the molecular, cellular, physiological, and
population levels. Prerequisite: BIOL 25.
Also listed as PHSC 124. (5 units)
108. Genetics
Basic principles governing inheritance and
gene expression in prokaryotes and eukaryotes. Prerequisite: BIOL 25. (5 units)
109.Genetics and Society
Upper-division course designed for nonscience majors interested in exploring the
interplay between the social, scientific, and
technological dimensions of human genetics. In addition to studying the nature of
DNA (the genetic material), students will
study the social and technological dimensions of current topics in genetics, including
the Human Genome Project, paternity testing, crime scene investigation, embryo testing to select specific genotypes, personalized
medicine, evolution, etc. This Science, Technology & Society course will fulfill the natural science nonlab requirement, but will not
fulfill an upper-division biology requirement
for biology majors. This course fulfills the
Technology requirement in the “Old Core.”
Prerequisite: Natural science course (with
lab) or permission of instructor. (5 units)
110.Genetics L&L
Basic principles governing inheritance and
gene expression in viruses, prokaryotes, and
eukaryotes. Emphasis on molecular aspects.
Laboratory 30 hours. Prerequisite: BIOL 25.
(5 units)
111.Parasitology
A lecture and demonstration course covering
the microbiology of parasites. Emphasis
placed on the biology of parasites, the spectrum of symbiotic relationships among organisms, salient features that all parasitic
diseases have in common, emerging trends
in epidemiology, the complex nature of
human interactions with microorganisms,
and impacts of human behavior and socioeconomic factors on the prevalence of parasitic diseases. Prerequisite: BIOL 25. (5 units)
113.Microbiology L&L
An introduction to the biology of microorganisms, with emphasis on the molecular
and cellular biology of bacteria, the diversity
of microbial life, and the roles of microorganisms in human health and disease.
­Laboratory 30 hours. Prerequisite: BIOL 25.
(5 units)
114.Immunology
Principles, mechanisms, and techniques of
humoral and cellular aspects of the immune
response. Immediate and delayed hypersensitivity, tissue transplantation, tumor immunology, and immunodeficient states in
humans. Prerequisite: BIOL 25. (5 units)
115.Human Reproduction
and Development L&L
Detailed study of the development and
function of the male and female reproductive systems, gametogenesis, fertilization and
implantation, and the anatomy of the heart,
circulatory, nervous, and skeletal systems
during embryogenesis. Where appropriate,
the molecular mechanisms controlling the
determination of these developing systems
will be examined. Laboratory 30 hours.
­Prerequisite: BIOL 24. (5 units)
116.Medical Microbiology
This upper-division course focuses on the
interactions of pathogenic microbes (bacteria, viruses, fungi, prions, etc.) with their
hosts. We will examine the various strategies
employed by the infectious agents to subvert
the immune system and the various strategies used by the immune system to combat
the microbial invasion. We will also examine
the co-evolution of hosts and their pathogens and the natural history of diseases. The
laboratory component will expose students
BIOLOGY 47
to clinical methodologies and scientific approaches to diagnose and differentiate
pathogenic microorganisms. Prerequisite:
BIOL 25. (5 units)
117.Epidemiology L&L
This course provides an introduction to epidemiology, including assessment of health
and disease in populations, epidemiological
data analysis, disease transmission, and public health interventions. The course also
­exposes students to the epidemiology of diseases and conditions of current public health
and clinical importance in the United States
and internationally. Laboratory 30 hours.
The laboratory (computer lab) will provide
students with hands-on experience with epidemiologic methods, study design, and data
analysis. Also listed as PHSC 100. Prerequisite: BIOL 24. (5 units)
119.Biology of Stress
This course explores the impact of stress on
physiology, behavior, and health, using a
multidisciplinary approach. Topics include
defining and measuring stress, differences
between acute and chronic stress exposure,
effects of stress on physiological processes
and on the brain, how stress affects gene expression and neurogenesis, and relationships
between stress and disease. We will also discuss the social patterning of stress exposure
and the effects of social policies and interventions. Prerequisite: BIOL 24. (5 units)
120.Animal Physiology L&L
Examination of physiological systems in animals, focusing on contrasting strategies for
maintaining homeostasis during stress, exercise, starvation, and life in extreme environments. Laboratory 30 hours. Prerequisite:
BIOL 25. (5 units)
121.Animal Physiology
Examination of physiological systems in animals, focusing on contrasting strategies for
maintaining homeostasis during stress, exercise, starvation, and life in extreme environments. Prerequisite: BIOL 25. (5 units)
122.Neurobiology L&L
Study of the molecular basis of neurobiology: how the nervous system is structured,
how neurons form connections and relay
information between each other, and how
specific components of the nervous system
function together to perceive the environment around us. Laboratory 30 hours.
­Prerequisite: BIOL 25. (5 units)
123.Nutrition
This course focuses both on how the body
processes food and on how the resulting nutrients affect human physiology. In addition
to exploring topics of particular interest to
college students including eating disorders,
ideal body weight, nutritional supplements,
and the influence of nutrition on athletic
performance, the course also considers the
global impacts of poor nutrition on public
health. Also listed as PHSC 101. (5 units)
124.Human Physiology L&L
Examining the physical and chemical basis
of human life, this course focuses on the
neural and endocrine control of physiologic
processes to maintain homeostasis. Laboratory 30 hours. Prerequisite: BIOL 25. (5 units)
125.Plant Physiology L&L
Physiological processes of plants, with emphasis on current research in the field. Laboratory 30 hours. Prerequisite: BIOL 25. (5 units)
127.Drugs and Toxins
in Human Biology
Pharmacology is the study of how therapeutic drugs work, while toxicology, a closely
related field, deals with the problems toxins
produce. General principles of drug and
toxin uptake, metabolism, distribution, and
elimination will be covered, as will the major
groups of therapeutic drugs. Important
sources of toxins, and their effects on
­humans, will also be discussed. Prerequisite:
BIOL 25. (5 units)
48 COLLEGE OF ARTS AND SCIENCES
128.Experimental Plant
Development L&L
This course explores modern approaches to
long-standing plant developmental mysteries with an emphasis on molecular cell biology. Environmental influences on plant
development and physiology will be considered. Students will actively practice the scientific method by engaging in an
inquiry-based research project. The different
model plants will be discussed in order to
evaluate which system is most appropriate
for different scientific questions. Laboratory
30 hours. Prerequisite: BIOL 25. (5 units)
129.Human Physiology
Examining the physical and chemical bases
of human life, this course focuses on the
neural and endocrine control of physiological processes to maintain homeostasis.
(5 units)
131.Agroecology L&L
The goal of agroecology is to reduce the
negative environmental impact of farming,
while meeting the food needs of the world.
Course examines current agricultural practices and evaluates alternative methods, including organic farming, agroforestry, and
applications of agricultural biotechnology.
The special problems of agriculture in the
developing world are discussed. Laboratory
30 hours. Also listed as ENVS 132. Prerequisite: BIOL 23. (5 units)
133.Ecology of California
Plant Communities L&L
Focuses on the factors controlling plant
community composition in California, with
emphasis on the basic question of plant ecology: Why are these plants here? Field trips
highlight the astounding diversity of the
California floristic province, emphasizing
identification of plant species and sampling
methods for ecological studies. Laboratory
and field work 30 hours. Prerequisite:
BIOL 23. (5 units)
134.California Plant Diversity L&L
Surveys the major angiosperm families in
California, relies heavily on using taxonomic
keys to identify California plants to species,
and investigates evolutionary patterns characteristic of the California flora through a
combination of lab and substantial field
experiences. Laboratory and field work
­
30 hours. Prerequisite: BIOL 23. (5 units)
135.Biofuels
Human use of fossil fuels is contributing
greatly to global climate change. Could biologically based fuels be important climateneutral energy sources for the future? This
course will explore the biology and technology
of diverse biofuels, their potential environmental benefits and pitfalls, and the economic and political issues surrounding them
in the United States, Europe, and ­developing
nations. Fulfills the Science, Technology &
Society component of the Undergraduate
Core Curriculum. Does not satisfy requirements of the biology major. (5 units)
136.Arctic Biology:
From Ecology to Genomics
The Arctic environment poses unique challenges to all of its inhabitants. This field/lab
course investigates the tundra ecosystem,
emphasizing adaptations to the cold, short
growing season and long day length by both
plants and animals (including humans). Students will gain first-hand research experience
by conducting a research project that integrates Arctic ecology and genomics. Upon
returning from Alaska, students will apply
genomic-scale tools to Arctic biology using
quantitative PCR, microarrays, and Next
Gen sequencing technologies. Meets weekly
during spring quarter; field/lab components
occur in the first four weeks of summer.
­Prerequisite: Consent of instructor. (5 units)
144.Natural History of Baja California
Examines the natural history, biology, and
ecology of desert and coastal ecosystems in
Baja California Sur. Course meets once a
week in the winter quarter and over spring
BIOLOGY 49
break in the Sierra La Laguna (Cape Region)
and Isla Espiritu Santo (La Paz Bay), Baja
California Sur, Mexico. Students will become familiar with desert, oak scrub, riparian, thorn forest, beach, mangrove, coral reef,
and rocky intertidal habitats; develop field
observation and species identification skills;
and explore challenges of sustainable development of this fragile ecosystem. Instructor
permission and additional travel fees required. Prerequisite: ENVS 11 or BIOL 23.
Co-requisite: ENVS 142. (5 units)
145.Virology
Examines the biology of viruses including
their structure, evolutionary origins, classification, genetics, laboratory propagation and
diagnostic methods, viral pathogenesis, response of host cells to viral infection, and
salient aspects of the epidemiology of viral
diseases. The course will focus on viruses
that infect eukaryotic cells, emphasizing
­important viral groups that infect humans.
Prerequisite: BIOL 25. (5 units)
150.Conservation Biology L&L
Explores the applications of ecological and
genetic principles to the conservation of biological diversity. Emphasis on quantitative
tools, including trend analysis, population
viability analysis, and population genetics.
Laboratory and fieldwork involve exercises
with local plants and animals, as well as computer exercises using data for endangered
species. Laboratory and field work 30 hours.
Prerequisite: BIOL 23. (5 units)
151.Restoration Ecology L&L
The science and practice of restoring degraded ecosystems, with an emphasis on plant
ecology. Through fieldwork in restoration
experiments and examination of literature
case studies, students will grapple with basic
questions: How do we decide what to restore? How do we restore it? And how do we
know if we’re finished? Emphasis on reading
and writing scientific papers, working with
data, and critically judging the success of restoration projects in meeting goals of biodi-
versity and ecosystem function. Laboratory
and field work 30 hours. Also listed as
ENVS 151. Prerequisite: BIOL 23. (5 units)
153.Conservation Science
Conservation is a scientific enterprise and
a social movement that seeks to protect nature, including Earth’s animals, plants, and
ecosystems. Conservation science applies
principles from ecology, population genetics,
economics, political science, and other natural and social sciences to manage and protect
the natural world. Conservation is all too
often seen as being at odds with human wellbeing and economic development. This
course explores the scientific foundations of
conservation while highlighting strategies to
better connect conservation with the needs
of a growing human population. We will
­examine whether conservation can protect
nature, not from people, but for people. Also
listed as ENVS 153. Prerequisite: BIOL 23.
(5 units)
156.General Ecology L&L
Quantitative study of the interrelationships
of organisms with their biotic and abiotic
environments. Emphasis on population dynamics, interspecific relationships, community structure, and ecosystem processes.
Laboratory and field work 30 hours, including one weekend field trip. Also listed as
ENVS 156. Prerequisites: BIOL 23 and
MATH 11. (5 units)
157.Environmental Biology
in the Tropics
Summer course that examines tropical biology and ecology and their relationship to issues of sustainable development. Coursework
on campus is followed by a field excursion to
a study abroad site, lasting about three
weeks. Timing varies each year. Topics include ecotourism and its impact on local
habitats and communities, ecology of tropical fauna and flora, and environmental problems specific to tropical nations. This course
is taught in conjunction with other SCU
courses, such as political science, which are
50 COLLEGE OF ARTS AND SCIENCES
required of all participants. Enrollment by
application via International Programs. Also
listed as ENVS 141. Prerequisite: BIOL 23.
(5 units) NCX
158.Biology of Insects L&L
An introduction to basic and applied aspects
of insect biology, with emphasis on evolution, morphology, physiology, and behavior
of insects and related arthropods. Also includes a review of important agricultural,
medical, forestry, and veterinary pests. Laboratory and field work 30 hours, including an
overnight field trip and optional trips to
nearby ecosystems. Prerequisite: BIOL 23.
(5 units)
159.Plagues in the Age of Insects
Explores the history of significant interactions between humans and insects with a
focus on the process of scientific discovery
and on the biology of the organisms engaged
in the interaction. Engages students in a
critical examination of how science, technology, and society interact as solutions are
sought to control such devastating diseases as
malaria, yellow fever, and others. Fulfills the
Science, Technology & Society component of
the Undergraduate Core Curriculum. Does
not satisfy requirements of the biology major.
Prerequisite: A natural science Core Curriculum course in biology. (5 units)
160.Biostatistics L&L
A course in applied statistics for biologists
and environmental scientists planning to
conduct manipulative experiments. Students
gain training in experimental design, quantitative analysis, and hypothesis testing. Theory and concepts are covered in lectures and
readings. Laboratory sessions provide practical experience in computing statistical procedures by hand and with statistical software.
Examples used in lectures and lab assignments
are derived from medical research, physiology, genetics, ecology, and environmental risk
assessment. Laboratory 30 hours. Also listed
as ENVS 110. Prerequisite: BIOL 23. (5 units)
164.Behavioral Ecology
Lecture course that focuses on recent literature and on tests of hypotheses in the field of
behavioral ecology. Topics range from predator/prey interactions, sociality, parental behavior, and parent-offspring conflict to the
evolution of intelligence, and others. Students will participate in leading discussions
and problem solving, and write a critical review of recent literature as a term project.
One or two field trips will be required.
­Prerequisite: BIOL 23. (5 units)
165.Animal Behavior L&L
Examination of the behavior of animals in
nature using an organizational scheme that
recognizes proximate, or immediate, causes
of behavior and evolutionary bases for behavior. Topics include physiological correlates of behavior, perception of natural
stimuli (light, sound, chemicals), and behavioral ecology of foraging, mating systems,
parent-offspring relationships, and social behavior. Laboratory 30 hours. Prerequisite:
BIOL 23. (5 units)
171.Ethical Issues in Biotechnology
and Genetics
An interdisciplinary consideration of contemporary biotechnology, and the ethical
implications inherent in the development
and use of such technology. Topics include
human cloning, stem cell research, human
genome project, genetic testing, gene therapy, genetically modified organisms, personalized medicine, clinical trials, and public
policy. BIOL 171 satisfies a biotechnology
minor requirement but NOT the ethics requirement. When taken concurrently with
BIOL 189, it satisfies an upper-division biology major requirement. It also fulfills the
third Religious Studies requirement. Prerequisite: BIOL 24 or permission of instructor.
BIOL 25 is strongly recommended. (5 units)
173.Evolution L&L
Examination of advanced concepts of modern evolutionary biology. Topics include the
evolutionary forces of microevolution, the
BIOLOGY 51
evolution of sex, adaptation, speciation,
human evolution, molecular evolution, and
macroevolutionary phenomena deciphered
from phylogenetic trees. Laboratory experiments, field study, and computational activities 30 hours. Prerequisite: BIOL 24.
BIOL 110 recommended. (5 units)
174.Cell Biology L&L
Study of the function of cellular organelles
and the signaling pathways that control cell
reproduction. Topics include a detailed discussion of the structure of cell membranes,
nuclear and chromosome structure, DNA
replication, the microtubule and microfilament cytoskeleton, mitosis, mechanisms of
cell motility, cell cycle regulation, and apoptosis. Laboratory experiments focus on cell
cycle regulation and cell differentiation.
Laboratory 30 hours. Prerequisite: BIOL 25.
(5 units)
175.Molecular Biology L&L
An introduction to the maintenance and
flow of genetic information at the level of
protein-nucleic acid interactions. Lectures
focus on basic molecular biology concepts
and recombinant DNA technology. Laboratory 30 hours. Prerequisite: BIOL 25. (5 units)
176.Biotechnology Laboratory—
Recombinant DNA Technology
or Systems Biology L&L
Research topics vary from year to year. Laboratory meets twice each week. Lectures discuss the scientific basis for the lab methods,
and their application in biomedical research
and the biotechnology industry. Laboratory
60 hours. Prerequisites: BIOL 25 and at least
one upper-division biology laboratory course.
(Does not include field courses.) BIOL 175
recommended. (5 units)
177.Biotechnology Laboratory—
Gene Expression and Protein
Purification L&L
Explores principles and techniques for expression and purification of recombinant
proteins. Laboratory meets twice each week
and will use techniques such as column
chromatography, mammalian tissue culture,
and various gene expression systems. Lectures discuss the theory behind the methods
used in lab, as well as their application in
basic and applied research. Laboratory 60
hours. Prerequisites: BIOL 25 and at least
one upper-division biology laboratory course.
(Does not include field courses.) BIOL 175
recommended. (5 units)
178.Bioinformatics L&L
Bioinformatics tools are important for storing, searching, and analyzing macromolecular sequences and structures. This course in
applied bioinformatics provides an in-depth
survey of modern bioinformatics tools. Students will become proficient at searching
GenBank, downloading and analyzing sequences, and working with metadata. Each
student will write an original computer program to complete an independent research
project. Software tools for functional and
evolutionary analysis of nucleic acids and
proteins will also be examined. Laboratory
30 hours. Prerequisite: BIOL 25. BIOL 175
recommended. (5 units)
179.Cancer Biology
Introduction to the molecular and cellular
basis of cancer. Introduction to the pathology of cancer. How basic processes such as cell
growth, cell cycle control, and cell death are
affected by molecular changes in oncogenes
and tumor-suppressor genes. Prerequisite:
BIOL 25. (5 units)
180.Marine Physiological
Ecology L&L
Examines principles of oceanography, biology, and ecology of the oceans, focusing on
investigation of the diversity of marine
organisms and ecosystems of California.
­
Laboratory and field work 30 hours. Prerequisite: BIOL 24. (5 units)
52 COLLEGE OF ARTS AND SCIENCES
189.Topics in Cell and
Molecular Biology
Seminar dealing with contemporary research
in cellular and molecular biology and biotechnology. Students are required to lead
discussions and participate in critical analyses of recently published research articles.
BIOL 189 may be taken up to two times for
credit. Does NOT count as an upper-division
course toward a major or minor in biology,
but allows BIOL 171 to count as an upperdivision biology course for the biology major
or minor when BIOL 189 and BIOL 171 are
taken during the same quarter. Prerequisites:
BIOL 25 and/or concurrent enrollment in
BIOL 110, 113, 171, 174, or 175. (3 units)
190A and 190B. Contemporary
Issues in Biology
Specialized treatment of some aspect of biology of current interest to the biologist as well
as to society in general. Prerequisites will be
specified according to topic. (5 units)
191.Project Lab: Biotechnology
Project lab is an intensive, research-oriented
course where students conduct projects directly related to the study of DNA damage
and repair, and important processes involved
in cancer and aging. The class will use current cellular and molecular approaches and
will emphasize critical thinking, experimental design, and scientific communication.
Fulfills the biotechnology laboratory requirement for the minor. Laboratory 60
hours. Prerequisites: BIOL 25 and at least
one upper-division laboratory course (does
not include field courses). BIOL 175 recommended. (5 units)
192.Topics in Conservation Biology
Seminar focusing on current journal articles
in the field of conservation biology. Students
are required to lead discussions and participate in the critical analysis of these articles.
Prerequisites: Completion of or concurrent
enrollment in BIOL 150, 155, or 156, or
consent of instructor. (5 units)
195.Undergraduate Research
Experimental research project supervised by
Biology Department faculty. Five hours
of research per week is expected per unit.
Maximum of 3 units per quarter. Can be repeated for credit, with a maximum of 5 units
per academic year. Must be taken P/NP.
­Prerequisite: Consent of instructor. (1–5 units)
198.Internship and
Undergraduate Research
Students wishing to take either 198A or
198B should have a GPA of 3.0 or better in
biology and must present an outline of their
projected research to the chair not later than
the fifth week of the term preceding the start
of the project. Prerequisite: Departmental
and University permission. (1–5 units)
198A.Internship
Research in off-campus programs under the
direct guidance of cooperating research scientists and faculty advisors. (1–5 units)
198B.Research
Supervised laboratory research culminating
in a written report suitable for publication.
Sustained for one year with credit given for
one term. Students completing a total of
5 units with a single instructor fulfill one
upper-division laboratory requirement toward
the major but do not satisfy an emphasis
­requirement. (1–5 units)
199.Directed Reading and Research
Detailed investigation of a specific topic in
biology under the close direction of a faculty
member. Students wishing to take this
course should have a GPA of 3.0 or better in
biology and must present an outline of their
projected research to the department chair
no later than the fifth week of the term preceding the start of the project, which will
continue for one term only. Prerequisite:
Departmental and University permission.
­
(1–5 units)
CHEMISTRY AND BIOCHEMISTRY 53
DEPARTMENT OF CHEMISTRY AND BIOCHEMISTRY
Professors Emeriti: Lawrence C. Nathan, Robert J. Pfeiffer
Professors: Michael R. Carrasco (Department Chair), John C. Gilbert,
Patrick E. Hoggard (Fletcher Jones Professor), Dennis C. Jacobs, W. Atom Yee
Associate Professors: Linda S. Brunauer, Brian J. McNelis, Amy M. Shachter,
Steven W. Suljak
Assistant Professors: Paul Abbyad, Thorsteinn Adalsteinsson, Amelia Fuller
(Clare Boothe Luce Professor), Korin E. Wheeler
Senior Lecturer: Steven L. Fedder
Lecturers: Geoffrey Dafforn, Stephen Reaney
The Department of Chemistry and Biochemistry offers three baccalaureate degrees: the
bachelor of science in chemistry, the bachelor of science in biochemistry, and the bachelor
of arts in chemistry. The curriculum is accredited by the American Chemical Society (ACS),
the professional organization for chemistry. The program prepares students for further work
in chemistry or biochemistry, either in graduate school or as professional chemists. In addition, a chemistry or biochemistry degree is excellent preparation for careers in medicine,
dentistry, law, engineering, business, and teaching. A minor in chemistry is also available.
All bachelor of science degrees provide graduates with the background necessary to begin
a career in chemistry or biochemistry at industrial and governmental laboratories, for admission to institutions offering graduate degrees in chemistry and biochemistry, and for admission
to medical and dental schools as well as other professional programs in the health professions. The chemistry major provides equal training in all the disciplines in chemistry, and
the biochemistry major combines training in chemistry with additional coursework in cell
and molecular biology. The bachelor of science-ACS certified degrees meet all recommended standards for chemists and biochemists as mandated by the ACS.
The bachelor of arts degree allows students the most freedom in choosing electives, and
therefore is an excellent program for pre-medical or pre-teaching students. Students with a
strong interest in the liberal arts or who wish to pursue subjects outside the standard science
curriculum will benefit from this degree. The bachelor of arts degree can be effectively combined with a pre-law or business curriculum to provide excellent preparation for law or
business careers in the technology sector.
Undergraduate research is a critical component of our degrees and most of our majors
conduct research in collaboration with faculty mentors. Research in the department has
been funded by the National Institutes of Health, the National Science Foundation, the
Howard Hughes Medical Institute, the American Chemical Society Petroleum Research
Fund, the Dreyfus Foundation, and the Research Corporation. Majors in chemistry, biochemistry, biology, and public health science participate in faculty research projects through
CHEM 182, 183, and 184. In addition, advanced students have opportunities for parttime employment assisting faculty in laboratory and related teaching activities.
The chemistry and biochemistry curricula are designed to be flexible in the sequence of
upper-division coursework so as to allow students to participate in study abroad programs.
Students interested in study abroad should meet with a faculty advisor to plan the junior
and senior year courses as early as possible in their academic careers.
54 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of science or bachelor of arts degrees, students majoring in chemistry and biochemistry
must complete the following departmental requirements for each degree option:
Bachelor of Science in Chemistry
• CHEM 11, 12, 13, 15, 31, 32, 33
• CHEM 102, 111, 141, 151, 152, 154
• Three upper-division chemistry electives, not including CHEM 182
• Four quarters of CHEM 115
• MATH 11, 12, 13
• PHYS 11, 12, 13 or PHYS 31, 32, 33
Bachelor of Science in Chemistry—ACS Certified
• CHEM 11, 12, 13, 15, 31, 32, 33
• CHEM 102, 111, 141, 150, 151, 152, 154
• CHEM 183, 184
• Two upper-division chemistry electives, not including CHEM 182
• Four quarters of CHEM 115
• MATH 11, 12, 13
• PHYS 31, 32, 33
Bachelor of Science in Biochemistry
• CHEM 11, 12, 13, 15, 31, 32, 33
• CHEM 101, 111, 141, 142, 143, 150, 151 or 152
•Two additional upper-division chemistry electives, not including CHEM 182;
BIOL 110, 113, 174, or 176 may be taken to satisfy one of these two electives
• Four quarters of CHEM 115
• MATH 11, 12, 13
• PHYS 11, 12, 13 or PHYS 31, 32, 33
• BIOL 21, 24, 25, 175
Bachelor of Science in Biochemistry—ACS Certified
• CHEM 11, 12, 13, 15, 31, 32, 33
• CHEM 101, 111, 141, 142, 143, 150, 151 or 152, 154
• CHEM 183, 184
• Two additional upper-division chemistry electives; BIOL 110, 113, 174, or 176
may be taken to satisfy one of these two electives
• Four quarters of CHEM 115
• MATH 11, 12, 13
• PHYS 31, 32, 33
• BIOL 21, 24, 25, 175
CHEMISTRY AND BIOCHEMISTRY 55
Bachelor of Arts in Chemistry
• CHEM 11, 12, 13, 15, 31, 32, 33
• CHEM 101 or 102, 111, 141, and 150 or 151 or 152
• Two additional upper-division chemistry electives, not including CHEM 182
• Upper-division lab requirement: 30 hours, which can be satisfied by CHEM 102,
143, 154, or 1 unit of CHEM 182
• Four quarters of CHEM 115
• MATH 11, 12, 13
• PHYS 11, 12, 13 or PHYS 31, 32, 33
Electives for all degrees can be fulfilled by taking any upper-division chemistry or
­biochemistry class of 3 units or more, including CHEM 183 and 184.
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in chemistry:
• CHEM 11, 12, 13, 31, 32, and 33
• 12 units of upper-division chemistry courses, not including CHEM 115 and
CHEM 182
PREPARATION IN CHEMISTRY FOR ADMISSION TO
TEACHER TRAINING CREDENTIAL PROGRAMS
The State of California requires that students seeking a credential to teach chemistry in
California secondary schools must pass the California Subject Examination for Teachers
(CSET), a subject area competency examination. The secondary teaching credential requires
the completion of an approved credential program that can be completed as a fifth year of
study and student teaching, or through an undergraduate summer program and internship.
Students who are contemplating secondary school teaching in chemistry should consult with
the coordinator in the Department of Chemistry and Biochemistry as early as possible.
LOWER-DIVISION COURSES
Note: No course offered by the Department 5. Chemistry: An Experimental Science
of Chemistry and Biochemistry is subject to A survey of modern chemical applications,
challenge, i.e., to fulfillment by a special including applications to health, the envi­examination.
ronment, and consumer issues, and an introduction to the scientific method of inquiry.
1. Chemistry and the Environment
Laboratory 3 hours every other week. CanA survey of the role of chemistry in major not be taken by students with prior credit for
environmental issues such as global warm- CHEM 11 or 19. (4 units)
ing, acid rain, ozone depletion, photochemical smog, persistent organic pollutants, fossil 11.General Chemistry I
fuel, nuclear and renewable energy, recycling Topics include chemical properties and reacand environmental fate of pollutants. Labo- tions, thermochemistry, stoichiometry, quanti­
ratory 3 hours every other week. Students tative problem-solving, and an introduction
with prior credit for CHEM 11 can enroll to ionic and covalent chemical bonding.
only on a pass/no pass (P/NP) basis. (4 units) Laboratory 3 hours per week. (5 units)
56 COLLEGE OF ARTS AND SCIENCES
11H. General Chemistry I Honors
Accelerated treatment of CHEM 11 material
and presentation of other topics not normally
covered in general chemistry. Laboratory
3 hours per week. Prerequisites: Grade of at
least 3 on the Chemistry advanced placement
test and either permission of instructor or
participation in the University Honors Program. (5 units)
12.General Chemistry II
Subjects include properties of solids, liquids,
and gases, properties of solutions, chemical
kinetics, properties of acids and bases, and
an introduction to chemical equilibria. Several lectures deal with special topics chosen
at the discretion of the instructor. Laboratory 3 hours per week. Prerequisite: A grade of
at least C– in CHEM 11. (5 units)
12H. General Chemistry II Honors
Accelerated treatment of CHEM 12 material and other topics not normally covered in
general chemistry. Laboratory 3 hours per
week. Prerequisites: Permission of instructor
and either a strong performance in CHEM
11 or 11H or at least a 4 on the Chemistry
advanced placement test. (5 units)
13.General Chemistry III
Topics include aqueous equilibrium, acidbase chemistry, chemical thermodynamics,
electrochemistry, spectroscopy, and statistical tools required for data analysis. The laboratory introduces quantitative methods of
analysis such as titration, spectroscopy, and
electrochemistry. Laboratory 4 hours per
week. Prerequisite: A grade of at least C– in
CHEM 12 or 12H. (5 units)
15.Introduction to Research
This course introduces students to opportunities for undergraduate research in the department. Departmental faculty present
their current research. Also, an overview of
typical tools used in pursuing scientific research projects is provided. Students interested in the chemistry or biochemistry major/
minor should ordinarily take this course before the end of their sophomore year. (1 unit)
19.Chemistry for Teachers
This laboratory-based course is designed to
teach the fundamental concepts of chemistry and is geared toward students who are
interested in becoming elementary or middle
school teachers. The course focuses on the
following concepts: nature of matter, atomic
structure, chemical bonding, and chemical
reactions. While learning these core concepts, students will experience what it means
to do science by developing their experimentation skills as they participate in a classroom
scientific community. Laboratory 3 hours per
week every other week. Cannot be taken by
students with prior credit for CHEM 5 or 11.
(4 units)
31.Organic Chemistry I
Topics include organic structure and conformations, stereochemistry, structure-reactivity
relationships, and the chemistry of alkyl halides and alkenes. Special emphasis is placed
on understanding reaction mechanisms.
Laboratory 3 hours per week. Prerequisite:
A grade of at least C– in CHEM 13 is strongly recommended before taking CHEM 31.
Students receiving a lower grade are urged to
meet with their instructor before continuing
with CHEM 31. (5 units)
32.Organic Chemistry II
Topics include spectroscopy and the chemistry of alkynes, ethers, alcohols, and carbonyl
compounds. Laboratory 3 hours per week.
Prerequisite: A grade of at least C– in CHEM
31 is strongly recommended before taking
CHEM 32. Students receiving a lower grade
are urged to meet with their instructor before
continuing with CHEM 32. (5 units)
33.Organic Chemistry III
Topics include carbonyl condensation reactions, aromatic substitutions, amines, carbohydrates, and peptide and protein synthesis.
Other advanced topics may include pericyclic reactions and natural product synthesis.
Laboratory 3 hours per week. Prerequisite:
A grade of at least C– in CHEM 32 is s­trongly
CHEMISTRY AND BIOCHEMISTRY 57
recommended before taking CHEM 33. Students receiving a lower grade are urged to
meet with their instructor before continuing
with CHEM 33. (5 units)
99.Independent Laboratory
Laboratory course, primarily for transfer students to make up lower-division laboratory
as needed for equivalency with CHEM 11,
12, 13, 31, 32, and/or 33. Prerequisite:
­Approval of department chair. (1 unit)
UPPER-DIVISION COURSES
Note: No course offered by the Department of 115.Chemistry and Biochemistry
Chemistry and Biochemistry is subject to
Seminar
challenge, i.e., to fulfillment by a special Active areas of research in university, indus­examination.
trial, and government laboratories, presented
by guest speakers. May be repeated for cred101.Bioinorganic Chemistry
it. Graded P/NP only. (0.5 units)
Structure, properties, and reactivity of metal
complexes and the function of metal ions in 130.Organic Syntheses
biological processes. Prerequisite: CHEM 32. Modern synthetic methods applied to the
(5 units)
preparation of structurally complex target
compounds, such as bioactive natural prod102.Inorganic Chemistry
ucts and pharmaceuticals. Extensive discusIntroduction to inorganic chemistry with sion of synthetic planning, known as
emphasis on the nonmetals. Laboratory retrosynthetic analysis, emphasizing the
3 hours per week. Prerequisite: CHEM 13. standard bond-forming methods learned in
(5 units)
CHEM 31–33. Offered in alternate years.
Prerequisite: CHEM 33. (5 units)
111.Instrumental Analysis
Principles and use of instrumentation. Focus 131.Bioorganic Chemistry
on electronics, spectroscopic methods, mass Chemical synthesis of carbohydrates, nucleic
spectrometry, and chemical separations. acids, peptides, proteins, and reaction mechLaboratory 4 hours per week. Prerequisite: anisms of biological cofactors. Offered in
CHEM 13. Co-requisite: CHEM 32. (5 units) ­alternate years. Prerequisite: CHEM 33.
(5 units)
112.Bioanalytical Chemistry
A focused investigation of the application of 141.Biochemistry I
modern methods of analytical chemistry to An introduction to structure/function relaunderstanding biological systems at the mo- tionships of biologically important molelecular level. Topics depend on recent devel- cules, enzymology, membrane biochemistry,
opments in bioanalytical research but may and selected aspects of the intermediary
include sub-cellular analyses, proteomics, ­metabolism of carbohydrates. Co-requisite:
electrochemical methods, and nanoparticle- CHEM 33. (5 units)
based approaches to analysis. The course
stresses extensive reading of recent literature 142.Biochemistry II
in bioanalytical chemistry, critical evaluation Includes a study of various aspects of the inof published scientific papers, and develop- termediary metabolism of carbohydrates,
ment of skills in scientific writing. Prerequi- lipids, and amino acids, as well as nucleic
site: CHEM 111 or consent of instructor. acid structure and function, protein synthe(5 units)
sis, and subcellular sorting, and more advanced molecular physiology, including
58 COLLEGE OF ARTS AND SCIENCES
membrane biochemistry, signal transduction, and hormone action. Prerequisite:
CHEM 141. (5 units)
143.Biochemical Techniques
A laboratory course emphasizing fundamental theory and practice in biochemical laboratory techniques, including preparation
and handling of reagents; isolation, purification, and characterization of biomolecules;
enzyme kinetics; spectrophotometric assays;
and electrophoretic techniques. Laboratory
8 hours per week. Prerequisites: CHEM 141
and consent of instructor. (3 units)
150.Biophysical Chemistry
Introduction to the physical behavior of biomolecules. Topics include transport properties, reaction kinetics, sedimentation,
electrophoresis, binding dynamics, and
­molecular motion. Prerequisites: MATH 13
and CHEM 33, or consent of instructor.
(5 units)
151.Spectroscopy
Fundamentals of quantum mechanics, including wave functions and probability;
­rotational, vibrational, and electronic transitions; atomic and molecular electronic structure; and magnetic resonance. Prerequisites:
MATH 13 and CHEM 33. (5 units)
152.Chemical Thermodynamics
Fundamental laws of thermodynamics, and
applications to ideal and real gas equations
of state, ideal and real solutions, phase equilibria, and electrochemistry. Prerequisites:
MATH 13 and CHEM 33. (5 units)
154.Physical Chemistry Laboratory
Experimental applications of thermodynamics, kinetics, spectroscopy, and other aspects of physical chemistry. Laboratory
8 hours per week. Prerequisite: Must be
­enrolled in or have completed CHEM 151
or 152. (3 units)
182.Undergraduate Research
Experimental research project supervised by
chemistry and biochemistry faculty members. Each unit requires a minimum of
30 hours of laboratory work. May be repeated for credit. Prerequisite: Consent of instructor. (1–3 units)
183.Senior Research Experience
Individual research under the supervision of
chemistry and biochemistry faculty members, culminating in a comprehensive progress report. Laboratory at least 9 hours per
week. Prerequisites: Senior standing in chemistry and consent of instructor. (3 units)
184.Capstone Research Experience
Continuation of individual research under
the supervision of a chemistry and biochemistry faculty member, culminating in a thesis
and oral presentation. Laboratory at least
9 hours per week. Prerequisites: CHEM 182
or 183, and consent of instructor. (3 units)
190.Special Topics in Chemistry
Special Topics courses covering advanced
topics in any of the five areas of study in
chemistry may be offered on an intermittent
basis. These courses may be offered as oncea-week seminars or follow more traditional
course schedules. The course units will vary
based on the number of course meetings per
quarter and the course workload. Possible
topics are organic mechanisms, transition
metals in organic synthesis, materials, nanotechnology, photochemistry, bioanalytical
chemistry, electrochemistry, environmental
chemistry, molecular physiology, and membrane biochemistry. This course may be repeated for credit if the topics vary. (2–5 units)
199.Independent Study
Directed study under the supervision of a
faculty member in an area or topic in chemistry or biochemistry not covered in regular
courses. Registration by permission of the
­professor directing the study only. (1–5 units)
CLASSICS 59
DEPARTMENT OF CLASSICS
Professors: William S. Greenwalt (Department Chair), John R. Heath
Associate Professors: Scott LaBarge, Michael C. McCarthy, S.J. (Edmund Campion, S.J.
Professor), Helen E. Moritz
Assistant Professor: Daniel W. Turkeltaub
Senior Lecturer: John R. Dunlap
Classics in the broad sense is the study of all aspects of the life and culture of ancient
Greece and Rome in their Mediterranean context. The Department of Classics offers all
levels of ancient Greek and Latin as well as courses that explore the origins of Western literature, history, art, mythology, philosophy, religion, and government and their enduring relevance to our lives. Most courses in the department require no knowledge of an ancient
language and are open to any interested student. Latin or Greek may be taken to satisfy the
second language requirement. Because of the multidisciplinary nature of the field, classics
provides an ideal liberal arts curriculum that is an excellent background for careers in many areas.
Majors and minors are available in several programs in the Department of Classics:
­classical languages and literatures (Latin or Greek; there is a major, but no minor in Latin
and Greek), classical studies, and ancient studies.
REQUIREMENTS FOR THE MAJORS
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in classics must complete the departmental requirements
for the option desired:
Bachelor of Arts in Classical Languages and Literatures
Major in Latin or Greek
• Nine upper-division courses in the language of concentration
• First-year proficiency in the other classical language
• CLAS 197A and CLAS 197B
Major in Latin and Greek
• Nine upper-division courses in the ancient languages, with at least six of these in a
single language
• CLAS 197A and CLAS 197B
Approved Courses towards Major and Minor in Classical Studies and Ancient Studies
Lower Division:
• CLAS 11A, 12A, 60, 63, 65, 67, 68, 75; ARTH 21; PHIL 51
60 COLLEGE OF ARTS AND SCIENCES
Upper Division (three perspectives):
• Literature: CLAS 141, 175, 180, 181, 184; ENGL 161
• History and Political Science: CLAS 108, 109, 110, 111, 113, 176, 185; POLI 111
• Classical Culture: CLAS 146, 177, 188; ARTH 104, 106, 110; PHIL 131; SCTR 100,
110
Other courses not listed above that are offered on classical topics in the Departments of
Art History, English, History, Philosophy, Political Science, and Religious Studies may also
count toward a degree in classics; consult with the Chair of Classics before enrolling.
Bachelor of Arts in Classical Studies
• Six classes in Latin or Greek, which may include the elementary sequence
• CLAS 65
• Two additional lower-division courses
• Two upper-division literature courses (one upper-division reading course in Greek or
Latin may be substituted)
• Two upper-division ancient history or political science courses
• One upper-division culture course in classical culture
• CLAS 197A and CLAS 197B
Bachelor of Arts in Ancient Studies
• CLAS 60
• Four additional lower-division courses
• Seven upper-division courses, at least one from each of the three perspectives
• CLAS 197A and CLAS 197B
REQUIREMENTS FOR THE MINORS
Students must fulfill the requirements indicated for the minor program desired:
Minor in Classical Languages and Literatures
• Completion of 20 upper-division units in either Latin or Greek
Minor in Classical Studies
• Fulfillment of the second language requirement for the Bachelor of Arts in Latin
or Greek
• Two lower-division courses
• Two upper-division courses in literature, in the original or in translation
• One additional upper-division course in any perspective
Minor in Ancient Studies
• CLAS 60
• Two additional lower-division courses
• Four upper-division courses from at least two different perspectives
CLASSICS 61
LOWER-DIVISION COURSES: LATIN
1. Elementary Latin I
2. Elementary Latin II
Introduction to vocabulary, forms, and Continuation of Latin I. (4 units)
grammar of classical Latin. Development of
the reading skills with supporting exercises 3. Elementary Latin III
in writing. No language laboratory. (4 units) Completion of elementary Latin. (4 units)
UPPER-DIVISION COURSES: LATIN
101.Intermediate Latin
126.Cicero: Oratory and Rhetoric
A course for students who have finished One or more exemplars of Cicero’s rhetorical
basic Latin grammar. Students will review style or rhetorical theory. Consideration of
Latin forms and syntax while reading prose rhetorical form, figures, and topoi. (5 units)
and poetry of increasing complexity. Students will be prepared to enroll in Latin 127.Vergil: Aeneid
reading courses covering individual authors The epic poem on the effort of founding
and genres. Offered in fall quarter only. Rome and the cost of its greatness. Consideration of the traditional and innovative fea(5 units)
tures of Vergil’s epic style and purpose.
121.Caesar
Attention to epic meter. (5 units)
Representative selections from the Commentarii on the Gallic War and/or Bellum Civile. 130. Roman Elegy
Consideration of the adaptation of history Representative selections from the works of
Tibullus, Propertius, and Ovid. Origins and
to political ends. (5 units)
development of the elegiac genre. (5 units)
122.Catullus
Lyric poems, short epigrams, and longer 131.Vergil: Eclogues and Georgics
mythological poems by the late Republican Vergil’s earlier works: pastoral poems set in
poet of personal love and sophisticated soci- an idealized landscape and the didactic poem
on the agriculture and countryside of his naety. (5 units)
tive Italy. (5 units)
123.Roman Comedy
One or more plays by Plautus or Terence. 132.Horace
Origins and nature of Roman comedy. Selections from the odes and epodes. Attention to the adaptation of Greek lyric forms
(5 units)
and rhythms to the Latin language. (5 units)
124.Ovid: Metamorphoses
Selections from Ovid’s epic compendium of 133.Livy
Selections from the Ab Urbe Condita—the
mythology. (5 units)
history of Rome from its semimythical
125.Cicero: Philosophical Works
founding through monarchy, early Republic,
Consideration of Cicero’s eclectic philoso- and Punic Wars. (5 units)
phy through a careful reading of one or more
134.Roman Letters
of his philosophical dialogues. (5 units)
Selections from various authors: Cicero,
Seneca, Pliny. Discussion of the epistle as
­literary genre, with focus on the social and
historical background of the author. (5 units)
62 COLLEGE OF ARTS AND SCIENCES
135.Medieval Latin
Major works of prose and poetry from the
fourth century to the Renaissance. St. Augustine’s Confessions; the histories of Gregory of Tours, Bede, and Einhard; Latin fables;
popular songs such as the Carmina Burana;
and the humanistic writings of Dante and
Petrarch. (5 units)
137.Special Topics in Latin Poetry
Occasional courses in selected authors or
genres for advanced students. Possible topics: Lucretius or satire. (5 units)
138.Special Topics in Latin Prose
Occasional courses in selected authors or
genres for advanced students. Possible topics:
the Roman novel, Tacitus, or other Roman
historians. (5 units)
LOWER-DIVISION COURSES: GREEK
21.Elementary Greek I
22.Elementary Greek II
Introduction to vocabulary, forms, and Continuation of Greek I. (4 units)
grammar of Attic Greek. Development of
reading skills with supporting exercises in 23.Elementary Greek III
Completion of Greek grammar. Introducwriting. No language laboratory. (4 units)
tion to reading Greek literature. (4 units)
UPPER-DIVISION COURSES: GREEK
151.Lucian
155.Plato
Selections from the author’s satirical treat- Careful reading from one or more dialogues
ments of mythology, history, philosophy, such as Apology, Crito, Phaedo, and Repuband rhetoric and/or from the fantasy called lic. Detailed study of dialogue mode of disA True Story. Lucian’s place in the Second course; overview of Plato’s philosophy.
Sophistic. (5 units)
(5 units)
152.Homer: Odyssey
Selected passages demonstrating the fusion
of the heroic and the romantic in an epic of
peacetime. Consideration of epic meter and
conventions. (5 units)
153.Euripides
A complete tragic drama. Attention to characterization, dramatic structure, and poetry,
and to Euripides’ place in the history of tragedy. Metrical reading of dialogue. (5 units)
154.Herodotus
Selections from the Persian Wars. Herodotus’
achievements and limitations as the “Father
of History.” Peculiarities of the Ionic dialect.
(5 units)
156.Greek New Testament
Readings selected from the Koine Greek text
of the New Testament with a concentration
on the gospels, John, or the epistles. Close
reading of the text with a view to theological
implications of the vocabulary. Introduction
to primary research tools. (5 units)
157. Hesiod
Selected readings from Hesiod’s two poems,
Works and Days and Theogony. (5 units)
161.Homer: Iliad
Selected passages illustrating the course and
consequences of the wrath of Achilles and
the nature of the hero. Consideration of epic
meter and conventions. (5 units)
CLASSICS 63
162.Sophocles
A complete tragic drama. Attention to characterization, dramatic structure, and poetry,
and to the author’s particular contributions
to the development of the tragic form.
­Metrical reading of the text. (5 units)
163.Aeschylus
A complete tragic drama. Attention to characterization, dramatic structure, and poetry,
and to the author’s particular contributions
to the development of the tragic form.
­Metrical reading of the text. (5 units)
164.Oratory
Selections from a representative Greek orator such as Demosthenes or Lysias. Consideration of classical rhetorical forms and topoi.
(5 units)
167.Special Topics in Greek Poetry
Occasional courses in selected authors or
genres for advanced students. Possible topics:
Lyric, Homeric Hymns, or Pindar. (5 units)
168.Special Topics in Greek Prose
Occasional courses in selected authors or
genres for advanced students. Possible topics:
Thucydides or Xenophon. (5 units)
LOWER-DIVISION COURSES: CLASSICS
11A. and 12A. Cultures &
63. Ancient Eros: Sex and Religion
Ideas I and II
in Ancient Greece
A two-course sequence focusing on a major This course explores the various manifestatheme in human experience and culture over tions and significance of sex (“Bittersweet
a significant period of time. Courses empha- Eros”), both the deity and the divinely-insize either broad global interconnections or spired passion, in ancient Greece. While this
the construction of Western culture in its course focuses on examining the socio-religlobal context. Courses will address signifi- gious significance of Aphrodite and her son,
cant texts, ideas, issues, and events in their Eros (the Roman Cupid), it is also designed
historical context from a humanistic per- to provoke an open conversation about respective. Classics topics include Barbarians sponses to sex found in relevant contempoand Savages, Gods and Mortals, Heroes and rary religious expression. Assignments are
Heroism, and Natural Law in Literature. derived from Greek and Roman literature,
Successful completion of C&I I (CLAS 11A) philosophy, historiography, and art, as well
is a prerequisite for C&I II (CLAS 12A). as from contemporary magazines, scholarly
(4 units each quarter)
journals and books, religious documents,
and movies. Participation in class discussion
60.Introduction to Ancient Studies
is mandatory for this seminar-style course.
An exploration of the nature of political and (4 units)
religious authority; that is, the relationship
between the individual, the state, and the 65.Classical Mythology
divine—in three different ancient civiliza- Principal gods and heroes of Greek and
tions. The primary “texts” for this investiga- Roman antiquity: their stories, significance,
tion are the representative monuments of and pictorial representations. Implications
each culture: the pyramids of Egypt (partic- of myth in society and possible origins of
ularly the Old Kingdom), the Temple of myth. Important background for European
Solomon in Jerusalem in the united monar- and English literature. (4 units)
chy, and the roads of classical Rome. (4 units)
64 COLLEGE OF ARTS AND SCIENCES
67.Ancient Greek Religion
Consideration of the differing attitudes and
expectations of polytheisms and monotheisms, and of religious expression in the context of classical Greek cult and ritual.
Readings are drawn from a wide variety
of literary, historical, philosophical, and epigraphical texts. Also listed as HIST 16.
(4 units)
68.Ancient Roman Religion
Examination of religious practices, institutions, and beliefs of the ancient Romans.
Special consideration of interconnections in
Roman religiosity between the acts/beliefs of
individuals and the concerns of the state.
Concludes with philosophic mysticism,
magic, mystery religions, and Christianity.
Also listed as HIST 17. (4 units)
75.Classics in Cinema
A survey of the classical world through selected dramatic films illustrating sequentially
the cultural and political history of ancient
Greece and Rome. Close viewings of popular films, with comparative reference to
sources and practice in the techniques of
film criticism. (4 units)
UPPER-DIVISION COURSES: CLASSICS
108.Ancient Greece
113.Democracy Under Siege: Ancient
Athens and Modern America
A survey of Hellenic history from the Bronze
Age to Alexander the Great. Emphasis on This course will trace the fate of the Athenian
the rise and fall of the polis as an indepen- democracy after the Peloponnesian War
dent social, cultural, and political commu- through the Hellenistic Age (circa 404 to
nity. Also listed as HIST 108. (5 units)
307 CE). It will cover the foreign and domestic policies of Athens through this peri109.The Hellenistic Age
od, and cover both the problems and the
A cultural, social, and political review of opposition to democracy by non-democratic
­Alexander the Great’s conquests and their polities as well as by those opponents of deHellenistic ramifications through the reign mocracy who lived in Athens itself. Although
of Egypt’s Cleopatra VII. Also listed as HIST the United States is a republic and not a de109. (5 units)
mocracy in the Athenian mode (which in
fact, was the intent of our republic’s found110.Roman Republic
ers), the U.S. in the 21st century is facing
A political, military, social, and cultural re- comparable opposition both domestically
view of the rise and fall of the most successful and in the realm of foreign affairs to those
state the West has ever known. Also listed as which confronted the ancient Athenians.
HIST 110. (5 units)
Parallels between the world of the 4th century CE and 2012 will not only be noted,
111.Roman Empire
they will be emphasized through readings
A political, social, and cultural survey of the and class discussions. Also listed as HIST
Roman Empire beginning with Augustus 132. (5 units)
and tracing changes in Rome from the development of the Roman Empire as a world
state to the development of Christianity as a
world religion. Also listed as HIST 111.
(5 units)
CLASSICS 65
141.Love and Relationships
in Classical Antiquity
An examination of the many forms of loving
and erotic relationships as they pertained to
the Greek and Roman quest for the best
human life. Readings in Euripides, Sappho,
Ovid, Plato, Aristotle, and many others
from genres of poetry, essays, letters, tragedy,
and philosophy. Also listed as PHIL 131D
and WGST 133. (5 units)
146.Age of Socrates
A study of Socrates as both a historical and
literary figure, with special attention to his
political and cultural context, and to our
three chief sources on him and his philosophical activities: Aristophanes, Plato, and
Xenophon. (5 units)
175.Topics in Classical Literature
Occasional courses or seminars in specialized
topics. Consult current course descriptions
for details. (5 units)
176.Topics in Ancient History
Occasional courses or seminars in specialized
topics. Consult current course descriptions
for details. (5 units)
177.Topics in Ancient Philosophy
Occasional courses or seminars in specialized
topics. Consult current course descriptions
for details. (5 units)
178.Topics in Classical Culture
Occasional courses or seminars in specialized
topics. Consult current course descriptions
for details. (5 units)
180.Ancient and Modern Laughter
Students will investigate the nature and psychosocial functions of laughter, with a particular eye to the Greek and Roman roots of
Western comedy. Readings will focus on comedic plays by Aristophanes, Plautus, and
Terence, supplemented with readings of ancient and modern humor theorists and psychologists. For each playwright, we will also
analyze one popular recent movie and other
modern analogs of humor and plot structures. Students will demonstrate their understanding of the material by collaborating
over the course of the term to write, costume, and perform original plays in imitation of the ancient playwrights. (5 units)
181.Classical Tragedy
Representative works of the principal Greek
tragic playwrights: Aeschylus, Sophocles,
and Euripides. Features of the tragic genre,
its origins, and the conventions of its performance. Also listed as ENGL 110 and THTR
181. (5 units) NCX
184.Classical Mythology
in the Western Tradition
An exploration of some of the ways authors
from the classical period through the 20th
century have manipulated Greek myths for
their own poetic and political purposes.
Focus is on the legends surrounding the fall
of Troy, with particular attention paid to the
shifting character of perhaps the two most
protean figures in Greek mythology: Odysseus and Helen. Texts include selections
from Homer’s Iliad, Vergil’s Aeneid, and
Dante’s Inferno, and unexcerpted works by
Homer, Sophocles, Euripides, Gorgias and
Isocrates, Ovid, Seneca, Dictys and Dares,
Shakespeare, Tennyson, Giraudoux, modern
Greek poets, and the Coen brothers. Also
listed as ENGL 187. (5 units)
66 COLLEGE OF ARTS AND SCIENCES
185.Gender in Antiquity
Investigation into the representation and the
reality of gender in social, economic, political, and religious contexts in the classical
world. (5 units)
188. Justice: Ancient and Modern
In this course students explore classical
Greek concepts of justice both abstracted in
philosophy and dramas and as practiced in
the classical courtroom. Student debates
about controversial modern American court
cases will demonstrate the relevance of these
ancient thoughts and practices to the complex issue of how justice is defined and practiced today. (5 units)
197A. Capstone I
Bi-weekly seminar on various topics, combined with initial research for senior thesis:
identification of a coherent topic of thesis,
development of a detailed outline, and preparation of an annotated bibliography, conducted under the active direction of a
member of the classics faculty. Prerequisites:
For senior classics majors only; permission of
instructor and department chair required.
(3 units)
197B.Capstone II
Continuation of seminar in addition to supervised completion of the final draft, public
oral presentation, and defense of the senior
thesis. Prerequisites: CLAS 197A. For senior
classics majors only; permission of instructor
and department chair required. (3 units)
199.Directed Reading/Research
Individually designed programs of reading
or research, in Latin, Greek, or classics (i.e.,
literature in translation or culture). Prerequisites: Available to advanced students. Permission of instructor and department chair
required. (5 units)
COMMUNICATION 67
DEPARTMENT OF COMMUNICATION
Professors Emeritus: Don C. Dodson, Emile McAnany
Professors: Laura Ellingson, Paul A. Soukup , S.J. (Pedro Arrupe, S.J. Professor and
Department Chair), SunWolf
Associate Professors: Christine M. Bachen, Hsin-I Cheng, Stephen C. Lee,
Yahia Mahamdi, Chad Raphael, Michael Whalen
Assistant Professors: Justin Boren, Rohit Chopra
Acting Assistant Professor: Sreela Sarkar
Senior Lecturers: Barbara Kelley, Gordon Young
Lecturers: Katherine Heintz, Andrew W. Ishak
The Department of Communication offers a program of studies leading to a bachelor of
arts in communication. The major prepares students for a wide variety of graduate studies
and for careers in the communication industry. An academic minor is also available. Students
explore the theories, research methods, responsibilities, institutional structures, and effects
of mass communication, interpersonal communication, and computer-mediated communication. The major also integrates theory with practice. We help students to apply their
knowledge of the communication process to create their own speeches, films, television
programs, journalism, Web content, and communication and marketing campaigns. Many
of our students go directly to work in these fields after graduation.
Because the communication field requires students to have a broad liberal arts education,
students integrate courses in the Department of Communication with courses in other
departments. Often, students complete a minor or take a number of courses in related disciplines. To encourage students to explore global studies, the department accepts up to two
approved study abroad courses toward completion of the communication course requirements, usually as upper-division electives. All junior and senior students are encouraged to
complete an internship at an off-campus media organization or other communicationrelated institution. Internships may be counted for course credit as a department elective.
In their senior years, all communication majors synthesize their learning in the department by completing a scholarly thesis or an applied capstone project in journalism, digital
filmmaking, or public relations. Theses and capstone projects, which typically embody
­students’ most advanced work, are suitable for submission as part of applications for graduate school and jobs.
Students interested in communication, including nonmajors, enjoy a wealth of co-­
curricular opportunities. All students are encouraged to participate in one of the studentrun campus media, including the student newspaper, radio station, and yearbook. Practicum
courses allow students to gain academic credit for working in student media. Santa Clara
Debate, one of the oldest forensic programs in continuous operation on the West Coast,
provides a challenging and rigorous co-curricular activity designed to develop public speaking skills, critical thinking, and public policy analysis. Policy debate participants are eligible
to apply for merit scholarships.
All courses taken to fulfill requirements for the major or minor must be four or five
units and must be taken for a letter grade, not on a pass/no pass basis. Practicum courses,
numbered 190 through 195, do not count toward fulfillment of the communication major
or minor.
68 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in communication must complete the following departmental requirements:
• COMM 1
• COMM 2 or 2GL
• COMM 12
• COMM 20
• COMM 30
• COMM 40 or 40EL
• Two upper-division communication theory courses (signified by the letter “A” in the
course number)
• One upper-division communication applied course (signified by the letter “B” in the
course number)
• Two additional approved elective upper-division communication courses
• COMM 110
• COMM 111 or 111G
• COMM 196 or 197
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in communication:
• COMM 1 or 2
• Two approved upper-division communication courses
• Three additional approved communication courses (any combination of upper-division
or lower-division courses)
LOWER-DIVISION COURSES
1. Introduction to Interpersonal
2. Introduction to Media Studies
Communication
An examination of mass communication
An overview of the communication process, and society, focusing on media industries,
issues, and theories explaining behaviors in the production of content, and audiences.
human relationships, with an emphasis on Considers different types of media; theoretilinking our perceptions, thoughts, and feel- cal perspectives related to the role of media
ings to those of our communication part- in society; and ethical and regulatory issues
ners. Topics typically include the power of pertaining to media practice. (4 units)
language, nonverbal communication, deception, persuasive communication, gender
differences in communication, small group
communication, and intercultural communication. (4 units)
COMMUNICATION 69
2GL. Introduction to Global
Media Studies
An examination of the relationship between
media and society in a global world, focusing
on media industries, production, and audiences within and across different national
contexts. Considers different types of media;
theoretical perspectives on media and global
society; and ethical and regulatory issues pertaining to media practice in various media
markets and settings. (4 units)
12.Technology and Communication
Examination of the relationship between
communication technology and society, in
the past, present, and future. Hands-on introduction to the basic functions of the computer and Internet as tools for research and
communication. (4 units)
20.Public Speaking
This course is designed to provide students
with basic theories and skills that are essential to effective public speaking. Topics include audience analysis, organization,
persuasion, credibility, and delivery. Ideally,
students should be able to apply these skills
in a variety of public speaking situations,
whether in future college courses or in nonacademic settings. Each student will also
learn to analyze, criticize, and evaluate the
speaking of others. (4 units)
30. Introduction to
Digital Filmmaking
Designed to help students learn the art and
practice of digital filmmaking. Through a
combination of lectures, labs, shooting, and
editing exercises, students are introduced to
the concepts and processes involved in producing a short documentary and a short fictional film. In addition to attendance in
class, all students are required to attend production labs. Concurrent enrollment in lab
required. Fulfills the Core Arts requirement.
(5 units)
40.Introduction to Journalism
Introduction to the theories and techniques
of journalism with emphasis on the role of
journalism in a democracy, news values and
ethics, reporting and writing techniques,
and discussion and readings on the future of
journalism. Includes weekly lab, which may
be either in class or online at a flexible time,
at the instructor’s discretion. (5 units)
40EL.Introduction to Journalism:
Diversity and Community
Introduction to the theories and techniques
of journalism with emphasis on covering
­diverse, multiracial communities fairly and
accurately, the role of journalism in a democracy, news values and ethics, reporting and
writing techniques, and discussion. Student
work may be published in online news
media outlets. Includes weekly lab and interaction within the community. Also listed as
ETHN 60. (5 units)
70 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES
Note: Theory courses are designated with the and ways they make sense of events in their
letter “A” and application courses with the relationships with other people. Advanced
­letter “B.”
principles of gathering scholarly data
through face-to-face interviews, using a vari100A. The Science of Happiness
ety of interviewing formats and tools. SuperWhen we get what we want, why doesn’t vised field work, developing interview
that always make us happy? Our relation- protocols, interviewing real-world populaships are embedded in the pursuit or loss of tions, recording and collecting responses,
happiness. This course is an interdisciplinary and organizing data. Emphasis on compasreview of research and theories that explain our sionate listening skills. Topics will vary.
experiences of happiness. Topics include the ­Prerequisite: COMM 111. (5 units)
transient nature of happiness, our brain’s biological happiness system, the effects of tragic 102A.Persuasion
or fortunate events, blind spots, counterfac- What is the difference between attempting
tual thinking/future-thinking/presentism, the to change someone’s attitude, belief, or bescience of laughter, and the communication havior? This course examines theories and
roles of complaints versus gratitude. We will research about persuasion, social influence,
look at how happiness is affected by winning and compliance gaining, including the dyor by losing, as well as why predicting our namics of successfully resisting persuasion
future happiness (when we choose mates, attempts. We will focus on interpersonal
careers, and material acquisitions) is often persuasion in social settings (our roles as
flawed. Students will gain an understanding friends, daughters/sons, parents, romantic
of what might (or might not) bring them partners, co-workers, teammates, and leadand those they care about sustained happi- ers). The course will cover credibility, social
ness as a result of the decisions they make proof, influence in groups, persuasive lanthroughout their lives. (5 units)
guage, compliance gaining techniques, and
how subtle persuasion tactics influence our
101A. Vocation and Gender: Seeking
buying, eating, and health choices. PrerequiMeaning in Work and Life
site: Any one of the following: COMM 1,
An interdisciplinary examination of voca- PSYC 1, PSYC 2, or SOCI 1. (5 units)
tion, understood as both a meaningful career
and life outside of work. Incorporates theo- 103A. Communication and Conflict
retical and empirical methods of the disci- A review of theories, perspectives, and research
plines of communication and Women’s Studies on communication and conflict in various
to provide a rich set of tools with which to contexts (families, friendships, romances,
make discerning decisions on personal voca- business relationships). Specific topics will
tion. The course provides a framework for include getting what you want, saving face,
considering personal life choices within the realigning power imbalances, miscommunicontext of cultural norms and for analysis of cation, styles and tactics, negotiation, thirdhow individuals and groups engage in inter- party interventions, and transforming
personal, organizational, and mediated com- conflicts. Development of communication
munication surrounding work/life issues. skills for managing conflict productively in
Also listed as WGST 160. (5 units)
interpersonal, organizational, and intercultural contexts. Prerequisite: Any one of the
101B.Interviewing
following: COMM 1, PSYC 1, PSYC 2, or
Fundamental principles and techniques of SOCI 1. (5 units)
interpersonal interviewing. Collecting narratives from people about their experiences
COMMUNICATION 71
104A. Group Communication
Theories and research about the communication dynamics in a variety of relational
groups. Topics include childhood groups,
gaining entry to groups, being excluded
from groups, group hate, social loafing, leadership styles, facilitating groups, task versus
social goals, communication roles of members, effects of gender and diversity, moral
values of members, and the resolution of
group conflicts. Specific groups will include
social peer groups, cliques, gangs, small work
groups, super-task groups, problem-solving
groups, teams, and decision-making groups
(including juries). In addition to theory,
practical skills for handling group challenges
and member conflict will be offered. Prerequisite: Any one of the following: COMM 1,
PSYC 1, PSYC 2, or SOCI 1. (5 units)
105A. Multicultural Folktales
and Storytelling
Across time and around the world, people
have told stories to teach, entertain, persuade, and carry a culture’s history. This
course studies oral literature, including fairy
tales, trickster tales, urban legends, ghostlore, hero/heroine journeys, and wisdom
stories. Explores the values, gender roles,
norms, beliefs, sense of justice, spirituality,
and diverse worldviews embedded in every
tale. Students will study, critically think
about, and perform world folktales—developing a personal creative voice, while learning
to appreciate folktales as rich multicultural
bridges for understanding other people.
Every student will learn tale-telling skills that
can be applied to enrich the lives of others, in
careers and community. (5 units)
106A. Gender, Health, and Sexuality
Covers the fundamentals of health communication theory and research with a focus on
how health is socially constructed at the intersections of biology, medical technology,
and communication. Explores how gender
identity, sexual orientation, and sexual identity produce and are produced by cultural
gender norms as they manifest in embodi-
ment, sexual expression, and experiences of
health and illness. Also listed as WGST 140.
Prerequisite: Any one of the following:
COMM 1, PSYC 1, PSYC 2, or SOCI 1.
(5 units)
107A. Intercultural Communication
This course introduces key research in intercultural communication within and between co-cultural groups in the United
States. We will critically examine similarities
and differences in communicative styles, historical contexts, and values. Arrupe placement is required. Fulfills the Core Diversity
and Experiential Learning for Social Justice
requirements. Prerequisite: Any one of the following: COMM 1, COMM 2 or 2GL,
PSYC 1, PSYC 2, or SOCI 1. (5 units)
108A. Communication and Gender
Explores gendered patterns of socialization,
interaction, and language. Goes beyond essentializing female and male modes of communicating to consider ways in which
masculinity, femininity, ethnicity, class, age,
sexuality, and disability intersect in interpersonal, family, organizational, and public
communication, as well as in feminist and
men’s movements. Also listed as WGST 161.
Prerequisite: COMM 1, ANTH 3, or consent of instructor. (5 units)
109A. Friendships and Romances
This seminar-style course will examine theories, concepts, and research that explain the
relational dynamics in our friendships and
romances. Using a communication focus
and examining published studies and theories, topics will include childhood and adult
friendships, cliques, toxic friends, women
and men as platonic friends, flirting, dating,
courting, maintaining intimacy, emotional
communication, the bioneurology of love,
rejection, and relational endings (losing,
leaving, and letting go). Counts as a University Honors Program course, but enrollment
is not limited to Honors program students.
Prerequisite: Any one of the following:
COMM 1, PSYC 1, PSYC 2, or SOCI 1.
(5 units)
72 COLLEGE OF ARTS AND SCIENCES
110.Quantitative Research Methods
Provides students with an overview of communication as a social science and of methods for analyzing communication content,
media audiences, and interpersonal communication practices. Topics include the
fundamentals of research design, ethics,
­
measurement, sampling, data analysis, and
statistics. Students analyze research studies
and learn the fundamentals of writing a literature review and generating scientific predictions based on existing research. Through
hands-on assignments, students gain experience in concept measurement, research
design, and data analysis. Prerequisites:
­
COMM 1 and COMM 2 or 2GL. (5 units)
111.Qualitative Research Methods
Provides students with an understanding of
qualitative methods used in communication
research on messages, contexts, and impacts.
Explores qualitative methods such as audience ethnography, participant observation,
focus groups, textual analysis, in-depth interviewing, and institutional analysis. Students will engage in exercises on design and
application of qualitative methods and
analyze the data gathered. Prerequisites:
­
COMM 1 and COMM 2 or 2GL. (5 units)
111G.Feminist Methods
This course explores feminist research methods in communication and other social sciences as they intersect with women’s and
gender studies. Through lectures and workshops, students will explore how theories
and politics shape the kinds of research questions we ask, the types of materials we use,
and how we define our relationships with
our research participants. Students will explore topics related to femininity, masculinity, and/or sexuality using ethnographic,
interviewing, and textual analysis methods
informed by feminist theory and the politics
of social justice. Also listed as WGST 102.
Prerequisites: COMM 1 and COMM 2 or
2GL. (5 units)
120A. Environmental Communication
This course introduces students to tools for
analyzing and engaging in public communication about the environment. Students
draw on communication theory and research to understand strategies used in contemporary environmental debates and to
participate in campaigns. Special attention is
given to how mass media news and entertainment can represent environmental issues
responsibly. Final projects involve designing
environmental communication campaigns
and products. Counts toward the environmental studies and environmental science
majors. (5 units)
121A. Diversity and Media
Addresses the theory and practice of the relationships between cultural diversity, power,
identity, and media production, representation, and use. Examination of how different
groups historically have been marginalized
in public representation and how these images have been, and are being, challenged.
Course requirements include research into
individual experiences of public images.
Focus on the United States, especially
­California. Fulfills the Core Diversity requirement. Prerequisite: COMM 2 or 2GL
or consent of instructor. (5 units)
122A. Media and Advocacy
The important role of media in our daily
lives is clear: We use media for all types of
information, for entertainment and cultural
awareness, and for self discovery and identity
formation. But it is less clear whose responsibility it is to ensure that the impact of media
is a positive one for individuals and society.
This class will explore the dynamic interplay
between media industries, the government,
and advocacy organizations as they struggle
to craft policy and practices that are profitable and socially beneficial. We will examine
issues of the media’s role in social equality,
childhood obesity, interpersonal violence,
teen pregnancy, and sexually transmitted infection (STI) rates, and discuss the roles of
COMMUNICATION 73
corporate responsibility, individual responsibility, and government responsibility in
crafting sound public policy. (5 units)
123A. Media and Youth
This course considers the youth media culture that has become a pivotal part of the
experience of childhood and adolescence.
Students examine the content of popular
media aimed at young people and the media
industries that produce this content. Also
explored are patterns of media usage
throughout childhood and adolescence, the
ways that media are integrated into family
life, and how educational and entertainment
media content shapes children’s knowledge,
attitudes, behaviors, and identities. Topics
include educational media effects, media violence, gender and racial/ethnic stereotyping, advertising effects, and media literacy
efforts. Prerequisite: COMM 2 or 2GL or
consent of instructor. (5 units)
124B.Information Campaigns
Examines the principles of design, implementation, and evaluation of information
campaigns created to produce social change
in such areas as health, the environment, or
civic education. Emphasizes problem analysis, audience analysis, message design, and
evaluation. Students examine actual campaigns (e.g., anti-smoking efforts, teen pregnancy, and drug campaigns) and design their
own campaigns focusing on a relevant social
problem. Prerequisite: COMM 2 or 2GL or
consent of instructor. (5 units)
125A. Media Audience Studies
The audience plays a critical role in our understanding of mass communication. How
do media scholars and practitioners conceptualize and study media audiences? How do
individuals and groups use media, interpret
media messages, and integrate media experiences into their lives? The course will address
these questions, looking at a variety of media
and media content (e.g., news and entertainment content of books, film, TV, Internet)
and do so with different characteristics of
audiences in mind. We shall see, for example, how audience responses are shaped by
factors such as ethnicity, gender, age, or by
the context in which the medium and
its message is experienced. Prerequisite:
COMM 2 or 2GL or consent of instructor.
(5 units)
126A. Violence and Communication
The course looks at the relationship between
violence and communication from three
angles: (1) violence as communication, (2)
violence as a failure of communication, and
(3) problems with representing violence.
The course involves a range of philosophical
and disciplinary perspectives on violence
and communication, including media and
communication, social theory, and visual
culture. The course has a strong global and
international focus. The contexts covered include the Holocaust, the Partition of India,
and 9/11. Prerequisite: COMM 2 or 2GL.
(5 units)
130B.Global Screenwriting
This course is designed to introduce you to
the wonderful and creative world of global
screenwriting and how it has impacted traditional Hollywood storytelling. Students are
asked to answer multiple questions: Does a
uniform visual style exist? Does just one dramatic paradigm exist? Are all films about
protagonists and antagonists? Students complete a script treatment, narrative outline,
two drafts of a short screenplay, and analyses
of published screenplays. Fulfills the Core
Advanced Writing requirement. Prerequisites:
ENGL 1 and 2 or CTW 1 and 2. (5 units)
131B.Short Fiction Production
This course is designed to immerse students
in the craft and aesthetics of fiction filmmaking. Students work in groups to develop,
produce, and edit their own short films
based on selected scripts they either write or
acquire from student screenwriters. The
course also functions as a forum where students explore the film styles of classical and
contemporary filmmakers through readings
74 COLLEGE OF ARTS AND SCIENCES
and screenings so that they are grounded in
film language and inspired to develop their
own film styles. Students are required to attend a production lab and outside film
screenings. Fulfills the Core Arts requirement.
Prerequisite: COMM 30 or COMM 31. (5 units)
132B.Short Documentary Production
In this course, students are introduced to the
basic theories and techniques of the documentary mode of filmmaking and are
trained to develop, produce, and edit (in
groups) their own short documentaries. Students also explore (through readings, screenings, and discussions) the techniques and
styles adopted by documentary filmmakers
from all over the world and are encouraged
to use them as sources of inspiration as they
develop their own documentary styles. Students are required to attend a production lab
and outside film screenings. Fulfills the Core
Arts requirement. Prerequisite: COMM 30
or COMM 31. (5 units)
133B.Expanded Cinema Production
As a medium, film/video is constantly evolving both in form and in content. This course
considers the shift from traditional cinema
to new frontiers of interactive, performative,
and new media. A fusion between visual art,
new technologies, and the moving image
will redefine the relationship of the spectator
to the film. Environments will be created
through the combined use of image, sound,
and physical elements, which will immerse
the viewer on emotional, intellectual, and
physical levels. Students will have an opportunity to shoot on film, which offers a classic
way to learn the art of filmmaking through
understanding exposure, lighting, and coverage. This course will expand your consciousness as you step into the world by blurring
boundaries between mediums and working
individually and collaboratively. Preference
given to communication majors and minors.
Prerequisite: COMM 30 or COMM 31.
(5 units)
134B.Master Shot/Studio Production
The principles and aesthetics of filmmaking
within the confines of a studio/sound stage
are examined. The fluid master shot, multiple camera shooting, studio lighting, and
audio are just some of the techniques that are
explored. Students work in small groups to
produce a short film, television show, or musical production. All students are required to
attend a production lab and possible outside
screenings. Preference given to communication majors and minors. May be repeated as
topics vary. Prerequisite: COMM 30 or 31.
(5 units)
135B.Editing and Cinematography
The principles and aesthetics of editing and
cinematography are examined in great detail. In cinematography, students learn the
fundamental principles of lighting techniques in studio and on location and will be
trained in economy lighting, which relies on
minimal equipment, as well as key lighting
theories. In editing, students practice the key
techniques and styles of editing, including
montage, parallel cutting, and ellipsis, while
also studying guiding theories of editing. All
students are required to attend a production
lab and outside screenings. Preference given
to communication majors and minors.
May be repeated as topics vary. Prerequisite:
COMM 30 or COMM 31. (5 units)
136A. Genre, Auteur, and
Narrative Strategies
Why do movies and television shows look
and sound the way they do? Why do specific
directors/writers tell audio visual stories and
adopt personal stylistic signatures? What is
authorship in film and television? What
makes a comedy a comedy and a Western a
Western? This course examines the historical
roots and cultural implications of telling stories with moving pictures in certain genres or
by specific filmmakers. Film/television theory and criticism is used as a means of examining the nature of visual narrative styles and
auteurship. May be repeated as topics vary.
COMMUNICATION 75
All students are required to attend outside
film/video screenings. Prerequisite: COMM 2
or 2GL. (5 units)
137A. American Film History/Theory
Explores the development of the American
film industry from the perspective of its
modes of production, filmic styles, cinema
movements, and audiences. This evolution is
examined within the context of political,
economic, and cultural changes of the past
century. May be repeated as topics vary. All
students are required to attend outside film/
video screenings. Prerequisite: COMM 2 or
2GL. (5 units)
138A. Television History/Theory
This course explores the evolution of the
television industry in the U.S. and around
the world. The development of television is
examined in the context of political, economic, and cultural changes of the past century. The course investigates the changing
modes of television production as well as the
impact of other media technologies on television content, style, and audiences. May be
repeated as topics vary. All students are required to attend outside film/video screenings.
Prerequisite: COMM 2 or 2GL. (5 units)
139A. Global Documentary
This course traces the evolution of documentary filmmaking from its inception by
the Lumiere Brothers in the late 1800s to
today’s nonfiction filmmakers who use this
mode of representation in a variety of innovative ways, including advocacy, poetry,
historical documentation, exploration, re­
flexivity, and experimentation. The key moments in the history of the nonfiction film,
its main theories, along with the various
styles of documentary filmmaking, are explored in depth. Prerequisite: COMM 2 or
2GL or consent of the instructor. (5 units)
141B.Advanced Journalism
Advanced news reporting and writing. Emphasis on strategies for public affairs reporting, beat coverage, media ethics, and source
development. Includes weekly beat assignments, an enterprise feature, and an immersion journalism project. Arrupe Partnerships
participation required. Fulfills the Core Advanced Writing and Experiential Learning
for Social Justice requirements. Prerequisite:
COMM 40 or consent of the instructor for
non-communication majors. (5 units)
142B.Online/Digital Journalism
Focuses on journalism’s efforts to deliver
news that can reach, include, and engage the
public across multiple digital platforms. In
this fast-paced course, students study online
news practices and ideas under development, evaluating digital tools, sites, and
models. Students will plan, report, write,
and produce in various digital media formats
that may include text, audio slideshows,
long-form audio stories, and their own
­portfolio website. Emphasis on improving
journalism skills. Prerequisite: COMM 40.
(5 units)
143B.Special Topics in Journalism
Sports, features, lifestyle, science, editorial
writing, etc. Course focus shifts as instructor
and topics change each quarter. Students
may repeat course for credit. Prerequisite:
COMM 40. (5 units)
144B.Broadcast Journalism
Students research, write, shoot, edit, and report radio or television news. Students produce news packages and larger news
programs. At times, the course mimics a
news day from production planning to the
actual newscast. At other times, the course
replicates the television magazine model of
production. All students are required to attend a weekly production lab. Prerequisites:
COMM 30 or 31 and COMM 40. (5 units)
76 COLLEGE OF ARTS AND SCIENCES
146B.Magazine Journalism
Includes story development, market analysis,
long-form journalism, investigative reporting
techniques, query efforts, and sophisticated
writing approaches for magazines. Fulfills the
Core Advanced Writing ­requirement. Prerequisite: COMM 40 or consent of instructor for
non-communication majors. (5 units)
147A. Theory of News
Introduction to the history of mass media
news in the U.S. Analysis of forces that shape
journalism today and how to identify their
influence in news reports. Theories of journalism’s role in the democratic process. Ethical dilemmas posed by contemporary news.
(5 units)
148B.Multicultural Journalism
This course involves learning about and interacting with multicultural audiences, the
subjects of interest to them, the sources who
animate the stories about those subjects, and
the products of those stories. Emphasis will
be on journalistic reporting and writing,
media critique, and oral history. Prerequisite:
COMM 40. (5 units)
149A. Political News
Focused primarily on the analysis of ongoing
campaign coverage, the course will also examine historical and comparative aspects of
politics in the media. Regular consumption
of media coverage of politics required.
(5 units)
149B.Science News: How to Report
If you’re curious about the world and how
things work, science writing can put you in
the middle of the action. This course will
focus on hot topics such as sexuality, identity, health, and environmental sciences. Science writing is in high demand in journalism,
marketing, and other disciplines. Learn how
to identify important news, report on research and key participants, and show audiences why science should matter to them.
This course welcomes both humanities and
science majors to explore news develop-
ments and their underlying research, as well
as identify the social, ethical, and legal issues
raised by science. Students will analyze other
work and write their own. Fulfills the Core
Science, Technology & Society requirement.
Prerequisites: ENGL 1 and 2 or CTW 1 and
2. (5 units)
150B.Public Relations Theories
and Principles
This course explores the theories and concepts of public relations and business communication today, including program
planning, development, execution, and
measurement of media relations, traditional
PR tactics, and new online digital channels
and tools. Communication theory, business
planning, effective presentation, writing,
critical thinking, integrated marketing communications, fundamentals of business, and
business ethics are emphasized. Guest lecturers from corporate America and business
practice exercises provide real-world experience in applying theories and concepts.
­Prerequisites: COMM 2 or 2GL and
COMM 40. (5 units)
151A. Organizational Communication
This course provides students with an introduction to the principles of communication
in organizations. Specifically, the class will
explore the role of communication in achieving organizational and individual goals, theory and practice of communication in
organizations, and techniques to enhance
understanding among individuals in organizations. A variety of organizations will be
explored including corporations, small businesses, nonprofits, and social/fraternal
­organizations. Practical application of contemporary theories will provide students
with the skills needed for successful communication in their current and future organizations. Topics will include the role of
organizational culture, conflict management, work/life balance, human resource
management, stress, globalization, and the
role of social justice in the contemporary organization. Prerequisite: COMM 1. (5 units)
COMMUNICATION 77
152B.Public Relations Strategies
and Practices
This advanced course in public relations
deepens students’ understanding of strategies, processes, procedures, and practices
that build two-way relationships with a
broad range of constituencies. The course
prepares students to practice public relations
in many contexts, including political discourse; motivating groups to support social
justice; explaining the value of products or
services; and providing tightly targeted audiences with highly specialized technical or
business information. A heavy emphasis is
placed on learning to define, develop, and
implement public relations objectives, strategies, and tactics. Guest lecturers and a realworld class project round out the learning
experience. Prerequisites: COMM 2 or 2GL
and COMM 40. COMM 150B is recommended, but not required. (5 units)
161B.Communication Media and
Technology in Education
In North America, we tend to associate communication media with entertainment or
business. This course explores alternative
uses of communication, particularly as applied to education. Examines theory and
practice in distance education (radio schools,
satellite service), instructional television
fixed service (ITFS) in local schools, and interactive video computer-assisted education.
Examination of current implementations of
the technologies. Class project will consist
of designing and implementing (as far as
possible) some educational use of communication (for example, an instructional show or
a Web application). Prerequisite: COMM 12
or consent of instructor. (5 units)
162B.Visual Cultural Communication
Students use photography to explore questions about how to represent diverse cultures
and identities. Students advance their digital
photography skills while reflecting on the
ethics of representing others and themselves,
informed by readings on cultural theory
and visual communication theory. In their
final projects, students create and share
­images from local communities in online
­exhibits. Prior knowledge of digital photography and creation of online content are
helpful, but not required. (5 units)
163A. Internet Communities
and Communication
Examines cyberspace as home to many types
of collectives from groups on social network
sites to employees of corporations, religious
groups to online fan sites, cyberactivists to
citizens of as-yet-unborn nations. Premised
on the understanding that communication
and community have been fundamentally
linked in history, this course examines communication practices in a range of Internet
communities with a focus on (1) the shaping
of ethnic, religious, and national identities
online; (2) the dynamics of transnational
communities; and (3) the logic of technological and communication networks on the
World Wide Web and Internet. Addresses
the philosophical implications of communication practices among Internet communities for notions of identity. Prerequisite:
COMM 2 or 2GL. (5 units)
164A. Race, Gender, and Public Health
in the News
When the news formula is, “Lose weight, get
more energy, and have better sex,” do our
communities thrive? This course examines
the news media’s role in the public health
sphere as part of an increasingly diverse society. Do self-help and medical trend stories
worsen inequalities in health and life expectancy across race, ethnicity, gender, or sexual
orientation? In this course, we will study the
influence of existing news coverage on the
discourse about science, public health, and
our bodies, and explore new ways to investigate the landscape of health opportunities in
a community. Fulfills the Core Diversity or
Science, Technology & Society requirement
and can fulfill a Public Health Science elective. Also listed as ETHN 159 and WGST
116. Prerequisites: ENGL 1 and 2 or CTW
1 and 2. (5 units)
78 COLLEGE OF ARTS AND SCIENCES
168A. Race, Gender, and Politics
in the News
Journalism aims to serve democracy by informing the public about important issues,
lifting up seldom-heard voices, and encouraging participation by all. This course examines the news media’s role in the political
sphere as part of an increasingly diverse society. How does news media influence our
perceptions about race and gender, particularly in the political realm? How well do
journalists report on proposals, policies, and
practices that influence people differently according to race or gender? This course explores these questions and more. Fulfills the
Core Diversity requirement. Also listed as
WGST 117 and ETHN 158. Prerequisites:
ENGL 1 and 2, or CTW 1 and 2, or
COMM 40. (5 units)
169A. Special Topics in
Communication Technology
This course focuses on the intersection of
communication theory/research and issues
of technology. May be repeated for credit as
topic varies. Prerequisite: Consent of instructor. (5 units)
170A. Communication Law
An introduction to communication law and
regulation. Emphasis on first amendment
rights to freedom of speech and information
gathering, as well as the law of defamation,
privacy, copyright, obscenity, harms to the
public, and telecommunications regulation.
Students gain experience in applying the law
by preparing and delivering legal arguments
in a moot court exercise. Fulfills the Core
Civic Engagement requirement. (5 units)
171A. The Business of Media
A critical examination of how media industries work. The class will explore issues such
as historic and new financial models, power
structures, relationships between media producers and distributors, emerging media
markets, audience economics, and the role
of government regulation and policy. The
course will focus on some of the following
industries: Hollywood film and television,
journalism, and online media. (5 units)
172A. Communication and Sport
Communication is a critical component of
watching and playing sports, and at the same
time, sports is a lens through which we view
different aspects of our cultures and interactions. This course examines sports as a component of our culture, investigating issues of
race, gender, and power; the connection between spectator sports and media; and communication’s role in sports participation,
including topics such as leadership, motivation, cohesion, and teamwork. Students will
gain a better understanding of selected communication principles and discover new
ways to talk about sports. (5 units)
173B. Sports Media Production
Introduces students to the production of
sports programming. Includes producing,
interactive elements, graphics and photographs, shooting, editing, announcing, and
reporting for live sports programming as
well as recorded interviews and reports. Students will produce content for multiple
media, including television, the World Wide
Web, and arena scoreboards. Some experience with cameras, audio, production, reporting, graphics, and/or editing is
recommended. Production will occur on
campus in cooperation with Santa Clara’s
Department of Athletics. (5 units)
175A. Theology of Communication
Do the practices of communication have
any consequences for theology? We know
that St. Paul claims that “faith comes from
hearing” and that Christian theology has
taken communicative expression seriously
throughout the centuries. This course examines how theology has used communication,
how it has evaluated communication, how
communication contributes to theology,
and how new communication technologies
have a contemporary impact on theological
and religious practices. Examines a variety of
COMMUNICATION 79
communication expressions (art, music, poetry, television programs, films, websites) as
religious expressions; students will create
their own theological expression using some
contemporary medium. (5 units)
176A. Biology of Human
Communication
This course examines the ways in which
human communication affects, and is affected by, processes that occur in our bodies.
This course starts by exploring the basic
anatomy of the human body as it relates to
communication, including the brain, nervous system, facial musculature, endocrine
system, cardiovascular system, and the immune system. From there, this course explores how those body systems are implicated
in a range of communicative phenomena,
including emotion, conflict, stress, burnout,
interpersonal relationships, social structure,
organizational culture, relationship satisfaction, and sexual behavior. Finally, this course
explores the impact of innovative healthcare
treatments that utilize communication interventions, including providing social support, human affection, and organizational
development. (5 units)
179A. The Internet, Faith,
and Globalization
From online shrines to religious e-commerce,
historical accounts of religion online to forums
for discussing religious practice, the Internet
has transformed numerous aspects of faith.
This course examines the central role of the
Internet in shaping Hindu, Muslim, Sikh,
Christian, Jewish, Zoroastrian, and other religious beliefs, practices, and identities in a
global era. It focuses on three overlapping
objectives: (1) how the Internet reflects various, often competing, narratives of religious
identity; (2) how these narratives are similar
to and different from offline expressions of
faith; and (3) how faith online can be understood in terms of opportunities provided and
challenges posed by globalization. Prerequisites: COMM 2, COMM 2 GL, COMM
12, or permission of instructor. (5 units)
180A. Global Audiences
Explores how the globalization of TV and
Internet news, and entertainment and film
have impacted audiences in different cultures. Examines the available research and
theory on audience exposure and impact
from a cultural, value, and social perspective,
and how cultural and political movements
and/or government policy grow in reaction
to the invasion of a culture’s symbolic space
by global media messages. Prerequisite:
COMM 2 or 2GL. (5 units)
181A. Global Media Industries
Examination of how media industries have
been transformed into global businesses and
how technologies of distribution by cable,
satellites, and the Internet have brought almost all people into a global symbolic space;
theories of political economy and audience
reception are applied. Exploration of how
groups and governments have responded to
the phenomenon and what they do to protect their cultural and political sovereignty.
Prerequisite: COMM 2 or 2GL. (5 units)
182A. Global News Issues
Explores the changes that have taken place in
news coverage on a global basis in the last
decade, especially television and Internet
news; how government policies of control of
information have changed in reaction to
new technologies of information distribution; and how internal politics may be affected by international media attention.
Prerequisite: COMM 2 or 2GL. (5 units)
183A. Communication, Development,
and Social Change
How does communication content and
technology solve problems of global poverty
and social change? This course addresses the
theories, policies, and practices that help
­explain the success or failure of new communication technologies in helping the disenfranchised achieve a better life for
themselves. Hands-on work with real cases
will give students a chance to think through
the complicated process of social change.
Prerequisite: COMM 2 or 2GL. (5 units)
80 COLLEGE OF ARTS AND SCIENCES
184A. Postcolonial Identity
and Communication
Paying careful attention to the meaning of
the term “postcolonial” in different historical
and geographical contexts, this course undertakes a critical analysis of media representations of national and cultural identity in
postcolonial societies in Africa, Latin America, and Asia. Evaluates the ways in which
media constructions of national identity intersect with understandings of gender, race,
religion, and ethnicity. A key focus area of
the course is the experience of diasporic
postcolonial communities as represented in
media. Prerequisite: COMM 2 or 2GL.
(5 units)
185A. New Media and Communication
This course examines the dynamics of communication in new media networks and forums, covering the overlapping categories of
social networks, social media, blogs, microblogs, portals, and collective knowledge initiatives such as Wikipedia. We will analyze
communication practices in new media with
a focus on the following four areas: (1) convergence and links between forms of media
and technology, such as mobile phones,
computers, and books; (2) changing conceptions of self and community; (3) emerging of
paradigms of creative collaboration and artistic and intellectual production; and (4)
posed challenges about privacy, copyright,
and intellectual ownership. We will examine
these areas from a global perspective, keeping in mind both the global nature of new
media networks and communities, and the
particular trajectories of new media communicative practices in different global contexts. In this regard, we will also address the
social, ethical, and political consequences of
the “digital divide” between those who are
networked and connected in this world and
those who lack access to it. Prerequisite:
COMM 2 or 2GL. (5 units)
186B.Global Interpersonal
Communication
This course explores ways to reflect on, connect, and communicate study abroad experiences. Special focus on developing
intercultural communications competence
in interpersonal, socioeconomic, historical,
and geopolitical contexts. Students will produce web-based educational material derived from academic research and study
abroad experience. Prerequisite: Prior experience studying outside the U.S. during college,
including immersion trips and study abroad
programs. (5 units)
187A. Cinema in the Age
of Globalization
This course explores how national cinemas
and individual filmmakers have responded
to American global film hegemony. Counter
cinema is seen not only as a mode of artistic
self-expression, but also as a cultural practice
whose role is crucial in shaping national cultures. Of particular interest is the development of film traditions such as neorealism,
the French New Wave, Third Cinema, exilic/diasporic cinema, and other film movements that have emerged as an alternative to
Hollywood’s commercial cinema. Prerequisite: COMM 2 or 2GL or consent of the
­instructor. (5 units)
188A. The Fantastic in Film
and Literature
This course investigates how filmmakers and
writers from around the world have pushed
the boundaries of realism to achieve narrative and cinematic styles in storytelling that
are loosely referred to as “the fantastic.”
Some of the genres studied in this course include fantasy, magical realism, surrealism,
science fiction, the gothic, and cyberpunk.
Prerequisite: COMM 2 or 2GL or consent of
the instructor. (5 units)
COMMUNICATION 81
190.Journalism Practicum
For writers and editors of The Santa Clara.
Students review the student newspaper, offer
practical advice, and gain experience in journalism. The Santa Clara staff members assist
in teaching students skills in news, sports,
feature writing and reporting, and techniques of design and production. Class
members meet once a week and are expected
to spend at least three hours a week in newspaper work. (1 unit)
191.Independent Filmmaking
Practicum
This course helps emerging filmmakers, artists, and designers in all disciplines; entrepreneurs; students focusing on marketing,
public relations, and journalism; and film
lovers to advance their skills in the art and
business of filmmaking and media. Students
produce real-world short projects: fiction,
commercial, and documentary. The practicum is designed to give students hands-on
experience in producing, directing, cinematography, production design, editing, sound,
music, acting, and screenwriting. Students
will also help organize the Genesis student
film festival. Prerequisite: COMM 30 or
consent of instructor. (1–2 units)
192.Online Journalism Practicum
Designed to get students involved with journalism via digital media. Students report,
write, edit, broadcast, and promote news,
arts, and entertainment content. Work may
air on KSCU, in The Santa Clara student
newspaper, websites, or the practicum blog.
Students will also learn the basics of digital
recording and receive a basic introduction to
studio production and new media. (1 unit)
193.Yearbook Practicum
For editors and principal staff members of
the University’s yearbook, The Redwood.
Principles of photojournalism, magazine
graphic design, and book production. The
Redwood staff members assist in teaching
students skills in reporting, writing, produc-
tion, and design. Class members meet once a
week and are expected to spend at least three
hours a week in yearbook work. (1 unit)
194.Forensics Practicum
Supervised activity in forensics. Includes
competition in debate and various speaking
events: persuasive, expository, extemporaneous, impromptu speaking, and oral interpretation. Field trips required. (1 unit)
195. Sports Media
Production Practicum
Students gain practice in the production of
sports programming. Includes producing,
interactive elements, graphics and photographs, shooting, editing, announcing, and
reporting for live sports programming as
well as recorded interviews and reports. Students will produce content for multiple
media, including television, the World Wide
Web, and arena scoreboards. Some experience with cameras, audio, production,
­reporting, graphics, and/or editing recommended. Production will occur on campus
in cooperation with Santa Clara’s Department of Athletics. (1–2 units)
196.Senior Capstone
Digital Filmmaking Capstone
Students enrolled in this capstone work in
small production teams to produce 12–15
minute films. The type or style of these projects (fiction, documentary, or studio-based)
is determined by which upper-division production courses the team members have
taken. Heavy emphasis on preproduction
planning, script development, audience assessment, division of labor, budgets, and
building a collaborative vision for the project. Students also write an extended essay
that integrates their production practices
with film theory. Prerequisites: All lower-­
division courses required for communication
majors and required upper-division courses as
determined by the instructor. (5 units)
82 COLLEGE OF ARTS AND SCIENCES
Journalism Capstone
The goal of the journalism capstone project
is to produce a 3,500-word magazine piece
of publishable quality on a significant community issue. (Students may choose to produce their finished piece in video format, by
permission of instructor.) Students will submit a written story proposal, including a preliminary list of sources and projected
reporting strategy, perform a comprehensive
literature search, and thoroughly research
the story via interviews, archival research,
and first-hand observation. Students will be
required to edit their peer’s work throughout
the quarter as well as submit multiple drafts
of the final project. Prerequisites: All lowerdivision courses required for communication
majors and required upper-division courses as
determined by the instructor. (5 units)
Public Relations Capstone
This capstone focuses on the application of
communication, business, and core academic
concepts and theories to the practical aspects
of business, corporate communications, and
public relations including the basic skills,
planning/execution process, and the roles of
the various functions that compose public
relations within a corporate or business entity. Topics include integrated marketing
communications, branding, marketing mainstream media, and citizen’s journalism.
­Business ethics and social responsibility are
heavily emphasized. Prerequisites: All lowerdivision courses required for communication
majors and required upper-division courses as
determined by the instructor. (5 units)
197.Senior Thesis
This course leads students through a major
communication research project, including
defining research questions, conducting a
literature review, gathering and analyzing
data, and public presentation of findings.
Most sections are focused on a common
theme or topic defined by the instructor.
Prerequisites: All lower-division courses required for communication majors and required upper-division courses as determined
by the instructor. (5 units)
197P. Peer Educator
A course for students who assist in teaching
courses in the department for academic
credit rather than pay. (1–2 units)
198.Internship
A forum where students can learn how they
can best apply classroom instruction to their
career objectives through academically supported work experience. Internships at Santa
Clara University are closely monitored for
appropriateness and practical application.
Internships should encourage career skills
and professional growth; they should not be
just another job. Internships are an important and integral part of the communication
craft and serve to introduce the student to
the range of opportunities afforded a degree
in the discipline. Students are expected to
represent the University in a professional
manner and to act responsibly with the client and the assignments. (1–5 units)
199.Directed Research/Creative Project
Students arrange to work with a faculty
member for directed reading or a research
project in communication theory, research,
ethics, etc. Creative projects may also be arranged in television, print, or another applied area. Prerequisites: Written proposal,
course meeting schedule, and readings must
be approved by instructor and chair prior to
registration. (1–5 units)
ECONOMICS 83
DEPARTMENT OF ECONOMICS
Professors Emeriti: Thomas Russell, Thaddeus J. Whalen Jr.
Professors: Mario L. Belotti (W.M. Keck Foundation Professor), Alexander J. Field
(Department Chair and Michel and Mary Orradre Professor), John M. Heineke,
Kris J. Mitchener (Robert and Susan Finocchio Professor), William A. Sundstrom
Associate Professors: Linda Kamas, Michael Kevane, Serguei Maliar, Helen Popper,
Dongsoo Shin
Assistant Professors: Christian Helmers, John Ifcher, Goncalo Pina, Teny Shapiro,
Arunima Sinha
Lecturer: Adina Ardelean
As one of the social sciences, economics studies how the choices we make as individuals—as consumers and producers, as savers and investors, as managers and employees, as
citizens and voters—combine to determine how society uses its scarce resources to produce
and distribute goods and services. This practical, useful discipline provides insights into
important issues such as the determinants of wealth and poverty; unemployment, inflation,
international trade, and economic growth; and success and failure in the marketplace. The
rigorous, systematic analysis that the study of economics brings to bear on these and other
real-world issues provides excellent preparation for careers in both the private and the public
sectors, as well as for graduate study in economics, business, public policy, and law. Economics graduates pursue varied careers in business, law, banking and finance, government
service, education, and private consulting. Students considering graduate study in economics leading to a master’s or doctoral degree are strongly encouraged to meet with their a­ dvisor
as early as possible to plan an appropriate course of study.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and College of Arts and
­Sciences requirements for the bachelor of science degree, students majoring in economics
must complete the following departmental requirements:
• ECON 1 or 1E, 2, and 3
• MATH 11 and 12, or MATH 30 and 31
• OMIS 40 or MATH 122 or MATH 8
• ECON 41 and 42
• ECON 113, 114, 115, and 181 or 182
• Five upper-division economics electives, at least two of which must be completed
after ECON 113 and 115
REQUIREMENTS FOR THE MINOR
Students with a minor in economics through the College of Arts and Sciences must
complete the following requirements:
• ECON 1, 2, 3, 113 or 114, and 115
• Two additional upper-division economics courses
• MATH 11 or 30
84 COLLEGE OF ARTS AND SCIENCES
MATHEMATICAL ECONOMICS CONCENTRATION
Economics majors desiring to have a concentration in mathematical economics must
complete the following requirements in addition to the regular requirements for the major:
• Mathematics: All of the following courses: MATH 11, 12, 13, 14, 22, 53 (MATH 122
and 123 are strongly recommended)
• Economics: Three out of the following courses: ECON 170, 171, 172, or 174 (these
courses also count as electives required for the major)
Note: Students doing the mathematical economics concentration take MATH 11 and 12
instead of MATH 30 and 31.
LOWER-DIVISION COURSES
1. Principles of Microeconomics
3. International Economics,
Development, and Growth
Introduction to microeconomics and its applications to business decisions and public Analysis of international trade theory and
policy. Topics include supply, demand, and policy, balance-of-payments adjustments
the coordinating role of prices in a market and exchange-rate regimes, and economic
economy; the behavior of business firms, in- development. Prerequisite: ECON 2. (4 units)
cluding output and pricing decisions; competition and monopoly; and government 3H. International Economics,
Development, and Growth
policies and regulations affecting markets.
Honors section. Analysis of international
(4 units)
trade theory and policy, balance-of-payments
1E. Principles of Microeconomics
adjustments and exchange-rate regimes, and
Special section of ECON 1 emphasizing en- economic development. Must be in the Univironmental applications of economics. In- versity Honors Program or Leavey Scholars
troduction to microeconomics and its Program, or have permission of instructor.
applications to business decisions and public Prerequisite: ECON 2. (4 units)
policy. Topics include supply, demand, and
the coordinating role of prices in a market 41.Data Analysis and Econometrics
economy; the behavior of business firms, in- Introduction to statistical methods for anacluding output and pricing decisions; com- lyzing economic data. Emphasis on applicapetition and monopoly; government policies tions of multiple regression and establishing
causality in observational data. (4 units)
and regulations affecting markets. (4 units)
2. Principles of Macroeconomics
Determinants of national income and product in the long run and short run; inflation,
unemployment, and business cycles; monetary and fiscal policies; and economic
growth. Prerequisite: ECON 1. (4 units)
42.Data Analysis Applications
Hands-on course in obtaining and analyzing
data using statistical software. (4 units)
ECONOMICS 85
UPPER-DIVISION COURSES
Prerequisites: Unless otherwise noted, ECON 120.Economics of the Public Sector
1, 2, and 3 are required for all upper-­division Microeconomic analysis of the role of goveconomics courses.
ernment in the market economy. Supply of
public goods and services, government’s role
101.Resources, Food,
in controlling externalities and regulating
and the Environment
private industry, and the economics of the
Exploration of the relationship among food political process. (5 units)
production, resource use, and the environment. Topics include biotechnology, the 122.Money and Banking
green revolution, resource depletion, envi- Theoretical, institutional, and historical apronmental degradation, and food safety. proach to the study of money and banking,
­Prerequisites: None. (5 units)
with particular emphasis on the relationship
between the monetary and banking system
111.Economics of the Environment
and the rest of the economy. (5 units)
Economic analysis of environmental issues
and government policies for environmental 126.Economics and Law
protection. Applications to important envi- Economic analysis of law and legal instituronmental issues, such as global climate tions focusing on the common law areas of
change, water and air pollution, hazardous property, contracts, and torts. (5 units)
wastes, biodiversity, and endangered species.
127.Public Finance: Taxation
Prerequisite: ECON 1. (5 units)
Analysis of various tax policies and their ef113.Intermediate Microeconomics I
fect on the economy. Individual income
Theory of rational individual choice and its taxes, corporate income taxes, consumption
applications to decision making, consumer taxes, payroll taxes, state and local taxes, and
demand, and social welfare; and economics other alternative forms of taxation. (5 units)
of uncertainty and information. Additional
129.Economic Development
prerequisite: MATH 11 or 30. (5 units)
Causes and consequences of economic
114.Intermediate Microeconomics II
growth and poverty in less developed counTheory of the firm; determination of price tries; analysis of the role of government poliand quantity by profit-maximizing firms cies in economic development. (5 units)
under different market structures; strategic
behavior; general equilibrium; market fail- 130.Latin American
Economic Development
ure and government policies. Additional
­prerequisite: MATH 11 or 30. (5 units)
Examination of the economic development
of Latin American countries, with particular
115.Intermediate Macroeconomics
emphasis on the relationships between ecoMacroeconomic analysis, emphasizing mod- nomic growth and their social, political, and
ern macroeconomic models for explaining economic structures. (5 units)
output, employment, and inflation in the
short run and long run. Macroeconomic 134.African Economic Development
policymaking, including fiscal and monetary Examination of the economic development
policy. Additional prerequisite: MATH 11 of sub-Saharan African countries, with paror 30. (5 units)
ticular emphasis on the relationships between economic growth and their social,
political, and economic structures. (5 units)
86 COLLEGE OF ARTS AND SCIENCES
135.Gender Issues in the
Developing World
Explores the gendered nature of poverty in
the developing world, with special focus on
sub-Saharan Africa, using applied statistical
analysis, and economic theory. Also listed
as WGST 121. Additional prerequisite:
ECON 113. (5 units)
136.20th-Century Economic History
The development of the U.S. economy during the 20th century. Topics include the
causes and consequences of economic
growth, the Great Depression, the rise of
government regulation, the changing role of
women in the workforce, and the increasing
internationalization of markets during the
postwar period. Additional prerequisite:
ECON 115. (5 units)
137.World Economic History
Development of Western and non-Western
economies since the late 19th century. Topics include globalization and economic integration, convergence and divergence in
economic growth across countries, international monetary systems, and the impact of
alternative policies and institutional regimes
on economic performance. (5 units)
138.History of Economic Thought
Origins and evolution of economic ideas in
their historical and philosophical context.
Emphasis on the theories of Adam Smith,
David Ricardo, and Karl Marx, as well as the
emergence of modern microeconomics and
macroeconomics in the 19th and 20th centuries. (5 units)
139.American Economic History
Study of growth and institutional change in
the U.S. economy since colonial times. Topics include early industrialization, the economics of slavery, and the rise of large
business enterprises and labor unions.
(5 units)
150.Labor Economics
Study of labor productivity, incomes, and
employment, and how these are affected by
labor organizations and labor legislation.
­Additional prerequisites: ECON 113 and
OMIS 41 or ECON 41 and 42. (5 units)
155.Economics of Immigration
Examines economic impacts of post-1967
immigration to the United States. Topics include determinants of the migration decision, extent of “assimilation” of immigrants
into the U.S. educational system and economy, and economic impacts of immigration
on natives. Additional prerequisite: OMIS 41
or ECON 41 and 42. (5 units)
156.Real Estate Economics
Economic analysis of real estate markets, including supply of and demand for land and
improvements, legal aspects of real estate
ownership and transactions, government
regulation and taxation of real estate, and
real estate markets in urban and regional
economies. Additional prerequisite: OMIS 41
or ECON 41 and 42. (5 units)
160.The Economics of
Poverty and Inequality
Examines theories and evidence regarding
poverty and economic inequality in the
United States. Evaluates alternative public
policies aimed at combating poverty. (5 units)
ECONOMICS 87
164.Vocation and Gender: Seeking
Meaning in Work and Life
An interdisciplinary examination of vocation, understood as both a meaningful career
and life outside of work. Incorporates theoretical and empirical methods of the disciplines of communication and economics to
provide a rich set of tools with which to
make discerning decisions on personal vocation. Economic models and empirical studies provide the framework for considering
life choices, while the field of communication enables analysis of the ways individuals
and groups engage in interpersonal, organizational, and mediated communication surrounding work/life issues. Prerequisite:
Junior or senior standing. ECON 1, 2, and 3
are not required, but some prior economics
course(s) are recommended. (5 units)
166.Race, Ethnicity, and Gender
in the U.S. Economy
Analysis of current and historical differences
in economic status by race, ethnicity, and
gender; theory and evidence of discrimination; role of government policies. Additional
prerequisite: OMIS 41 or ECON 173 or
ECON 41 and 42. (5 units)
170.Mathematical Economics I:
Static Optimization
The standard classical models of microeconomic and macroeconomic theory are generalized and reformulated as mathematical
systems. The primary goal of the course is to
extract empirically testable propositions that
would permit testing model veracity. Linear
algebra and the tools of calculus including
power series, the implicit function theorem,
envelope theorems, and duality are used as
the basis of analysis. Additional prerequisites:
MATH 11, 12, and ECON 113 or 114 or
permission of instructor. (5 units)
171.Mathematical Economics II:
Dynamic Optimization
The course will discuss the mathematical
tools needed to analyze dynamic situations
in economics. Topics include calculus of
variations, optimal control, and dynamic
programming. Applications to optimal
growth paths, natural resource allocations,
organizational decision making, and stability
of economic systems are discussed. Additional prerequisite: ECON 170 or permission
of instructor. (5 units)
172.Game Theory
This course introduces game theoretical
concepts and tools. Theoretical topics include Nash equilibrium, Subgame perfection, Bayesian-Nash equilibrium, Harsanyi
transformation, commitment, and Perfect
Bayesian Equilibrium. Applications to topics
such as oligopoly, strategic investment, and
agency theory are discussed. Additional prerequisites: MATH 11, 12, and ECON 113
or 114 or permission of instructor. (5 units)
173.Econometrics
Statistical methods to analyze economic
data. Estimation and hypothesis testing
using multiple regression; time series and
cross-section data. Additional prerequisites:
MATH 12 or MATH 31 and OMIS 41 or
MATH 8. (5 units)
174.Time Series Analysis
Methods to forecast and interpret hypotheses about time-varying economic variables.
Stationary and nonstationary series; characterizing time series in tractable ways; separating regular (trend and seasonal) and irregular
parts of a time series; and examining identification and estimation strategies. Synthesize, present, and evaluate time series analysis
to assess credibility. Additional prerequisite:
ECON 173 or ECON 41 and 42 or permission of instructor. (5 units)
88 COLLEGE OF ARTS AND SCIENCES
181.International Trade
Analysis of the theories of international trade
and strategic interactions; assessment of
the empirical patterns of trade; analysis
of the political economy of protection, and
applications to policies guiding international competition. Additional prerequisite:
ECON 113. (5 units)
182.International Finance and
Open Economy Macroeconomics
Analysis of the monetary aspects of international economics, including the balance
of payments, exchange rates and foreign exchange markets, speculative attacks and currency crises, and the implications of
international trade and capital flows for
macroeconomic activity and policy. Additional prerequisite: ECON 115. (5 units)
185.Economics of
Technological Change
The economic determinants and consequences of technological change. Topics include research and development, joint
ventures, patents and other intellectual property, university-industry and governmentindustry collaboration, and the relationship
between antitrust and other regulatory policies and technological advances. (5 units)
190.Economics Seminar
Seminar on contemporary economic theories and problems. Admission by invitation
only. (5 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor. Independent studies are normally permitted
only under special circumstances. Prerequisite: Written proposal must be approved by
instructor and chair at least one week prior to
registration. (1–5 units)
ENGLISH 89
DEPARTMENT OF ENGLISH
Professors Emeriti: James P. Degnan, Francis X. Duggan, Christiaan T. Lievestro,
Elizabeth J. Moran, Charles T. Phipps, S.J., Fred D. White
Professors: Terry L. Beers, Phyllis R. Brown, Michelle Burnham, Diane E. Dreher,
Eileen Razzari Elrod, Ronald T. Hansen (Gerard Manley Hopkins, S.J. Professor),
John C. Hawley (Department Chair)
Associate Professors: Juliana Chang, Mary Judith Dunbar, Marilyn J. Edelstein,
Juan Velasco
Assistant Professors: Andrew J. Garavel, S.J., Theodore J. Rynes, S.J.
Acting Assistant Professor: Julia Voss
Senior Lecturers: Simone J. Billings (Associate Chair), Sherry Booth, Stephen Carroll,
Susan Frisbie, Kirk Glaser, Jill Goodman-Gould, Cynthia Mahamdi,
Claudia Mon Pere McIsaac, Tim Myers, Cory Wade, Jeffrey L. Zorn
Lecturers: Heather Julien, Denise Krane, Dolores LaGuardia, Michael Lasley,
Sharon Merritt, Robert Michalski, Aparajita Nanda, Donald Riccomini
The Department of English affords students a rich undergraduate education in the liberal arts centered on the history, theory, and aesthetics of literature and the art of writing.
The knowledge and skills developed in English courses provide excellent preparation for
careers in law, government, business, communications, and education, as well as for graduate study in literature, rhetoric, or creative writing. Students explore a broad range of
approaches to literature, culture, new media, and film, including feminist criticism, critical
race theory, postcolonialism, semiotics, and queer theory, and they discuss traditional
­British and American texts as well as contemporary media and multicultural literatures from
around the world. The Creative Writing Program offers students a coherent course of study
in the writing of poetry, fiction, and creative nonfiction. Electives focus on particular genres
of creative writing, such as lifewriting, fantasy and science fiction, and screenwriting.
The Department established the Canterbury Program in 1997 to support undergraduate research by English majors. Its competitively awarded grants enable students to undertake significant independent research and/or writing projects in collaboration with
department faculty; travel related to a student’s project can also be funded. English majors
have access to internships in professional writing in local businesses.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in English must complete the following departmental
requirements:
• ENGL 16 or 20
• ENGL 14, 15, or 21
• One medieval; one Renaissance or 17th-century; one Enlightenment, Restoration, or
18th-century; one 19th-century or Romantic course
• One additional historically grounded course (e.g., a survey course, a 20th-century
course, etc.)
(Of the above historically grounded courses, at least one must be British and one must
be American; at least two must be upper-division.)
90 COLLEGE OF ARTS AND SCIENCES
• One upper-division writing/rhetoric/language course
• One upper-division theory/methodology course
• Three upper-division courses in the student’s desired area of specialization, to be
­decided upon in consultation with the student’s advisor. One of these courses may
be taken outside the English Department with the chair’s approval, and one may be
lower-division
• Two English electives, one of which may be lower-division
• ENGL 190 (Senior Seminar)
(Of the above 15 required English courses, one course must be in the area of gender/
sexuality and one must be in the area of ethnic/global studies.)
REQUIREMENTS FOR THE MINOR
Minor in English
Students must fulfill the following requirements for a minor in English:
• ENGL 16 or 20
• ENGL 14, 15, or 21
• Five English electives, four of which must be upper-division courses
Minor in Creative Writing
Students must fulfill the following requirements for a minor in creative writing:
• Two introductory courses: ENGL 71 and 72
• Two practicum courses: ENGL 91 and 191
• Three electives from ENGL 73, 126, 127, 170, 171, 172, 173, 175
• One additional advanced course from ENGL 171 and 172
PREPARATION IN ENGLISH FOR ADMISSION TO
TEACHER TRAINING CREDENTIAL PROGRAMS
The State of California requires that students seeking a credential to teach English in
California secondary schools must pass a subject-area examination in English. The teaching
credential itself requires the completion of an approved credential program, which can be
completed as a fifth year with student teaching, or through a summer program and internship in conjunction with the undergraduate preteaching program. Students who are contemplating secondary school teaching in English should consult with the coordinator in the
Department of English as early as possible.
ENGLISH 91
LOWER-DIVISION COURSES
Note: Authors and topics listed in the follow- 11A. and 12A. Cultures &
Ideas I and II
ing course descriptions are typical rather than
definitive. They are not necessarily included A two-course sequence focusing on a major
in a specific course every time it is offered, and theme in human experience and culture over
others not listed here may be included. Some a significant period of time. Courses emphacourses are offered every year; all, ordinarily, size either broad global interconnections or
are offered at least once every two years.
the construction of Western culture in its
global context. Courses may address cross1A. and 2A. Critical Thinking
cultural contact; nature and imagination;
& Writing I and II
and other topics. Successful completion of
A two-course themed sequence featuring C&I I (ENGL 11A) is a prerequisite for
study and practice of academic discourse, C&I II (ENGL 12A). (4 units each quarter)
with emphasis on critical reading and writing,
composing processes, and rhetorical situation. 14.Introduction to Literary
The second course will feature more advanced
History and Interpretation
study and practice of academic discourse, Literature and our understanding of it are
with additional emphasis on information lit- constantly changing. This course surveys caeracy and skills related to developing and nonical and marginalized works in cultural
organizing longer and more complex docu- and historical context. It examines the way
ments. Themes address a variety of contem- texts shape and reference each other, and
porary topics. Successful completion of CTW the consequences of technological change.
I (ENGL 1A) is a prerequisite for CTW II Readings are chosen from literatures avail(ENGL 2A). (4 units each quarter)
able in English in various genres and periods.
Prerequisites: ENGL 1A and 2A. (4 units)
1H. and 2H. Critical Thinking &
Writing I and II—Honors 15.Introduction to Cultural Studies
A two-course, themed sequence for students
and Literary Theory
in the Honors program featuring study and Exploration of ways to think about the relapractice of academic discourse, with empha- tionships among literature, culture, and socisis on critical reading and writing, compos- ety. Students will experiment with techniques
ing processes, and rhetorical situation. The of reading, interpretation, and intervention,
second course will feature more advanced with particular emphasis on those methods
study and practice of academic discourse, drawn from critical theory, studies in colowith additional emphasis on information lit- nialism, cultural anthropology, feminism,
eracy and skills related to developing and semiotics, gay/lesbian studies, historicism,
organizing longer and more complex docu- and psychoanalytic theory. Prerequisites:
ments. Students work intensively on their ENGL 1A and 2A. (4 units)
writing as they study and analyze short
works of nonfiction and fiction. Students
write primarily expository prose, occasionally researched. (4 units each quarter) NCX
92 COLLEGE OF ARTS AND SCIENCES
16.Introduction to Writing
and Digital Publication
Introduction to current scholarship and
major issues in writing studies, including
digital literacy and publication. Readings
will cover such topics as: civic discourse and
rhetorics of social justice; composition and
multiliteracies; argumentation and logic;
­visual rhetoric and principles of design. Participants will publish their coursework in an
electronic portfolio. Prerequisites: ENGL 1A
and 2A. (4 units)
31. and 32. Survey of American
Literature I and II
Historical survey of American literature
from its beginnings to the present. (4 units)
20.Introduction to Literary Study
The foundation course of the English major
program, ENGL 20 introduces students to
the discursive and critical skills required for
the study of literature, emphasizing critical
reading and writing, and requires practice in
using various techniques of literary research.
Required of all English majors and minors.
Restricted to English majors and minors and
creative writing minors only. Prerequisites:
ENGL 1A and 2A. (4 units) NCX
37.Native American Literature
Introduction to the study of Native American
oral and written traditions, including contemporary works. (4 units)
21.Introduction to Poetry
An introduction to the study of poetry through
close reading and various kinds of writing,
this course works toward a better understanding of the complex effects of poetry and
the challenging work of literary criticism and
theory. The main goals—greater understanding, appreciation, and enjoyment of
poetry—will be achieved through the practice of critical analysis. (4 units) NCX
25.Reading Film
Introduction to key texts and concepts in the
study of film, including prominent movements and figures in cinema, the language of
film form, essential terms and concepts in
film history and criticism, and the technological, economic, and institutional history
of the film industry. (4 units)
35.African-American Literature
Introduction to African-American literatures.
(4 units)
36.Chicano Literature
Introduction to Mexican American oral and
written traditions. (4 units)
38.Asian-American Literature
Introduction to Asian-American literatures.
(4 units)
39.Multicultural Literature
of the United States
Short stories, film, autobiography, and poetry from many cultural communities in the
United States. Also listed as ETHN 70 and
WGST 16. (4 units)
41, 42, and 43. Survey of English
Literature I, II, and III
Chronological survey of English literature
from Beowulf to the present. (4 units)
54.Shakespeare
Readings in selected major plays. Combines
writing instruction with a close reading of
literary texts to serve as subjects and stimuli
for writing. Prerequisites: ENGL 1A and 2A.
(4 units) NCX
66.Radical Imagination
Survey of the fiction, poetry, speeches, songs,
drama, and film belonging to the large and
often neglected tradition of political radicalism in the United States. (4 units)
ENGLISH 93
67.U.S. Gay and Lesbian Literature
Development of gay and lesbian literature in
the United States from the mid-19th century to the present. Texts may include novels,
short stories, poetry, and drama. Also listed as
WGST 34. (4 units)
68.Literature and Women
Introduction to the study of literature by
and about women, with special attention to
questions of gender in their social and historical contexts. Also listed as WGST 56.
(4 units)
69.Literature by Women
Writers of Color
A study of U.S. women of color writing in
the context of their respective cultural and
social histories. Analysis of the interplay of
racial images. Also listed as WGST 15.
(4 units)
71.Fiction Writing
Introduction to the writing of fiction.
(4 units) NCX
72.Poetry Writing
Introduction to the writing of poetry.
(4 units) NCX
73.Life Writing
Introduction to reading contemporary models of life writing and writing memoir, autobiography, and dramatic nonfiction in a
workshop setting. (4 units) NCX
77.Business Communication
in Online Environments
Instruction and practice in adapting classical
writing techniques to the requirements of
the online world, with an emphasis on defining and understanding usability requirements for audience, content, format,
interactivity, and graphics. Recommended
for business majors and technical writers.
Prerequisites: ENGL 1A and 2A. (4 units)
NCX
78. Writing about Biotech Ethics
This course aims to help students develop
strategic reading, thinking, writing, and
speaking habits that will substantially improve their performance in BIOL 171 and
in future science courses (and jobs) that include significant reading, writing, or public
speaking components. Students must be enrolled in BIOL 171 (Ethical Issues in Biotechnology and Genetics) to enroll in this
wrap-around writing course. (4 units)
79.Writing about Literature
and Culture
Instruction and practice in writing critically
about selected literary and cultural texts.
Topics vary from section to section. Combines writing instruction with a close reading of texts, which serve as subjects and
stimuli for writing. May be taken more
than once when topics differ. Prerequisites:
ENGL 1A and 2A. (4 units) NCX
91.Practicum
Supervised practical application of previously studied subject matter. May be related
to the California Legacy Project or to the
Santa Clara Review. Students are graded
P/NP only. May be repeated for credit.
(Variable units)
94 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES
100.Literature and Democracy
106.Advanced Writing
Studies of selected authors, works, and Builds on learning in Critical Thinking &
genres associated with the effort to extend Writing courses to deepen familiarity with
political, social, and economic democracy. the values, genres, and conventions relevant
Possible major authors include Langston to students’ major fields of study by providHughes, Michael Gold, Meridel LeSueur, ing additional study of and practice in rheTillie Olsen, Kenneth Fearing, Upton torical theory, composing processes, critical
Sinclair, Emma Goldman, Frank Norris, thinking, and information literacy. Assign­
Nelson Algren, Richard Wright, Dorothy ments will encourage increased sophisticaAllison, Thomas King, and others. (5 units)
tion in critical reading and writing with a
purpose, including addressing diverse audi101.Linguistics
ences through a range of styles and voices as
General survey of the science of linguistics: appropriate for particular disciplines. (5 units)
phonology, morphology, syntax, grammar,
107.Life Stories and Film
and usage. (5 units)
An examination of life stories, theoretical
102.Theories of Modern Grammar
texts, and films. Final project is an original
Analysis of the basic problems of describing film proposal and trailer. (5 units)
grammatical structure: traditional, structural,
and transformational-generative grammars. 109.Literature and Performance
(5 units)
Also listed as THTR 172. For course description see THTR 172. (5 units)
103.History of the English Language
Origin, structure, and development of the 110.Classical Tragedy
English language. Special attention to the Also listed as CLAS 181 and THTR 181.
morphology and syntax of Old English. For course description see CLAS 181.
(5 units)
(5 units) NCX
104.Teaching English
as a Second Language
Introduction to theories of instruction; survey of methods and materials used in the
teaching of English to speakers of other languages. (5 units)
105.Literacy and Social Justice
Examines how people learn to read and write
in a variety of multicultural contexts. Explores theories about literacy and cultural
identity, and literacy and social inequality.
Readings include studies of workplace literacy, literacy variation across cultures in the
U.S., and gender and literacy. (5 units)
112.Topics in Theatre and Drama
Also listed as THTR 112 or 113. For course
description see THTR 112 or 113. (5 units)
113.British Drama
Study of British drama. Authors vary each
term. May focus on periods, movements,
themes, or issues. May be taken more than
once when topics differ. Also listed as THTR
111. (5 units)
116.Shakespeare’s Tragedies
An exploration of the great tragedies of
Shakespeare’s maturity: Hamlet, Othello,
Macbeth, and King Lear, with special attention to the theatrical, religious, moral, gender, and political dimensions of Shakespeare’s
tragedies. Also listed as THTR 116. (5 units)
ENGLISH 95
117.Shakespeare’s Comedies
An exploration of a selected number of
Shakespeare’s comedies from his early, middle, and late periods, with particular attention to the social and sexual roles of men and
women. Also listed as THTR 117. (5 units)
118.Shakespeare Studies
An exploration of a selection of Shakespeare’s
plays with particular attention to an important topic chosen for focus and specified in
the course description subtitle—for example, Shakespeare and Classical Traditions,
Shakespeare and Gender, Shakespeare and
Justice, Shakespeare’s Histories, Shakespeare’s Tragicomedies, Shakespeare and
Film. May be taken more than once when
topics differ. Also listed as THTR 118. (5 units)
120.Studies in Comparative Cinema
Comparative study of selected works, in
translation if not in English, from more than
one linguistic and/or national category, organized by theme, genre, or time period. May
be taken more than once when topics differ.
(5 units)
121.Studies in American Film
Study of selected American films. May focus
on periods, movements, and issues such as
surrealism in film, the American city in film,
utopias, and dystopias in film. (5 units)
122.Film, Gender, and Sexuality
Interdisciplinary study of film with a focus of
gender and sexuality. Topics may include, but
are not limited to, feminist and queer film
theory, women filmmakers, lesbian/gay cinema, and constructions of gender in popular
film. May be taken more than once when topics differ. Also listed as WGST 134. (5 units)
123.Studies in the History
of Literary Theory
Exploration of some major ideas and debates
in literary theory and criticism, as these have
developed over time, e.g., whether and how
literature is good for individuals and/or society, how writers create their works and readers read them. (5 units)
124.Studies in Contemporary
Literary and Cultural Theory
Exploration of one or more major movements in recent literary and cultural theory,
such as Marxism, feminism, deconstruction,
reader response, New Historicism, cultural
studies, postcolonial theory, narrative theory.
(5 units)
125.Feminist Literary
Theory and Criticism
Study of 20th-century feminist literary theory and criticism. Examination of influences
of gender on reading and writing literature.
Also listed as WGST 163. (5 units)
126.Creative Writing and Social Justice
This course will explore the intersections of
creative writing, social justice, and vocation
with special attention to issues of poverty
and homelessness. Students will read and
write creative prose and poetry, have a brief
community placement, and learn from several guest speakers. (5 units)
127.Writing Genre Fiction
Introduction to and practice in planning
and drafting works of genre fiction (historical, science fiction, magical realism, fantasy)
for an adult or young adult audience.
(5 units) NCX
128.Studies in the Literature of the
Middle Eastern and Islamic World
Exploration of selected texts of the Middle
Eastern and Islamic world. Authors may include Elias Khoury, Laila Lalami, Liana
Badr, Leila Abouleta, Orhan Pamuk, Amos
Oz, and others. (5 units)
129.California Literature
Literature written by Californians and/or
about California. Authors may include
Steinbeck, Jeffers, Ginsberg, Didion, and
Snyder. (5 units)
96 COLLEGE OF ARTS AND SCIENCES
130.Studies in AfricanAmerican Literature
Study of selected works in African-American
literature. May be taken more than once
when topics differ. (5 units)
131.Studies in Early
American Literature
Study of selected works from the beginnings
of American literary history up to the 19th
century. Writers, genres, and topics vary each
term. Works may include journals, poetry,
slave narratives, sermons, letters, legends, autobiographies, essays, and early fiction. May
focus on periods and issues such as the literature of cultural contact and European settlement, Puritanism, the Enlightenment, and
the American Revolution. May be taken
more than once when topics differ. (5 units)
132.Studies in 19th-Century
American Literature
Study of selected American works from the
19th century. Writers, genres, and topics
vary each term. May focus on periods, movements, and issues such as American romanticism, transcendentalism, realism and
naturalism, regionalism, magazine writing,
the rise of women writers, and literature of
social protest (abolition and suffrage). May
include fiction (short stories, novels, and
sketches), plays, poetry, essays, slave narratives, and autobiographies. May be taken
more than once when topics differ. (5 units)
133.Studies in Modern
American Literature
Study of selected American works from the
early part of the 20th century. Writers and
genres vary each term. May focus on periods, movements, and issues such as American expatriate literature, novels of social
conscience, the modern poetic sequence, the
Harlem Renaissance, modernism, magazine
fiction, or regional poetry. Works may include fiction (short stories, novels, sketches),
plays, poetry, essays, and autobiographies.
May be taken more than once when topics
differ. (5 units)
134.Studies in Contemporary
American Literature
Study of selected works by contemporary
American writers. Writers, genres, and topics
vary each term. May focus on periods, movements, and themes such as multiethnic literatures, contemporary women novelists,
postmodernism, the Beat generation, literature and politics, literature of the 1960s, or
experiments in poetic and narrative form.
Genres may include poetry, novels, short
stories, essays, plays, and/or autobiographies.
May be taken more than once when topics
differ. (5 units)
135.Studies in American Fiction
Study of selected American fiction. Authors
vary each term. May focus on periods, movements, themes, or issues. May be taken more
than once when topics differ. (5 units)
137.Studies in American Poetry
Study of selected American poetry. Authors
vary each term. May focus on periods, movements, themes, or issues. May be taken more
than once when topics differ. (5 units)
138.Internet Culture and
Information Society
Introduction to major issues raised by Internet-mediated community and sociability,
including the proliferation of subcultures
and countercultures. (5 units)
139.Special Topics in
American Literature
Advanced study of an issue, theme, or genre
in American literature that crosses historical
periods. Topics change each term. May be
taken more than once when topics differ.
(5 units) NCX
140.Studies in Chicano Literature
Studies in Chicano literary traditions. May
be taken more than once when topics differ.
(5 units)
ENGLISH 97
141.Medieval Literature
Medieval literature in its political, religious,
historical, social, and cultural contexts. May
be taken more than once when topics differ.
(5 units)
151.Studies in British Fiction
The study of selected British fiction. Authors
vary each term. May focus on periods, movements, themes, or issues. May be taken more
than once when topics differ. (5 units)
143.Renaissance Literature
Renaissance literature in its political, religious, historical, social, and cultural contexts. May be taken more than once when
topics differ. (5 units)
152.Women, Literature, and Theory
Study of literatures by and about women in
explicitly theoretical contexts. May be repeated for credit when topics differ. Also
listed as WGST 166. (5 units)
145.Milton
A study of Milton’s major poetry and prose
in the light of recent criticism. (5 units)
153.Studies in Global Gay
and Lesbian Cultures
Interdisciplinary study of gay and lesbian
cultures and critical theory. May be taken
more than once when topics differ. Also listed as WGST 122. (5 units)
146.17th- and 18th-Century
Literature
The literature of England and Ireland from
1660 to 1798, excluding the novel. Authors
may include Congreve, Dryden, Swift, Pope,
Finch, Montagu, Johnson, Boswell, and
Wollstonecraft. (5 units)
147.Romantic Movement
The literature of England from 1798 to
1832. Authors may include Blake, Burns,
Wordsworth, Coleridge, Byron, the Shelleys,
and Keats. (5 units)
148.Victorian Literature
The literature of England from 1833 to
1902. Authors may include Carlyle, the
Brontés, Tennyson, the Brownings, Newman,
Ruskin, Arnold, and Hopkins. (5 units)
149.Modern British Literature
Twentieth-century poetry and prose. Authors may include Owen, Hardy, Conrad,
Yeats, Joyce, Lawrence, Eliot, and Woolf.
(5 units)
150.Contemporary Literature
British, American, and world poetry, fiction,
and drama since World War II. Authors may
include Cheever, Leavitt, Amis, Duong Thu
Huong, Carey, and Kincaid. May be taken
more than once when topics differ. (5 units)
155.Studies in AsianAmerican Literature
Study of selected works in Asian-American
literature. May be taken more than once
when topics differ. (5 units)
156.Gay and Lesbian Cultural Studies
Interdisciplinary study of gay and lesbian
cultures and critical theory. May be taken
more than once when topics differ. Also listed as WGST 136. (5 units)
157.Postcolonial and Commonwealth
Literature and Theory
Literature written with a postcolonial emphasis
since 1945 in former European colonies (e.g.,
India, Nigeria, Jamaica, Australia, Morocco,
Egypt, Brazil, Colombia). Some writings
from postcolonial theorists, such as Frantz
Fanon and Edward Said. May be taken more
than once when topics differ. (5 units)
158.Studies in Native
American Literature
Study of selected works in Native American
literature. Course may focus on particular
authors (Leslie Marmon Silko, Louise Erdrich, James Welch), particular tribal or regional literatures, genres (autobiography,
poetry, novel), or topics (trickster discourse,
landscape, historical representation). (5 units)
98 COLLEGE OF ARTS AND SCIENCES
159.Indian Subcontinental
and Diasporic Literature
Study of selected readings in the contemporary literature of South Asia: literature in
English and in translation. Course may
focus on particular authors (Tagore, Roy,
Devi, Ghosh), particular regions or genres
(Bengal, Kashmir; diasporic memoirs), or
topics (religion; Bollywood). May be taken
more than once when topics differ. (5 units)
160.Children’s Literature
Study of the theory and practice of children’s
literature with special attention to the history of children’s literature, the debate over the
kinds of texts best suited for teaching reading, and multiculturalism. (5 units)
161.The Bible as Literature
Literary genres of the Bible (myth, history,
wisdom, prophecy, gospel) studied in translations from the Hebrew and Greek against
the background of Mesopotamian, Babylonian, Egyptian, Hellenistic, and Roman cultures. (5 units)
162.Studies in Comparative Literature
Comparative study of selected works, in
translation if not written in English, from
more than one linguistic and/or national category, organized by theme, genre, or time
period. May be taken more than once when
topics differ. (5 units)
164.Studies in Caribbean Literature
Study of selected readings in the contemporary literature of the Caribbean, including
Anglophone, and/or Hispanophone and
Francophone literature in translation, or a
combination of the three. Course may focus
on particular authors (Lamming, Naipaul,
Cesaire, Ponte), particular regions or genres
(Trinidad and Jamaica, Cuba; experimental
fiction, family chronicles), or topics (U.S.
intervention, relations with England). May
be taken more than once when topics differ.
Also listed as WGST 129. (5 units)
165.African Literature
Study of selected readings in the contemporary literature of Africa: literature in English
and in translation. Course may focus on particular authors (Ngugi, Achebe, Coetzee,
Salih), particular regions or genres (West
­Africa, children as protagonists), or topics
(women in society, hunger). May be taken
more than once when topics differ. (5 units)
166.Pan-African Literature
Readings in the literature of the black diaspora. Writers from Africa, the Caribbean,
and the United States. (5 units)
167.Modern Fiction
Selected works of continental, English, and
American fiction that are peculiarly modern
in sensibility or style. (5 units)
168.Women and Literature
Studies in literature by and about women.
Authors, genres, historical periods, and
themes change from year to year. May be repeated for credit by permission of department chair. Also listed as WGST 167.
(5 units)
169.Non-English Literature
in Translation
Non-English literature in translation. Areas
and topics vary from year to year. (5 units)
170.Writing for Children
and Young Adults
Workshop in writing and illustrating children’s and young adults’ books. (5 units)
NCX
171.Advanced Fiction Writing
Writing fiction, with emphasis on the short
story. May be repeated for credit. Prerequisite: ENGL 71. (5 units) NCX
172.Advanced Poetry Writing
Workshop in the writing of poetry. May be
repeated for credit. Prerequisite: ENGL 72.
(5 units) NCX
ENGLISH 99
173.Screenwriting
An introduction to the fundamentals and
format of screenplay writing. Critical analysis of characterization and narrative structure
in contemporary movies, as well as workshops in the writing of film treatments, outlines, and scripts. May be repeated for credit.
Also listed as THTR 173. Prerequisite:
ENGL 71 or permission of the instructor.
(5 units) NCX
174.Nonfiction Writing
Study of and extensive practice in reading
and writing nonfiction. Stress on analysis
and rhetorical reading and writing skills, as
well as the process of revising students’ own
writing. Readings and writing will be organized around a topic, such as travel writing,
nature writing, or science and the environment. May be repeated for credit. Prerequisites: ENGL 1A and 2A. (5 units) NCX
178.Technical Writing
Instruction in the writing of formal reports,
procedures, proposals, and journalistic pieces, such as brochures and feature articles. Attention given to techniques of information
gathering (including conducting interviews
and surveys), document design, and editing.
Open to students of all majors. Ideal for
those planning careers in health care, the sciences, or industry. Prerequisites: ENGL 1A
and 2A. (5 units) NCX
179.Practical Business Rhetoric
Instruction in various strategies for crafting
an appropriate and attractive business personality through résumés and cover letters,
job interviews, informal public speaking,
email, and other correspondence. Prerequisites: ENGL 1A and 2A. Priority given to
juniors and seniors. Sophomores by permission of instructor. (5 units) NCX
175.Creative Nonfiction
Development of skills in the elements of creative nonfiction, such as narration, character
development, persona, and voice. Focus is
on one or more modes of creative nonfiction, such as landscape writing, popular culture, literary journalism, profile, and
memoir. Prerequisites: ENGL 1A and 2A.
(5 units) NCX
180.Writing for Teachers
Prepares prospective teachers at all school
levels for their responsibilities in the instruction of writing. One method employed will
be close, intensive work with each student’s
own expository prose. A second method will
be to investigate controversies in English
education and composition studies. Prerequisites: ENGL 1A and 2A. (5 units) NCX
176.Intensive Writing
Extension of instruction in explanatory and
exploratory academic writing principles introduced in prior courses. Activities include
readings and intensive writing in a variety of
topics across the curriculum with emphasis
on revision of student writing through
drafts, peer, and instructor review. Prerequisites: ENGL 1A and 2A. (5 units) NCX
181.Applied Engineering
Communications I
The first half of a required two-course sequence in advanced writing for senior engineering majors. Prerequisites: ENGL 1A and
2A. Enrollment by permission of instructor.
(2 units)
177.Argumentation
Argumentative and persuasive writing, ideal
for students planning careers in business,
politics, or law. Prerequisites: ENGL 1A and
2A. (5 units) NCX
182.Applied Engineering
Communications II
The second half of a required two-course sequence in advanced writing for senior engineering majors. Prerequisite: ENGL 181.
Enrollment by permission of instructor. (1 unit)
100 COLLEGE OF ARTS AND SCIENCES
183.Writing for Business
A course in applied business rhetoric in
which, individually and collaboratively, students will produce the kind of writing they
can expect to encounter in the workplace,
from résumés and email, to quantitative and
qualitative analyses, collaterals and executive
summaries, formal reports and evaluations,
etc., culminating in the development and
delivery of an actual community service
project designed to further Santa Clara’s mission. Prerequisites: ENGL 1A and 2A. Priority given to juniors and seniors. Sophomores
by permission of instructor. (5 units) NCX
189.Literature and Religion
Exploration and analysis of central connections between religious and ethical questions, concerns, topics, and movements and
their literary expressions in different social,
cultural, individual, historical, geographical,
and/or political contexts. May be repeated
for credit when topics differ. (5 units)
185.Grants, Proposals, and Reports
Study of and practice in the professional
writing of grants, proposals, and reports.
Analysis of subject matter, length, purpose,
information sources, number and kind of
readers, and the circumstances that lead to
preparation. Prerequisites: ENGL 1A and
2A. (5 units) NCX
191.Practicum
Supervised practical application of previously studied subject matter. May be related
to the California Legacy Project or to the
Santa Clara Review. Students are graded
P/NP only. May be repeated for credit.
(Variable units)
186.Gender in Antiquity
Investigation into the representation and the
reality of women’s lives in ancient Greece or
Rome. Focus varies from year to year. May
be repeated for credit when topics differ. Also
listed as CLAS 185. (5 units)
187.Classical Mythology in
the Western Tradition
Also listed as CLAS 184. For course description see CLAS 184. (5 units)
190.Senior Seminar
Special topics in English, American, or comparative literature for senior English majors.
Enrollment by permission of instructor.
(5 units) NCX
191A. Practicum for Writing Tutors
Instruction in how to foster an effective relationship between tutors and student clients.
Course focus includes composition and
teaching-learning theory, best practices in
tutoring, the tutor-student relationship, how
to engage students in the learning process,
how cultural and linguistic backgrounds affect writing and tutoring processes, and how
students’ support needs vary by discipline
and writing tasks. (5 units)
191B.Practicum for
Tutor Certification
Students who have completed at least 30 hours
in the writing center may apply for certification. In addition to positive performance
evaluations, students seeking certification
will complete a special project. Students are
graded P/NP only. (3 units)
ENGLISH 101
192.American Theatre from
the Black Perspective
Also listed as THTR 161. For course description see THTR 161. (5 units)
193.Advanced Playwriting
Also listed as THTR 171. For course description see THTR 171. May be repeated for
credit when topics differ. (5 units) NCX
193W. Playwriting
Also listed as THTR 170. For course description see THTR 170. May be repeated for
credit when topics differ. (5 units) NCX
194.Peer Educator in English
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
195.Dramaturgy
Also listed as THTR 185. For course description see THTR 185. (5 units)
196.Writing in the Community
In this class, fiction writers and poets facilitate creative writing workshops at placements and agencies served by the Arrupe
Center. Permission of instructor required.
(5 units) NCX
197.Special Topics
Major authors, genres, literary or theoretical
movements, or themes. May be repeated for
credit when topics differ. (5 units)
198.Writing Internship
Work-study program for students of superior writing ability who gain course credit by
supervised writing on newspapers, magazines, or for government or private agencies.
Enrollment is by permission or invitation of
the instructor and department chair. May be
repeated once for credit. Students are graded
P/NP only. (1–5 units) NCX
199.Directed Reading/
Directed Research
In special circumstances and with permission of the department chair, a student may
request a course in directed reading or writing
from an instructor. May not be taken in a
subject listed in this Bulletin. (5 units) NCX
102 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF ENVIRONMENTAL STUDIES AND SCIENCES
Professors: Lisa Kealhofer, Michelle Marvier (Department Chair)
Associate Professors: Leslie Gray, Iris Stewart-Frey (Clare Boothe Luce Professor)
Assistant Professors: Christopher Bacon, Virginia Matzek
Senior Lecturer: John Farnsworth
The Department of Environmental Studies and Sciences offers interdisciplinary programs of study leading to a bachelor of science in environmental science or environmental
studies. A minor in environmental studies is also available. These programs provide students
with the intellectual foundation they will need in addressing crucial environmental challenges of the 21st century such as human population growth, urban sprawl, deforestation,
global climate change, waste disposal, air and water pollution, loss of biodiversity, and the
need for renewable energy.
Environmental studies and sciences programs are enriched by colloquia, including
biweekly seminars, featuring presentations on environmental topics by journalists, politicians, business people, scientists, and other scholars. Majors in environmental science and
environmental studies are expected to apply their knowledge outside the classroom by completing an approved internship or research experience, culminating in ENVS 198, Environmental Proseminar.
Environmental studies and sciences students are encouraged to study abroad. Courses
such as Natural History of Baja include one week of immersion travel during University
breaks. In addition, many summer and academic year courses taken through the office of
International Programs will count toward the requirements of the environmental studies
and sciences majors and minors.
Each student works with a faculty advisor, who helps integrate the classroom curriculum
with the student’s plans for future study and/or work in environmental fields.
REQUIREMENTS FOR THE MAJORS
Major in Environmental Science
In addition to fulfilling Undergraduate Core Curriculum and College of Arts and
­Sciences requirements for the bachelor of science degree, students majoring in environmental science must complete the following departmental requirements:
• ENVS 21, 22, 23, 101, 122, 198
• BIOL 160/ENVS 110
• ENVS 115 or 116
• CHEM 11, 12, 13
• MATH 11
• ECON 1
• ANTH 50, ENVS 50, or POLI 50
• ENVS 79 or PHIL 9
ENVIRONMENTAL STUDIES AND SCIENCES 103
• Select one of the following series BIOL 21, 22, 23 or CHEM 31, 32 or PHYS 11, 12,
13 (PHYS 31, 32, 33 can be substituted)
• One course from ANTH 140, ANTH 154, COMM 120A, ECON 111, ENVS 120,
ENVS 146, ENVS 147, ENVS 149/POLI 146, ENVS 150, ENVS 155, ENVS 158/
PSYC 158, ETHN 156
• Attend 10 approved environmental colloquia
Environmental science majors shall select a concentration in Applied Ecology or in
Water, Energy, and Technology. Alternatively, students may work with their advisors to
design an individualized plan of study.
Applied Ecology concentration
• BIOL 21, 22, 23
• Four courses, at least one of which must include a laboratory component, from
ANTH 145, BIOL 131/ENVS 132, BIOL 134, BIOL 151/ENVS 151, BIOL 153/
ENVS 153, BIOL 156/ENVS 156, BIOL 157/ENVS 141, BIOL 158, ENVS 144,
ENVS 160
Water, Energy, and Technology concentration
• CHEM 31, 32 or PHYS 11, 12, 13 or PHYS 31, 32, 33
• Four courses, at least one of which must include a laboratory component, from
BIOL 135/ENVS 135, CENG 140, CENG 143, CENG 163, ENVS 10, ENVS 80,
ENVS 145, ENVS 148, ENVS 160, ENVS 165
Major in Environmental Studies
In addition to fulfilling Undergraduate Core Curriculum and College of Arts and
­Sciences requirements for the bachelor of science degree, students majoring in environmental science must complete the following departmental requirements:
• ENVS 21, 22, 23, 101, 122, 198
• ECON 1
• ANTH 50, ENVS 50, or POLI 50
• ENVS 79 or PHIL 9
• One course from ANTH 112, BIOL 160/ENVS 110, COMM 110, ECON 61,
ENVS 110, HIST 100, OMIS 40, POLI 100, PSYC 40, SOCI 120
• ENVS 115 or 116
• One course from BIOL 151/ENVS 151, BIOL 153/ENVS 153, ENVS 10, ENVS
80, ENVS 145, ENVS 148, ENVS 160, ENVS 165
• Attend 10 approved environmental colloquia
Environmental studies majors shall select one of the following concentrations: Green
Business; Environmental Policy, Law, and Politics; Sustainable Development; or Environmental Humanities. Alternatively, students may work with their advisors to design an individualized plan of study.
104 COLLEGE OF ARTS AND SCIENCES
Green Business concentration
• Three courses from ECON 101, ECON 111, ECON 120, MGMT 168, MKTG 189,
OMIS 108E
• One course from any other environmental studies concentration
Environmental Policy, Law, and Politics concentration
• Three courses from COMM 120A, ENVS 120, ENVS 150, ENVS 155, ENVS 158/
PSYC 158, ETHN 156, PHSC 142, POLI 123, POLI 167
• One course from any other environmental studies concentration
Sustainable Development concentration
• Three courses from ANTH 140, ANTH 154, BIOL 131/ENVS 132, BIOL 157/
ENVS 141, ENVS 144, ENVS 146, ENVS 147, ENVS 149/POLI 146, ENVS 150,
ENVS 155
• One course from any other environmental studies concentration
Environmental Humanities concentration
• Three courses from ANTH 145, COMM 120A, ENVS 131, ENVS 142, ENVS
158/PSYC 158, HIST 85, TESP 84, TESP 152
• One course from any other environmental studies concentration
REQUIREMENTS FOR THE MINOR
Minor in Environmental Studies
Students must fulfill the following requirements for a minor in environmental studies:
• ENVS 21, 22, 23
• One course from ANTH 112, ANTH 145, BIOL 160/ENVS 110, COMM 110,
ECON 61, ENVS 115, ENVS 116, HIST 100, OMIS 40, POLI 100, PSYC 40,
SOCI 120
• One course from COMM 120A, ENVS 120, ENVS 122, ENVS 147, ETHN 156,
POLI 123
• One course from ENVS 79, PHIL 9, TESP 84, TESP 152, TESP 173
• Three additional courses from the lists above or ANTH 50 or ENVS 50 or POLI 50,
ANTH 140, BIOL 131/ENVS 132, BIOL 150, BIOL 153/ENVS 153, BIOL 156/
ENVS 156, BIOL 157/ENVS 141, CENG 143, CENG 160, CENG 163, ECON
101, ECON 111, ENVS 10, ENVS 20, ENVS 80, ENVS 95, ENVS 131, ENVS
142, ENVS 144, ENVS 145, ENVS 146, ENVS 148, ENVS 149/POLI 146, ENVS
151, ENVS 155, ENVS 158/PSYC 158, ENVS 160, ENVS 165, ENVS 195, ENVS
196–197, ENVS 199
• Attend six approved environmental colloquia or complete ENVS 140
ENVIRONMENTAL STUDIES AND SCIENCES 105
LOWER-DIVISION COURSES: ENVIRONMENTAL STUDIES
1A. and 2A. Critical Thinking
20.The Water Wars of California L&L
& Writing I and II
In California, the average person uses about
A two-course, themed sequence featuring 230 gallons of water a day while most of the
study and practice of academic discourse, population is concentrated in areas that rewith emphasis on critical reading and writ- ceive less than 20 inches of rainfall per year.
ing, composing processes, and rhetorical sit- This course will use the history of water reuation. The second course will feature more source use and abuse in the state of Califoradvanced study and practice of academic nia as a backdrop for investigating the
discourse, with additional emphasis on in- interplay of hydrology, climate, and human
formation literacy and skills related to devel- population growth. Students will examine
oping and organizing longer and more factors that affect the supply, distribution,
complex documents. Topics may include the demand, and quality of fresh water in the
rhetoric surrounding current environmental state of California. The important roles of
issues, and environmental criticism with a climatic processes, variability, and global clivariety of media. Successful completion of mate change will be highlighted, and popuCTW I (ENVS 1A) is a prerequisite for lation pressures on water resources will be
CTW II (ENVS 2A). (4 units each quarter)
analyzed. Concepts will be reinforced by
field projects and through comparative case
10.The Joy of Garbage
studies from California and beyond. LaboraWhat happens to the things we don’t want? tory 15 hours. (4 units)
This class follows the path of our waste
products as they are burnt, decomposed, 21.Introduction to
Environmental Science L&L
landfilled, treated, recycled, reused, dumped
on minority communities, or shipped This course presents an introduction to enabroad. Building on basic chemical and bio- vironmental issues, seen through the lens of
logical principles, and using the scientific the biological sciences. Basic scientific conmethod to guide us, this class explores the cepts at different scales of biological organifates of organic and nonorganic detritus, and zation, from genes to ecosystems, are
searches for sustainable solutions to waste illustrated by their application to contempoproblems. (4 units)
rary environmental questions. In lecture,
students are expected to think critically, read
11A. and 12A. Cultures &
widely, and participate in group discussions.
Ideas I and II
In laboratory and field exercises, the emphaA two-course sequence focusing on a major sis is on applying the scientific method
theme in human experience and culture over and analyzing data. Laboratory 15 hours.
a significant period of time. Courses empha- Saturday field trip required. (4 units)
size either broad global interconnections or
the construction of Western culture in its
global context. Themes may include nature,
imagination, and environment in myth, art,
literature, music, drama, story, philosophy,
and sacred text. Successful completion of
C&I I (ENVS 11A) is a prerequisite for
C&I II (ENVS 12A). (4 units each quarter)
106 COLLEGE OF ARTS AND SCIENCES
22.Introduction to
Environmental Studies
This course presents an overview of environmental studies as an interdisciplinary academic field focused on society-nature
relationships. It draws from multiple social
scientific disciplines, including geography,
political economy, and sociology to pose environmental questions, understand the root
causes of problems, and analyze potential
solutions at local, national, and global scales.
After considering several environmental narratives and reviewing the key events, influential scholarly works, social movements,
politics, and policy changes that contributed
to the rise of different environmentalisms,
this course analyzes the social dimensions of
several case studies. These cases include climate change, food security, biodiversity loss,
industrial pollution, and green innovation.
In the third section, learners consider the
personal and collective dimensions of social
change, environmental citizenship, and governance interrogating the ethics and leadership models of organizations and individuals
active in solving environmental problems.
(4 units)
50.World Geography
Provides an understanding of world geography through an appreciation of contemporary global problems in different world
regions. Broad topics that will be covered
include globalization, demographic trends,
economic development and underdevelopment, human-environment interactions,
changing cultures, and geopolitics. These
topics will illustrate the distribution of political, cultural, socioeconomic, and physical
processes and features around the world and
will be covered at local, regional, and global
scales. Also listed as ANTH 50 and POLI 50.
(4 units)
23.Soil, Water, and Air L&L
What does plate tectonics have to do with
the availability of natural resources? Are we
running out of soil and water? How is the
climate changing? Building on basic physical
and chemical principles, we will focus on
understanding the geological, hydrological,
and atmospheric cycles that shape our environment and our human society. We will
investigate how continents, landscapes,
oceans, freshwater reservoirs, and the atmosphere interact, which processes are taking
place to change them, and how they are affected by human action. Understanding of
the concepts will be deepened by laboratory
activities and a field trip. Laboratory 15 hours.
(4 units)
80.Energy and the Environment
From oil spills to coal mine accidents, from
foreign policy impacts to climate change, energy has been a top news story. This course
explores the basics of traditional fossil fuel
energy production and alternative energy
sources including natural gas, nuclear, biomass, wind, solar, hydropower, and fuel cells.
Students will explore the energy demands of
the United States relative to other countries
and seek to piece together the multifaceted
puzzle of energy production, storage, and
transmission, as well as conservation and efficiency. Students will gain an understanding
of the vast array of societal and environmental impacts of our energy demands, while
defining opportunities and challenges for
the future. (4 units)
79.Environmental Thought
Using an ecocritical approach, this course
examines primary and secondary sources related to the evolution of environmental
thought in modern times. The work of seminal thinkers from within the conservation
movement, environmental philosophy, and
environmental sciences will be explored, as
well as the social and economic influences in
post-WWII America that created the modern
environmental movement. (4 units) NCX
ENVIRONMENTAL STUDIES AND SCIENCES 107
95.Sustainable Living Undergraduate
Research Project (SLURP)
This course is designed to promote a culture
of sustainability within the residential learning communities of the modern university.
Students engage in intensive research over
the course of the academic year and will
compile and present their results during the
spring quarter. Enrollment is limited to residents of the SLURP floor in the CyPhi Residential Learning Community. (2 units in
each of two academic quarters) NCX
UPPER-DIVISION COURSES: ENVIRONMENTAL STUDIES
101.Capstone Seminar
115.GIS in Environmental
Science L&L
A guided group and individual research
course that each year is aimed at a different Are negative environmental impacts disproenvironmental topic of global significance. portionally affecting disadvantaged commuPast topics have included the regulation of nities? Where is the best place for habitat
biotechnology, using ecosystem services to conservation? These and other “spatial”
create financial incentives for conservation, questions can be investigated with Geothe social equity and biological effectiveness graphic Information Systems (GIS), a type
of private land conservation, and the nation- of analysis and software, which we will learn
al choices facing China with respect to agri- in this course. The class and laboratory will
cultural policy. The course begins with focus on methods of generating, querying,
lectures so that students gain a foundational analyzing, and displaying GIS data utilizing
background for the quarter’s research topic. industry standard software. Theories and
Students write individual and group papers, concepts will be covered during lecture. Stugive oral presentations, and develop project dents will address spatial questions during
management skills. Some students pursue lab. Possible topics include urban planning,
their research after the course, even to the environmental justice, pollution, natural repoint of publication. Prerequisites: Senior source protection, and habitat conservation
class standing; ENVS 21, 22, and 23; and issues. Each student will propose and carry
ENVS 110, 115, or 116. (5 units) NCX
out a GIS project of his or her own choosing.
Laboratory 30 hours. Prerequisite: ENVS 21
110.Statistics for Environmental
or 23 recommended. (5 units)
Science L&L
A course in applied statistics for environ- 116. Introduction to GIS
mental scientists. Students gain training in Geographic Information Systems (GIS) can
experimental design, quantitative analysis, be used to overlay different kinds of spatial
and hypothesis testing. Theory and concepts data to create maps and address a wide variare covered in lectures and readings. Labora- ety of “spatial” questions. The class will focus
tory sessions provide practical experience on methods of generating, querying, analyzusing statistical software. Examples used in ing, and displaying GIS data utilizing induslectures and lab assignments are derived try standard software. Prerequisite: ENVS
from medical research, public health, and 21 or 23 recommended. (5 units)
environmental risk assessment. Laboratory
30 hours. Also listed as BIOL 160. Prerequisite: BIOL 23 or ENVS 21. (5 units)
108 COLLEGE OF ARTS AND SCIENCES
120.Introduction to Environmental
Law and Regulation in the
United States
Introduction to the U.S. legal system’s approach to environmental protection. Topics
include the roles of legislatures and environmental agencies at the federal, state, and
local levels; the independent role of the judiciary in establishing environmental law; and
specific statutes, such as the Clean Air Act.
Students evaluate questions of federalism,
uses of economic incentives, and relationships between environmental protection and
economic growth. Prerequisite: ENVS 22
recommended. (5 units)
122.Environmental Politics and Policy
This course examines environmental politics, policy, and governance in the last half
century. Part one reviews major environmental legislation in the United States, including the Endangered Species Act, Clean
Water Act, Clean Air Act, and policy responses to global warming. In part two,
learners step back to interrogate the power
dynamics, social movements, legal battles,
and struggles over meaning and representation that accompany significant social
change. The final section examines the rise
of global environmental governance highlighting the role of nonprofit organizations,
civil societies, and corporate firms as voluntary environmental regulation moves from
the margins to the mainstream. A concluding discussion identifies avenues for civic
engagement, accountability, and environmental citizenship. Learners will gain insight
into the policymaking processes by participating in simulation games, reading and research assignments, developing tools to
assess policy outcomes, and finding strategies to identify political opportunities. Also
listed as POLI 157. Prerequisite: ENVS 22
or ENVS 79 or POLI 1. (5 units)
131.Environmental Education
Environmental education plays a fundamental role in our attempts to make human
systems more sustainable. An introduction
to the study and practice of environmental
education. Surveys philosophies, theories,
and methods of environmental education
with a special emphasis on techniques for
engaging K–12 students in outdoor settings
to maximize learning of environmental concepts and to improve the students’ understanding of their personal connections to
nature. Introduces creative ways that we—as
current or future teachers, parents, or mentors—can use active study of and interactions with the outdoor environment to
engage young people in the study of environmental systems and basic biological,
chemical, and physical sciences. A portion of
the course will be taught in field-based settings. Students will participate in servicelearning projects that will give them practical
experience planning and leading environmental education lessons. Especially valuable for future teachers. Prerequisite: ENVS
21, 22, 23, or BIOL 23. (5 units) NCX
132.Agroecology L&L
The goal of agroecology is to reduce the
negative impact of farming while meeting
the food needs of the world. Examines in a
holistic framework the ecological principles
and processes that govern agroecosystem
productivity and stability. A wide variety of
agricultural management practices and designs are assessed and discussed in terms of
their capacity to sustain long-term production. Students will also learn research methods that explore the resilience and
sustainability of agroecosystems. One required weekend field trip. Laboratory 30
hours. Also listed as BIOL 131. Prerequisite:
BIOL 23, or both ENVS 21 and 23. (5 units)
ENVIRONMENTAL STUDIES AND SCIENCES 109
140.Sustainability Outreach
Students in this course will develop a deeper
understanding of the concept of sustainability, examining issues using sustainability as a
lens. Students will learn how social, economic, and environmental dimensions of sustainability relate to and support each other
in theory and practice. Students will participate in an outreach program designed to facilitate sustainable development on campus
and/or in the community. (1 unit) NCX
141.Environmental Biology
in the Tropics
This summer course examines tropical biology and ecology and their relationship to issues of sustainable development. The course
includes 1.5 weeks of instruction at SCU
and 3.5 weeks of field study in Costa Rica.
Particular emphasis on tropical ecology,
community ecology, reforestation and restoration ecology, sustainable agriculture and
fair trade, and ecotourism. Taught in conjunction with ANTH 197. Also listed as
BIOL 157. Enrollment by application via
International Programs. Prerequisite: ANTH 1
or BIOL 23 or ENVS 21. (5 units) NCX
142.Writing Natural History
Engages students in ecocritical reading and
writing about the natural history of Baja
California Sur. The on-campus portion of
the course prepares students to engage in
first-hand explorations of the environment
in and around the Sea of Cortez. During the
on-site portion of the course, students will
compile extensive field notes in preparation
for the composition of their own natural histories. Must be concurrently enrolled in
ENVS 144. Prerequisites: CTW 1 and 2.
Enrollment by application only. Travel fees
required. (5 units) NCX
144.Natural History of Baja
Examines the natural history, biology, and
ecology of desert and coastal ecosystems in
Baja California Sur. Meets once a week in
the winter quarter and over spring break in
the Sierra La Laguna (Cape Region) and Isla
Espiritu Santo (La Paz Bay), Baja California
Sur, Mexico. Students will become familiar
with desert, oak scrub, riparian, thorn forest,
beach, mangrove, coral reef, and rocky intertidal habitats; develop field observation and
species identification skills; and explore challenges of sustainable development of this
fragile ecosystem. Must be concurrently enrolled in ENVS 142. Prerequisite: BIOL 23
or ENVS 21. Enrollment by application only.
Travel fees required. (5 units)
145.Environmental Technology
A survey course covering a variety of environmentally conscious technologies. Addresses
“bleeding edge” as well as more traditional
technologies that enhance both human welfare and environmental quality in both the
developed and developing countries. Students will concentrate on environmentally
conscious technologies used in the general
areas of air quality, biotic systems, climate,
energy, land, population, transportation,
waste, and water. The class culminates with
the development of a life cycle analysis for a
consumer product. Prerequisite: ENVS 23
or by permission of instructor. (5 units)
146.Agriculture, Environment, and
Development: Latin America
Offers a cross-disciplinary examination of
the prospects for “sustainable development”
in rural areas of Latin America. Students will
use diverse points of view to look at interactions between poverty, development, and
environmental degradation. While there is
no single, universally accepted definition of
sustainable development, a central goal of
this course is that each student will come
away with the ability to understand the key
elements that distinguish different discourses on this subject. Prerequisite: ENVS 22
recommended. (5 units)
110 COLLEGE OF ARTS AND SCIENCES
147.International Environment
and Development
Examines the intersection of environment
and development in the developing world.
Students will explore meanings and measures of development as well as international
institutions that influence development and
environmental policy. Conceptual frameworks for addressing human-environmental
relationships, including globalization, famine and hunger, sustainable development,
population-poverty interactions, and gender
will be explored. Specific topics to be covered include deforestation, water use, conservation and development, oil extraction,
and urbanization. Prerequisite: ENVS 22 or
by permission of instructor. (5 units)
148.Solar Revolution
Solar energy is more than just photovoltaic
(PV) arrays on a roof. Learn about different
types of PV technologies as well as passive
solar design, and concentrated solar thermal
(making power at the level of a conventional
power plant!). Find out the key technological, environmental, and economic issues,
and what it would take to employ solar energy to greatly decrease our reliability on fossil fuels. Students will use the United States
as well as numerous examples in developed
and developing countries as case studies. Prerequisite: ENVS 21, 22, 23, or 80. (5 units)
149.African Environment
and Development
Students will gain an in-depth understanding of Africa’s diversity and dynamism, considering how people and environments have
interacted through space and time. We will
examine Africa’s social, cultural, economic,
political, and environmental systems to understand Africa’s trajectory of development.
Also listed as POLI 146. (5 units)
150.Political Ecology
Explores political ecology as a field of study
and as a critical tool to analyze environmental issues. Focuses on going beyond simplified explanations about environmental
problems, tracing environmental change to
broader political, economic, and cultural issues. Topics explored will include land degradation, conservation through parks and
reserves, land use conflicts, science and
power, social movements, urban pollution,
and public health. Course readings include
case studies from across the globe to examine
how political ecology research engages issues
and how it offers critical insights needed to
address environmental problems. Challenges students to critically examine their own
interpretations and understandings of today’s most important environmental issues.
Prerequisite: ENVS 22 or by permission of
instructor. (5 units)
151.Restoration Ecology L&L
The science and practice of restoring degraded ecosystems, with an emphasis on plant
ecology. Through fieldwork on restoration
experiments, conversations with managers,
and examination of literature case studies,
students will grapple with basic questions:
How do we decide what to restore? How do
we restore it? And how do we know if we’re
finished? Emphasis on reading and writing
scientific papers, understanding data analysis, writing a restoration plan, and judging
the success of restoration projects in meeting
goals of biodiversity and ecosystem function.
Laboratory and field work 30 hours, including
a weekend field trip. Also listed as BIOL 151.
Prerequisite: BIOL 23, or both ENVS 21
and 23. (5 units)
153.Conservation Science
Conservation is a scientific enterprise and a
social movement that seeks to protect nature, including Earth’s animals, plants, and
ecosystems. Conservation science applies
principles from ecology, population genetics,
ENVIRONMENTAL STUDIES AND SCIENCES 111
economics, political science, and other natural and social sciences to manage and protect
the natural world. Conservation is all too
often seen as being at odds with human wellbeing and economic development. This
course explores the scientific foundations of
conservation while highlighting strategies to
better connect conservation with the needs
of a growing human population. We will examine whether conservation can protect nature, not from people, but for people. Also
listed as BIOL 153. Prerequisite: BIOL 23,
or both ENVS 21 and 23. (5 units)
155.Environmental and Food Justice
This course unites two vibrant fields for academic study and arenas for social, political,
and ecological action. Environmental justice
as a principle affirms the right of all people to
healthy livable communities. Environmental
injustice occurs when environmental benefits and burdens are unevenly distributed
along the lines of identity, including race,
class, and/or nationality. Food justice research addresses inequalities in food access
and studies the patterns, causes, and solutions associated with increasing hunger and
obesity among eaters and the accumulation
of environmental costs in agricultural landscapes. After reviewing several seminal studies in environmental and food justice, this
class delves into case studies in California
and Central America. Learners will conduct
a major research project, participate in teambased collaborations, and engage local communities as part of this course. Prerequisite:
ENVS 22 or ENVS 79. (5 units)
156.General Ecology L&L
Quantitative study of the interrelationships
of organisms with their biotic and abiotic
environments. Emphasis on population dynamics, interspecific relationships, community structure, and ecosystem processes.
Laboratory and field work 30 hours, including one weekend field trip. Also listed as
BIOL 156. Prerequisites: BIOL 23. (5 units)
158.Conservation Psychology
Many environmental problems (e.g., global
warming, pollution, biodiversity loss, and
resource depletion) are caused by human behavior, and changing this behavior is necessary in order to solve them. Topics include
psychological reasons (emotions, thoughts,
values, motivations, social context) why people behave in environmentally sustainable or
unsustainable ways, and how psychology
can be used to develop policies and other interventions to help promote sustainable behavior. Also listed as PSYC 158. Prerequisites:
PSYC 1, 2, 40, and 43, or permission of the
instructor. (5 units)
160.Water Resources L&L
Worldwide, rivers are now so overtapped
that they discharge little or no water to the
sea for months at a time. As water levels in
aquifers are declining, while water is still
flowing freely and cheaply from our taps, we
are wondering how much fresh water is
available and how to best manage it. This
course covers the fundamental concepts and
analyses in hydrology and water resources
management, such as runoff, flow in aquifers, snowmelt, evaporation, and infiltration.
Using these concepts and basic physical and
chemical principles, we will investigate issues
of water cycling, use and abuse, pollution,
and conservation. Interactions between
water and human societies, ecosystems, agriculture, natural resources, and climate are
explored through domestic and international case studies. The concepts are reinforced
through indoor and outdoor laboratory exercises. Laboratory 30 hours. Prerequisites:
ENVS 21 or 23, or by permission of instructor. (5 units)
112 COLLEGE OF ARTS AND SCIENCES
165. Climate Science and Solutions
Students will gain an in-depth understanding of the physical processes involved in climate change, as well as its socioeconomic
consequences. The course also explores the
strengths and weaknesses of policies and
other tools used to mitigate or adapt to climate change. Prerequisite: ENVS 23 or by
permission of instructor. (5 units)
195.Sustainable Living Undergraduate
Research Project (SLURP)
This research-based course is designed to
promote a culture of sustainability within
the residential communities of Santa Clara
University. Students will engage in intensive
research over the course of winter and spring
quarters and will compile and present their
results during the spring quarter. (2 units in
each of two academic quarters) NCX
196.Special Topics in
Environmental Studies
Course content and topics vary depending
on the professor. (units vary) NCX
197.Special Topics in
Environmental Science
Course content and topics vary depending
on the professor. (units vary) NCX
198.Environmental Proseminar
A seminar course for graduating seniors, intended to permit reflection on an internship
or research experience and foster the further
development of professional skills. Prior to
enrolling, students must complete 100 hours
of work in one of the following two options:
(1) an approved off-campus environmental
internship (see your academic adviser for
a­ pproval before initiating the internship), or
(2) approved environmental research with
SCU faculty (ENVS 199A or 199B) or as
part of a study abroad program. Students
pursuing option 1 enroll for 5 units; those
pursuing option 2 enroll for 2 units. Students are graded P/NP only. Prerequisites:
Completion of 100 hours of approved internship or research and senior class standing.
(2 or 5 units) NCX
199.Directed Reading or Research
Students wishing to enroll in 199A or 199B
should meet with the faculty supervisor no
later than the fifth week of the term preceding the start of the project. Prerequisite: A
written description of the proposed project
must be presented to the department chair for
approval. (1–5 units) NCX
199A. Directed Reading in
Environmental Science
or Environmental Studies
Detailed investigation based on directed
readings on advanced environmental topics,
under the close supervision of a faculty
member. Prerequisite: Permission of department chair and instructor before registration.
(1–5 units) NCX
199B.Directed Environmental
Research
Supervised laboratory, field, or other research under the guidance of a faculty member. The goal should be a written report
suitable for publication or a conference presentation. Prerequisite: Permission of department chair and instructor before registration.
(1–5 units) NCX
ETHNIC STUDIES 113
ETHNIC STUDIES PROGRAM
Associate Professors: Ramón D. Chacón, James S. Lai (Program Director),
Anna Sampaio
Assistant Professor: Anthony Hazard
The Ethnic Studies Program provides a critical analysis of historical and contemporary
formations of race, ethnicity, class, and gender. In the pursuit of social justice, it challenges
dominant views of racial and ethnic groups that lead to inequalities. Ethnic studies focuses
on the roles and experiences of African Americans, Asian/Pacific Islander Americans, Latinas/
Latinos, and Native Americans within the framework of the United States and within transnational frameworks.
As an academic program, ethnic studies fosters interdisciplinary inquiry. The faculty
comprise a community of expert scholars of critical race and ethnic studies, while serving as
teachers, mentors, and role models for undergraduate students. Ethnic studies strives to
make connections between University learning, racial and ethnic communities, and social
change, and encourages a reflective engagement with society and a commitment to fashioning a more humane and just world. The Ethnic Studies Program serves as a resource for
students, faculty, and staff across the University who are interested in examining race and
ethnicity and its intersections with class, gender, citizenship, and nationality. The program
offers both a companion major and a minor in ethnic studies: a student must declare a
primary major in another discipline as well as companion major in ethnic studies. The
companion major is designed to complement a student’s primary major by broadening the
field of study to include an academic focus on race/ethnicity. It enhances a student’s employment opportunities in business, education, law, medicine, social work, and government. For
those considering graduate school, the companion major and minor provide a foundation
for graduate studies particularly for those who seek to become university professors and
researchers with a specialization in a variety of issues and policies impacting U.S. racial and
ethnic communities.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and primary major requirements, students with a companion major in ethnic studies must complete the following
requirements:
• ETHN 5
• Two courses from ETHN 10, 20, 30, 40
• One of the following breadth electives: ANTH 86, 90; DANC 62; ENGL 35, 36,
37, 38, 39, 69; ETHN 35, 36, 50, 51, 55, 60, 65, 70, 95, 96; MUSC 20; RSOC 88;
THTR 14, 65
• Four upper-division courses from ETHN 112, 120, 121, 122, 125, 126, 129, 132,
134, 135, 139, 141, 142, 149, 150, 151, 152, 153, 154, 155, 156, 157, 158, 159,
160, 164, 170, 178, 185, 197, 198, 199
• Three upper-division courses from ANTH 146; ARTH 141; COMM 107, 121,
164A, 168A; ECON 155; EDUC 106; ENGL 130, 134, 139, 140, 155, 158, 166;
HIST 153, 178, 180, 185; SPAN 133; DANC 162; MUSC 132, 134; POLI 153,
195; PSYC 189; RSOC 139, 164, 184; SOCI 132, 150, 153, 175; THTR 161, 189
114 COLLEGE OF ARTS AND SCIENCES
• Capstone requirement including two courses:
– A methods course in the primary major
– ETHN 198 or 199, a community internship, creative project, or directed reading
in which the student simultaneously works on a research paper or project under
the direction of an ethnic studies core or affiliated faculty. Provides opportunities
for students to apply their understanding of methods in their primary major to a
project explicitly in ethnic studies.
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in ethnic studies:
• ETHN 5
• Two courses from ETHN 10, 20, 30, 40
• Three upper-division courses in an area of specialization (i.e., African-American studies, Asian-American studies, Chicana/Chicano studies, or comparative ethnic studies)
• ETHN 198 or 199
Departmental Courses Applicable to the Minor
Note: For descriptions, see the listings of the relevant departments. Students should consult
with the director of the Ethnic Studies Program to determine the applicability of courses taken
at other institutions or in study abroad programs.
• ANTH 86, 90, 146
• ARTH 141
• COMM 40, 107, 121, 168A
• DANC 62/162
• ECON 155
• EDUC 106
• ENGL 35, 36, 37, 38, 39, 69, 130, 134G, 139, 140, 155, 158, 166
• HIST 153, 178, 180, 185
• MUSC 20, 132
• SPAN 133
• POLI 153, 195
• PSYC 189
• RSOC 88, 139, 164, 184
• SOCI 132, 153, 175, 150
• THTR 14, 65, 161, 189
ETHNIC STUDIES 115
LOWER-DIVISION COURSES
5. Introduction to the Study of Race
edge of interdisciplinary scholarship in Afriand Ethnicity in the United States
can-American studies in order to explore the
Focuses on immigration and intercultural key themes of origins, power, community,
race relations for the major cultures of color identity, and expression that are central to
in the United States: African American, understanding race-related issues. In addiAsian American, Latina/o, and Native tion, students will create innovative research
American. Discussions of each group his- projects to help develop positions about the
torically in relationship to each other and the ideology of race, the dynamics of group condominant culture. Through critical readings, sciousness, and the significance of collective
class discussions, and films, students will action, self-determination, and aesthetics to
have the opportunity to develop a solid in- the African-American experience. (4 units)
tercultural foundation for understanding 35.African-American Women Writers
race and cultural diversity in United States.
Course is a basis for classes offered by all fac- Focuses on women writers of the Harlem
ulty in the Ethnic Studies Program particu- Renaissance and the intersections of gender,
larly the introductory-level courses. The race, and class. Examines paradigms that
course also serves as an introduction to the lead to racial inequity and social injustice,
minor in the Ethnic Studies Program. (4 units) and themes of gender empowerment, miscegenation, colorism, passing, sexuality, and
10.Introduction to Native
motherhood. Using poetry, short stories,
American Studies
plays, and film, examines how these women
Interdisciplinary exploration of the diverse engaged in acts of resistance as they sought
cultural life of Native Americans. Topics in- to rescue themselves from negative stereoclude Native history, politics, economics, types and redefine themselves in the new
education, health, entertainment and recre- world. Also listed as WGST 14. (4 units)
ation, identity, law and government, art, lit- 36.African-American Literature
erature, performance, and religion. Explores
key debates within Native American studies Also listed as ENGL 35. For course descripin relation to identity and identification tion see ENGL 35. (4 units)
­regarding gender, sexuality, race, class, and 40.Introduction to Asianethnicity. (4 units)
American Studies
Multidisciplinary survey of Asian Americans
20.Introduction to Chicano/Latino
including Asian cultural heritage, immigraStudies
Survey course in Chicana/Chicano studies tion, and the formation of Asian-American
addressing key issues in Chicana/o commu- communities. Examines worldviews and valnities in the United States. Focuses on such ues, religious beliefs, family and kinship, lanissues as immigration, culture, family, family guage, and contemporary community issues
and kinship, identity, gender roles, religion, of identity, sex roles, stereotyping, employeducation, politics, and labor force participa- ment, and education. (4 units)
tion. (4 units)
50.Introduction to FilipinoAmerican Studies
30.Introduction to AfricanExplores mainstream representations of the
American Studies
Students will engage in major debates about Filipino-American community. Twentieththe history, politics, and cultures of commu- century works written by and about Filipinonities of African descent living in the United Americans, with an emphasis on four relevant
States. Students will examine texts at the c­ utting themes: the legacy of Spanish Colonialism
116 COLLEGE OF ARTS AND SCIENCES
and American Imperialism; U.S. politics and
the history of Filipino-American activism and
resistance; problems of identity as it relates
to class, gender/sexuality, mixed heritages,
and generational differences; and FilipinoAmericans and popular culture. (4 units)
51.Introduction to the South Asian
Experience in the United States
This course addresses mainstream representations of the South Asian American community. Students will read 20th-century
works, written by and about South Asian
Americans, with an emphasis on the following relevant themes: the history of South
Asian immigrants to the United States; U.S.
politics and the history of South Asian
American activism and resistance; problems
of identity as it relates to class, gender/sexuality, mixed heritages, and generational differences; South Asian Americans and
popular culture; and the future of South
Asian Americans in the United States and
the reverse brain drain to India. (4 units)
55.Cross-Racial Electoral Politics
Examination of the historical and contemporary political movements among the
major minority groups in the United States
since the 1960s. The origins and goals of the
Black Power movement, the Chicano/a
movement, the Asian-American movement,
and the Native American movement will be
focused on during the quarter. Each of these
movements embodies similar and different
trails with regard to their respective group’s
quest for political power and elected representation. Due to contemporary immigration trends, Latinos and Asian Americans
have challenged the black-white paradigm
that has traditionally defined U.S. racial
politics in local- and state-level politics. The
result, in some instances, has been interracial
competition and conflict at these levels. The
necessary elements needed to build and to
sustain multiracial coalitions along with
what the political future holds for these minority groups will be addressed. Also listed as
POLI 55. (4 units)
60.Introduction to Journalism:
Diversity and Community
Also listed as COMM 40EL. For course
­description see COMM 40EL. (5 units)
65.Drama of Diversity
Also listed as THTR 65. For course description see THTR 65. (4 units)
70.Multicultural Literature
of the United States
Also listed as ENGL 39 and WGST 16. For
course description see ENGL 39. (4 units)
95.African-American
Independent Filmmakers
This class provides an in-depth analysis and
historical overview of independent AfricanAmerican filmmakers who made significant
contributions to the genre of film. We will
examine how African-American filmmakers
used film as a medium to heighten the consciousness of their audience, combat negative stereotypes, give voice to marginalized or
underrepresented groups, and raise social
awareness about issues affecting their diverse
communities. Using film and text, we will
read, discuss, and write about paradigms
that lead to inequity and injustice. Specifically, we will examine the intersection of
gender, race, and class, and note how these
dynamics are illustrated in the cinema of African Americans. We will also understand
how African-American filmmakers were able
to rise above adversity, and hone and sustain
their art, while confronting their myriad oppressions. (4 units)
96.Race, Class, and Culture
through Film
Explores how filmmakers who are concerned
about racism portray the politics, history,
and culture of people of African descent. Examines how this medium can humanize subjects who are often objectified and exploited
and give voice to communities whose perspectives and opinions have been historically
excluded from mainstream discourses. Considers how films can interrogate the physical,
ETHNIC STUDIES 117
cultural, and sometimes, psychological brutality of racist practices, as well as the ways
that racism intersects with other forms of
marginalization related to class, gender, sexuality, and citizenship. The content, production, and distribution of these cinematic
portraits illuminate the political philoso-
phies, hybrid cultures, and emancipating
collective action of black communities. Integrates students in faculty research by involving students in a documentary film project
about the relationship between the social
movements for African liberation and black
power. (4 units)
UPPER-DIVISION COURSES
112.Native Peoples of the
122.Chicana/Chicano Communities
United States and Mexico
Examination of the development of the social,
Examination of the national policies, ideolo- cultural, political, and economic structures
gies, and attitudes that have shaped the lives that shape Chicana/Chicano communities
of indigenous peoples living along the in the United States. Themes include the
U.S.‑Mexico border. Issues include cultural evolution of barrios, the historical and consurvival, cultural change, national and indi- temporary impact of Mexican land grants,
vidual identity, gender relations, legal and ghettoization, education, gangs, employpolitical problems, and intercultural rela- ment, and the political economy. (5 units)
tions. (5 units)
125.Latinas/os in the United States
120.Mexican Immigration
Examination of the experience of Latinas/os
to the United States
in the United States, focusing on people of
Examination of the process of Mexican im- Mexican, Central American (El Salvador,
migration to the United States since 1910 Guatemala, and Nicaragua), and Caribbean
with a focus on the role of Mexican immi- (Puerto Rico, Cuba, and the Dominican Regrant labor in California agribusiness. An public) descent. The countries of origin, imanalysis of reasons for Mexican immigration migration, settlement patterns, comparative
and the responses of the United States to issues, and the condition of Latinas/os in the
such immigration. Special focus on Mexican United States will be explained. Course confarm laborers, the various movements to or- tent addresses both historical and contempoganize them, and on Cesar Chavez and the rary issues. (5 units)
United Farm Workers (UFW). (5 units)
126.Latina/o Immigrant Detention
121.Chicana/Chicano Families
and Incorporation in the Age
and Gender Roles
of Terrorism
An examination of Chicana/Chicano fami- This class will examine shifts in immigration
lies in the United States. Addresses two gen- politics with specific focus on the largest
eral areas in family research: (1) the historical population of immigrants in the U.S.,
development of Mexican immigrant families namely Latinas/os. In the course of this exand subsequent generations of communities amination, we will pay particular attention
and families of Mexican Americans, and to changes occurring after 1996 and the in(2) a life-cycle analysis of families with a spe- creasing scrutiny of both documented and
cialized focus on gender roles and relations. undocumented immigrants that has led to
(5 units)
surges in the numbers of immigrants detained, apprehended, incarcerated, and deported. We will be mindful of the gendered,
class, and racialized dynamics at work in the
development and execution of new immi-
118 COLLEGE OF ARTS AND SCIENCES
gration policy, and we will examine the effect
of these shifts on concepts of citizenship. In
the end, the course will compel students to
consider the moral, political, and legal implications of an immigration policy focused
disproportionately on enforcement and
challenge them to find comprehensive alternatives. (5 units)
ticity as well as philosophical and political
ideologies; review controversies and debates
concerning rap music’s articulations of race,
gender, and sexuality; and examine the global impact of hip hop culture. Musical examples and video documentaries will be used in
conjunction with class lectures, discussion,
and presentations by guest artists. (5 units)
129.Mexican Popular
Catholicism and Gender
From the perspective of the sociology of religion, this course contextualizes the lives of
Chicanas/Mexicanas in Mexican popular
Catholic tradition, practices, and belief system with particular attention to race, class,
gender, and sexuality. This course repositions
feminist analysis from a brief acknowledgement of the influence of Mexican popular
Catholicism in the lives of Chicanas/Mexicanas to a much more encompassing critical
analysis of exactly how Catholicism influences women’s everyday experiences.
Through the use of case studies and secondary research, students will explore the creative and complex ways Chicanas/Mexicanas
participate in the workforce, in politics, in
public life, and at home as people of faith.
Also listed as RSOC 139 and WGST 152.
(5 units)
134.Black Social Movements
Black social movements consistently challenge the marginalization of communities of
African descent. In the process of contesting
the legitimacy and consequences of physical
terror, economic exploitation, and cultural
misappropriation endured by their communities, social movements throughout the
­African diaspora have created many of the
philosophies, repertoires of collective action,
and aesthetic traditions that lay at the core of
our understanding, and imagination, of
black life and political dissent. Students will
closely examine the work of two historical
social movements in the African diaspora—
Black Power and African Liberation—which
envisioned freedom, justice, and self-determination for black communities. Students
will learn about the ideas, tactics, and legacies of these movements by conducting interviews with Black Power and African
Liberation activists. In addition, students
will evaluate the work of black social movements that are currently organizing in their
communities. Through research, readings,
and class discussions, students will interrogate both the iconography and vilification of
black social movements and their impact on
race and politics in the present day. (5 units)
132.The History of Hip Hop
As Chuck D of Public Enemy once said,
“Rap both dictates and reflects.” This course
will examine the historical contexts and diasporic flows that have shaped (and been
shaped by) one the most important cultural
forms on the planet. We will examine the
multicultural roots/routes of rap and hip
hop from its West African bardic traditions
to Caribbean and African-American oral traditions; study the development of rap as a
musical genre extending from soul, funk,
and disco styles; analyze the musical and verbal traits of rap music as exemplary of an
urban street/hip hop aesthetic; discuss its influence on musical technology (i.e., sampling) and cultural influences in the
mainstream; investigate concepts of authen-
135.African Americans in Postwar Film
This course examines the presence of African
Americans in mainstream Hollywood films
during the postwar period. How did Hollywood representations of African Americans
change after World War II? What shifts and
continuities occurred during the postwar period? And how did those changes reflect the
ebbs and flows of civil rights activism
through the 1970s? The goal of this course is
ETHNIC STUDIES 119
to gain a deeper understanding of broader
social and historical change by engaging the
politics of race through a core aspect of
American popular culture. Also listed as
HIST 185. (5 units)
139.African-American Psychology
Also listed as PSYC 189. For course description see PSYC 189. (5 units)
141.Asian-American Women
An examination of Asian-American women
from a historical and contemporary framework within U.S. society. Focuses on the
struggle for identity and adjustment in the
first generation and the conflicts with subsequent generations of Asian-American
women. Analyzes two major themes: (1) the
interplay of gender identity formation and
conflict, both in the family and in the paid
labor force; and (2) the development of individual and collective survival strategies. Also
listed as WGST 111. (5 units)
142.Asian-American Communities
An examination of selected topics affecting
Asian Americans in the United States. Issues
include the changing nature of communities, community institutions, anti-Asian violence, occupational glass ceilings, higher
education, political mobilization, gender relations, identity formation, and the new patterns of Asian immigration. (5 units)
149.Civil Rights and Anti-Colonial
Movements
This course examines the connections between two historical developments often
treated separately: the U.S. civil rights struggle and African anti-colonial movements. By
placing these two movements in a transnational framework, the course explores the
global challenge to the racialized world order
of the 19th and early 20th century. How did
the civil rights struggle gain momentum in
the aftermath of World War II? What was
the longer history and role of “black nationalism” and Pan-Africanism in the transnational struggle? What were the connections
between the civil rights movement and contemporary independence movements in Africa and Asia? One of the central goals of the
course is to show how we can expand our
understanding of U.S. history by reaching
beyond the interaction between the U.S.
government and other nation-states to examine political and cultural change. Also
listed as HIST 153. (5 units)
150.Urban Education
and Multiculturalism
This course takes a critical multicultural approach to understanding urban education,
encouraging a connection between theory
and personal experience and observations.
With a focus on schools in large urban contexts, this course centralizes the experiences
of low-income, students of color. Race and
class will be two critical lenses with which we
will examine (1) the historical context of
educational inequality, (2) current issues of
educational inequity, and (3) the movement
towards educational justice. Students should
leave the course with a stronger understanding of the social and historical foundations
of U.S. education. (5 units)
151.Educational Inequality,
Racism, and Resistance
This course critically examines the connection between educational inequality, racism,
and resistance from a multicultural perspective. Encouraging students to view racism
beyond isolated incidents by individuals,
this course will expose racial inequality in
schools as sustained by laws and formal institutions. In this course, students will be exposed to both theory and research that
explore concepts including race and racism,
racial microaggressions, stereotype threat,
racial battle fatigue, internalized racism, and
resistance. Students will examine the extent
to which these forces impact multiple minority communities in K–16 contexts, as
well as community efforts for social justice.
(5 units)
120 COLLEGE OF ARTS AND SCIENCES
152.Multiracial Identities
This course focuses on multiracial identity
constructs in African-American and AsianAmerican literature. Using journey as a metaphor, the course seeks to define “movement”
and “place” in contexts where physical, spiritual, voluntary, or forced journeys contribute to the transformative possibilities of race,
class, gender, and identity. (5 units)
tion of the costs and benefits of economic
development, more sustainable forms of
production, and economic dynamics that
influence public health discrepancies by gender and race. While this course focuses on
communities of color in the U.S., it also
addresses binational and global instances
­
of environmental injustice. Also listed as
WGST 113. (5 units)
153.Minority Politics in
the United States
Also listed as POLI 153. For course description see POLI 153. (5 units)
157.Race, Gender, Class, and
the College Experience
How do we understand our experiences in
college? Explores student experiences in
higher education by using lenses that focus
on race, gender, and class. Activities, self-reflection, lecture, and discussion will be used
to explore student identity, the history of
higher education, college access and retention, campus climate, and student development. Also listed as WGST 114. (5 units)
154.Women of Color in
the United States
Explores the historical and present-day issues
for women of color in the U.S. inclusive but
not limited to key topics such as sexuality,
family, work, media, and activism. Students
will examine the impact of racism, sexism,
and classism on African-American, AsianAmerican, Latina, Native American, and
white American women in the U.S. Using
an interdisciplinary approach, students will
also investigate their shared experiences as
well as their differences. Also listed as WGST
112. (5 units)
155.Racism in the United States
Multidisciplinary study of racism in the
United States. Its historical manifestations
from the arrival of Europeans in North
America to contemporary times; its psychological dimensions (prejudice, stereotypes,
discrimination); and its place in the U.S.
political economy. Emphasis on African
­
Americans, but includes discussion of Native
Americans, Chicanos/as, and Asian Americans. (5 units)
156.Environmental Racism,
Gender, and Justice
Examines the relationships between racial
formation, gender, and class within the context of environmental problems and the distribution of resources. Considers activities
that may lead to a more equitable distribu-
158.Race, Gender, and
Politics in the News
Journalism aims to serve democracy by informing the public about important issues,
lifting up seldom-heard voices, and encouraging participation by all. This course examines the news media’s role in the political
sphere as part of an increasingly diverse society. How do the news media influence our
perception about race and gender, particularly in the political realm? How well do
journalists report on policies that influence
people differentially according to race or
gender? Prepare to participate with your
whole self in an exploration of these questions and more. Also listed as COMM 168A
and WGST 117. (5 units)
159.Race, Gender, and Public Health
Also listed as COMM 164A and WGST
116. For course description see COMM
164A. (5 units)
ETHNIC STUDIES 121
160.Documentary Making
for Social Justice
This creative course provides students the
opportunity to write, dissect, and produce
their own 10-minute documentaries that are
committed to social justice. In addition to
producing their own films, students will examine how documentary filmmakers use
film as a medium to heighten the consciousness of their audience, combat negative stereotypes, give voice to marginalized or
underrepresented groups, and raise social
awareness about issues affecting their diverse
communities. Reading film as “text”—complete with their own arguments, aesthetic
concerns, social, political, and historical influences—we will understand how documentaries are used to illumine disparities or
confront issues of inequity and injustice.
Specifically, we will examine the intersection
of gender, race, class, spirituality, and sexuality, and note how these dynamics function
in film to enlighten our global community.
Writers in this course will be moved from
idea to script and, ultimately, film. (5 units)
164.Popular Music, Race and
American Culture
Also listed as MUSC 134. For course description see MUSC 134. (5 units)
170.Immigrant Businesses
in the United States
Also listed as SOCI 150. For course description see SOCI 150. (5 units)
178.Race and World War II
World War II stands as one of the most explosive moments in U.S. and global history
in the 20th century because of the myriad
ways the conflict influenced the postwar
world. The United States emerged from the
war as the premiere global superpower in
terms of combined military, diplomatic, and
financial supremacy. However, the United
States found itself under increased scrutiny
due to its history and maintenance of structural or institutionalized racism. In the midst
of military and ideological conflict against
the Nazi regime in Germany, and addressing
the claims of civil rights and anti-colonial
activists, the United States became a composite site of the tensions that defined a
democratic society struggling with ongoing
racism. This reading seminar explores these
tensions, which were exacerbated by the rise
of anti-racist perspectives in the anthropological and biological sciences just preceding
the war. The assigned readings and discussions engage these phenomena in order to
properly explore the significance of “race” in
the World War II era. Also listed as HIST
178. (5 units)
185.Seminar in U.S. Politics:
Racial and Ethnic Politics
Also listed as POLI 195. For course description see POLI 195. (5 units)
194.Peer Educator in Ethnic Studies
Peer educators in ethnic studies work closely
with a faculty member to help students in an
ethnic studies course understand course material, think more deeply about course material, benefit from collaborative learning,
and/or to help students enjoy learning.
­Enrollment is by permission of the instructor.
(2 units)
197.Special Topics in Ethnic Studies
(1–5 units)
198.Internship
(2–5 units)
199.Directed Reading/
Directed Research or Internship
A capstone senior project representing a
student’s specialization in ethnic studies.
­
­Prerequisite: Written approval by the director
of the Ethnic Studies Program prior to registration. (2–5 units)
122 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF HISTORY
Professors Emeriti: Dorothea French, Steven Gelber, George F. Giacomini Jr.,
Mary McDougall Gordon, Jo Burr Margadant, Timothy J. O’Keefe,
Peter O’M. Pierson, Sita Anantha Raman
Professors: Gerald L. McKevitt, S.J. (Ignacio Ellacuria, S.J., University Professor
for Jesuit Studies), Barbara Molony (Walter E. Schmidt, S.J. Professor),
Robert M. Senkewicz, David E. Skinner, Nancy C. Unger
Associate Professors: Naomi Andrews, Ramón D. Chacón, Arthur F. Liebscher, S.J.
(Department Chair), Fabio López Lázaro, Amy E. Randall, Thomas Turley
Assistant Professors: Paul P. Mariani, S.J., Matthew Newsom Kerr, Harry Odamtten
History provides an understanding of all aspects of the human past. By synthesizing the
humanities and social sciences, the study of history imparts the ability to research, analyze,
and communicate the reasons humanity has developed in particular ways. Knowledge and
skills developed in history are excellent preparation for graduate study and careers in education, communications, government, law, and business.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in history must complete the following departmental
requirements:
• One history course, either lower- or upper-division, in at least five of the following
seven geographical areas: Africa, East Asia, South Asia/Indian Ocean, West Africa/
Middle East, Europe, Latin America, and United States
• Four lower-division courses in three of the seven geographical areas mentioned above,
at least one of which must be in the student’s area of projected individual specialization. Up to two Cultures & Ideas I and II courses taught by history department faculty may be used to partially fulfill these requirements. Credit for Cultures and Ideas
courses taken in another university department is at the chair’s discretion.
• Ten upper-division courses, including:
– HIST 100 and 101
– One global course from the following: HIST 102, 103, 104, 105, 106, 107, 112,
115, 116, 121, 123, 143, 145, 153
– Four courses in the student’s area of specialization
– Two elective history courses
– HIST 197 or an approved equivalent
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in history:
• Seven history department courses, at least four of which must be upper-division
HISTORY 123
LOWER-DIVISION COURSES: CULTURES & IDEAS
the construction of Western culture in its
11A. and 12A. Cultures &
Ideas I and II
global context. Courses may address such
A two-course sequence focusing on a major topics as civilization and the city; exploratheme in human experience and culture over tions, migrations, and nations; and empires
a significant period of time. Courses empha- and rights. Successful completion of C&I I
size either broad global interconnections or (HIST 11A) is a prerequisite for C&I II
(HIST 12A). (4 units each quarter)
REQUIRED UPPER-DIVISION COURSES
100.Historical Interpretation
majors will be given priority. Recommended
An investigation of the diverse methods his- to be taken in the sophomore or junior year.
torians use to examine the past. Required of (5 units)
all majors as a prerequisite for HIST 197. 197S. Capstone Seminar
For history majors or with permission of the
A topical course designed to give seniors the
instructor. (5 units)
opportunity to write an in-depth original
101S. Historical Writing
research paper under the guidance of the
Researching and writing history papers. Re- seminar instructor and a faculty specialist
quired of all majors as a prerequisite for chosen by the student. For senior history maHIST 197. For history majors and minors; jors only. Prerequisites: Successful completion
of HIST 100 and 101. (5 units)
UPPER-DIVISION COURSES: GLOBAL HISTORY
102.Ethnic Cleansing and
and the order’s theological reorientation in
Genocide in the 20th Century
the late-20th century and its promotion of
This course will explore the mass murder of social justice. (5 units)
populations defined by ethnicity, nationality, 104.World History Until 1492
and race in the 20th century. (5 units)
An overview of the great civilizations of the
103.Jesuit History and Spirituality
world prior to the Columbian Exchange, foThis interdisciplinary course in history and cusing on the geographical, cultural, ecotheology examines how a major religious nomic, and political features of the complex
order, the Society of Jesus (Jesuits), evolved societies in East Asia, Southeast Asia, South
through the interplay of a variety of cultural Asia, Africa, the Middle East, Europe, the
and religious influences. Starting with the Americas, and Oceania. Survey of the founorder’s 16th-century founding and continu- dations of each region. Patterns of connecing to the present, the course focuses on the tion and interdependence in world history.
following selected topics: how theology and (5 units)
history interact to forge a religious tradition;
the origin of Ignatian humanism and spiri- 105.Modern World History
tuality; the defining features of the Jesuit Examination of the significant events, relaeducational system; the Society’s role in the tionships, and ideas that have shaped the
global encounter between Europe and the development of a transformed international
cultures of Asia and the Americas; the En- system during the past 300 years. Focus is on
lightenment and religious belief; the sup- a few themes rather than a chronological
pression of the Jesuits in the 18th century; ­survey of different regions or cultures. Major
124 COLLEGE OF ARTS AND SCIENCES
themes include the scientific and industrial
revolutions, new technologies, nationalism
and imperialism, effects of new technologies,
anti-colonialism, neo-imperialism, and the
new world disorder. (5 units)
106.A World History of Foods,
Drugs, and Medicines
An analysis of the human use of plants as
sustenance, mood enhancers, and health
agents with particular attention to the Neolithic invention of agriculture, its spread
through monumental civilizations, and the
capitalistic globalization of food cultures
since 1500 caused by imperialism and industrialization (e.g., fast food and national
cuisines). Specific theories to be examined
include J. Diamond’s interpretation of agriculture as an element in the differential evolution of human societies, historians’
emphasis on the role sugar played in the development of African slavery, and contemporary concerns about the ecological and
health shortcomings of agribusiness. (5 units)
107.Spain and Morocco: Jews,
Christians, and Muslims,
700 –1700
A study of how Spain and North Africa’s histories were intertwined between the Muslim
conquest (711–714) and the Christian
monarchy’s expulsion of Jews from Spain in
1492 and of Muslims in 1609. This course
examines the medieval cultural, social, and
political coexistence of Jews, Christians, and
Muslims, a phenomenon known as convivencia, and explores why it ended. (5 units)
112.The Haitian Revolution in
World History and Memory
Between 1789 and 1804, the French Caribbean colony of Saint-Domingue was the site
of the most profound and violent realization
of the revolutionary spirit sweeping the Atlantic in the “age of democratic revolutions.”
This era is usually associated with the French
and American revolutions, both key events
in the history of democracy and the rhetorical
development of human rights as an agenda
in the West. However, both stopped short of
the most radical realization of the promises of
the age of Enlightenment, particularly with
regard to slavery and the racial discrimination
that went along with it. The slave revolt on
Saint-Domingue and the Haitian revolution,
by contrast, witnessed the fullest realization of
these promises in the form of the only successful slave revolt in human history. The events on
Hispaniola took place at the nexus of world
historical forces of globalization through commerce, cross-cultural encounter, racial mixing,
and the dispersal of radical Enlightenment
ideas and their realization in the form of
revolution. As a result of the powerful currents of human history that flowed through
the region, the Haitian revolution has proved
to be an enduring source of both fear and
creativity in the history of race relations, slavery, and abolition, and the forging of a new
world identity for the descendants of the
once enslaved populations of the island. This
course will examine the history of the revolutionary years in Haiti, its near erasure from
Western historical memory, and the literary
and historical recovery of its importance in
the 20th and 21st centuries. (5 units)
116S. Sex and Gender in the
Era of High Imperialism
An examination of the role of sexuality and
gender in the global expansion of European
hegemony in the 19th and 20th centuries.
Explores these themes through literature,
historical scholarship, and film. Also listed as
WGST 124. (5 units)
121. A World History of Capitalism
An exploration of the origins, development,
and world impact of capitalism. Emphasis is
placed on understanding scholarly debates
concerning critical issues, such as capitalism’s
disputed origins in medieval Europe, its
links to imperialism, democracy, and modernity since the 1300s, and the much later
co-development of modern critiques of capitalism such as Marxism, anti-democracy/
anti-capitalism terrorism, and the “Occupy”
movement. (5 units)
HISTORY 125
123.History of Plagues, Epidemics,
and Infections
An exploration of scientific, social, cultural,
political, and ethical contexts in the history
of infectious diseases and epidemics. Particular attention is given to how the social framing of epidemiological thought has shaped
responses by societies, how public health is
an intrinsically political matter, and how we
can envision the place played by social justice perspectives in fashioning global public
health. (5 units)
143S. Seminar: Women in
Political Revolutions
Comparative, global history seminar that focuses on the political, economic, social, and
military leadership of women in several types
of revolutionary movements, both violent
and nonviolent. Examples are taken from
many cultures around the world from the
19th to the 21st centuries. Also listed as
WGST 125. (5 units)
145.Islam in the Modern World
Comparative study of contemporary Islam.
The study of origins and basic doctrines of
Islam and its development in the modern
world. Main focus will be on Islam’s interaction with different cultures, emphasizing
political implications of the rise of revivalism. (5 units)
153.Civil Rights and Anti-Colonial
Movements
Also listed as ETHN 149. For course description see ETHN 149. (5 units)
199.Directed Reading/
Directed Research
Directed reading and research in source materials and secondary works dealing with selected historical problems in world and
comparative history. Prerequisite: Permission
of department chair and instructor. (5 units)
LOWER-DIVISION COURSES: UNITED STATES HISTORY
84.Women in American Society
96A.Introduction to the History
of the United States I
Examination of the rich history of the
changing social, economic, political, and in- A survey of the history of the United States
tellectual life of women in the United States. from European colonization to ReconstrucFocuses on issues of gender, race, class, geo- tion. Political, economic, social, and intellecgraphic setting, and ethnicity. Primary and tual aspects of America’s first 250 years.
secondary sources will be used to examine (4 units)
women’s self-conceptions and self-identifications, as well as gender constructs and pre- 96B.Introduction to the History
of the United States II
scribed roles. Also listed as WGST 57. (4 units)
A survey of the history of the United States
85.Introduction to United States
from Reconstruction to the present. PolitiEnvironmental History
cal, economic, social, and intellectual aspects
Study of American environmental history of America in an era of industrialization, infrom the pre-Columbian period to the pres- ternational involvement, and domestic
ent. Examines the interactions in history change. (4 units)
­between the physical environment and economics, politics, gender, race, ethnicity, and
religions. (4 units)
126 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: UNITED STATES HISTORY
153.Civil Rights and Anti-Colonial
178.Race and World War II
Movements
Also listed as ETHN 178. For course descripAlso listed as ETHN 149. For course descrip- tion see ETHN 178. (5 units)
tion see ETHN 149. (5 units)
180.Native Americans of
170.Revolution, Confederation,
the United States
Constitution
Native American history from colonial times
Intensive study of the origins, progress, and to the present from the perspective of native
culmination of the American Revolution to peoples. The focus is on selected Indian peo1800. (5 units)
ples in each historical period with an emphasis on native responses to changing historical
171.The New Nation
circumstances, the continuity of Native
Social and political reforms, expansion, and American cultures, and Indian relations with
changes, sectional, and national politics of the U.S. government in the 19th and 20th
the United States between 1800 and 1850. centuries. Topics include colonialism, Native
(5 units)
Americans and environments, regional, and
tribal histories. (5 units)
172.The Union in Crisis
A study of the major aspects of the antebel- 181.United States Women Since 1900
lum period, the Civil War, and the problems Examination of the rich history of the
of Reconstruction: the abolitionists, the rise changing social, economic, political, and inof the Republican Party, the conduct of the tellectual life of American women from
war, the role of the free African American, 1900. Issues of gender, race, class, geographconstitutional readjustment, and the rise of ic setting, and ethnicity will merit approprithe new South. (5 units)
ate attention. Primary and secondary sources
used to examine women’s self-conceptions
173.The Modern Era: 1920–1960
and self-identifications, as well as gender
The end of the Republican ascendance in constructs and prescribed roles. Women’s
the 1920s and the rise of the New Deal coali- role in the Gilded Age, the Progressive Era,
tion. America at war again and the Cold War WWI, the Depression, and WWII will be
at home and abroad. (5 units)
followed by extensive coverage of the transitions created/endured by American women
177.Gays and Lesbians in
from the postwar period to today including
United States History
the rise of feminism and its ongoing chalExamination of the significance of gay men lenges. Also listed as WGST 173. (5 units)
and lesbians across the broad sweep of American history, beginning with pre-Columbian 182.Sex and Family in
American History
Native Americans and concluding with the
modern era. Religious, intellectual, econom- History of sex and the family from the 17th
ic, political, and social ramifications will all to 20th century. Impact of social and ecobe examined. Also listed as WGST 138. nomic change on sexuality, courtship,
(5 units)
­marriage, and child rearing. Cultural construction of gender roles and sexual roles.
Also listed as WGST 174. (5 units)
HISTORY 127
184.American Historical Geography
Introduction to the physical and cultural geography of the United States with a special
emphasis on California. Texts, maps, and
discussions will be used to explore how
America’s geography is not just the stage for
American history but an integral player in
that history. (5 units)
185.African Americans in
Postwar Film
Also listed as ETHN 135. For course description see ETHN 135. (5 units)
186.California
Survey of the state’s history: its Native American origins, Spanish invasion and missionization, Mexican period, U.S. conquest,
gold rush, and development to the present.
(5 units)
ing role of race in the American imagination
as manifested in popular Western literature,
art, and film. (5 units)
188S. The Making of Modern
America: The Progressive Era
This seminar examines the progressives
(1880s–1920), a group of reformers who
struggled to more equitably redistribute the
wealth and power of the newly industrialized, urbanized America, achieving mixed
results. The impact of this crucial period of
reform on politics, gender, class, business,
the environment, leisure, and foreign affairs
will be examined in order to illuminate current political and social views and actions.
Students are evaluated on their informed
participation and a research paper. (5 units)
189.Special Topics in
United States History
187.The American West:
Courses offered occasionally on subjects outDiverse Peoples, Diverse Places
side the standard curriculum in modern
A study of the importance of the trans-­ United States history. (5 units)
Mississippi West in America’s multicultural
history with an emphasis on the 19th cen- 191S. Seminar in United States
History
tury. Particular attention is given to a study
Original
research and group discussions of
of myth and reality in westward expansion,
selected
problems
and periods. (5 units)
the effect of the western migration movement on family and race as experienced by 199.Directed Reading/
Native Americans, Asian Americans, African
Directed Research
Americans, and Mexican Americans. The
Directed
reading and research in source macourse explores economic and social factors
that have shaped the different regions that terials and secondary works dealing with seconstitute the West. It also studies the shift- lected historical problems in U.S. history.
Prerequisites: Permission of department chair
and instructor. (5 units)
LOWER-DIVISION COURSES: EUROPEAN HISTORY
16.Ancient Greek Religion
94. Introduction to the History
of Europe
Also listed as CLAS 67. For course description see CLAS 67. (4 units)
A thematic approach to European history,
from Early Modern to the present, offered
17.Ancient Roman Religion
by members of the European History faculty.
Also listed as CLAS 68. For course descrip- (4 units)
tion see CLAS 68. (4 units)
128 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: EUROPEAN HISTORY
tice in its formation. Topics include the evo108.Ancient Greece
Also listed as CLAS 108. For course descrip- lution of representation and citizenship and
the place of social, economic, racial, and
tion see CLAS 108. (5 units)
gendered forces in the formation. (5 units)
109.The Hellenistic Age
Family, and Crime
Also listed as CLAS 109. For course descrip- 119.Sex,
in
Mediterranean
Europe,
tion see CLAS 109. (5 units)
1300–2000
110.Roman Republic
Explores the historical intersection of the
Also listed as CLAS 110. For course descrip- law—particularly criminal law—with gender and family in medieval and early modern
tion see CLAS 110. (5 units)
societies. The focus is on Spain, southern
111.Roman Empire
France, Italy, and the Muslim MediterraAlso listed as CLAS 111. For course descrip- nean, but comparisons are made with Anglo-American legal traditions. Examines
tion see CLAS 111. (5 units)
how family, sex, and gender were regulated
115.Gender, Race, and Citizenship
and how the state’s authority was increased
in the Atlantic World
as it began to “police” behavior at a time
This course charts the dynamics of contesta- when the theory of individual rights was detion and reform that shaped the politics of veloping. Topics include the history of margender and racial equality in the modern At- riage, the medieval Inquisition, the early
lantic world through close examination of modern “witch craze,” and the real—as opideas of autonomy and citizenship from the posed to the mythic—harem. Also listed as
18th to the 20th century. Focuses on specific WGST 170. (5 units)
reform movements and revolutionary moments in regard to women’s rights, slave 122.Pirates of the Mediterranean,
Pirates of the Caribbean,
emancipation, and colonialism in Europe,
1300–1800
the United States, and the European colonial
An examination of the history of piracy in
empires. Also listed as WGST 169. (5 units)
the late medieval Mediterranean and early
117.State and Church in the
modern Atlantic worlds. Recent scholarship
Middle Ages, 1000–1450
and original narratives, including eyewitness
The struggles between state and church that accounts, are placed within the larger conformed modern Western political institu- text of how societies in these regions have
tions. Topics include the rise of royal and communicated and clashed with each other.
papal theocracy, the emergence of the idea of Discussions focus on examining Mediterralimited government, the foundation of rep- nean piracy in relation to Christian and
resentative institutions and modern legal in- Muslim interaction and delineating Atlantic
stitutions, and the origins of the modern piracy’s affiliation with the birth of global
Western imperialism and the development
state. (5 units)
of an early modern “alternative pirate soci118.Representation, Rights, and
ety.” (5 units)
Democracy, 1050–1792
The development of modern democracy 125.History of the Senses
from its roots in the Middle Ages to its im- An exploration of the natural and social hisplementation during the American and tory of sensory perception in the modern
French revolutions, with a major emphasis Western world. Special attention is devoted
on the tension of political theory and prac- to critically investigating the ways societies
HISTORY 129
have organized the meanings and abilities of
sight, hearing, smell, taste, and touch.
(5 units)
126.Conflicts in Medieval Christianity
An examination of the religious tensions and
conflicts that helped form later medieval
Christianity. Treats heresies, developing notions of orthodoxy and authority, the warrior
Christianity of the Crusades, mendicancy
and urban attitudes toward Christian perfection, the new monasticism, the development
of a personal religion, lay tensions with the
clergy, the inquisition, and the climate of
­reformation. (5 units)
127.The World of St. Francis
An examination of the religious, social, and
economic background that produced Francis
of Assisi, one of the most revolutionary figures of the late Middle Ages. Focus on shifts
in religious perception and new notions of
religious perfection gaining popularity in
Francis’ time, Francis’ personal motivations,
and the struggle the medieval church experienced attempting to integrate Francis and
his followers into its structure. (5 units)
128.Victorian London
This course explores the social and cultural
history of London from the 1830s to 1900.
Particular emphasis is placed on the strong
contrast that Victorian London offered between imperial splendor and grinding
­misery. Students will examine Victorian perception and experiences of London poverty,
filth, prostitution, and assorted vices, as well
as art, culture, entertainment, and social reform movements. (5 units)
130A. The French Enlightenment and
Revolution in Global Context
This course surveys the history of France
from the Enlightenment through the late19th century with particular emphasis on
France’s empire and transnational connections. Particular areas of emphasis include
the development of French nation identity;
the Revolution’s key role in the development
of democracy and republican political institutions and language; and Enlightenment
ideas of religious tolerance and human
rights. (5 units)
130B.Modern France and the World
This course surveys the history of France
from the founding of the Third Republic in
1870 to the present day with particular emphasis on republican universalism, French
overseas imperialism, the Dreyfus Affair, the
struggle for women’s equality, the role and
experience of France in the two World Wars,
and late-20th century patterns of decolonization and migration. (5 units)
131.War and Democracy in the United
Kingdom during World War I
World War I gave birth to a range of difficult
questions regarding the relationship between
democratic ideals and how societies organize
for modern conflicts, setting a strong pattern
for the 20th century and continuing to possess strong resonances for today. What strains
and opportunities does war place upon democratic societies? Does modern patriotism
enable or distort the aspirations of free societies? What forces propel individuals to assist
or resist modern war making? This course
encourages students to think of war as not an
activity solely directed by generals and politicians, but rather a social and cultural event
that is formed and negotiated by citizens,
workers, and parents. This course places the
WWI battlefront in the context of British
imperial history, and especially examines
how four years of fighting shaped Britain’s
modern national and civic identity. Readings
and materials cover the significance of the
home front in many forms including the
propaganda machine, the Irish problem,
public school tradition, industrial organization and trade union activity, and the women’s vote campaign. Civic groups organized
by peace protesters, conscientious objectors,
suffragists, and striking workers will be explored alongside groups such as national service advocates, Empire leagues, Boys Scouts,
and civil preparedness organizations. (5 units)
130 COLLEGE OF ARTS AND SCIENCES
132.Democracy Under Siege: Ancient
Athens and Modern America
Also listed as CLAS 113. For course description see CLAS 113. (5 units)
133.History of Sexuality
Study of the history of sexuality in modern
Europe. Examination of topics such as the
politics of prostitution, abortion, and pornography; changing sexual norms and practices; the invention of homosexuality and
heterosexuality; the social construction of
sexual identities; professional and state involvement in the supervision and regulation
of sexualities; intersections of sexuality with
gender, ethnicity and race, nationality, class,
and religion; connections between sexuality
and imperialism, nationalism, economics,
politics, and culture; sexual communities
and movements. Also listed as WGST 137.
(5 units)
134.Reformers and Revolutionaries
in Tsarist Russia
Examination of politics, society, and culture
in the Russian Empire from the reign of
Peter the Great to the fall of the Romanov
Dynasty in 1917. Themes include state
building and modernization; peasant rebellion and the institution of serfdom; the nobility and its discontents; imperial expansion
and the multiethnic Empire; the Orthodox
Church and popular religion; aristocratic revolt and the Russian revolutionary intelligentsia; Alexander II and the Great Reforms;
the growth of radicalism; industrialization
and social change; the Revolution of 1905;
and the crisis of the Old Regime. (5 units)
136.Gender/Race/Class in
20th‑Century Europe
An exploration of the ways that social anxieties and ideas about gender, race, nationality,
class, and sexuality shaped political, economic, social, and cultural developments in
Europe from 1900 to the present. Topics
include challenges to bourgeois society in
pre-war Europe; World War I; gender and
sexual “disorder” in the 1920s; fascism and
sexuality; WWII and the Holocaust; cultural
constructions of the Cold War; the intersections of class, gender, and consumption; the
politics of decolonization; the 1968 revolutions in Western Europe and Eastern Europe; the women’s movements in the 1970s;
masculine identity in a post-industrial world;
the gendering of Communism; “new Europeans,” European unity, and nationalism in
postcolonial, post-Communist Europe. Also
listed as WGST 172. (5 units)
137.The Soviet Experiment
An examination of the Soviet experiment to
build the first self-proclaimed socialist government in history. Emphasis on political and
economic policies, cultural practices, everyday life, and the evolution of social identities
and roles, taking into account gender, regional, and national differences. (5 units)
138.Second World War
An intensive investigation of the international military conflict of 1939–1945.
­Examination of the causes of the war and the
major campaigns in Europe, North Africa,
and the Pacific. The domestic consequences
of the war, and the impact of the conflict on
the lives of subject populations, soldiers, and
ordinary civilians. (5 units)
139.Special Topics in European History
Courses offered occasionally on subjects outside the standard curriculum in modern Europe. (5 units)
192S. Seminar in European History
Original research and group discussions of
selected problems and periods. (5 units)
199.Directed Reading/
Directed Research
Directed reading and research in source materials and secondary works dealing with selected historical problems in European
history. Prerequisite: Permission of department chair and instructor. (5 units)
HISTORY 131
LOWER-DIVISION COURSES:
AFRICAN, WEST ASIAN, MIDDLE EASTERN HISTORY
91.Africa in World History
97.Introduction to the History of
West Asia and the Middle East
Historical survey of the origins and development of African cultures from ancient times A survey of the cultural, religious, economic,
to the onset of European colonialism in the and political development of western Asia
20th century. Focus on selected civilizations and northeastern Africa up to 1900 CE.
and societies. Patterns of African social, eco- (4 units)
nomic, and political life. (4 units)
UPPER-DIVISION COURSES:
AFRICAN, WEST ASIAN, MIDDLE EASTERN HISTORY
140.Biography and Autobiography in
and pan-Arabism and the development of
the African Experience: Exploring
political Islam in both regional and global
African Lives and Writing
affairs. (5 units)
This course will explore writings by African- 144S. Islam in Africa
born individuals during the Atlantic period.
It will focus on how they describe their expe- Examination of the history and contemporience of slavery and colonialism in Africa, rary role of Islam in Africa. The principal
their perceptions of and experiences in the topics are the development of Islamic ideas
Western World, as well as African-American and institutions, the impact of Islam on
perceptions of and experiences in Africa. ­African cultures, the role of Islam in contemThe themes we will explore will include, but porary political and economic development,
not limited to, colonialism, slave captivity and the interaction between African and
narratives, autobiographical and biographi- non-African organizations and governcal accounts of free blacks and African slaves ments. (5 units)
in Europe and the Americas, the experiences 149.Special Topics in African
of African royalty abroad, and African conor Middle Eastern History
tributions to the birth of African-American
Courses
offered occasionally on subjects
culture and the emergence of “Creole” soci­outside the standard curriculum in African
eties in the New World. (5 units)
history. (5 units)
141.Politics and Development
193S. Seminar in Africa and
in Independent Africa
Middle East
African economic, social, and political problems after independence. Major ideologies Original research and group discussion of
selected problems and periods. (5 units)
and international conflict. (5 units)
199.Directed Reading/
142.Modern West Asia
Directed Research
and North Africa
Directed
reading and research in source maAn examination of the political, economic,
and religious forces that helped to shape the terials and secondary works dealing with secontemporary nation-state system of west- lected historical problems in African history.
ern Asia and northern Africa. Analysis of the Prerequisites: Permission of department chair
consequences of European expansion and and instructor. (5 units)
colonialism, Zionism, Arab nationalism,
132 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: EAST ASIAN,
SOUTH ASIAN, AND INDIAN OCEAN HISTORY
55.Introduction to Southeast Asia
and with other regions using concepts borHistorical survey of the civilizations of Ma- rowed from anthropology, cultural studies,
laysia, Indonesia, Burma, Thailand, Cambo- economics, and political science. Particular
dia, Laos, Vietnam, and the Philippines focus on China, Japan, and Korea. (4 units)
from their origins to the present day. The 93.Introduction to the History of
focus will be on societies, cultures, religions,
South Asia and the Indian Ocean
colonialism, nationalism, and postmodern
A
survey
of the dynamic development of
socioeconomic issues. (4 units)
India, Pakistan, Bangladesh, Nepal, Sri
92.Introduction to the
Lanka, and the Indian Ocean. Using multiHistory of East Asia
disciplinary concepts, the course focuses on
An examination of the emergence of modern the subcontinent’s rich and unique mosaic of
nations from the rich and diverse cultures of social, religious, cultural, economic, and enthe Pacific and their mutual transformations vironmental systems against the backdrop of
since 1600. Analyzes linkages within the region dramatic political events. (4 units)
UPPER-DIVISION COURSES: EAST ASIAN,
SOUTH ASIAN, AND INDIAN OCEAN HISTORY
146A. Medieval and Early
147A. Premodern China in
Modern Japan
the World to AD 1600
From the early medieval period through the Chinese civilization from the earliest times
middle of the 19th century, Japan developed to the early modern global encounter with
as a blend of indigenous cultures, religions, the West. Includes Shang oracle bones, Emand institutions and continental (Chinese peror Qin Shi Huang and his terracotta
and Korean) civilization and later European army, the origins of the Great Wall and the
and American ideologies and imperialism. Silk Road, Genghis Khan and the Mongol
This course examines culture, ideas, reli- conquest, Tang empresses, Marco Polo,
gions, society/economy, and global interac- Zheng He and his expedition to Africa, the
tions. (5 units)
glories of the Ming dynasty, and Jesuit missionaries. Topics also include the evolution
146B.Modern Japan in the World
of Confucianism, Taoism, and Buddhism;
An examination of Japanese history in its development of political institutions; analyglobal context since 1600, with emphases on sis of the pre-industrial economic experiits 19th century “economic miracle;” prob- ence; and state-society relations. (5 units)
lems faced by a rapidly modernizing and
globalizing society; questions of national se- 147B.Modern China in the World,
17th Century to Present Day
curity and imperialism; reconstructing gender, personhood, and rights of Japanese men Social, political, economic, and cultural develand women at several key moments in opment of China from the 17th to 21st cen“modern” society; social and political move- turies. Topics include China’s state formation
ments such as suffrage and labor; war and from monarchy to socialism; cultural history
reconstruction; and diaspora, both of people from Confucianism to individualism; issues
and ideas. (5 units)
of poverty and population; intellectual and
cultural changes and the role of the West in
these changes; and the indigenous forces
shaping China’s modern evolution. (5 units)
HISTORY 133
148.China and the Chinese Diaspora
This course explores the Chinese diaspora
(overseas Chinese) both as emigrants from a
China which currently has a population of
1.4 billion, and as immigrants to various
Chinese communities throughout the
world: the Americas, Europe, and East and
Southeast Asia. Overseas Chinese currently
number 15 million people, making it one of
the largest groups of migrants in the world.
The course will situate the successive waves
of Chinese migration in their economic, social, and political contexts. While the course
is primarily historical, we will also use interdisciplinary methodologies from political
science, economics, sociology, and anthropology. (5 units)
150.Gender in East Asia
The historical study of women is necessarily
the historical study of gendered societies.
While there are important linkages among
China, Japan, and Korea—for example,
shared religious traditions, the varied experiences of imperialism, the central role of
women and the construction of gender in
modernity, and the physical movement of
women (and men) among the three countries—there are also significant differences.
This course will explore changes over time in
sexualities, work experiences, civic culture,
the gendered state, and marriage and family
in the three countries. Also listed as WGST
126. (5 units)
151.Imperialism in East Asia
This course examines the cultural, social, political, and economic effects of imperialism
in East Asia. Imperialism took varied forms,
depending on the interests of the imperialist
country and the conditions in the country
under imperialism. Readings will use both
literary and historical sources. (5 units)
152.History of Christianity in China
The history of Christianity in China from
the seventh century to the present. We will
explore the earliest evidence of Christianity
in China, the Franciscan missions to the
Mongols, the arrival of the Jesuits, the
­ hinese rites controversy, the persecution of
C
Christianity, the rise of Protestant missions,
and the explosive growth of Christianity in
China today. We will also explore issues of
church-state conflict, religious debate and
conversion, and the complex interplay between foreign missions and Chinese developments. (5 units)
154A. Ancient, Classical,
and Medieval India
India from its prehistoric roots to 1500, with
a focus on both sacred and secular themes
including the development of Hinduism,
Buddhism, Jainism, Islam, Sufism; social
stratification through caste, gender, and ethnicity; trade and cultural expansion in Asia
and the Indian Ocean world; religious and
social syncretisms; and state and kingship.
(5 units)
154B.Modern India
India after the Portuguese arrival to the present. Themes include economic development
and trade; imperialism; Hindu socioeconomic reform and its relevance to women
and the caste system; Muslim awakening
and modernization; Indian nationalism;
Gandhi, Nehru, and Jinnah; economic development and environment; national cohesion; and communalism. (5 units)
159.Special Topics in Asian History
Courses offered occasionally on subjects
­outside the standard curriculum in Asian
history. (5 units)
195S. Seminar in Asian History
Original research and group discussion of
selected problems and periods. (5 units)
199.Directed Reading/
Directed Research
Directed reading and research in source materials and secondary works dealing with selected historical problems in Asian history.
Prerequisites: Permission of department chair
and instructor. (5 units)
134 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: LATIN AMERICAN HISTORY
64.Central America
95.Introduction to the History
of Modern Latin America
Survey of Central America from independence to the present. Focus on three Central A survey of the modern experience of the
American countries: Nicaragua, Guatemala, major nations of Latin America, with emand El Salvador. Emphasis on recent devel- phasis on economic and commercial relaopments; social, economic, and political tionships, populism, the international
problems (militarism, dictatorship); and dimensions of authoritarianism, national
the nature of U.S. policy vis-à-vis Central self-determination, and the context of recent
America. (4 units)
democratic movements. (4 units)
UPPER-DIVISION COURSES: LATIN AMERICAN HISTORY
161.Modern Mexico
166.Latin America: Empires
Mexico since the Benito Juárez regime to the A survey of the comparative experience of
present. Emphasis on the Porfiriato, the the original migrants, European colonizers,
1910 Revolution and its institutionalization, and resulting juncture of cultures and histoand the development of the modern state. ries from the initial settlement through the
(5 units)
native empires, establishment of the European colonies, the Enlightenment, and the
162.Argentina
birth of new nations. (5 units)
A historical examination of the peoples,
events, regional situations, and transoceanic 169.Special Topics in
Latin American History
relationships that have shaped Argentina
and southern South America. (5 units)
Courses offered occasionally on subjects outside the standard curriculum in Latin Amer163.Cuba and the Caribbean
ican history. (5 units)
A survey from the colonial period to the
present of three Caribbean nations: Cuba, 196S. Seminar in Latin
American History
the Dominican Republic, and Puerto Rico.
Emphasis on 20th-century developments; Original research and group discussion of
social, economic, and political issues (dicta- selected problems and periods. (5 units)
torship, revolution, social stratification); and
the role of U.S. policy vis-à-vis Cuba and the 199.Directed Reading/
Directed Research
Caribbean. (5 units)
Directed reading and research in source ma164S. Seminar: The Catholic Church
terials and secondary works dealing with sein Latin America
lected historical problems in world and
Readings, discussion, and research focused comparative history. Prerequisites: Permison the historical place, social role, and reli- sion of department chair and instructor.
gious significance of the Catholic Church in (5 units)
Latin America, with attention to churchstate issues, liberation theology, and the impact of the Church in nations affected by
development, globalization, and poverty.
(5 units)
INDIVIDUAL STUDIES 135
INDIVIDUAL STUDIES PROGRAM
Director: Jean J. Pedersen
The Individual Studies Program (ISP) major has been established to meet the needs
of students who wish to design a course of studies with a multidisciplinary perspective.
Students who want to pursue an ISP major should begin by scheduling a meeting with the
program director to obtain a list of instructions regarding administrative details.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts or bachelor of science degrees, students majoring in ISP must complete the following
departmental requirements:
• Be a full-time student at Santa Clara for at least one year
•Have fewer than 111 quarter units of academic work completed at the time of
­application
• Have a minimum 3.0 grade point average
• Submit a Petition for Admission to the ISP director for review and approval. The
petition should include:
– A clear, logical, and conceptually refined description of the proposed program
–A well-developed argument, supported by appropriate evidence, showing that
no existing academic major can meet the student’s educational objectives
– A plan of study listing courses, seminars, internships, etc., that meets the student’s
educational objectives and fulfills the requirements of the Undergraduate Core
Curriculum
136 COLLEGE OF ARTS AND SCIENCES
LIBERAL STUDIES PROGRAM
Professors: Barbara Burns (Director), Timothy C. Urdan, Eleanor W. Willemsen
Associate Professors: Carol Ann Gittens, Brett Johnson Solomon
Senior Lecturer: Elizabeth Day
The Liberal Studies Program offers a degree program leading to the Bachelor of Science
in Liberal Studies. The Liberal Studies major is designed for undergraduates interested in a
career working with children in community or school-based settings. There are two emphases available within Liberal Studies: Pre-Teaching and Child Studies, each of them leading
to a B.S. degree. The Pre-Teaching emphasis provides a broad liberal arts background related
to the elementary school curriculum, as well as a set of courses designed to introduce future
teachers to the research foundations of best practices in education, child development, and
issues and policies related to the schools. The Child Studies emphasis is designed for students interested in careers focusing on children such as, social work, counseling, family law,
directing childcare programs, speech and language pathology, occupational therapy, or leading nonprofit agencies that provide community services to children and families. Students
with a B.S. in Liberal Studies in the Pre-Teaching emphasis are prepared to go on to postgraduate studies related to their career goals such as teacher credential programs. Students
with a B.S. in Liberal Studies in the Child Studies emphasis are prepared to go on to postgraduate programs such as master’s degree programs in psychology, social work, or other
fields. Advisors in Liberal Studies can provide information about teaching credential programs for the Pre-Teaching emphasis and graduate study programs for the Child Studies
emphasis students.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the Bachelor
of Science degree, students majoring in Liberal Studies must complete the following
­program requirements:
Requirements for Pre-Teaching Emphasis:
• ANTH 3 or SOCI 1, BIOL 19 or ENVS 131, CHEM 19, LBST 70, LBST 106,
LBST 109, LBST 138, ENGL 160, LBST 184, LBST 197, LBST 198A or 198B,
HIST 96A or HIST 96B, HIST 104, HIST 105, HIST 184, LBST 75, LBST 80,
LBST 100, MATH 8, MATH 44, MATH 45, POLI 1, PHYS 1, 2, 3, 4, 9, or 19,
PSYC 2, PSYC 134, PSYC 185, and Performing Arts (4 units)
Requirements for Child Studies Emphasis:
• ANTH 3 or SOCI 1, ENVS 131, LBST 70, LBST 138, ENGL 160, LBST 75,
LBST 80, LBST 100, LBST 107, LBST 108, LBST 195, MATH 8, POLI 1, PSYC
2, PSYC 65, PSYC 155, PSYC 172, PSYC 185, SOCI 30, SOCI 153, SOCI 157,
SOCI 165; choose two sciences from the PHYS, BIOL, CHEM courses listed for
Pre-Teaching emphasis
LIBERAL STUDIES 137
LOWER-DIVISION COURSES
1. Careers in Child Studies
70.Community Health Education
This course is designed to provide hands-on Addresses current societal health issues, reinformation for students interested in careers views a variety of health education instrucfocusing on children such as social work, tional materials, and includes group activities
counseling, family law, directing childcare to enhance knowledge of health issues. Deprograms, speech and language pathology, signed to clear multiple- and single-subject
occupational therapy, or leading nonprofit basic teaching credentials. (4 units)
agencies that provide community services to
75.Technology and Education
children and families. (2 units)
This course explores the relationship be66. Movement Education
tween technology, society and education.
Learn the movement concepts and skill Students investigate the appropriate role of
themes central to any physical education technology in educational reform, evaluate
program for children. Develop sound in- the personal impact of social media on stustructional approaches for teaching physical dents, and propose solutions to the pressing
education, dance and athletics and for creat- educational needs of our society. Interactive
ing kinesthetic lesson plans to teach all and engaging discussions and team projects
­academic subjects. Exploration of develop- highlight the dynamic quality of these issues.
mentally appropriate themes and activities (4 units)
that foster the interaction of physical, social,
cognitive, and motor learning; will learn 80.Information Literacy
movement analysis techniques. Teaching This course in information literacy will insimulations and working with children. troduce students to a wide variety of databases and Internet sources useful in preparing
Movement lab included. (4 units)
lessons, papers, presentations, grant proposals and informing oneself generally about a
topic. Students will also be taught to regard
these sources of information as unequal in
value and how to assess the value to place on
a particular source. These skills will be used
in preparing a course project. (4 units)
UPPER-DIVISION COURSES
100.Research in Social Sciences
­relationship between a research problem, the
Provides an introduction to educational re- exploration of that problem, and the infersearch design as it informs hypothesis testing ences that can be drawn from empirical inand theory development. Nurtures students’ quiry. Students will learn how to judge the
skills at reading and understanding educa- reliability and critique the validity of research
tional research. Though the emphasis will be on such things as learning and cognition,
placed on being a consumer of research rath- curriculum and instruction, child developer than a producer, in order to fully under- ment, reading and literacy, etc., using genstand empirical findings it is essential that eral social science design principles. Writing
one understands the process of scientific in- for academic audiences is also a course objecquiry. Surveys quantitative and qualitative tive. (5 units)
research methods, and emphasizes the
138 COLLEGE OF ARTS AND SCIENCES
106.Urban Education
and Multiculturalism
Surveys some of the historical, cultural, economic, educational, moral, and political
forces, which confront urban educators with
a view toward understanding the impact of
these forces on teaching and learning. Students in this course will be exposed to academic and community resources. They will
be given an opportunity to become active
members of an urban school community,
study theories of urban school practices, and
reflect on both. Requires Arrupe placement.
(5 units)
107.Children, Family, and Community
This course provides students with a theoretical understanding of the ecological
model, and how diverse human experiences
impact the systems that influence a young
child’s development (birth to age eight). The
family-centered approach, diversity, and
community-based learning will be the foundation for students to explore issues such as
independence and interdependence, discipline, attachment, coping with separation,
child-abuse, conflict resolution, problem
solving, and gender issues. Requires Arrupe
placement. (5 units)
108.Youth, Family, and Community
Leadership and Advocacy
This course explores relevant current issues
facing youth, teens and families in our community. Students explore successful services,
leadership strategies and related challenges
within nonprofit and governmental agencies
in addressing such issues as violence, gangs,
drug abuse, suicide, and teen pregnancy.
LBST 107 recommended. Requires Arrupe
or community-based placement. (5 units)
138.Exceptional Child
Introduction to childhood mental retardation, learning disabilities, behavior disorders,
communication (speech and language) disorders, hearing impairments, physical and
health impairments, severe handicaps, and
the gifted and talented. The impact of these
differences in comparison with typical development is addressed. Requires Arrupe placement. (5 units)
160.Children’s Literature/Storytelling
Study of the theory and practice of children’s
literature, with special attention to the history of children’s literature, the debate over
the kinds of texts best suited for teaching
reading, and multiculturalism. (5 units)
184.Children’s Literacy & Diversity
This course provides an introduction to the
developmental and learning processes involved when children become readers. Students will learn to develop and demonstrate
instructional strategies that foster a holistic
view of learning to read and write—to emphasize connections among all areas of the
curriculum and the interrelatedness of
knowledge and the mutually reinforcing
skills of reading, writing, listening, speaking,
viewing, and representing visually. Includes
Arrupe placement. (5 units)
195.Senior Seminar: Child Studies
This child-studies senior seminar capstone
course is designed to provide future professionals with the research skills, resources and
support that they need to be thoughtful, balanced, and successful contributors to the
community. Through discernment regarding specific issues/topics that impact children and families, students will utilize
information literacy and research methodology skills to conduct university level research
that will result in a major paper and/or
­project. Prerequisites: LBST 80 and 100.
(5 units)
MATHEMATICS AND COMPUTER SCIENCE 139
197.Senior Seminar: Pre-Teaching
This pre-teaching senior-seminar capstone
course is designed to provide future teachers
with the research skills, resources and support that they need to be thoughtful, balanced, and successful teachers. Through
discernment regarding specific issues/topics
that impact teachers, students or schools,
students will utilize information literacy and
research methodology skills to conduct university level research that will result in a
major paper and/or project. Prerequisites:
LBST 80 and 100. (5 units)
198A. Elementary Teaching Practicum
and Social Foundations
Seminar and directed readings address fieldrelated problems and issues, classroom dynamics, and curriculum. Required: 32 hours
as a volunteer teacher aide in an elementary
classroom. (5 units)
198B.Secondary Teaching Practicum
and Social Foundations
Seminar and directed readings address fieldrelated problems and issues, classroom dynamics, and curriculum. Required: 32 hours
as a volunteer teacher aide in a secondary
classroom. (5 units)
DEPARTMENT OF MATHEMATICS AND COMPUTER SCIENCE
Professors: Gerald L. Alexanderson (Michael and Elizabeth Valeriote Professor),
José Barría, Daniel N. Ostrov, Jean J. Pedersen, Edward F. Schaefer,
Richard A. Scott, Dennis C. Smolarski, S.J. (Department Chair)
Associate Professors: Glenn Appleby, Robert A. Bekes, Frank A. Farris,
Leonard F. Klosinski, Tamsen McGinley, Nicholas Q. Tran, Byron L. Walden
Assistant Professor: George Mohler
Senior Lecturers: Laurie Poe, Nedra Shunk
Lecturers: Corey Irving, Natalie Linnell, Mary Long, Mona Musa, Maribeth Oscamou
The Department of Mathematics and Computer Science offers major programs leading
to the bachelor of science in mathematics or the bachelor of science in computer science
(mathematics), as well as required and elective courses for students majoring in other fields.
Either major may be pursued with any of three principal goals: preparation for graduate
studies leading to advanced degrees in pure mathematics, applied mathematics, computer
science, statistics, operations research, or other fields; preparation for secondary school
teaching of mathematics or computer science; or preparation for a research career in business, industry, or government. The major in mathematics may be taken with an emphasis
in applied mathematics, financial mathematics, mathematical economics, or mathematics
education. The emphasis in mathematics education is designed to prepare majors to take
the California Subject Examination for Teachers (CSET). The major in computer science
may be taken with an emphasis in cryptography and security. Minors in mathematics or
computer science are also available.
The Department of Mathematics and Computer Science maintains a program for the
discovery, encouragement, and development of talent in mathematics or computer science
among undergraduates. This program includes special sections, seminars, individual conferences, and directed study guided by selected faculty members. Students are also encouraged
to participate actively in research projects directed by faculty.
140 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of science degree, students majoring in mathematics and computer science (mathematics)
must complete the following departmental requirements for the respective degree:
Major in Mathematics
• CSCI 10 (or demonstrated equivalent proficiency in computer programming)
• MATH 11, 12, 13, 14, 22, 51, 52, and 53
• PHYS 31 and 32, with the associated laboratory section for PHYS 32. Students with
a special interest in the application of mathematics in the social sciences or economics may substitute ECON 170 or 173 for PHYS 32. Students planning to teach in
secondary schools may substitute, with approval of the department chair, PHYS 11
and 12 for PHYS 31 and 32.
• Seven approved upper-division courses in mathematics or computer science, which
must include at least one course in analysis (MATH 102, 105, or 153), at least one
course in algebra (MATH 103 or 111), and at least one course selected from geometry (MATH 101, 113, or 174), or from discrete mathematics (MATH 176 or 177),
or from applied mathematics (MATH 122, 125, 144, 155, 165, or 166)
Students planning to undertake graduate studies in pure mathematics should plan to
take MATH 105, 111, 112, 113, 153, and 154. Students planning to undertake graduate
studies in applied mathematics should complete the emphasis in applied mathematics and
take MATH 105, 144, 153, 154, and 155.
Emphasis in Applied Mathematics
Complete the requirements for a bachelor of science in mathematics with the following
specifications:
• MATH 102, 122, 123, 166, and either 103 or 176
• Two courses from MATH 125, 144, 155, 165, 178, CSCI 164, or an approved alternative upper-division mathematics (but not computer science) course
Emphasis in Financial Mathematics
Complete the requirements for a bachelor of science degree in mathematics with the
following specifications and additions:
• MATH 102, 122, 123, 125, 144, 166
• BUSN 70
• ACTG 11, 12
• FNCE 121, 124
Emphasis in Mathematical Economics
Complete the requirements for a bachelor of science degree in mathematics with the
following specifications and additions:
• MATH 102, 122, 123, 166
• ECON 113
• Three courses from MATH 125, ECON 170–174
MATHEMATICS AND COMPUTER SCIENCE 141
Emphasis in Mathematics Education
Complete the requirements for a bachelor of science degree in mathematics with the
following specifications and additions:
• MATH 101, 102, 111, 122, 123 (or 8), 170, 175 (or 178)
• EDUC 198B
Students are strongly recommended to complete the urban education minor.
Major in Computer Science (Mathematics)
• MATH 11, 12, 13, 14, 51, 52, 53
• CSCI 10, 60, 61
• PHYS 31 and 32 with the associated laboratory section for PHYS 32
• COEN 20 and 20L, COEN (or ELEN) 21 and 21L
• CSCI 163 and one course from CSCI 161, 166, or 167
• Two upper-division courses from the following list and two approved upper-division
courses not on the list: MATH 144, 176, 177; CSCI 161, 162, 164, 165, 166, 167,
168, 169, 181, 182, 196, 197. Computer science majors may not take CSCI 165 or
166 as MATH 165 or 166. (Although not required, MATH 122 is highly recommended.)
• COEN 177 and one approved COEN upper-division course
• One additional approved upper-division course from COEN, CSCI or MATH 144,
176 or 177
Students are encouraged to select one of the following areas of focus to guide their
choices of upper-division courses:
• Foundations: CSCI 161, MATH 176 and 177, COEN 173
• Numerical Computation: MATH 144, CSCI 165 and 166, COEN 145
• Software: CSCI 161 and 169, COEN 174, COEN 176 or 178
• Graduate School Preparation: CSCI 166, MATH 176 and 177, COEN 175
• Another area of focus developed in conjunction with the department
Emphasis in Cryptography and Security
Complete the requirements for a bachelor of science in computer science (mathematics)
with the following specifications:
• MATH 178
• CSCI 181
• COEN 146 and 152
• MATH 122 and COEN 150/250 are highly recommended
For the major in either mathematics or computer science (mathematics), at least four of
the required upper-division courses in the major must be taken at Santa Clara. A single
upper-division course in the Department of Mathematics and Computer Science may not
be used to satisfy requirements for two majors or minors.
142 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MINORS
Minor in Mathematics
Students must fulfill the following requirements for a minor in mathematics:
• MATH 11, 12, 13, 14, and either 52 or 53
• Three approved upper-division mathematics courses with no more than one course
selected from MATH 165 and 166. In place of MATH 165 or 166, a student may
select an upper-division computer science course.
Minor in Computer Science
Students must fulfill the following requirements for a minor in computer science:
• CSCI 10, 60, and 61
• MATH 12 or 51
• COEN 20, 21, and 21L
• Three approved upper-division computer science courses. In place of an upper-­division
computer science course, a student may select from MATH 144, 176, or 177.
PREPARATION IN MATHEMATICS FOR ADMISSION
TO TEACHER TRAINING CREDENTIAL PROGRAMS
The State of California requires that students seeking a credential to teach mathematics
or computer science in California secondary schools must pass the California Subject
Examination for Teachers (CSET), a subject area competency examination. The secondary
teaching credential additionally requires the completion of an approved credential program,
which can be completed as a fifth year of study and student teaching, or through an undergraduate summer program internship. Students who are contemplating secondary school
teaching in mathematics or computer science should consult with the coordinator in the
Department of Mathematics and Computer Science as early as possible.
LOWER-DIVISION COURSES: MATHEMATICS
4. The Nature of Mathematics
6. Finite Mathematics
for Social Science
For liberal arts students. Topics chosen from
the theory of numbers, combinatorics, ge- Introduction to finite mathematics with apometry, and other suitable areas. Material plications to the social sciences. Sets, logic,
will generally be presented in a historical set- combinatorial problems, probability, vecting that allows students to participate in the tors, and matrices. (4 units)
discovery and development of important
mathematical ideas and enhances their ap- 8. Introduction to Statistics
preciation of the beauty of mathematics in Elementary topics in statistics chosen from
the real world. Emphasis on problem solving descriptive statistics, probability, random
and doing mathematics. Formerly MATH variables and distributions, sampling, estimation, hypothesis testing, regression, and
41. (4 units)
correlation. (4 units)
MATHEMATICS AND COMPUTER SCIENCE 143
9.Precalculus
College algebra and trigonometry for students intending to take calculus. Does not
fulfill the Undergraduate Core Curriculum
requirement in mathematics. (4 units)
11.Calculus and Analytic Geometry I
Differentiation and applications, introduction to integration. Ordinarily, only one of
MATH 11 or 30 may be taken for credit.
Note: MATH 11 is not a suitable prerequisite
for MATH 31. Prerequisite: High school
trigonometry and either Calculus Readiness
Exam or MATH 9. If MATH 9 is taken, a
grade of C– or higher is strongly recommended before taking MATH 11. (4 units)
12.Calculus and Analytic Geometry II
Continuation of MATH 11. Methods and
applications of integration, transcendental
functions. Only one of MATH 12 or 31
may be taken for credit. Note: MATH 30 is
not a suitable prerequisite for MATH 12.
Prerequisite: MATH 11 or equivalent. A
grade of C– or higher in MATH 11 is strongly recommended before taking MATH 12.
(4 units)
13.Calculus and Analytic Geometry III
Infinite series, vectors, vector functions,
quadric surfaces. Prerequisite: MATH 12 or
equivalent. A grade of C– or higher in
MATH 12 is strongly recommended before
taking MATH 13. (4 units)
14.Calculus and Analytic Geometry IV
Curvilinear coordinate systems, partial derivatives, multiple integrals, vector calculus.
Prerequisite: MATH 13 or equivalent. A
grade of C– or higher in MATH 13 is strongly recommended before taking MATH 14.
Formerly MATH 21. (4 units)
22.Differential Equations
Explicit solution techniques for first order
differential equations and higher order linear
differential equations. Use of numerical, series, and Laplace transform methods. Applications. Only one of MATH 22 or AMTH
106 may be taken for credit. Prerequisite:
MATH 14. (4 units)
30.Calculus for Business I
Differentiation and its applications to business, including marginal cost and profit,
maximization of revenue, profit, utility, and
cost minimization. Natural logarithms and
exponential functions and their applications,
including compound interest and elasticity
of demand. Study of the theory of the derivative normally included in MATH 11,
except trigonometric functions not included
here. Ordinarily, only one of MATH 11 or
30 may be taken for credit. Note: MATH 30
is not a suitable prerequisite for MATH 12.
Prerequisite: Calculus Readiness Exam or
MATH 9. If MATH 9 is taken, a grade of
C– or higher is strongly recommended before
taking MATH 30. (4 units)
31.Calculus for Business II
Integration and its applications to business,
including consumer surplus and present
value of future income. Functions of several
variables and their derivatives; Lagrange
multipliers and constrained optimization.
Emphasis throughout the sequence on
mathematical modeling, the formulation of
practical problems in mathematical terms.
Only one of MATH 12 or 31 may be taken
for credit. Note: MATH 11 is not a suitable
prerequisite for MATH 31. Prerequisite:
MATH 30 or equivalent. A grade of C– or
higher in MATH 30 is strongly recommended before taking MATH 31. (4 units)
144 COLLEGE OF ARTS AND SCIENCES
44.Mathematics for
Elementary Teachers I
Problem solving and logical thinking approach to whole numbers: their nature,
counting, place value, computational operations, properties, and patterns. Intuitive
two-dimensional geometry and measurement, especially metric. Arrupe Center participation required. (4 units) NCX
45.Mathematics for
Elementary Teachers II
Problem solving and logical thinking approach to fractional numbers, integers, rational numbers, and real numbers: their nature,
computational operations, properties, and
patterns. Intuitive three-dimensional geometry and measurement, especially metric.
Functions, relations, and graphs. Prerequisite: MATH 44. (4 units) NCX
51.Discrete Mathematics
Relations and operations on sets, orderings,
elementary combinatorial analysis, recursion, algebraic structures, logic, and methods
of proof. Also listed as COEN 19. (4 units)
52.Introduction to Abstract Algebra
Groups, homomorphisms, isomorphisms,
quotient groups, fields, integral domains;
applications to number theory. Prerequisite:
MATH 51 or permission of the instructor.
(4 units)
53.Linear Algebra
Vector spaces, linear transformations, algebra of matrices, eigenvalues and eigenvectors, and inner products. Prerequisite:
MATH 13. (4 units)
90.Lower-Division Seminars
Basic techniques of problem solving. Topics in
algebra, geometry, and analysis. (1–4 units)
UPPER-DIVISION COURSES: MATHEMATICS
Note: Although CSCI 10 is not explicitly listed may not be taken to fulfill any mathematics
as a formal prerequisite, some upper-­division or computer science upper-division requirecourses suggested for computer science (math- ments for students majoring or minoring in
ematics) majors may presuppose the ability to mathematics or computer science. (5 units)
write computer programs in some language.
A number of upper-division courses do not 101.A Survey of Geometry
have specific prerequisites. Students planning Topics from advanced Euclidean, projective,
to enroll should be aware, however, that all and non-Euclidean geometries. Symmetry.
upper-division courses in mathematics require Offered in alternate years. (5 units)
some level of maturity in mathematics. Those
without a reasonable background in lower- 102.Advanced Calculus
division courses are advised to check with Vector calculus, functions of several variables, elliptic integrals, line integrals, Stokes’s
­instructors before enrolling.
theorem, and the divergence theorem.
100.Writing in the
­Prerequisites: MATH 14 and 53. (5 units)
Mathematical Sciences
An introduction to writing and research in 103.Advanced Linear Algebra
mathematics. Techniques in formulating re- Abstract vector spaces, dimensionality, linear
search problems, standard proof methods, transformations, isomorphisms, matrix
algebra, Eigenspaces and diagonalization,
and proof writing. Practice in mathematical ­
exposition for a variety of audiences. Strong- ­Cayley-Hamilton Theorem, canonical forms,
ly recommended for mathematics and com- unitary and Hermitian operators, applicaputer science majors beginning their tions. Prerequisite: MATH 53. (5 units)
upper-division coursework. MATH 100
MATHEMATICS AND COMPUTER SCIENCE 145
105.Theory of Functions
of a Complex Variable
Analytic functions. Cauchy integral theorems, power series, conformal mapping.
­Riemann surfaces. Offered in alternate years.
(5 units)
111.Abstract Algebra I
Topics from the theory of groups. Offered in
alternate years. Prerequisites: MATH 52
and 53. (5 units)
112.Abstract Algebra II
Rings and ideals, algebraic extensions of
fields, and the Galois theory. Offered in alternate years. Prerequisite: MATH 111.
(5 units)
113.Topology
Topological spaces and continuous functions. Separability and compactness. Introduction to covering spaces or combinatorial
topology. Offered in alternate years. Prerequisite: MATH 52, 53, or 102. (5 units)
122.Probability and Statistics I
Sample spaces; conditional probability; independence; random variables; discrete and
continuous probability distributions; expectation; moment-generating functions; weak
law of large numbers; central limit theorem.
Prerequisite: MATH 14. (5 units)
123.Probability and Statistics II
Estimation and hypothesis testing. Maximum likelihood estimation, likelihood ratio
tests, and sampling from the normal
­distribution. Applications. Prerequisites:
MATH 53 or permission of instructor and
MATH 122. (5 units)
125.Mathematical Finance
Introduction to Ito calculus and stochastic
differential equations. Discrete lattice models. Models for the movement of stock and
bond prices using Brownian motion and
Poisson processes. Pricing models for equity
and bond options via Black-Scholes and its
variants. Optimal portfolio allocation. Solution techniques will include Monte Carlo
and finite difference methods. Offered in
alternate years. Prerequisite: MATH 122 or
AMTH 108, MATH 53 or permission of
­instructor. (5 units)
133.Logic and Foundations
Deductive theories. Theories and models.
Consistency, completeness, decidability.
Theory of models. Cardinality of models.
Some related topics of metamathematics
and foundations. Open to upper-division
science and mathematics students and to
philosophy majors having sufficient logical
background. Offered on demand. (5 units)
134.Set Theory
Naive set theory. Cardinal and ordinal arithmetic. Axiom of choice and continuum hypothesis. Axiomatic set theory. Offered on
demand. (5 units)
144.Partial Differential Equations
Linear partial differential equations with applications in physics and engineering, including wave (hyperbolic), heat (parabolic),
and Laplace (elliptic) equations. Solutions
on bounded and unbounded domains using
Fourier series and Fourier transforms. Introduction to nonlinear partial differential
equations. Offered in alternate years.
­Pre­
requisite: MATH 14. Recommended:
MATH 22 or AMTH 106. (5 units)
146 COLLEGE OF ARTS AND SCIENCES
153.Intermediate Analysis I
Rigorous investigation of the real number
system. Concepts of limit, continuity, differentiability of functions of one real variable,
uniform convergence, and theorems of differential and integral calculus. Offered in alternate years. Prerequisite: MATH 102 or
105 or permission of the instructor. (5 units)
154.Intermediate Analysis II
Continuation of MATH 153. Offered in alternate years. Prerequisite: MATH 153.
(5 units)
155.Ordinary Differential Equations
Solutions to systems of linear differential
equations. Behavior of nonlinear autonomous two-dimensional systems. Uniqueness
and existence of solutions. Offered in alternate years. Prerequisite: MATH 53 or permission of instructor. (5 units)
165.Linear Programming
Algebraic background. Transportation problem. General simplex methods. Linear programming and theory of games. Numerical
methods. Offered in alternate years. Also
listed as CSCI 165. (5 units)
166.Numerical Analysis
Numerical algorithms and techniques for
solving mathematical problems. Linear systems, integration, approximation of functions, solution of nonlinear equations.
Analysis of errors involved in the various
methods. Direct methods and iterative
methods. Also listed as CSCI 166. Prerequisites: The ability to program in some scientific
language, and MATH 53, or permission of
the instructor. (5 units)
170.Development of Mathematics
A selection of mathematical concepts with
their historical context. Offered in alternate
years. Prerequisite: Upper-division standing
in a science major. (5 units)
172.Problem Solving
Use of induction, analogy, and other techniques in solving mathematical problems.
Offered in alternate years. (5 units)
174.Differential Geometry
Introduction to curves and surfaces. FrenetSerret formulas, Gauss’ Theorema Egregium, Gauss-Bonnet theorem (as time
permits). Offered in alternate years. Prerequisite: MATH 53. (5 units)
175.Theory of Numbers
Fundamental theorems on divisibility,
primes, congruences. Number theoretic
functions. Diophantine equations. Quadratic residues. Partitions. Offered in alternate
years. Prerequisite: MATH 52. (5 units)
176.Combinatorics
Permutations and combinations, generating
functions, recursion relations, inclusion-exclusion, Pólya counting theorem, and a selection of topics from combinatorial
geometry, graph enumeration, and algebraic
combinatorics. (5 units)
177.Graph Theory
Selected topics from planarity, connectedness, trees (enumeration), digraphs, graph
algorithms, and networks. Offered in alternate years. (5 units)
178.Cryptography
History, classical cryptosystems, stream ciphers, AES, RSA, discrete log over finite
fields and elliptic curves, stream ciphers, and
signatures. (5 units)
190.Upper-Division Seminars
Advanced topics in algebra, geometry, or
analysis. Research projects. May be repeated
for credit. (1–5 units)
MATHEMATICS AND COMPUTER SCIENCE 147
192.Undergraduate Research
Research project supervised by a faculty
member in the department. Prerequisite:
Permission of the professor directing the research must be secured before registering for
this course. (1–5 units)
198.Internship/Practicum
Guided study related to off-campus practical
work experience in mathematics or statistics.
Enrollment restricted to majors or minors of
the department. Prerequisite: Approval of a
faculty sponsor. (1–5 units)
197.Advanced Topics
Areas of mathematics not ordinarily covered
in regularly scheduled courses, often areas of
current interest. May be repeated for credit.
(5 units)
199.Independent Study
Reading and investigation for superior students under the direction of a staff member.
This can be used only to extend, not to duplicate, the content of other courses. May be
repeated for credit. (1–5 units)
LOWER-DIVISION COURSES: COMPUTER SCIENCE
3. Introduction to Computing
60.Object-oriented Programming
and Applications
Object-oriented programming techniques
An overview course providing background using C++: abstract data types and objects;
on how computers process information and encapsulation; inheritance; polymorphism;
interact with the world; topics presented the Standard Template Library; the five
with a historical perspective; computer-relat- phases of software development (specificaed issues studied within the context of tion, design, implementation, analysis, and
broader, more abstract concepts; the ethical testing). Prerequisite: CSCI 10 or an equivaand social responsibility associated with lent introductory course in a scientific lantechnology. (4 units)
guage. (4 units)
10.Introduction to Computer Science
Introduction to computer science and programming: overview of hardware and software organization; structured programming
techniques using C++; elementary algorithms and data structures; abstract data
types; the ethical and societal dimensions of
computers and technology. Primarily (but
not exclusively) for majors in computer science, mathematics, and physical sciences.
CSCI 10 may not be taken for credit if the
student has received credit for a course in
C++ or Java. Prerequisite: MATH 11 (may
be taken concurrently). (4 units)
61.Data Structures
Specification, implementations, and analysis
of basic data structures (stacks, queues,
graphs, hash tables, binary trees) and their
applications in sorting and searching algorithms. Prerequisite: CSCI 60. CSCI 61 and
COEN 12 cannot both be taken for credit.
(4 units)
90.Lower-Division Seminars
Basic techniques of problem solving. Topics
in computer science. (1–4 units)
148 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: COMPUTER SCIENCE
Note: Although CSCI 10 is not explicitly listed 164.Computer Simulation
as a formal prerequisite, some upper-division Techniques for generation of probability discourses suggested for computer science (math- tributions. Monte Carlo methods for physiematics) majors may presuppose the ability to cal systems. Applications of computer
write computer programs in some language. A models, for example, queuing, scheduling,
number of upper-division courses do not have simulation of physical or human systems.
specific prerequisites. Students planning to en- Offered in alternate years. Prerequisite: The
roll should be aware, however, that all upper- ability to program in some scientific landivision courses in computer science require guage. MATH 122 recommended but not
some level of maturity in computer science required. (5 units) NCX
and mathematics. Those without a reasonable
background in lower-division courses are ad- 165.Linear Programming
vised to check with instructors before enrolling. Algebraic background. Transportation problem. General simplex methods. Linear pro161.Theory of Automata
gramming and theory of games. Numerical
and Languages I
methods. Offered in alternate years. Also
Classification of automata, formal languag- listed as MATH 165. (5 units)
es, and grammars. Chomsky hierarchy. Representation of automata and grammars, 166.Numerical Analysis
BNF. Deterministic and nondeterministic Numerical algorithms and techniques for
finite state automata. Regular expressions solving mathematical problems. Linear sysand languages. Push-down automata. Con- tems, integration, approximation of functext-free languages. Context-sensitive gram- tions, solution of nonlinear equations.
mars and linear bounded automata. Analysis of errors involved in the various
Recursively enumerable languages. Turing methods. Direct methods and iterative
machines; normal forms; undecidability. methods. Also listed as MATH 166. PrereqOffered in alternate years. Prerequisites: uisites: (1) The ability to program in some
­
MATH 52 and CSCI 61 or equivalent. scientific language, and (2) MATH 53 or
(5 units)
permission of the instructor. (5 units)
162.Theory of Automata
167.Switching Theory
and Languages II
and Boolean Algebra
Continuation of CSCI 161. Offered in Switching algebra and Boolean algebra.
­alternate years. Prerequisite: CSCI 161. Minimization via Karnaugh maps and
(5 units)
Quine-McCluskey, state compatibility, and
equivalence. Machine minimization. Faults.
163.Theory of Algorithms
State identification, finite memory, definiteIntroduction to techniques of design and ness, information losslessness. Offered on
analysis of algorithms: asymptotic notations demand. (5 units)
and running times of recursive algorithms;
design strategies: brute-force, divide and 168.Computer Graphics
conquer, decrease and conquer, transform Systematic and comprehensive overview of
and conquer, dynamic programming, greedy interactive computer graphics, such as mathtechnique. Intractability: P and NP, approxi- ematical techniques for picture transformamation algorithms. Also listed as COEN tions and curve and surface approximations.
179. Prerequisites: MATH 51 or 52, or Prerequisite: The ability to program in some
equivalent, and CSCI 61 or equivalent. scientific language. MATH 53 recommended
(5 units)
but not required. (5 units)
MATHEMATICS AND COMPUTER SCIENCE 149
169.Programming Languages
Comparative study of major classes of programming languages. Introduction to theoretical definitions of languages and run-time
concerns, with emphasis on good points and
deficiencies of various languages and on
using the appropriate language for a given
task. Programs written in several languages
(e.g., LISP, FORTRAN-2003, C, C++,
MPI). Offered in alternate years. (5 units)
181.Applied Cryptography
Key management, hash functions, stream
ciphers, Web of trust, time stamping, secret
sharing, quantum cryptography, running
time analysis, cryptanalytic techniques.
­Prerequisite: MATH 178. (5 units)
182.Digital Steganography
History and applications. Techniques: substitution, transform domain, distortion, statistical, cover. Evaluation: benchmarking,
statistical analysis. Attacks: distortion, counterfeiting, detection. Theory: perfect and
computational security. (5 units)
190.Upper-Division Seminars
Advanced topics in computer science.
­Research projects. May be repeated for credit. (1–5 units)
192.Undergraduate Research
Research project supervised by a faculty
member in the department. Permission of
the professor directing the research must
be ­secured before registering for this course.
(1–5 units)
197.Advanced Topics
Areas of computer science not ordinarily
covered in regularly scheduled courses, often
areas of current interest. May be repeated for
credit. (5 units)
198.Internship/Practicum
Guided study related to off-campus practical
work experience in computer science. Enrollment restricted to majors or minors of
the department. Prerequisite: Approval of a
faculty sponsor. (1–5 units)
199.Independent Study
Reading and investigation for superior students under the direction of a faculty member. This can be used only to extend, not to
duplicate, the content of other courses. May
be repeated for credit. (1–5 units)
150 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF MODERN LANGUAGES AND LITERATURES
Professors: Rose Marie Beebe, Francisco Jiménez (Fay Boyle Professor),
Catherine R. Montfort
Associate Professors: Josef Hellebrandt, Jill Pellettieri (Department Chair),
Tonia Caterina Riviello, Valerio Ferme, Gudrun Tabbert-Jones,
Assistant Professors: Jimia Boutouba, Alberto Ribas-Casasayas
Senior Lecturers: Elsa Li, Lucia Varona
Lecturers: Marc Accornero, Marie Bartola, Irene Bubula-Phillips, Lucile
Couplan‑Cashman, Stephanie Daffer, Yujie Ge, Jennifer Lisses,
Yoshiko Miyakoshi, Irena Stefanova, Nina Tanti
The Department of Modern Languages and Literatures offers courses in Arabic, C
­ hinese,
French, German, Italian, Japanese, and Spanish, as well as degree programs leading to the
bachelor of arts in French and Francophone Studies, German Studies, Italian Studies, or
Spanish Studies. Honors programs are available for French and German majors. In addition, the department offers minors in French and Francophone studies, German studies,
Italian studies, Japanese studies, and Spanish studies. The courses are designed to help students achieve proficiency in both the oral and written language and to provide them with
an understanding of the experiences, values, and traditions of those peoples whose languages are studied. Courses range from beginning language to linguistics, from an introduction to literary texts to advanced courses in literature and culture. All courses are open to any
student with the requisite preparation.
A few courses in literature and culture offered by the department are taught in English
and are open to all students. Some of these courses may be used as credit toward a major or
minor in French and Francophone studies, a major or minor in German studies, or a minor
in Japanese studies. However, these courses in English will not fulfill the Undergraduate
Core Curriculum foreign language requirement. Students may fulfill their second language
Core Curriculum requirement by successfully completing a proficiency examination in a
modern foreign language at the level for their program of study.
Students who have never studied the language in which they wish to enroll, or who have
studied that language for one year in high school, should register for Elementary Language
1. Those who wish to continue in a language that they have studied for two years in high
school should enter Elementary Language 2. Students with three or more years of study in
a single language, those who wish to continue language study beyond the second language
requirement, or those who feel following the formula would place them in a higher- or
lower-level course than their background warrants should consult a member of the appropriate language faculty for placement advice. Students having the necessary proficiency, as
demonstrated by an interview with a member of the language faculty, may enroll in highernumbered courses than those of the placement formula. Once proficiency has been established, lower-division students may enroll in upper-division courses with the permission of
the instructor. Such courses will be counted as fulfilling major or minor requirements.
Courses numbered 1 through 102 are not open to challenge; for courses numbered
above 102, consult the individual listing. For more information about placement and/or
proficiency, please visit the department’s website. Study abroad is a valuable enhancement
of the undergraduate experience and is particularly recommended for students pursuing a
major or minor in a foreign language. Both the Office of International Programs and the
student’s foreign language advisor should be consulted to ensure appropriate integration of
the work done abroad into the student’s program of study.
MODERN LANGUAGES AND LITERATURES 151
REQUIREMENTS FOR THE MAJORS
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in modern languages and literatures must complete the
following departmental requirements for their specific major:
Major in French and Francophone Studies
• FREN 100 and 101, or department-approved substitutes
• At least one course in French or Francophone literature
• Remaining electives in French or Francophone studies to total 40 quarter upperdivision units chosen with the approval of the student’s major advisor. At least 20 of
these units must be taken at SCU or taught by SCU faculty.
Major in German Studies
• GERM 100 and 101, or department-approved substitutes
• Remaining electives in German language, literature, and culture to total 40 quarter
upper-division units. At least 20 of these units must be taken at SCU or taught by
SCU faculty.
Major in Italian Studies
• ITAL 100 and 101, or department-approved substitutes
• Remaining electives in Italian language and literature to total 40 quarter upper-­
division units, chosen with the student’s faculty advisor. At least 20 of these units
must be taken at SCU or taught by SCU faculty.
Major in Spanish Studies
• SPAN 100 and 101, or department-approved substitutes
• SPAN 175
• At least one survey course (but not more than three) from SPAN 120, 121, 130, 131
• One course in Latin American literature or culture
• One course in Spanish Peninsular literature or culture
• Remaining electives in Spanish language, literature and culture to total 40 quarter units of upper-division work, chosen with the approval of the Spanish advisor.
At least 20 of these units must be taken at SCU or taught by SCU faculty.
152 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MINORS
Students must fulfill the following requirements for the specific minor in modern
­languages and literatures:
Minor in French and Francophone Studies
• FREN 100 and 101, or department-approved substitutes
• At least one course in French or Francophone literature
•Remaining electives to total at least 19 quarter units of upper-division work in
French. At least 10 of these units must be taken at SCU or taught by SCU faculty.
Minor in German Studies
• GERM 100 and 101, or department-approved substitutes
•Remaining electives to total at least 19 quarter units of upper-division work in
­German. At least 10 of these units must be taken at SCU or taught by SCU faculty.
Minor in Italian Studies
• ITAL 100 and 101, or department-approved substitutes
• Remaining electives to total at least 19 quarter units of upper-division work in Italian.
At least 10 of these units must be taken at SCU or taught by SCU faculty.
Minor in Japanese Studies
• JAPN 100, 101, and 102, or department-approved substitutes
•Remaining electives to total at least 19 quarter units of upper-division work in
­Japanese. At least 10 of these units must be taken at SCU or taught by SCU faculty.
Minor in Spanish Studies
• SPAN 100 and 101, or department-approved substitutes
• At least one course in Hispanic literature or culture
•Remaining electives to total at least 19 quarter units of upper-division work in
­Spanish. At least 10 of these units must be taken at SCU or taught by SCU faculty.
LOWER-DIVISION COURSES: ARABIC STUDIES
1. Elementary Arabic I
2. Elementary Arabic II
This course introduces students to Modern A continuation of Elementary Arabic 1 deStandard Arabic (MSA) and the cultures of signed for students to acquire additional vothe Arabic-speaking world. Through the cabulary, the rules of Arabic grammar, and
four basic skills of listening, speaking, read- reading more complex materials. MSA
ing, writing, as well as cultural knowledge, through Al-Kitaab series textbooks will be
students will acquire basic knowledge and used to allow students to acquire additional
understanding in the writing system; sounds knowledge and understanding in many areas
and pronunciation of Arabic letters; Arabic of the Arabic language. Students in this
grammar; writing and reading basic sentenc- course are exposed to authentic reading and
es; and building a list of vocabulary in MSA listening materials that are of more depth
and Colloquial Arabic. (4 units)
and length than those used in Arabic 1.
­Prerequisite: ARAB 1 or equivalent. (4 units)
MODERN LANGUAGES AND LITERATURES 153
3. Elementary Arabic III
A continuation of Elementary Arabic II in
which students will acquire additional vocabulary, a more advanced understanding of
Arabic grammar, and will write and read
more complex materials with comprehension of case system and sentence structure.
MSA through Al-Kitaab series textbooks
will be used to allow students to acquire additional knowledge and understanding in
the structure of the Arabic language. Students in this course are exposed to authentic
reading and listening materials through lectures, discussions, exercises and communicative language activities. Prerequisite: ARAB 2
or equivalent. (4 units)
21.Intermediate Arabic I
Focuses on reading and discussion of texts
dealing with the literature, arts, geography,
history, and culture of the Arabic-speaking
world. Review of the linguistic functions
and grammar structures of first-year Arabic.
The teaching/learning process in this level is
proficiency-oriented where emphasis is
placed on the functional usage of Arabic.
Prerequisite: ARAB 3 or equivalent. (4 units)
22.Intermediate Arabic II
Continuation of Intermediate Arabic I with
focus on building additional vocabulary,
using Arabic-English dictionary, reading and
discussion of Arabic texts dealing with the
literature, arts, geography, history, and culture of the Arabic-speaking world. The
teaching/learning process in this level is proficiency-oriented where emphasis is placed
on the functional usage of Arabic. Prerequisite: ARAB 21 or equivalent. (4 units)
23.Intermediate Arabic III
Continuation of Intermediate Arabic II with
focus on grammatical and linguistic structure in texts dealing with the literature, arts,
geography, history, and culture of the Arabic-speaking world. The teaching/learning
process in this level is proficiency-oriented
where emphasis is placed on the functional
usage of Arabic. Prerequisite: ARAB 22 or
equivalent. (4 units)
50.Intermediate Arabic Conversation
This course focuses on the spoken Arabic
dialect of the Levant (Lebanon, Syria, Jordan, and Palestine) as one of the major Arabic dialects spoken and understood in the
Arab world. The course is a combination of
lecture, discussion, exercises, and communicative language activities. It aims to develop
conversational skills focusing on the use of
topic-structured drills and activities that are
appropriate to the context in which the language will be spoken. Representative examples of colloquial literature, plays, songs, and
TV series will be introduced. Colloquial Arabic will be the primary language of instruction. (4 units)
UPPER-DIVISION COURSES: ARABIC STUDIES
137.Arabic Culture and Identity
be introduced. The Arabic visual and perThis course will introduce the students to forming arts, music, food, and clothing will
the major aspects of Arabic and Islamic cul- be covered. This course is open to all upperture in the context of the complex history of division students who are interested in learnthe Arabic world. It will include coverage of ing about Arabs and their culture. This
religious and ethnic diversity, language, the course is taught in English; knowledge of
Arabic family structure, values traditions, Arabic is desirable but not required. Course
and customs. Arabic literatures and poetry does not fulfill University Core foreign lanfrom the classical period to the present will guage requirement. (5 units)
154 COLLEGE OF ARTS AND SCIENCES
194.Peer Educator in Arabic
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
199.Directed Reading
Individually designed programs of advanced
readings. Written permission of the instructor
and department chair is required in advance
of registration. (1–5 units)
LOWER-DIVISION COURSES: CHINESE STUDIES
1. Elementary Chinese I
speaking, reading, and writing). Development
Designed for those having no previous study of an understanding of Chinese culture. Preof Mandarin Chinese. A proficiency-based requisite: CHIN 2 or equivalent. (4 units)
course emphasizing communicative lan- 21.Intermediate Chinese I
guage skills (understanding, speaking, reading, and writing). Development of an The first course in a three-part review of
the fundamentals of spoken and written
understanding of Chinese culture. (4 units)
Mandarin Chinese. Progressive readings and
2. Elementary Chinese II
exercises in conversation and composition.
The second in a series of three courses, Development of an understanding of
CHIN 2 emphasizes the development of ­Chinese culture. Prerequisite: CHIN 3 or
communicative language skills (understand- equivalent. (4 units)
ing, speaking, reading, and writing). Devel- 22.Intermediate Chinese II
opment of an understanding of Chinese
culture. Prerequisite: CHIN 1, or two years of Continuation of the review of Chinese
structure, together with progressive develophigh school Chinese, or equivalent. (4 units)
ment of all Chinese skills. Broadening ap3. Elementary Chinese III
preciation of Chinese culture through
CHIN 3 completes first-year Chinese. This reading and discussion. Prerequisite: CHIN 21
course emphasizes the development of com- or equivalent. (4 units)
municative language skills (understanding, 23.Intermediate Chinese III
Completion of intermediate Chinese. Prerequisite: CHIN 22 or equivalent. (4 units)
UPPER-DIVISION COURSES: CHINESE STUDIES
100.Advanced Chinese I
veloping the ability to comprehend and use
This course is aimed at expanding the stu- complex grammatical structures with ease.
dent’s vocabulary in written and spoken Course conducted in Chinese. Prerequisite:
Chinese, and developing the ability to com- CHIN 100 or equivalent. (5 units)
prehend and use complex grammatical 102.Advanced Chinese III
structures with ease. Course conducted in
Chinese. Prerequisite: CHIN 23 or equiva- This course completes the advanced Chinese
series and is aimed at expanding the vocabulent. (5 units)
lary in written and spoken Chinese and de101.Advanced Chinese II
veloping an ability to comprehend and use
The second in a series of three courses, complex grammatical structures with ease.
CHIN 101 is aimed at expanding vocabu- Course conducted in Chinese. Prerequisite:
lary in written and spoken Chinese, and de- CHIN 101 or equivalent. (5 units)
MODERN LANGUAGES AND LITERATURES 155
137.Modern Chinese Culture
This course introduces students to the culture in modern China through literature
(fiction and other reading matter), popular
music, and film. This course will also give
attention to business etiquette and culture
in China. All readings are in English. No
Chinese language is required, though students with Chinese language background
are encouraged to work with Chinese sources if they wish. This course does not fulfill
the University Core foreign language requirement. Prerequisite: None. (5 units)
194.Peer Educator in Chinese
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
197.Special Topic
Variable topics in culture, literature, and
film. May be retaken for credit. (5 units)
NCX
198.Directed Study
Individually designed programs of advanced
study. Restricted to seniors who find themselves in special circumstances (i.e., Asian
Studies or International Studies minors).
May be taken only once. Courses exempted
from challenge may not be taken as directed
study. Written course outline must be approved by instructor and department chair in
advance of registration. (1–3 units)
199.Directed Reading
Individually designed programs of advanced
readings. Written permission of the instructor
and department chair is required in advance
of registration. (1–5 units)
LOWER-DIVISION COURSES: FRENCH AND FRANCOPHONE STUDIES
1. Elementary French I
3. Elementary French III
The first in a series of three courses, FREN 1 This course completes the elementary
is intended for students who have had no French series. Like its preceding courses,
prior experience with French. It emphasizes FREN 3 emphasizes the development of
the development of communicative lan- communicative language skills and cultural
guage skills and cultural understanding. This understanding. This proficiency-based
proficiency-based course follows the text course follows the text Deux Mondes and
Deux Mondes and requires active perfor- requires active performance in class. Offered
mance in class. Offered only in Fall. Course only in spring. Course conducted in French.
conducted in French. Prerequisite: None. Prerequisite: FREN 2 or equivalent. (4 units)
(4 units)
21.Intermediate French I
2. Elementary French II
The first of two courses reviewing the fundaThe second in a series of three courses, mentals of spoken and written French.
FREN 2 continues the development of com- Readings in original prose, with an appreciamunicative language skills and cultural un- tion of French and Francophone cultures.
derstanding acquired in FREN I. This Requires participation in a one-hour converproficiency-based course follows the text sation group once a week. Offered only in
Deux Mondes and requires active participa- fall. Prerequisite: FREN 3 or equivalent.
tion in class. Offered only in winter. Course Course conducted in French. (4 units)
conducted in French. Prerequisite: FREN 1,
or two years of high school French, or equivalent. (4 units)
156 COLLEGE OF ARTS AND SCIENCES
22.Intermediate French II
Continuation of the review of the fundamentals of spoken and written French. Further appreciation of French and Francophone
cultures through readings and discussions.
Requires participation in a one-hour conversation group once a week. Offered only in
winter. Course conducted in French. Prerequisite: FREN 21 or equivalent. (4 units)
50.Intermediate French Conversation
A course concentrating on development of a
student’s ability to speak and understand
various French accents. Film viewing each
week. Recommended for students going
abroad. Course includes French-speaking
field trips and discussions with French visitors. No auditors. Prerequisite: FREN 22 or
equivalent. (4 units)
UPPER-DIVISION COURSES: FRENCH AND FRANCOPHONE STUDIES
100.Advanced French I
104.French Translation
Emphasis on spoken French. Use of Internet The theory and practice of translation from
resources to broaden appreciation of French French to English, and from English to
and Francophone culture. Readings include French. Course conducted in French. Pretwo novels or a novel and a play. Required of requisite: FREN 100 or equivalent. (5 units)
all majors and minors. An essential course
for studying abroad. Course conducted in 106.Advanced French Conversation
French. Prerequisite: FREN 22 or equiva- Recommended for students who will study
or work in France. Intensive oral work stresslent. (5 units) NCX
ing self-expression and discussion skills. Top101.Advanced French II
ics will be chosen from contemporary
Introduction to literary analysis in poetry, readings and cross-cultural comparisons will
prose, and drama. Required of all majors and be made with American society. No audiminors. (May be taken concurrently with tors. Prerequisite: FREN 100 or equivalent
certain other upper-division courses.) and permission of the instructor. Limited to
Course conducted in French. Prerequisite: 12 students. (5 units)
FREN 100 or equivalent. (5 units)
108.French Business
102.Advanced French III
Culture and Institutions
Variable topics in specific fields. (Studies Basic French business terminology and pracabroad)
tices. Business letter writing emphasized. Examination of French business institutions
103.Advanced French Composition
(agriculture, finance, advertising, transportaDevelopment of concrete writing skills for a tion, etc.). Special emphasis on understandvariety of writing tasks, such as “explication ing the underlying cultural mores that make
de textes,” “compte-rendu critique,” and French business different from U.S. busi“essai argumentatif.” The correct use of syn- ness. Course conducted in French. (5 units)
tax and lexicon, as well as the progression of
ideas will be stressed. Continuous writing 110.Introduction to French
Culture and Civilization
assignments based on readings and a final
essay are required. Course conducted in Cultural, political, economic, artistic, educaFrench. Prerequisite: FREN 100 or equiva- tional, and social aspects of France. Course
lent. (5 units)
conducted in French. (5 units)
MODERN LANGUAGES AND LITERATURES 157
111.Introduction to Francophone
Studies
Cultural, political, economic, educational,
and social aspects of the Francophone world.
Exploration through literary works and films
of issues involving nationalism, race, gender,
identity, and alienation. Geographic areas
include the Caribbean, North Africa, subSaharan Africa, and Vietnam. Course conducted in French. (5 units)
113.Black African/Caribbean
Women Writers
An introduction to literature written by
black African/Caribbean women writers.
Through literature (interviews, personal testimonies, novels, autobiography) and film
(documentaries, movies), students will witness the changing faces of black Africa, from
colonial times to the present, as seen through
the eyes of women. Course conducted in
French. Also listed as WGST 123. (5 units)
114.Literatures and Cultures
of the Maghreb
This course focuses on works by Francophone writers and filmmakers from North
Africa (Morocco, Tunisia, Algeria). We shall
examine the historical and aesthetic evolution of this literary and filmic production,
and how it reflects on the colonial past and
the postcolonial condition. Other topics include the way these writers and filmmakers
seek to construct identities in the wake of
profound cultural changes brought about by
colonization, decolonization, immigration,
and globalization, and how they expose the
power conflicts along the lines of class, gender, race, ethnicity, and national belonging.
Attention will also be devoted to the discursive strategies and filmmaking practices that
they elaborate to address these issues in a resistant, subversive, and direct criticism.
Course conducted in French. (5 units)
115.Major Works of
French Literature I
Readings in French literature from its beginnings in the Moyen Age to the end of the
18th century. Rotated topics include the
theme of love, the comic, the writer’s relationship to societies, the emerging genre of
the theatre, etc. Course conducted in French.
(5 units)
116.Major Works of
French Literature II
Readings in French literature of the 19th
and 20th centuries. Rotated topics include
drama, the novel, literature and the arts, experimentation (literary and dramatic), etc.
Course conducted in French. May be taken
independently of FREN 115. (5 units)
120.Moyen Age
Epic, lyric, and courtly literature of medieval
France: Roland, l’amour courtois and the
Troubadours, Chrétien de Troyes, Tristan et
Iseut, Artur, the early theatre. Course conducted in French. (5 units)
130.Humanism and the Renaissance
La Renaissance: readings in Rabelais, the
Pléiade poets, and Montaigne. Course conducted in French. (5 units)
140.Le Grand Siècle: Theatre
in the Age of Louis XIV
Stress on classical tragedy and comedy in
France, with special emphasis on the social
and political context in which these genres
were produced. Additional materials will be
drawn from other writers of the 17th century such as Descartes, Pascal, Mme de La Fayette, and La Fontaine. Course conducted in
French. (5 units) NCX
150.The French Enlightenment
Exploration of the major philosophical, literary, and artistic movements in France between the years 1715 (Louis XIV’s death)
and 1789 (the French Revolution), with an
emphasis on their uneasy relationship to the
social, political, and religious institutions of
158 COLLEGE OF ARTS AND SCIENCES
pre-revolutionary France. Texts by Montesquieu, Voltaire, Mme de Charrière, Mme de
Graffigny, Rousseau, and others. Course
conducted in French. (5 units)
160.19th Century I: Romantic
and Romantique
Romantic literature: prose and poetry
(Chateaubriand, Stendhal, Lamartine,
­
Hugo, Balzac, Vigny, etc.). Course conducted in French. (5 units)
161.19th Century II: Le réel
et le symbolique
Realist, naturalist, and symbolist literature
(Baudelaire, Flaubert, Mallarmé, etc.).
Course conducted in French. (5 units)
170.20th Century I: Mémoires
et Souvenirs
Writings of la belle époque and entre deux
guerres (Proust, Gide, Apollinaire, Dada,
surrealism, etc.). Course conducted in
French. (5 units)
171.20th Century II:
The Existentialist Hero
The engagée literature, the anti-theatre, the
new novel, and current directions (Anouilh,
Sartre, Camus, Ionesco, Robbe-Grillet,
Tournier, etc.). Course conducted in French.
(5 units)
172.Cinéma
An examination of the evolution of style and
theme in French cinema from its birth in
1895 to the present. Study of films by major
directors (Renoir, Pagnol, Cocteau, Truffaut,
Malle, Beineix, Diane Kurys). Main themes
of French culture illustrated in the films.
Course conducted in French. (5 units)
182.Women in French Literature:
Authors and Characters
Literary analysis of the woman question formulated through the works of important
French writers, both female and male, from
the Middle Ages to the 21st century. Provides information on French women writers’
contributions with, as background, informa-
tion on French women’s roles and experiences throughout the ages. Special attention
will be given to the continuity among
women writers and to the impact of their
minority status upon their writing. Readings
set against the backdrop of the Monarchy,
the French Revolution of 1789, the Napoleonic regime, the Franco-Prussian war, and
the two World Wars will point out to an
emerging feminist awareness that found expression in both literature and political activism. Course conducted in French. Also listed
as WGST 176. (5 units)
183.20th- and 21st-Century
French Women Writers
The varied literary contributions of French
and Francophone writers such as Colette,
Simone de Beauvoir, Marguerite Duras,
Elisabeth Badinter, Gabrielle Roy, Mariama
Bâ; their differing perceptions of the traditional stereotypes of women and perspectives related to social class. Consideration of
whether feminine literature has unique qualities. Course conducted in French. Also listed
as WGST 177. (5 units)
185.French Applied Linguistics
Aspects of modern French linguistics (phonology, phonetics, morphology, syntax).
Contrastive analysis. Course conducted in
French. (5 units) NCX
186.Politics of Love
Students will focus on the theme of love
(from Tristan and Iseult’s passionate love to
the modern concept of love and marriage)
and study how different literary movements
have adapted love stories to reflect their values and their visions of the world. Why do
these cultural representations and social constructions of the gendered human body and
sexuality often show off the social insertion
of the hero and the exclusion of feminine
characters? In other words, what are the social, sexual, political consequences of the
power games present in the love stories read
this quarter? Course conducted in French.
(5 units)
MODERN LANGUAGES AND LITERATURES 159
194.Peer Educator in French
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
197.Special Topics
Variable topics in culture, literature, and
film. May be retaken for credit. (5 units)
NCX
198.Directed Study
Individually designed programs of advanced
study. Normally restricted to seniors who are
declared French and Francophone studies
majors or minors and who find themselves
in special circumstances. May be taken only
once. Courses exempted from challenge may
not be taken as directed study. Written course
outline must be approved by instructor and
department chair in advance of registration.
(1–3 units)
199.Directed Reading
Individually designed programs of advanced
readings. Written permission of the instructor
and department chair is required in advance
of registration. (1–5 units)
LITERATURE AND CULTURE IN TRANSLATION
Note: The following three courses are litera- 174.French and Francophone
ture and culture in translation courses taught
French Novels and Films: Culture,
in English and cannot be used to fulfill the
Gender, and Social Classes
Undergraduate Core Curriculum second Covers both classic French and Francophone
­language requirement. One course may be novels (including novels from black Africa,
counted toward the French and Francophone the Caribbean, and Vietnam), and films
studies major or minor.
based on the same texts. The goals are (1) to
introduce students to French and Franco112.Human Rights in France,
phone culture through analysis of significant
Black Africa, and the Caribbean
texts and through the lens of films, and (2)
Provides a framework on France and its co- to develop critical skills of interpretation aplonial empire and presents important male plicable to all disciplines. Conducted in
writings during the colonial period, and English but contains a French component
deals with texts written by women writers in for French and Francophone studies majors
a recent past. Focuses on cultural identity and minors. Also listed as WGST 175.
and human rights, yet special attention will (5 units)
be given to the ways in which self-representation is achieved by the female writing sub- 184.20th-Century French Women
ject. Conducted in English but contains a
Writers in Translation
French component for French and Franco- The varied literary contributions of French
phone studies majors and minors. (5 units)
and Francophone writers. Readings selected
mainly from writers of the second half of the
20th century. Consideration of whether
feminine literature has unique qualities.
Conducted in English but contains a French
component for French and Francophone
studies majors and minors. Also listed as
WGST 178. (5 units)
160 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: GERMAN STUDIES
1. Elementary German I
3. Elementary German III
Designed for those having no previous study GERM 3 completes first-year German. This
of German. A proficiency-based course em- course emphasizes the development of comphasizing communicative language skills municative language skills (understanding,
(understanding, speaking, reading, and writ- speaking, reading, and writing). Developing). Cultural information on German- ment of an understanding of Germanspeaking countries. (4 units)
speaking countries. Prerequisite: GERM 2 or
equivalent. (4 units)
2. Elementary German II
The second in a series of three courses, 5. German for Reading Knowledge
GERM 2 emphasizes the development of Alternate to GERM 3 leading to the reading
communicative language skills (understand- of scholarly articles in various fields of study.
ing, speaking, reading, and writing). Devel- Prerequisite: GERM 2 or equivalent. (4 units)
opment of an understanding of the cultures
of German-speaking countries. Prerequisite: 21.Intermediate German I
GERM 1, or two years of high school ­German, Review of German grammar, short stories,
or essays on culture and civilization. Progresor equivalent. (4 units)
sive exercises in conversation. Prerequisite:
GERM 3 or 5 or equivalent. (4 units)
22.Intermediate German II
Continuation of GERM 21. Accelerated
readings, conversation, and writing. (4 units)
UPPER-DIVISION COURSES: GERMAN STUDIES
100.Advanced German I
108.German Business Culture
and Institutions
Advanced reading, composition, and conversation. Emphasis on conversation and Introduction to the language of business
career-oriented language. Required of all mi- German. Insights into Germany’s place in
nors. Prerequisite: GERM 22 or equivalent. the global economy. The topics, language,
(5 units)
and skill-building exercises offer an excellent
preparation for students who, after two years
101.Advanced German II
of college-level German, plan to pursue caReading of literary texts, composition, and reers in international companies and institudiscussion. Required of all minors. Comple- tions. At the same time, the materials are
tion or equivalent knowledge admits students appropriate for German majors or minors
to higher-numbered courses. Prerequisite: who want to gain insight into contemporary
GERM 100 or equivalent. (5 units)
German culture and civilization. (5 units)
106.Advanced German Conversation
Advanced work stressing the development
of self-expression in German. Prerequisite:
GERM 22 or equivalent. (5 units)
110.History of German Civilization
Cultural history of the German-speaking
countries from earliest times to 1945.
­Prerequisite: GERM 100 or equivalent.
(5 units)
MODERN LANGUAGES AND LITERATURES 161
111.Contemporary German
Civilization
Geography, culture, education, politics, and
the economy in the German-speaking countries since 1945. Prerequisite: GERM 100 or
equivalent. (5 units)
112.Germany in the Media
How do Germans and Americans view
­Germany? This course highlights the role of
the media in portraying Germany’s image
inside and outside of Germany. It examines
how print and electronic media in both
countries present selected themes and topics
in the following categories: arts, economy,
education, politics, and the sciences; and
how the media shape public opinion about
Germany. (5 units)
130.The Classical Age
Major works by Goethe and Schiller. (5 units)
140.19th-Century Romanticism
Philosophy of the Romantics. German fairy
tale. Selected works by Kleist, Eichendorff,
Heine, and Wagner. (5 units)
141.19th-Century Realism
Works by Büchner, Hebbel, Fontane, Marx,
and Hauptmann. (5 units)
150.20th-Century Novel
Works by Kafka, Hesse, Thomas Mann,
Christa Wolf, Böll, and others. (5 units)
151.20th-Century Drama
Plays by Brecht, Borchert, Frisch, and
­Dürrenmatt, and Brecht’s theoretical writings. (5 units)
160.The German Novelle
Characteristic features of the Novelle as opposed to Roman and Erzählung. Examples
from Theodor Storm to Thomas Mann.
(5 units)
161.Survey of Lyric Poetry
Introduction to the analysis of poetry. Numerous examples from all German literary
periods beginning with 1600. (5 units)
174.German Novels and Films
Various topics will be covered. (5 units)
182.Women in German Literature:
Authors and Characters
Works by and about German women. Authors studied include Droste-Hulshof, Böll,
Wolf, Handke, Kaschnitz, Wander, and others. Also listed as WGST 179. (5 units)
183.20th-Century German
Women Authors and Artists
A selection from contributions by German
women writers and film producers from the
second half of the 20th century. (5 units)
194.Peer Educator in German
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
197.Special Topics
Variable topics in culture and literature. May
be retaken for credit. (5 units) NCX
198.Directed Study
Individually designed programs of advanced
study. Normally restricted to seniors who are
declared German studies majors or minors
and who find themselves in special circumstances. May be taken only once. Courses
exempted from challenge may not be taken
as directed study. Written course outline must
be approved by instructor and department
chair in advance of registration. (1–3 units)
199.Directed Reading
Individually designed programs of advanced
readings. Written permission of the instructor
and department chair is required in advance
of registration. (1–5 units) NCX
162 COLLEGE OF ARTS AND SCIENCES
LITERATURE IN TRANSLATION
Note: Literature in translation courses are 115.German Literature in
English Translation
taught in English and cannot be used to fulfill the second language requirement. One Reading and analysis of masterpieces of
course may be counted toward the German ­
German literature written between 1750
studies minor.
and 1970. Selection dependent upon available translations. (5 units) NCX
LOWER-DIVISION COURSES: ITALIAN STUDIES
1. Elementary Italian I
3. Elementary Italian III
Designed for those having no previous study ITAL 3 completes first-year Italian. This
of Italian. A proficiency-based course em- course emphasizes the development of comphasizing the development of communica- municative language skills (understanding,
tive language skills (understanding, speaking, speaking, reading, and writing). Developreading, and writing). Development of an ment of an understanding of Italian culture.
understanding of Italian culture. (4 units)
Prerequisite: ITAL 2 or equivalent. (4 units)
2. Elementary Italian II
The second in a series of three courses, ITAL
2 emphasizes the development of communicative language skills (understanding, speaking, reading, and writing). Development of
an understanding of Italian culture. Prerequisite: ITAL 1, or two years of high school
Italian, or equivalent. (4 units)
21.Intermediate Italian I
Review of fundamentals of spoken and written Italian. Progressive readings reflecting
Italian culture and values. Progressive exercises in conversation and composition.
­Prerequisite: ITAL 3 or equivalent. (4 units)
22.Intermediate Italian II
Continuation of ITAL 21. Prerequisite:
ITAL 21 or equivalent. (4 units)
UPPER-DIVISION COURSES: ITALIAN STUDIES
100.Advanced Italian I
110.Italian Civilization I
Composition, reading, and conversation. Fundamental aspects of Italian history, art,
Required of all majors and minors. Prerequi- and culture from their origins to the Seicensite: ITAL 22. (5 units)
to. Prerequisite: ITAL 101 or equivalent.
(5 units) NCX
101.Advanced Italian II
Continuation of ITAL 100. Required of all 111.Italian Civilization II
majors and minors. Prerequisite: ITAL 100 Continuation of ITAL 110. May be taken
or equivalent. (5 units)
independently. From the Settecento to the
present. Prerequisite: ITAL 101 or equiva106.Advanced Italian Conversation
lent. (5 units)
Advanced work stressing the development
of self-expression in Italian. Prerequisites:
ITAL 101 or equivalent, and permission of
the instructor. (5 units) NCX
MODERN LANGUAGES AND LITERATURES 163
113.Cinema e Cultura
A cultural portrait of modern Italy as reflected in its cinema. Films by Roberto Rossellini, Luchino Visconti, Vittorio De Sica,
Michelangelo Antonioni, Federico Fellini,
Francesco Rosi, Bernardo Bertolucci, Massimo Troisi, Ettore Scola, Mario Monicelli,
and Marco Bellocchio illustrate cultural and
intellectual change in the 20th century. Prerequisite: ITAL 101 or equivalent. (5 units)
160.Settecento
Salient works of Vico, Goldoni, Parini, and
Alfieri. Prerequisite: ITAL 101 or equivalent. (5 units)
120.Survey of Italian Literature I
From its origin to the Seicento. Prerequisite:
ITAL 101 or equivalent. (5 units)
180.Novecento Italian Literature
of the 20th Century
Main trends in poetry, drama, and the novel
from Pirandello to the present. Prerequisite:
ITAL 101 or equivalent. (5 units)
121.Survey of Italian Literature II
From the Settecento to the present. Prerequisite: ITAL 101 or equivalent. (5 units)
125.Colloquium: Italian
Literature and Culture
Topic varies. Study and discussion of selected themes in Italian literature and culture.
May be retaken for credit. Prerequisite:
ITAL 101 or equivalent. (5 units) NCX
130.Dante, La Divina Commedia I
Inferno and Purgatorio. Prerequisite: ITAL
101 or equivalent. (5 units)
131.Dante, La Divina Commedia II
Purgatorio and Paradiso. Prerequisite: ITAL
101 or equivalent. (5 units)
140.Duecento, Trecento
Emphasis on Dante’s minor works, Petrarch’s
poetry, and Boccaccio’s Decameron. Prerequisite: ITAL 101 or equivalent. (5 units)
150.Quattrocento, Cinquecento
(Rinascimento)
Important trends in the literary masterpieces
of the Renaissance. Significant works of Ariosto, Tasso, Leonardo, Machiavelli, Lorenzo
de Medici, Poliziano, Castiglione. Prerequisite: ITAL 101 or equivalent. (5 units)
170.Ottocento, I Promessi Sposi
Discussion of the works of Foscolo, Leopardi, Manzoni’s poetry. Carducci, Pascoli, and
Verga. Prerequisite: ITAL 101 or equivalent.
(5 units)
182.20th-Century Italian
Women Writers
Critical analysis of major works by leading
women writers and the changing role of
women in 20th-century Italian society:
Grazia Deledda, Sibilla Aleramo, Elsa
­
­Morante, Natalia Ginzburg, Maria Bellonci,
Laudomia Bonanni, Lalla Romano, Milena
Milani, Francesca Sanvitale, Romana Petri,
Isabella Bossi Fedrigotti, and Gina Lagorio.
Prerequisite: ITAL 101 or equivalent.
Also listed as WGST 185. (5 units)
183.Women in Italian Cinema:
The Impact of Globalization
Focus is on the films with a global viewpoint
of numerous Italian film directors. Examination of Italian masterpieces (including blackand-white films of the 40s and 50s) with
special focus on the changing aspects of
global society and their impact on individuals, especially women. Films by women directors whose work may give a contrasting
vision of globalization and its enabling and
challenging aspects. Prerequisite: ITAL 101
or equivalent. (5 units)
164 COLLEGE OF ARTS AND SCIENCES
194.Peer Educator in Italian
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
197.Special Topics
Variable topics in culture, literature, and
film. May be retaken for credit. (5 units)
NCX
198.Directed Study
Individually designed programs of advanced
study. Normally restricted to seniors who are
declared Italian studies majors or minors and
who find themselves in special circumstances. May be taken only once. Courses exempted from challenge may not be taken as
directed study. Written course outline must
be approved by instructor and department
chair in advance of registration. Prerequisite:
ITAL 101 or equivalent. (1–3 units)
199.Directed Reading
Individually designed programs of advanced
readings. For seniors only. Written permission of the instructor and department chair is
required in advance of registration. Prerequisite: ITAL 101 or equivalent. (1–5 units)
LOWER-DIVISION COURSES: JAPANESE STUDIES
1. Elementary Japanese I
3. Elementary Japanese III
Designed for those having no previous study This class continues instruction in basic
of Japanese. A proficiency-based course em- communication skills in Japanese. An oral
phasizing the development of communica- teaching approach is taken to develop profitive language skills (understanding, speaking, ciency in comprehending and using elemenreading, and writing). Development of an tary vocabulary and grammatical structures.
understanding of Japanese culture. (4 units)
New Chinese characters continue to be introduced, and reading and writing practiced.
2. Elementary Japanese II
Prerequisite: JAPN 2 or equivalent. (4 units)
Continuation of JAPN 1. An oral teaching
approach is taken to further develop profi- 21.Intermediate Japanese I
ciency in comprehending and using elemen- New grammatical structures and additional
tary vocabulary and grammatical structures. written characters. Progressive exercises to
Some ability to write Hiragana and Kataka- develop facility in conversation, reading, and
na is expected. Students will begin reading composition. Prerequisite: JAPN 3 or equivtexts in Japanese and learning Chinese char- alent. (4 units)
acters (kanji). We will learn 56 new kanji.
Pertinent aspects of Japanese culture are also 22.Intermediate Japanese II
discussed. Prerequisite: JAPN 1 or equiva- Continuation of JAPN 21. Prerequisite:
JAPN 21 or equivalent. (4 units)
lent. (4 units)
23.Intermediate Japanese III
Completion of intermediate Japanese. Prerequisite: JAPN 22 or equivalent. (4 units)
MODERN LANGUAGES AND LITERATURES 165
UPPER-DIVISION COURSES: JAPANESE STUDIES
100.Advanced Japanese I
194.Peer Educator in Japanese
Continued practice in using complex gram- Peer educators are invited by faculty to work
matical structures. Reading and discussion closely with them, facilitating learning in a
of topics taken from a variety of sources. Pre- lower-division course. May be repeated for
requisite: JAPN 23 or equivalent. (5 units)
credit by permission of the instructor.
(2 units)
101.Advanced Japanese II
Continuation of JAPN 100. Prerequisite: 198.Directed Study
JAPN 100 or equivalent. (5 units)
Individually designed programs of advanced
study. Normally restricted to seniors who are
102.Advanced Japanese III
declared Japanese studies minors and who
Completion of advanced Japanese. Prerequi- find themselves in special circumstances.
site: JAPN 101 or equivalent. (5 units)
May be taken only once. Courses exempted
from challenge may not be taken as directed
113.Readings in Japanese I
study. Written course outline must be apReadings and discussions in Japanese of se- proved by instructor and department chair in
lected sociological, literary, and journalistic advance of registration. (1–3 units)
texts. Prerequisite: JAPN 102 or equivalent.
199.Directed Reading
(5 units)
Individually designed programs of advanced
114.Readings in Japanese II
readings. Written permission of instructor
Continuation of JAPN 113. Prerequisite: and department chair required in advance of
JAPN 113 or equivalent. (5 units)
registration. (1–5 units) NCX
115.Readings in Japanese III
Completion of readings in Japanese. Prerequisite: JAPN 114 or equivalent. (5 units)
LITERATURE AND CULTURE TAUGHT IN ENGLISH
Note: The following course is a literature and flower arrangement, and Japanese cooking.
culture course taught in English and cannot Japanese values will concentrate on such key
be used to fulfill the Undergraduate Core concepts as seniority rules, the virtue of
Curriculum second language requirement. modesty, private versus public stance, BushiOne course (5 units) may be counted toward do (the way of the warrior), arranged marthe Japanese studies minor.
riage, and child-rearing practices. Japanese
communication will focus on ambiguity, si137.Japanese Culture
lence, dual meanings of inner and outer
An introduction to Japanese customs, values, groups, and calligraphy. Prerequisite: None.
and communication styles. Japanese cus- (5 units)
toms will include basic protocol for getting
to know Japanese people, the tea ceremony,
166 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: SPANISH STUDIES
All students enrolled in SPAN 21EL will
1. Elementary Spanish I
Designed for those having no previous study be automatically enrolled in SPAN 97
of Spanish. A proficiency-based course em- (Community-Based Learning Practicum) at
phasizing the development of communica- the end of the first week of class. Course contive language skills (understanding, speaking, ducted in Spanish. Prerequisite: SPAN 3 or
reading, and writing). Development of an three years of high school Spanish. (4 units)
understanding of Hispanic culture. (4 units) 22.Intermediate Spanish II
2. Elementary Spanish II
The second in a series of three courses,
SPAN 2 emphasizes the development of
communicative language skills (understanding, speaking, reading, and writing). Development of an understanding of Hispanic
culture. Prerequisite: SPAN 1, or two years of
high school Spanish, or equivalent. (4 units)
A continuation of Spanish 21, further develops oral and written communication skills
through the study of culture, grammar, vocabulary, and authentic literature and media.
Authentic communicative activities are emphasized inside the classroom. Course conducted in Spanish. Prerequisite: SPAN 21 or
equivalent. (4 units)
3. Elementary Spanish III
SPAN 3 completes first-year Spanish. This
course emphasizes the development of communicative language skills (understanding,
speaking, reading, and writing). Development of an understanding of Hispanic culture. Prerequisite: SPAN 2 or equivalent.
(4 units)
22EL.Intermediate Spanish II—
Experiential Learning
Continuation of Spanish 21EL, further develops oral and written communication
skills through the study of culture, grammar,
vocabulary, and authentic literature and
media. Authentic communicative activities
are emphasized inside the classroom and
through community-based learning outside
of the classroom. All sections of SPAN 22EL
contain an integrated Experiential Learning
component, using a reflective communitybased learning placement. All students enrolled in SPAN 22EL will be automatically
enrolled in SPAN 97 (Community-Based
Learning Practicum) at the end of the first
week of class. Course conducted in Spanish.
Prerequisite: SPAN 21, 21EL, or equivalent.
(4 units)
21.Intermediate Spanish I
First in a three-part review of the fundamentals of spoken and written Spanish. Progressive readings and exercises in conversation
and composition. Development of an understanding of Hispanic culture. Course
conducted in Spanish. Prerequisite: SPAN 3
or three years of high school Spanish. Does
not fulfill the Experiential Learning component of Core 2009. (4 units)
21EL.Intermediate Spanish I—
Experiential Learning
First in a three-part review of the fundamentals of spoken and written Spanish. Progressive readings and exercises in conversation
and composition. Development of an understanding of Hispanic culture. All sections
of SPAN 21EL contain an integrated Experiential Learning component, using a reflective community-based learning placement.
23.Intermediate Spanish III
Completes the intermediate sequence. Further develops skills of Spanish, including listening, speaking, reading, and writing.
Develops an appreciation of Hispanic values
and civilization along with continued progress in the language. Course conducted in
Spanish. Prerequisite: SPAN 22 or equivalent. (4 units)
MODERN LANGUAGES AND LITERATURES 167
23EL.Intermediate Spanish III—
Experiential Learning
Completes the intermediate sequence. Further develops skills of Spanish, including listening, speaking, reading, and writing.
Special attention is given to developing an
appreciation of Hispanic values and civilization along with making continued progress
in the language. All sections of SPAN 23EL
contain an integrated Experiential Learning
component, using a reflective communitybased learning placement. All students enrolled in SPAN 23EL will be automatically
enrolled in SPAN 97 (Community-Based
Learning Practicum) at the end of the first
week of class. Course conducted in Spanish.
Prerequisite: SPAN 22, 22EL, or equivalent.
(4 units)
97.Community-Based
Learning Practicum
For students concurrently enrolled in SPAN
21EL, 22EL, or 23EL, an Experiential
Learning for Social Justice component, an
integrated, reflective, community-based
learning placement. Includes eight weeks of
participatory work in a community agency.
Requirements: Two hours per week at agency
site over course of the placement. (1 unit)
UPPER-DIVISION COURSES: SPANISH STUDIES
100.Advanced Spanish I
108.Spanish for Spanish Speakers
Continued development of all Spanish skills Development of the native Spanish speaker’s
at an advanced level. Special attention to writing and reading skills. Prerequisite:
composition. Systematic introduction to lit- At least four years of high school Spanish or
erary analysis. Required of all majors and completion of Intermediate Spanish at the
minors. Prerequisite: SPAN 23 or equiva- university level. (5 units) NCX
lent. (5 units)
110.Advanced Spanish Conversation
101.Advanced Spanish II
Advanced work stressing the development of
Continued development of all Spanish skills self-expression in Spanish. (5 units) NCX
and completion of the introduction to literary analysis begun in SPAN 100. Required 112.Mexican Culture
of all majors and minors. Prerequisite: SPAN Mexican literature, fine arts, history, and social developments, with particular attention
100 or equivalent. (5 units)
to cultural values. (5 units)
Note: Admission to the following upper-­
division courses requires completion of 113.The Revolution in
Mexican Culture
SPAN 100 and 101 or evidence of equivalent preparation.
Readings and analysis of the works of
­Mexican writers and artists that interpret the
102.Advanced Spanish III
Mexican Revolution of 1910 and reflect
Advanced reading, composition, and con- Mexican culture. (5 units)
versation. (Studies abroad)
120.Major Works of
107.Advanced Spanish Composition
Spanish Literature I
Intensive systematic development of the Readings in Spanish literature from the early
forms of discourse in Spanish. (5 units) forms of Spanish literature to the end of the
NCX
17th century. (5 units)
168 COLLEGE OF ARTS AND SCIENCES
121.Major Works of
Spanish Literature II
Readings in Spanish literature of the 18th
and 19th centuries. Continuation of SPAN
120. May be taken separately. (5 units)
122.The Spanish Picaresque Novel
A study of the development of the Spanish
picaresque novel and its influence on other
European literatures. Key works, analyzed
from a socio-historical perspective, include
Lazarillo de Tormes (1554), El Guzmán de
Alfarache (1599), and El Buscón (1626).
(5 units)
123.Siglo de Oro Drama
A study of the Spanish comedia of the Siglo
de Oro. Particular emphasis on the impact
of Lope de Vega and the creation of a national theatre. Literary analysis of the comedias of the most representative Spanish
dramatists of the period: Calderón de la
Barca, Rojas Zorilla, Tirso de Molina, Ruiz
de Alarcón, Guillén de Castro, and Lope de
Vega. (5 units)
131.Survey of Latin American
Literature II
Latin American literature from 1888 to
­present. (5 units) NCX
133.Mexican American Literature
Reading, analysis, and discussion of Mexican
American literature in its historical context.
Emphasis on the novel and short story.
(5 units) NCX
135.Colloquium: Latin American
Literature and Culture
Topic varies. Reading and discussion of selected themes in Latin American literature
and culture. May be retaken for credit.
(5 units) NCX
136.Contemporary Latin American
Short Story
Examination of the Latin American short
story from Quiroga to the present. Representative works reflecting the diverse cultural
backgrounds and ideologies of the authors.
(5 units)
124.Realism in the 19th-Century
Spanish Novel
A study of the decline of Romanticism and
the evolution of the Realist movement in
19th-century Spain. Special emphasis on the
novels of Alarcón, Galdós, and Blasco
Ibáñez. (5 units)
137.Latin American Cultures
and Civilizations
Exploration of the basic factors that have
molded and continue to shape the diverse
lives and institutions of contemporary
­Spanish-speaking peoples of the Americas.
(5 units)
125.Colloquium: Spanish
Literature and Culture
Topic varies. Study and discussion of selected themes in Spanish Peninsular literature
and culture. May be retaken for credit.
(5 units) NCX
140.Modern Latin American
Literature I
Reading, analysis, and discussion of the
works of major Latin American writers
of the early 20th century (e.g., Gallegos,
­Barrios, Prado, and Romero). (5 units)
141.Modern Latin American
130.Survey of Latin American
Literature II
Literature I
Latin American literature from the pre-­ Reading, analysis, and discussion of the
works of major Latin American writers of
Columbian period to 1888. (5 units)
the late 19th and early 20th centuries. Emphasis on the novel. (5 units)
MODERN LANGUAGES AND LITERATURES 169
145.Mid-20th-Century Latin
American Literature
Reading, analysis, and discussion of the
works of major Latin American writers from
1946 to 1962. Carpentier, Yáñez, Fuentes,
and others. (5 units)
151.20th-Century Spanish Literature II
A look at some of the best expressions of literary protest during the Franco regime.
Reading, analysis, and discussion of works
by Camilo José Cela, Ana María Matute,
Ramón Sender, and Alfonso Sastre. (5 units)
146.Contemporary Latin American
Literature
Reading, analysis, and discussion of the
works of major contemporary Latin American writers—García Márquez, Vargas Llosa,
and others. (5 units)
165.Cervantes: Don Quijote
Cervantes’ masterpiece, as a reflection of
Spanish society during the Spanish Empire,
an exemplar of Baroque art, and a synthesis
and culmination of narrative prose. (5 units)
147.Cinema and the Novel in
Contemporary Latin America
Analysis of novels by major 20th-century
Latin American writers and their representation in films. The impact of modernization,
industrialization, and nationalistic and populist thought on the emergence of a distinctive film style, thematic trends, and literary
genre conventions. (5 units)
148.20th-Century Latin American
Women Writers
Reading, analysis, and discussion of novels
and short fiction by major Latin American
women writers of the 20th century (e.g.,
Bombal, Garro, Poniatowska, Allende,
­Valenzuela, and others). (5 units)
149.Contacts, Clashes, Border
Crossings: Hybridity and
Liminality in Latin American
Cinema
Using film studies, border studies, and Latin
American studies, students will study the
processes of hybridity, liminality, and mestizaje in Latin American culture and film.
The course will be taught in English to accommodate non-bilingual speakers. (5 units)
150.20th-Century Spanish Literature I
Major writers of Spain from 1898 to 1936.
Particular emphasis on the Generation of
1898. (5 units)
175.History of the Spanish Language
A study of the evolution of the Spanish language from its roots on the Iberian Peninsula
to its spread throughout the world. Special
attention will be paid to social and political
factors that have helped to shape the language in its modern forms. Taught in English. (5 units)
176.Spanish Applied Linguistics II
Detailed scientific analysis of the morphology and syntax of modern Spanish. Contrastive analysis within the Spanish structure
system and between the Spanish and English
structure systems. Required of all prospective teachers of Spanish. Prerequisite:
SPAN 175. (5 units)
178.Teaching Methods in Spanish
Practical and theoretical insights into the dynamics of teaching and learning Spanish at
the secondary and post-secondary level.
(5 units) NCX
179.Technology for Teaching
and Learning Spanish
Preparation for the prospective Spanish
teacher in the design, use, and evaluation of
traditional and current technologies for
teaching Spanish language and cultures.
(5 units) NCX
170 COLLEGE OF ARTS AND SCIENCES
194.Peer Educator in Spanish
Peer educators are invited by faculty to work
closely with them, facilitating learning in a
lower-division course. May be repeated for
credit by permission of the instructor.
(2 units)
195.Spanish Translation I
Skills and strategies involved in the art of
translation. A variety of texts (general, historical, cultural, technical, etc.) illustrate the
different modes and nuances of translation.
Students assigned special translation projects. May be retaken for credit but will only
be accepted once toward the Spanish studies
major or minor. Prerequisites: SPAN 101
and permission of the instructor. (5 units)
NCX
196.Spanish Translation II
In this course, a continuation of SPAN 195,
students will be translating, analyzing, and
preparing for publication hitherto untranslated documents dealing with 19th-century
Mexican California. These documents are
housed at the History San Jose archives.
(5 units)
197.Special Topics
Variable topics in specific fields. (Studies
abroad)
198.Directed Study
Individually designed programs of advanced
study. Normally restricted to seniors who are
declared Spanish studies majors or minors
and who find themselves in special circumstances. May be taken only once. Courses
exempted from challenge may not be taken
as directed study. Written course outline must
be approved by instructor and department
chair in advance of registration. (1–3 units)
199.Directed Reading
Individually designed programs of advanced
readings. Prerequisite: Written permission of
the instructor and department chair is required in advance of registration. (1–5 units)
NCX
UPPER-DIVISION COURSES: MODERN LITERATURE AND CULTURE
Note: Knowledge of a foreign language is not
necessary for the following comparative
course. It cannot be used to fulfill a major or
minor requirement in a foreign language or
to fulfill the second language requirement.
180.International Cinema
An interdisciplinary course treating film as a
medium of cultural expression in China,
England (or Australia or Canada), France,
Germany, Italy, Japan, Latin America,
­Russia, and Spain. (5 units)
MUSIC 171
DEPARTMENT OF MUSIC
Professor Emeritus: Lynn R. Shurtleff
Professors: Hans C. Boepple (Department Chair), Teresa McCollough
Associate Professor: Nancy Wait-Kromm
Assistant Professors: Bruno Ruviaro, Christina Zanfagna
The Department of Music offers a degree program leading to the bachelor of arts in
music as well as a minor in music. A minor in musical theatre is available in conjunction
with the Department of Theatre and Dance. The Department of Music is committed to the
education of the whole person: intellectual, emotional, physical, and spiritual. The overarching goal of the department is to provide a stimulating artistic and intellectual environment that fosters individual expression and creativity through the study of music and
performance within the context of liberal arts studies in a Jesuit university. The Department
of Music’s curriculum is designed to provide students of diverse backgrounds with the skills
necessary to comprehend, perform, and appreciate music’s role in human history and its
power to enhance the lives of all people. Because individual study and performance is essential
to the expression and acquisition of music as a language and art form, private instruction and
membership in all departmental music ensembles are available to all Santa Clara students.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements, students majoring in music must complete the department’s lower-division core requirements and choose
one of three upper-division emphases. Students must choose an emphasis after they have
completed their lower-division requirements.
Lower-Division Core
• MUSC 1–3
• MUSC 1A–3A
• MUSC 8
• MUSC 9
• Minimum of three quarters of private instruction
• Minimum of three quarters in an approved departmental ensemble
• Music at Noon: All majors and minors must complete one quarter of MUSC 16/116
Upper-Division Emphases
Theory/Composition Emphasis
• MUSC 104
• MUSC 104a
• MUSC 105
• MUSC 156
• Two Culture and Context courses
• One upper-division elective course
• Minimum of three quarters of private instruction in composition
172 COLLEGE OF ARTS AND SCIENCES
Performance Emphasis
• MUSC 104
• MUSC 104a
• MUSC 156
• Two Culture and Context courses
• One upper-division elective course
• Minimum of six quarters of private instruction
• Minimum of three quarters in an approved departmental ensemble
Culture and Context Emphasis
• MUSC 130
• MUSC 131
• Two Culture and Context survey courses
• One Culture and Context topical elective course
• One upper-division elective course
• Minimum of three quarters in an approved departmental ensemble
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in music:
Music Skills/Literacy courses
• Two courses from the Music Theory sequence
• Two courses from the Aural Skills sequence
Note: Students may take the Musicianship Placement Exam and test into an appropriate
level course for their skill level, but still must complete two course from both the Theory and
Aural Skills sequence.
Culture and Context courses
• MUSC 8
• MUSC 9
• One Culture and Context course
Experience courses
• Performance ensembles: A minimum of three quarters in any approved departmental
ensemble
• Private instruction: A minimum of two quarters from any of the following: 59/159,
60/160, 61/161, or MUSC 30, 34, 35, 35A, 36, or 37
• Music at Noon: All majors and minors must complete one quarter of MUSC 16/116
Elective courses
• One upper-division elective course
Note: All upper-division 5-unit courses satisfy the elective requirement for music majors
and minors.
MUSIC 173
LOWER-DIVISION COURSES
1. Music Theory I
3A. Aural Skills III
Beginning course in a comprehensive theory Continuing course to be taken in conjuncsequence intended for music majors and mi- tion with MUSC 3 to develop aural skills
nors, or students considering a degree in through solfège and rhythmic training, keymusic; covers notation, scales, intervals, board musicianship, improvisation, and dicchords, rhythm, and meter. Required for tation. Prerequisite: MUSC 2A or permission
musical theatre minor. Prerequisite: None. of instructor. (4 units)
Majors and minors with extensive theory
background are recommended to take the 8. Introduction to Listening
This course offers an introduction to different
Musicianship Placement Exam. (4 units)
musical cultures, elements, forms, and tech1A. Aural Skills I
niques through listening, lecture, and perforEntry-level course to be taken in conjunc- mance activities. Designed for both majors
tion with MUSC 1 to develop aural skills and nonmajors, this course focuses on stratethrough solfège and rhythmic training, key- gies for listening to, and writing about,
board musicianship, improvisation, and dic- music from a global perspective. Prerequisite
tation. Prerequisite: None. Majors and for all upper-division music courses. (4 units)
minors with extensive theoretical and/or instrumental or vocal training are recommend- 9. Introduction to Electronic Music
ed to take the Aural Skills Placement Exam. This course combines elements of history,
theory, and practice of electronic music. The
(4 units)
computer becomes the instrument through
2. Music Theory II
which students explore new ways of manipContinuation of Music Theory sequence. ulating and organizing sound. Designed for
Introduction to basic common practice har- both majors and nonmajors, this course cremonic progressions: triad relationships, part ates a space for discussion and critical listenwriting, figured bass, and harmonic dicta- ing of different types of electronic music
tion. Prerequisite: MUSC 1 or permission of (contemporary, popular, and experimental),
instructor. (4 units)
culminating in a final creative project by
each participant. No previous computer
2A. Aural Skills II
music experience required. Prerequisite for
Continuing course to be taken in conjunc- all upper-division music courses. (4 units)
tion with MUSC 2 to develop aural skills
through solfège and rhythmic training, key- 11A. and 12A. Cultures &
Ideas I and II
board musicianship, improvisation, and dictation. Prerequisite: MUSC 1A or permission A two-course sequence focusing on a major
of instructor. (4 units)
theme in human experience and culture over
a significant period of time. Courses empha3. Music Theory III
size either broad global interconnections or
Continuation of Music Theory sequence. the construction of Western culture in its
Further instruction in common practice har- global context. Courses may address music
mony; figured bass and part-writing; domi- and language; the ways people around the
nant and diminished seventh chords and world have cultivated music and used music
resolutions; harmonic dictation and some to cultivate other aspects of themselves and
score analysis. Prerequisite: MUSC 2 or their societies; and other topics. Successful
­permission of instructor. (4 units)
completion of C&I I (MUSC 11A) is a prerequisite for C&I II (MUSC 12A). (4 units
each quarter)
174 COLLEGE OF ARTS AND SCIENCES
16/116. Music at Noon
This class is organized around the Music at
Noon series of concerts and performances.
The weekly series brings the opportunity to
experience live performances of music from
all parts of the world by artists of local, national, and international renown. Students
are required to attend all performances and
write a reflective paper that summarizes their
individual experience. Required class for
music majors and minors. (1 unit)
30.Beginning Piano Class
Introductory instruction in piano in a classroom setting. Class limited to 16 students.
Required for musical theatre minors. Meets
the elective requirement for music majors and
minors. Can be substituted for one quarter of
private instruction. (4 units)
31.Intermediate Piano Class
Intermediate classroom piano instruction.
Class limited to 16 students. Prerequisite:
MUSC 30 or permission of instructor. Meets
the elective requirement for music majors and
minors. Can be substituted for one quarter of
private instruction. (4 units)
32.Beginning Conducting Class
This course is designed to equip students
with the basic vocabulary of conducting gestures including beat patterns, preparatory
gestures, cutoffs, and a variety of expressive
gestures. Beginning score study, including
musical terms and basic instrumentation, is
included. Meets the elective requirement for
music majors and minors. Can be substituted
for one quarter of private instruction. (4 units)
34.Beginning Voice Class
Study and application of basic vocal techniques to develop singing facility. Practical
experience in performing. May be repeated
for credit. Required for musical theatre
minor. Meets the elective requirement for
music majors and minors. Can be substituted
for one quarter of private instruction. (4 units)
35.Intermediate Voice Class
Continuation of MUSC 34, focusing on
more advanced approaches to vocal technique, repertoire, and performance. May be
repeated for credit. Prerequisite: MUSC 34
or permission of instructor. (4 units)
35A.Advanced Voice Class
This course is designed as the culminating
class in the three-course sequence of a full
year of vocal study. Students will continue to
use and refine the techniques and performance skills developed in MUSC 34 and
35, with emphasis on repertoire and advanced techniques in language, musicianship, and acting. An off-campus performance
component is part of this class. Prerequisite:
MUSC 35 or permission of instructor. (4 units)
36.Beginning Guitar Class
Examination of essential elements required
to play guitar in the classical style, including
fundamental principles of technique, sightreading, pedagogic repertoire, history, and
literature. May be repeated for credit. Meets
the elective requirement for music majors and
minors. Can be substituted for one quarter of
private instruction. (4 units)
37.Beginning Composition Class
This course explores personal expression
through the creation of original music. Students explore the music and acoustical properties of sound while developing the creative
and technical skills necessary to complete a
finished musical piece. Focus is on the issue
of attaining a personal “voice” rather than
developing a specific style in which to work,
and musical improvisation will play a role in
enhancing the student’s ability to be spontaneous as well as thoughtful in creating a
piece of music. Meets the elective requirement for music majors and minors. Can be
substituted for one quarter of private instruction. (4 units)
MUSIC 175
UPPER-DIVISION COURSES
104.Music Theory IV/
110.Instrumentation/Arranging
Advanced Harmonic Language
An exploration of orchestration and arrangContinuation of Music Theory sequence. ing for all instruments. Prerequisite: MUSC
Introduction to chromatic harmony: sec- 104 or permission of instructor. Meets the
ondary dominant chords, altered chords, elective requirement for all music majors and
tonicizing and modulation, score analysis, minors. (5 units)
harmonic dictation, and creative application 111.Counterpoint
of four-part writing using non-harmonic
tones. Prerequisite: MUSC 3 or permission Detailed study and creation of two-part conof instructor. Meets the elective requirement trapuntal music in the 16th-century Renaissance and 18th-century Baroque styles.
for all music majors and minors. (5 units)
Prerequisite: MUSC 104 or permission of
instructor. Meets the elective requirement for
104A. Aural Skills IV
Continuing course to be taken in conjunc- all music majors and minors. (5 units)
tion with MUSC 4 to develop aural skills 113.Form and Analysis
through solfège and rhythmic training, key- Study of the relationship in Western music
board musicianship, improvisation, and dic- between shape/form/structure and harmontation. Prerequisite: MUSC 3A or permission ic/melodic/thematic content. Music from
of instructor. Meets the elective requirement 1650–1950 will be analyzed in order to
for all music majors and minors. (5 units)
achieve this goal, focusing on the primary
structures used throughout and since the
105.Music Theory/Aural Skills
Common Practice period. Prerequisite:
Capstone
MUSC 104 or permission of instructor.
This course will be an extension and culmi- Meets the elective requirement for all music
nation of previous theoretical and aural skills majors and minors. (5 units)
training. With an emphasis on solidifying
high-level music skills, this capstone course 114.Music Composition Seminar
will offer an in-depth look at extended har- A seminar to encourage, educate, and inspire
mony, advanced melodic improvisation, the production of new musical composichromatic solfége, melodic and harmonic tions. Development of musical skills, analydictation, and keyboard harmony. Prerequi- sis, and discussion of music from the 1940s
site: MUSC 104 or permission of instructor. to the present will be covered. Prerequisite:
Meets the elective requirement for all music MUSC 4 or permission of instructor. Meets
majors and minors. (5 units)
the elective requirement for all music majors
and minors. (5 units)
109.Lyric Diction
This course provides singers and actors with 115.Special Topics in Music
a vital introduction to the fundamentals of Elective for all music majors and minors oraccurate pronunciation in English, French, ganized around various topics and issues of
German, Latin, and Italian language, with interest to the faculty and students ranging
an emphasis on lyric (sung) diction. Pronun- from performance and composition to culciation and comprehension of the Interna- tural and historical studies. Previous topics
tional Phonetic Alphabet is taught. Required have included Art of the Song, Mozart,
for musical theatre minors, lyric track. Meets Stravinsky, Beethoven, Women in Music,
the elective requirement for all music majors Technology in Music, and other topical
and minors. (5 units)
studies. Open to nonmajors with permission of
instructor only. Meets the elective requirement
for all music majors and minors. (5 units)
176 COLLEGE OF ARTS AND SCIENCES
117.20th-Century Music Theory
Study of structures and systems used from
the late-19th century through mid-20th
century including atonality and serialism.
Prerequisite: MUSC 104 or permission of
instructor. Meets the elective requirement for
all music majors and minors. (5 units)
118.Directed Study in Pedagogy
A teaching practicum in which junior or senior music majors work with a music faculty
member in a classroom, studio, or ensemble
framework to assist in the planning and execution of a course. Music majors only. (1 unit)
119.Music, Technology, and Society
How does music change in response to technology, and how does technology affect
music making? This course examines how
technology in music and the arts reflects and
informs societal and cultural change. The
course explores the ways in which music
production, consumption, and distribution
inform and are informed by digital technology. Assignments include readings and critical analysis, as well as composing pieces and
collaborating on creative projects that explore the topics presented in class. Open to
all students by instructor permission. Meets
the elective requirement for all music majors
and minors. (5 units)
120.Junior Recital
Intended for music majors and minors;
30 to 45 minute performance of solo repertoire in a variety of styles. Must be sponsored
by student’s SCU private instructor, approved
by the department, and preceded by a recital
hearing. (1 unit)
121.Senior Recital
Intended for music majors and minors; 45
to 60 minute performance of solo repertoire
in a variety of styles. Must be sponsored by
student’s SCU private instructor, approved by
the department, and preceded by a recital
hearing. (2 units)
130.Anthropology of Music
An intellectual history of ethnomusicology.
Approaches and theories from anthropology,
musicology, folklore, religious studies, linguistics, critical theory, and gender studies
will be explored in order to interrogate music’s relationship to culture, power, and practice. Meets the elective and culture and
context topical requirement for majors and
minors. (5 units)
131.Music Research and Writing
This course is an introduction to research
methods in music scholarship. Students will
engage in local fieldwork-based projects and
learn techniques for documenting, interpreting, and writing about musical cultures.
Meets the elective and culture and context
requirement for majors and minors. (5 units)
132.The History of Hip Hop
This course will examine the historical contexts and diasporic flows that have shaped
(and have been shaped by) hip hop music.
Topics explored will include the multicultural roots of hip hop from West African
bardic traditions to Jamaican sound system
culture to African-American oral practices.
Meets the elective and culture and context
topical requirement for majors and minors.
(5 units)
134.Popular Music, Race,
and American Culture
A cultural history of blues-based American
popular music from minstrelsy to disco. Emphasis will be placed on the development of
a wide range of musical styles, such as ragtime, classic blues, swing, rhythm and blues,
rock and roll, soul, and funk. Major themes
include the impact of the music industry, the
commercialization of black music, race and
gender politics, social movements, and technology. Meets the elective and culture and
context topical requirement for majors and
minors. Also listed as ETHN 164. (5 units)
MUSIC 177
136.Music of Africa
This course focuses on the history, musical
characteristics, and sociopolitical, economic,
and cultural roles of selected musical traditions from across Africa. Major themes
­include nationalism, resistance, and urbanization. Meets the elective and culture and
context survey requirement for majors and
minors. (5 units)
156.Improvisation
This class will explore the process of creating
music through interactive activities designed
to awaken students’ imagination and expand/deepen their understanding of music
as an art form. The class community itself
will be an improvising performance ensemble. Prerequisites: Theory I and/or Aural
Skills I; or commensurate experience and permission of the instructor. Meets the elective
requirement for all music majors and minors.
(5 units)
190.Music of the Middle Ages
Survey of Western music from approximately 800–1450. Works to be studied include
chant, motets, and various sacred and secular
music of the medieval period. Meets the elective and culture and context survey requirement for majors and minors. (5 units)
191.Music of the Renaissance
Survey of Western music from approximately 1450–1600. Study of the development of
polyphony through the great sacred and
secular works of the period. Meets the elective
and culture and context survey requirement
for majors and minors. (5 units)
192.Music of the Baroque Period
Survey of Western music from approximately 1600–1750, including study of the great
works of J.S. Bach, Handel, and others.
Meets the elective and culture and context
survey requirement for majors and minors.
(5 units)
193.Music of the Classical Period
Survey of Western music from approximately
1750–1827, including the study of the great
works of Haydn, Mozart, and Beethoven.
Meets the elective and culture and context
survey requirement for majors and minors.
(5 units)
194.Music of the Romantic Period
Survey of Western music of the 19th century, including the great works of Beethoven,
Brahms, Wagner, and others. Meets the elective and culture and context survey requirement for majors and minors. (5 units)
195.Early 20th Century Music
Survey of Western music from Debussy to
World War II, including Strauss, Schoenberg, Stravinsky, and others. Meets the elective and culture and context survey
requirement for majors and minors. (5 units)
196.Music Since 1945
Survey of Western music from 1945 to the
present, including the rise of technology in
music and cross-cultural trends of the late
20th and early 21st centuries. Meets the elective and culture and context survey requirement for majors and minors. (5 units)
197.Senior Honors Project
This course is designed to allow senior music
majors and minors an opportunity to pursue
in-depth musical studies within the parameters of a project or thesis in one of the following areas: music history/ethnomusicology,
composition/music theory, or performance
studies. This project is administered solely
by the Department of Music as a course offering, and is separate from the University
Honors program. (5 units)
178 COLLEGE OF ARTS AND SCIENCES
PERFORMING ENSEMBLE COURSES
Note: All ensembles may be repeated for cred- singing, vocal production, and vocal/choral
it. Students should enroll with the appropri- diction. Course is taught in five 30-minute
ate lower- or upper-division course number, individual private sessions arranged with the
depending on their status. Ensembles marked instructor. Can be taken in conjunction with
with an asterisk (*) meet the ensemble re- concert choir, but enrollment in concert
choir is not required. Enrollment is limited
quirement for music majors and minors.
to eight students per quarter. By permission
40/140. University Orchestra*
of instructor only. (1 unit)
Preparation and concert performance of
major works of orchestral literature. By audi- 45/145 Jazz Ensemble*
tion only. This course fulfills the ensemble re- Preparation and performance of jazz literaquirement for music majors and music ture for large ensemble. By audition only.
minors. (2 units)
Fulfills the ensemble requirement for music
majors and music minors. (1 unit)
42/142. Concert Choir*
A mixed ensemble of select singers that per- 46/146. Jazz Combo Workshop*
forms a wide variety of a cappella and ac- Focus on jazz improvisation, techniques,
companied secular and sacred choral music and theory in small group performance. By
from every period in music history through audition only. Fulfills the ensemble requirethe present day. Emphasis is on a compre- ment for music majors and music minors.
hensive survey of choral literature through (0.5 units)
performance, as well as development of choral tone, blend, diction, and sight singing 47/147. Guitar Ensemble*
skills. Open to all students with permission of Preparation and performance of ensemble
instructor. No audition required—see in- literature for classical and jazz guitar. Open to
structor for voice part assignment. Fulfills the selected students with instructor permission.
ensemble requirement for music majors and Fulfills the ensemble requirement for music
majors and music minors. (2 units)
music minors. (2 units)
43/143. Chamber Singers*
An 18–24 voice mixed ensemble of highly
select advanced singers. Repertoire includes
a variety of sophisticated chamber choral
music from the Renaissance to the present
day. By audition only. Open to all students
with permission of instructor. Fulfills the ensemble requirement for music majors and
music minors. (2 units)
44/144. Choral Proficiency
Designed as an introductory/fundamentals
course for students with no previous choral
singing experience. Focus is on four areas:
basic music theory (including terminology,
notational, and choral score reading), sight
48/148. Chamber Music Ensemble
Preparation and performance of instrumental chamber music from the standard repertoire. Students are encouraged to form their
own small ensembles (strings, winds, brass,
etc.) and seek weekly coaching from an approved faculty member. By permission of
­instructor only. (1 unit)
52/152. World Percussion Ensemble*
African/Latin American influenced percussion and rhythms applied to traditional and
nontraditional instruments, movement, and
voice in an ensemble setting. Open to all students. Fulfills the ensemble requirement for
music majors and music minors. (1 unit)
MUSIC 179
54/154. Concert Band*
Study and performance of symphonic band
literature in a wide variety of styles. Fulfills
the ensemble requirement for all music majors and minors. Open to all students with
instructor permission. (2 units)
55/155. New Music Ensemble*
Study and performance of a variety of works
written in the 20th and 21st centuries. Open
to all students with permission of instructor.
(2 units)
153.Opera Workshop*
Students prepare both solo and ensemble
operatic excerpts in a workshop setting.
Technical, stylistic, and dramatic preparation employing music reading skills, ornamentation, gesture, and choreography.
Public performance in a black box setting
presented at end of quarter. By audition only.
Fulfills the ensemble requirement for music
majors, music minors, and musical theatre
minors. (5 units)
157.Laptop Orchestra
Computer-mediated music ensemble and
learning environment for experimental electronic music composition and performance
practice. The course is interdisciplinary by
nature, exploring the intersections of music,
computer science, interaction design, composition, and live performance, with a particular emphasis on the development of
musical creativity making use of cuttingedge technology. Classes will consist mostly
of hands-on exercises leading to the creation
and performance of new electronic pieces to
be presented in a public concert at the end
of the quarter. No music background is required. (2 units)
PRIVATE INSTRUCTION
The Department of Music offers private in- private instruction protocols is available in
struction in composition, conducting and the Music Department Student Handbook.
vocal and instrumental studies. Please con- Nine private lessons are given each quarter.
tact the department office for further infor- All students taking lessons are required to
mation on specific areas of interest.
participate in a jury. Private lessons may be
repeated for credit and are open to nonmajors
Note: Private instrumental, composition, by audition only and on a space-available
and vocal lessons are available to all Santa basis. Priority registration is given to music
Clara students. Students may enroll in majors, minors, musical theatre minors, and
1-hour, 45-minute, or 30-minute lessons de- students enrolled in departmental ensembles
pending upon their status as a major, minor, or preparing for a junior or senior recital.
or elective student. A full description of the
180 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF PHILOSOPHY
Professors Emeritus: James W. Felt, S.J., William J. Prior
Professors: Philip J. Kain (Department Chair), Michael Meyer
Associate Professors: Christopher B. Kulp, Scott LaBarge, Lawrence Nelson,
William A. Parent, Mark A. Ravizza, S.J., Shannon Vallor
Assistant Professor: Michael W. Hickson
Lecturer: Brian Buckley
The Department of Philosophy offers a degree program leading to the bachelor of arts
in philosophy. Philosophy inquires directly into the relation of human beings to the world:
what we are, how we know, what values are, how we live. Worth pursuing for its own sake,
philosophical inquiry also promotes analytical thinking and precise expression and, thus, is
excellent undergraduate preparation for a number of professional careers, such as law,
­government, writing, social work, and computer programming. To qualify for honors in
philosophy, the major ordinarily must have a 3.5 grade point average in philosophy courses
and complete PHIL 197 with a grade of A– or better.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in philosophy must complete the following departmental
requirements:
• Two lower-division courses from PHIL 2–10, 11A, 12A, 60–89
• PHIL 25 or 27
• PHIL 51, 52, 53, and 90
• Two courses from different historical periods: PHIL 131 (ancient), PHIL 132 (medieval),
PHIL 133 (modern), and PHIL 135, 136, 137, 139 (contemporary), or PHIL 134, 139
• One course from PHIL 120–129
• One course from PHIL 125 or 140–149
• Four additional upper-division courses from PHIL 109–199
Emphasis in Pre-Law
The pre-law emphasis in philosophy is intended to help provide the skills of analytic
reasoning and conceptual investigation necessary for the study of law. Philosophical research
hones the techniques of careful argumentation and logically disciplined reasoning essential
to the legal analysis of cases and statutes. Also, emphasis on ethics courses will help prepare
students for the study and analysis of normative issues. The pre-law emphasis may be taken
as part of a philosophy major or minor. Requirements for the pre-law emphasis include:
• One course from PHIL 25, 27, 29, or 152
• One course from PHIL 111, 113, 114, or 154
• One course from PHIL 2, 3, 4, 5, 6, 7, 8, 9, 10, 80, 109, 110, 112, 114, 115, 118,
119, 120, 121, 122, 123, 124, 125, 129, 136, or 142
• Two additional courses from those in the three lists above
PHILOSOPHY 181
Emphasis in Ethics
The ethics emphasis in philosophy is intended to provide students with a broad understanding of ethical theory and the conceptual analysis of moral problems, including matters
of social justice central to the Jesuit educational mission, and thus with the ability to reflect
on their own ethical decisions and on their role as morally responsible members of the
human community. The ethics emphasis may be taken as part of the philosophy major or
minor. Requirements for the ethics emphasis include:
• One lower-division ethics class from PHIL 2–10
• Two ethical theory courses from PHIL 120–129
• Two courses from PHIL 109–119, 154
An ethics course taught in another department may be substituted with the permission
of the chair of the Department of Philosophy.
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in philosophy:
• PHIL 25 or 27
• PHIL 51 and 52
• Four approved upper-division courses; PHIL 53 may be substituted for one upperdivision course
LOWER-DIVISION COURSES: ETHICS
2. Introduction to Ethics
4A. Ethics and Gender
Consideration of the traditional theoretical Formal inquiry into normative ethics. Emquestions posed in moral philosophy: stan- phasis on ethical principles and theories, as
dards that determine the morality of an ac- well as the application of these two issues estion, the motives and consequences of an sentially intertwined with concepts of sex
act, the good life. Authors studied may in- and gender as they apply to both men and
clude Plato, Aristotle, Aquinas, Bentham, women. Special attention to gender theory
Mill, Kant. (4 units)
and feminism. Topics studied may include
pornography, sexuality, heterosexual/homo3A. Ethics in the Digital Age
sexual marriage and family life, domestic viEthical dimensions of the digital revolution, olence and rape, abortion and reproduction,
including (but not limited to) privacy, intel- fashion and appearance, gender discriminalectual property, hacking and cyber-crime, tion, sex-based affirmative action, and sexual
virtual identities and virtual worlds, and harassment. Also listed as WGST 58. (4 units)
computer games. Normative inquiry into
the use of computers. Topics may include 4B. Ethics and Gender in Film
information privacy, peer-to-peer file shar- Formal inquiry into normative ethics. Eming, end-user copying, software as intellec- phasis on ethical principles and theories as
tual property, hacking, online communities, they relate to concepts of gender and sex apsafety-critical software, verification, and en- plicable to both males and females. In addicryption. (4 units)
tion to written texts about ethics and gender,
both dramatic and documentary films will
be studied to illustrate how gender is both
experienced by men and women and portrayed in the lived world. Topics studied may
182 COLLEGE OF ARTS AND SCIENCES
include sexuality and sexual orientation,
male and female gender roles, heterosexual/
homosexual marriage and family life, sexual
violence, transsexuality, abortion and reproduction, and gender discrimination. Films
studied may include Southern Comfort, Boys
Don’t Cry, Daddy and Papa, Sliding Doors,
The Brandon Teena Story, If These Walls
Could Talk, The Laramie Project, and Juno.
(4 units)
5. Ethical Issues in Society
Formal inquiry into normative ethics. Special attention to general ethical principles
and to the practical application of these principles to current ethical issues in society.
Topics may include the concepts of freedom,
obligation, value, rights, justice, virtue, and
moral responsibility, as applied to issues like
abortion, punishment, economic distribution, racial and sexual discrimination, sexuality, political obligation, nuclear war, and
pornography. (4 units)
5A. Ethics and Marginalized Persons
Formal inquiry into normative ethics. Emphasis on ethical principles and the application of these theories to persons who are gay,
disabled, elderly, and poor. Special attention
to recognition, voice, authenticity, dialogue,
and place as basic needs of personhood. Subjects raised will target marginalization and
the damage it does to persons. Topics studied may include difference, shame, fear,
loneliness, desire for accommodation, invisibility, justice, and discrimination. (4 units)
6. Ethical Issues in Business
Formal inquiry into normative ethics. Special attention to general ethical principles
and the application of these principles to
current moral issues in business. Topics may
include truth in advertising, corporate social
responsibility, affirmative action, capitalism,
government regulation, quality of work-life,
environmental and resource issues, and ethical codes of conduct. (4 units)
7. Ethical Issues in Medicine
Formal inquiry into normative ethics. Special attention to general ethical principles
and the application of these principles to
current moral issues in medicine and the
health sciences. Topics may include the definition of death, informed consent, the just
distribution of health care, euthanasia and
assisted suicide, genetic manipulation, assisted reproduction, research involving
human subjects, decisions to forgo life-sustaining medical treatment, truth-telling, and
organ transplants. (4 units)
8. Ethical Issues in Politics
Formal inquiry into normative ethics. Emphasis on moral issues in political theory.
Possible topics include the concepts of rights,
justice, dignity, equality, personhood, desert,
retributivism, and utility. Issues discussed
may include alienation, individualism, community, discrimination, capital punishment,
sexual equality, civil disobedience, revolution, and world hunger. (4 units)
9. Ethical Issues and the Environment
Formal inquiry into normative ethics. Emphasis on moral issues and the environment.
Topics include animal rights, anthropocentrism, cost-benefit analysis, human rights,
interspecies justice, land (use and value),
population control, rights (of future generations and natural objects), values (moral and
aesthetic) and preferences, wildlife protection, and wilderness. (4 units)
10.Ethical Issues in the Law
Formal inquiry into normative ethics. Emphasis on moral issues and concepts in contemporary legal debates such as the rule of
law, the duty to aid, the relationship between
law and ethics, freedom of speech, the right
to die, criminally charging minors as adults,
the legalization of drugs, obscenity and indecency, the moral justification for punishment, including capital punishment, and
state regulation of marriage. (4 units)
PHILOSOPHY 183
LOWER-DIVISION COURSE: CULTURES & IDEAS
autonomy, personhood, community, justice,
11A. and 12A. Cultures &
Ideas I and II
human dignity, law, the self, religion, cosmolA two-course sequence focusing on a major ogy, and other topics. Successful completion
theme in philosophy and culture over a sig- of C&I I (PHIL 11A) is a prerequisite for
nificant period of time. Courses may address C&I II (PHIL 12A). (4 units each quarter)
LOWER-DIVISION COURSES: LOGIC AND REASONING
25.Informal Logic
that commonly appear in American law. ExIntroduction to the art of logical reasoning. amination of arguments; deduction and inEmphasis on the ability to recognize com- duction; varieties of meaning; definitions
and their purposes; informal fallacies; catemon fallacies of argumentation. (4 units)
gorical syllogisms; ordinary language argu27.Introduction to Formal Logic
ments; enthymemes; analogy in legal and
Introduction to the study of deductive infer- moral reasoning; causality; probability; staence, including traditional and modern tistical reasoning; authority; causality; precedent and stare decision; interpretations and
techniques. (4 units)
reasoning from statutory rules; reasoning
29.Reasoning and Interpretation in Law from case law; nature and legitimacy of judiIntroduction to basic concepts in logic and cial adjudication; methods for analyzing
argumentation as well as to methods of rea- cases; explanatory and justifying reasons;
soning, argumentation, and interpretation conflict and legal rules. (4 units)
LOWER-DIVISION COURSES: HISTORY OF PHILOSOPHY
51.History of Philosophy:
53.History of Philosophy:
Classical and Medieval
Modern and Contemporary
Beginnings of Western philosophy. Repre- Introduction to the closer roots of modern
sentative philosophers of the Greek and me- philosophy, from the critical revolution of
dieval traditions, with attention to their Kant to some of the dominant currents of
historical milieu and their relevance to con- the 20th century. Prerequisite: PHIL 52
temporary thought. (4 units)
strongly recommended. (4 units)
52.History of Philosophy:
Early Modern
Principal fashioners of the modern mind.
17th- and 18th-century philosophers studied in the historical context of their times
with attention to their impact on the present. (4 units)
184 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSE: DIVERSITY AND
EXPERIENTIAL LEARNING FOR SOCIAL JUSTICE
70.Philosophy and Disability
disability with other social categories such as
Examines the nature and meaning of disabil- class, ethnicity, sexual orientation, age, and
ity: what it is like living with disability (one’s race. Students will be exposed to these issues
own or others’); the legal, social, and ethical by reading scholarly and nonfiction texts,
aspects of disability (particularly on justice doing research, viewing films, and working
and individual and personal treatment of with disabled persons in the community
disabled persons); and the intersections of through the Arrupe partnerships for community based learning. (4 units)
LOWER-DIVISION COURSE: SCIENCE, TECHNOLOGY, AND SOCIETY
80.Science, Technology, and Society
relationship among science, technology, and
An investigation of the philosophical ques- modern culture. Special attention may be
tions surrounding the social impact of sci- given to the social and ethical implications of
ence and technology, exploring issues such as specific technologies such as robotics, nanotechnological determinism, the impact of technology, neuroimaging, and/or technolotechnology on moral life, and the complex gies for digital communication. (4 units)
LOWER-DIVISION COURSE: METAPHYSICS AND EPISTEMOLOGY
90.Knowledge and Reality
edge, and the relation between language and
Introduces two central areas of philoso- reality. Required of all philosophy majors.
phy—epistemology and metaphysics— Prior completion of PHIL 52 recommended
through the study of several fundamental and normally taken during the sophomore
problems in those areas. Problems that may year. (4 units)
be studied include the existence of God, the Note: The normal prerequisite for all philosorelation between mind and body, freedom of phy upper-division courses is upper-division
the will, the nature and possibility of knowl- standing.
UPPER-DIVISION COURSES: ETHICS
109.Ethics and the Environment
110.Ethics in the Health Professions
Formal inquiry into normative ethics. Inves- Formal inquiry into applied ethics. Emphatigation of environmental issues from the sis on moral issues encountered by members
point of view of classical ethical perspectives of the health professions. Topics may include
and consideration of how questions about the formulation of professional ethical stanthe moral value of the environment provide dards and the examination of moral dilemnew challenges to such classical theories. mas in medicine, psychological counseling,
Topics may include animal rights, human and other areas of health care. (5 units)
rights, the rights of future generations, the
rights of nature, anthropocentrism, interspe- 111.Bioethics and the Law
cies justice, land (use and value), wilderness, Bioethics (normative ethics as applied to
medicine and the health care professions, the
and values and preferences. (5 units)
life sciences, and biotechnology) is partially
constituted by legal norms and values.
PHILOSOPHY 185
­ xploration of the evolving relationship beE
tween law and bioethics, as well as the
substantive law and ethics of selected topics
by studying course cases and bioethical texts.
Topics studied may include the definition of
death, informed consent, the physician-patient relationship, euthanasia/assisted suicide
and the law of criminal homicide, advance
directives for health care, confidentiality, involuntary civil commitment for mental illness, regulation of research involving human
subjects, the use of nonhuman animals in
biomedical research, the legal and moral status of prenatal humans, parental control
over the medical care of minor children, tort
law and medical practice, and state licensure
of health care professionals. (5 units)
112.Ethics in Management
Formal inquiry into applied ethics. Emphasis on moral issues encountered by managers. Topics may include the role of ethical
principles in business and ethical dilemmas
raised by the management and administration of business organizations, such as conflicts of interest, organizational politics,
commercial bribery, whistle-blowing, labormanagement conflicts, and consumerism.
(5 units)
113.Ethics and Constitutional Law
Exploration of how the constitutional rights
and interests of individuals and groups of
individuals can be understood and justified
by moral and social/political philosophy.
Particular constitutional subjects to be studied may include the Fourth Amendment
(search and seizure), obscenity and pornography, equal protection, gender discrimination, freedom of speech, freedom of
association, free exercise of religion, State establishment of religion, discrimination
against gays and lesbians, privacy and personal autonomy, privacy and reproductive
freedom, and substantive due process. Readings typically consist of Supreme Court
cases. (5 units)
114.Ethics and Criminal Law
Examination of the moral and conceptual
foundations of contemporary criminal law.
Topics studied may include ethical justifications of punishment (utilitarianism, retributivism), sentencing and proportionality, the
nature of criminal acts and the guilty mind
(mens rea), degrees of culpability, mental capacity for mens rea, causation, justification
and excuse, types of criminal homicide and
the death penalty, women’s rights and feticide laws, the right of self-defense/defense of
others, necessity, duress, the insanity defense,
trying juveniles as adults, attributions of
criminality (attempt, complicity, conspiracy), plea bargaining and justice, applicability
of theories of justice to criminal behavior,
constitutional and moral rights of suspects
and convicts, and the criminal liability of
corporations. (5 units)
115.Feminism and Ethics
Exploration of theories of feminism, patriarchy, and gender, and of ethics as applied to
the contemporary experience and social situation of women. Topics may include equality, affirmative action, comparable worth,
pornography, sexuality, reproductive technologies, maternal-fetal relations, rape and
domestic violence, female body image, cosmetic surgery, “alternative” families, militarism, and environmentalism. Also listed as
WGST 184. (5 units)
116.Ethics, Authenticity,
Freedom, and Vocation
An inquiry into the moral ideal of being an
authentic self, the meaning and moral significance of freedom, and the relation of
these to vocation understood as an individual’s choice of major projects in the world and
fundamental values, as response to the multiple calls of that which is outside of the self,
and as the common experience of being
summoned by a specific person seeking help
or attention and of having to respond to this
summons. The central premise of the course
is that anyone who asks the classic questions
of vocation (What am I good at doing?
186 COLLEGE OF ARTS AND SCIENCES
What am I passionate about doing? What
are my values? Where do I find meaning of
life? Where do I and the needs of the world
and other persons intersect?) should reflect
systematically on what it means to be an authentic self and what it means to be an agent
with freedom of choice, as well as on the
basic moral values that attach to authentic
freedom. (5 units)
118.Ethics and Warfare
Historical and contemporary approaches to
the ethical issues that arise in warfare.
(5 units)
119.Special Topics in Applied Ethics
Selected philosophical problems in applied
ethics studied at an advanced level. (5 units)
UPPER-DIVISION COURSES: ETHICAL THEORY
120.Ethical Theory
Examination of major philosophers or issues
in moral and social philosophy. Topics may
include dignity, moral rights and obligations, justice, moral relativism, virtue, the
good, and happiness. (5 units)
121.Classic Issues in Ethics
Exploration of the fundamental questions of
ethics through close study of some of the
great works of moral philosophy, such as
Plato’s Republic, Aristotle’s Nicomachean
Ethics, Kant’s Groundwork, and Mill’s Utilitarianism. (5 units)
122.Political Philosophy and Ethics
Moral issues in political philosophy, especially traditional ethical justifications for political authority. Topics may include theories
of political authorization and contract theory, rights, liberty, equality, justice, community, revolution, civil disobedience, and
others. Specific variations include 122A
(Classical and Modern) and 122B (Contemporary). (5 units)
123.Marx and Ethics
Examination of Marx’s ethical thought in
the context of traditional ethical theory
­(Aristotle, Kant) and in relationship to his
political views and philosophy of history.
Topics may include alienation, the human
essence, the individual, community, needs,
freedom, equality, rights, and justice. (5 units)
124.Virtue Ethics
Exploration of various basic issues in ethics,
such as friendship, courage, or compassion,
from the point of view of virtues or (moral)
character. Close study of classic authors—for
example, Aristotle—as well as contemporary
writers on virtue ethics. (5 units)
125.Moral Epistemology
An investigation into the intersection of ethics and epistemology. This course is principally concerned with (1) the nature of ethics
and (2) the nature and possibility of moral
knowledge. Issues to be discussed may include cognitivism and noncognitivism in
ethics, moral relativism, moral realism, and
moral skepticism. Prerequisites: PHIL 50
and one ethics course, or permission of
­department chair. (5 units)
129.Special Topics in Ethical Theory
Selected philosophical problems in ethical
theory studied at an advanced level. (5 units)
PHILOSOPHY 187
UPPER-DIVISION COURSES: HISTORY OF PHILOSOPHY
131.Ancient Philosophy
135.Existentialism
Study of one major philosopher or philo- Survey of existentialism, its analysis of the
sophical issue (such as substance, causation, basic structures of human existence, particuor virtue) from the ancient period. Specific larly freedom and the experience of living in
variations include 131A (Socrates), 131B a broken—even absurd—world, and its
(Plato), 131C (Aristotle), and 131D (Love major thinkers, such as Kierkegaard, Dostoand Relationships in Classical Antiquity— evsky, Nietzsche, Heidegger, Camus, Sartre,
also listed as WGST 133 and CLAS 141). and de Beauvoir. Prerequisite: PHIL 53 or
Prerequisite: PHIL 51 or permission of permission of department chair. (5 units)
­department chair. (5 units)
136.Analytic Philosophy
132.Medieval Philosophy
Examination of the major currents in 20thStudy of one major philosopher or philo- century Anglo-American philosophy. Phisophical issue (such as universals, existence losophers studied may include Frege, Russell,
and the nature of God, or free will) from the Carnap, Moore, Wittgenstein, and Austin;
medieval period. Specific variations include movements may include logical positivism
132A (Augustine) and 132B (Aquinas). Pre- and ordinary-language philosophy. Prereqrequisite: PHIL 51 or permission of depart- uisites: PHIL 50, PHIL 27 recommended; or
ment chair. (5 units)
permission of department chair. (5 units)
133.Modern Philosophy
Study of one major philosopher or issue
(such as mind and body, skepticism
and knowledge, or causation) from the
modern period. Specific variations include
133A (Hume), 133B (Kant), 133C (Hegel),
133D (Nietzsche), 133E (Kierkegaard),
133F (Spinoza), 133G (Descartes), and
133H (Great Debates). Prerequisite: PHIL
52 for 133A, F, and G; PHIL 53 for 133B–E
or permission of department chair. (5 units)
134.Skepticism
Study of the problem of skepticism from its
origin in ancient Greece to the present day.
Considers both skeptical positions and views
critical of skepticism. Readings may include
Sextus Empiricus, Descartes, Hume, and
Wittgenstein. Prerequisite: PHIL 51 or 52
or permission of department chair. (5 units)
137.Contemporary
European Philosophy
Selected topics from 20th-century continental philosophy. (5 units)
138.Phenomenology
An introduction to the 20th-century phenomenological tradition of philosophy, addressing the foundational works of Husserl,
Heidegger, and Merleau-Ponty as well as
contemporary developments in the field.
(5 units)
139.Special Topics in the
History of Philosophy
Selected philosophical problems in history
of philosophy studied at an advanced level.
(5 units)
188 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: METAPHYSICS AND EPISTEMOLOGY
140.Philosophy of Science
144.Philosophy of Mind
Exploration of selected philosophic ques- Examination of issues relating to the existions that arise in contemporary science, es- tence and nature of mind and its relation to
pecially physics. Topics include the nature of body. Prerequisite: PHIL 50 or permission of
scientific knowing, the roles of theory and department chair. (5 units)
experiment in scientific progress, the sense in
which theoretical entities like quarks and 145.Wittgenstein
electrons can be said to be “real,” and the A study of the philosophy of the 20th-centuparadoxes of quantum mechanics. Special ry philosopher Ludwig Wittgenstein, focusattention will also be given to the complex ing on his logical theory, metaphysics, and
relationship between science and society, epistemology, from his Tractatus Logicoand the role of values in scientific inquiry. Philosophicus to his Philosophical InvestigaPrerequisite: PHIL 50 or permission of the tions. Prerequisite: PHIL 50 or permission of
department chair. (5 units)
department chair. (5 units)
141.Metaphysics
Examination of major issues in metaphysics.
Topics may include the nature and possibility of metaphysics, free will and determinism, the mind/body problem, personal
identity, and metaphysical issues arising in
science. Prerequisites: PHIL 25 or 27 and 50
or permission of department chair. (5 units)
142.Theory of Knowledge
Examination of major issues in the theory of
knowledge. Topics may include justification
of belief, a priori knowledge, perception, and
theories of truth. Prerequisites: PHIL 50;
PHIL 27 recommended; or permission of the
department chair. (5 units)
143.Analytic Metaphysics
Philosophical investigation of the free-will
problem. Discussion of concepts of freedom,
fate, causation, and God. Prerequisite: PHIL
50 or permission of department chair. (5 units)
149.Special Topics in Metaphysics
and Epistemology
Selected philosophical problems in metaphysics and/or epistemology studied at an
advanced level. Prerequisite: PHIL 50 or
permission of department chair. (5 units)
PHILOSOPHY 189
UPPER-DIVISION COURSES: OTHER
150.Philosophy of Religion
154.Philosophy of Law
Philosophical inquiry, based on both classi- Proper limits and uses of the criminal law in
cal and contemporary views, as to whether regulating human behavior. (5 units)
the existence of God can be rationally demonstrated, whether it is compatible with evil, 155.Aesthetics
how human beings relate to God, the nature Philosophical examination of the historical
of faith, and the nature of religious language. development of the concepts of taste and
beauty. (5 units)
(5 units)
151.Philosophical Topics
in Literature and Film
This course focuses on the aesthetic and
ethical dimensions of English language
films, from the silent era to the present. We
will discuss at least some of the following
topics: What makes a film, screenplay, or
novel, “good”? This will include discussion
of the aesthetic and ethical values that contribute to the quality of film and literature.
What is the role of artistic intention in understanding and evaluating film (including
the “auteur theory” account of cinematic
creation and the “intentional fallacy”). What
role do various types of interpretation and
genre play in understanding and evaluating
the quality of film and literature? What, if
any, is the proper place of various types of
censorship, from the “production code” of
the 1930s to the Motion Picture Association
of America (MPAA) rating system in place
today? (5 units)
152.Symbolic Logic
Study of various topics in modern symbolic
logic. Prerequisite: PHIL 27 or permission of
department chair. (5 units)
180.Ethics Bowl Practicum
Participation in the Santa Clara University
Ethics Bowl Team, including in-depth weekly
analyses of cases in applied ethics, culminating in a regional or national debate. Students
will be required to study background facts,
key definitions, relevant moral principles,
and methods of applying those principles to
answer questions about the applied ethics
cases. Field trips required. (2 units)
197.Senior Research Thesis
Creation of a carefully researched and scholarly paper, under the active direction of a
selected member of the department’s staff.
Of particular value to senior students who
intend to pursue graduate studies. Prerequisites: Previous arrangement with instructor
and department chair. (5 units)
199.Directed Research
Tutorial work with demanding requirements
for advanced students in particular problem
areas not otherwise accessible through courses. Prerequisites: Previous arrangement with
the instructor and department chair. (5 units)
190 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF PHYSICS
Professors Emeriti: William T. Duffy Jr., Carl H. Hayn, S.J.
Professors: Richard P. Barber Jr., Betty A. Young
Associate Professors: John T. Birmingham (Department Chair), Philip R. Kesten,
Guy Ramon
Assistant Professor: Christopher P. Weber
The Department of Physics offers major programs of lecture and laboratory instruction
leading to the bachelor of science in physics and the bachelor of science in engineering physics. The department also provides an academic minor in physics and required and e­ lective
courses for students majoring in other fields.
The usual career goal of a physics major is professional scientific employment in industry
or government, by a university, or in a secondary school teaching physical science. The
undergraduate major program in physics is appropriate preparation for graduate study in
physics, astronomy and astrophysics, biophysics, environmental science, geological science
and geophysics, medical physics and medicine, patent law, oceanography, and other fields.
The engineering physics major is particularly appropriate for the applied science student
who intends to do research and development, and/or attend graduate school in physics,
applied physics, or various engineering disciplines. The engineering physics major covers a
broad spectrum of courses in mathematics, engineering, and physics. This program emphasizes, to a greater extent than the traditional engineering major, the physics fundamentals
that are applicable to new technologies as well as to the more established ones.
Research in the department currently is funded by the National Science Foundation,
NASA, Research Corporation, and the Department of Energy. Majors in physics and engineering physics participate in faculty research projects through PHYS 198 (Undergraduate
Physics Research). Advanced students also have opportunities for part-time employment
assisting faculty in laboratory and related teaching activities.
A student whose GPA is below a 2.5 must obtain approval from the department chair
to declare a Physics or Engineering Physics major.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of science degree in physics, students majoring in physics or engineering physics must complete the following departmental requirements:
Major in Physics
• CHEM 11 and 12
• MATH 11, 12, 13, 14, 22
• CSCI 10
• PHYS 31, 32, 33, 34, 70, 103, 104, 111, 112, 113, 116, 120, 121, 122, 151
PHYSICS 191
Major in Engineering Physics
• CHEM 11 and 12
• MATH 11, 12, 13, and 14
• AMTH 106 or MATH 22
• One course from CSCI 10 (also partially satisfies the Science, Technology & Society
Core requirement), COEN 10, COEN 11, or COEN 44
• PHYS 31, 32, 33, 34, 70, 103, 111, 112, 121
• One upper-division physics elective chosen from PHYS 104, 113, 116, 122, or 151
• PHYS 120 or MECH 121
•At least four courses from these options: MECH 15, ELEN 110, ELEN 115,
MECH 143, COEN 21, MECH 122 or 132 or 266
• An approved cluster of technical courses (typically four or five) in one of several
­emphasis areas including computational, electronics, materials science, solid state,
and mechanical
Note: PHYS 116 is taught as a capstone and, although not required, is highly recommended
for engineering physics majors. MATH 153 is recommended for both majors. PHYS 151
­fulfills the third Core Writing requirement.
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in physics:
• PHYS 31, 32, 33, and 34
• Four approved upper-division courses, excluding PHYS 190, 198, and 199
LOWER-DIVISION COURSES
1. Hands-On Physics!
Venus. Students should be familiar with
How do scientists know what they “know?” arithmetic and basic algebra. Evening obserNotions of scientific theory and experimen- vational lab meets five times during the
tation are reviewed. Error analysis and in- quarter. (4 units)
strumentation are emphasized. Includes 3. Introduction to Astronomy:
student-designed, peer-reviewed group projThe Universe
ects. (4 units)
An introduction to astronomy with a par2. Introduction to Astronomy:
ticular focus on the origin and evolution of
The Solar System
the universe, galaxies, and stars. Topics inAn introduction to astronomy with a par- clude a brief history of the science of astronticular focus on the origin and evolution of omy, telescopes and observational methods,
the solar system, planets and their satellites. gravitation, spectra and the sun, black holes,
Topics include a brief history of the science nebulae, the big bang, and the expansion
of astronomy, telescopes and observational and ultimate fate of the universe. Special emmethods, gravitation, spectra and the sun, phasis is given to theories of the cosmos from
asteroids, comets, astrobiology, and searches Stonehenge to the present. Students should
for new planetary bodies and extraterrestrial be familiar with arithmetic and basic algelife. Special emphasis is given to the Earth as bra. Evening observational lab meets five
a planet, with comparisons to Mars and times during the quarter. (4 units)
192 COLLEGE OF ARTS AND SCIENCES
4. The Physics of Dance
An exploration of the connection between
the art of dance and the science of motion
with both lecture/discussion sessions and
movement laboratories. Topics include mass,
force, equilibrium, acceleration, energy, momentum, torque, rotation, and angular momentum. Movement laboratory combines
personal experience of movement with scientific measurements and analysis, in other
words: “dance it” and “measure it.” This is a
lab science course, not a dance technique
course. Also listed as DANC 4. (4 units)
5. The Physics of Star Trek
Examines the physics and other science depicted in the Star Trek television shows
and movies. Topics include Newton’s and
Einstein’s physics, the Standard Model of
particle physics, and the physics that underlies inertial dampers, transporter beams,
warp drive, and time travel. Considers the
impact on society of interplanetary and intergalactic travel, including the relationship
between the space program and the advance
of technology, the political ramifications of
mankind’s race to space, and the implication
of the discovery of extraterrestrial life on religion and faith. (4 units)
8. Introduction to Space Sciences
An introduction to space exploration and
how observations from space have influenced our knowledge of Earth and of the
other planets in our solar system. This is synthesized within the context of the field of
astrobiology, an interdisciplinary study of
the origin of the Universe, and the evolution
and future of life on Earth. (4 units)
9. Introduction to Earth Science
Overview of geology and its significance to
man. Earthquakes, volcanism, plate tectonics and continental drift, rocks and minerals,
geologic hazards, and mineral resources.
Emphasis on basic geologic principles and
the role of geology in today’s world. Lab.
(4 units)
11.General Physics I
One-dimensional motion. Vectors. Two-dimensional motion. Newtonian laws of motion. Law of gravitation. Planetary motion.
Work. Kinetic and potential energy. Linear
momentum and impulse. Torque and rotational motion. Rotational energy and momentum. Equilibrium. Elastic deformation
of solids. Density and pressure of fluids. Bernoulli’s principle. Buoyant forces. Surface
tension. Prerequisite: MATH 11 or permission of the instructor. The PHYS 31/32/33
sequence and the PHYS 11/12/13 sequence
cannot both be taken for credit. (4 units)
12.General Physics II
Temperature. Thermal expansion of solids
and liquids. Thermal energy. Heat transfer.
Specific heat. Mechanical equivalent of heat.
Work and heat. Laws of thermodynamics.
Kinetic theory of gases. Ideal gas law. Entropy. Vibration and wave motion. Hooke’s
Law. Sound. Electric charges, fields, and potential. Gauss’s Law. Ohm’s Law. Potential
difference. Electric potential. Capacitors.
Electric current. Resistance and resistivity.
Electric energy and power. Kirchhoff’s
Rules. RC circuits. Magnetic fields and forces. Ampere’s Law. Induced EMF. Faraday’s
Law. Lenz’s Law. Self inductance. Lab. Prerequisite: PHYS 11. The PHYS 31/32/33
sequence and the PHYS 11/12/13 sequence
cannot both be taken for credit. (5 units)
13.General Physics III
RCL series circuit. Power in an AC circuit.
Resonance. Transformers. Optics: reflection,
refraction, mirrors, and lenses. Total internal
reflection. Diffraction. Young’s double slit
interference. Polarization. Optical Instruments. Relativity. Wave-particle duality.
Photoelectric effect. X-rays. Pair production
and annihilation. Bohr Atom. Spectra.
­Uncertainty principle. Quantum numbers.
Radioactivity. Nuclear particles and reactions. Subnuclear particles. Lab. Prerequisite:
PHYS 12. The PHYS 31/32/33 sequence
and the PHYS 11/12/13 sequence cannot
both be taken for credit. (5 units)
PHYSICS 193
19.General Physics for Teachers
A primarily conceptual general physics
course designed for future teachers. Topics
covered include scientific inquiry, mechanics, gravitation, properties of matter, heat,
sound, electricity and magnetism, light, relativity, atomic and nuclear physics, and astronomy. (4 units)
31.Physics for Scientists and Engineers I
Measurement. Vectors. Straight-line kinematics. Kinematics in two dimensions. Laws
of inertia, mass conservation, and momentum conservation. Center-of-mass and reference frames. Force. Newtonian mechanics
and its applications. Work and kinetic energy.
Potential energy and energy conservation.
Rotational dynamics. Statics. Prerequisite:
MATH 11. The PHYS 31/32/33 sequence
and the PHYS 11/12/13 sequence cannot
both be taken for credit. (4 units)
32.Physics for Scientists
and Engineers II
Simple harmonic motion. Gravitation.
­Kepler’s Laws. Fluids. Waves. Sound. Interference, diffraction, and polarization. Thermodynamics. Includes weekly laboratory.
Prerequisites: MATH 11 and PHYS 31.
(MATH 12 may be taken concurrently.) The
PHYS 31/32/33 sequence and the PHYS
11/12/13 sequence cannot both be taken for
credit. (5 units)
33.Physics for Scientists
and Engineers III
Electrostatics. Gauss’s Law. Potential.
Capacitance. Electric current. Resistance.
­
Kirchhoff’s rules. DC circuits. AC circuits.
Magnetic force. Ampere’s Law. Electromagnetic induction. Includes weekly laboratory.
Prerequisites: MATH 12 and PHYS 32.
(MATH 13 may be taken concurrently.) The
PHYS 31/32/33 sequence and the PHYS
11/12/13 sequence cannot both be taken for
credit. (5 units)
34.Physics for Scientists
and Engineers IV
Special relativity. Historical development
of modern physics: black body radiation,
photoelectric effect, Compton scattering,
X‑rays, Bohr atom, DeBroglie wavelength,
Heisenberg uncertainty principle. Quantum
waves and particles. Schrödinger equation.
Nuclear structure and decay. Particle physics. Introduction to semiconductors.
Includes weekly laboratory. Prerequisite:
­
PHYS 33. (5 units)
70.Electronic Circuits for Scientists
Linear electric circuits. DC analysis, network
theorems, phasor AC analysis. Diode circuits. Physics of p-n junction. Junction diodes, field-effect devices, bipolar junction
transistors. Elementary amplifiers. Smallsignal device models. Logic gates, digital integrated circuits, Boolean algebra, registers,
counters, memory. Operational amplifier
circuits. Linear amplifier bias circuits.
Includes weekly laboratory. Prerequisite:
­
PHYS 33. (5 units)
194 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES
103.Analytical and Numerical
112.Electromagnetic Theory II
Methods in Physics I
Magnetostatics. Induced electromotive
Review of linear algebra and matrix theory. ­
forces. Maxwell’s equations. Energy and
Basic elements of programming in ­
momentum in electrodynamics. Electro­MATLAB®. Linear systems of equations: magnetic stress tensor. Electromagnetic
coupled harmonic oscillators. Curve fitting. waves. Potential formulation. ComputationOrdinary and partial differential equations. al problems. Dipole radiation. Prerequisite:
Selected applications include planetary mo- PHYS 111. (5 units)
tion, coupled harmonic oscillators, diffusion, and waves. Weekly lab. Prerequisite: 113.Advanced Electromagnetism
and Optics
MATH 22 or AMTH 106. (5 units)
Geometric optics. Polarization and optically
104.Analytical Mechanics
active media. Interferometry. Optical signal
Calculus of variations. Hamilton’s principle. and noise in detection and communication.
Lagrangian and Hamiltonian approaches to Interaction of light with metals, dielectrics,
classical dynamics. Central force motion. and atoms. Thermal radiation. Laser operaNoninertial reference frames. Dynamics of tion. Prerequisite: PHYS 112. (5 units)
rigid bodies. Selected topics in classical dynamics such as coupled oscillators, special 116.Physics of Solids
relativity and chaos theory. Prerequisites: Crystal structure. Phonons. Free electron
PHYS 31 and MATH 22 or AMTH 106. theory of metals. Band theory of solids.
Semiconductors. Electrical and thermal
(5 units)
transport properties of materials. Magne105.Analytical and Numerical
tism. Superconductivity. Topics from curMethods in Physics II
rent research literature. PHYS 116 is taught
Relaxation and spectral methods for PDE’s. as a capstone course. Prerequisites: PHYS
Fourier analysis. Numerical Integration. 120, PHYS 121, and senior standing.
Applications in quantum mechanics. (5 units)
­
­MATLAB® will be used in the numerical
portion of the class. Prerequisite: PHYS 103. 120.Thermal Physics
Laws of thermodynamics with applications
(2 units)
to ideal and non-ideal systems. Elementary
111.Electromagnetic Theory I
kinetic theory of gases. Entropy. Classical
Review of vector calculus. Dirac delta func- and quantum statistical mechanics. Selected
tion. Electrostatic fields. Work and energy. topics from magnetism and low-temperaLaplace’s and Poisson’s equations. Separation ture physics. Prerequisites: PHYS 34 and
of variables. Fourier’s trick. Legendre equa- PHYS 103. Recommended: PHYS 121.
tion. Multipole expansion. Computational (5 units)
problems. Prerequisites: PHYS 33 and
MATH 22 or AMTH 106. Co-requisite:
PHYS 103. (5 units)
PHYSICS 195
121.Quantum Mechanics I
The Schrödinger equation. The wave-function and its interpretation. Hilbert space,
observables, operators, and Dirac notation.
Square potentials. Harmonic oscillator.
The Hydrogen atom. Angular momentum
and spin. Prerequisites: PHYS 34 and
PHYS 103. (5 units)
122.Quantum Mechanics II
Identical particles. Time-independent perturbation theory. Variational principles.
Time-dependent perturbation theory and its
application to light-matter interaction.
Other advanced topics such as scattering
theory, WKB approximation, quantum information, and computation. PHYS 122 is
taught as a capstone course. Prerequisite:
PHYS 121. (5 units)
141.Modern Topics in Physics
A selection of current topics in physics
­research. (5 units)
151.Advanced Laboratory
Laboratory-based experiments in the areas of
atomic, nuclear, and quantum physics.
­Emphasis on in-depth understanding of underlying physics, experimental techniques,
data analysis, and dissemination of results.
Design and implementation of independent
table-top project. Introduction to LabVIEW™.
Written and oral presentations. Prerequisite:
Senior standing. (5 units)
161. Introduction to Astrophysics
A survey of astronomy for science majors;
focused on the physics and mathematics that
astronomers use to interpret observations of
planets, stars, and galaxies. Topics include
the kinematics of objects in the solar system,
the nature of stars and their evolution, and
the origin and fate of the universe. Prerequisite: PHYS 33. PHYS 34 recommended but
not required. (5 units)
190.Senior Seminar
Advanced topics in selected areas of physics.
Enrollment by permission of instructor.
(2 units)
198.Undergraduate Physics Research
Departmental work under close professorial
direction on research in progress. Permission
of the professor directing the research must
be secured before registering for this course.
(1–5 units)
199.Directed Reading in Physics
Detailed investigation of some area or topic
in physics not covered in the regular courses;
supervised by a faculty member. Permission
of the professor directing the study must
be ­secured before registering for this course.
(1–5 units)
196 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF POLITICAL SCIENCE
Professors: Jane L. Curry, Janet A. Flammang (Lee and Seymour Graff II Professor),
Dennis R. Gordon (Department Chair), Eric O. Hanson (Patrick A. Donohoe, S.J.
Professor), Timothy J. Lukes, Peter I. Minowitz, Terri L. Peretti, William J. Stover
Associate Professors: Elsa Y. Chen, Gregory P. Corning, James S. Lai
Assistant Professors: James B. Cottrill, Naomi Levy, Farid D. Senzai
Lecturers: Kenneth Faulve-Montojo, Diane Morlang
The Department of Political Science offers a degree program leading to the bachelor of
science in political science. The department introduces students to the analysis of political
behavior, values, institutions, and governments. It also offers preparation for various graduate and professional studies and for careers in public service.
The department makes available opportunities to participate in a variety of programs
that combine practical field experience and academic credit. It assists students in arranging
academic credit for internships in local politics. Students may work for government agencies, legislative or judicial bodies, political parties, or politically related groups. The department regularly offers courses that combine local internships with classroom work. On the
national level, Santa Clara is a member school of American University’s Washington, D.C.,
program, in which students receive credit for internships and intensive seminars at the
nation’s capital. Santa Clara also participates in the Panetta Institute’s Congressional Internship Program, which fully subsidizes students who study and intern with the California
Congressional delegation on Capitol Hill. On the international level, the department
encourages student participation in the numerous University-operated and -approved study
abroad programs, especially those with internships. See the Domestic Public Sector Studies
Programs section in Chapter 2 for additional details on public sector programs.
The political science honors program enhances the regular major by providing a more
specialized course of study to prepare highly qualified students for graduate study. All majors
who are not seniors and who have completed at least two of the lower-division sequence of
courses (1, 2 or 3, 25, 30, 40, 99) with a grade point average of 3.0 or better are eligible to
apply. A maximum of 15 students from each class are admitted. Admission is determined
on the basis of coursework, recommendations, and a personal interview with the faculty
director. Honors students are expected to participate in various department-sponsored
events, and a representative from the program has full voting status in the deliberations of
the department faculty. Participants in the program must complete a senior thesis, fulfill one
of three supplemental curriculum requirements (a minor or a second major, Economics 1
and 2, or language 21 and 22), and take a highly active role in department affairs.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of science degree, students majoring in political science must complete the following departmental requirements:
• Two mathematics requirements from MATH 6 and 8, MATH 6 and 11, MATH 8
and 11, MATH 11 and 12, MATH 30 and 31, or other approved combination
• POLI 1; 2 or 3; 25; 30; 40 (ECON 1 may be substituted for POLI 40); and 99
POLITICAL SCIENCE 197
• Seven upper-division courses in political science, including one lecture course from
each of five areas: United States politics, comparative politics, international relations,
political philosophy, and applied quantitative methods (POLI 101); a sixth upperdivision course from any of these subfields; and a seventh upper-division course consisting of a political science seminar taken during the senior year
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in political science:
• Any three lower-division political science courses (POLI 1, 2 or 3, 25, 30, 40, 45,
50, 55, 99)
• Any three upper-division 5-unit political science courses
• One additional upper- or lower-division political science course
OPTIONAL EMPHASES
Political science majors may select an emphasis in pre-law, public sector studies, or international relations, which will be noted on the student’s transcript. Recommended courses
for completing the three emphasis options are available on the department’s website.
Emphasis in Public Sector Studies
The public sector emphasis is a specialized area of concentration within the political science major allowing students to focus their coursework toward public sector studies. The
emphasis is designed to provide a closer look at the creation, implementation, and analysis
of public policies, and the operation of governments and public organizations. The public
sector emphasis provides an excellent foundation for those who would like to pursue careers
or graduate studies in public policy, public administration, public affairs, urban planning,
and law. Requirements for the public sector emphasis include a variety of courses both
inside and outside of the political science department. For the most up-to-date information
about the public sector emphasis, see www.scu.edu/cas/polisci/publicsector.cfm.
• ECON 1 and 2
• POLI 167 with grade of C or better
• Upper-division POLI internship: POLI 198A, 198B, 198, or equivalent, including
Washington Semester Program internships
• Upper-division POLI course for public sector: POLI 152, 153, 154, 158, 159, 160,
161, 162, 163, 165, 166, 168
• Two additional lower-division courses from POLI 45, ACTG 11, 12, 20, BUSN 71,
CENG 5, COMM 2, 20, ECON 3, ELSJ 50, ENVS 10, 11, 12, 20, MGMT 6,
PHIL 8, 9, 10, PHSC 1, SOCI 33, 65, RSOC 49, or others as approved
• Two additional upper-division courses (outside of the political science department)
from: ANTH 151, BIOL 171, COMM 120A, 124B, 162A, ECON 111, 113, 114,
115, 120, 126, 127, 129, 136, 137, 150, 155, 156, 160, 166, 173, 181, 182, 185,
190, EDUC 106, ENGL 185, ENVS 115, 120, 122, 147, 162, HIST 176, MGMT
169, 171, PHIL 109, 111, 113, 119, PSYC 134, SOCI 132, 137, 138, 140, 153,
159, 160, 161, 165, 170, 172, 176, 180, or selected courses from the Washington
Semester Program or others as approved by the program director
198 COLLEGE OF ARTS AND SCIENCES
Emphasis in International Relations
The international relations emphasis allows students to focus on the international system
and the interaction of national and non-national actors on the global stage. Sample topics
addressed by the international relations emphasis include international organizations; transnational movements; conflict resolution, peace, and reconciliation; military-strategic issues;
international political economy; human rights; development and economic justice; and
global sustainability.
Requirements for the international relations emphasis include a variety of courses both
inside and outside of the political science department. For the most up-to-date information
about the international relations emphasis, see www.scu.edu/cas/polisci/academic/International-Relations-Emphasis.cfm.
• Senior seminar: POLI 196 (International Relations) or POLI 192 (Comparative Politics)
• Two additional upper-division POLI five-unit international relations classes from
POLI 118, 119, 120, 121, 122, 124, 125, 126, 127, 128. One may count for upperdivision elective
• One lower- or upper-division international relations-related course outside the department from ECON 3, 129ES, 129BF, 137, 181, 182, ENVS 147, GERM 111, HIST
105,107,124, 135, 138, 141, 142, 145, 151, 154B, 155, 163, TESP 159, 162, 182R,
SOCI 133, 134, RSOC 38 or other courses as approved by the program director
•One off-campus academic experience with an international component: Study
Abroad, Washington Semester Program, Arrupe/Kolvenbach internship or community-based learning, or local internship
Emphasis in Pre-Law
Political science is one of the most common majors for pre-law students. After all, political science is the closest of all majors to the institutions and values with which law deals. The
primary study of law is the state, and so too for political science. Additionally, the demands
of political science courses (reading of complex texts, independent research, frequent class
presentations, and demanding writing assignments) strengthen the analytical and communications skills that the practice of law requires.
Requirements for the pre-law emphasis include a variety of courses from both inside and
outside of the political science department. At most, six courses are required: three within
the political science department and three from outside the political science department,
although many of these courses fulfill other Core and political science major requirements.
For the most up-to-date information about the pre-law emphasis and specific courses, see
www.scu.edu/cas/polisci/prelaw.cfm.
• Three courses from List A: POLI 45, 124, 125, 127, 159, 160, 161, 167, 168, 169P,
171, 185P/195P, POLI 198A or B (internship classes must be approved by the prelaw program director)
• One course from List B: PHIL 10, 29, 111, 113, 114, 154; ECON 126; PSYC 155;
COMM 170A; ANTH 151; SOCI 159, 160, 176; SCTR 119, TESP 114, ELSJ 50,
ENVS 120
• One course from List C: PHIL 25; ENGL 79, 176, 177
• One additional course from either List B or List C
POLITICAL SCIENCE 199
LOWER-DIVISION COURSES
1. Introduction to U.S. Politics
25.Introduction to
International Relations
Critical analysis of U.S. political values, institutions, and processes. The U.S. political Conceptual models used to analyze internatradition, the Constitution, the presidency, tional relations, contemporary problems of
Congress, the bureaucracy, Supreme Court, world politics, and the methods states emelections, political parties, interest groups, ploy to provide peace and security. Some secmass media, political opinion and participa- tions include an interactive computer
tion, domestic policies, and foreign policy simulation to apply conflict resolution prinare examined in depth. (4 units)
ciples. (4 units)
1A. and 2A. Critical Thinking
& Writing I and II
A two-course, themed sequence featuring
study and practice of academic discourse,
with emphasis on critical reading and writing, composing processes, and rhetorical situation. The second course will feature more
advanced study and practice of academic
discourse, with additional emphasis on information literacy and skills related to developing and organizing longer and more
complex documents. Themes may address
political movements and political change.
These classes do not satisfy political science
major or minor requirements. Successful
completion of CTW I (POLI 1A) is a prerequisite for CTW II (POLI 2A). (4 units
each quarter)
2. Introduction to
Comparative Politics
Government and politics in several states.
Emphasis on the development of analytical
abilities and critical skills in the evaluation of
political culture, processes, and institutions.
(4 units)
3. Introduction to World Politics
Compares the political cultures, processes,
and institutions of China, India, and Mexico.
The student fulfills an Arrupe Placement
with an immigrant client from a Confucian,
South Asian, or Latin American country.
Note: This course requires participation in
community-based learning (CBL) experiences
off campus. (4 units)
30.Introduction to Political Philosophy
An exploration of some of the principal
themes and questions of political philosophy
through the writings of authors such as
Plato, Machiavelli, Marx, and Mill. Prominent themes include theory and practice,
individual liberty, morality and politics, freedom, obligation, and justice. (4 units)
40.Politics of U.S. Economic Policies
Covers basic concepts in microeconomics,
macroeconomics, and international economics in order to demonstrate the relationship between the science of economics and
the politics of U.S. economic policies. Case
studies such as poverty issues, agricultural
policies, and immigration and international
trade dynamics will demonstrate how economic and political issues, as well as domestic and international policies, are interrelated.
(4 units)
45.Criminal Justice System
Basic understanding of the U.S. criminal
justice system: police, courts, probation, imprisonment, parole, and relations with other
governmental agencies. Goals, successes, and
failures of the system, and possible remedies.
(4 units)
200 COLLEGE OF ARTS AND SCIENCES
50.World Geography
Provides an understanding of world geography through an appreciation of contemporary global problems in different world
regions. Broad topics that will be covered
include globalization, demographic trends,
economic development and underdevelopment, human-environment interactions,
changing cultures, and geopolitics. These
topics will illustrate the distribution of political, cultural, socioeconomic, and physical
processes and features around the world and
will be covered at different scales: local, regional, and global. Also listed as ANTH 50
and ENVS 50. (4 units)
55.Cross-Racial Electoral Politics
Examination of the historical and contemporary political movements among the
major minority groups in the United States
since the 1960s. The origins and goals of the
Black Power movement, the Chicano/a
movement, the Asian-American movement,
and the Native American movement will be
focused on during the quarter. Each of these
movements embodies similar and different
trails with regard to their respective group’s
quest for political power and elected representation. Due to the contemporary immigration trends, Latinos and Asian Americans
have challenged the black-white paradigm
that has traditionally defined U.S. racial
politics in local- and state-level politics. The
result, in some instances, has been interracial
competition and conflict at these levels. The
necessary elements needed to build and to
sustain multiracial coalitions along with
what the political future holds for these minority groups will be addressed. Also listed as
ETHN 55. (5 units)
99.Political Science Research
This course provides the necessary tools to
understand, critically evaluate, and perform
political science research. Students will learn
how to conduct a literature review, produce
an annotated bibliography, and propose a
theoretically informed research design. Topics include case selection; measurement of
variables; hypothesis testing; qualitative research methods including interviews, content analysis, and ethnography; survey
research; and interpretation and presentation of charts and tables. (4 units)
Note: Upper-division courses in each area
below have required prerequisites as noted in
each section. In special cases, the instructor of
a particular course may make an exception to
the requirements.
UPPER-DIVISION COURSE: APPLIED QUANTITATIVE METHODS
Note: POLI 99 is a required prerequisite for
POLI 101.
101.Applied Quantitative Methods
An applied introduction to statistical techniques that are especially relevant to data
from the social sciences. (5 units)
UPPER-DIVISION COURSES: POLITICAL PHILOSOPHY
Note: POLI 30 is a required prerequisite for 107.American Political Thought
upper-division political philosophy courses.
Selected topics and themes in the history of
American political thought. (5 units)
105.Special Topics in
Political Philosophy
Selected topics in political philosophy. (5 units)
POLITICAL SCIENCE 201
111.History of Political Philosophy I:
Greek and Christian
Development of Western political thought
from its Greek origins in the work of Plato and
Aristotle through the work of Aquinas. (5 units)
113.History of Political Philosophy III:
Post-Liberal Theories
Writers and themes in 19th- and 20th-­
century political thought including Marx,
­Nietzsche, Freud, and Lenin. (5 units)
112.History of Political Philosophy II:
Liberalism and Its Roots
Western political thought from Machiavelli
through the origins of liberalism in the writings
of Hobbes, Locke, and Rousseau. (5 units)
UPPER-DIVISION COURSES: INTERNATIONAL RELATIONS
Note: POLI 25 is a required prerequisite for 118.The Cold War
upper-division international relations courses.
Case study of the critical conflict of the 20th
century, to understand the interaction of for116A. Model United Nations Prep
eign and domestic politics, the development
Model United Nations is a simulation pro- of current international politics, and the
gram in which students participate in mock ways in which political ideology and conflict
sessions of the United Nations. POLI 116A influence people and nations. (5 units)
is a preparatory course for the Model UN
conference in spring quarter. Students will 119.The European Union
learn about the principles of international Evolution of European political, social, and
law and conflict resolution. (2 units)
economic integration in the postwar period.
Emphasis on the institutions and politics of
116B.Model United Nations:
the European Union since the Maastrict
International Conflict Simulation
treaty, and current issues of European inteSimulated United Nations sessions, represent- gration, such as the addition of new meming member-nations, debating and preparing bers, monetary union, and internal
resolutions, and engaging in other aspects of democratization. (5 units)
diplomacy. Prerequisite: POLI 116A. (2 units)
120.Mass Media, Information
117.International Humanitarian
Technology, and International
Action
Politics
Explores the role of governmental (IGOs) Use of computer-based simulations and
nongovernmental organizations (NGOs) in multimedia sources to understand internathe humanitarian crises around the globe. tional negotiation and foreign policy deciActivities include research and conflict reso- sion making. (5 units)
lution simulation. By acting as members of
international organizations involved in 121.International Political Economy
human tragedy, students experience simu- An introduction to the politics and institulated civic engagement on an international tions of the world economy. Topics include
level and analyze the global community’s Re- competing theories of international political
sponsibility to Protect doctrine. They come economy (IPE); regionalism and globalizato understand and act in an aid system where tion; the international trading and financial
many organizations face constraints and systems; multinational corporations; devel­opportunities to effect change in countries opment and debt. (5 units)
suffering and recovering from conflict and
humanitarian disaster. (3 units)
202 COLLEGE OF ARTS AND SCIENCES
122.East Asian International Relations
An overview of the political, economic, and
security dimensions of international relations in Northeast Asia with a focus on the
foreign policies of China, Japan, and the
United States. Prerequisite: POLI 2 or 25.
(5 units)
125.International Law
Sources, nature, and function of international law in world politics. Special attention to
the subjects of international law, international transactions, and the rules of war.
Viewpoints presented from Western and
non-Western perspectives. (5 units)
123.Global Environmental Politics
Explores the political, social, scientific, and
economic challenges in the pursuit of a just
and sustainable global environment. Case
studies are drawn from around the world
with a focus on national, intergovernmental,
and nongovernmental actors and social forces. (5 units)
126.International Organization
International organization in world affairs.
Political, economic, and social role of the
United Nations, regional organizations, specialized agencies, and nonstate transnational
actors. (5 units)
124.Law, Security, and Force
An examination of traditional international
legal principles involving the use of force in
self-defense with case studies to understand
how the justification of armed conflict is
changing. Discussion of the international
community’s adjustment to the evolving nature of sovereignty, increasing globalization,
and national defense. (5 units)
127.Special Topics in
International Relations
Selected topics in international relations.
(5 units)
128.U.S. Foreign Policy
Aims, formulation, and implementation
of U.S. foreign policy since World War II,
focusing on diplomacy, war, security, and
trade. (5 units)
UPPER-DIVISION COURSES: COMPARATIVE POLITICS
Note: Either POLI 2 or 3 is a required and why certain communities engage in
­prerequisite for upper-division comparative transnational political contention. Designed
politics courses.
to be a collective learning experience in
which students examine and interrogate
131.The Military and Politics
scholarship about social movements, globalCase study of wars in Vietnam to under- ization, and identity in transnational perstand civil-military relations, the causes of spective. (5 units)
military intervention, legitimacy-building
efforts, and withdrawal from politics. (5 units) 133.Political Parties,
Elections, and Policy
132.Transnational
An examination of how parties and elections
Political Movements
mobilize people, what determines election
Examines the various forms and dynamics of victories, and how parties and elections aforganizations, activists, and movements that fect state and national government policies.
engage in collective action to transform in- A focus on United States politics in contrast
stitutional policies and practices across to the processes in democracies in Western
­nation-state boundaries. How social move- and Eastern Europe. Students will be enments, international protests, and NGOs gaged in an on-campus simulation of an
interact with nation-state governments as election. (5 units)
well as economic and cultural institutions
POLITICAL SCIENCE 203
134.Race and Ethnicity in the
Politics of Developed States
An examination of the role of and attempts
to deal with racial/ethnic identity and conflict in the politics of the United States,
South Africa, the former Soviet Union,
­Yugoslavia, and Western Europe. (5 units)
142.Politics in the Middle East
Designed to give students an understanding
of the complexities of Middle East politics,
the importance of the region to the world,
and the role history and religion have played
in the political and social development of the
various countries in the region. (5 units)
136.Politics in Central America
and the Caribbean
Political cultures, processes, and institutions
of selected Central American and Caribbean
states. Governmental organization, sustainable development, diplomacy, and social
change. (5 units)
143.Democracy and
Democracy Building
Designed to give students an understanding
of theories of democracy and how democracies are built out of military defeat (Germany
and Iraq) and internal change either by leaders relinquishing power or popular uprising.
Course includes reports of participants about
decision making in democratizing processes.
(5 units)
136A. The Political Structures and
Processes in El Salvador and
Central America
Examines the governmental institutions and
political processes in Central America. Topics include forms of government, the role of
political parties, electoral systems, and local
government. Offered through the Casa de
la Solidaridad in El Salvador. Taught in
Spanish. (5 units)
137.Politics in South America
Political cultures, processes, and institutions
of selected South American states. Governmental organization, sustainable development, diplomacy, and social change. (5 units)
139.Religion and Politics in
the Developing World
A comparison of the relationships between
religion and politics in Asia, Latin America,
and the Middle East. Emphasis on the current political influence of traditional organization and belief. (5 units)
140.Politics in Less-Developed
Countries
Multidisciplinary study of the problems and
politics of political development in Latin
America, Africa, and/or Asia. Case studies of
communist and capitalist approaches to political development. Impact of international
politics on internal development. (5 units)
144.European Politics
An examination of European politics in the
postwar era through political parties and institutions. Evaluation of current challenges
facing European governments such as immigration, changing welfare states, regional diversity, and an expanding European Union,
using national comparisons. (5 units)
145.Politics of Former
Communist States
An examination of transitions of the diverse
states of the former Soviet Union and East
Europe, with a focus on differences in transitions, progress toward democracy, and the
impact on people’s attitudes and lives. Students will work with their peers from these
countries. (5 units)
146.African Environment
and Development
Examines how history, politics, and policies
have shaped the contemporary political, social, and cultural dimensions of development and environmental challenges in
sub-Saharan Africa. Special topics include
the politics of natural resource use, the causes
of hunger and famine, problems of conservation and environment, environmental
health and gender, and development. Also
listed as ENVS 149. (5 units)
204 COLLEGE OF ARTS AND SCIENCES
147.Politics in Japan
An overview of politics and political economy in modern Japan. Emphasis on the role
of history and culture in shaping the postwar
party system and bureaucratic power; oneparty dominance and corruption under the
1955 System; the progress of political reform
since 1993; and the rise and fall of the Japanese economic miracle. (5 units)
148.Politics in China
Origins of revolution in modern China, the
politics of social and economic modernization in China since 1949, the problems of
bureaucratization, political participation,
and the succession to Deng Xiaoping.
(5 units)
149.Special Topics in
Comparative Politics
Selected topics in comparative politics.
(5 units)
UPPER-DIVISION COURSES: UNITED STATES POLITICS
Note: POLI 1 is a required prerequisite for African Americans, Latinos, Asian Americans,
upper-division U.S. politics courses.
Native Americans, minority women, gays,
and the disabled. This course examines vari150.The Presidency
ous issues including theories of race, ethnicAnalysis of the presidency as it has evolved ity, gender, and class to understand how
throughout U.S. history. Comparison of these variables serve as a basis for identificapresidential powers with those of Congress, tion and political mobilization in American
the courts, the bureaucracy, the press, politi- politics. Also listed as ETHN 153. (5 units)
cal parties, and the public. (5 units)
154.Women and Politics
151.The Congress
A consideration of the various ways women
History, structure, and policies of Congress. have changed “politics as usual.” ExaminaCongressional elections and theories of rep- tion of the status of women today, varieties
resentation, the committee system and con- of feminist thought, women as voters and as
gressional norms, lobbying, congressional an interest group, women in public office,
ethics and reforms, and the power of Con- and public policy issues. Also listed as WGST
gress relative to the president and the bu- 180. (5 units)
reaucracy. (5 units)
155.Political Psychology
152.Political Participation
This course serves as an introduction to the
An examination of who participates in U.S. interdisciplinary field of political psychology,
politics and the various forms of political which applies theoretical ideas from psycholparticipation. Elections, political parties, in- ogy to understand political processes. Polititerest groups, community organizing, and cal psychology tends to focus on how politics
political protest. (5 units)
works at the individual (micro) level. This
course will focus on the psychological roots
153.Minority Politics
of public opinion and the political behavior
in the United States
of ordinary citizens through an application
Survey course with a focus on the historical of psychological theories about personality,
and contemporary struggles of minority learning, cognition, emotion, social influgroups in the United States. The following ence, and group dynamics to individuals’
minority groups are analyzed comparatively political attitudes and behaviors. (5 units)
within a political and institutional context:
POLITICAL SCIENCE 205
156.Politics and Mass Media
An examination of the politics of the mass
media, interactions between politicians and
the media, the effects of mass media on political life and public opinion, concerns of
racial and ethnic minorities, and the ethics
of media work. (5 units)
159.The Constitution and Liberty
Constitutional law doctrines and decisions
regarding civil, economic, and political liberties. Topics include free speech and association, freedom of the press, religious freedom,
economic liberties and property rights, and
privacy rights. (5 units)
157.Environmental Politics and Policy
This course examines environmental politics, policy, and governance in the last half
century. Part one of this course reviews
major environmental legislation in the United States including the Endangered Species
Act, Clean Water Act, Clean Air Act, and
policy responses to global warming. In part
two, learners step back to interrogate the
power dynamics, social movements, legal
battles, and struggles over meaning and representation that accompany significant social
change. The final section examines the rise
of global environmental governance highlighting the role of nonprofit organizations,
civil societies, and corporate firms as voluntary environmental regulation moves from
the margins to the mainstream. A concluding discussion identifies avenues for civic
engagement, accountability, and environmental citizenship. Learners will gain insight
into the policymaking processes by participating in simulation games, reading and research assignments, developing tools to
assess policy outcomes, and finding strategies to identify political opportunities. Prerequisite: ENVS 22 recommended. Also listed
as ENVS 122. (5 units)
160.The Constitution and Equality
Constitutional law doctrines and decisions
regarding the 14th Amendment’s guarantee
of equal protection. Topics include race
­discrimination (particularly school desegregation and affirmative action), sex discrimination, discrimination against the poor, and
discrimination based on sexual orientation.
(5 units)
158.Housing and Homelessness Policy
Substantive in-depth study of U.S. housing
and homelessness policies. This course explores causes and correlates of homelessness
such as poverty, unemployment, drug/alcohol addiction, mental illness, crime, disorder, HIV/AIDS, and lack of affordable
housing. Note: This course requires participation in community-based learning (CBL)
experiences off campus. (5 units)
161.Law and Politics in
the United States
Examination of the U.S. legal system. Topics
include legal culture, the adversary system
and its alternatives, system participants (litigants, lawyers, and judges), judicial selection, and legal versus political influences on
judicial decision making. Special attention
to the question of the capacity of courts to
serve as agents of social change. (5 units)
162.Urban Politics
Examination of political processes in the
U.S. city. Special attention to the structures
and institutions of urban political power and
the changing forms of political action. Discussion of the historical development of
urban social life, political cultures, racial/­
ethnic and class communities, political
economy, and urban planning. (5 units)
163.State and Local Politics
A consideration of the politics and processes
of state and local governments, with particular attention given to California state, county, and municipal politics. Topics include
federalism, executives, legislatures, courts,
interest groups, parties, elections, financing,
and issues such as education, welfare, criminal justice, transportation, housing, and
urban growth. (5 units)
206 COLLEGE OF ARTS AND SCIENCES
164.Studies in Public Policy
Selected topics and problems in public policy as viewed from a political insider’s perspective. Taught by a political practitioner.
(2 units)
165.Public Administration
Administration of public policies in terms of
broad questions of democratic theory. Organizational theory, public employees, budget
making, policy evaluation, and public finance. (5 units)
166.California Politics
An examination of the structures and processes of California politics: the state’s constitution, legislature, governor, courts, and
executive agencies. Special attention to democratic dilemmas of citizen participation
(elections, ballot initiatives), legislative gridlock (redistricting, budget), and crucial
­policies (education, health and welfare, immigration, criminal justice, energy, and environment). (5 units)
167.Making Public Policy
An examination of the nature of U.S. public
policy and policy analysis through the use of
texts and case studies. Stages of policy development (how an idea becomes a policy,
agenda setting, implementation, analysis,
and evaluation). Ethical issues in public
­policy. (5 units)
168.Special Topics in Public Policy
Substantive in-depth study of selected issues
in U.S. public policy such as health care,
criminal justice, housing, and homelessness.
Emphasis on the intersection of policy areas.
Arrupe placement required. (5 units)
169.Special Topics in U.S. Politics
Selected topics in U.S. politics. (5 units)
171.Women and Law
Examines the legal status and rights of
women in the United States through an intersectional lens. Principles such as equality,
essentialism, privacy, and equal protection
will be examined as will contemporary law
and policy issues such as employment discrimination, sexual harassment, domestic
violence, rape, reproductive justice, and family law. Also listed as WGST 118.
UPPER-DIVISION COURSES: SENIOR COURSEWORK
Note: For senior coursework, at least one 191.Seminar in Political Philosophy
­upper-division lecture course from the corre- An examination of Frank Herbert’s Dune
sponding area is required.
series and other science fiction classics, focusing on politics, war, religion, jihad, mul180.Honors Research Projects
ticulturalism, and ecology. (5 units)
Independent research and writing on a selected topic or problem. Limited to mem- 192.Seminar in Comparative Politics
bers of the Political Science Honors Program. Selected topics in comparative politics in
(5 units)
various states and regions. (5 units)
190.Seminar in Research Methods
193.Seminar in Political Philosophy
Plan and conduct political science research Selected topics in political philosophy.
on selected topics such as political commu- (5 units)
nication and socialization. (5 units)
POLITICAL SCIENCE 207
195.Seminar in U.S. Politics
Selected topics in U.S. politics. Also listed as
ETHN 185. (5 units)
196.Seminar in
International Relations
Selected aspects of international political
­behavior. (5 units)
UPPER-DIVISION COURSES: SPECIAL COURSES
198.Public Service Internships
198EL. Public Sector Study
and Internship
Directed internship in government agencies,
legislative bodies, political parties, or interest Directed internship in local government
groups, public or government affairs depart- agencies, legislative bodies, political parties,
ments of corporations, or nonprofit organi- interest groups, public or government affairs
zations. Open to qualified juniors or seniors departments of corporations, or nonprofit
with permission of the instructor. (Variable organizations, integrated with classroom
units)
analyses of professions in public sector, frequent guest speakers, and research project.
198A and B. Public Sector Study
Open to qualified juniors and seniors. Note:
and Internship
This course requires participation in commuDirected internship in local government nity-based learning (CBL) experiences off
agencies, legislative bodies, political parties, campus. (5 units)
interest groups, public or government affairs
departments of corporations, or nonprofit 199.Directed Reading
organizations, integrated with classroom Independent study. Intensive work in areas
analyses of professions in public sector, fre- not fully covered in upper-division courses.
quent guest speakers, and research project. Written outline of the proposed course, with
Open to qualified juniors and seniors. required form and all necessary signatures,
(5 units)
must be submitted at least one week prior to
registration. (1–5 units)
208 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF PSYCHOLOGY
Professors Emeriti: Roland C. Lowe, Marvin L. Schroth
Professors: Jerry M. Burger, Lucia Albino Gilbert, Tracey L. Kahan, Robert Numan,
Thomas G. Plante, Kieran T. Sullivan (Department Chair), Timothy C. Urdan,
Eleanor W. Willemsen
Associate Professors: Matthew C. Bell, Patricia M. Simone
Assistant Professor: Yekaterina Bezrukova
Acting Assistant Professor: Kathryn Bruchmann
The Department of Psychology offers a degree program leading to the bachelor of science
in psychology. Psychology is the study of behavior, emotion, and thought using the scientific
method. At the undergraduate level, the study of psychology is part of a liberal education.
A major in psychology lays the groundwork for various advanced studies, including the
pursuit of graduate degrees needed for the professional practice of psychology.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of science degree, students majoring in psychology must complete the following departmental requirements:
• PSYC 1, 2, 40, 43
• MATH 6 and 8 or MATH 11 and 8
• One course from PSYC 165, 166, 167
• One course from PSYC 172, 185, 196
• One course from PSYC 115, 117, 157
• One course from PSYC 150, 160
• One course from PSYC 120, 130, 131
• One advanced topics course including PSYC 111, 116, 118, 132, 133, 136, 151,
161, 168, 171, 178, or 199A
• Three additional approved upper-division psychology courses
Emphasis in Psychobiology
In addition to the bachelor of science and departmental requirements, students who
wish to study neuroscience may elect the psychobiology concentration, which requires
­completing the following courses in addition to requirements for the major:
• MATH 11, 12
• CHEM 11, 12, 13, 31, 32
• BIOL 21, 22, 23, 24, 25
Emphasis in Gerontology
In addition to the bachelor of science and departmental requirements, students who
wish to study the process of aging should inquire about the gerontology certificate program.
For additional information, contact Dr. Patricia Simone, Director of Gerontology, at
[email protected]
PSYCHOLOGY 209
LOWER-DIVISION COURSES
1. General Psychology I
43.Research Methods in Psychology
The scientific study of behavior. Topics in- Investigation of methods of psychological
clude the physiological basis of behavior, research and issues involved in the collection
sensation and perception, learning, memory, of data. Exercises require designing research
motivation, and emotion. Other topics may projects, collecting data, and writing profesinclude language, problem solving, intelli- sional reports. Prerequisites: PSYC 1 or 2
gence, sleep and dreaming, and conscious- and 40, or permission of instructor. (4 units)
ness. Prerequisites: None. (4 units)
50.Ways of Knowing
2. General Psychology II
Personal experience, the scientific method,
The scientific study of behavior. Topics in- journalistic techniques, anthropological obclude human development, personality, ab- servation methods, intuition, and faith (relinormal psychology, clinical intervention, gious, paranormal) are just a few of the ways
and social psychology. Other topics may of knowing that people use. This course exinclude psychological assessment, cross-­ plores each of these ways of knowing with
­
cultural psychology, and psychological ad- the goal of answering the following quesjustment. Prerequisites: None. (4 units)
tions: What are the strengths of each way of
knowing? What are the limitations? Which
1H. Honors Colloquium
method of inquiry is best for answering
The honors version of PSYC 1. Restricted to ­
different types of questions? Prerequisites:
students in the University Honors Program. None. (4 units)
(4 units)
65.Foundations of
2H. Honors Colloquium
Behavioral Neuroscience
The honors version of PSYC 2. Restricted to A basic introduction to brain structure and
students in the University Honors Program. function. The course has standard lecture
(4 units)
hours, but integrates hands-on laboratory
experiential exercises during the class sessions.
40.Statistical Data Analysis
Meets the Core Natural Science requireAn introduction to statistical methods used ment. Prerequisites: None. (4 units)
in psychological research. Prerequisites:
­Declared psychology major and MATH 8, or
permission of instructor. (4 units)
210 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES
102.Writing in Psychology
111.Advanced Topics in Motivation
Development of writing, reading, critical Seminar exploring theories and research in
thinking, and literature search skills within motivation and emotion. Students will read,
traditional formats for communicating discuss, and critically analyze current empirischolarship in psychology. Covers the use of cal research and review articles in these areas.
the American Psychological Association Topics emphasized will include cultural and
(APA) style for experimental reports and lit- individual variation in motivation and emoerature reviews. In addition to developing tion, development of motivation and emocommunication skills, assignments empha- tion, and the social, cognitive, and biological
size how to interpret experimental findings bases of motivation and emotion. Meets the
and evaluate support for hypotheses. Other Psychology Advanced Topics requirement.
assignments will require students to synthe- Prerequisites: Senior standing, PSYC 112,
size findings from several published studies and all lower-division psychology requireand draw conclusions about a body of re- ments, or permission of instructor. (5 units)
search. Prerequisites: ENGL 1 and ENGL 2,
PSYC 1, 2, 40, and 43, or permission of 112.Motivation and Emotion
Scientific study of the various motivational
­instructor. (5 units)
and emotional processes of people and high105.Statistics and
er animals. Biological drives, psychological
Experimental Design II
survival needs, altered states of consciousAdvanced topics in theory and methods of ness, social motives, and theories of emostatistical analysis and experimental design. tion. Prerequisites: PSYC 1, 2, 40, and 43,
Complex analysis of variance and multiple or permission of instructor. (5 units)
correlation and regression are typically covered.
Prerequisite: By permission of the instructor 114.Ethics in Psychology
The role of ethical behavior and decision
only. (5 units)
making in the field of psychology and relat110.Advanced Research Methods
ed behavioral, medical, and social sciences.
Students will learn the major research de- Topics include approaches to moral issues
signs used in psychology and how to under- and related to competence; integrity; professtand statistical results that come out of sional, scientific, and social responsibility;
those designs. These include experimental respect for others’ rights and dignity; and
designs, multiple linear and nonlinear re- concern for others’ welfare. Prerequisites:
gression, nonparametric analyses, multivari- PSYC 1, or 2, or permission of instructor.
ate ANOVA used with experimental designs, (5 units)
structural equation modeling, and small N
designs. Students will learn how to read re- 115.Abnormal Psychology
search reports using these designs, how The study of psychology and human behavto understand statistical results obtained ior in understanding the etiology, nature,
from the designs, and how to communicate development, and treatment of mental disthose results in passages that would belong orders. Topics include models of abnormal
in an APA-style report. The emphasis is on behavior, research, diagnosis, assessment,
understanding the designs and results rather and treatment of emotional and behavioral
than on doing the analyses oneself. Prerequi- disorders, such as affective disorders, personsites: PSYC 1 or 2 and 43, or permission of ality disorders, sexual disorders, substance
abuse disorders, and childhood disorders.
instructor. (5 units)
Prerequisites: PSYC 1 or 2, or permission of
instructor. (5 units)
PSYCHOLOGY 211
116. Advanced Topics in
Abnormal Psychology
Advanced topics in abnormal psychology involves the discipline and principles of abnormal psychology in understanding the
etiology, nature, development, and treatment of behavior and emotional problems
and issues. Class topics include the history of
abnormal psychology, theoretical models, assessment and intervention approaches, specialization, consultation, ethics, and current
trends in the field. The course is designed for
senior psychology majors interested in a career in abnormal psychology or related fields.
Meets the Psychology Advanced Topics requirement. Prerequisites: Senior standing,
lower-division psychology major requirements, and PSYC 115 preferred, but not required, or permission of instructor. (5 units)
117.Health Psychology
Health psychology involves the discipline
and principles of psychology and human behavior in understanding how the mind and
body interact in health and disease. Topics
include health promotion and primary prevention of illness, health enhancing and
health damaging behaviors, psychosomatic
illness, stress and coping, pain management,
and a variety of specific behavior-related
medical illnesses (e.g., heart disease, eating
disorders, cancer, and AIDS). Prerequisites:
PSYC 1 or 2, or permission of instructor.
(5 units)
118.Advanced Topics in
Health Psychology
Seminar examines contemporary topics in
health psychology. Original research, current
trends, and special focus on ongoing research
and applied programs will be highlighted.
Meets the Psychology Advanced Topics requirement. Prerequisites: Senior standing,
PSYC 117, and all lower-division psychology
requirements preferred, or permission of
­instructor. (5 units)
119.Psychology of Death,
Dying, and Loss
An introduction to theory, research, and
practice on the psychology of death and
dying. Students explore the implications of
death, dying, and loss in their lives. Topics
include death in today’s health care system,
the psychology of grieving and coping with
loss, life-threatening illness, caregiving, as
well as social, cultural, and ethical issues
­related to death in contemporary society.
Prerequisites: PSYC 1, 2, 40, 43, or permission of instructor. (5 units)
120.Perception
A theoretical and empirical investigation of
human perceptual processes, with an emphasis on visual perception. Topics include
psychophysiology of vision; perceiving visual
space (shape, contrast, orientation, distance,
depth, and motion); color perception; perceptual illusions; imagining versus perceiving; effects of knowledge on perception; and
perception in “novel” environments. Prerequisites: PSYC 1, 2, 40, and 43, or permission
of instructor. (5 units)
130.Psychology of Learning
A scientific investigation of learning and behavior. Both experimental and related theoretical developments are considered, as well
as the application of the basic principles of
learning. Students will become familiar with
the theory and methods underlying research
in learning. Topics include Pavlovian and
operant conditioning including topics such
as stimulus control, schedules of reinforcement, choice, and punishment. Prerequisites: PSYC 1, 2, 40, and 43. (5 units)
131.Cognitive Psychology
A theoretical, empirical, and experiential investigation of human information processing. Topics include the history of cognitive
psychology and the following research areas:
pattern perception, attention, working
memory, long-term memory, memory distortions, imagery, language processes, and
problem solving. Emphasizes contemporary
212 COLLEGE OF ARTS AND SCIENCES
theory and research, including recent developments in cognitive neuroscience. Prerequisites: PSYC 1, 2, 40, and 43, or permission
of instructor. (5 units)
132.Advanced Topics in Learning
Seminar examines contemporary topics in
learning theory and research. Original research, current trends, and special focus on
ongoing research and applied programs will
be highlighted. Meets the Psychology Advanced Topics requirement. Prerequisites:
Senior standing and all lower-division psychology requirements. Recommended but not
required: PSYC 130. (5 units)
133.Advanced Topics in
Cognitive Psychology
Seminar explores contemporary theories
and research in cognitive psychology and
cognitive neuroscience. Class topics include
consciousness, attention, memory, metacognition, and the relationship between imagery and perception. Meets the Psychology
Advanced Topics Requirement. Prerequisites: Senior standing, lower-division major
requirements, or permission of instructor.
Recommended, but not required: Completion
of PSYC 120, 131, or 166. (5 units)
134.Psychology of Education
The role of educational psychology is to understand and improve educational practice
through the study of learning and teaching.
Students enrolled in this course will be exposed to a variety of topics that relate to the
study of learning and teaching. Such topics
include cognitive development and language; personal, moral, and social development; learner differences and learner needs;
culture and community; behavioral views of
learning; motivation in learning and teaching; creating learning environments and
evaluation, measurement, and success. Students in this course will gain their knowledge in several contexts including reading,
community-based learning, lecture discussion, and group work. (5 units)
135.Psychology of Sleep and Dreaming
A theoretical, empirical, and experiential exploration of sleep, sleep disorders, and
dreaming. Considers physiological, cognitive, neurocognitive, and functional approaches. Topics include psychophysiology
of sleep and dreaming; purported functions
of sleep and dreaming; personal and public
health consequences of sleep disorders, sleep
deprivation, and sleep debt; continuity in
mental processes across the sleep/wake cycle;
memory for dreams; approaches to working
with dreams; and consciousness and dreaming, including lucid dreaming. Prerequisites:
PSYC 1, 2, 40, and 43, or permission of
­instructor. (5 units)
136.Advanced Topics in
Educational Psychology
Seminar exploring theories and research in
educational psychology. Students will read,
discuss, and critically analyze current empirical research and review articles in educational psychology. Topics emphasized will
include motivation, learning, assessment,
and individual and cultural differences as
they pertain to education. Meets the Psychology Advanced Topics requirement. Prerequisites: Senior standing, PSYC 134, and
all lower-division psychology requirements, or
permission of instructor. (5 units)
139.Psychology of Consciousness
Once banned from the psychological vernacular in Western psychology, the psychological study of consciousness is thriving
today. In this class, we will use experiential,
theoretical, and empirical “tools” to investigate the psychology of consciousness. Our
class discussions of the text will begin with
how consciousness is currently defined and
studied by psychologists. Next, we’ll consider the psychophysiology of consciousness
and additional research tools offered by neuroscience. Then we will explore a number of
ways in which “alternate” states of consciousness are produced: via drugs, hypnosis, sleep
and dreaming, meditation, and sensory deprivation. Three core questions will frame
PSYCHOLOGY 213
our discussions: “What cognitive skills seem
to be essential for consciousness? Can neuroscience explain consciousness (otherwise
known as “the hard problem”)? and What is
consciousness for? Prerequisites: PSYC 1, 2,
40, and 43, or permission of instructor.
(5 units)
144.Psychological Assessment
Principles and issues related to testing and
measurement in psychology. Topics include
test construction, reliability, validity, and the
professional and ethical use of psychological
tests and test scores. Prerequisites: PSYC 1,
2, 40, and 43, or permission of instructor.
(5 units)
150.Social Psychology
The scientific investigation of how people
influence each other. Students will learn social psychological theories about the causes
of human behavior, as well as how these
theories can be scientifically tested and applied to solve real-world problems. Topics
include social cognition, the self, attitude
change, conformity, compliance, group processes, helping, stereotyping, prejudice, discrimination, intergroup relations, aggression,
and attraction. Prerequisites: PSYC 1, 2, 40,
and 43, or permission of instructor. (5 units)
151.Advanced Topics in
Social Psychology
Seminar examines contemporary topics in
social psychology. Original research, current
trends, and special focus on ongoing research
and applied programs will be highlighted.
Meets the Psychology Advanced Topics requirement. Prerequisites: Senior standing,
PSYC 150, and all lower-division psychology
requirements, or permission of instructor.
(5 units)
153.Psychology of Close Relationships
The scientific investigation of close relationships, drawing from clinical psychology and
social psychology. Topics include research
methodologies for studying close relationships; theories of attraction, love, and mar-
riage; the developmental process of
relationships; and interventions for distressed relationships. Prerequisites: PSYC 1
or 2. Recommended, but not required:
PSYC 40 and 43, or permission of instructor.
(5 units)
155.Psychology and Law
Explores relevance for law of psychological
principles and findings, as well as laws pertaining to practice. Topics include eyewitness testimony, legal insanity, jury dynamics,
expert testimony, and family law issues. This
course is open to nonmajors. Prerequisites:
PSYC 1 and 2 or permission of instructor.
(5 units)
156.Managing Diverse Workforce
The goal of this course is to raise awareness
of important differences and provide students with the knowledge needed to be productive in a more diverse workplace. This
will be facilitated by discussion of prejudice,
stereotypes, and approaches to acculturation
and integration in organizations. Meets the
Core Diversity requirement. Prerequisites:
None. (5 units)
157.Industrial/Organizational
Psychology
An introduction to the broad field of Industrial/Organizational (I/O) psychology, which
includes science and practice related to personnel selection and placement, training,
and development; organizational development; occupational health and safety; work
motivation; and other areas concerned with
human behavior in organizational contexts.
Prerequisites: PSYC 1, 2, 40, and 43, or
­permission of instructor. (5 units)
158.Conservation Psychology
Many environmental problems (e.g., global
warming, pollution, biodiversity loss, and
resource depletion), are caused by human
behavior, and changing this behavior is necessary in order to solve them. Topics include
psychological reasons (emotions, thoughts,
values, motivations, and social context) why
214 COLLEGE OF ARTS AND SCIENCES
people behave in environmentally sustainable or unsustainable ways, and how psychology can be used to develop policies and
other interventions to help promote sustainable behavior. Also listed as ENVS 158.
­Prerequisites: PSYC 1, 2, 40, and 43, or
­permission of instructor. (5 units)
159.Psychology of Religion
and Spirituality
The course highlights the relationship between psychology and religion, particularly
how psychology can deepen the understanding of religious experience, spirituality, religious beliefs, and practices. Topics include
prayer and meditation, religion and health,
pastoral psychology, religion and psychotherapy, faith and imagination, and how religion and spirituality contribute to positive
psychology. It also aims to inform the understanding of religion, spirituality, faith, and
religious practice through science and empirical research. Prerequisite: PSYC 1 or 2 or
permission of instructor. (5 units)
160.Personality
The study of individual differences and personality processes. Discussion of major theories of personality. Presentation of current
research topics in personality and methods
for assessing individual differences and other
personality constructs. Prerequisites: PSYC
1, 2, 40, and 43, or permission of instructor.
(5 units)
161.Advanced Topics in Industrial/
Organizational Psychology
Seminar examines contemporary topics in
I/O psychology. Original research, current
trends, and special focus on ongoing research
and applied programs will be highlighted.
Meets the Psychology Advanced Topics requirement. Prerequisites: Senior standing,
PSYC 157, and all lower-division psychology
requirements, or permission of instructor.
(5 units)
162.Cross-Cultural Psychology
Study of psychology from various cultural
perspectives with a view to identifying patterns of behavior that are universal and those
that are culturally specific. The course looks
at the extent to which American research
findings apply to other societies. Also examines issues that arise in cross-cultural encounters. Prerequisites: PSYC 1, 2, 40, and
43, or permission of instructor. (5 units)
165.Physiological Psychology
Emphasis on the neuroanatomical, neurochemical, and neurophysiological correlates
of motivation, emotion, learning, and memory. Neural regulation of sleep and arousal,
mechanisms of drug action, and neuropathology are also reviewed. Prerequisites:
PSYC 1, 40, and 43, or permission of
­instructor. (5 units)
166.Human Neuropsychology
Study of human brain function from an experimental perspective. Addresses questions
such as: What are the brain mechanisms that
lie at the basis of perception and memory, of
speech and thought, of movement and action? What happens to these processes when
individual parts of the brain are destroyed by
disease? Prerequisites: PSYC 1, 2, 40, and
43, or permission of instructor. (5 units)
167.Psychopharmacology
Examination of the effects of various drugs
(such as nicotine and alcohol) and abnormal
neurochemical states (such as schizophrenia
and depression) on mental functioning and
behavior. Topics include the effects of various drugs on the brain and the biochemical
basis of human neurosis and psychosis.
­Prerequisites: PSYC 1, 2, 40, and 43, or
­permission of instructor. (5 units)
168.Advanced Topics in Neuroscience
An integration from various subdisciplines
in psychology with an emphasis on the brain
and behavior. Topics include neural development from fetus to early childhood, neural
PSYCHOLOGY 215
basis of psychopathologies (e.g., schizophrenia
and depression), cognitive functions (memory, attention, and learning), and personality
and related disorders. Meets the Psychology
Advanced Topics requirement. Prerequisites:
Senior standing, PSYC 1, 40, 43, and any
two upper-division psychology courses; recommended, but not required: PSYC 165, 166,
or 167; or permission of ­instructor. (5 units)
170.History and Systems of Psychology
Origin and development of modern psychological approaches. Psychoanalysis, behaviorism, Gestalt, humanism, and existentialism.
Emphasis on conceptual issues. Focuses on
selected topics viewed from the multiple
conceptual frameworks and subdisciplinary
perspectives that characterize psychology’s
history. Prerequisites: PSYC 1 or 2 or permission of instructor. (5 units)
171.Advanced Topics of
History of Psychology
This advanced topics course includes readings and discussions from a textbook on the
history of psychology, and from original papers written by the psychologists we read
about. Students will write their senior papers
in this course on any approved (by instructor) topic in psychology, tracing the history
of how it has been conceptualized, researched, and written about over a period of
at least 50 (in many cases 150 to 200) years.
Students will be assigned to lead discussions
on certain days, everyone will submit reading notes (in a brief format), and we will
have papers orally presented during the last
week. This course begins with philosophical
and scientific ideas from the 18th and 19th
centuries and then moves into the formal
history of our discipline. Meets the Psychology Advanced Topics requirement. Prerequisites: At least two upper-division psychology
classes and senior standing. If all seniors seeking a place are enrolled and seats are available, juniors may enroll. (5 units)
172.Adolescent Development
A focus on development during the second
decade of life, from puberty through early
adulthood. Topics include physical, intellectual, and social development; identity; sexuality; changing social contexts; and life
transitions. Prerequisite: PSYC 1 or 2, or
permission of instructor. (5 units)
178.Advanced Topics in
Developmental Psychology
This seminar examines contemporary topics
in developmental psychology. Original research, current trends, and special focus on
ongoing research and applied programs will
be highlighted. Focus of seminar can be children and adolescent development or young
adult development. Meets the Psychology
Advanced Topics requirement. Prerequisites:
Senior standing, PSYC 172 or 185, and all
lower-division psychology classes. (5 units)
182.Psychology of Gender
Examines how gender identity is developed
and how gender influences the development
of children, adolescents, and adults. Topics
include gender identity, parenting, sexual
orientation development, sex roles, and similarities and differences between the genders
in treatment, expectations, and opportunities. Prerequisite: PSYC 1 or 2, or permission
of instructor. (5 units)
185.Developmental Psychology
An upper-division survey of child development, including infancy, early childhood,
middle childhood, and a brief introduction
to adolescent issues. Major developmental
theories and methods of studying development are introduced. Principle findings regarding social-emotional, cognitive, and
physical development in the different stages
of childhood are included, as well as findings
about the impact on development of the societal context in which development occurs.
Prerequisite: PSYC 1 or 2. Open to majors in
other fields who are required to or wish to
study child development, or permission of
­instructor. (5 units)
216 COLLEGE OF ARTS AND SCIENCES
188.Adult Development
Young adulthood through middle age. Stages
and transitions in adult life, the concept of
life crisis, and the interplay of situations and
personality. Prerequisites: PSYC 1, 2, 40,
and 43, or permission of instructor. (5 units)
189.African-American Psychology
This course provides an overview of AfricanAmerican psychology. It does so by examining the multidimensional nature of identity
development of African Americans and
the ways in which racism and class impact
identity formation. This course approaches
psychological development from an AfricanAmerican perspective and reviews current
issues in contemporary African-American
psychology. The course also examines research
methodologies and historical trends that
have impacted the way we understand the
world in general and African Americans specifically. Also listed as ETHN 139. (5 units)
190.Clinical Psychology
The discipline and principles of clinical
­psychology in understanding the etiology,
nature, development, and treatment of behavioral, emotional, and relational problems.
Topics include the history of clinical psychology, theoretical models, assessment and
intervention approaches, specialization, ethics,
and current trends. Prerequisites: PSYC 1 or
2, PSCY 115 preferred but not required, or
permission of instructor. (5 units)
195.Research Practicum
Advanced methodological issues taught primarily through direct involvement in an
­experimental research project. Activities include reviewing the literature, formulating a
research question, developing a design and
procedure, collecting and analyzing data,
and writing a professional research report.
Prerequisites: Two upper-division psychology
courses. Restricted to psychology majors only
or by permission of instructor. (5 units)
196.Psychology of Aging
Development in later life. Topics include
theories of aging and development; cognition, perceptual, and social changes in aging;
mental health issues in the elderly; and abnormal aging, such as Alzheimer’s disease.
Prerequisites: PSYC 1, 2, 40, and 43, or
­permission of instructor. (5 units)
198.Internship/Practicum
Clinical experience in community agencies.
Selected readings. Open to upper-division
students with a GPA of 3.0 or higher who
have received permission of a faculty sponsor.
(2–5 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor. To
receive course credit, the student must submit a formal written proposal and have it
approved by the sponsoring faculty member
and the department chair. The proposal
must be submitted before the end of the previous quarter and must meet University requirements for independent study credit.
(1–5 units)
199A. Advanced Topics for Directed
Reading/Directed Research
Advanced topic independent projects undertaken by upper-division students with a faculty sponsor. To receive course credit, the
student must submit a formal written proposal and have it approved by the sponsoring
faculty member and the department chair.
The proposal must be submitted before the
end of the previous quarter and must meet
University requirements for independent
study credit and requirements for a psychology Advanced Topic course. Meets the Psychology Advanced Topics requirement.
Prerequisites: Senior standing, lower-division
psychology requirements, or permission of
­instructor. (5 units)
PUBLIC HEALTH PROGRAM 217
PUBLIC HEALTH PROGRAM
Director: Craig M. Stephens
The Public Health Program in the College of Arts and Sciences offers the bachelor of
science degree in public health science. The program also offers a minor degree in public
health, and manages the Global Health Pathway of the University Core.
The public health science (PHS) major is an interdisciplinary degree providing students
with a strong scientific foundation in biology and chemistry to understand the functioning
of the human body in health and disease. The PHS major further addresses the complex
influences of environmental and social factors on human health through relevant coursework in the social sciences and humanities. Courses for the major are drawn from numerous
departments but are connected through required and elective public health courses.
Through the senior capstone and a mandatory internship, PHS majors engage in healthfocused service and research projects integrating learning across disciplines and apply their
education to real-world public health problems. Students are encouraged to study abroad to
gain perspective on global health issues. The Public Health Program is evolving and students are encouraged to petition the Director of the Public Health Program to consider new
relevant courses developed at Santa Clara and partner institutions abroad in addition to the
electives described below.
Public health science majors will be well-prepared for careers, graduate education, or
professional training in health-related professions, including medicine and nursing. There
are many professional options in the field of public health, including healthcare administration, planning, and public policy; epidemiology and disease surveillance; clinical research
and clinical trials management; health-related education and social work; health and science
communication; and basic research.
Students intending to pursue a medical degree, or post-graduate training in other healthrelated professions, should contact the University pre-health advisor to discuss prerequisites
for admission to such programs. Many require a full year of physics coursework (e.g., PHYS
11–13 or 31–33) and completion of the organic chemistry series (CHEM 33) in addition
to the requirements for the Public Health Science major.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling the Undergraduate Core Curriculum requirements for the bachelor of science degree, public health science majors must complete the following courses:
• PHSC 1, 100, 190
• BIOL 21, 22, 24, 25
• CHEM 11, 12, 13, 31, 32
• Three introductory social science courses (two preferably from the same department)
from the following: ANTH 1, ANTH 3, POLI 1, POLI 25, POLI 50, PSYC 1,
PSYC 2, SOCI 1, SOCI 33
• MATH 11, 12
• One statistics course: MATH 8 or PSYC 40 or SOCI 120 or BIOL 160
• One public health elective: Any PHSC course other than the required courses listed
above
218 COLLEGE OF ARTS AND SCIENCES
• Three natural science electives (at least two with lab) chosen from: BIOL 110, 111,
112, 113, 114, 115, 116, 124, 127, 131, 145, 159, 160, 173, or CHEM 141
• Three social science or humanities electives chosen from: ANTH 112, ANTH 132,
ANTH 133, ANTH 134, ANTH 135, ANTH 140, ANTH 150, COMM 164B,
ECON 101, ECON 129, ECON 130, ECON 134, ECON 135, ECON 160,
ENVS 146, ENVS 147, ENVS 149, ETHN 156, HIST 106, HIST 123, POLI 140,
POLI 146, POLI 158, POLI 165, POLI 167, PSYC 115, PSYC 117, PSYC 150,
PSYC 167, PSYC 172, PSYC 185, SOCI 132, SOCI 134, SOCI 138, SOCI 165,
SOCI 172, TESP 157, RSOC 170
Internship Requirement
The PHS major requires students to complete at least 100 hours of public health-related
internship work. Internships should be approved in advance by the Director of the Public
Health Program. Internships can be done on a part-time or full-time basis, during the academic year or summer. Students may receive course credit for volunteer internships. For
guidance on internships, contact the Director of the Public Health Program.
REQUIREMENTS FOR THE MINOR
The interdisciplinary public health minor provides an introduction to the field of public
health and is particularly useful for students interested in careers related to medicine, health
care, community health, social work, education, or public policy. The public health minor
establishes a sound scientific foundation to understand the functioning of the human body
in health and disease and to appreciate the mechanisms by which diseases arise and spread
in populations. Students also develop a foundation in the social sciences and statistical
methods. Upper-division courses address the influences of biological, environmental, cultural, economic, and historical factors on human health. Students are encouraged to study
abroad, if possible, to gain perspective on global health issues. The Public Health Program
is evolving and students are encouraged to petition the Director of the Public Health
­Program to consider new relevant courses developed at Santa Clara and partner institutions
abroad in addition to the electives described below.
Public Health Courses
• PHSC 1 and at least one additional PHSC course
• Statistics course
• MATH 8 or PSYC 40 or SOCI 120 or BIOL 160
Natural Science Courses
• BIOL 21, 22
• CHEM 11, 12
PUBLIC HEALTH PROGRAM 219
Social Science Courses
• At least two courses chosen from ANTH 1, ANTH 3, POLI 1, POLI 25, PSYC 1,
PSYC 2, SOCI 1, SOCI 33
Elective Courses
• At least three courses from the following list, including courses from at least two departments: ANTH 133, ANTH 140, ANTH 134, ANTH 135, ANTH 150, BIOL
110, BIOL 111, BIOL 112, BIOL 113, BIOL 114, BIOL 115, BIOL 124, BIOL
127, BIOL 131, BIOL 145, BIOL 159, BIOL 160, BIOL 173, CHEM 141, ECON
101, ECON 129, ECON 130, ECON 134, ECON 135, ECON 160, ENVS 146,
ENVS 147, ENVS 149, HIST 106, HIST 123, POLI 140, POLI 146, POLI 158,
POLI 165, POLI 167, PSYC 115, PSYC 117, PSYC 150, PSYC 167, PSYC 172,
PSYC 185, SOCI 132, SOCI 134, SOCI 138, SOCI 165, SOCI 172
LOWER-DIVISION COURSES
1. Human Health and Disease
28.Human Sexuality
Examination of human health and disease. Integrates the biological foundations of
Topics include common infectious and human sexuality with psychological and sochronic diseases, how diseases arise in indi- cial aspects of sexuality. Topics include the
viduals and populations, how diseases are anatomy, physiology, and neurobiology of
studied, and how health is promoted at the sex, gender and sexual orientation, sexually
individual and community levels. (4 units)
transmitted diseases, conception and pregnancy, contraception and abortion, and sex11.Women’s Health
ual dysfunctions. Also listed as WGST 33.
This course examines how women’s health (4 units)
over the life course is influenced by biological, psychological, social, and cultural experi- 31. Community Health
ences. Topics include menarche and pubertal This course examines key health indicators
development, reproductive health and rights, and patterns seen in individuals, families,
menopausal transition, mental health, and neighborhoods, schools, and communities.
violence. Current, historical, and cross-­ Students will explore social, environmental,
cultural examples are discussed. (4 units).
political, cultural, and behavioral factors that
contribute to health disparities linked to ra21.Health and Aging
cial, ethnic, socioeconomic, and geographic
Analysis of the human aging process, and the differences. The course will also examine the
biological, medical, social, and ethical issues design, implementation, and evaluation of
associated with aging. Topics include theo- social and behavioral interventions and health
ries of aging, diseases and various health care policies to improve community health.
issues associated with aging, and end-of-life (4 units)
issues. (4 units)
220 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES
100.Epidemiology
124.Health Consequences
of a Western Lifestyle
Introduction to epidemiology, including
measurement of population health status, This course explores the impact of living in a
analysis of disease occurrence and transmission developed country on human health. Topics
at the population level, and development such as diabetes, obesity, heart disease, hyand assessment of public health interven- pertension, and cancer will be discussed at
tions aimed at improving the health of com- the molecular, cellular, physiological, and
munities and populations. Prerequisite: population levels. Also listed as BIOL 106.
BIOL 24. Also listed as BIOL 117. (5 units) Prerequisite: BIOL 25. (5 units)
101.Nutrition
190.Public Health Science Capstone
This course focuses both on how the body Integrative course organized around a differprocesses food and on how the resulting nu- ent public health theme each year. Includes
trients affect human physiology. In addition lectures, readings, guest speakers, and discusto exploring topics of particular interest to sion, culminating in student research projcollege students including eating disorders, ects and presentations. The course is
ideal body weight, nutritional supplements, intentionally interdisciplinary, demanding
and the influence of nutrition on athletic that students address public health issues
performance, this course also considers the from diverse scientific and cultural perspecglobal impacts of poor nutrition on public tives, and employ a variety of analytical tools.
health. Prerequisite: BIOL 24. Also listed as Prerequisite: PHSC 1. Pre- or co-requisite:
BIOL 123. (5 units)
PHSC 100 or permission of instructor.
(5 units)
111. Health Education and Promotion
This course examines fundamental concepts 196.Peer Health Education
of health education and promotion in a variety
of public health contexts. Major theoretical Provides students with current information
approaches and models related to behavior on a variety of health topics, including genchange, social influence, communication eral wellness, alcohol and substance abuse,
strategies, and community-based change are nutrition, eating disorders, stress, mental
discussed, as well as multifactorial determi- health, sexual health, and sexual assault.
nants of health and health-related behaviors. Basic listening, counseling, group facilitaAn overview of different research methodol- tion, public speaking, and presentation skills
ogies for health program design, implemen- are developed and nurtured. Students are
challenged to grow as leaders, peer counseltation, and evaluation is provided. (5 units)
ors, and educators. Upon completion of this
120.Technology, Innovation,
course, students are eligible to become a
and Public Health
member of the Peer Health Education
This course investigates real-world strategies (PHE) Program. Enrollment by permission
to improve human health in underserved of instructor. (2 units)
communities. Public health efforts often
deal with prevention of disease and promo- 198.Peer Health Educator Practicum
tion of health through organized efforts and For students who have already completed
social choices. This course will focus on the training as peer health educators through
role of technological innovation and social PHSC 196 and who will be actively involved
entrepreneurship in addressing major public in the Peer Health Education Program durhealth issues of developing countries. ing the enrolled quarter. Enrollment by per­Pre­requisite: PHSC 1. Pre- or co-requisite: mission of instructor. (1 unit)
PHSC 100 or permission of instructor. (5 units)
RELIGIOUS STUDIES 221
DEPARTMENT OF RELIGIOUS STUDIES
Professors Emeriti: Michael Buckley, S.J., Denise Carmody,
Anne Marie Mongoven, O.P.
Professors: Paul G. Crowley, S.J. (Santa Clara Jesuit Community Professor),
Diane E. Jonte-Pace, Gary A. Macy (Department Chair and John Nobili, S.J.
Professor), Frederick J. Parrella, David J. Pinault, John David Pleins
Associate Professors: James B. Bennett, David B. Gray, Kristin Heyer (Bernard J. Hanley
Professor), Teresia Hinga, Michael C. McCarthy, S.J. (Edmund Campion, S.J.
Professor), Catherine M. Murphy, Ana Maria Pineda, R.S.M., James W. Reites,
S.J., Philip Boo Riley, Francis R. Smith, S.J.
Assistant Professors: Michael T. Castori, S.J., Akiba Lerner, Socorro Castañeda-Liles
Senior Lecturers: Margaret R. McLean, Salvatore A. Tassone, S.J.
Lecturers: Jean Molesky-Poz, Sarita Tamayo-Moraga
The Department of Religious Studies offers a degree program leading to the bachelor of
arts in religious studies. The department also offers a minor program for those who wish to
concentrate in theological and religious studies. In keeping with the University’s commitment to the Catholic faith tradition, the department offers a variety of courses in Scripture,
history, and Catholic theology. Faithful to the Jesuit tradition of liberal education and
engagement with other religions, the department offers a wide breadth of courses in various
religious traditions and methodologies for the study of religion. The department also offers
courses as part of the Undergraduate Core Curriculum, at both lower-division and upperdivision levels. Courses are clustered in three areas: Theology, Ethics, and Spirituality
(TESP); Scripture and Tradition (SCTR); and Religion and Society (RSOC).
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in religious studies must complete the following departmental requirements:
• Three lower-division courses, one from each of the three areas (scripture and tradition;
theology, ethics, and spirituality; and religion and society)
• Eight approved upper-division courses, including three designated religious studies
seminars, with one in each of the three areas
• RTC 2 Theories and Methods in Religious Studies
• A year-long Capstone Seminar
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in religious studies:
• One introductory-level religious studies course (1–19)
• Two intermediate-level courses (20–99)
• Four approved advanced-level courses (100–199), one of which must be a religious
studies seminar. Of the seven courses, at least one must be from each the three areas
(scripture and tradition; theology, ethics, and spirituality; and religion and society).
222 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: SCRIPTURE AND TRADITION (SCTR)
anity, especially as recorded in Luke’s two11.Origins of Western Religion
An introduction to the study of religion through volume contribution to the New Testament.
an inquiry into the origins of ­Western religion. (4 units)
Surveys the principal issues raised during the 26.Gender in Early Christianity
foundational periods of the Jewish and
Christian religions and considers the continued The history of early Christianity is often
debates sparked by these traditions. (4 units) portrayed as a history of, by, and about men,
despite clear indications that women played
19.Religions of the Book
a prominent role in the early church. IntroThis course offers an introduction to Juda- duces the construction of gender in antiquiism, Christianity, and Islam with a study of ty, Jewish and Greco-Roman laws and
their central texts, traditions and practices. customs, the biblical canon and other ChrisWe begin the course with a paradox: reli- tian texts. Contemporary feminist perspecgion, that which in its literal sense “binds” or tives will inform the discussion. Also listed as
“fastens together,” is also that which often WGST 46. (4 units)
violently divides our world. As we examine 27.Historical Jesus
the sacred texts of Jews, Christians, and
Muslims (Hebrew Bible, New Testament, A study of the sources, problems, and methand Qur’an), and various methods of inter- ods in the various “quests” for Jesus of Nazapreting them, our focus will remain on what reth. Each phase of the quest in the 19th and
is shared and what characteristically distin- 20th centuries, from Reimarus to the Jesus
guishes between the monotheistic faiths. Seminar. Students will assess historical-critical criteria and apply these criteria to the
(4 units)
sources in a term paper in order to construct
22.The Synoptic Gospels
their own versions of a “life” of Jesus.
A survey of the Gospels of Mark, Matthew, (4 units)
and Luke in light of the findings of modern 30.New Testament
scholarship. Special attention given to the
relationships among the Gospels, the partic- Explores the historical and religious backular situations of the churches in which they ground of the New Testament period and
were written, and the special intentions and concentrates on the origin and purpose of
the New Testament writings and the overall
considerations of the authors. (4 units)
meaning of the individual books. (4 units)
23.Christ in the Four Gospels
33.New Testament Narratives
Deals with the historical ministry of Jesus,
and Cinema
his resurrection, and how his disciples and
the church of the New Testament period in- Exploration of the stories that emerged with
terpreted Jesus’ teaching and developed their the Jesus event, their historicity, and their
beliefs about Christ. Concentrates on the role in forming the early Christian communities. No previous knowledge of ChristianGospel portrayal of Jesus Christ. (4 units)
ity is needed. (4 units)
24.Christian Origins: Luke/Acts
35.Science versus the Bible:
The story of Jesus is told in four different
The Genesis Debates
Gospels by the four evangelists. Yet only
Exploration
of the continuing debate over
Luke added a second volume about the first
the
biblical
stories
of creation and the flood
generation of Christians, called the Acts of
the Apostles. This intermediate-level course in relation to the sciences of human evoluinvestigates the historical origins of Christi- tion, geology, and mythology. One focus is
RELIGIOUS STUDIES 223
on historical developments in America and
England in the 17th–19th centuries. The
role of fundamentalist Christianity in the
public school system today. (4 units)
39.Biblical Women and Power
Hero, villain, prophet, deviant—these are
some of the power roles embodied by
women in the Bible. Explores the exercise of
power by biblical women in actual and figurative situations, in culturally positive and
negative ways. Attention will be given to the
continuing impact of such traditions for
gender socialization in our world today.
Also listed as WGST 47. (4 units)
41.Biblical Hebrew I
Introduction to the vocabulary and grammatical forms of Biblical Hebrew. (4 units)
42.Biblical Hebrew II
Completion of the grammatical forms of
Biblical Hebrew. (4 units)
43.Biblical Hebrew III
Introduction to the readings of various
genres of Biblical Hebrew literature and
­ancient Hebrew inscriptions. (4 units)
48.Jesus the Jew
In the New Testament, Jesus of Nazareth is
called “rabbi”; he argues in Pharisaic terms
with Jewish Pharisees; quotes the Jewish
Bible repeatedly; is recognized by some as a
Jewish messiah; and is eventually executed as
a Judean rebel. Explores the Jewishness of
the earliest Jesus movement and its traditions, and considers how a small, first-century Jewish sect ultimately becomes a world
power largely ignorant of—and often hostile—to Jews and Judaism. (4 units)
65.Early Christianity
A selective survey of the history of the Christian church from its beginnings through the
fifth century. Examines the origins of Christianity within Judaism and the Greco
Roman world, and studies how it moved
from a marginal apocalyptic sect in Judaism
to the exclusive religion of the Roman Empire. Also investigates some of the practical
outcomes of Christian belief in the way it
was lived. (4 units)
UPPER-DIVISION COURSES: SCRIPTURE AND TRADITION (SCTR)
100.Biblical Poetry and Ancient Myth
110.Gods, Heroes, and Monsters:
Myth and Bible
Comparative study of the poetry and myths
of ancient Israel and the ancient world. Fo- Explores the debates about the meaning of
cuses on the Psalms, the Song of Songs, and myth in relation to the Bible and other anthe Book of Job. Examines a number of cient texts, with special attention to divergMesopotamian, Canaanite, and Egyptian ing theories of myth, role of the male hero,
myths. Discusses the methodological prob- violence, feminist interpretations, problem
lem of mythic interpretation. (5 units)
of suffering, the relation of religion and science, etc. (5 units)
106.Person of Christ in
the New Testament
119.Law in Judaism, Christianity,
and Islam
Deals with Jesus’ understanding of himself
and his mission as well as the New Testa- Examines how experiences and concepts of
ment interpretation given to them. Different God within the monotheistic traditions have
Christologies of the New Testament studied determined norms of human conduct. Conin order to show the unity and diversity in siders the place of “the Written and Oral
their interpretation of Christ. (5 units)
Torah” in Judaism, the diversity of Christian
interpretations and formulations of “the
224 COLLEGE OF ARTS AND SCIENCES
Law” from the time of the New Testament
to the present, and the centrality of Sharia,
“the Path,” in Islam. How law functions
both in constructing the identity of a religious community and in shaping that community’s encounter with larger society is
explored. (5 units)
128.Human Suffering and Hope
Explores issues of human suffering, justice,
and belief in light of the biblical Book of Job.
Best for students interested in the creative
arts, fiction writing, or community service.
(5 units)
134.Bondage and Freedom
Examines the crucial role of the Exodus, the
study of Israel’s deliverance from slavery, in
confronting religious, political, racial, and
gender oppression from ancient times to the
present. (5 units)
139.Bible in Contemporary
Fiction and Film
Examines representations of the Bible in
contemporary fiction and film. Aims to explore how contemporary literary and cinematic texts have used biblical sources, how
these biblical sources have been adapted, and
what these intertextual adaptations reveal
about the concerns and purposes of their authors and readers/viewers. (5 units)
141.Advanced Hebrew I
Advanced grammar review and reading of
select biblical narratives and poetic texts.
(5 units)
142.Advanced Hebrew II
Extended reading of biblical Hebrew narratives and poetic texts. (5 units)
143.Advanced Hebrew III
Continuation of extended reading of biblical
Hebrew narratives and poetic texts. (5 units)
144.Aramaic Grammar
Introduction to Aramaic grammar. Reading
of biblical Aramaic texts and selections from
the Targums. (5 units)
157.The Bible and Empire
Explores the political impact of empires on
biblical texts in their initial composition and
codification and their subsequent interpretation. Analyzes the ways that imperial interests are both embedded in and critiqued by
biblical texts. Examines how biblical interpretations figure in the international and
ethical debates that characterize the contemporary postcolonial world, with attention to
race, ethnicity, and gender. Offers students
the chance to reflect on their own ethics and
beliefs through a topic that is both global
and historically informed. Also listed as
WGST 153. (5 units)
158.Postcolonial Perspectives
on the New Testament
Introduces students to postcolonial critical
theory and uses it to explore the political
contexts of New Testament texts, raising
new questions about the ethical implications
of how we read these texts today. Also listed
as WGST 147. (5 units)
162.Violence and Nonviolence
in Scripture
An examination of the biblical mandates for
and against the use of violence in God’s
name. This course will probe the historical
and ethical foundations of pursuing or renouncing violence as evidenced in Jewish
and Christian scriptures. Of particular concern will be the weighing of these various
moral imperatives in light of the social questions we face today. (5 units)
165.Gender and Sex in
Biblical Interpretations
Opens the Bible to critical readings from
feminist and queer theory. It examines the
original contexts of contested passages (creation, the destruction of Sodom, the role of
women in early Christianity) as well as subsequent interpretation, and exposes the insights and ethical challenges that gender
studies pose to these classic texts. Also listed
as WGST 148. (5 units)
RELIGIOUS STUDIES 225
170.Darwin and God
This course reviews the ongoing debate over
the relation between Darwin’s evolutionary
ideas and religious belief, and specifically
considers the discovery that religion and ethics have evolved. (5 units)
198.Practicum
(1–5 units)
199.Directed Reading and Research
For religious studies majors only. (1–5 units)
LOWER-DIVISION COURSES:
THEOLOGY, ETHICS, AND SPIRITUALITY (TESP)
4. The Christian Tradition
45.Christian Ethics
A theological examination of the Christian Focus on the moral implications of the
tradition covering such topics as religious ex- Christian commitment, formulation of the
perience and the meaning of God; Jesus in principles of a Christian ethic, and their apthe Gospels; the development and history of plication to areas of contemporary life (e.g.,
the Christian churches; and the relevance of to wealth and poverty, violence and nonvioChristianity in the 21st century global lence, bioethics and interpersonal relations).
world. (4 units)
(4 units)
31.The Christ: Mystery and Meaning
A historical and theological examination of
Jesus of Nazareth: the meaning of his life,
ministry, death, and resurrection; the doctrine of Jesus as man and God and its application to contemporary experience; the
meaning of Christ as savior in a global, multicultural world. (4 units)
46.Faith, Justice, and Poverty
Who is my neighbor, and how are we to be
community? This course examines biblical
theologies of social responsibility and solidarity, selected Christian social movements
concerned with care for the other, and major
theologians and ethicists on poverty and justice. (4 units)
40.Exploring Judaism
Provides a basic introduction to the essential
terms, traditions, religious trends, ideas, and
history that have defined Judaism historically and continue to inform contemporary
debates over the meaning of Judaism in the
modern world. Covers a variety of voices and
traditions within the centuries old-discussion of what it means to be part of the Jewish
people and what Judaism means as a way of
life. (4 units)
50.Catholic Theology: Foundations
An examination of the fundamental theological issues of Catholicism such as the experience of God, revelation and faith, the
historical foundations of the tradition, the
mystery of Jesus, grace, sin and redemption,
the Church sacraments, and religious pluralism, etc. (4 units)
43.Catholic Social Thought
Focuses on the evolution of Catholic social
thought, methodologies being applied to address social questions in the modern world,
formation of the public conscience, responsibility toward the common good, and
Christian engagement in the process of social transformation. (4 units)
53.Religious Imagination
Attempts to stimulate the imagination and
clarify its relation to religion through reflection, written essays, and discussions of
­selected pieces of literature, films, and art.
(4 units)
226 COLLEGE OF ARTS AND SCIENCES
60.Hispanic Popular Religion
Study of the popular expressions of faith of
the Hispanic people, exploring their theological underpinnings. Includes both classroom and field experience. (4 units)
62.Medical Ethics In Christian
Perspective
Introduction to the field of biomedical ethics, with special attention to the guidance
and challenges that a Christian perspective
provides. Examination of ethical principles
and their application to current topics with
attention to how conflicting approaches can
all claim to be “Christian.” (4 units)
64.Environmental Justice in
Catholic Imagination
Explores the Catholic imagination as a
conceptual resource for engagement with
­
environmental justice issues. Investigates
paradigms and power relations that lead to
environmental racism and injustice, and
proposes solutions drawn from Catholic social ethics and worldview. (4 units)
65.U.S. Hispanic Theology
Acquaints students with the historical development of Hispanic theology in the United
States. Attention will be given to the works
of representative U.S. Hispanic theologians
and to the themes and concerns that these
works address. (4 units)
71.Mysticism in Catholicism
An introduction to mysticism in the Catholic tradition and its relationship to both theology and spirituality. Special attention to
the origins of the term within Catholicism,
issues of gender, the relationship between hierarchy and a personal relationship with
God, and historical controversies and discussions surrounding the possibility of union
with God. (4 units)
72.Comparative Mysticism
in World Religions
Focuses on the mystical traditions in Buddhism, Islam, Judaism, and Catholicism.
Analyzes primary sources in their historical
contexts in order to determine how contemplation leads to either peaceful or violent actions. Special attention paid to the links
between these contemplative traditions in
both war and nonviolence. (4 units)
77.Encounters of Religion
and Globalization
Religions encounter one another all the
time, with varying results—dialogue, conversion, syncretism, and wars. This course
examines the dynamics and venues for these
encounters today, focusing on the communities and organizations that make Silicon
Valley’s diverse religious landscape. (4 units)
79.Women in Christian Tradition
History as written mostly by men has obscured the important role that women have
played in Christian tradition. This course
will investigate the official and unofficial positions women have held in the Christian
church as well as read works by particular
Christian women in an attempt to restore the
women to their rightful place in Christian
history. Also listed as WGST 48. (4 units)
82.Witches, Saints, and Heretics:
Religious Outsiders
Survey of the experience of religious exclusion across the realms of magic, holiness, and
heterodoxy. While anchored in the premodern Christian tradition, the course also explores more contemporary phenomena,
persons, and movements. (4 units)
84.Spirituality and Sustainability
Investigation of the challenges of integrating
ecological consciousness and environmental
leadership with the practice of spirituality.
Examines the diversity of religious responses
RELIGIOUS STUDIES 227
to the global sustainability crisis, and the potential of consciousness to facilitate social
transformation in light of Christian, Buddhist,
and Hindu spiritual traditions. (4 units)
86.Spirituality and Engineering
Reflects on and compares the methods and
practice of the engineering sciences and theology, especially spirituality. Both affect the
way we live, both endeavor to transform the
world. (4 units)
88.Hope and Prophetic Politics
Focuses on Abraham Joshua Heschel and
Martin Luther King Jr., two religious intellectuals whose lives and works draw on this
tradition to raise and address questions basic
to any discussion of the role of religion in
public life. Through readings of Obama and
student-directed “hope projects,” we will
also focus on contemporary examples of
what it means to both think and live in
hope. (4 units)
UPPER-DIVISION COURSES:
THEOLOGY, ETHICS, AND SPIRITUALITY (TESP)
106.Christian Symbol and Ritual
118.Clare of Assisi and
Ignatius of Loyola
Investigates the role of symbol and ritual in
human experience and then applies the in- Explores with depth and clarity Clare of
sights from that study to an investigation of ­Assisi, patroness of Santa Clara University,
Christian symbols and rituals. The class will and Ignatius of Loyola, founder of the Jesunot only study rituals but also visit, partici- its. Inquiring into medieval, modern, and
pate, and analyze rituals from various Chris- contemporary worldviews, this course contian traditions. (5 units)
siders how their distinct legacies remain
lights for us. Facilitates students’ under109.Hispanic Spirituality: Guadalupe
standing of their spirituality, vocation, and
One of the most popular Marian devotions work in the world. (5 units)
for Hispanic people (of primarily Mexican
descent) is that of Our Lady of Guadalupe. 119.Theology, Sex, and Relationships
Study of the history and tradition of Guada- This course will explore the ethics of romanlupe, exploring its religious and spiritual sig- tic and sexual relationships, including friendnificance in both the past and the present. ship, dating, intimacy, and the phenomenon
(5 units)
of “hooking up” in contemporary campus
culture. We will engage theological, philo111.Latin American
sophical, and social science sources, with the
Liberation Theology
aim of developing a “theology of relationIn many parts of the world, people are mur- ship” that reflects our best insights about our
dered for their faith. The facts of martyrdom deepest human and religious identity. (5 units)
are important to document, to study, and
reflect upon in order to evaluate the inter- 124.Theology of Marriage
twining of faith and political realities. Fo- An examination of human relationships, incuses on the significance of one martyr, timacy, sexuality, and marriage through the
Archbishop Oscar Romero of El Salvador, social sciences, philosophy, and theology,
whose life and death exemplify the conse- and exploration of human love in the unquence of socially conscious faith. (5 units)
conditional commitment to spouse as the
expression of divine love. (5 units)
228 COLLEGE OF ARTS AND SCIENCES
125.Belief and Unbelief
The question of religious belief has been a
vital part of the world’s cultures and civilizations. In the modern West, however, new
and dramatic forms pose the question.
Course studies why and how this is so
through reading a variety of proponents of
both believers and unbelievers, including
Nietzsche, Camus, Freud, and Teilhard de
Chardin. (5 units)
127.Theology of Family
In Catholic teaching, the family is called “the
domestic Church.” Explores intimate community relationships that reflect the theological and ethical teachings of Catholic
Christianity. (5 units)
131.Feminist Theologies
Through the analysis of a selected sample of
feminist theological voices and themes, explores the phenomenon of feminist theologies in their emerging unity and diversity.
Focuses on themes of inclusion, exclusion,
and representation, which have also been
major catalysts in the emergence of diverse
feminist theologies. Also listed as WGST
149. (5 units)
133.Trinitarian Theology:
East and West
Explores classical and contemporary approaches and challenges to the existence and
experience of God. Focuses on the Christian
experience of God, and examines the Christian understanding of God as Trinity.
(5 units)
134.Popes, Peasants, and Prophetesses
The “Middle Ages” comprises half of the entire history of Christianity. This period of a
thousand years is, not surprisingly, hardly a
unity. Even during its greatest period, diversity abounded. This course can only touch
on the sometimes disconcerting varieties of
experience that scholars sadly lump into the
“Middle Ages.” We will study not only the
theology, but also the church structures, and
the popular beliefs of this most mis­
understood and underestimated period of
­Christian history. (5 units)
136.Architects of Solidarity
Starting with the Jesuit claim of education
for “solidarity for the real world,” students
explore the rhetorics of solidarity in different
intellectual and faith traditions and how
these rhetorics frame issues like poverty, intolerance, suffering, and globalization to inspire and justify action on behalf of others.
Course requirements include field work
with local organizations whose missions include solidarity across religious, economic,
ethnic, or geographic differences. (5 units)
137.Theology of Death
An examination of the experience of death
and the meaning of Christian hope in light
of the death and Resurrection of Jesus; the
meaning of the Christian symbols of judgment, heaven, hell, and the end of history.
(5 units)
138.Contemporary Theology
of Paul Tillich
An examination of the philosophical and
theological thought of one of the great 20thcentury Protestant theologians, with special
emphasis on his theology of culture, and his
effort to reinterpret the Christian message
for contemporary people. (5 units)
139.Catholic Theology
and Human Sexuality
Explores theological understanding of marriage, celibacy, and homosexuality; history,
development, and critique of Catholic
Church teaching on human sexuality; sexuality, God, and spirituality. Readings from
the Bible, classical theologians, Roman
Church documents, contemporary theologians, historians, and theorists. Also listed as
WGST 150. (5 units)
RELIGIOUS STUDIES 229
143.Theology and Ethics
of Thomas Aquinas
A study of the life, thought, and ethics of
Aquinas. Basic topics to be discussed include
the existence of God, human nature, and
human participation in society. (5 units)
147.Religious Autobiography
Exploration of spirituality through selected
Christian autobiographies. (5 units)
151.Issues in Theology and Science
Explores how theology and science arrive at
views of the world and the basis of con­
versation between theology and science.
Theoretical applications drawn by exploring
Galileo, Darwin, evolution, cosmological
theory, and ecological theology. (5 units)
152.Faith, Ethics, and Biodiversity
Critical investigation of the global collapse
of biological diversity. Religious implications
of this environmental crisis, and a survey of
the religio-ethical analysis and response by
major faith traditions in light of the greening
of religion. Examines the role that ethics can
play in articulating conservation initiatives.
(5 units)
153.Catholic Themes in Literature
Investigates a Catholic vision through novels
and other literature either written by Catholics or using Catholic themes. Extensive
reading, writing of reflective essays, and class
discussion. (5 units)
156.Christian Ethics and HIV/AIDS
Examines different dimensions of the AIDS
pandemic in light of sources and methods in
Christian ethics, including theological anthropology, sexual ethics, virtue ethics, fundamental moral theology, and social ethics.
Covers related topics including social stigma,
the role sexism and poverty play in contemporary transmission rates, and different theoretical proposals and practical responses.
(5 units)
157.Ethics in the Health Professions
Introduction to the major issues in biomedical ethics. Basic principles of biomedical ethics, genetic interventions and reproductive
technologies, euthanasia, professional responsibilities, confidentiality, and public
policy issues regarding the system of delivery
of health care. (5 units)
158.Immigration and Ethics
Undertakes an interdisciplinary examination
of contemporary immigration with a primary focus on the U.S. context. Social scientific, theological, and philosophical texts,
along with Arrupe placement experiences,
illuminate ethical assessments of immigration policies and practices. (5 units)
159.Ethics of War and Peace
Examination of the history of moral deliberation about war and peace in Western religious traditions, as well as contemporary,
theological, and philosophical analyses of
the diverse moral principles that those traditions have generated. Studies the application
of theological and moral reasoning to contemporary wars. (5 units)
163.Christianity and Politics
An ethical investigation into the relationship
between Christianity and the political order
and into the contemporary experience of
this relationship, drawing on Scripture,
Augustine, Aquinas, Luther, and Calvin.
­
A special focus on contemporary issues of
Christianity and political ethics. (5 units)
165.Romero and the
Salvadoran Martyrs
The age of martyrs is not a relic of the past
but a reality of our own times. In many parts
of the world, people are being murdered for
their faith. This course will focus on the life
of the martyr, Archbishop Oscar Romero of
El Salvador, and other Salvadoran men and
women whose life and death exemplify the
consequence of a socially conscious faith.
(5 units)
230 COLLEGE OF ARTS AND SCIENCES
170.Homosexuality and
Catholic Theology
Examines Church teaching and contemporary discourse about homosexuality. Scripture, natural law, and recent teaching by the
Roman magisterium are analyzed. The
meaning of homosexuality, the emergence of
the gay liberation movement, and theological perspectives are considered. (5 units)
183.Ignatian Spirituality
An exploration of the historical background,
sources, theology, and practice of Ignatian
spirituality in the Spiritual Exercises of St.
Ignatius of Loyola and other Jesuit documents, and a comparison of Ignatian methods of meditation and contemplation with
other traditions of spirituality, Christian and
non-Christian. (5 units)
171.Mysticism in Action
What kind of action results from contemplation in mystical traditions, East and West?
Studies the links between contemplation
and action in both Zen and Catholicism, focusing on the works of Buddhist monk
Thich Nhat Hanh and Catholic monk
Thomas Merton. Examines how and why
contemplation can be useful in making difficult ethical decisions, such as support for or
opposition to war. (5 units)
184.Jesus Across Cultures
An exploration and study of selected significant and diverse interpretations of Jesus of
Nazareth, and of the historical and cultural
contexts that have shaped images and theologies of Jesus Christ (or Christologies). Approaches include biblical, Asian, African,
Latin American, and feminist interpretations. The aim is critical exposure to the
cross-cultural diversity of understandings of
Jesus within Christianity itself. (5 units)
175.Women’s Theologies
from the Margins
Women of diverse cultural communities enrich theology by voicing their lived experience from global and local perspectives.
Course explores the theological works of
African-American, Asian-American, and
U.S. Latina women in their historical and
cultural contexts. Also listed as WGST 151.
(5 units)
185.Foundations of Faith
A careful and critical reading of Karl Rahner’s theology, with focus on his understandings of the human person, grace, and Christ
within the context of Catholic faith. (5 units)
176.Finding Your Own Spirituality
A theological and personal exploration of the
desire for meaning in one’s life, looking at
“meaning” through famous religious quests:
theological, mystical, and worldly. Students
examine what is real and ideal, and the room
left for God, no matter which tradition.
(5 units)
181.Christian Sexual Ethics
Covers basic presuppositions for sexual ethics in a Christian context. It will deal with
the specific topics of the morality of sexuality, lust and cybersex, contraception, homosexuality, and nonmarital sex. (5 units)
187.Christ and Catholic Theology
A study of contemporary Catholic Christology approached as Christology “from below.”
Initial consideration of some fundamental
theological concepts and then Jesus Christ as
a historical figure and object of faith. Course
pivots around Jesus’ proclamation of the
“Kingdom of God” and considers his history
through the resurrection. (5 units)
198.Practicum
(1–5 units)
199.Directed Reading and Research
For religious studies majors only. (1–5 units)
RELIGIOUS STUDIES 231
LOWER-DIVISION COURSES: RELIGION AND SOCIETY (RSOC)
7. South Asian Religious Traditions
19.Egyptian Religious Traditions
Introduction to the major religious tradi- An investigation of the ways in which Egyptions of India and neighbors: Hinduism, tian culture has been shaped by the religious
Buddhism, Jainism, Sikhism, and Islam; his- traditions of ancient pharaonic polytheism,
torical development of each faith; what is Coptic Christianity, and Islam. Attention
distinctive in each tradition; and particular to the influence of pharaonic religion on
attention to the ways in which these tradi- ­Coptic Christian and Egyptian Muslim ritutions have influenced each other. (4 units)
al practices, including how these are reflected
in the writings of contemporary Egyptian
9. Ways of Understanding Religions
Muslim authors. (4 units)
Introduces the categories by which religion
is formally studied. Explores distinct per- 33.Maya Spirituality
spectives or ways of thinking about religion Introduces the spirituality of the Maya, and
(e.g., psychological, phenomenological, an- its roots in Mesoamerican culture. Course
thropological, theological, and sociological); focuses on the contemporary public reemeralso considers a variety of religious data gence of ancient practices, with attention to
(e.g., symbols, myths, rituals, theologies, and Maya participation in evangelical religions,
modern communities). (4 units)
and enculturated Catholicism. (4 units)
10.Asian Religious Traditions
This course will introduce students to the
history, major teachings, and practices of the
major Asian Religious traditions of South,
Central, East, and Southeast Asia, namely
Hinduism, Jainism, Buddhism, Sikhism,
Confucianism, Daoism, and Shintoism. It
will do so from a historical perspective, and
will also explore the development of key
theological and religious/philosophical doctrines as well as the associated practices.
(4 units)
12.Latinos and Lived Religion
in the United States
This course introduces students to the ethnic and religious diversity among Latinas
and Latinos living in the United States. Students will be exposed to the ways in which
Latinos appropriate Christian, Indigenous,
and Afro-Latino religions in their everyday
lives. (4 units)
36.Critique of Religion in Modern Era
This course will examine and evaluate influential modern critiques of religion such as
those advanced by Hume, Marx, Nietzsche,
and Freud. Particular attention will be paid
to the intellectual, social, and political consequences of these critiques, especially as they
bear on contemporary phenomena like secularization, democratization, the rise of modern science, and fundamentalism. (4 units)
38.Religion and Culture: Africa
Introduces the study of religion from the
social perspective of how religion shapes
­
­African cultures and is thoroughly shaped by
them in turn. Examines texts, history, ritual
practices, and modern forms of engagement
with the world. (4 units)
41.Women’s Spiritualities
Examines women’s spiritualities in diverse
religious, social, political, historical, and
contemporary contexts. Attention to women’s interpretations of experiences of the sacred, understandings of self-knowledge,
spiritual praxis, personal relations, and solidarity with others. Also listed as WGST 45.
(4 units)
232 COLLEGE OF ARTS AND SCIENCES
46.African Religions
Examination of African history and its many
cultures through the lens of key religious
ideas, practices, and cosmologies. The power
of history, geography, and political domination over the shaping of religion is matched
by the power of religion as a medium of cultural expressiveness and political resistance.
(4 units)
49.Religion, Politics, and Civil Society
What should be the relationship between
religion, politics, and civil society? Some
people think that particular religious tradition should play no part; others believe that
it should. This course considers these arguments as well as exploring the interplay between religion, political behavior, and civil
engagement, not only in the United States
but around the world. (4 units)
51.Religion in America
Traces the development, character, and impact of religion in America from the precolonial era to the present. Course readings and
discussions will center on the relationship
between religion and the development of
American culture. Includes Native American
traditions; slavery and religion; the rise of
revivalism; gender; religion and war; immigration; and modern pluralism, etc. (4 units)
54.Comparative Religion
and Social Theory
A survey of recent social theory as it bears on
the comparative study of religious traditions.
Theorists might include Durkheim, Weber,
Malinowski, Freud, Alfred Schutz, Jan
Patocka, Peter Berger, Robert Bellah,
­
Clifford Geertz, Jurgen Habermas, and
­
­Niklas Luhmann. (4 units)
67.Film and Judaism
Uses a variety of readings and films to explore the ideas and experiences that have
shaped Jews and Judaism in the modern period. Topics include Enlightenment and
emancipation, Hasidism and secularism,
Zionism and socialism, immigration and
­
a­ ssimilation, anti-Semitism and the Holocaust,
denominationalism, feminism, Jewish Renewal, and the future. (4 units)
81.Islam
Introduction to the Islamic tradition focusing on the dialectic between normative theology and popular devotion. Readings
include the Quran, Sufi literature, and devotional poetry. Discussion of Quranic concerns in the Sunni and Shia traditions,
ecstatic mysticism, Islamic law, and contemporary issues relating to the status of women,
Westernization, and modernity. (4 units)
85.Hinduism
Exploration of the historical development,
theologies, symbols, rituals, scriptures, social
institutions, and 20th-century politics of
Hinduism, primarily in India. Main focus
on the interaction of religion and culture.
(4 units)
86.Buddhism
Exploration of the whole Buddhist tradition,
including Indian origins, Theravada traditions of Southeast Asia, Mahayana traditions
of Central and East Asia, and Buddhism in
the West. Emphasis on cultural impact of
religion, Buddhist philosophy and practice,
and modernizing tradition. (4 units)
87.Buddhism and Film
Explores the portrayal of Buddhism in contemporary global cinema. Covers key teachings of Buddhist religious traditions, and
provides an introduction to the field of film
studies, with particular focus on the skills
needed to write critically about film.
(4 units)
88.Chinese Religions
Focuses on the historical development of
Chinese religions—Confucianism, Daoism,
and Buddhism—and their philosophies, as
well as the interface between folk religion,
society, and political institutions in traditional and modern China. (4 units)
RELIGIOUS STUDIES 233
91.Native Spiritual Traditions
Introduction to Native American spiritual
traditions in the Americas. Examines myth,
the diversity of ceremonial practices, and the
historical and political contexts in which native peoples have manifested and adapted
their religious ways, with an emphasis on
their recent reaffirmation of indigenous traditions. (4 units)
99.Sociology of Religion
Using early and American Christianity as examples, this class examines how various social forces shape the religious beliefs and
practices of people of faith. In particular it
draws on a number of sociological perspectives, looking both at their historical and
philosophical underpinnings and at what
they can tell us about religious growth, faith
in the modern world, and religiously inspired social action. (4 units)
UPPER-DIVISION COURSES: RELIGION AND SOCIETY (RSOC)
106.Zen in Theory and Practice
and also historical contexts. Includes Mormons,
Explores the Chan/Zen traditions of East Christian Science, Jehovah’s Witnesses, the
Asian Buddhism from the historical, theo- Nation of Islam, Scientology, and Heaven’s
retical, and practical perspectives. Students Gate, etc. (5 units)
will explore the history and teachings of the 113.Buddhism in America
Zen traditions, and then will learn how to
undertake Zen meditative practice. The Following a survey of Buddhist teachings
focus will be on bringing the teachings and and the history of the transmission of Budtradition to life by experiencing them and dhism to America, this course explores the
learning about the way that practice itself diverse array of Buddhist groups in Silicon
Valley. (5 units)
drives changes in theory. (5 units)
108.Buddhist Spiritual Practices Today 115.Tibetan Buddhism:
A Cultural History
Drawing on sacred texts as well as modern
Provides
an overview of Tibetan religious
sources, this class will investigate a diverse
range of Buddhist practices, from Buddhist history and the fundamental beliefs and
monasticism to the use of Buddhist princi- practices of Tibetan religious traditions. Foples in modern psychotherapy. Starting with cuses on devotional traditions centering
an overview of the basic tenets and cosmol- around saints, sophisticated systems of medogy, we will then study the theory and prac- itation and ritual, and the experience of
tice of ethical conduct, meditation, and women in Tibetan Buddhist traditions. Also
ritual. Attention will be paid to how Bud- explores visual media such as iconography
dhism has been shaped by the cultural mi- and cinema. (5 units)
lieus of East and Southeast Asia, and the 119.Media and Religion
relationship between tradition and modern
Examination of the religious, theological,
practice. (5 units)
and ethical issues and perspectives raised by
various media: print, visual, audio, multime111.Inventing Religion in America
Explores the spiritual creativity that stands at dia, and virtual. Special attention will be
the center of the American experience and given to the nature of their relationship and
asks what characteristics facilitated such reli- the religious and spiritual issues currently
gious diversity. Looks at beliefs and practices, present in their interface. (5 units)
234 COLLEGE OF ARTS AND SCIENCES
121.Representing Religion
in World Cinema
Examines films from various cultures and
the ways religion is portrayed, stereotyped,
and represented in them. Investigates both
sacred texts and traditions of specific religions and the ways film enhances, provokes,
or misrepresents various religious themes
and motifs. (5 units)
[email protected] Valley
Is something unique happening in Silicon
Valley’s religious landscape? This seminar addresses that question through different perspectives on the Valley’s culture, scholarly
approaches to the Buddhist, Catholic, and
Muslim experiences in America, and interactions with local congregations. (5 units)
130.East Asian Buddhism
Explores in depth the major traditions of
East Asian Buddhism. Following a brief survey of their teachings and history, focuses on
several traditions (Chan/Zen, Pure Land
Buddhism, and Soka Gakkai) that are represented in the Silicon Valley area, and examines in depth the practices advocated by
these traditions, as well as the social implications of these practices. (5 units)
131.Tantra in Theory and Practice
Examines the development and global
spread of tantric traditions. Beginning with
South Asia, explores the development of the
body-oriented tantric movement and its institutionalization in Hindu and Buddhist
religious contexts. Explores spread of tantra
throughout Asia and the West, and transformation of tantric traditions in Western cultural contexts. (5 units)
134.Religion and Secularization
Is the new atheism—and by extension,
therefore, philosophy—in some genuine
sense a religious tradition? This course will
explore the meaning and sources of the socalled “new atheists” (C. Hitchens, R.
Dawkins, S. Harris, D. Dennett). We will
see that the conflict between the new atheists
and the religions has a long varied history
with the new atheists representing one strand
of philosophy. We will flesh out this particular philosophical sub-history, as well as alternative views of the religions that develop and
exist alongside the stridently atheistic, materialist forms of philosophy. (5 units)
136.Religion in Latin America
Develops intellectual tools to explore with
depth and clarity the recent religious pluralism in Latin America and the Caribbean.
Examines distinct historical legacies; sociocultural contexts; political and economic
processes; and the role that faith, belief, and
“conversion” play in people’s lives and cultures. (5 units)
139.Mexican Popular
Catholicism and Gender
From a sociology of religion perspective, this
course explores the historical roots and contemporary manifestations of Mexican popular Catholicism in the U.S. and Mexico with
a special focus on women’s contributions.
Also listed as ETHN 129 and WGST 152.
(5 units)
140.Animals, Environment,
and World Religion
An investigation of the resources offered by
world religions for addressing current crises
related to the status of animals and the natural environment. Attention will be given to
traditional views of human-animal relations
as reflected in various scriptures, as well as
the work of contemporary thinkers who
offer new perspectives on environmental
theology and issues such as animal suffering.
(5 units)
RELIGIOUS STUDIES 235
149.Science, Religion, and
Global Warming
Explores religious responses to the problems
and ethical dilemmas of global warming.
Special attention will be paid to world religions’ historical relationship with the environment and how contemporary religious,
social, and ethical perspectives generate debate on the science of climate change.
(5 units)
154.The Islamic Jesus
Investigation of various understandings of
Jesus in Islam, beginning with an intro­
duction to Islamic theology and Qur’anic
Christology, emphasizing Muslim scriptural
understandings of Jesus as a prophet and
healer, followed by representations of Jesus
in Sufi mysticism, medieval Islamic folklore,
and modern Arabic literature, with consideration of how Jesus can play a role in MuslimChristian dialogue. (5 units)
156.Buddhism and Globalization
Critically examines the changes and transformations that Buddhist traditions are undergoing in the contemporary world. While
the topics and traditions covered will vary,
this course will employ social scientific
methodologies to enrich our understanding
of Buddhist traditions and Buddhist groups
in North America. (5 units)
157.Religious Traditions and
Contemporary Moral Issues
Explores selected moral issues and analyzes
responses given to these issues by the selected
religious traditions. Issues to be analyzed will
include those pertaining to human life (e.g.,
euthanasia, HIV/AIDS), human sexuality
(e.g., marriage), and global issues (e.g., war,
environmental degradation, and poverty).
The central approach will be to compare and
contrast Western responses with responses
from other cultural and religious systems in
order to highlight points of difference,
points of similarity, and common ground.
(5 units)
159.Longings for Immortality
A chance to read the core texts that formed
visions of the afterlife in Western though,
including Gilgamesh, selections from
Homer, Hesiod, Plato, Cicero, Vergil, Hebrew and Christian scriptures, the Qur’an,
Dante, and Galileo. Then, turning to the
world around us, we’ll explore some of the
refractions of these visions in contemporary
film and literature and writings about cyberspace. Along the journey, we’ll ponder the
implications of personal survival and
death—both for the individual and society.
(5 units)
168.Gender and Judaism
Explores ideas and images of Jewish “femininity,” “masculinity,” and “queerness” generated by Jewish and non-Jewish cultures
throughout history to the present. Considers
the political/economic, religious, and other
cultural dimensions of these images and
ideas. Also listed as WGST 145. (5 units)
170.Religion, Gender,
and Globalization
Using feminist ethics as a framework, this
course examines the ethical issues at the intersection of religion and globalization and
unpacks the implications of this intersection
for women. Focuses on the human rights of
women and examines ways in which globalization has affected, supported, or undermined the human rights of women and the
role of religion in their lives. Also listed as
WGST 146. (5 units)
174.Jewish Philosophy:
Athens and Jerusalem
“Athens” represents the philosophical world;
“Jerusalem” the world of faith. An introduction to the history and major themes within
modern Jewish thought. Topics investigated
include secularism, capitalism, Romanticism,
Marxism, critical theory, postmodernism,
feminism, political theory, and prophetic
politics as articulated in Judaism’s encounter
with modernity. These topics are united by
236 COLLEGE OF ARTS AND SCIENCES
Judaism’s struggle to achieve a universal vision of hope for human redemption and
­liberation. (5 units)
182.Shia Islam in the
Contemporary World
An investigation of Shia theory, the historical origins of Shiism (especially the Twelver
and Zaydi denominations), and Shia-Sunni
relations in the contemporary Islamic world.
Particular emphasis on issues of ritual and
communal identity in Pakistan, India,
Yemen, and diaspora communities in North
America. (5 units)
184.Race and Religion
in the United States
Begins with an examination of the living
situation of people of African descent in the
United States, as well as an analysis of their
social context—economic, educational, and
political aspects. Considerations are then
given to the effects the Christian message has
had in this situation. (5 units)
188.Religion and Violence
Examines the historical and contemporary
relationships between religious ideologies
and personal and institutional practices of
coercion, force, and destruction. (5 units)
190.Islam: Reformation
and Modernity
Comparative study of contemporary Islam.
Beginning with the study of origins and
basic doctrines of Islam, this course will
study its development to the modern world.
Main focus will be on Islam’s interaction
with different cultures, emphasizing political
implications of the rise of revivalism.
(5 units)
191.Religions of Colonized Peoples
The aim of this course is to analyze from an
insider perspective the role of religion both
in the process of colonizing Africa as well as
in the process of resistance to colonization.
This will include an examination of the role
of religion in the African struggle against political oppression, economic injustices, racism, and cultural imperialism. Students will
then critically analyze the social-political implications of religion in their own contexts.
(5 units)
194.Modern Religious Thought
An advanced inquiry into the development
of religious thought in the modern era.
Modern religious thinkers have had to confront and deal with two related problems:
the alienation of many people from traditional religions and the rise of atheistic forms
of thought and life associated with the Western philosophical tradition. Special attention
will be paid to the relation of Enlightenment
and post-Enlightenment philosophers and
philosophical movements to developments
in religious thinking. Figures to be considered will include Kant, Schleiermacher,
Barth, Rahner, Nishitani, and Milbank.
(5 units)
198.Practicum
(1–5 units)
199.Directed Reading and Research
For religious studies majors only. (1–5 units)
SOCIOLOGY 237
DEPARTMENT OF SOCIOLOGY
Professors: Marilyn Fernandez, Alma M. Garcia, Charles H. Powers (Department Chair)
Associate Professor: Laura Nichols
Assistant Professor: Laura Robinson
Acting Assistant Professor: Patrick Lopez-Aguado
Lecturer: Regina Davis-Sowers
The Department of Sociology offers a degree leading to a bachelor of science in sociology.
A solid undergraduate foundation in sociology secures the analytical skills needed to undertake professional degree programs in sociology, business, law, and social services or to embark
on a number of careers from management to research. A minor in sociology is available.
Honors thesis options also are offered to qualified majors.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum requirements for the bachelor
of science degree, students majoring in sociology must complete the following departmental
requirements:
• SOCI 1
• ANTH 3
• SOCI 118, 119, and 120
• SOCI 121 or 122
• Five other approved upper-division courses in sociology (at least two each from two
of four clusters: criminology/criminal justice, immigrant communities, inequalities,
organization/institutions)
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in sociology:
• SOCI 1, 33, 117
• Three other approved upper-division sociology courses excluding SOCI 118, 119,
120, and 121
LOWER-DIVISION COURSES
tion of global cultures in the context of
1. Principles of Sociology
Introduction to the field of sociology. Em- ­economic history and course two will cover
phasis on the major sociological perspectives emerging global culture in the age of the
and the basic elements of sociological analy- ­Internet. Successful completion of C&I I
sis. Introductory exposure to research meth- (SOCI 11A) is a prerequisite for C&I II
(SOCI 12A). (4 units each quarter)
odology. (4 units)
11A. and 12A. Cultures &
Ideas I and II
A two-course sequence focusing on a major
theme in human experience and culture over
a significant period of time. Courses emphasize either broad global interconnections or
the construction of Western culture in its
global context. Course one will cover disrup-
30.Self, Community, and Society
Exploration of a specific topic related to the
self, community, and society. Use of sociological theories, research, community-based
learning, and civic engagement activities to
help students analyze and explore the role of
the individual in influencing community
and society as well as how the individual is
shaped by these entities. (4 units)
238 COLLEGE OF ARTS AND SCIENCES
33.Social Problems in the United States
Overview of contemporary social problems
in the United States from a sociological perspective, with a major emphasis on the ways
race, class, and gender shape the development of specific social problems and the
public policies offered to address them. Topics may include the economy, poverty,
homelessness, and social inequality. (4 units)
49.Computers, the Internet, and Society
Examines the impact new media and computer
technologies have had on society as well as the
role of individuals, groups, and societies on
the development of this technology. Looks at
the transforming or potentially transforming
effects of communication technology on civic
engagement. Prerequisite: Completion of social science requirement in the Core. (4 units)
65.Crime and Delinquency
Broad survey of major issues surrounding
the causes and nature of, and solutions to,
the problem of crime and delinquency in the
United States. (4 units)
91.Lower-Division Seminar
in Sociology
Seminar for freshmen and sophomores on
selected issues in sociology. By permission of
the instructor and sociology chair only. (4 units)
UPPER-DIVISION COURSES: THEORY, METHODS, AND CAPSTONES
117.Sociology’s Analytical Frameworks
120.Quantitative Methods
and Conceptual Approaches
and Applied Statistics
Considers sociology as an integrated and co- Application of quantitative research designs
herent discipline by reviewing the develop- and statistics to empirically examine socioment of different analytical frameworks logically relevant research questions, with atwhich, when considered together, convey tention to the scientific reasoning behind
much of the conceptual power and rich his- quantitative methodology. Statistical analytory of the discipline. Required of all sociol- ses conducted using a statistical package
ogy minors. Does not fulfill the SOCI 119 such as SPSS. Prerequisites: SOCI 1 and conrequirement for the major. (5 units)
current enrollment in SOCI 119. (5 units)
118.Qualitative Methods
Provides students with an understanding of
qualitative methods for social research by focusing on (1) classical and contemporary
sociological works employing qualitative
methods; and (2) a selection of qualitative
methods and techniques in sociology. Students gain hands-on experience by producing a series of qualitative research projects.
Prerequisites: SOCI 119 and 120. (5 units)
119.Sociological Theory
Provides an overview of sociological theory
stressing the role of theory in the scientific
method. This course is required of all majors
and will not fulfill the SOCI 117 requirement
for the minor. Prerequisites: SOCI 1 and concurrent enrollment in SOCI 120. (5 units)
121.Research Capstone
Collaborative research project conducted under
the direction of a faculty member. Prerequisites: SOCI 118, 119, and 120. (5 units)
122.Applied Capstone
Demonstrates the application of sociological
research and insights to the challenges of
modern business, human service, and public
sector organizations. Practice components
bring students into contact with people who
are incorporating sociology to improve the
functioning of their organizations and to inform policymaking. For sociology majors
and minors only. Prerequisites: Completion
of, or concurrent enrollment in, SOCI 119
and 120. (5 units)
SOCIOLOGY 239
UPPER-DIVISION COURSES:
CRIMINOLOGY/CRIMINAL JUSTICE CLUSTER
158.Sociology of Deviance
law and capitalism; law and social solidarity;
Examines noncriminal violation of social norms gender, race, and class inequality and the law;
from a variety of sociological perspectives. Top- and private/public divisions and the law. Preics typically include eating disorders, relation- requisite: Prior successful completion of one lowership abuse, child abuse, sexual harassment, or upper-division sociology course. (5 units)
substance abuse, and homosexuality. Theo- 161.Sociology of Criminal
retical emphasis on classical and contemporary
Justice Systems
critical theory, including feminist, critical
Examines
criminal justice systems in the
race, and queer perspectives. Prerequisite:
Prior successful completion of one lower- or United States and other countries from a
comparative perspective. Topics typically inupper-division sociology course. (5 units)
clude law enforcement, the courts, correc159.Sociology of Crime
tions (prisons and probation), and juvenile
Examines criminal behavior on the aggregate criminal justice systems. Theoretical emphalevel, and its effects in the U.S. and other soci- sis on classical and contemporary critical and
eties. Topics typically include sexual assault social justice perspectives. Prerequisite: Prior
and domestic violence, homicide, global successful completion of one lower- or upper­terrorism, corporate, and political crime. Theo- division sociology course. (5 units)
retical emphasis on classical and contemporary 162.Gender and Justice
critical and social justice perspectives. Prerequisite: Prior successful completion of one lower- Topics relevant to gender and justice related
to criminology and criminal justice systems,
or upper-division sociology course. (5 units)
with a particular emphasis on the experi160.Sociology of Law
ences of women and justice. (5 units)
Survey of classical and contemporary sociological theories of law and society. Topics
typically include the social construction of law;
UPPER-DIVISION COURSES: IMMIGRANT COMMUNITIES CLUSTER
137.Social Change
will also critically learn about the methods
Significant trends and issues in contempo- used to derive demographic data that are
rary U.S. society and in the world with an available to educate and aid in the process of
emphasis on social change as it relates to mi- informed decision making. (5 units)
gration. Utility of sociological concepts, 150.Immigrant Businesses
principles, theories, and applications for unin the United States
derstanding social change. (5 units)
Immigrant businesses represent a growing
138.Populations of India,
sector within the U.S. economy and contribChina, and the U.S.
ute to social, political, and cultural changes
Using India, China, and the U.S. as case stud- in the United States. Examines the developies, students will understand the historical and ment and significance of immigrant business
current trends in global population growth, owners and the communities within which
as well as the critical social, cultural, econom- their businesses are located. Also listed as
ic, and environmental factors that impact and ETHN 170. (5 units)
are impacted by population change. They
240 COLLEGE OF ARTS AND SCIENCES
180.Immigrant Communities
Explores the impact of immigration to the
United States, particularly the effect of the
immigration reform law of 1965 that resulted
in large increases in immigration to the
­United States, particularly from Latin America
and Asia. This wave of immigrants and their
U.S.-born children have significantly
changed the fabric of American society.
­Examines case studies of immigrants and the
second generation from Cuba, Mexico,
­Nicaragua, Vietnam, and Haiti using a comparative sociological perspective. (5 units)
UPPER-DIVISION COURSES: INEQUALITIES CLUSTER
132.Social Stratification
and cultural conditions in creating or adding
Analysis of the principal lines of social cleav- to urban problems; and issues such as povage within U.S. society. Emphasis on the ra- erty, immigration, housing, and the political
cial, sexual, ethnic, occupational, and class economy of urban America. (5 units)
divisions prevalent in the contemporary 153.Race, Class, and Gender
world and current policy responses. (5 units)
in the United States
134.Globalization and Inequality
Examines the sociological nature of the inOverview of globalization as a long-term his- tersectionality of race/ethnicity, social class,
torical process. Focus on the impact in the and gender by focusing on the interrelationdeveloping world; on people moving from ships among social institutions, power relathe developing to the developed world; the tionships, and cultural patterns. May also
displacement of some and new opportuni- focus on the impact of popular culture on
ties for others during different periods of the social construction of social identities.
globalization; and the long-term implica- Also listed as WGST 115. (5 units)
tions of privilege and marginality that glo- 165.Human Services
balization has produced. Examination of
case material based on Latin American, Afri- Introduction to the field of human services.
can, and Asian historical experiences; explo- Topics include the connections between soration of theoretical models of high rates of cietal understanding of social problems, propoverty in the developing world; and practi- grams, and policies; work and management
cal steps to reduce marginalization on a issues in public and nonprofit human service
agencies; human services in a multicultural
global scale. (5 units)
context; and opportunities to learn through
135.Gender and Social Change
community-based placements serving marin Latin America
ginalized communities and from human serExamination of the relationship between vice professionals. (5 units)
gender and the process of national and inter- 175.Race and Inequality
national factors related to social change in
Latin America. Emphasis on selected case Examines the racial/ethnic inequality that
studies such as Mexico, Guatemala, Bolivia, African, Asian, Hispanic, and Native Ameriand El Salvador. Also listed as WGST 128. cans and other groups experience in contemporary U.S. society. This course covers
(5 units)
theories of race and ethnicity, examines em140.Urban Society and Social Conflict
pirical research on a range of topics (poverty,
Critical inquiry into urban sociology and social class, assimilation, identity, segregatheoretical and practical exposure to urban tion, stereotyping), and explores the meanissues. Explores unresolved paradox in how ing and consequences for racial/ethnic
we understand urban life; role of structural inequality in the future. (5 units)
SOCIOLOGY 241
UPPER-DIVISION COURSES: ORGANIZATIONS/INSTITUTIONS CLUSTER
127.Group Dynamics
157.Sociology of Family
Explores the structure and social processes Examines how family forms have changed
that occur in small and large groups. Con- over time in the United States, including the
cepts such as power and prestige, leadership, macro causes and consequences of different
communication networks, collaboration family structures and role expectations. Patand conflict, game theory, and distributive terns and dynamics of dating, family formajustice are examined. (5 units)
tion, child rearing, divorce, and extended
family support systems are also covered. Also
148.Stakeholder Diversity in
listed as WGST 182. (5 units)
Contemporary American
Organizations
163.Sociology of Work and Occupation
Offers a serious exploration of both the ethi- Ideological and institutional characteristics
cal and practical challenges posed by the of modern industrial society and some of its
­diversity of stakeholder interests in organiza- basic problems, such as alienation, affluence
tions. Critical reflection on the implications and work motivation models, primary group
of client-centered approaches to organiza- influences, and leadership behavior. (5 units)
tional activity for people working in organizations, and also for structure, culture, 164.Collective Behavior
communication, and process in those orga- Analytical study of collective behavior prinnizations. Requires a community-based ciples: typology of crowds, mass behavior,
learning placement working alongside and/ and the characteristics of publics. Introducor in the service of persons who are margin- tion to social movements. (5 units)
alized in the local community. (5 units)
172.Management of
Health Care Organizations
149.Business, Technology, and Society
Examines the impact business and society Explores the sociological and practical issues
have had on the development of science/ of operations, financing, and management
technology and the transforming or poten- in organizations providing services for peotially transforming effects of changing sci- ple with health problems (organizations
ence/technology on business and society. such as nursing homes and hospitals) or
people with infirmities (organizations such
(5 units)
as senior care centers and assisted living
152.Women and Men in the Workplace ­facilities). (5 units)
Examination of the status and roles of men
and women in the labor force. How gender
differences are developed through socialization and some of the consequences of these
differences: tokenism, sexual harassment,
the “glass ceiling,” and the dual-career family. Includes strategies to address gender inequality in the workplace. Also listed as
WGST 181. (5 units)
242 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: OUTWARD BOUND
be repeated once for credit, under certain
125.Honors Thesis
Ordinarily requires an overall GPA of 3.3, a circumstances and with the approval of the
GPA of 3.5 in the major, completion of sociology chair. Prerequisites: An overall
SOCI 121, and approval of a thesis proposal GPA of 2.7 or permission of the sociology
defining a topic, outlining a theoretically chair. Students must register with the interndriven research design, and having a time­ ship coordinator the quarter before they wish
table for conducting various stages of the to register for the course. (5 units)
­research. May be taken only with special per- 199.Directed Reading/
mission of the sociology chair. (5 units)
Directed Research
198.Internship
Intensive reading in areas not emphasized by
Opportunity for students to employ socio- the department. Independent research on
logical insights in human service/communi- specific topics not fully covered in departty, government, or business organizations. mental courses. May be repeated once for
Students spend the majority of class time off credit, under certain circumstances and with
campus and then reflect on their experiences the approval of the sociology chair. Written
through discussions in class and papers. May departmental approval necessary in the quarter prior to registration. (5 units)
UPPER-DIVISION COURSES: OTHER
133.Politics and Society in
176.Elder Law
Developing Societies
A survey of public policy issues particularly
Social and political change in the Third affecting the elderly. Consideration of the
World. Relationship between economic and legal aspects of death and dying, involuntary
social development and the emergence of commitment, guardianship and conservademocratic, authoritarian, or revolutionary torship, age discrimination, public benefit
regimes in Africa, Asia, and Latin America. programs, and nursing homes. (5 units)
Emphasis on ways in which the international system influences development through 190.Advanced Seminars in Sociology
investigation of theories of interdependence, Seminars for juniors and seniors on selected
issues in sociology or current problems of
dependency, and neoimperialism. (5 units)
social relevance. (5 units)
168.Political Sociology
Analysis of power relations in the United 194.Peer Educators
States. Examination of different dimensions Peer educators in sociology work closely
of power. Particular emphasis on the devel- with a faculty member to help students in a
opment of social protest movements. (5 units) course understand course material, think
more deeply about course material, benefit
from collaborative learning, feel less anxious
about testing situations and/or to help students enjoy learning. Enrollment is by permission of the instructor. (1–2 units)
THEATRE AND DANCE 243
DEPARTMENT OF THEATRE AND DANCE
Professors: Aldo Billingslea, Barbara Fraser, Barbara Murray (Department Chair),
Frederick P. Tollini, S.J.
Associate Professors: Jerald R. Enos, David J. Popalisky, Michael Zampelli, S.J.
(Paul L. Locatelli, S.J. Professor)
Assistant Professors: Kimberly M. Hill, Courtney Mohler
Senior Lecturers: Derek Duarte, Kristin Kusanovich, David Sword
Lecturers: Karyn Connell, Pauline Locsin-Kanter
The Department of Theatre and Dance celebrates creativity of the human spirit, offering
a well-rounded education leading to a bachelor of arts degree in theatre arts with an emphasis in either theatre or dance. This study involves both academic disciplines and creative
processes. These include practice and analysis of skills required in the performing arts; critical evaluation of literature, history, and theory of drama and dance; collaboration in production and public presentation of performance. The department also offers minors in
theatre and dance as well as an interdisciplinary minor in musical theatre in cooperation
with the Department of Music.
Theatre and dance are distinct but related areas of emphasis. While each has its own set
of requirements, students in either emphasis share common courses. Through lectures, studio courses, labs, and productions, students work closely with faculty and staff mentors.
The theatre program offers coordinated courses in acting, design, technical production,
directing, dramatic literature, and theatre history. Students within the theatre emphasis will
have a well-rounded foundation but may focus their study on any of the above areas.
The dance program emphasizes modern dance and choreography, with additional training in jazz and ballet. In these areas, students have many opportunities for performance and
production; majors have the option of a senior recital, directing project, design assignment,
or a senior thesis. Majors must fulfill the Undergraduate Core Curriculum and College of
Arts and Sciences requirements for the bachelor of arts degree and the department requirements in their emphasis area, theatre or dance.
A degree in theatre arts provides preparation for many career options. Some students
continue on to graduate school, perfecting skills in acting, dance, design, directing, or historical studies. Graduates in theatre and dance have successfully pursued careers in professional theatre and dance companies, film, television, arts administration, and teaching. In
addition, many have applied their skills in careers outside of theatre—in medicine, law,
management, marketing, development, and religion.
A strong liberal arts education is inherent in the study of theatre and dance. Students are
encouraged to work with their advisors planning a program that includes courses within
their focus area and courses in other departments with related disciplines. Programs that partner
well with theatre and dance include: English, music, communication, studio art, psychology, political science, and marketing. Students may combine theatre with various education
waiver programs. Courses in theatre and dance can provide students of any major with
experience in collaborative work, critical thinking, management, and communication skills.
The theatre season usually includes at least four faculty-directed plays, three dance concerts,
and student-directed plays and recitals. Participation in departmental productions is open
to all members of the University community: students, faculty, and staff. Guest productions
by professional dance and theatre companies occasionally form part of the season, and guest
artists periodically direct, design, choreograph, or perform in shows with Santa Clara students.
The University also offers an interdisciplinary minor in musical theatre. Please see interdisciplinary minors for requirements.
244 COLLEGE OF ARTS AND SCIENCES
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and College of Arts and Sciences
requirements for the bachelor of arts degree, students majoring in theatre arts must complete
the following departmental requirements:
Emphasis in Theatre
• THTR 9, 20, 21 and 30
• THTR 41, 42 and 43
• Two courses from THTR 31, 32, 33
• DANC 46
• THTR 185
• One course from THTR 116, 117, 118
• DANC 159 or 189
• Four approved 5-unit upper-division theatre or dance electives; two of which must
be in alternate specializations: acting, design/technical, directing, history/literature,
playwriting
• 4 units of THTR 39/139
Emphasis in Dance
• THTR 9, 20 and 30
• DANC 67
• One course from DANC 40, 41, or 42
• One course from DANC 43, 44, or 45
• DANC 46, 47, 48 and 49
• One course from THTR 31, 32, or 33
• DANC 143 and 146
• Two courses from DANC 140, 141, 142, 145, 147, or 148
• DANC 162 or 166
• DANC 159 or 189
• Two approved 5-unit upper-division theatre or dance electives
• 4 units of THTR 39/139
REQUIREMENTS FOR THE MINORS
Students must fulfill the following requirements for a minor in theatre or dance:
Minor in Theatre
• THTR 10, 8 or 20, 30 or 31
• One 4-unit lower-division theatre and dance elective
• Four 5-unit upper-division theatre and dance courses
• THTR 39/139
THEATRE AND DANCE 245
Minor in Dance
• THTR 10
• DANC 46, 47, 48, and 49
• 4 units of ballet or jazz
• DANC 143 and 146
• One course from DANC 140, 141, 142, 145, 147, or 148
• One 5-unit upper-division theatre and dance elective
• THTR 39/139
LOWER-DIVISION COURSES: THEATRE
7.Improv
10.Introduction to Theatre Arts
Designed for majors and nonmajors, Im- Creating a show: basic performance and proprov seeks to expand the participant’s capa- duction skills leading to theatrical presentability for spontaneity, flexibility of thought, tion. (4 units)
creativity, communication and teamwork
through the use of theatre games and specifi- 11A. and 12A. Cultures &
Ideas I and II
cally structured improvisation exercises. No
previous acting experience is necessary for A two-course sequence focusing on a major
this course. Every level of performer or non- theme in human experience and culture over
performer will have something to contribute a significant period of time. Courses emphaand learn from this experience. Topics such size either broad global interconnections or
as the impact of status on relationships, non- the construction of Western culture in its
verbal communication, staying positive, global context. Courses may address creativbuilding on ideas offered by others, and de- ity and the use of space, the performing arts
veloping narratives will be explored through- as reflections and constructions of culture,
and other topics. Successful completion of
out this class. (4 units)
C&I I (THTR 11A) is a prerequisite for
8. Acting for Nonmajors
C&I II (THTR 12A). (4 units each quarter)
Through standard theatre games, exercises,
monologues, and scenes, students will ex- 14.Chicana/o and
Native American Theatre
plore, via Stanislavski’s “method of physical
An
exploration of Chicana/o and Native
action,” basic principles of the acting craft.
American plays, artists, and companies in
(4 units)
the 20th and 21st centuries. Includes analy9. Defining the Performing Artist
ses of cultural, economic, political, and genBeing in tune as a performing artist means der issues as articulated through the lens of
being aware of the connection between theatre. (4 units)
body, mind, and spirit. Topics include discussion of professional résumés, head shots, 20.Acting I
auditions, and career choices. Also, the im- Foundation of the acting curriculum; implications of being a performing artist, body provisation, theatre games, open scenes, and
image and awareness, self-esteem, lifestyle/ monologues used to explore Stanislavski’s
health choices, nutrition and diet, and stress “method of physical action.” Priority given
to theatre arts majors/minors. (4 units)
management strategies. (4 units)
246 COLLEGE OF ARTS AND SCIENCES
21.Voice I: Voice, Speech,
and Presentation Skills
Using physical exercises, breath work,
speech, and resonance exercises, students
will expand their knowledge of the mechanics of speech and increase their vocal potential and health onstage or in any public
speaking environment. Required for theatre
emphasis majors. Priority given to theatre
arts majors/minors. (4 units)
31.Introduction to Production
Overview of the organization, concepts, terminology, and skills involved in technical
theatre. Hands-on work in the scene shop.
(4 units)
24.Acting II
Builds on the skills acquired in Acting I.
­Application of the concepts of “objective,
­actions, and qualities of action” to scripted
material. Rehearse and perform scenes from
plays by American playwrights bringing
foundation skills to physical life. Prerequisite: THTR 20. (4 units)
33.Stage Lighting
Principles and practice. Color, instrumentation, basic electricity, and electronics. Elementary design theory and practice. (4 units)
28.Theatre to Go
The development and production of a 40 to
45 minute play from various genres. Topics
may include children’s theatre, Shakespeare,
social justice, and documentary theatre.
Plays will be taken out into the community
for performance. Projects may be extended
into a second quarter, in which case students
may re-enroll for additional units. (2 units)
29.Rehearsal and Performance
Active participation in the preparation and
performance of departmental productions as
actors, assistants to the director, dancers, and
choreographers. Individual design/technical
assignments. May be repeated for a total of
8 units. Prerequisite: Approval of director of
production. (2 units)
30.Introduction to Design
Explores the role of design as a part of the
production process. Includes a study of the
elements and principles of design as they
apply to scenic, lighting, and costume design. Also included: design development and
the role of each designer in the production.
(4 units)
32.Costume Construction
Introduction to making costumes: fabric/
textile studies, sewing techniques, dyeing and
ornamentation, and costume crafts. (4 units)
35.Technology and Theatre
An introduction to computer applications as
an aid to design, problem solving, and management in theatre. (4 units)
36.Scene Painting
Introduction into the styles, techniques, and
application of scenic art as it relates to the
theatre. This includes color theory, light and
shadow, and the interpreting of a painter’s
elevation and/or scenic research for the stage.
Projects include wood graining, stone, marble, and foliage. Enrollment in upper division of Scene Painting (THTR 136) is based
on completion of the lower division or skill
level of the student. The advanced level will
deal with historical Trompe’L’Oeil and
­Grisaille techniques of painting when painting architectural reliefs, fabric/drapery and
ornamentation. Offered in alternate years.
(4 units)
37.Graphics and Rendering
for Theatre Design
Introduction to graphic representation as
applied to scenic design. Theatre-specific
graphic conventions used in ground plans,
sections, and elevations. Drafting, orthographic projection, mechanical perspective.
Offered in alternate years. (4 units)
THEATRE AND DANCE 247
38.Makeup for Stage
Basic principles of makeup for the stage.
Youth, old age, and special problems. (2 units)
tackles important social justice issues involving censorship, arts funding, theatre unions,
and the shaping of American values. (4 units)
39.Production Workshop
Training in development of technical skills
for stage production. Directed work in scenery and costume construction, lighting,
sound, and stage management. May be repeated for a total of 8 units. Not applicable
to paid work hours or to laboratory hours
connected with stagecraft courses. (2 units)
65.Drama of Diversity
Addresses issues of race, ethnicity, class, gender, and sexuality through the lens of American theatre by several groups outside of the
dominant culture including, but not limited
to, works from the African-American, AsianAmerican, Chicana/o, Native American, and
lesbian, gay, bisexual, and transgender (LGBT)
perspective. Also listed as ETHN 65. (4 units)
41.Theatre History I
First in a three-course sequence exploring
the development of Western theatre as an art
form and a complex social institution. Theatre History I begins in pre-history, considering various theories that try to account for
the origin of theatre, and continues with a
study of the texts and performance practices
of ancient Greece, Republican and Imperial
Rome, and medieval Europe. (4 units)
42.Theatre History II
Second in a three-course sequence exploring
the development of Western theatre as an art
form and a complex social institution. Theatre History II begins with the transition
from premodern to modern theatrical practice, and involves studying Western texts and
performance practices of the 16th, 17th, and
18th centuries. (4 units)
43.Theatre History III
Third in a three-course sequence exploring
the development of Western theatre as an art
form and a complex social institution. Theatre History III begins with the Romantic
movement and involves studying Western
texts and performance practices of the 19th,
20th, and 21st centuries. (4 units)
44.Modern American Theatre History:
Censorship, Arts Funding, and
Theatre Unions
Relationship between the theatre arts and
society. Through the study of significant cultural history as well as theatre literature,
66.People’s Theatre
Understanding and appreciation of a form
of theatre called People’s Theatre, a type of
theatre and a process of creating a play based
on interviewing marginalized people to gain
perspective on social justice issues that are of
concern to them. Students will have a handson experience of creating a short people’s
theatre piece and having it performed as a
reading in front of an audience. (4 units)
68.Special Topics:
Playwrights Workshop
Workshop focuses on the development of a
script or performance piece centered on a
particular chosen theme. May include research, interviews, improv, and script development. (1–4 units)
80.Musical Theatre
Production Workshop
Gives students the opportunity to perform
in a musical theatre production workshop
that covers the study of songs and scenes
from a wide variety of musicals. The class
presents an original musical review at the
end of the quarter. Offered in alternate years.
Prerequisites for majors and minors: THTR
20, THTR 21 or MUSC 34, DANC 40
or 46. (4 units)
248 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: THEATRE
110.Medieval Theatre
122.Acting Styles II: Acting
for the Camera
Course considers the range of theatrical activity in Western Europe during the medi- Specific techniques of acting in commereval period (c. 500–1500 CE). Considers cials, television, industrials, and film. Perhistorical documents, play texts, and second- form scenes in front of the camera to achieve
ary sources in its aim to discover how medi- understanding of the differences and simieval theatrical performances both revealed larities of acting in this media and theatre.
and constructed the culture of the Middle Prerequisite: THTR 24. (5 units)
Ages. (5 units)
123.Acting Styles III: Musical Theatre
111.British Drama
Study of the techniques of acting in this speAlso listed as ENGL 113. For course descrip- cial genre including phrasing, interpretation
tion see ENGL 113. (5 units)
of lyrics, and auditioning. Prerequisites:
THTR 20, THTR 21 or MUSC 34, or per112.Topics in Theatre and
mission of instructor. (5 units)
Drama Prior to 1700
Course topics include medieval drama, 124.Acting Styles IV: Scene Study
with Dialects
Commedia dell’Arte, Elizabethan and Restoration drama, and classic drama East and Building on the skill sets obtained in Voice I
West. Also listed as ENGL 112. (5 units)
and Acting I or II, students will continue to
deepen the application of their acting and
113.Topics in Theatre and
vocal techniques in the study of texts that
Drama After 1700
require a region-specific sound. Students will
Course topics include Neoclassic drama and learn to research and reproduce at least four
19th-century American theatre. Also listed as major dialects used on the stage and screen.
ENGL 112. (5 units)
Combined with vocal flexibility work, students will apply their dialect research to at
116.Shakespeare’s Tragedies
least four different monologues or scenes.
Also listed as ENGL 116. For course descrip- Prerequisites: THTR 21 and THTR 20 or
tion see ENGL 116. (5 units)
24. (5 units)
117.Shakespeare’s Comedies
Also listed as ENGL 117. For course description see ENGL 117. (5 units)
118.Shakespeare Studies
Also listed as ENGL 118. For course description see ENGL 118. (5 units)
120.Acting Styles I: Shakespeare
Techniques for performing the works of
William Shakespeare and other Elizabethan
playwrights. Learn scansion and perform
sonnets, monologues, and scenes from plays.
Prerequisite: THTR 24. (5 units)
125.Acting Styles V: Special Topics
A scene study course that may include auditioning, specific playwrights, or styles—
Chekhov, Ibsen, Greek, Absurdist, Brecht,
Meisner, or other styles depending on departmental needs or instructor expertise.
Prerequisite: THTR 24 or permission of
­instructor. (5 units)
128.Theatre to Go
For course description see THTR 28. (2 units)
129.Rehearsal and Performance
For course description see THTR 29. (2 units)
THEATRE AND DANCE 249
130.Technical Design
The process of taking scenery from designer
drawings to actual set pieces. Transformation
of scene designs to carpenter drawings, standard building methods, stage machinery
­solutions, and budget-regulated design options. Offered in alternate years. (5 units)
131.Sound Design
Principles of the use of sound in theatre production. Emphasis on practical applications
and equipment use. Digital audio and playback automation. Offered in alternate years.
Prerequisite: THTR 30 or permission of
­instructor. (5 units)
132.Lighting Design
Application of lighting skills to production
design. Offered in alternate years. Prerequisite: THTR 33 or permission of instructor.
(5 units)
133.Scene Design
Application of graphic skills to scenic design.
Styles, scene painting technique, set décor.
Offered in alternate years. Prerequisite:
THTR 30 or permission of instructor. (5 units)
134.Costume Design
Principles of costume design for the stage.
Application of design elements to convey
character and production concepts. Period
research, style, and rendering techniques.
Offered in alternate years. Prerequisite:
THTR 30 or permission of instructor. (5 units)
136.Scene Painting
For course description see THTR 36. (5 units)
137.Pattern Drafting and Draping
Drafting and draping techniques for a basic
bodice, skirt, sleeve, and collars, and techniques for developing variations. Emphasis
on drafting period garments. Offered in alternate years. Prerequisite: THTR 32 or
­permission of instructor. (5 units)
138.Production Management
Designed to acquaint students with the
complexities of managing productions from
the audition process to final performance.
Directing, lighting, scenic production, sound,
cueing, budgets, and personnel management are aspects that will be touched upon
in class. Offered in alternate years. (5 units)
139.Production Workshop
For course description see THTR 39. (2 units)
151.Fashion, Politics,
and Issues of Gender
Historical exploration of fashion not merely
as a matter of personal taste, but as a sight for
examining the interconnections among
power, politics, gender, and ethnicity. The
course will consider the role of fashion in
constructing gender and ethnic identities,
social and political structures, and fomenting revolution. Also listed as WGST 183.
(5 units)
161.American Theatre from
the Black Perspective
An exploration of the contributions black
artists have made to enrich the American
theatre as playwrights, actors, designers, and
directors. Also listed as ENGL 192. (5 units)
165.History of American
Musical Theatre
A cultural look at musical theatre as an
American art form, which has its roots in
vaudeville, burlesque, and minstrel shows.
Offered in alternate years. (5 units)
167.Gender and Performance
Exploration of issues of gender and sexuality
as they are performed in theatre, music,
dance, and contemporary performance art.
Also listed as WGST 139. (5 units)
250 COLLEGE OF ARTS AND SCIENCES
168.Special Topics:
Playwrights’ Workshop
Workshop focuses on the development of a
script or performance piece centered on a
particular chosen theme. May include research, interviews, improv, and script development. (1–5 units)
170.Playwriting
Critical analysis of dramatic structure for the
playwright. Scenarios, character studies,
writing of original plays. Also listed as ENGL
193W. (5 units)
171.Advanced Playwriting
Continuation of THTR 170. Also listed as
ENGL 193. (5 units)
172.Literature and Performance
Adapting literature (poems, novels, short
stories, diaries, etc.) for the stage, and writing
complete scripts for performance and production. Theories of both narrative and dramatic structures. Also listed as ENGL 109.
(5 units)
173.Screenwriting
Also listed as ENGL 173. For course description see ENGL 173. (5 units)
180.Musical Theatre
Production Workshop
For course description see THTR 80. (5 units)
181.Classical Tragedy
Also listed as CLAS 181 and ENGL 110.
For course description see CLAS 181.
(5 units) NCX
185.Dramaturgy
Play analysis in the context of theatrical
genres and historic period cultures. Also listed as ENGL 195. (5 units)
186.Stage Directing
Basic course in the problems, techniques,
and theory of directing plays for the live theatre. Prerequisites: THTR 20 and THTR 185.
(5 units)
187.Seminar in Theatre and
Dance Before 1700
Topics may include medieval religious
drama and performance, Shakespeare seminar, and antitheatricalism. Can be repeated
for credit as topic varies. (5 units)
189.Seminar in Theatre and
Dance After 1700
Topics may include the musical theatre of
Stephen Sondheim, Asian drama, and the
works of August Wilson. Can be repeated
for credit as topic varies. (5 units)
190.New Playwrights Festival
In this workshop course, we will engage with
the process of moving a play from “the page
to the stage.” Students will first engage with
a series of generative and analytic dramaturgical exercises. Then, working with student
actors and directors in a collaborative rehearsal period, students will interact with
their play in motion, gaining information of
further entry into the work. The class culminates in a festival of staged readings. Prerequisites: THTR 170 and permission of
instructor. (5 units)
194.Peer Educator in Theatre
Students will assist instructors in theatre
classes. Prerequisite: Mandatory training
workshop. (1–2 units)
195.Senior Project: Design/Technical
Students serve as designers for sets, costumes,
lights, or sound, or as technical directors for
a departmental production. Prerequisite:
­Approval of design faculty. (5 units)
196.Senior Project: Directing
Project in directing. A short play, fully
staged. Prerequisites: THTR 20, 30, 41, 42,
43, 185, 186. Successful completion of stage
crew assignments that include run crew for
two departmental productions, and stage
manager for a one-act play or departmental
play. Permission of the head of the directing
program. (5 units)
THEATRE AND DANCE 251
197.Senior Thesis
A senior thesis in history/literature/dramaturgy. Written for the advisor in consultation
with other committee members. Upon completion of the thesis, an oral defense will take
place before a selected committee. Prerequisite: Faculty approval. (5 units)
198.Practicum
Reserved for projects with recognized institutions outside the University. Prerequisite:
Written proposal must be approved by instructor and department chair one week prior
to registration. (1–5 units)
199.Independent Study/Directed
Reading/Directed Research
Two areas of directed study: creative projects
in directing, choreography, technical production, design, playwriting, administration,
or directed reading and/or research. Prerequisite: Written proposal must be approved by
the instructor and department chair one week
prior to registration. (2–5 units)
LOWER-DIVISION COURSES: DANCE
4. The Physics of Dance
39.Hip Hop
Explores the connection between the art of Introductory course to street dance style perdance and the science of motion with both formed to Hip Hop music. Introduces the
lecture/discussion sessions and movement body to strong isolated movement, coordilaboratories. Topics include mass, force, nation, and dance combinations that will
equilibrium, acceleration, energy, momen- include floorwork. (2 units)
tum, torque, rotation, and angular momentum. Movement laboratory will combine 40.Jazz Dance I
personal experience of movement with sci- Introductory course in jazz dance with no
entific measurements and analysis, in other previous training required. Introduces body
words: “dance it”—“measure it.” This is a lab isolation, rhythmic awareness, movement
science course, not a dance technique course. coordination, and jazz styles through performance of dance combinations. (2 units)
Also listed as PHYS 4. (4 units)
29.Rehearsal and Performance
Active participation in the preparation and
performance of departmental productions as
actors, assistants to the director, dancers, and
choreographers. Individual design/technical
assignments. May be repeated for a total of
8 units. Prerequisite: Approval of director of
production. (2 units)
38.Movement for Athletes
Focuses on flexibility, agility, body awareness, and strength building. Class exercises
will draw from Pilate’s core strengthening
mat work, introductory ballet barre, and
center work to enhance balance and coordination. (2 units)
41.Jazz Dance II
Continuation of jazz fundamentals introduced in DANC 40 with emphasis on learning and retaining longer combinations.
(2 units)
42.Jazz Dance III
Continued study of jazz dance at an intermediate level with emphasis on technique,
flexibility, balance, control, muscle tone, and
retaining long combinations in a variety of
jazz styles. Students choreograph final projects. (4 units)
252 COLLEGE OF ARTS AND SCIENCES
43.Ballet I
Introductory course in ballet with no previous experience necessary. Develops individual strength, flexibility, and coordination
through classical ballet technique. Includes
barre and floor combinations. (2 units)
44.Ballet II
Continuation of ballet fundamentals introduced in DANC 43 with emphasis on discipline, coordination, and developing practical
performing skills in classical ballet technique. Includes barre and floor combinations. (2 units)
45.Ballet III
Continued study of ballet at intermediate
level, encouraging technical and performing
proficiency. Focus on correct alignment and
developing artistic expression. Includes barre
exercises and intermediate-level floor combinations. (4 units)
46.Modern Dance I
Introductory course in modern dance with
no previous training required. Introduces
the expressive potential of dance through
modern dance technique. Emphasis on flexibility, strength, and alignment practiced
through standing and floor exercises. Movement improvisation explores qualities of motion. (2 units)
47.Modern Dance II
Continuation of modern dance fundamentals introduced in DANC 46 with emphasis
on technique, flexibility, coordination, and
creativity. (2 units)
48.Modern Dance III
Continued study of modern dance at an intermediate level. Emphasis on release techniques, rhythmic precision, and spatial
principles through extended combinations
and movement improvisation. (4 units)
49.Dance Composition
Traditional approaches to compositional
problems of form and design, time and
rhythm, and energy flow and force in dance
as an art form. (4 units)
50.Tap I
Introductory course in tap dance with no
previous training required. Develops better
coordination, rhythm, and timing. Strengthens the feet and legs. Basic tap terminology
and steps. (2 units)
51.Tap II
Continuation of tap fundamentals introduced in DANC 50. A series of regulated
and controlled rhythmical movements of the
body, accompanied by music, which develops a sense of rhythm and coordination.
Learn tap steps and apply them to the art of
performance. (2 units)
52.Afro-Haitian Dance
Introductory course in Afro-Haitian dance
with no previous training required. Basic
technique class that introduces the subtleties
of the dance, proper body placement, and
the rhythmic structure between the dance
and the music. Offered in alternate years.
(2 units)
54.Mexican Folklorico Dance
Introductory course in Mexican folklorico
dance with no previous training required.
Course introduces steps and moves from
various regional forms of dance from Mexico
including Azteca, Quebradita, Danzon, and
Salsa Mexican style; plus a very structured
form of exercise for footwork called “tecnica”
drills to enable the dancer to pick up more
intricate and challenging material. Offered
in alternate years. (2 units)
55.Musical Theatre Dance Styles
Exploration of musical theatre dance styles.
Based on jazz technique, it will consist of
warm-ups, basic dance steps, and combinations from musical theatre. Offered in alternate years. (4 units)
THEATRE AND DANCE 253
56.Pilates Private Instruction
Pilates is the latest technology for conditioning the human body. Pilates is excellent for
building a deep internal strength and an integrated, aligned body for anyone with an
active lifestyle, as well as for injury prevention
and recovery. One-on-one Pilates instruction
using the Reformer and another apparatus.
Prerequisite: Permission of instructor. (1 unit)
57.Children’s Dance Production
The development and production of creative
dances designed for children K–12 (lower or
higher grades in alternate years). Focus on
improvisation and sharing the art of dance
through interactive performance. Touring
production. (2 units)
58.Pilates Mat Class
Pilates mat classes, based on the pioneering
work of Joseph Pilates, are designed to condition the body. Mat classes focus on alignment and breathing. Strengthens the core of
the body while freeing up the joints to aid in
flexibility, improving posture, and all around
quality of life. Prerequisite: Permission of
­instructor. (2 units)
59.Teaching the Performing Arts
Immersion course in artistic process, practices, principles, pedagogies, and public policy. This course covers the fundamentals of
teaching dance, theatre, music, and art to
children in public and private settings with a
focus on marginalized communities, and is
important preparation for any student considering teaching at any point in his/her career. Note: This course requires participation
in community-based learning (CBL) experiences off campus. (4 units)
60.Kinesiology
Kinesiology is the study of the mechanics of
human motion. Develops a thorough
knowledge of human anatomy, specifically
the skeletal and muscular systems, and explores the effects of gravity on the moving
body. Class work will involve both text and
laboratory-based learning. (4 units)
61.Charisma
Charisma is a student-directed, faculty mentored exploration of spirituality, as revealed
through the performing arts. Students begin
this process in retreat, dedicating time
throughout fall quarter for reflection and
discovery through their collective creative
work. The Charisma experience culminates
in an early winter quarter performance. Prerequisite: Auditions are held the preceding
spring quarter. (2 units)
62.African-American Dance History
Exploration of African-American dance’s
contribution to U.S. culture from slavery
through the present. How minstrel stereotypes, jazz dance sources, black concert
dance, and hip-hop reflect racial and social
realties in America. Offered in alternate
years. (4 units)
65.Intermediate/Advanced
Modern Dance and Video
Includes extensive integration of video technologies and dance. The mixed-level technique class focuses on alignment, flexibility,
strength, complex rhythms, and music interpretation with some improvisation and
composition opportunities. Work with digital cameras, learn the basics of lighting,
shooting techniques, storyboarding, projections, streaming video to the Web, and how to
best document dance on video. (2–4 units)
66.Women in Dance History
Introduction to significant European and
American women dance artists from the
1830s to the present with a focus on their
achievements as dancers, choreographers,
critics, and scholars within their social context. Views dance through feminist theoretical perspectives to address issues of power,
agency, and personal expression in ballet,
modern, jazz, and ethnic dance forms.
Offered in alternate years. Also listed as
­
WGST 62. (4 units)
254 COLLEGE OF ARTS AND SCIENCES
67.Dance History
Survey of Western concert dance that explores the Italian and French origins of ballet
through the 20th-century emergence of
modern and jazz dance, and culminates with
the new directions of postmodern dance late
in that century. Investigates the key contributing artists, significant developments, and
overall growth of dance as a performing art
integrated into the changing society to
which it belongs. (4 units)
68.Cultures on the Move: Theatre and
Dance as Dialogue of Transition
Explores the historical circumstances of migration to the United States by populations
and cultures from West Africa and China as
well as the Cherokee nation within the United States. Focuses on how performance traditions, especially dance, functioned to
process the inevitable conflicts, struggles,
and ultimate transformations into blended
cultures. Considers the legacy and current
vitality of these cultural migrations in the
present. (4 units)
69.Walk Across California
This course will create learning experiences
that draw upon interactions with the diverse
California human and natural environments
by walking across California from San Francisco to Yosemite National Park immediately
following spring quarter. Both written and
aesthetic reflections through various art
forms will enhance students’ understanding
of human and environmental sustainability
and social injustices in contemporary society. The class will nurture a “sense of wonder” and focus on sustainability,
environmental justice, and social activism
addressed through scheduled talks with
community members including farmers, activists, teachers, park rangers, artists, shop
owners, and Native Americans. (4 units)
UPPER-DIVISION COURSES: DANCE
129.Rehearsal and Performance
143.Choreography
For course description see DANC 29. (2 units) Emphasis on the creative process, dynamics,
phrasing, and thematic development
138.Movement for Athletes
through choreographing and performing an
For course description see DANC 38. (2 units) original group dance. Exploration of aesthetic and stylistic approaches to choreography.
140.Advanced Ballet I
Prerequisite: DANC 49 or equivalent.
Advanced level study of classical ballet with (5 units)
focus on American and European styles. Includes ballet barre exercises, center adagio, 145.Advanced Jazz Dance II
and allegro combinations at intermediate/ Continuation of DANC 142. Emphasis on
advanced level. (5 units)
learning longer warm-ups, combinations,
and adagio work. Opportunity to create
141.Advanced Ballet II
your own choreography and learn techContinuation of DANC 140. (5 units)
niques for teaching fellow students. (5 units)
142.Advanced Jazz Dance I
Builds from an assumed intermediate level
of jazz dance technique. Emphasis on personal style and performance techniques in
advanced jazz dance combinations. (5 units)
146.Advanced Modern Dance I
Intermediate/advanced level study of modern dance technique. Emphasis on release
principles, breath control, phrasing, clarity
of line, and movement qualities. Improvisation and extended combinations develop
performance commitment. (5 units)
THEATRE AND DANCE 255
147.Advanced Modern Dance II
Continuation of DANC 146. Emphasis,
through improvisation and combinations,
on the temporal component of dance:
rhythm, tempo, time signatures, and polyrhythms. (5 units)
148.Advanced Modern Dance III
Continuation of DANC 146 and DANC
147. Focus on modern dance styles: lyrical,
classical, eclectic, and pedestrian. Emphasis
on developing a clear, personal performance
style and movement analysis skills. (5 units)
149.Dance Outreach
A performance of original creative student
work both on and off campus as a representative of the department. Certain outreach
venues will be coordinated with the Arrupe
Center. Prerequisite: Permission of instructor.
(2–5 units)
155.Musical Theatre Dance Styles
For course description see DANC 55. (5 units)
156.Pilates Private Instruction
For course description see DANC 56. (1 unit)
157.Children’s Dance Production
For course description see DANC 57. (2 units)
158.Pilates Mat Class
For course description see DANC 58. (2 units)
159.Teaching the Performing Arts
For course description see DANC 59. (5 units)
161.Charisma
For course description see DANC 61. (2 units)
162.African-American Dance History
For course description see DANC 62. (5 units)
165.Intermediate/Advanced
Modern Dance and Video
For course description see DANC 65.
(2–5 units)
166.Women in Dance History
For course description see DANC 66. (5 units)
169.Walk Across California
For course description see DANC 69. (5 units)
189.Social Justice and the Arts
Explores the dynamics of theatre and dance
in the context of social justice in local, national, and international settings. The course
will host visiting guest artists and include
off-campus experiences. This is a research
and discovery opportunity. May be repeated
once for credit with permission of instructor.
Note: This course requires participation in
community-based learning (CBL) experiences off campus. (5 units)
193.Senior Project: Dance
A recital for theatre majors, with dance emphasis, showcasing their performance abilities. Prerequisite: Approval of dance faculty.
(5 units)
194.Peer Educator in Dance
Students will assist instructors in dance classes. Prerequisite: Mandatory training workshop. (1–2 units)
198.Dance Practicum
Reserved for projects/internships with recognized institutions outside of the University.
Prerequisite: Written proposal must be approved by the instructor and the department
chair one week prior to registration. (1–5 units)
199.Independent Study
Various areas of directed study: creative projects in directing, choreography, technical
production, design, playwriting, administration, teaching assistants, focused participation in a special project, or directed reading
and/or research. Prerequisite: Written proposal must be approved by the instructor and
department chair one week prior to registration. (2–5 units)
256 COLLEGE OF ARTS AND SCIENCES
WOMEN’S AND GENDER STUDIES PROGRAM
Professors: Laura Ellingson (Director), Eileen Razzari Elrod
Associate Professor: Linda Garber
Assistant Professor: Sharmila Lodhia
The Women’s and Gender Studies Program brings together scholars and scholarship on
women and gender, areas that have come to occupy an increasingly important place in a
number of disciplines in the last quarter century. Areas of inquiry include the participation
of women in social and cultural production; the construction of gender and its role as a
constitutive element of social, political, economic, and legal structures; feminist theory, and
the development of ideas about femininities, masculinities, and sexualities. Gender is examined as it intersects with class, sexuality, ethnicity, disability, age, and nationality. The program organizes several public events throughout the year focused on gender issues, including
lectures, symposia, films, and informal gatherings. Many of these programs are produced in
collaboration with other academic departments, student groups, and the University’s centers
of distinction.
The Women’s and Gender Studies Program provides an integrated, interdisciplinary
approach to understanding the social and cultural constructions of gender that shape the
experiences of women and men in society. The curriculum offers a solid foundation in
women’s and gender studies, facilitating graduate study and careers involving gender justice
concerns and preparing students for leadership roles in diverse workplaces and communities. Women’s and Gender Studies offers a minor and a companion major; a student must
declare a primary major in another discipline (e.g., history, biology, or English) and a second
companion major in women’s and gender studies.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and primary major requirements, students with a companion major in women’s and gender studies must complete the
following requirements:
• WGST 101 or 163 (advised in the junior year)
• WGST 102 (advised in the junior year)
• WGST 190 (senior year)
• WGST 197 (senior year)
• One WGST course from each of the following breadth areas:
– Race/Ethnicity in the U.S.: WGST 14, 15, 110, 111, 112, 113, 114, 115, 116,
117, 118
– Transnational/Global: WGST 11A/12A, 120, 121, 122, 123, 124, 125, 126,
127, 128
– Sexuality: WGST 33, 34, 132G, 133, 134, 134AW, 135G, 136, 137, 138, 139, 140
– Religious Studies: WGST 45, 46, 47, 48, 145, 146, 147, 148, 149, 150, 151, 152,
153, 154
– Elective: WGST 1A/2A, 50, 56, 57, 58, 76, 103, 155, 156, 157, 158, 159, 160,
161, 62/162, 164, 165, 166, 168, 169, 170, 171, 172, 173, 174, 175, 176, 177,
178, 179, 180, 181, 182, 183, 184, 185, 186,187
WOMEN’S AND GENDER STUDIES 257
• Three courses in an emphasis area using one of three options: student’s primary
major, thematic emphasis (e.g., ethnic studies, sexuality studies, performance/visual
culture studies), or a traditional discipline outside student’s primary major
• At least eight of the 12 courses must be upper-division courses
• Courses taken to satisfy the Undergraduate Core Curriculum or primary major requirements may also count toward the major
• Attend two events per year sponsored or co-sponsored by the Women’s and Gender
Studies Program and prepare a one- to two-page reflective analysis of each event, due
in the program office within a week of the event
REQUIREMENTS FOR THE MINOR
Students must fulfill the following requirements for a minor in women’s and gender
studies:
• WGST 101 or WGST 163 (advised in the junior year)
• WGST 190 (senior year)
• One course from at least three breadth areas plus any two additional WGST courses
• At least four of the seven courses must be upper-division courses
• Courses taken to satisfy the Undergraduate Core Curriculum or primary major requirements may also count toward the minor
• Attend two events per year sponsored or co-sponsored by the Women’s and Gender
Studies Program and prepare a one- to two-page reflective analysis of each event, due
in the program office within a week of the event
LOWER-DIVISION COURSES
1A. and 2A. Critical Thinking
11A. and 12A. Cultures &
& Writing I and II
Ideas I and II
A two-course sequence, focusing on a major A two-course sequence focusing on a major
theme, featuring study and practice of aca- theme in human experience and culture over
demic discourse, with emphasis on critical a significant period of time. Courses emphareading and writing, composing processes, size either broad global interconnections or
and rhetorical situation. The second course the construction of Western culture in its
will feature more advanced study and prac- global context. Courses may address ways
tice of academic discourse, with additional women’s lives in diverse global regions are
emphasis on information literacy and skills shaped by the political, economic, and social
related to developing and organizing longer structures that surround them; perspectives
and more complex documents. Successful on representation, citizenship and rights,
completion of CTW I (WGST 1A) is a pre- bodies and sexuality; and other topics. Sucrequisite for CTW 11 (WGST 2A). (4 units cessful completion of C&I I (WGST 11A) is
each quarter)
a prerequisite for C&I II (WGST 12A).
(4 units each quarter)
258 COLLEGE OF ARTS AND SCIENCES
50.Introduction to Women’s
and Gender Studies
Examines gender in the lives of women and
men, using an interdisciplinary approach to
analyze the effects of societal institutions and
processes. Particular attention is paid to the
development and dynamics of gender inequality; intersections of gender, race, class,
and sexuality; and the social construction of
gender. (4 units)
76.Violence Against Women
Interdisciplinary study of U.S.-based women
in the context of the institutionalization of
violence and its impact across civic life. Areas
of violence research such as campus, domestic, sexual assault, harassment, and stalking
will be addressed in the context of the intersections of race, class, gender, and sexuality.
(4 units)
UPPER-DIVISION COURSES: WOMEN’S AND GENDER STUDIES
101.Feminist Theory
197.Capstone Project
Examines historical and contemporary femi- Seminar led by the WGST Program director
nist theories with the goal of understanding provides an opportunity for WGST majors
the multiplicity of feminist frameworks for writing their capstone projects to discuss
thinking about sex, gender, and oppression. their work in progress. Course required for
Prerequisite: Sophomore standing or permis- (and restricted to) WGST majors working
sion by WGST department chair. (5 units)
on their capstone projects. May be repeated
for credit. (1–5 units)
118.Women and Law
Examines the legal status and rights of 198.Internship
women in the United States through an in- Directed internship in local organizations
tersectional lens. Principles such as equality, addressing gender and/or sexuality issues.
essentialism, privacy, and equal protection Open to qualified WGST majors and miwill be examined as will contemporary law nors with permission of instructor. (1–5
and policy issues such as, employment dis- units)
crimination, sexual harassment, domestic
violence, rape, reproductive justice, and fam- 199.Directed Reading/Research
Independent projects undertaken by upperily law. Also listed as POLI 171. (5 units)
division students with a faculty sponsor.
190.Senior Seminar
To receive credit, the student must submit a
Seminar focused on critical questions within formal written proposal and have it apthe interdisciplinary field of women’s and proved by the sponsoring faculty member
gender studies. Course will consider connec- and the program director. Written proposal
tions between the field and feminist politics/ must be submitted before the end of the previactivism in the larger community. Restricted ous quarter and must meet University reto seniors with a major or minor in women’s quirements for independent study credit.
and gender studies. (5 units)
(1–5 units)
ANTHROPOLOGY COURSES
120. Middle East: Gender and Sexuality 155.Family, Kin, and Culture
Also listed as ANTH 187. For course descrip- Also listed as ANTH 157. For course description see ANTH 187.
tion see ANTH 157.
WOMEN’S AND GENDER STUDIES 259
187.Women, Gender, and Sexuality
Also listed as ANTH 170. For course description see ANTH 170.
ART AND ART HISTORY COURSES
156.American Women
in the Visual Arts
Also listed as ARTH 188. For course description see ARTH 188.
CLASSICS COURSES
133.Love and Relationships
157.Gender in Antiquity
in Classical Antiquity
Also listed as CLAS 185. For course descripAlso listed as CLAS 141. For course descrip- tion see CLAS 185.
tion see CLAS 141.
COMMUNICATION COURSES
102.Feminist Methods
140.Gender, Health, and Sexuality
Also listed as COMM 111G. For course de- Also listed as COMM 106A. For course description see COMM 111G.
scription see COMM 106A.
116.Race, Gender, and Public Health
in the News
Also listed as COMM 164A and ETHN 159.
For course description see COMM 164A.
160.Vocation and Gender: Seeking
Meaning in Work and Life
Also listed as COMM 101A. For course description see COMM 101A.
117.Race, Gender, and
Politics in the News
Also listed as COMM 168A and ETHN 158.
For course description see COMM 168A.
161.Communication and Gender
Also listed as COMM 108A. For course description see COMM 108A.
DANCE COURSES
62.Women in Dance History
162.Women in Dance History
Also listed as DANC 66. For course descrip- Also listed as DANC 166. For course description see DANC 66.
tion see DANC 166.
ECONOMICS COURSES
121.Gender Issues in the
Developing World
Also listed as ECON 135. For course description see ECON 135.
260 COLLEGE OF ARTS AND SCIENCES
ENGLISH COURSES
14.African-American Women Writers
136.Gay and Lesbian Cultural Studies
Also listed as ENGL 35. For course descrip- Also listed as ENGL 156. For course description see ENGL 35.
tion see ENGL 156.
15.Literature by Women Writers
of Color
Also listed as ENGL 69. For course description see ENGL 69.
16.Multicultural Literature
of the United States
Also listed as ENGL 39 and ETHN 70. For
course description see ENGL 39.
34.U.S. Gay and Lesbian Literature
Also listed as ENGL 67. For course description see ENGL 67.
56.Literature and Women
Also listed as ENGL 68. For course description see ENGL 68.
110.Studies in Native American
Literature Women Writers
Also listed as ENGL 158G. See CourseAvail
for description when listed as ENGL 158G.
122.Studies in Global
Gay and Lesbian Cultures
Also listed as ENGL 153. For course description see ENGL 153.
129.Studies in Caribbean Literature
Also listed as ENGL 164. For course description see ENGL 164.
134.Film, Gender, and Sexuality
Also listed as ENGL 122. For course description see ENGL 122.
154.Literature and Religion: Women
Poets, Spirituality, and Justice
Also listed as ENGL 189G. See CourseAvail
for course description when listed as
ENGL 189G.
163.Feminist Literary
Theory and Criticism
Also listed as ENGL 125. For course description see ENGL 125.
164.Studies in 19th-Century
American Literature
Also listed as ENGL 132G. See CourseAvail
for description when listed as ENGL 132G.
165.Studies in American Fiction
Also listed as ENGL 135G. See CourseAvail
for description when listed as ENGL 135G.
166.Women, Literature, and Theory
Also listed as ENGL 152. For course description see ENGL 152.
167.Women and Literature
Also listed as ENGL 168. For course description see ENGL 168.
186.Studies in Contemporary
American Literature
Also listed as ENGL 134G. For course description see ENGL 134G.
ETHNIC STUDIES COURSES
111.Asian-American Women
112.Women of Color
in the United States
Also listed as ETHN 141. For course description see ETHN 141.
Also listed as ETHN 154. For course description see ETHN 154.
WOMEN’S AND GENDER STUDIES 261
113.Environmental Racism,
Gender, and Justice
Also listed as ETHN 156. For course description see ETHN 156.
114.Race, Gender, Class, and
the College Experience
Also listed as ETHN 157. For course description see ETHN 157.
HISTORY COURSES
57.Women in American Society
159.Family in Antiquity
Also listed as HIST 84. For course descrip- Also listed as HIST 113. For course description see HIST 84.
tion see HIST 113.
124.Sex and Gender in the
Era of High Imperialism
Also listed as HIST 116S. For course description see HIST 116S.
169.Gender, Race, and Citizenship
in the Modern World
Also listed as HIST 115. For course description see HIST 115.
125.Seminar: Women in
Political Revolutions
Also listed as HIST 143S. For course description see HIST 143S.
170.Sex, Family and Crime in
Mediterranean Europe,
1300–1800
Also listed as HIST 119. For course description see HIST 119.
126.Gender in East Asia
Also listed as HIST 150. For course description see HIST 150.
137.History of Sexuality
Also listed as HIST 133. For course description see HIST 133.
138.Gays and Lesbians in
United States History
Also listed as HIST 177. For course description see HIST 177.
172.Gender/Race/Class in
20th‑Century Europe
Also listed as HIST 136. For course description see HIST 136.
173.United States Women Since 1900
Also listed as HIST 181. For course description see HIST 181.
174.Sex and Family in
American History
Also listed as HIST 182. For course description see HIST 182.
MODERN LANGUAGES AND LITERATURE COURSES
123.Black African/Caribbean
176.Women in French Literature:
Women Writers
Authors and Characters
Also listed as FREN 113. For course descrip- Also listed as FREN 182. For course description see FREN 113.
tion see FREN 182.
175.French and Francophone
French Novels and Films: Culture,
Gender, and Social Classes
Also listed as FREN 174. For course description see FREN 174.
177.20th- and 21st-Century French
Women Writers
Also listed as FREN 183. For course description see FREN 183.
262 COLLEGE OF ARTS AND SCIENCES
178.20th-Century French Women
Writers in Translation
Also listed as FREN 184. For course description see FREN 184.
185.20th-Century Italian
Women Writers
Also listed as ITAL 182. For course description see ITAL 182.
179.Women in German Literature:
Authors and Characters
Also listed as GERM 182. For course description see GERM 182.
PHILOSOPHY COURSES
58.Ethics and Gender
184.Feminism and Ethics
Also listed as PHIL 4A. For course descrip- Also listed as PHIL 115. For course description see PHIL 4A.
tion see PHIL 115.
133.Love and Relationships
in Classical Antiquity
Also listed as CLAS 141 and PHIL 131D.
For course description see CLAS 141.
POLITICAL SCIENCE COURSES
118.Women and Law (this topic only)
180.Women and Politics
Also listed as POLI 169D. For course descrip- Also listed as POLI 154. For course description see WGST 118.
tion see POLI 154.
127.Special Topics in
International Relations
Also listed as POLI 127. For course description see POLI 127.
PUBLIC HEALTH COURSES
33.Human Sexuality
Also listed as PHSC 28. For course description see PHSC 28.
RELIGIOUS STUDIES COURSES
45.Women’s Spiritualities
47.Biblical Women and Power
Also listed as RSOC 41. For course descrip- Also listed as SCTR 39. For course description see RSOC 41.
tion see SCTR 39.
46.Gender in Early Christianity
Also listed as SCTR 26. For course description see SCTR 26.
48.Women in Christian Tradition
Also listed as TESP 79. For course description see TESP 79.
WOMEN’S AND GENDER STUDIES 263
145.Gender and Judaism
Also listed as RSOC 168. For course description see RSOC 168.
146.Religion, Gender,
and Globalization
Also listed as RSOC 170. For course description see RSOC 170.
147.Postcolonial Perspectives
on the New Testament
Also listed as SCTR 158. For course description see SCTR 158.
148.Gender and Sex in
Biblical Interpretation
Also listed as SCTR 165. For course description see SCTR 165.
149.Feminist Theologies
Also listed as TESP 131. For course description see TESP 131.
150.Catholic Theology
and Human Sexuality
Also listed as TESP 139. For course description see TESP 139.
151.Women’s Theologies
from the Margins
Also listed as TESP 175. For course description see TESP 175.
152.Mexican Popular
Catholicism and Gender
Also listed as ETHN 129 and RSOC 139.
For course description see ETHN 129 or
RSOC 139.
153.The Bible and Empire
Also listed as SCTR 157. For course description see SCTR 157.
SOCIOLOGY COURSES
115.Race, Class, and Gender
181.Women and Men in the Workplace
in the United States
Also listed as SOCI 152. For course descripAlso listed as SOCI 153. For course descrip- tion see SOCI 152.
tion see SOCI 153.
182.Sociology of Family
128.Gender and Social Change
Also listed as SOCI 157. For course descripin Latin America
tion see SOCI 157.
Also listed as SOCI 135. For course description see SOCI 135.
THEATRE COURSES
139.Gender and Performance
183.Fashion, Politics,
and Issues of Gender
Also listed as THTR 167. For course description see THTR 167.
Also listed as THTR 151. For course description see THTR 151.
4
Leavey School of Business
Dean: S. Andrew Starbird
Associate Dean, Curriculum: Susan Parker
Associate Dean, Faculty: Narendra Agrawal
Assistant Dean, Undergraduate Business Programs: Jo-Anne Shibles
Senior Assistant Dean, Graduate Business Programs: Elizabeth Ford
The Leavey School of Business offers professional business education within the larger
context of academic excellence in the Jesuit educational tradition. The school provides
undergraduate students with both the technical skills necessary for success in business and
the ethical, global, and humanistic perspectives that are hallmarks of a liberal arts education.
The undergraduate program strives for a mix of theory and practice and emphasizes the
development of leadership skills.
UNDERGRADUATE DEGREES
The Leavey School of Business confers the degree of bachelor of science in commerce with
majors in accounting, accounting and information systems, economics, finance, management,
marketing, and management information systems. A general business minor is also available
to nonbusiness students, on a space available basis, through an application process. However,
the general business minor will not be admitting students for the 2013–14 academic year,
or in the near future. The school also offers a minor in management information systems
and interdisciplinary minors in entrepreneurship, international business, and retail studies.
REQUIREMENTS FOR THE BACHELOR OF SCIENCE IN COMMERCE
To qualify for the degree of bachelor of science in commerce, students must complete a
minimum of 175 quarter-units of credit (of which at least 60 must be in upper-division
courses) and satisfy the requirements of the Undergraduate Core Curriculum, the Leavey
School of Business curriculum, and the departmental major.
The School of Business strictly enforces prerequisites. Having all students come into courses
with the same requisite knowledge and skills ensures equity, a common starting point, and is
intended to increase the likelihood of student success. Prerequisite requirements must be successfully completed or in progress prior to enrollment in the course that requires the prerequisite.
Undergraduate Core Curriculum
Critical Thinking & Writing
• Critical Thinking & Writing 1 and 2 from list of approved courses
Cultures & Ideas
• Cultures & Ideas 1 and 2 from list of approved courses
• Cultures & Ideas 3 with MGMT 80 when the course is taken on the SCU campus.
264
BACHELOR OF SCIENCE IN COMMERCE 265
Second Language
Native English-speaking students fulfill this requirement in one of three ways:
• Successful completion of the second course of the first-year, college-level sequence in
a classical or modern foreign language
• Demonstration of an equivalent level of proficiency by passing a language proficiency
examination supervised by the departments of Classics or Modern Languages and
Literatures
• Obtaining a minimum score of 4 on the Advanced Placement Examination in a
­classical or modern foreign language
• International Baccalaureate and International A level exams
Students for whom English is not their native language may satisfy this requirement by
submitting a petition to the chair of the Department of Modern Languages and Literatures
and the director of the Core Curriculum with professionally recognized documentation of
proficiency in a language other than English. Such documentation includes but is not
­limited to a Test of English as a Foreign Language (TOEFL) examination score of 213
computerized or 550 paper and pencil examination.
Mathematics
Two mathematics courses:
• MATH 30 and 31 or MATH 11 and 12
Most business students take the calculus for business courses: MATH 30 and 31. Students
who plan to take additional math should consider taking the calculus and analytic geometry
courses: MATH 11 and 12.
Religion, Theology & Culture
• Religion, Theology & Culture 1 from list of approved courses
• Religion, Theology & Culture 2 from list of approved courses
• Religion, Theology & Culture 3 from list of approved courses
Ethics
• One business ethics course: MGMT 6 or PHIL 6
Civic Engagement
• MGMT 162 and MGMT 6 or PHIL 6
Diversity
• One course from list of approved courses
Arts
• One course from list of approved courses
Social Science
• ECON 1
Natural Science (with lab)
• One course from list of approved courses
266 LEAVEY SCHOOL OF BUSINESS
Science, Technology, and Society
• OMIS 34
Students who are considering a major in accounting should take ACTG 134 to satisfy
the Science, Technology, and Society requirement.
Experiential Learning for Social Justice
• One course from list of approved courses
Advanced Writing
• BUSN 179
Pathways
• Four courses or 16 units from list of approved courses in one Pathway of the student’s
choice
Leavey School of Business Core Curriculum: Lower Division
Introduction to Business
Two courses:
• BUSN 70 (to be completed during the freshman year)
• OMIS 15 or 17
Business Law
• BUSN 85
Economics
Three courses:
• ECON 1, 2, and 3
Accounting
Two courses:
• ACTG 11 and 12
Students should take ACTG 11 in the fall or winter quarter of their sophomore year and
ACTG 12 in the subsequent winter or spring quarter.
Data Analysis
Two courses:
• OMIS 40 and 41 or OMIS 40 and ECON 41 and 42 (for economics majors)
Information Systems
• OMIS 34
Students who are considering a major in accounting should take ACTG 134 to satisfy
the information systems requirement.
BACHELOR OF SCIENCE IN COMMERCE 267
Leavey School of Business Core Curriculum: Upper Division
Common Core of Knowledge
Four courses:
• FNCE 121
• MGMT 160
• MKTG 181
• OMIS 108
Capstone Course
One course (to be taken during the senior year):
• MGMT 162
MINORS IN THE LEAVEY SCHOOL OF BUSINESS
Minor in General Business
The Leavey School of Business offers a minor in general business open to nonbusiness
students through an application process, and on a space-available basis. Students with a minor
in general business must complete the following requirements. However, the general business
minor will not be admitting students for the 2013–14 academic year, or in the near future.
Note: Students are responsible for knowing and completing any prerequisites for required courses.
Mathematics and Statistics
Two courses in mathematics:
• MATH 30 and 31 or MATH 11 and 12
One course in statistics:
• OMIS 40, MATH 8, PSYC 40, or AMTH 108
General Business
One course:
• BUSN 70 (taken as a freshman or sophomore) or BUSN 170 (taken as a junior or senior)
Management
Two courses:
• MGMT 80 and 160
Economics
Three courses:
• ECON 1, 2, and 3
Accounting
Two courses:
• ACTG 11 and 12
Finance
One course:
• FNCE 121
Marketing
One course:
• MKTG 181
268 LEAVEY SCHOOL OF BUSINESS
Departmental Minors
The Department of Operations Management and Information Systems offers a minor
in management information systems, and the Department of Economics offers a minor in
economics through the College of Arts and Sciences. Descriptions of these two minors and
associated requirements can be found in the respective department sections of this chapter.
Interdisciplinary Minors
The Leavey School of Business administers three interdisciplinary minors open to business
students and nonbusiness students: entrepreneurship, international business, and retail studies.
Descriptions of these minors and associated requirements can be found in Chapter 6,
­Interdisciplinary Minors and Other Programs of Study.
GENERAL BUSINESS COURSES
70.Contemporary Business Issues
150.Feeding the World
An introduction to the nature, forms, and In this course, students examine the global
objectives of the contemporary business firm system for the production and distribution
and its relation to the environment in which of food, assess the ability of the system to
it operates. (4 units)
satisfy the human demand for food, and
evaluate the impact of the system on the
71.Foundations of Leadership
Presents various theories, concepts, and natural environment. Students will employ
models of leadership through a series of tools from statistics, operations, and ecospeakers, directed readings, and reflective nomics to describe, analyze, and forecast imwriting assignments. Prerequisite: Freshman balances between food supply and food
demand. Through a term project, students
business student. (2 units)
use their new skills to examine the food sys72.Business Leadership Skills
tem in a developing nation experiencing
Designed to continue learning from BUSN 71 chronic hunger. (5 units)
by introducing and teaching various leadership skills. Course integrates group discus- 151.Food, Hunger, Poverty,
Environment Immersion
sion, selected readings, experiential learning,
and reflective engagement experiences. This course is designed to help students
­Prerequisites: BUSN 71 and freshman business meet their social justice-oriented experiential
student. (2 units)
learning requirements while learning about
issues related to food production and con85. Business Law
sumption, hunger, poverty, and the environThis course is designed to give the student ment. The course blends short lectures,
an overview of the primary substantive areas guided discussions and reflections, and a 10affecting business transactions including the to 12-day immersion in a selected country
law of contracts, torts, employment, and interacting with local people of diverse backcrimes. It is intended to make the student grounds for experiential active learning. The
aware of fundamental legal principles and goal is to increase students’ understanding of
their application in the business context. the role of business in the developing world
Prerequisites: BUSN 70 and completion of and to explore the role of business in alleviat45 units, or permission of instructor. (4 units) ing poverty through economic development
and the pursuit of social justice. (2 units)
145.Entrepreneurship Practicum
An opportunity for select students to apply
their entrepreneurial skills in emerging companies through a structured placement in a
Silicon Valley internship. (2–5 units)
BACHELOR OF SCIENCE IN COMMERCE 269
170.Contemporary Business
for Nonmajors
This course is specifically designed for upper-division (junior and senior), nonbusiness majors who are interested in learning
about business firms and their relation to
both the global and local environment in
which they operate. Course will use a business simulation as a key learning method, in
addition to lectures and small group discussion. This course is not open to students
who have completed BUSN 70. Prerequisite: Must have completed 87.5 units or more.
(5 units)
173.Leadership Experience
A seminar for students reflecting on their experience as a leader. Seminar includes selected readings, reflective engagement activity,
personal leadership assessment, and writing
assignments. Prerequisites: BUSN 72 or
MGMT 174, and a business major with
­junior or senior standing. (2 units)
179. Communications in Business
Students will learn to communicate effectively in a business context, including producing quantitative and qualitative analyses
and evaluations; creating information graphics, formal multimedia reports, proposals,
and presentations. Students will also develop
skills in informal business discourse (plans,
process and progress reports, email, memos,
etc.), including the design, development,
and delivery of a project that bridges SCU’s
Mission with the needs of Silicon Valley, presented to an internal and external business
audience. Prerequisites: CTW 1 & 2 and
OMIS 40. Must have completed at least
60 units. (5 units)
182. Global Experience Practicum
Opportunity for business students to study
global business issues in specific countries or
regions around the world. The practicum
includes selected readings, several special lectures on topics related to the target country
or region, and an in-country learning session,
typically two weeks after the end of spring
quarter. Each practicum is led by a Leavey
School of Business faculty member, who
travels with the students to the country to
lead integration sessions, guide discussions,
and generally enhance the student’s learning
experience. (2 units)
194.Civil Society Colloquium
A colloquium that gives outstanding students the opportunity to interact with each
other and with faculty in serious intellectual
enterprise. From assigned readings, the class
will engage in high-level discussions of policy
and other civic issues. (2 units)
196.Leadership Practicum
Opportunity for business students to obtain
advanced experience in leading, facilitating,
directing, evaluating, and advising within a
Leavey School of Business school-wide or
interdisciplinary project, class, or initiative.
This practicum generally includes selected
readings, reflective engagement activity,
­personal leadership assessment, and writing
assignments. Requires approval of the assistant dean. (1–5 units)
197.Leavey School of Business/
Engineering Practicum
This practicum gives business students an
opportunity to work with senior-level engineering students on engineering design projects. This is an excellent opportunity for
cross-functional learning in a team environment and for business students to practice
the activities they learned in previous business school courses. This practicum provides
exposure to technology and valuable experience in product development, innovation,
and entrepreneurship. The student will perform a business analysis of the project and
assist in producing a business plan, which
may involve assessing the project for commercialization, defining and characterizing
the market, and exploring any intellectual
property issues. Must be a Leavey School of
Business senior to enroll. (2 units)
270 LEAVEY SCHOOL OF BUSINESS
198.Internship/Practicum
Opportunity for upper-division students—
typically involved with school-wide or interdisciplinary programs, projects, or initiatives—to
work and study in or with for-profit and
nonprofit organizations. This practicum
generally includes selected readings, a reflective engagement activity, and a written report. Requires approval of the a­ ssistant dean
or dean. May be included as fulfilling a requirement for a major only with permission
of that department chair. (1–5 units)
CENTERS, INSTITUTES, AND SPECIAL PROGRAMS
Accelerated Cooperative Education
The Accelerated Cooperative Education (ACE) program offers a unique, challenging,
and rewarding experience to business students. Participants receive a program of workshops
designed to build, strengthen, and enhance their leadership skills, introductions to ACE
business partner companies for a paid summer internship, mentoring by senior executives,
and fast-track admission to the Santa Clara MBA program. Students are selected into this
program through an application process.
Dean’s Leadership Program
The Dean’s Leadership Program is an engaging experience for high-achieving first-year
business students interested in exploring and developing their leadership skills. Business
scholars are invited to apply to join the Dean’s Leadership Program upon admittance to the
University. This one-year program provides a high-impact experience, which guides students through their first year at Santa Clara University in order to prepare them to become
leaders during their university experience and beyond.
Global Women’s Leadership Program
The Global Women’s Leadership Network (GWLN) is dedicated to developing the leadership capacity of women who dare to transform the future of their organizations, communities, and the world, and provides volunteer and internship opportunities for Leavey
School of Business undergraduate and graduate students. Established in 2004, GWLN
focuses on a single program to accomplish this objective—Women Leaders for the World,
which includes a week-long residential leadership training program, six months of coaching
on a project of the participant’s choice, and a lifelong membership in a global cooperative of
women leaders. GWLN is sponsored by the Leavey School of Business and many generous
individual contributors, and makes extensive use of volunteers.
Leavey Scholars Program
The Leavey Scholars Program offers special opportunities for undergraduate business
students who have established a record of excellence in their Santa Clara studies. Leavey
Scholars are invited to enroll in honors sections of selected business courses that are especially
rigorous and academically challenging. Successful completion of the program warrants the
designation “Leavey Scholar” on the student’s transcript.
CENTERS, INSTITUTES, AND SPECIAL PROGRAMS 271
Center for Innovation and Entrepreneurship
The Center for Innovation and Entrepreneurship (CIE) provides networking, educational,
and advisory services for members of the Santa Clara University community and drives entrepreneurship curricula through the creation of the Entrepreneurship Leadership Team. The CIE
coordinates the minor in entrepreneurship and the Undergraduate Entrepreneurship Program,
which offers students the opportunity to develop their knowledge, skills, and experience in
entrepreneurship through curricular and extracurricular activities. The program features internship opportunities at Silicon Valley startups and offers a variety of entrepreneur speaker events
and activities through the quarterly CIE Speaker Series and Global Entrepreneurship Week.
In addition, the CIE provides students with business plan review and coaching both on an
ad-hoc basis and also through its quarterly Office Hours for Entrepreneurs series, networking
mixers, field trips, and Silicon Valley event attendance opportunities. The annual Outstanding
Student Entrepreneur Award is given at the end of the year and recognizes the graduating
student who has made the greatest contribution to the entrepreneurship program. The CIE
also serves as sponsoring advisors of the Santa Clara Entrepreneur Organization (SCEO), a
student club that provides a forum for learning outside the classroom. The CIE Advisory Board
includes distinguished alumni entrepreneurs, venture capitalists, venture attorneys and
accountants, corporate executives, and the deans of the schools of business, engineering,
and law, and the college of arts and sciences. To learn more, visit the Center for Innovation
and Entrepreneurship in Lucas Hall Suite 109 or email Linda Jenkins at [email protected]
Civil Society Institute
The Civil Society Institute is dedicated to educating students in the classic themes of
political economy and their relevance to contemporary policy issues. In addition to a colloquium with undergraduate students, the institute also hosts public lectures and conferences to create a forum for the Silicon Valley community to explore ideas and policy issues
related to classical liberal thought, and publishes occasional policy studies. The institute
addresses the enduring questions of social philosophy: What values and public policies promote and sustain a humane, tolerant, diverse, and prosperous society?
Food and Agribusiness Institute
The Food and Agribusiness Institute (FAI) offers undergraduate and graduate courses on
topics related to the food industry. At the undergraduate level, the FAI sponsors the Food,
Hunger, Poverty, and Environment Pathway. At the graduate level, the FAI sponsors a concentration in food and agribusiness for students pursuing the MBA degree. Enrichment
programs offer students the opportunity to enhance their educational experience through
internships, field trips, and a mentor program. The immersion and field experiences organized by the FAI expose students to the rich diversity of the food industry through domestic
and international travel. The FAI also hosts events, lectures, food industry research, conferences, and programs for the campus and for the food and agribusiness community.
Retail Management Institute
Under the direction of the Retail Management Institute, the Retail Studies Program
provides students with a strong business background in the use of consumer information
and information technology as well as an opportunity to explore the retail field in depth
through both an internship and senior seminars. Students emerge from the program with the
qualifications to enter the retail industry in fields such as buying and planning, e-commerce,
Internet marketing, store management, global sourcing, and information technology. The
institute also brings leading executives to speak at campus events and meet with students to
share their views on current issues impacting the retail industry.
272 LEAVEY SCHOOL OF BUSINESS
DEPARTMENT OF ACCOUNTING
Professors: Yongtae Kim, Susan Parker
Associate Professors: Michael Calegari, Michael J. Eames (Department Chair and
Robert and Barbara McCullough Professor), Haidan Li, Suzanne M. Luttman,
Jane A. Ou, James F. Sepe, Neal L. Ushman
Assistant Professor: Siqi Li
Lecturer: William O’Brien
The Department of Accounting strives to provide high-quality accounting instruction,
conduct research that contributes to the understanding of accounting issues, and provide superior
service to students and alumni, the profession, the University, and the business community.
In addition to the major in accounting, the Accounting and Operations M
­ anagement and
Information Systems departments offer a joint major in accounting and information systems.
REQUIREMENTS FOR THE MAJORS
In addition to fulfilling Undergraduate Core Curriculum and Leavey School of Business
requirements for the bachelor of science in commerce, students majoring in accounting or
accounting and information systems must complete the following departmental requirements:
Major in Accounting
• ACTG 20, 130, 131, 132, 134, 135, 136, and 138
Note: Accounting majors may use ACTG 134 to satisfy both the information systems
requirement in the Leavey School of Business curriculum and the Science, Technology & Society
requirement in the 2009 University Core.
Major in Accounting and Information Systems
• ACTG 20, 130, 131, 132, 135, 136, and 138
• OMIS 30 or 31
• OMIS 105, 106, and 150
• One course from OMIS 107, 111, 113, 135, 137
Accounting and information systems majors may use either OMIS 30 or 31 to satisfy
the information systems requirement in the Leavey School of Business curriculum.
LOWER-DIVISION COURSES
5. Personal Financial Planning
ics such as the dissemination of accounting
Overview of the tools and information nec- information and its impact on capital maressary for personal business decision making. kets, and the analysis of corporate annual
Includes analysis of financial services, credit reports. Coverage of financial statements
and borrowing, taxes, compensation plan- and their use in determining profitability
ning, consumer purchases, housing deci- and the financial condition of a business ensions, the time value of money, savings, and tity. Prerequisites: Must be a second-year student and have completed BUSN 70 or 170.
investments. (4 units)
Seniors who have not completed BUSN 70
11.Introduction to
may take this class with department permisFinancial Accounting
sion on a space-available basis. (4 units)
Overview of the role of financial information
in economic decision making. Includes top-
ACCOUNTING 273
12.Introduction to
Managerial Accounting
Introduction to the role of financial information in the decision making of business
managers. The objective is to investigate the
use of business data in typical managerial
functions such as planning, control, and
making operational decisions. Prerequisite:
ACTG 11. (4 units)
20.Recording Financial Transactions
Insight into the basic principles and mechanics behind the preparation of financial
statements. Focus is on the accounting
model, accrual versus cash accounting, and
the accounting processing cycle. Prerequisite: ACTG 11 and must have 70 completed
units or department’s permission prior to
­enrollment. Course may not be taken before
spring quarter of the sophomore year. (2 units)
UPPER-DIVISION COURSES
130.Intermediate Financial
134.Accounting Information Systems
Accounting I
Introduction to procedures by which accountAn in-depth study of the concepts underly- ing data is captured, processed, and communiing external financial reporting, along with cated in computerized information systems.
expanded coverage of basic financial statements. The course describes the ways that accountDetailed analysis of the measurement and ing information systems are designed, used,
reporting of current assets, operational assets, and maintained by accounting professionals
and investments, including the treatment of with an emphasis on the internal controls
related revenues and expenses. Significant at- over such systems. Prerequisites: ACTG 11
tention is given to income statement presen- and 12 (may be taken concurrently). (5 units)
tation and revenue recognition. Prerequisites:
ACTG 12 and 20 and must have 96 com- 135.Auditing
pleted units or department’s permission prior Introduction to the basic concepts of auditing.
to enrollment. (ACTG 20 may be taken Discussion of applicable regulations, the audit
risk model, and client risk assessment. Focus
­concurrently.) (5 units)
is on an overview of the audit process. Audi131.Intermediate Financial
tors’ professional and ethical responsibilities,
Accounting II
sampling, and historical cases will also be
Intensive analysis of generally accepted ac- discussed. Prerequisite: ACTG 131. (ACTG
counting principles as applied to accounting 131 may be taken concurrently.) (5 units)
for liabilities, stockholders’ equity, and the
statement of cash flows. Accounting for in- 136.Cost Accounting
come taxes, pensions, leases, and the reporting Analysis of cost accounting with a strategic
of corporate earnings per share. Prerequisite: emphasis. Selected topics include process
costing, activity-based costing, variance analACTG 130. (5 units)
ysis, joint cost allocations, and the Theory of
132.Advanced Financial Accounting
Constraints. Prerequisite: ACTG 130. (5 units)
The main subject is accounting for business
combinations, and the consolidation of fi- 138.Tax Planning and
Business Decisions
nancial statements of a parent company and
its subsidiaries. A broad spectrum of finan- A basic introduction to the tax treatment of
cial reporting issues in the context of con- transactions and events affecting both individsolidated financial statements is examined. uals and businesses and the conceptual frameThe course also covers partnership account- work underlying taxation. Includes issues of
ing and other advanced financial accounting importance for successful tax planning with
an emphasis on income and expense recogtopics. Prerequisite: ACTG 131. (5 units)
274 LEAVEY SCHOOL OF BUSINESS
nition, individual taxation, and property
transactions. Assumes no prior knowledge of
the tax law. Prerequisites: ACTG 11 and 12
(may be taken concurrently). (5 units)
140.Government and
Nonprofit Accounting
Accounting and reporting requirements used
by government and not-for-profit (NPO)
entities. For governmental accounting, the
class focuses on the categorization of the major
government fund types and the terminology
associated with Governmental Accounting
Standards Board (GASB) Generally Accepted
Accounting Principles (GAAP). For NPO
accounting, the class focuses on the provisions
of FAS 116 and FAS 117. Recommended for
students taking the Certified Public Accountant (CPA) Exam. Prerequisite: ACTG 131.
(3 units)
142. Business Law for Accountants
Legal theory and mechanisms designed to
facilitate commercial transactions within our
society. Areas covered include those dealing
with integral aspects of business transactions:
business organizations; contract and sales
law; commercial paper; and secured transactions. Recommended for students taking
the CPA Exam. Prerequisite: ACTG 131.
Restricted to junior- and senior-declared
­accounting majors. (5 units)
143.International Financial Reporting
Standards and FASB Updates
An in-depth study of the major differences
that exist between International Financial
Reporting Standards and U.S. GAAP. The
course will also provide an update for students
on the content of Financial Accounting
Standards Board (FASB) pronouncements
that have been issued in the prior year. Prerequisites: ACTG 130 and 131. (3 units)
148.Taxation of Business Entities
An advanced tax course covering the income
tax treatment of transactions involving various types of business entities. Topics include
the taxation of corporate entities (both C
and S corporations) as well as partnerships.
Addresses tax issues related to estates and
trusts. Includes calculation of current and
deferred taxes and the study of common tax
issues arising in multinational transactions.
Prerequisites: ACTG 131 and 138. (5 units)
150. Financial Fraud:
Detection and Investigation
Forensic accounting deals with the application of accounting methods to legal problems, and comprises investigative accounting
and litigation support activities. Investigative
accounting (usually referred to as fraud accounting) refers to the role of the accountant
in determining the existence and extent of
asset misappropriation and/or financial
statement fraud. Litigation support activities
include those professional services provided
by accountants to attorneys in support of
civil or criminal litigation. In addition to examining both aspects of forensic accounting,
the legal system and the role of the forensic
accountant as an expert witness will be discussed. Prerequisite: ACTG 131. (5 units)
151.Financial Statement Analysis
Provides a framework for analyzing financial
statements and develops skills useful in evaluating company performance, liquidity, solvency, and valuation in the context of the
company’s strategy and competitive environment from a user perspective. Prerequisites:
ACTG 11 and FNCE 121 or 121S. (5 units)
152.International Accounting
and Financial Reporting
Understanding similarities and differences in
financial reporting practices globally is vital
for all organizations involved in international business. The course takes a user perspective to international financial reporting. It
examines economic and social factors that
affect financial reporting practices, classifies
global patterns in financial reporting, and
studies the effect of the diversity in financial
reporting on corporate investment and financing decisions. Technical issues covered
include accounting for foreign currency
ACCOUNTING 275
transactions, accounting for the effects of inflation, international transfer pricing, and
international financial statement analysis.
Prerequisites: ACTG 130 and MGMT 80.
(5 units)
161.Junior Contemporary
Business Seminar Series I
A series of seminars covering topics pertinent
to those pursuing a professional accounting
career. Students are required to attend sessions
with the course instructor, attend seminars
sponsored by the Department of Accounting,
or choose additional acceptable seminars
and presentations offered throughout the
University. Prerequisites: ACTG 12 and 20.
(ACTG 20 may be taken concurrently.)
(2 units)
162.Junior Contemporary
Seminar Series II
A series of seminars covering topics pertinent
to those pursuing a professional accounting
career. Students are required to attend sessions with the course instructor, attend seminars sponsored by the Department of
Accounting, or choose additional acceptable
seminars and presentations offered throughout the University. Prerequisites: ACTG 12
and 20. (ACTG 20 may be taken concurrently.) (2 units)
171.Senior Contemporary
Business Seminar Series I
A series of seminars covering topics pertinent
to those pursuing a professional accounting
career. Students are required to attend sessions with the course instructor, attend seminars sponsored by the Department of
Accounting, or choose additional acceptable
seminars and presentations offered throughout the University. Prerequisite: Open only to
senior-declared accounting majors. (2 units)
172.Senior Contemporary
Business Seminar Series II
A series of seminars covering topics pertinent
to those pursuing a professional accounting
career. Students are required to attend ses-
sions with the course instructor, attend seminars sponsored by the Department of
Accounting, or choose additional acceptable
seminars and presentations offered throughout the University. Prerequisite: Open only to
senior-declared accounting majors. (2 units)
191.Peer Educator in Accounting
Work closely with the department to help
students in core accounting classes, understand course material, think more deeply
about the material, and feel less anxious
about testing situations. Prerequisites: Declared accounting major and permission of
instructor and chair required prior to enrollment. (1 or 2 units)
194.Accounting Case Analysis
A practicum in which students form teams,
research accounting issues, present the results of their research, and explain their research recommendations before a panel of
judges. This course may be repeated for
credit. Prerequisite: Enrollment is by permission of the department chair. (1 or 2 units)
197.Special Topics in Accounting
Offered occasionally to introduce new topics
not covered by existing electives. Consult
quarterly schedule of classes for description.
Prerequisite: ACTG 131. (2–5 units)
198.Accounting Internship
Opportunity for upper-division students to
work in local accounting or corporate firms.
Two written reports and the employer’s evaluation of the student’s work will be required.
This course may be repeated for credit
­depending on nature of assignment. Prerequisites: Declared accounting major and permission of instructor and chair. (2–5 units/
quarter, up to a maximum of 10 units.)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor. Prerequisites: Declared accounting major and
permission of instructor and chair. (1–5 units)
276 LEAVEY SCHOOL OF BUSINESS
DEPARTMENT OF ECONOMICS
Professors Emeriti: Thomas Russell, Thaddeus J. Whalen Jr.
Professors: Mario L. Belotti (W.M. Keck Foundation Professor), Alexander J. Field
(Department Chair and Michel and Mary Orradre Professor), John M. Heineke,
Kris J. Mitchener (Robert and Susan Finocchio Professor), William A. Sundstrom
Associate Professors: Linda Kamas, Michael Kevane, Serguei Maliar, Helen Popper,
Dongsoo Shin
Assistant Professors: Christian Helmers, John Ifcher, Goncalo Pina, Teny Shapiro,
Arunima Sinha
Lecturer: Adina Ardelean
As one of the social sciences, economics studies how the choices we make as individuals—as consumers and producers, as savers and investors, as managers and employees, as
citizens and voters—combine to determine how society uses its scarce resources to produce
and distribute goods and services. This practical, useful discipline provides insights into
important issues such as the determinants of wealth and poverty; unemployment, inflation,
international trade, and economic growth; and success and failure in the marketplace. The
rigorous, systematic analysis that the study of economics brings to bear on these and other
real-world issues provides excellent preparation for careers in both the private and the public
sectors, as well as for graduate study in economics, business, public policy, and law. Economics graduates pursue varied careers in business, law, banking and finance, government
service, education, and private consulting. Students considering graduate study in economics leading to a master’s or doctoral degree are strongly encouraged to meet with their advisor as early as possible to plan an appropriate course of study.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and Leavey School of Business
requirements for the bachelor of science in commerce degree, students majoring in economics
must complete the following departmental requirements:
• ECON 41 and 42 (satisfies OMIS 41 requirement in the Leavey School of Business core.)
• ECON 113, 114, 115, and 181 or 182
• Three upper-division economics electives, at least two of which must be completed
after ECON 113 and 115
REQUIREMENTS FOR THE MINOR
Students with a minor in economics through the College of Arts and Sciences must
complete the following requirements:
• ECON 1, 2, 3, 113 or 114, and 115
• Two additional upper-division economics courses
• MATH 11 or 30
ECONOMICS 277
MATHEMATICAL ECONOMICS CONCENTRATION
Economics majors who want to concentrate in mathematical economics must complete
the following requirements in addition to the regular requirements for the major:
• All of the following courses: MATH 11, 12, 13, 14, 22, 53 (MATH 122 and 123
strongly recommended)
• Three out of the following courses: ECON 170, 171, 172, 173, or 174 (these courses
also count as electives required for the major)
Note: Students completing the mathematical economics concentration take MATH 11 and 12
instead of MATH 30 and 31.
LOWER-DIVISION COURSES
1. Principles of Microeconomics
3H. International Economics,
Development, and Growth
Introduction to microeconomics and its applications to business decisions and public Honors section. Analysis of international
policy. Topics include supply, demand, and trade theory and policy, balance-of-payments
the coordinating role of prices in a market adjustments and exchange-rate regimes, and
economy; the behavior of business firms, in- economic development. Must be in the
cluding output and pricing decisions; com- ­University Honors or Leavey Scholars Program,
petition and monopoly; government policies or have permission of instructor. Prerequisite:
and regulations affecting markets. (4 units)
ECON 2. (4 units)
1E.Principles of Microeconomics
Special section of ECON 1 emphasizing
environmental applications of economics.
­
­Introduction to microeconomics and its applications to business decisions and public
policy. Topics include supply, demand, and
the coordinating role of prices in a market
economy; the behavior of business firms, including output and pricing decisions; competition and monopoly; government policies
and regulations affecting markets. (4 units)
2. Principles of Macroeconomics
Determinants of national income and product in the long run and short run; inflation,
unemployment, and business cycles; monetary and fiscal policies; and economic
growth. Prerequisite: ECON 1. (4 units)
3. International Economics,
Development, and Growth
Analysis of international trade theory and
policy, balance-of-payments adjustments
and exchange-rate regimes, and economic
development. Prerequisite: ECON 2. (4 units)
41.Data Analysis and Econometrics
Introduction to statistical methods for analyzing economic data. Emphasis on applications of multiple regression and establishing
causality in observational data. Prerequisites:
ECON 1 and 2, MATH 12 or 31, and
MATH 8 or OMIS 40. Must also be enrolled
in ECON 42. (4 units)
42.Data Analysis Applications
Hands-on course in obtaining and analyzing
data using statistical software. Prerequisites:
ECON 1 and 2, MATH 12 or 31, and
MATH 8 or OMIS 40. Must also be enrolled
in ECON 41. (2 units)
278 LEAVEY SCHOOL OF BUSINESS
UPPER-DIVISION COURSES
Prerequisites: Unless otherwise noted, ECON 1, 120.Economics of the Public Sector
2, and 3 are required for all upper-division Microeconomic analysis of the role of goveconomics courses.
ernment in the market economy. Supply of
public goods and services, government’s role
101.Resources, Food,
in controlling externalities and regulating
and the Environment
private industry, and the economics of the
Exploration of the relationship among food political process. (5 units)
production, resource use, and the environment. Topics include biotechnology, the green 122.Money and Banking
revolution, resource depletion, environmen- Theoretical, institutional, and historical aptal degradation, and food safety. ­Prerequisites: proach to the study of money and banking,
None. (5 units)
with particular emphasis on the relationship
between the monetary and banking system
111.Economics of the Environment
and the rest of the economy. (5 units)
Economic analysis of environmental issues
and government policies for environmental 126.Economics and Law
protection. Applications to important envi- Economic analysis of law and legal instituronmental issues, such as global climate tions focusing on the common law areas of
change, water and air pollution, hazardous property, contracts, and torts. (5 units)
wastes, biodiversity, and endangered species.
127.Public Finance: Taxation
Prerequisite: ECON 1. (5 units)
Analysis of various tax policies and their effect
113.Intermediate Microeconomics I
on the economy. Individual income taxes,
Theory of rational individual choice and its corporate income taxes, consumption taxes,
applications to decision making, consumer payroll taxes, state and local taxes, and other
demand, and social welfare; economics of alternative forms of taxation. (5 units)
uncertainty and information. Additional
129.Economic Development
prerequisite: MATH 11 or 30. (5 units)
Causes and consequences of economic
114.Intermediate Microeconomics II
growth and poverty in less developed counTheory of the firm; determination of price tries; analysis of the role of government poliand quantity by profit-maximizing firms cies in economic development. (5 units)
under different market structures; strategic
behavior; general equilibrium; market fail- 130.Latin American
Economic Development
ure and government policies. Additional prerequisite: MATH 11 or 30. (5 units)
Examination of the economic development
of Latin American countries, with particular
115.Intermediate Macroeconomics
emphasis on the relationships between ecoMacroeconomic analysis, emphasizing mod- nomic growth and their social, political, and
ern macroeconomic models for explaining economic structures. (5 units)
output, employment, and inflation in the
short run and long run. Macroeconomic 134.African Economic Development
policymaking, including fiscal and monetary Examination of the economic development
policy. Additional prerequisite: MATH 11 of sub-Saharan African countries, with paror 30. (5 units)
ticular emphasis on the relationships between economic growth and their social,
political, and economic structures. (5 units)
ECONOMICS 279
135.Gender Issues in the
Developing World
Explores the gendered nature of poverty in
the developing world, with special focus on
sub-Saharan Africa, using applied statistical
analysis and economic theory. Also listed
as WGST 121. Additional prerequisite:
ECON 113. (5 units)
136.20th-Century Economic History
The development of the U.S. economy during the 20th century. Topics include the
causes and consequences of economic
growth, the Great Depression, the rise of
government regulation, the changing role of
women in the workforce, and the increasing
internationalization of markets during the
postwar period. Additional prerequisite:
ECON 115. (5 units)
137.World Economic History
Development of Western and non-Western
economies since the late 19th century. Topics include globalization and economic integration, convergence and divergence in
economic growth across countries, international monetary systems, and the impact of
alternative policies and institutional regimes
on economic performance. (5 units)
138.History of Economic Thought
Origins and evolution of economic ideas in
their historical and philosophical context.
Emphasis on the theories of Adam Smith,
David Ricardo, and Karl Marx, as well as the
emergence of modern microeconomics and
macroeconomics in the 19th and 20th
­centuries. (5 units)
139.American Economic History
Study of growth and institutional change in
the U.S. economy since colonial times.
Topics include early industrialization, the
­
economics of slavery, and the rise of large
business enterprises and labor unions.
(5 units)
150.Labor Economics
Study of labor productivity, incomes and
employment, and how these are affected by
labor organizations and labor legislation.
­Additional prerequisites: ECON 113 and
OMIS 41 or ECON 41and 42. (5 units)
155.Economics of Immigration
Examines economic impacts of post-1967
immigration to the United States. Topics include determinants of the migration decision, extent of “assimilation” of immigrants
into the U.S. educational system and economy, and economic impacts of immigration
on natives. Additional prerequisite: OMIS
41 or ECON 41 and 42. (5 units)
156.Real Estate Economics
Economic analysis of real estate markets, including supply of and demand for land and
improvements, legal aspects of real estate
ownership and transactions, government
regulation and taxation of real estate, and
real estate markets in urban and regional
economies. Additional prerequisite: OMIS
41 or ECON 41 and 42. (5 units)
160.The Economics of Poverty
and Inequality
Examines theories and evidence regarding
poverty and economic inequality in the
United States. Evaluates alternative public
policies aimed at combating poverty. (5 units)
164.Vocation and Gender: Seeking
Meaning in Work and Life
An interdisciplinary examination of vocation, understood as both a meaningful career
and life outside of work. Incorporates theoretical and empirical methods of the disciplines of communication and economics to
provide a rich set of tools with which to
make discerning decisions on personal vocation. Economic models and empirical studies provide the framework for considering
life choices, while the field of communication enables analysis of the ways individuals
and groups engage in interpersonal, organizational, and mediated communication
280 LEAVEY SCHOOL OF BUSINESS
surrounding work/life issues. Prerequisite:
­
Junior or senior standing. ECON 1, 2, and 3
are not required, but some prior economics
course(s) are recommended. (5 units)
166.Race, Ethnicity, and Gender
in the U.S. Economy
Analysis of current and historical differences
in economic status by race, ethnicity, and
gender; theory and evidence of discrimination; role of government policies. Additional
prerequisite: OMIS 41 or ECON 173 or
ECON 41 and 42. (5 units)
170.Mathematical Economics I:
Static Optimization
The standard classical models of microeconomic and macroeconomic theory are generalized and reformulated as mathematical
systems. The primary goal of the course is to
extract empirically testable propositions that
would permit testing model veracity. Linear
algebra and the tools of calculus including
power series, the implicit function theorem,
envelope theorems, and duality are used as
the basis of analysis. Additional prerequisites:
MATH 11, 12, and ECON 113 or 114, or
permission of instructor. (5 units)
171.Mathematical Economics II:
Dynamic Optimization
The course will discuss the mathematical
tools needed to analyze dynamic situations
in economics. Topics include calculus of
variations, optimal control, and dynamic
programming. Applications to optimal
growth paths, natural resource allocations,
organizational decision making and stability
of economic systems are discussed. Additional prerequisites: ECON 170 or permission of instructor. (5 units)
172.Game Theory
This course introduces game theoretical
concepts and tools. Theoretical topics include Nash equilibrium, Sub-game perfection, Bayesian-Nash equilibrium, Harsanyi
transformation, commitment, and Perfect
Bayesian Equilibrium. Applications to topics
such as oligopoly, strategic investment, and
agency theory are discussed. Additional prerequisites: MATH 11, 12, and ECON 113
or 114, or permission of instructor. (5 units)
173.Econometrics
Statistical methods to analyze economic
data. Estimation and hypothesis testing
using multiple regression; time series and
cross-section data. Additional prerequisites:
MATH 12 or MATH 31, ECON 41 and
42, or OMIS 41 or MATH 8. (5 units)
174.Time Series Analysis
Methods to forecast and interpret hypotheses about time-varying economic variables.
Stationary and nonstationary series; characterizing time series in tractable ways; separating regular (trend and seasonal) and irregular
parts of a time series; and examining identification and estimation strategies. Synthesize, present, and evaluate time series analysis
to assess credibility. Additional prerequisite:
ECON 173 or ECON 41 and 42 or permission of instructor. (5 units)
181.International Trade
Analysis of the theories of international trade
and strategic interactions; assessment of the
empirical patterns of trade; analysis of the
political economy of protection, and applications to policies guiding international competition. Additional prerequisite: ECON 113.
(5 units)
182.International Finance and
Open Economy Macroeconomics
Analysis of the monetary aspects of international economics, including the balance of
payments, exchange rates and foreign exchange markets, speculative attacks and currency crises, and the implications of
international trade and capital flows for
macroeconomic activity and policy. Additional prerequisite: ECON 115. (5 units)
FINANCE 281
185.Economics of
Technological Change
The economic determinants and consequences of technological change. Topics include
research and development, joint ventures,
patents and other intellectual property,
­university-industry and government-industry
collaboration, and the relationship between
antitrust and other regulatory policies and
technological advances. (5 units)
190.Economics Seminar
Seminar on contemporary economic theories
and problems. Admission by invitation only.
(5 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor. Independent studies are normally permitted
only under special circumstances. Prerequisite: Written proposal must be approved by
instructor and chair at least one week prior to
registration. (1–5 units)
DEPARTMENT OF FINANCE
Professors: Sanjiv Das, Hoje Jo (Department Chair), Atulya Sarin, Hersh Shefrin
(Mario L. Belotti Professor), Meir Statman (Glenn Klimek Professor)
Associate Professors: George Chacko, Robert Hendershott
Assistant Professors: Ye Cai, Seoyoung Kim, Carrie Pan
Finance is at the center of well-managed businesses, from high-technology companies to
mutual fund companies. Development of knowledge and managerial skills in the corporate
and investment settings are the major goals of the finance program. Graduates with a degree
in finance pursue careers as corporate financial officers, traders, investment managers, financial
analysts, financial planners, investment bankers, stockbrokers, regulators, and other specialties. Corporate finance officers manage the assets and value of corporations. They examine
which new products and investments will be profitable, analyze the most cost-effective ways
to produce them, and determine where to get the money needed to fund new ventures.
Personal financial planners and stockbrokers help people make wise investments by selecting good stocks and assembling efficient portfolios. Students in finance also learn how to
understand and analyze information from capital markets, engage in mergers and acquisitions, and undertake investments in new ventures, real estate, and international markets.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and Leavey School of Business
requirements for the bachelor of science in commerce degree, students majoring in finance
must complete the following departmental requirements:
• FNCE 124 and 125
• Four upper-division finance electives
282 LEAVEY SCHOOL OF BUSINESS
UPPER-DIVISION COURSES
Topics include time value of money, finan115.Quantitative Methods for Finance
Teaches finance majors the most important cial analysis and forecasting, valuing corpoquantitative tools they will need for the fi- rate securities (stocks and bonds), cash
nance curriculum. The students will (1) learn management, capital budgeting, short- and
important concepts, techniques, and tools in long-term financing, and dividend policy.
mathematics and statistics relevant for mod- Prerequisites: Restricted to students in the
ern finance; (2) understand where these Leavey Scholars Program. OMIS 40, ACTG
tools are applied in practice; and (3) learn 11 and 12, and proficiency with spreadsheets.
widely used software to implement these (5 units)
techniques. The goal of this course is to en- 124.Investments
sure that finance majors reach a baseline level
of competence in quantitative methods, and Introduction to the nature and functions of
is especially intended for those students who securities markets and financial instruments.
fear math yet have a desire to come to grips The formulation of investment goals and
with it. Prerequisites: ACTG 11 and 12 and policies, trading strategies, and portfolio
management. Coverage of security analysis
OMIS 40. (5 units)
and valuation, evaluating portfolio perfor116.Mathematical Finance
mance, diversification, alternative investIntroduction to Ito calculus and stochastic ments. Prerequisite: FNCE 121 or 121S.
differential equations; discrete lattice mod- (5 units)
els; models for the movement of stock and 125.Corporate Financial Policy
bond prices using Brownian motion and
Poisson processes; pricing models for equity In-depth examination of the interrelationand bond options via Black-Scholes and its ships between corporate investment and fivariants; optimal portfolio allocation. Solu- nancing decisions and their impact on a
tion techniques will include Monte Carlo firm’s pattern of cash flows, return, and risk.
and finite difference methods. Offered in Special emphasis on the development of analternate years. Prerequisites: FNCE 115 alytical techniques and skills for analyzing
performance reflected in financial stateand FNCE 121. (5 units)
ments. Case studies are used. Prerequisites:
121.Financial Management
FNCE 121 or 121S and FNCE 124. (5 units)
Introduction to the basic concepts of finan- 126.Money and Capital Markets
cial risk and return, the valuation of uncertain future cash flows, working capital and Role and function of financial institutions,
fixed asset management, and cost of capital. financial flows, interest rate structures,
Topics include time value of money, finan- money, and capital markets. Emphasis on
cial analysis and forecasting, valuing corpo- the implications for the formulation of busirate securities (stocks and bonds), cash ness financial policy. Intended as a thorough
management, capital budgeting, short- and introduction to the various markets that
long-term financing, and dividend policy. comprise a fair and efficient financial system.
Prerequisites: OMIS 40, ACTG 11 and 12, Viewed primarily from the perspective of a
corporate issuer, explores the ideas and
and proficiency with spreadsheets. (5 units)
mechanisms by which value is created by fi121S. Financial Management
nancial markets, the roles of players in the
Introduction to the basic concepts of finan- system, the flow of information and the decial risk and return, the valuation of uncer- sign features that manage incentive probtain future cash flows, working capital and lems in a practical manner. Common themes
fixed asset management, and cost of capital. and concepts will be developed by the
FINANCE 283
e­xploration of a new market in each class.
Through an analysis of corporation’s funding alternatives, students will survey various
markets with a view to understanding the
role of each market, its players, traded securities, and risks. Prerequisites: FNCE 121 or
121S, and FNCE 124. (5 units)
128.Real Estate Finance
Exploration of the real estate market, including investments in residential and commercial real estate by individuals, partnerships,
and trusts. Emphasis is on the valuation and
cash flow analysis of these projects and
an understanding of financing alternatives.
­Prerequisites: FNCE 121 or 121S, and
FNCE 124. (5 units)
130.Ethics in Finance
Exploration of the ethical dimension of financial markets. Topics include insider trading, moral hazard, agency, adverse selection,
and financial market regulations concerning
disclosure, price manipulation, suitability,
trading interruptions, margin requirements,
and short-sale restrictions. Prerequisites:
FNCE 121 or 121S, and FNCE 124. (5 units)
135.Applied Portfolio Management
Designed to provide a highly rigorous and
analytic framework for applied work in investments and portfolio management. Students who master the course material will
acquire the analytical tools and financial
theory necessary to make rational investment decisions and understand the paradigms by which investment portfolios are
managed. The coursework involves an analysis of contemporary theories and techniques in portfolio management available to
professional portfolio managers. Significant
literature that emphasizes the role of the
modern portfolio manager in achieving diversification and client investment goals is
reviewed and evaluated. Prerequisites: FNCE
121 or 121S, 124, and OMIS 40 and 41.
(5 units)
141.New Venture Finance
Describes the financing environment for
young companies and studies how the private equity market functions. Students will
learn how investment funds are structured,
investment contracts are written, and understand the economics of different private equity models work. Prerequisites: FNCE 121
or 121S, and FNCE 124. (5 units)
143.Entrepreneurial Finance
Covers topics that are directly relevant to entrepreneurs, defined broadly to include all
early employees in addition to founders, that
are evaluating, communicating, and implementing new business opportunities. This
course focuses on the start-up phase with an
emphasis on venture-backed companies.
The three main sections of the course are:
Types of Businesses (primarily lecture and
project-based), Financial Models (primarily
project-based), and Investment Terms (primarily lecture-based). Types of Businesses
covers the three types of entrepreneur: lifestyle entrepreneurs, wealth-building entrepreneurs, and innovating entrepreneurs,
along economic foundations that distinguish
the three types of entrepreneurship. Financial Models covers the creation and uses of
financial projection: revenue, costs, and
profits/losses. Investment Terms covers the
way investments in start-up companies are
generally structured. In all three sections, we
will discuss the human biases that often distort entrepreneurial efforts, along with strategies to recognize and avoid the more costly.
Prerequisites: FNCE 121 or 121S, and
FNCE 124. (5 units)
146.Introduction to Risk Management
Introduction to financial risk management
through its major components: credit, market, operational, legal, and reputational. Also
addresses technology tools to manage risk
and the role data governance and environmental policy play in risk management. Students who master the material will acquire
an understanding of the major areas of risk
exposure that all organizations, both public
284 LEAVEY SCHOOL OF BUSINESS
and private, face in operating in today’s
complex global marketplace. Prerequisites:
­
FNCE 121 or 121S, and FNCE 124. (5 units)
cost of capital), market multiples, free-cash
flow, and pro-forma models. Prerequisites:
FNCE 121 or 121S, and FNCE 124. (5 units)
148.Risk Management and Insurance
Survey of general principles of risk management. Risk management uses many tools to
avoid, reduce, or offset the financial penalty
of risks. The course will cover types of insurance, financial instruments used to “insure”
a portfolio, credit default swaps, etc. The
course will address the risk management
function across the firm. The role of the
chief financial officer (CFO) or vice president of finance as risk management officer
will be examined. Prerequisites: FNCE 121
or 121S, and FNCE 124.(5 units)
174.Mergers and Acquisitions
A study of corporate governance and corporate restructurings. Emphasis on how corporate ownership, control, and organizational
structures affect firm value. Other topics
may include valuing merger candidates,
agency theory, and takeover regulation. This
course generally places a heavy emphasis on
case projects and/or class presentations.
­Prerequisites: FNCE 121, 124, and 125.
(5 units)
151.International Finance
Examination of the functioning of the international monetary system, foreign exchange
markets, and the financial problems of business firms operating internationally. Topics
covered include hedging exchange rates
and interest rates, international investment
and financing, financial markets, banking,
and financial management. Prerequisites:
FNCE 121 or 121S, and FNCE 124. (5 units)
163.Investment Practice
The practice of portfolio management using
a portion of the University’s endowment
fund to acquire real-life investment experience. Various investment objectives will be
explored, including derivatives to protect
current positions, fixed income, and equity
investments. The course meets over three
quarters. Students must earn 6 units in
order for the course to count toward the
major. Prerequisites: FNCE 121 or 121S,
FNCE 124, and instructor approval. (2 units)
170.Business Valuation
Practical valuation tools for valuing a
­company and its securities. Valuation techniques covered include discounted cash-flow
analysis, estimated cost of capital (cost of
­equity, cost of debt, and weighted average
180.Open Book Management
Open book management is a system that
places finance and accounting at the center
of management processes for decision making and monitoring. The course uses simulation techniques to teach students how to
create a corporate culture around the principles of open book management, particularly
the treatment of agency conflicts and the use
of effective business processes. Prerequisites:
FNCE 121 or 121S, FNCE 124, and
FNCE 125. (5 units)
198.Internship/Practicum
Opportunity for selected upper-division students to work in companies and nonprofit
organizations. Prerequisites: Finance major,
junior or senior standing, and permission of
instructor and chair required one week prior
to registration. Anything less than 5 units
will not count toward major requirements.
(1–5 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor. Independent studies are normally permitted
only under special circumstances. Prerequisites: Declared finance major, junior or senior
standing, and a written proposal must be approved by instructor and chair one week prior
to registration. (1–5 units)
MANAGEMENT 285
DEPARTMENT OF MANAGEMENT
Professor Emeritus: Dennis J. Moberg
Professors: Gregory Baker, David F. Caldwell (Department Chair and Stephen
and Patricia Schott Professor), André L. Delbecq (J. Thomas and Kathleen L.
McCarthy University Professor), Terri Griffith, James L. Koch (Jan and Bill Terry
Professor of Management), Barry Z. Posner (Michael Accolti, S.J. Professorship for
Leadership), Manuel G. Velasquez (Charles J. Dirksen Professor of Business Ethics)
Associate Professors: James L. Hall, Sanjay Jain, Tammy L. Madsen
Assistant Professors: Nydia MacGregor, Niki Den Nieuwenboer, Jennifer Woolley
Acting Assistant Professors: Robert Eberhart, Peter Jennings
Lecturer: Michael Levenhagen
The Management Department’s curriculum emphasizes rigorous analysis and managerial application. Courses are offered in organizational behavior and design, human resource
management, industrial relations, managerial communication, leadership, entrepreneurship, and family business management. Additional courses in strategic management, business and public policy, business ethics, and international management provide a general
management perspective. Management majors are those who want to develop balanced
general management skills or to specialize in human resource management. Students in
other majors who aspire to supervisory or managerial positions will find several of the
department electives useful.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and Leavey School of Business
requirements for the bachelor of science in commerce degree, students majoring in management must complete the following departmental requirements:
• MGMT 161
• Four courses selected from MGMT, 164, 166, 168, 169, 170, 171, 173, 174, 175,
177, 179, 197, 198, and 199
LOWER-DIVISION COURSES
6. Business Ethics
6H. Business Ethics
A normative inquiry into the ethical issues Honors section. A normative inquiry into
that arise in business and how they should be the ethical issues that arise in business and
managed. Attention is given to current how they should be managed. Attention is
moral issues in business, to ethical theories given to current moral issues in business, to
and their implications for these issues, and to ethical theories and their implications for these
the managerial implications. Topics may in- issues, and to the managerial implications.
clude truth in advertising, corporate social Topics may include truth in advertising,
responsibility, affirmative action, govern- ­
corporate social responsibility, affirmative
ment regulation of business, quality of work- action, government regulation of business,
life, environmental and resource issues, and quality of work-life, environmental and reethical codes of conduct. (4 units)
source issues, and ethical codes of conduct.
Prerequisite: Enrollment restricted to students
in the University Honors or Leavey Scholars
programs. (4 units)
286 LEAVEY SCHOOL OF BUSINESS
8. Business Ethics in Practice
This course provides students with hands-on
experience in a nonprofit organization to
prepare them for future work and servicebased learning engagements. Students will
work with, and observe, employees in a nonprofit organization to gain an understanding
of the value of the organization’s daily work
activities and its contribution to society. The
course will help students recognize the benefits of lifelong responsible citizenship and
civic engagement. Students will participate
in a minimum of two seven-hour Saturday
assignment days and nine regular Tuesday/
Thursday sessions. Prerequisite: MGMT 6
or MGMT 6H or PHIL 6 or PHIL 112.
Note: To participate in this experiential
learning course, the student must have private transportation to travel to a construction
site in Santa Clara County. (2 units)
80.Global and Cultural
Environment of Business
An examination of the basic conceptual
­vocabulary and theories regarding the economic, political, and social influences on
international business today. Topics may include international trade, financial systems,
political institutions, cultural factors, corporate structure, and market entry. Students
who take this class may not receive credit
for MGMT 80L taken in the Santa Clara
London Program, or any equivalent course
taken in a study abroad program. Prerequisites:
BUSN 70 or BUSN 170 and ECON 3.
(4 units)
UPPER-DIVISION COURSES
160.Organization and Management
162.Strategic Analysis—
The Business Capstone
Introduction to organization theory and
practice with an emphasis on organizational Focuses on the processes by which managers
behavior, inclusive of the contexts of the position their businesses or assets to maxi­individual, the group, and the organization mize long-term profits in the face of unceras a whole. Prerequisite: Students must have tainty, rapid change, and competition.
completed 60 units. (5 units)
Covers various frameworks for analyzing an
industry’s structure and a firm’s competitive
160S. Organization and Management
position, and for developing a coherent, viaIntroduction to organization theory and ble, and defensible firm strategy. Requires
practice with an emphasis on organizational students to integrate and extend the knowlbehavior, inclusive of the contexts of the in- edge and skills that they have developed
dividual, the group, and the organization as throughout their coursework (i.e., marketa whole. Prerequisites: Open only to students ing, finance, economics, organizational bein the Leavey Scholars program. Students havior, ethics, information systems, statistical
must have completed 60 units. (5 units)
analysis, operations management, accounting, etc.) into a “total” business perspective.
161.Management in Organizations
Prerequisites: ECON 41 and 42 or OMIS 41;
Introduction to management theory and FNCE 121 or 121S; MGMT 80, 160, or
practice including a historical perspective, 160S; MKTG 181 or 181S; and senior
and the roles and functions of management, standing. (5 units)
as influenced by a sense of ethics and social
responsibility in a global environment. Prerequisite: MGMT 160 or 160S. (5 units)
MANAGEMENT 287
162S. Strategic Analysis—
The Business Capstone
Focuses on the processes by which managers
position their businesses or assets to maximize long-term profits in the face of uncertainty, rapid change, and competition.
Covers various frameworks for analyzing an
industry’s structure and a firm’s competitive
position and for developing a coherent, viable, and defensible firm strategy. Requires
students to integrate and extend the knowledge and skills that they have developed
throughout their coursework (i.e., marketing, finance, economics, organizational behavior, ethics, information systems, statistical
analysis, operations management, accounting, etc.) into a “total” business perspective.
Enrollment restricted to students in the
Leavey Scholars Program. Prerequisites:
ECON 41 and 42 or OMIS 41; FNCE 121
or 121S; MGMT 80, 160 or 160S; MKTG
181 or 181S, senior standing, and a minimum 3.5 cumulative GPA. (5 units)
164.Introduction to Entrepreneurship
The practice of business innovation and entrepreneurship with an emphasis on assessing needs, developing products or services,
and communicating ideas. Prerequisites:
ACTG 11 and MKTG 181. (5 units)
165.Building a Business
Extends notions of entrepreneurship to
building a viable business by focusing on
­developing business plans and identifying
opportunities for growth. Prerequisite:
MGMT 164. (5 units)
166.Human Resource Management
Comprehensive review of the role and functions of human resource management departments in business organizations, with
particular emphasis on selection and placement, training and development, and compensation systems. Prerequisite: MGMT 160
or 160S, or permission of instructor. (5 units)
168.Managing for Sustainability
This course examines the core values, principals, opportunities, and challenges for sustainable business management. It includes
an analysis of the relationship between business and the natural environment, and economic and social systems, and communities.
The course uses environmental ethics to examine climate change, energy, land use,
food, health, the value chain, and new approaches to manufacturing and services,
using local and global examples. Prerequisite:
MGMT 6 or 169 or permission of instructor.
(5 units)
169.Business and Public Policy
The impact of public policy on business and
how businesses adapt to and influence public policies. Includes ideology, corporate social responsibility, government regulations,
and business political activity. Lectures/­
discussions; case analyses. (5 units)
170.International Management
The international framework for trade and
international investment, a critical discussion of the idea of globalization, the design
and staffing of multinational organizational
structures and multinational strategies.
­Prerequisite: MGMT 80. (MGMT 160 or
160S recommended.) (5 units)
171.Managerial Communication
Interpersonal and small-group communication. Negotiating behavior. Oral and written
communication. Integrates theory and skillbuilding through reading, case analysis, and
practice. Prerequisite: MGMT 160 or 160S,
or permission of instructor. (5 units)
173. Resources, Food, and
the Environment
Exploration of relationship among food production, resource use, and the environment.
Topics include biotechnology, the green revolution, resource depletion, environmental
degradation, and food safety. Also listed as
ECON 101. (5 units)
288 LEAVEY SCHOOL OF BUSINESS
174.Social Psychology of Leadership
A conceptual framework for understanding
leadership and opportunities for developing
leadership skills. This interactive course requires personal reflection into leadership
­experiences and fieldwork with executives.
Note: This course is required for those completing the Leadership Studies Certificate
Program. Prerequisite: Students must have
completed 87.5 units. (5 units)
175.Managing Family Businesses
Issues include managerial and ownership
succession, conflicts between family and
nonfamily members, and conflicts between
family and business cultures. Students will
apply organizational behavior concepts to
family business issues and develop a useful
framework for analyzing and anticipating
those issues. Class design incorporates cases,
videos, and guest speakers. Prerequisite:
MGMT 160 or 160S. (5 units)
177.Managing with the Internet
Focuses on the use of Internet technology—
including underlying scientific, technical,
and social concerns—in small- and mediumsized enterprises. Weekly presentations of
management issues are followed by designing and creating mock-up solutions using
Internet sites to address these issues. Prerequisite: Students must have completed 60 units.
(5 units)
179.Project Management
Students will learn how to plan and manage
a project. Covers methods for creating a
work breakdown structure and project
schedule; estimating a project’s budget; and
managing a project’s quality, schedule, and
financial targets. Course activities include a
simulation and team project for applying the
methods learned. Prerequisite: MGMT 160
or 160S (or permission of the instructor).
(5 units)
197.Special Topics in Management
Offered occasionally to introduce new topics
not covered by existing electives. Topics generally reflect the research interests of the
faculty teaching the course. Prerequisite:
­
MGMT 160 or 160S. (5 units)
198.Internship/Practicum
Opportunity for selected upper-division students to work in local organizations. Prerequisites: MGMT 160 or 160S, and two
courses from the following list: MGMT, 166,
169, 170, 171, 172, 173, 174, 175, 177.
Students must have completed 60 units and have
the approval of the undergraduate committee
one week prior to registration. (1–5 units)
198E. Entrepreneurship Internship
An extended opportunity for students accepted into the entrepreneurship minor
program to apply their entrepreneurial
­
knowledge and skills in emerging or growing
companies through a structured placement
in Silicon Valley. Prerequisites: MGMT 164
or BUSN 144 and must have a declared
­entrepreneurship minor. MGMT 165 may
be taken concurrently. (5 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor.
­Prerequisites: MGMT 160 or 160S, and a
written proposal must be approved by instructor and chair one week prior to registration.
(1–5 units)
MARKETING 289
DEPARTMENT OF MARKETING
Professor Emerita: Karen F. A. Fox
Professors: Dale D. Achabal (L.J. Skaggs Professor, Department Co-Chair),
Albert V. Bruno (W.T. Cleary Professor), Kirthi Kalyanam (J.C. Penney Professor),
Shelby H. McIntyre (Department Co-Chair), Edward F. McQuarrie
Associate Professor: J. Michael Munson
Assistant Professors: Xiaojing Dong, Desmond Lo, Kumar Sarangee, Ravi Shanmugam,
Savannah Wei Shi
Lecturer: Gail Kirby
Marketing operates at the cutting edge of a well-managed organization. Development
of students’ decision-making and managerial skills are the major objectives of the Department of Marketing program, with special emphases in innovation, high technology, retailing, and digital marketing. Marketing links a business to its markets and customers and acts
as the eyes and the ears for a firm, helping managers identify emerging market opportunities
and anticipating customer needs and wants. It is also the firm’s voice, handling communications with customers and deciding on advertising, sales and social media messages. Finally,
strategic marketing addresses competitive threats and opportunities, guiding a firm’s efforts
to deliver superior value. Because customer analysis and competitive advantage are so crucial
to business success, a degree in marketing provides a solid foundation for a general management career leading to executive responsibilities. It can also provide the basis for a more
focused career in such areas as advertising, retailing, sales, brand management, and
market research.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling Undergraduate Core Curriculum and Leavey School of Business
requirements for the bachelor of science in commerce degree, students majoring in marketing
must complete the following departmental requirements:
• MKTG 182 and 183 (to be completed early in junior year, prior to electives)
• After completion of MKTG 182 and 183, three courses in an area of marketing
­emphasis chosen from one of the following areas:
Business and Technology Marketing Emphasis
• MKTG 185, 187, 188 (strongly recommended)
• MKTG 175, 186 (recommended)
Consumer and Channel Marketing Emphasis
• MKTG 165, 175, 186 (strongly recommended)
• MKTG 176, 187 (recommended)
Individually Designed Marketing Emphasis
• Courses selected with the student’s marketing faculty advisor. The three courses are
typically selected from MKTG 165, 175, 176, 178, 185, 186, 187, and 188.
The MKTG 198 internship elective should be designed to augment the student’s career
goals. However, MKTG 198 cannot be substituted for an elective course in the major.
290 LEAVEY SCHOOL OF BUSINESS
UPPER-DIVISION COURSES
165.Customer-Centric Retailing
176.Services Marketing
and Management
The design and management of store, catalog, and Internet-based retail channels. Top- Effective marketing and management in serics include how retailers create value for the vice enterprises, including hospitality, tourproducer and the end user, the financial and ism, financial services, retailing, health care,
marketing strategies that underlie retailing education, accounting, telecommunicaformats, target marketing decisions, mer- tions, technical and information services,
chandise management, how retail price pro- among others. Focus on customer satisfacmotions work, managing customer service, tion, service quality, service design and imand the execution of retail marketing deci- plementation, pricing, and promotion. Use
sions. Mini cases, video cases, an applied of cases, field trips, and projects to develop
project, and guest speakers from industry and apply course concepts. Prerequisite:
will be utilized to provide practical illustra- MKTG 181 or 181S. (5 units)
tion of various concepts and stimulate class
discussion. Prerequisite: MKTG 181 or 181S. 178.Marketing Across Cultures
Success in global markets requires develop(5 units)
ing marketing programs that are sensitive to
168. and 169. Advanced
cultural differences. This course emphasizes
Retail Seminars
the cultural factors that drive consumption
In-depth examination of a number of topics behavior in international markets. A sociocritical to future executives in a retailing en- cultural perspective is applied to traditional
vironment. Focus is on the use of consumer marketing concepts to develop programs to
information and information technology to successfully address international markets.
improve managerial decision making. Topics Mechanisms for participating in foreign
include consumer trends, multichannel re- markets such as exports, licensing, and joint
tail models, analysis of high-performance ventures are evaluated. Ethical marketing isretailers, category management, building sues in international contexts are explored.
information-centric organizations, mobile Students who take this class may not receive
marketing, social media, sales promotion credit for MKTG 178L taken in the Santa
and online advertising, and supply chain Clara London Program, or any equivalent
management. Prerequisites: MKTG 165, 181 course taken in a study abroad program.
or 181S, and declared retail studies minor. ­Prerequisites: MKTG 181 or 181S and
MKTG 168 must be taken prior to 169. (5 units) MGMT 80. (5 units)
175.Internet Marketing
Focuses on several important areas impacting the dynamic nature of Internet marketing by addressing these questions: What is
the role of mobile, social, and local marketing in today’s environment? How are marketers integrating e-commerce into their
marketing activities? What are some of the
major problems and opportunities that
e‑commerce activities pose for the marketing
manager? Project required. Prerequisite:
MKTG 181 or 181S. (5 units)
181.Principles of Marketing
Introduction to the fundamental principles
of contemporary marketing. Covers the role
of marketing in society, marketing strategy
and planning, segmentation, product policy,
pricing decisions, promotion, and distribution. The course stresses topical examples.
Emphasizes application of basic principles,
information sourcing, analytical thinking,
and communication skills. Prerequisite:
Must have 60 units or greater, or permission
of instructor. (5 units)
MARKETING 291
181S. Principles of Marketing
Introduction to the fundamental principles
of contemporary marketing. Covers the role
of marketing in society, marketing strategy
and planning, segmentation, product policy,
pricing decisions, promotion, and distribution. Stresses topical examples. Emphasizes
application of basic principles, information
sourcing, analytical thinking, and communication skills. Prerequisite: Enrollment restricted to students in the Leavey Scholars
Program. Must have 60 units or greater, or
permission of instructor. (5 units)
182.Analysis for Marketing Decisions
An analytical approach toward understanding consumers and markets to support profitable marketing decisions in such areas as
market segmentation, new product development, positioning, and promotions. The
focus is on frameworks for structuring marketing problems, and techniques for using
data to improve marketing decisions. Cases
and projects are emphasized. Prerequisites:
OMIS 41 and MKTG 181 or 181S.
(5 units)
183.Customer Behavior
How consumers process information and
make buying decisions. Investigation of influence factors, such as attitudes, personality,
culture, motivation, perception, and reference groups on consumer decision making.
Decision processes of industrial buyers in
business-to-business markets are also studied
and compared to those of individuals in consumer markets. Particular emphasis on understanding the decision-making process
(both consumer and industrial) and its application to the development of sound marketing strategy. An applied project, videos,
and mini-cases are used to illustrate the practical application of various concepts. Prerequisites: OMIS 41 and MKTG 181 or 181S
or permission of instructor. (5 units)
185.Sales Management
This course puts the student in the role of
being a prospective sales or marketing manager. The objective is to provide students
with user-level knowledge of sales concepts
and management methodologies necessary
to effectively perform and manage the sales
function. The format of the course enables
the student to apply these concepts to both
selling consumer, high-tech and industrial
products and services. Project required. Prerequisite: MKTG 181 or 181S. (5 units)
186.Integrated Marketing
Communications
Integration of the marketing mix, brand
message, and media is essential to successfully meeting corporate objectives. The
course arms students with an understanding
of new media plus the skills to plan, develop,
execute, coordinate, and measure integrated
marketing communications (IMC) programs. Personal attributes, demeanor, and
business ethics are addressed in preparation
for moving from the classroom to the boardroom. Interaction with business practitioners, industry-experienced instruction, and a
service/learning project for an actual company are integral to the course. Prerequisite:
MKTG 181 or 181S. (5 units)
187.Innovation and
New Product Marketing
Focuses on both quantitative and qualitative
techniques associated with identifying, researching, and analyzing new product opportunities. Exposes students to important
tools for designing, testing, and introducing
profitable new products and services. Prerequisite: MKTG 181 or 181S. (5 units)
188.Business-to-Business Marketing
Studies the marketing of goods and services
to business organizations. Topics include differences between B2B and B2C marketing,
formulation of business marketing strategy,
inter-firm relationship and contracting, and
value creation and value capturing. Fosters
an integrated approach to pricing, promotion, distribution, and communication.
Class design combines theory and practice
through online simulations, cases, group
projects, and guest lectures. Project required.
Prerequisite: MKTG 181 or 181S. (5 units)
292 LEAVEY SCHOOL OF BUSINESS
189.Sustainability Marketing
The course is designed to explore the relationship between sustainability and marketing, especially for students interested in
business and society and the environmental
concerns that affect marketing managers.
Key areas include understanding the economic foundation of sustainability marketing and its place in contemporary society,
sustainability marketing standards and strategies, and global and ethical considerations.
Prerequisite: MKTG 181 or 181S. (5 units)
197.Special Topics in Marketing
Occasional current and interdisciplinary
courses offered on a one-time or infrequent
basis or cross-listed with offerings in other
departments. Consult quarterly schedule of
classes for description. Prerequisites: MKTG 181
or 181S and declared marketing major. (5 units)
198.Internship
Opportunity for upper-division students to
work in local firms and complete a supervised
academic project in that setting. Prerequisites: Declared marketing major, MKTG 181
or 181S, 182, and permission of faculty coordinator. (1–3 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty sponsor. Independent studies are normally permitted
only under special circumstances. Prerequisite: Written proposal must be approved by
instructor and chair at least two weeks prior
to registration. (1–5 units)
OPERATIONS MANAGEMENT AND INFORMATION SYSTEMS
Professors: Narendra Agrawal (Associate Dean of Faculty), Manoochehr Ghiassi,
Chaiho Kim (Joseph S. Alemany Professor), Steven Nahmias, Stephen A. Smith,
S. Andrew Starbird (Dean of the Leavey School of Business)
Associate Professors: Gangshu Cai, Andy A. Tsay (Department Chair)
Assistant Professors: Ram Bala, Tao Li, Haibing Lu, Sami Najafi-Asadolahi,
David K. Zimbra
Acting Assistant Professor: Yasin Ceran
Undergraduate study in the Department of Operations Management and Information
Systems (OMIS) explores the use of computer information systems and analytical decisionmaking methods in organizations. Essential to the conduct of business, these skills equip the
department’s majors and minors to design, implement, and evaluate systems central to an
organization’s success.
In addition to the major in management information systems (MIS), the department
offers an MIS minor for nonbusiness and non-MIS majors, and the inter-departmental
major of accounting and information systems (AIS).
The department’s majors and minors may pursue a variety of careers after graduation,
including management consulting, systems administration, technical sales and marketing,
operations management, and roles as business analysts in public, private, service and nonprofit sectors. Past graduates have also gone on to various master’s degree or doctoral programs, as well as law school.
OPERATIONS MANAGEMENT AND INFORMATION SYSTEMS 293
REQUIREMENTS FOR THE MAJORS
In addition to fulfilling Undergraduate Core Curriculum and Leavey School of Business
requirements for the bachelor of science in commerce degree, students majoring in management information systems or in accounting and information systems must complete the
following departmental requirements:
Major in management information systems (MIS)
• OMIS 30 or 31
• OMIS 105, 106, and 107
• Three courses from OMIS 109, 110, 111, 112, 113, 117, 135, 137, 150, 170, and 173
Major in accounting and information systems (AIS)
• ACTG 20, 130, 131, 132, 135, 136, and 138
• OMIS 30 or 31
• OMIS 105, 106, and 150
• One course from OMIS 107, 111, 113, 135, and 137
REQUIREMENTS FOR THE
MANAGEMENT INFORMATION SYSTEMS MINOR
Nonbusiness majors and non-MIS majors in the Leavey School of Business may pursue
the MIS minor, enabling them to apply a deeper understanding of technology to their major.
The MIS minor has the following requirements:
• OMIS 30 or 31
• OMIS 105
• Three courses from OMIS 107, 111, 113, 135, 137, 150, 199
Nonbusiness students minoring in MIS must also complete the following requirements:
• One course in mathematics chosen from MATH 11 or 30
• One course in statistics and data analysis chosen from OMIS 40, MATH 8, PSYC
40, COMM 110
•Three courses in business chosen from BUSN 70, MGMT 160, MGMT 161,
MKTG 181, FNCE 121, OMIS 108
LOWER-DIVISION COURSES
15.Introduction to Spreadsheets
17.Introduction to Business Computing
Using spreadsheets to analyze business data Using spreadsheets and database management
and present the findings in tables, charts, systems to analyze business data and present
and graphs. Topics covered will include the findings in tables, charts, and graphs.
spreadsheet formulas, functions, pivot tables Topics covered will include the spreadsheet
and pivot charts. Students will also learn formula, functions, pivot tables and charts,
how to retrieve data from sources such as and SQL queries. Students will also learn the
text files, relational databases, and servers. workings of the relational database manageStudents may not take both OMIS 15 and ment systems. Students may not take both
17 for credit. (2 units)
OMIS 15 and 17 for credit. (4 units)
294 LEAVEY SCHOOL OF BUSINESS
30. Introduction to Programming
Fundamental methodologies and approaches to computer programming, with emphasis on problem solving, top-down program
design, and thinking like a programmer.
Students will learn basic structures of computer programming; analyze real business
problems from a computer programmer perspective; and program, test and debug wellstructured programs. Focuses on essential
aspects of writing software that include good
design, modularity, efficiency, documentation, clarity, portability, and style. Students
will obtain hands-on programming skills
through several programming assignments.
This course is the basis for business application development in database design and
systems programming courses. Students who
receive credit for CSCI 10 (formerly MATH
10), COEN 6, COEN 11, or OMIS 31 may
not take this course for credit. (4 units)
31.Business Applications Programming
Develop and implement business application programs using software tools such as
Visual Studio, Visual Web Developer, and
Dreamweaver. Students will develop both
Windows- and Web applications. Assignments will use programming frameworks
such as .NET and PHP. Students who take
CSCI 10 (formerly MATH 10), OMIS 30,
COEN 6, or COEN 11 may not take this
course for credit. (4 units)
34.Science, Information Technology,
Business, and Society
Examines the complex relationship among
science, information technology, business,
and society. Investigates major breakthroughs
in information technology, how they were
influenced by business needs and how they
affect business and society. Explores social
and cultural values in business science and
technology, and economic challenges posed
by rapid business information technology.
Also examines the workings of major components of information technology used in
business today. (4 units)
40.Statistics and Data Analysis I
First in a two-course sequence. Students
learn to summarize and describe sets of data
using numerical and graphical methods; to
quantitatively express the probability of
events and utilize probability rules; to employ probability distributions to describe the
probabilities associated with discrete and
continuous random variables, and to compute means and variances; evaluate sample
data collection plans for quantitative and
qualitative data; to construct interval estimates for the population mean. Students
analyze real-world data using spreadsheet
software. Prerequisites: MATH 11 or 30,
and OMIS 15 or 17. (4 units)
41.Statistics and Data Analysis II
Second in a two-course sequence. Students
learn to construct confidence intervals and
test hypotheses about means, proportions,
and variances for one and two populations;
to formulate and test hypotheses about multinomial data; to construct both simple and
multiple regression models, evaluate model
quality and predict the value of dependent
variables using regression. Students analyze
real-world data using spreadsheet software.
Prerequisites: OMIS 15 or 17, and OMIS 40.
(4 units)
OPERATIONS MANAGEMENT AND INFORMATION SYSTEMS 295
UPPER-DIVISION COURSES
105.Database Management Systems
108.Operations Management
This course presents issues related to data- Survey of analysis and design methods for
bases and database management systems business systems that produce and deliver
(DBMS). Students will acquire technical goods and services. Topics chosen from the
and managerial skills in planning, analysis, following: process analysis, sales forecasting,
design, implementation, and maintenance production planning and scheduling, invenof databases. Hands-on training in relational tory management, material requirements
database design, normalization, SQL, and planning, quality control, lean manufacturdatabase implementation will be provided. ing, and supply chain management. PrereqUse of DBMS software is required. Empha- uisite: OMIS 41 or ECON 41 and 42. (5 units)
sis is placed on the issues of managing a database environment. Prerequisite: OMIS 30, 108E. Sustainable Operations
Management
31, or 34. (5 units)
This version of OMIS 108 places emphasis
106.Systems Analysis and Design
on applications to sustainable business pracThis course presents methodologies and ap- tices. Class project required. Prerequisite:
proaches to the analysis and design of com- OMIS 41 or ECON 41 and 42. (5 units)
puter-based information systems for business
applications. Topics include the systems de- 108S. Operations Management
velopment lifecycle, development method- Enrollment in this version of OMIS 108 is
ologies, requirements determination, use restricted to students in the Leavey Scholars
case analysis, process modeling, systems ar- Program. Prerequisite: OMIS 41 or ECON 41
chitecture, program, and interface design, and 42. (5 units)
systems implementation and organizational
transition. Application of the studied meth- 109.Computer Decision Models
odologies and techniques to a systems analy- Mathematical methods for solving decision
problems encountered in business situasis and design project is required. (5 units)
tions. Emphasis on problem formulation
107.Systems Programming
and application of spreadsheet-based algoDiscussion of the fundamental concepts of rithms for solution. Linear models and linear
systems programming. Major focus on the programming. Sensitivity analysis. Network
overall structure and capabilities of modern models. Integer and nonlinear programoperating systems (LINUX/UNIX, Windows, ming. Decision analysis and value of inforetc.) and how to use operating system facili- mation. Dynamic analysis and the principle
ties to manipulate files and processes. Also of optimality. Prerequisite: OMIS 41 or
covers shells and scripting programming ECON 41 and 42. (5 units)
concepts for performing system-level programming assignments on dedicated computer 110.Computer Simulation Modeling
systems. Development of several software as- Examination of computer simulation modsignments utilizing systems programming eling for the design and operation of comconcepts is required. Prerequisite: OMIS 30 plex processes or systems. Theory and
techniques of simulation and simulation
or 31. (5 units)
languages such as SLAM, GPSS, and GASP;
inventory control; assembly and job-shop
scheduling; and manufacturing process design. Prerequisites: OMIS 41 or ECON 41
and 42 and OMIS 30, or OMIS 31. (5 units)
296 LEAVEY SCHOOL OF BUSINESS
111.Computer Communications
Systems
Designed to provide the information systems professional with a basic literacy in
communication technologies driving the
digital economy. Basics of data and telecommunications, LANs, WANs, broadband,
analog and digital communications, Internet
architecture and concepts, wireless including
cellular and WLANs, and market and regulatory issues are covered. Emphasis on being
able to assess the business impact of networking technologies. Prerequisite: OMIS 30,
OMIS 31, or OMIS 34. (5 units)
112.Artificial Intelligence and
Expert Systems for Business
This course examines applications of artificial intelligence and expert systems for business. Topics include rule-based systems, data
and Web mining, and other knowledgebased systems. Prerequisite: OMIS 30 or 31.
(5 units)
113.Data Warehousing and
Business Intelligence
This course examines a broad collection of
software tools and analytical applications
that allow enterprises to analyze data maintained in data warehouses and operational
databases for business intelligence. Topics
include data storage and data integration architecture, enterprise analytics, and business
intelligence tools and presentations. Students will acquire hands-on experience in
building business intelligence applications.
Prerequisites: OMIS 30 or 31, and OMIS
105. (5 units)
117.Software Development Project
Integration of system and programming
concepts to develop a comprehensive software system. Also presents an overview of
software development methodology. Prerequisite: OMIS 30 or 31. (5 units)
135.Enterprise Resource
Planning Systems
Study of data and process integration across
a company onto a single computer system.
Analysis of enterprise resource planning
(ERP) system technologies, including databases. Class project requires setting up an
ERP system module using Oracle and/or
SAP systems. Case studies and guest speakers from industry. Prerequisite: OMIS 105
or COEN 178. (5 units)
137.Object-Oriented Programming
Introduction to object-oriented design
methodology. Discussion of different programming paradigms, concepts of data abstraction, inheritance, and encapsulation.
Topics include an overview of Java programming language, classes and objects, data abstraction, inheritance, I/O packages,
exceptions, threads, and GUI. Development
of several programming assignments using
Java is required. Prerequisite: OMIS 30, 31,
or equivalent. (5 units)
145.Competitive Quality
Slogans like “Quality is Job 1”; “When it absolutely, positively has to be there overnight”;
and “The Dependability People” leave little
doubt as to the importance of quality in
commercial competition. This course explores how quality contributes to competitiveness. The course starts by defining quality
and introducing methods for measuring
quality. The course investigates variation in
quality and its effect on firm performance,
and studies methods for monitoring and
controlling quality including quality control
charts and sampling inspection. Finally, in
light of new developments in operations
theory and in technology for tracking and
monitoring products, the course also tackles
strategic supply chain issues associated with
quality. Case studies and field trips are used
to bolster student understanding. Prerequisites: ECON 1 and OMIS 108/108E/108S.
(5 units)
OPERATIONS MANAGEMENT AND INFORMATION SYSTEMS 297
150.Financial Information Systems
Course focuses on computer-based financial
information systems that allow finance and
accounting professionals to acquire and
manage a company’s financial system. Topics
include the business functions of a financial
information system, the technical aspects of
the system, and the management issues of
implementing such a system. Students will
acquire hands-on experience using ERP systems. Prerequisites: OMIS 30 or 31, and
OMIS 105. (5 units)
170.Physical Database Design
Methodology for design of physical file
structures to support single- and multiplefile applications. Query optimization using
indexes. Data structures, file structures, file
access methods, file manipulation, and algorithmic analysis. Prerequisite: OMIS 105.
(5 units)
173.E-Commerce Technologies
An integrated course discussing techniques
needed to build, operate, and maintain
e‑businesses. Topics include scripting languages, mark up languages, security, online
transaction, and multimedia operation.
­Prerequisite: OMIS 30 or 31. (5 units)
198.Internship
Opportunity for selected upper-division students to work in local businesses or government units. Requires a faculty advisor and
should be fairly well structured. Note: A student
cannot use a collection of internship courses to
satisfy the upper-division course requirement
for any of the OMIS department’s major or
minor programs. Prerequisites: ­Upper-division
standing and approval of the undergraduate
committee one week prior to registration.
Written proposal must be approved by instructor and chair one week prior to registration. (1–2 units)
199.Directed Reading/
Directed Research
Independent projects undertaken by upperdivision students with a faculty advisor.
Note: A student cannot use a collection of
­directed reading/directed research courses to
satisfy the upper-division course requirement
for any of the OMIS department’s major or
minor programs. Prerequisite: Upper-division
standing and approval of the undergraduate
committee one week prior to registration.
Written proposal must be approved by instructor and chair one week prior to registration. (1–5 units)
5
School of Engineering
Dean: M. Godfrey Mungal
Associate Dean for Undergraduate Studies: Ruth E. Davis
Associate Dean for Graduate Studies: Aleksandar Zecevic
Associate Dean for Research and Faculty Development: Tokunbo Ogunfunmi
The mission of the School of Engineering is to educate and serve students for the benefit
of the Silicon Valley area, the state, the nation, and the world. The engineering school does
this through academic programs that educate professional engineers who practice with competence, conscience, and compassion, through scholarly activities that create and disseminate new knowledge, and through service activities that benefit our various constituencies
and humanity in general.
All courses offered through the School of Engineering are taught under tenets set forth
in the Engineering Honor Code. The Engineering Honor Code is a long-standing Santa
Clara tradition instituted at the request of students. The code states: “All students taking
courses in the School of Engineering agree, individually and collectively, that they will not
give or receive unpermitted aid in examinations or other coursework that is to be used by
the instructor as the basis of grading.” Students and teachers cooperate and share responsibilities under the code. Teachers are responsible for making clear what aid is permissible and
for using procedures that minimize temptations to violate the code. Students are responsible
for behaving honorably, for actively ensuring that others uphold the code, and for being
responsive to violations.
UNDERGRADUATE DEGREES
The School of Engineering confers the degree of bachelor of science with majors in
bioengineering, civil engineering, computer science and engineering, Web design and engineering, electrical engineering, general engineering, and mechanical engineering. The specialized bachelor of science programs in civil engineering, computer science and engineering,
electrical engineering, and mechanical engineering are accredited by the Engineering
Accreditation Commission of ABET, and the bachelor of science program in computer science and engineering is also accredited by the Computing Accreditation Commission of
ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202-4012; phone: 410-347-7700.
The bachelor of science programs in bioengineering, general engineering, and Web design
and engineering are not accredited by ABET. The bachelor of science in general engineering
can be individualized to accommodate the interests of a student. In addition, the engineering school offers minors in engineering, computer science and engineering, electrical engineering, and mechanical engineering as well as an interdisciplinary minor in bioengineering.
All of the undergraduate engineering programs require students to complete extensive
course sequences in mathematics and natural science as well as engineering.
Success in completing these critical course sequences is highly dependent upon having
the necessary technical background at each stage. Accordingly, prerequisites for all engineering
courses are strictly enforced.
298
SCHOOL OF ENGINEERING 299
REQUIREMENTS FOR THE BACHELOR OF SCIENCE
To qualify for the degree of bachelor of science in the School of Engineering, students
must complete the minimum number of units specified for the particular major and satisfy the
requirements of the Undergraduate Core Curriculum and the departmental major. It is possible that one course can satisfy more than one of the requirements for engineering students.
Undergraduate Core Curriculum
Critical Thinking & Writing
• Two courses in composition: CTW 1 and 2
Advanced Writing
• ENGL 181 and 182
Religion, Theology & Culture 1, 2, and 3
• Three courses approved to satisfy the core requirements
Cultures & Ideas 1 and 2
• One course sequence from the approved list of Cultures & Ideas course sequences
Cultures & Ideas 3
• One course from the approved list
Mathematics and Natural Science
• Course requirements are specified in the respective departmental major requirements
Second Language
• Recommended proficiency in one foreign language; requirement is satisfied by two
years of high school study in a foreign language
Social Science
• One course from the approved list
Civic Engagement
The civic engagement requirement may be met by one of two options:
• One course from the approved list
• A combination of ENGR 1 and a senior design project
Ethics
• One course in general or applied ethics from the approved list
Diversity
• One course from the approved list
300 SCHOOL OF ENGINEERING
Arts
The arts requirement may be met by one of two options:
• One course from the approved list
• A combination of ENGL 181 and a senior design project
Science, Technology & Society
The Science, Technology & Society requirement may be met by one of two options:
• One course from the approved list
• A combination of ENGL 181 and a senior design project
Experiential Learning for Social Justice
• One course with an approved experiential learning component
Pathways
• Three courses with a common theme approved for a declared Pathway
MINORS IN THE SCHOOL OF ENGINEERING
Minor in Engineering
The School of Engineering offers a minor in general engineering open to engineering
and non-engineering majors. Requirements for the minor are outlined in the General
­Engineering section of this chapter.
Minor in Computer Science and Engineering
The Department of Computer Engineering offers a minor in computer science and
engineering open to engineering and non-engineering majors. Requirements for the minor
are outlined in the Computer Engineering section of this chapter.
Minor in Electrical Engineering
The Department of Electrical Engineering offers a minor in electrical engineering open
to engineering and non-engineering majors. Requirements for the minor are outlined in the
Electrical Engineering section of this chapter.
Minor in Mechanical Engineering
The Department of Mechanical Engineering offers a minor in mechanical engineering
open to engineering and non-engineering majors. Requirements for the minor are outlined
in the Mechanical Engineering section of this chapter.
Minor in Bioengineering
The Department of Bioengineering offers an interdisciplinary minor in bioengineering
designed for students who are science majors in the College of Arts and Sciences, students
completing prerequisites for medical school, and engineering majors. Requirements for this
minor are outlined in Chapter 6, Interdisciplinary Minors and Other Programs of Study.
APPLIED MATHEMATICS 301
CENTERS, INSTITUTES, AND SPECIAL PROGRAMS
Cooperative Education Program
The Cooperative Education Program integrates classroom work with practical experience by providing alternate or parallel periods of college education with periods of training
in industry and government. The objective of the program is to provide students the opportunity to enhance their academic knowledge, to further their professional development, and
to learn how to work effectively as individual contributors and group members. The industrial training is related to the student’s field of study and often is diversified to afford a wide
range of experience. To qualify for the program, undergraduate students must have completed at least 90 quarter units and have a grade point average of 2.5 or higher. Credits
earned in the program may be used to meet undergraduate degree requirements.
Center for Nanostructures
The Center for Nanostructures uses state-of-the-art equipment to educate students and
to advance the field of nanoscale science and technology. The mission of the center is to
conduct, promote, and nurture nanoscale science and technology, interdisciplinary research,
and education activities at the University, and to position the University as a national center
of innovation in nanoscience education and nanostructures research. Ongoing research
projects include On-Chip Interconnect Modeling, Carbon Nanotubes/Nanofibers and
Electrical/Biological System Interfaces. Faculty, graduate students, and undergraduate students
utilize the center for research projects.
Combined Bachelor of Science and Master of Science
Combined bachelor of science and master of science degree programs are offered by the
Departments of Civil Engineering, Computer Engineering, Electrical Engineering, and
Mechanical Engineering. Requirements for the combined degree programs are outlined in
the appropriate departmental sections of this chapter.
DEPARTMENT OF APPLIED MATHEMATICS
Senior Lecturer: Stephen A. Chiappari (Department Chair)
Lecturer: Aaron Melman
The Department of Applied Mathematics offers only graduate degree programs and
operates in a service mode at the undergraduate level. Undergraduate courses offered by the
department have been designed to bridge mathematical theory and engineering applications.
UPPER-DIVISION COURSES
106.Differential Equations
108.Probability and Statistics
First-order linear differential equations, sys- Definitions of probability, sets, sample spactems of linear differential equations, homo- es, conditional and total probability, random
geneous systems of linear differential variables, distributions, functions of random
equations with constant coefficients, the variables, sampling, estimation of parameters,
­Laplace transform, the solution of differen- testing hypotheses. Prerequisite: MATH 14
tial equations by Laplace transform. Prereq- or 21. (4 units)
uisite: MATH 14 or 21. (4 units)
302 SCHOOL OF ENGINEERING
112. Risk Analysis in Civil Engineering
Set theory and probability, random variables, conditional and total probability,
functions of random variables, probabilistic
models for engineering analysis, statistical
inference, hypothesis testing. Prerequisite:
MATH 14. (4 units)
118.Numerical Methods
Numerical solution of algebraic and transcendental equations, numerical differentiation
and integration, and solution of ordinary
differential equations. Solution of representative problems on the digital computer.
­ rerequisites: AMTH 106 or MATH 22,
P
and one of the following: COEN 11, 44, 45,
or CSCI 10. (4 units)
194. Peer Educator in Applied
Mathematics
Peer educators in applied mathematics work
closely with a faculty member to help students understand course material, think
more deeply about course material, benefit
from collaborative learning, feel less anxious
about testing situations, and enjoy learning.
Enrollment is by permission of the instructor.
(2 units)
DEPARTMENT OF BIOENGINEERING
Associate Professors: Yuling Yan (Department Chair), Jonathan Zhang
Assistant Professors: Prashanth Asuri, Unyoung (Ashley) Kim
Bioengineering is the fastest-growing segment of engineering today and holds the promise of improving the lives of all people in very direct and diverse ways. Bioengineering
focuses on the application of electrical, chemical, mechanical, and other engineering principles to understand, modify, or control biological systems, and educates students to solve
problems at the interface of engineering and the life sciences.
The major in bioengineering is designed to prepare students for careers in the medical
device and biotechnology industries, graduate study in bioengineering, or entry into
medical school.
The bioengineering (or biomedical engineering) minor is primarily designed for those
students who are interested in the field but are majoring in other disciplines. Particularly,
science majors, students completing prerequisites for medical school as part of their undergraduate degree, or engineering majors.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling the Undergraduate Core Curriculum requirements for the bachelor
of science degree, students majoring in bioengineering must complete a minimum of
191 units and the following requirements:
English
• ENGL 181, 182
Bioethics
• One course selected from PHIL 7, TESP 157, ENGR 19, or BIOL 171
BIOENGINEERING 303
Natural Science
Biomolecular track:
• BIOL 21, 24, 25; CHEM 11, 12, 13, 31, 32; PHYS 31, 32, 33
Medical-device track:
• BIOE 21, 22; CHEM 11, 12, 13, 31; PHYS 31, 32, 33
Pre-med track:
• BIOL 21, 24, 25; CHEM 11, 12, 13, 31, 32, 33; PHYS 31, 32, 33
Mathematics
• MATH 11, 12, 13, 14; AMTH 106, AMTH 108
Engineering
• ENGR 1, ELEN 50, COEN 45 (or 44), BIOE 10
Medical-device track:
• ELEN 21, MECH 10
• BIOE 153, 154, 155, 161, 162, 171, 172
Biomolecular track/Pre-med track:
• One course from ELEN 21 and MECH 10
• Two courses from BIOE 153, 154 and 155
• BIOE 162, 163, 175, 176 (for Biomolecular track)
• BIOE 162, 163 (or 161), 171, 172 (for Pre-med track)
Senior Design Project (6 units in an interdisciplinary design project)
• BIOE 194, 195, 196
Technical Elective (TE) Requirements:
• The following minimum number of TE units are required for each track: Medicaldevice track: 15 units; Biomolecular track: 16 units; Pre-med track: 10 units
Recommended Technical Electives for Medical-device Track:
• BIOE 100, 107, 157, 163, 167, 168, 173, 174, 175, 176; COEN 123; ELEN 110,
115, 116, 130, 152, 156, 160; MECH 121, 122, 123, 151, 154; PHYS 161
Recommended Technical Electives for Biomolecular Track:
• BIOE 100, 157, 168, 171, 172, 173, 174, 177L; one course from BIOE 153, 154,
155 that is not counted as a required course; BIOL 110, 122, 124, 174, 175, 176,
177, 178, 189; CHEM 33, 111, 141, 142, 143, 151, 152; PHYS 161
Recommended Technical Electives for Pre-med Track:
• BIOE 100, 107, 157, 168, 173, 174, 175, 176; one course from BIOE 153, 154, 155
that is not counted as a required course; BIOL 104, 110, 122, 174, 175, 176, 177,
178, 189; CHEM 111, 141, 142, 143, 151, 152; PHYS 161
304 SCHOOL OF ENGINEERING
BIOENGINEERING MINOR
An interdisciplinary minor in biomedical engineering is available. See Chapter 6,
­Interdisciplinary Minors and Other Programs of Study.
LOWER-DIVISION COURSES: BIOENGINEERING
10.Introduction to Bioengineering
22.Introduction to Cell and
Molecular Bioengineering
An introduction to the central topics of bioengineering, including the application of The aim of this course is to introduce stuengineering methods and science to prob- dents to fundamental concepts in cell and
lems in biology and medicine, and the inte- molecular biology. Topics covered in the
gration of engineering and biology. Current course will include cellular structure and
issues and opportunities in the field will be function, biological molecules, molecular
discussed. Course may include lectures, class mechanism of cellular function, cell prolifdiscussions, guest lectures, field trips, short eration and signaling. This course will also
lab exercises, and team projects. (4 units)
emphasize the importance of applications of
genetic engineering in human health and
21.Introduction to Physiology
diseases. Course will include lectures, peer
This course will cover five anatomical sys- reviewed papers, class discussion, short lab
tems and how the structure of the human exercises, and team projects. Prerequisite:
body relates to and defines its function in BIOE 21. (4 units)
maintaining homeostasis. This course will
introduce cytology, histology and also focus 22L.Laboratory for BIOE 22
on diseases related to the skeletal, nervous, Co-requisite: BIOE 22. (1 unit)
sensory, muscular, endocrine, and reproductive systems. (4 units)
UPPER-DIVISION COURSES: BIOENGINEERING
100.Bioengineering Research Seminar
153.Biomaterials Science
A series of one-hour seminars will be pre- An introduction into materials used for
sented by guest professors and researchers on medical devices. Focus areas include materials
their particular research topics in bioengi- science, biology, biochemistry, practical asneering or related fields. Students are re- pects of biomaterials, industry literature, and
quired to attend four to five seminars and applications. Prerequisite: CHEM 13. (4 units)
submit a one-page report summarizing the
presentation for each seminar. May be repeat- 154.Introduction to Biomechanics
Engineering mechanics and applications in
ed for credits. P/NP grading. (1 unit)
the analysis of human body movement,
107.Medical Device
function, and injury. Review of issues related
Product Development
to designing devices for use in, or around, the
The purpose of this course is to provide human body including safety, biocompatibilbackground information and knowledge to ity, ethics, and Food and Drug A
­ dministration
start or enhance a career in medical device (FDA) regulations. Prerequisites: BIOE 10,
product development. Discusses medical de- PHYS 33. (4 units)
vice examples, product development processes, regulation, industry information, and
intellectual property. Also listed as EMGT 307.
Prerequisite: BIOE 10. (2 units)
BIOENGINEERING 305
155.Biological Transport Phenomena
The transport of mass, momentum, and energy are critical to the function of living systems and the design of medical devices. This
course develops and applies scaling laws and
the methods of continuum mechanics to
biological transport phenomena over a range
of length and time scales. Prerequisites:
BIOE 10, PHYS 33, AMTH 106. (4 units)
156.Introduction to Biomaterials
Introduction to each class of biomaterial.
Exploration of research, commercial, and
regulatory literature. Written and oral reports by students on a selected application
requiring one or more biomaterials. Also
listed as MECH 256. Offered every other
year. (2 units)
157.Introduction to
Biofuel Engineering
Introduction to biofuel science and production for engineers. Basic cell physiology and
biochemical energetics will be reviewed.
Fundamentals of bioreactor technology will
be introduced as a foundation for biofuel
manufacturing. This will include cell growth
models, biochemical and photobioreactor
systems, and other processes related to the
production of biofuels such as ethanol,
methane, and biodiesel. Promising technologies such as algae-based systems, genetically
engineered enzymes and microbes, and
microbial fuel cells will be discussed. An
­
overview of the economics of production,
including feedstock, manufacturing, and
capital and operating costs, as well as current
biofuel prices, will be given. Also listed as
ENGR 257. (2 units)
161.Bioinstrumentation
Transducers and biosensors from traditional
to nanotechnology; bioelectronics and measurement system design; interface between
biological system and instrumentation; data
analysis; clinical safety. Laboratory component
will include traditional clinical measurements
and design and test of a measurement system
with appropriate transducers. Also listed as
ELEN 161. Prerequisites: BIOE 10, BIOE 21
(or BIOL 21), ELEN 50. (4 units)
161L. Laboratory for BIOE 161
Co-requisite: BIOE 161. (1 unit)
162.BioSignals and Processing
Origin and characteristics of bioelectric, biooptical, and bioacoustic signals generated
from biological systems. Behavior and response of biological systems to stimulation.
Acquisition and interpretation of signals.
Signal processing methods include FFT
spectral analysis and time-frequency analysis. Laboratory component will include
modeling of signal generation and analysis of
signals such as electrocardiogram (ECG),
electromyogram (EMG), and vocal sound
pressure waveforms. Also listed as ELEN 162.
Prerequisites: BIOE 10, AMTH 106,
ELEN 50. (4 units)
162L. Laboratory for BIOE 162
Co-requisite: BIOE 162. (1 unit)
163.Bio-Device Engineering
This course will instruct students with the
fundamental principles of bio-device design,
fabrication and biocompatibility, and let students experiment with the state-of-the-art
bio-devices. Students will gain the hands-on
experience with these bio-instruments which
are also used in the field. Emphasis is given
to the cutting-edge applications in biomedical diagnostics and pharmaceutical drug
discovery and development, particularly
­
­detection and monitoring interaction, and
activity of biomolecules, such as enzymes,
receptors, antibody, nucleic acids, and bioanalytes. Prerequisites: BIOL 25 or BIOE 22
and CHEM 31. (4 units)
163L. Laboratory for BIOE 163
Co-requisite: BIOE 163. (1 unit)
306 SCHOOL OF ENGINEERING
167.Medical Imaging Systems
Overview of medical imaging systems including sensors and electrical interfaces for
date acquisition, mathematical models of
the relationship of structural and physiological information to senor measurements, resolution and accuracy limits based on the
acquisition system parameters, impact of the
imaging system on the volume being imaged, data measured, and conversion process
from electronic signals to image synthesis.
Analysis of the specification and interaction
of the functional units of imaging systems
and the expected performance. Focus on
MRI, CT, ultrasound, PET, and impedance
imaging. Also listed as ELEN 167. Prerequisites: BIOE 162/ELEN 162 or ELEN 110
or MECH 142. (4 units)
168. Biophotonics and Bioimaging
This course focuses on the interactions of
light with biological matter and includes
topics on the absorption of light by biomolecules, cells, and tissues, and the emission of
light from these molecules via fluorescence
and phosphorescence. The course will cover
the application of biophotonics in cell biology, biotechnology, and biomedical imaging. Also listed as BIOE 268. Prerequisites:
BIOE 10 and PHYS 33. (4 units)
171.Physiology and
Anatomy for Engineers
Examines the structure and function of the
human body and the mechanisms for maintaining homeostasis. The course will provide
a molecular-level understanding of human
anatomy and physiology in select organ systems. The course will include lectures, class
discussions, case studies, computer simulations, field trips, lab exercises, and team projects. Prerequisite: BIOE 21 (or BIOL 21).
(4 units)
171L. Laboratory for BOIE 171
Co-requisite: BIOE 171. (1 unit)
172.Tissue Engineering I
Introduces the basic principles underlying
the design and engineering of functional biological substitutes to restore tissue function.
Cell sourcing, manipulation of cell fate,
­biomaterial properties and cell-material interactions, and specific biochemical and biophysical cues presented by the extracellular
matrix will be discussed, as well as the current status and future possibilities in the development of biological substitutes for
various tissue types. Prerequisite: BIOE 22
or BIOL 25. (4 units)
172L. Laboratory for BIOE 172
Co-requisite: BIOE 172. (1 unit)
173.Tissue Engineering II
This course will provide a detailed overview
of the progress achieved in developing tissue
engineering therapies for a wide variety of
human diseases and disorders. It will organized into two sections; the first section will
provide a basic overview of in vivo tissue
growth and development, tools and materials needed to design tissues and organs, stem
cell biology and other emerging technologies. This basic section will be complemented by a series of recent examples in applying
tissue engineering to various organ systems.
Prerequisite: BIOE 172. (4 units)
174.Microfabrication
and Microfluidics for
Bioengineering Applications
Focuses on those aspects of micro/nanofabrication that are best suited to BioMEMS
and microfluidics to better understand and
manipulate biological molecules and cells.
The course aims to introduce students to the
state-of-art applications in biological and
biomedical research through lectures and
discussion of current literature. A team design project that stresses interdisciplinary
communication and problem solving is one
of the course requirements. Also listed as
ENGR 254. Prerequisite: BIOE 10, BIOE 21
(or BIOL 21). (4 units)
BIOENGINEERING 307
175.Biomolecular and
Cellular Engineering I
This course will focus on solving problems
encountered in the design and manufacturing of biopharmaceutical products, including antibiotics, antibodies, protein drugs
and molecular biosensors, with particular
emphasis on the principle and application of
protein engineering and reprogramming cellular metabolic networks. Prerequisites:
BIOL 25 or BIOE 22 and CHEM 31, or
equivalent knowledge and by instructor’s permission. BIOE 153 is recommended. (4 units)
175L. Laboratory for BIOE 175
Co-requisite: BIOE 175. (1 unit)
176.Biomolecular and
Cellular Engineering II
This course will focus on the principle of designing, manufacturing synthetic materials
and their biomedical and pharmaceutical applications. Emphasis of this class will be given
to chemically synthetic materials, such as
polymers, and inorganic and organic compounds. Prerequisites: BIOL 25 or BIOE 22
and CHEM 31, or equivalent knowledge
and by instructor’s permission. BIOE 175
and BIOE 171 are recommended. (4 units)
177L. Advanced Molecular
Bioengineering Lab
Prerequisite: BIOE 176. (1 unit)
192.Junior Design
Establishes a foundation for the Senior Design sequence. Students will be given a broad
overview of the possible project offerings
and will be directed to meet potential project
advisors to learn more about their research
and previous senior design projects. As a part
of this course, students will also be introduced to the necessary soft skills (e.g., literature review, documentation, market research,
experimental design, etc.) as they develop
feasible senior design concepts. Prerequisite:
Junior standing. P/NP grading. (1 unit)
194.Design Project I
Specification of an engineering project, selected with the mutual agreement of the student and the project advisor. Complete
initial design with sufficient detail to estimate the effectiveness of the project. Initial
draft of the project report. Prerequisite:
­Senior standing. (2 units)
195.Design Project II
Continued design and construction of the
project, system, or device. Second draft
of project report. Prerequisite: BIOE 194.
(2 units)
196.Design Project III
Continued design and construction of the
project, system, or device. Final report.
­Prerequisite: BIOE 195. (2 units)
198.Internship
Directed internship in local bioengineering
and biotech companies or research in offcampus programs under the guidance of research scientists or faculty advisors. Required
to submit a professional research report. Open
to upper-division students. (Variable units)
199. Supervised Independent Research
By arrangement. Faculty advisor required.
(1–4 units)
308 SCHOOL OF ENGINEERING
DEPARTMENT OF CIVIL ENGINEERING
Professor Emeritus: E. John Finnemore
Professors: Mark A. Aschheim (Department Chair), Reynaud L. Serrette,
Sukhmander Singh (Wilmot J. Nicholson Family Professor)
Associate Professors: Steven C. Chiesa, Rong He, Edwin Maurer
Assistant Professor: Hisham Said
Lecturer: Tonya Nilsson
Civil Engineers are responsible for designing, building, and sustaining the infrastructure
on which society relies and that shapes our physical surroundings. Consequently, the
Department of Civil Engineering offers a well-balanced undergraduate program that develops graduates capable of solving complex problems with fixed and often limited resources.
The application of state-of-the-art skills, a sound understanding of engineering principles,
the ability to communicate and articulate ideas, and preparation for lifelong learning are
some of the key areas of focus in the civil engineering curriculum. At the completion of the
undergraduate program, graduates are well equipped to enter the practice or pursue
advanced studies in any of the civil engineering disciplines. The department provides students with the necessary guidance to develop their full potential within the context of their
own personal experiences, the expectations of the profession, and societal needs. As graduates of the civil engineering program, engineers plan, design, construct, operate, and maintain the infrastructure that is critical to daily life, including buildings, transportation
systems, airports, irrigation systems, water supplies, supply systems, and environmental
protection facilities.
The Department of Civil Engineering works with its advisory board and other key constituencies to produce the set of Program Educational Objectives shown below. Specifically,
the department has committed itself to providing a program that produces graduates who,
within five years of graduation, will:
• Capably design, build, maintain, or improve civil engineering-based systems in the
context of environmental, economic, and societal requirements.
• Serve the community as ethical and responsible professionals.
• Engage in lifelong learning for professional growth.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling the Undergraduate Core Curriculum requirements for the bachelor of science degree, students majoring in civil engineering must complete a minimum of
195 units and the following department requirements:
English
• ENGL 181, 182 (or approved equivalent)
Mathematics and Natural Science
• MATH 11, 12, 13, 14
• AMTH 106 (or MATH 22) and AMTH 112 (or AMTH 108)
• CHEM 11
CIVIL ENGINEERING 309
• PHYS 31, 32, 33
• CENG 20, 20L
Engineering
• ENGR 1
• ELEN 50
• MECH 121
• CENG 7, 10, 10L, 15, 15L, 41, 43, 43L, 115, 115L, 121, 121L, 125, 125L, 128,
132, 140, 140L, 141, 143, 143L, 145, 148, 192A, 192C, 193, 194, and either 160
or 192D.
Electives
Four technical electives from those listed below, with at least two design-focused electives
and at least one analysis-focused elective:
• Design-focused electives: CENG 119, 133, 134, 135 & 135L, 136, 137, 138, 142,
144 & 144L, 146, 147, 150
• Analysis-focused electives: CENG 118, 123 & 123L, 139, 149, 151, 160, 161, 162,
163, 184, 186, 187, 192D
• One free elective (4 units)
The technical electives should be selected in consultation with an academic advisor to
satisfy the requirements of the general civil engineering program or one of the approved
emphasis area programs in civil engineering. The program requires that students take either
CENG 160 or CENG 192D; whichever course is not taken to satisfy this requirement may
be taken as a technical elective.
COMBINED BACHELOR OF SCIENCE
AND MASTER OF SCIENCE PROGRAM
The Department of Civil Engineering offers a combined degree program leading to the
bachelor of science and a master of science. Under the combined degree program, an undergraduate student begins taking courses required for a master’s degree before completing the
requirements for a bachelor’s degree and typically completes the requirements for a master
of science in civil engineering within a year of completing the bachelor’s degree.
Undergraduate students admitted to the combined degree program are required to
enroll in the program between February of their junior year and December of their senior
year. Students in this program will receive their bachelor’s degree after satisfying the standard undergraduate degree requirements. To earn a master’s degree, students must fulfill all
requirements for the degree, including the completion of 45 units of coursework beyond
that applied to the bachelor’s degree. The program of studies for the master’s degree may
include up to 20 units taken while enrolled as an undergraduate student; however, no
­individual course can be used to satisfy requirements for both the bachelor’s degree and
master’s degree.
310 SCHOOL OF ENGINEERING
CIVIL ENGINEERING LABORATORIES
The Simulation and Design Laboratory maintains Windows-based personal computers
(PCs) that are used in course assignments and design projects. Commercial software packages
in all the major areas of civil engineering are available on the systems with user documentation
available to students.
The Concrete Testing Laboratory contains facilities for mixing, casting, curing, and testing
concrete cylinders and constructing reinforced-concrete test specimens.
The Environmental Laboratory is equipped with instrumentation needed for basic
chemical and biological characterization of water, wastewater, and air samples as well as
several pilot-scale treatment systems.
The Geology Laboratory is equipped with extensive rock and mineral samples as well as
topographic, geologic, and soil maps.
The Hydraulics Laboratory is shared with the Department of Mechanical Engineering
and contains a tilting flume that can be fitted with various open-channel fixtures.
The Soil Mechanics Laboratory contains equipment for testing soils in shear, consolidation, and compaction; equipment for other physical and chemical tests; field testing and
sampling equipment; and a complete cyclic triaxial testing system with computer controls
used for both research and instructional purposes.
The Structures and Materials Testing Laboratory is equipped with three universal testing
machines and an interim high-bay structural test system. These machines/systems are used
for testing a variety of construction materials and assemblies under quasi-static and pseudodynamic loading. Complementing this equipment are a series of digital and analog instruments, and high-speed data acquisition and control systems. The offsite Structural
Laboratory Annex is a high-bay test facility equipped with a closed-loop hydraulic system,
modern data acquisition and control system, dedicated frames for beam and columns tests,
and instrumentation for displacement, pressure, strain, temperature, and acceleration measurements. The Annex has the capability to test unique building components that incorporate wall/frames and floor systems with heights up to 8.0 meters.
The Surveying Laboratory has a wide variety of equipment, including automatic levels,
digital theodolites, total stations, and GPS-based surveying instruments available for
instructional purposes.
LOWER-DIVISION COURSES
5. Project Impacts on the
7L.Graphic Communication
Community and the Environment
Laboratory
Introduction to the decision-making con- Freehand drawing, manual and computercepts that determine the feasibility of a proj- aided drafting of physical models, construcect. Aspects of project planning, evaluation, tion of models from drawings. Co-requisite:
and implementation. Identification of im- CENG 7. (1 unit)
pacts on the community and the environ10.Surveying
ment. (4 units)
The use and care of survey instruments.
7. Graphic Communication
Principles of topographic mapping, linear
Introduction to technical drawing including measurements, leveling, traverses, curves,
isometric and multiview drawings, use of boundary, and public surveys. Co-requisite:
sectional views and dimensioning, under- CENG 10L. (3 units)
standing blueprints and scales. Co-requisite:
CENG 7L. (3 units)
CIVIL ENGINEERING 311
10L.Surveying Laboratory
Co-requisite: CENG 10. (1 unit)
20L.Geology Laboratory
Co-requisite: CENG 20. (1 unit)
15.Computer Applications
in Civil Engineering
Solution techniques for civil engineering
problems using common computer software.
Introduction to matrix analysis, graphical
and numerical solution methods, regression
analysis, and linear optimization using some
of the basic features in spreadsheet and math
analysis programs to aid engineering solutions. Introduction to Visual Basic programming. A paper and presentation on an
analytical topic developed with analytical
tools used in the course. Co-requisites:
CENG 15L and 41. (2 units)
41.Mechanics I: Statics
Resolution and composition of force systems
and equilibrium of force systems acting on
structures and mechanisms. Distributed
forces. Friction. Moments of inertia. Prerequisite: PHYS 31. Co-requisite: CENG 15.
(4 units)
15L.Computer Applications in
Civil Engineering Laboratory
Hands-on work using analytical tools contained in common software programs to solve
problems, and written and oral communication of solutions. Co-requisite: CENG 15.
(1 unit)
20.Geology
Development and formation of geologic
materials. Significance of structure, land
form, erosion, deposition. Stream and shoreline processes. Surface water. Co-requisite:
CENG 20L. (4 units)
42.Mechanics II: Dynamics
Dynamics of a particle. Work and energy
methods. Momentum methods. Kinetics of
systems of particles. Prerequisite: CENG 41.
(3 units)
43.Mechanics III: Strength of Materials
Analysis of stresses and strains in machines
and structural members. Fundamental study
of the behavior and response of statically determinate and indeterminate structural
members subject to axial, torsional, flexural,
shear, and combined loadings. Introduction
to the stability of columns. Prerequisite:
CENG 41. Co-requisite: CENG 43L. (4 units)
43L.Mechanics III: Strength
of Materials Laboratory
Co-requisite: CENG 43. (1 unit)
UPPER-DIVISION COURSES
115.Civil Engineering Materials
115L. Civil Engineering
Materials Laboratory
Common civil engineering materials, focusing on steel, concrete, and wood, and touch- Co-requisite: CENG 115. (1 unit)
ing on asphalt and epoxy. Structure and
properties of materials, their production 118.Construction Engineering
processes, and experimental methods used Introduction to construction roles and refor determining their key properties. Sus- sponsibilities, construction project phases,
tainability implications of materials choices. building systems, bidding and cost estimatPrerequisite: CHEM 11 and CENG 43. ing, resource utilization, planning and
scheduling, project documentation, and
Co‑requisite: CENG 115L. (4 units)
safety and quality management. Also listed as
CENG 218. Prerequisite: Junior standing.
(3 units)
312 SCHOOL OF ENGINEERING
119.Design for Sustainable
Construction
Design strategies for sustainable commercial
and residential construction. Use of LEED
criteria for assessing sustainable construction. Team-based project planning, design,
and construction. Economic evaluation of
sustainable technologies. Prefabrication.
Overall project management. Also listed as
CENG 219. Prerequisite: Junior standing.
(4 units)
121.Geotechnical Engineering
Origin, development, and properties of soils.
Classification of soils and applications of engineering mechanics to soils as an engineering material. Water in soils. Soil-testing
methods. Compaction, stabilization, consolidation, shear strength, and slope stability.
Prerequisites: CENG 20 and 43. Co-requisite:
CENG 121L. (4 units)
121L.Geotechnical
Engineering Laboratory
Co-requisite: CENG 121. (1 unit)
123.Environmental
Reaction Engineering
Reaction stoichiometry and kinetics. Reactions of environmental significance. Dynamic and equilibrium system modeling.
Reactor configurations and their effects on
extent of the reaction. Prerequisites: CHEM 11
or equivalent, AMTH 106, and junior standing. Co-requisite: CENG 123L. (3 units)
123L. Environmental Reaction
Engineering Laboratory
Co-requisite: CENG 123. (1 unit)
125.Municipal Engineering Design
Various aspects of civil engineering as applied in municipal (public works) design
practice. Maps and plats; site layout and
earthworks; drainage; streets and utilities.
Prerequisites: CENG 10 and 15. Co-requisite:
CENG 125L. (3 units)
125L. Municipal Engineering
Design Laboratory
Co-requisite: CENG 125. (1 unit)
128.Engineering Economics
and Business
Time value of money. Economic analysis of
engineering projects, planning and capital
budgeting, rate-of-return analysis, depreciation, cash-flow analysis, organizational behavior, business organization forms, design
of organizational structures, financial analysis and management. Prerequisite: Junior
standing. (3 units)
132.Structural Analysis
Loads and their distribution in structures.
Analysis of statically determinate and indeterminate beams, trusses, and frames. Influence lines for beams and trusses. Analysis of
statically indeterminate structures. Modeling
and analysis of structures using commercial
software programs. A team-based structural
analysis project and presentation. Prerequisite: CENG 43. (4 units)
133.Timber Design
Timber structural systems. Design of structural members for tension, compression,
bending, and shear. Introduction to shear
wall and diaphragm design. Connection and
hardware design and specification. Design
project. Also listed as CENG 233. Prerequisite: CENG 148. (4 units)
134.Structural Steel Design I
Design of steel members for tension, flexure,
shear, compression, and combined loading.
Design of composite floor beams. Introduction to connection design. Prerequisite:
CENG 148. (4 units)
135.Reinforced Concrete Design
Design of one-way slabs, tee beams, and
doubly-reinforced beams for flexure and
shear; moment coefficient method; deflection estimates; longitudinal bar cutoffs and
detailing; biaxial bending and slender col-
CIVIL ENGINEERING 313
umns; introduction to pre-stressed concrete.
Prerequisite: CENG 148. Co-requisite:
CENG 135L. (4 units)
135L. Reinforced Concrete Laboratory
Experimental tests of reinforced concrete
building components; problem solving and
review sessions; field trip(s). Co-requisite:
CENG 135. (1 unit)
136.Advanced Concrete Structures
Confinement, moment-curvature and sheardisplacement response; modeling; design
and detailing of special moment frames,
shear walls, and diaphragms; two-way slabs
and pre-stressed concrete slabs. Also listed as
CENG 236. Prerequisite: CENG 135 or
consent of instructor. (4 units)
137.Earthquake Engineering Design
Introduction to seismic sources, wave propagation, and effects on structures. Spectral
representations of demands. Design according to current code provisions and using
simplified pushover methods. Also listed as
CENG 237. Prerequisite: CENG 148.
(4 units)
138.Geotechnical Engineering Design
Foundation exploration; bearing capacity
and settlement analysis; spread foundations;
piles and caissons; earth-retaining structures;
loads on underground conduits; subsurface
construction. Also listed as CENG 238. Prerequisites: CENG 121 and CENG 148. (4 units)
138L. Geotechnical Engineering
Design Laboratory
Structural design of footings, piles, and retaining walls. Also listed as CENG 238L.
Prerequisite: CENG 135 and CENG 135L.
Co-requisite: CENG 138. (1 unit)
139.Groundwater Hydrology
Groundwater occurrence, flow principles,
flow to wells, and regional flow. Ground
water contamination, management, and
modeling. Field methods. Field trips. Also
listed as CENG 269. Prerequisite: CENG 141.
(3 units)
140.Water Resources Engineering
Concepts, analysis, and engineering design
related to water resources: hydrologic cycle,
evaporation, infiltration, precipitation,
snow, flood frequency, water supply, and
runoff management. Impacts of development, land use, and climate changes on
water supply, and the importance of these
changes to society. Prerequisite: CENG 141
or permission of instructor. Co-requisite:
CENG 140L. (4 units)
140L. Water Resources
Engineering Laboratory
Computational exercises for water resources
analysis, field trips demonstrating hydrologic monitoring systems and complex regional
water management systems. Co-requisite:
CENG 140. (1 unit)
141.Fluid Mechanics and
Hydraulic Engineering
Fundamentals of fluid behavior with an emphasis on water. Covers basic fluid properties, flow classification, and fluid statics
including forces on submerged surfaces. Introduces and applies fundamental relationships: conservation of mass, momentum,
and energy. Hydraulic applications include
flow in pipes and pipe networks, steady flow
in open channels, and hydraulic machinery.
Laboratory. Prerequisites: CENG 41, PHYS 31.
Co-requisite: CENG 141L. (4 units)
141L. Fluid Mechanics and Hydraulic
Engineering Laboratory
Experiments demonstrating the principles of
fluid flow and hydraulics for flow in pipes
and in open channels. Use of modern data
acquisition and writing of formal lab reports.
Co-requisite: CENG 141. (1 unit)
142.Water Resources Design
Design of system components for water supply and flood control projects including
storage facilities, closed conduits, open channels, well fields, and pumping systems. Also
listed as CENG 242. Prerequisite: CENG 140.
Co-requisite: CENG 142L. (4 units)
314 SCHOOL OF ENGINEERING
142L. Water Resources
Design Laboratory
Co-requisite: CENG 142. (1 unit)
143.Environmental Engineering
Water and air quality. Water supply and pollution control; air pollution control. Management of solid wastes. Prerequisites:
CHEM 11, MATH 12, and junior standing.
Co-requisite: CENG 143L. (3 units)
143L.Environmental
Engineering Laboratory
Co-requisite: CENG 143. (1 unit)
144.Environmental Systems Design
Design of treatment and distribution systems
for potable water. Design of collection and
treatment systems for water pollution control and wastewater reclamation. Prerequisites: CENG 141 and 143. Co-requisite:
CENG 144L. (3 units)
144L. Environmental Systems
Design Laboratory
Co-requisite: CENG 144. (1 unit)
145.Transportation
Engineering Design
Transportation systems analysis. Dynamics
and traffic flow. Highway geometric design,
traffic control, transportation planning. Transportation policies and economics. Prerequisites: CENG 10 and junior standing. (4 units)
146.Design of Cold-Formed
Steel Frame Structures
Introduction to the fundamentals of coldformed steel frame construction. Current
design and construction practice. Practical
design of members for tension, compression,
shear, and torsion. Connection detailing.
Also listed as CENG 246. Prerequisite:
CENG 148. (4 units)
147.Pavement Design
Paving materials. Geometric and structural
design of highways. Urban street layout and
details. Layout and design of airport runways. Also listed as CENG 247. Prerequisites: CENG 115 and 121. (4 units)
148.Structural Systems
Structural performance requirements and
structural systems; load sources, combinations, and load paths; accommodation of
fire, sound, thermal, and mechanical requirements on structural systems; allowable
stress and ultimate strength design philosophies; introduction to design of steel and reinforced concrete beams and columns.
Prerequisite: CENG 132. Co-requisite:
CENG 148L. (4 units)
148L. Structural Systems Laboratory
Simulation and modeling of structural system behavior. Structural drawings/schematics. Co-requisite: CENG 148. (1 unit)
149.Civil Systems Engineering
Introduction to engineering systems analysis
and management technologies and their applications to civil engineering problems such
as transportation, assignment, critical path,
and maximum flow problems. Topics include linear programming, nonlinear programming, probability, and queuing theory,
as well as relevant applications to civil engineering problems. Also listed as CENG 249.
Prerequisites: MATH 13 and junior standing. (4 units)
150.Traffic Engineering:
Design and Operations
Basic characteristics of motor vehicle traffic,
highway and intersection capacity, applications of traffic control devices, traffic data
studies, signal design, and traffic safety.
Also listed as CENG 250. Prerequisite:
CENG 145. (4 units)
CIVIL ENGINEERING 315
151.Special Topics in
Transportation Engineering
Coverage of special topics in transportation
engineering including dynamic traffic flow
forecasting, analysis and application of traffic flow patterns, and static and dynamic
traffic analysis and modeling for short-term
and long-term planning and optimization.
Also listed as CENG 251. Prerequisite:
CENG 145. (4 units)
160.GIS in Water Resources
Introduction to Geographical Information
Systems (GIS) technology with applications
in watershed analysis and hydrology. Obtaining and processing digital information
for watersheds, mapping terrain, spatial
analysis, computing river networks from
digital elevation models, and preparing data
for hydrologic modeling for water supply
and flood studies. Also listed as CENG 260.
Prerequisites: Junior standing and experience
with Windows directory and file management. (3 units)
161.Sustainable Water Resources
Analysis and design of water resource systems, from flood control projects to drinking water supply, as environmental
constraints and societal values shift. Includes
sustainable and low-impact design techniques, climate change impacts on water, assessing sustainability, life-cycle economics,
and current topics. Also listed as CENG 261.
Prerequisite: CENG 140 or permission of
­instructor. (3 units)
162.Computational Water Resources
Use of professional applications software to
design and evaluate facility components and
systems for water resources engineering projects. Also listed as CENG 262. Prerequisites:
CENG 140, which may be taken concurrently. (3 units)
163.Solid Waste Management
Characterization of solid waste streams.
Overview of collection, transport, processing, and disposal options. Waste stream reduction and resource recovery strategies.
Also listed as CENG 263. (4 units)
184.Construction and Contract
Administration
Project stakeholders authorities, project organization, compensation schemes, bidding,
contracts, quality control, preconstruction
operations, project documentation, electronic administration, labor laws and relations, safety, risk and liability sharing,
payments and change orders, schedule delay
analysis, claims, and disputes, project closeout. Also listed as CENG 284. Prerequisite:
Junior standing. (3 units)
186. Construction Planning
and Control
Work breakdown structure; work sequencing and logic; activity duration estimates;
schedule network representations; critical
path method; resources loading, allocation,
and leveling; planning of repetitive tasks;
cost estimates; time-cost tradeoffs; project
cash flow analysis; and, time-cost control.
Use of commercial scheduling software.
Group project on construction planning.
Also listed as CENG 286. Prerequisite: Junior
standing. (4 units)
187. Construction Operations
and Equipment
Earthmoving with dozers, scrappers, and excavators; hauling, compacting and finishing.
Piling, lifting; concrete operations, asphalt
paving, equipment economics, operations
planning using computer simulation, and
discrete-event simulation. Group project on
construction operations analysis. Also listed
as CENG 287. Prerequisite: Junior standing.
(4 units)
316 SCHOOL OF ENGINEERING
188.Co-op Education
Practical experience in a planned program
designed to give students work experience
related to their academic field of study and
career objectives. Satisfactory completion of
the assignment includes preparation of a
summary report on co-op activities. P/NP
grading. (2 units)
193.Senior Design Project I
Investigation of an approved civil engineering project. The design process—including
problem formulation, analysis, preliminary
design, final design, and plans—is completed. Formal public presentation of results.
Prerequisites: CENG 192A and ENGL 181.
(4 units)
189.Co-op Technical Report
Credit given for a technical report on a specific activity such as a design or research
­project, etc., after completing the co-op assignment. Approval of department co-op
advisor required. Letter grades based on content and presentation quality of report.
(2 units)
194.Senior Design Project II
Continuation of the senior project. Formal
public presentation of the results. Prerequisite: CENG 193. (1 unit)
192A. Elements of Civil
Engineering Practice
Applications of engineering techniques and
procedures to civil engineering design. Preliminary design studies, evaluation of alternatives, and cost estimates. Responsibilities
of design consultant; project management
and leadership. Environmental impact assessment. Selection and conceptual design of
Senior Design Project (CENG 193 and
194). Prerequisite: Senior standing. (2 units)
192C.Development of
Construction Drawings
Content and organization of construction
drawings. Advanced computer-aided design
(CAD) techniques. Role of drawings and
written specifications. Prerequisites: CENG 7
and junior standing. (2 units)
192D.Introduction to Building
Information Modeling
Parametric design and modeling, BIMbased scheduling and estimating, model
checking and validation, 4D visualization,
green building design, applications in integrated project delivery and facilities management, Interoperability, standardization, and
Web-based collaboration. Also listed as
CENG 292. Prerequisites: CENG 192C
and senior standing. (3 units)
197.Special Topics in
Civil Engineering
Subjects of current interest. May be taken
more than once if topics differ. (1–4 units)
198.Internship
Time off campus with an engineering organization. Different aspects of work in the assigned professional office. Oral and written
reports. Prerequisites: Senior standing and
­approval of internship coordinator. (4–5 units)
199.Directed Research
Investigation of an approved engineering
problem and preparation of a suitable project report. Conferences with faculty advisor
are required. Prerequisite: Junior standing.
(1–5 units)
COMPUTER ENGINEERING 317
DEPARTMENT OF COMPUTER ENGINEERING
Professors: Ruth E. Davis (Lee and Seymour Graff Professor), Nam Ling
(Sanfilippo Family Professor and Department Chair)
Associate Professors: Ahmed Amer, Darren Atkinson, Ronald L. Danielson,
Silvia Figueira, JoAnne Holliday, Daniel W. Lewis, Weijia Shang
Assistant Professor: Yi Fang
Lecturer: Rani Mikkilineni
The Department of Computer Engineering offers major programs leading to the bachelor
of science in computer engineering or computer science and engineering, or the bachelor of
science in Web design and engineering. The computer science and engineering program
features a balanced core in which each student studies the engineering aspects of software
and hardware as well as the mathematical foundations of computation. Computer science and
engineering electives permit students to build on this core with varying emphasis, depending on their interests. The Web design and engineering program combines a technical education in computing with courses in graphic art, communication, and sociology to enable
its graduates to understand the engineering infrastructure of the Web, how the Web affects
society, and how the ways in which society uses the Web create new demands on technology. Instruction and research in the department’s programs are supported by the facilities of
the Engineering Design Center and the University’s Information Technology Center.
REQUIREMENTS FOR THE MAJORS
Bachelor of Science in Computer Engineering or in
Computer Science and Engineering
In the following, the program, which is identical for both titles, is referred to as “computer
science and engineering.” In addition to fulfilling the Undergraduate Core Curriculum
requirements for a bachelor of science degree in the engineering school, students majoring
in computer science and engineering must complete a minimum of 189 units and the
­following departmental requirements:
English
• ENGL 181, 182
Mathematics and Natural Science
• MATH 11, 12, 13, 14
• AMTH 106 (or MATH 22) or an advisor-approved mathematics or natural science
elective
• AMTH 108 (or MATH 122)
• MATH 53 or CSCI 166 or AMTH 118
• CHEM 11 or an advisor-approved natural science elective
• PHYS 31, 32, 33
318 SCHOOL OF ENGINEERING
Engineering
• ENGR 1
• ELEN 50, 153
• COEN 10 (or demonstrated equivalent programming proficiency)
• COEN 11, 12, 19, 20, 21, 70, 122, 146, 171, 174, 175, 177, 179
• COEN 194 (or ENGR 194), COEN 195 (or ENGR 195), COEN 196 (or ENGR 196)
Computer Science and Engineering Electives
Three upper-division courses selected from COEN 100–180, ELEN 115, 123 (or
MECH 143), 133, and 134 in an emphasis area selected in consultation with an academic
advisor. 6 units of COEN 193 or 4 units of COEN 199 may be used as one elective.
Educational Enrichment Electives
An educational enrichment experience selected from one of the following options:
• 8 or more units in a study abroad program that does not duplicate other coursework
• Cooperative education experience with enrollment in COEN 188 and 189
• Admission to one of the department’s master’s degree programs and completion of at
least the first 12 units of that program prior to completion of the undergraduate degree
• Undergraduate research with completion of 6 or more units of COEN 193 (cannot
also be used to satisfy a COEN elective)
• 12 or more units selected in consultation with an academic advisor. The courses
may not also be used to satisfy Undergraduate Core Curriculum requirements, but a
minor or second major may be used to complete this option.
Concentrations
Students majoring in computer science and engineering may complete one of three
concentrations with certification by the department and on the student’s transcript.
Concentration in Information Assurance
The Committee on National Security Systems and the National Security Agency have
certified that Santa Clara University’s program in Information Assurance has been reviewed
by the National Level Information Assurance Subject Matter Experts and has been determined
to meet the National Training Standard for Information Systems Security Professionals,
NSTISSI No. 4011. Computer science and engineering students completing the Concentration in Information Assurance select their course options as follows:
• Computer Science and Engineering Electives: AMTH 387, COEN 150 or 250, and
one of COEN 350, 252, 253, or CSCI 182. Students wishing to use these courses to
satisfy the computer science and engineering electives must receive approval from the
department chair.
• Educational Enrichment: Either a six-month cooperative education experience in
­information assurance, preferably with a federal agency or 8 additional units selected
from COEN 178, 252, 253, 350, 351, and CSCI 182
• Senior Design Project: The project should involve security-related activities approved
and mentored by designated faculty
COMPUTER ENGINEERING 319
Concentration in Web Technologies
The computer science and engineering concentration in Web technologies covers (1) the
use of mark-up languages, programming, and standards to create content; (2) the infrastructure consisting of servers, Web caches, and content distribution networks to deliver
millions of pages to thousands of clients in fractions of a second; and (3) usability—the
quality of a system that makes it easy to learn, easy to use, easy to remember, and error tolerant. Computer science and engineering students completing the concentration in Web
technologies use COEN 161, 162, and 163 to fulfill their computer science and engineering electives. In addition, either the senior design project or the cooperative education
­experience must be directly related to the concentration.
Concentration in Robotics
Computer science and engineering students completing the concentration in robotics
use COEN 120, 165, and 166 to fulfill their computer science and engineering electives. In
addition, either the senior design project or the cooperative education experience must be
directly related to the concentration.
Bachelor of Science in Web Design and Engineering
In addition to fulfilling the Undergraduate Core Curriculum requirements for a bachelor of science degree in the engineering school, students majoring in Web design and engineering must complete a minimum of 175 units and the following departmental
requirements:
Arts, Humanities, and Social Science
• ENGL 181 and 182
• ARTS 174, 175, 177
• COMM 2, 12, 30
• SOCI 49 or 149
Mathematics and Natural Science
• MATH 11, 12, 13, 14
• AMTH 108 (or MATH 122)
Engineering
• ENGR 1
• COEN 10 (or demonstrated equivalent programming proficiency), 11, 12 or CSCI 10,
60, 61
• COEN 60, 146, 161, 162, 163, 164, 169, 174
•COEN 194 (or ENGR 194), COEN 195 (or ENGR 195), COEN 196 (or
ENGR 196)
Educational Enrichment Electives
• Same as for major in computer science and engineering.
320 SCHOOL OF ENGINEERING
REQUIREMENTS FOR THE MINOR IN
COMPUTER SCIENCE AND ENGINEERING
Students must fulfill the following requirements for a minor:
• COEN 11, COEN 44, CSCI 10, or OMIS 30
• COEN 12 or CSCI 61
• COEN 20, 21
• Four courses selected from COEN 70 and any upper-division computer engineering
lecture courses (i.e., COEN 100–180)
• Work completed to satisfy these requirements must include at least two courses beyond any free electives or other courses required to earn the bachelor’s degree in the
student’s primary major.
COMBINED BACHELOR OF SCIENCE
AND MASTER OF SCIENCE PROGRAM
The Department of Computer Engineering offers a combined degree program leading
to the bachelor of science and a master of science open to students pursuing an undergraduate degree at Santa Clara in computer science and engineering, Web design and engineering, or computer science. Under the combined degree program, an undergraduate student
begins taking courses required for a master’s degree before completing the requirements for
the bachelor’s degree and typically completes the requirements for a master of science within
a year of obtaining the bachelor’s degree.
Undergraduate students admitted to the program may begin taking graduate courses no
earlier than the fall term of their senior year. Students in this program will receive their
bachelor’s degree after satisfying the standard undergraduate degree requirements. To earn
the master’s degree, students must fulfill all the requirements for the degree, including the
completion of 45 units of coursework beyond that applied to their bachelor’s degree.
No course can be used to satisfy requirements for both the bachelor’s degree and the
master’s degree. Completion of 12 or more units of courses in computer science and engineering taken for the master’s degree satisfies the Educational Enrichment requirement of
the undergraduate program. Some courses required in the master’s degree programs may be
replaced by free electives due to similar undergraduate coursework.
COMPUTER ENGINEERING LABORATORIES
The ASIC Testing Laboratory supports research conducted by graduate students from the
departments of Electrical Engineering and Computer Engineering. Computer-aided testing
packages from industry and the public domain are used in projects such as fault modeling
and analysis. Projects include design for Test on RTL-level for digital and mixed signal circuits and design for reliability based on the defect-based testing.
The Digital Systems Laboratory (operated jointly with the Department of Electrical
Engineering) provides complete facilities for experiments and projects ranging in complexity
from a few digital integrated circuits to FPGA-based designs. The laboratory also includes a
variety of development systems to support embedded systems and digital signal processing.
The Green Computing Laboratory is devoted to energy-efficient computing, i.e.,
the study and analysis of energy consumption in operating systems and networks and the
development of energy-aware software.
COMPUTER ENGINEERING 321
The Multimedia Compression Laboratory supports research in video coding (compression and decompression).
The Wireless Networks Laboratory is shared by Computer Engineering and Electrical
Engineering. The lab carries out research projects on the lower three layers of wireless networks. Current projects include (1) efficient scheduling of user traffic in cellular networks
using smart antennas, (2) algorithms for turn-key base stations in cellular networks, and
(3) changes to the MAC protocol in 802.11 based ad-hoc networks.
The Sustainable Computing Laboratory is dedicated to research in systems software and
data storage technologies. The projects it supports focus on durable, scalable, and efficient
solutions to computing problems, and the application of systems software technologies to
broader sustainability problems.
The Software Engineering Research Laboratory is a dedicated facility not only for the support of various research activities aimed at developing engineering techniques and tools that
help produce and validate high-quality software, but also for developing applications using
leading-edge technologies.
The Parallel Processing Laboratory pursues research in fundamental problems in parallel
processing, multi-core CPUs and many-core GPUs programming, and parallelizing
compilers.
The Intelligent Information Systems (I2S) Laboratory is devoted to the theory, design, and
implementation of intelligent systems to manage, retrieve, mine, and use information.
The work of I2S covers a wide range of areas including Web search, information retrieval,
cloud computing, social media analysis, AI, machine learning, data mining, recommendation systems, NLP, computer vision, biomedical informatics, computational politics, and
computer security.
LOWER-DIVISION COURSES
10.Introduction to Programming
Recursion and threads. The Unix environment.
Overview of computing. Introduction to Prerequisites: Previous programming experiprogram design and implementation: problem ence and/or a grade of C– or better in an indefinition, functional decomposition, and troductory computer programming course
design of algorithm programming in PHP such as COEN 10, CSCI 10, or OMIS 30.
and C: variables, data types, control constructs, Co-requisite: COEN 11L. (4 units)
arrays, strings, and functions. Program de- 11L.Laboratory for COEN 11
velopment in the Linux environment: editing,
compiling, testing, and debugging. Credit is Co-requisite: COEN 11. (1 unit)
not allowed for more than one introductory 12.Abstract Data Types
class such as COEN 10, COEN 44, CSCI
and Data Structures
10, or OMIS 30. Co-requisite: COEN 10L.
Data
abstraction: abstract data types, infor(4 units)
mation hiding, interface specification. Basic
data structures: stacks, queues, lists, binary
10L.Laboratory for COEN 10
trees, hashing, tables, graphs; implementaCo-requisite: COEN 10. (1 unit)
tion of abstract data types in the C language.
11.Advanced Programming
Internal sorting: review of selection, inserThe C Language: structure and style. Types, tion, and exchange sorts; quicksort, heaoperators, and expressions. Control flow. psort; recursion. Analysis of run-time
Functions. Pointers, arrays, and strings. behavior of algorithms; Big-O notation. InStructures and dynamic memory allocation. troduction to classes in C++. Prerequisite:
I/O and file processing. Special operators. A grade of C– or better in either COEN 11
322 SCHOOL OF ENGINEERING
or 44. Co-requisite: COEN 12L. Recommended co-requisite: COEN 19 or MATH
51. Credit not allowed for more than one introductory data structures class, such as
COEN 12 or CSCI 61. (4 units)
12L.Laboratory for COEN 12
Co-requisite: COEN 12. (1 unit)
19.Discrete Mathematics
Relations and operations on sets, orderings,
elementary combinatorial analysis, recursion, algebraic structures, logic, and methods
of proof. Also listed as MATH 51. (4 units)
20.Introduction to Embedded Systems
Introduction to computer organization:
CPU, registers, buses, memory, I/O interfaces. Number systems: arithmetic and
­information representation. Assembly language programming: addressing techniques,
arithmetic and logic operations, branching
and looping, stack operations, procedure
calls, parameter passing, and interrupts. C
language programming: pointers, memory
management, stack frames, interrupt processing. Multi-threaded programming; preemptive and nonpreemptive kernels; shared
resources; scheduling. Prerequisite: A grade
of C– or better in COEN 11 or CSCI 60.
Co-requisite: COEN 20L. Recommended
co‑requisite or prerequisite: COEN 12 or
CSCI 61. (4 units)
20L.Embedded Systems Laboratory
Laboratory for COEN 20. Co-requisite:
COEN 20. (1 unit)
21.Introduction to Logic Design
Boolean functions and their minimization.
Designing combinational circuits, adders,
multipliers, multiplexers, decoders. Noise
margin, propagation delay. Bussing. Memory elements: latches and flip-flops; timing;
registers; counters. Programmable logic,
PLD, and FPGA. Use of industry quality
CAD tools for schematic capture and HDL
in conjunction with FPGAs. Also listed as
ELEN 21. Co-requisite: COEN 21L. (4 units)
21L.Logic Design Laboratory
Laboratory for COEN 21. Also listed as
ELEN 21L. Co-requisite: COEN 21. (1 unit)
29.Current Topics in Computer
Science and Engineering
Subjects of current interest. May be taken
more than once if topics differ. (4 units)
44.Applied Programming
Computer programming in C, including
input/output, selection structures, loops,
­iterative solutions, function definition and
invocation, macros, pointers, memory allocation, and top-down design. Programming
of elementary mathematical operations.
Applications to engineering problems.
­
­Prerequisite: MATH 13. Co-requisite:
COEN 44L. (4 units)
44L.Laboratory for COEN 44
Co-requisite: COEN 44. (1 unit)
45.Applied Programming in MATLAB
Computer programming in MATLAB, including input/output, selection structures,
loops, iterative solutions, function definition
and invocation, top-down design. Programming of elementary mathematical operations. Applications to engineering problems.
Prerequisite: MATH 13. Co-requisite:
COEN 45L. (4 units)
45L.Laboratory for COEN 45
Co-requisite: COEN 45. (1 unit)
60.Introduction to Web Technologies
Overview of the Internet and World Wide
Web technologies and practices. Introduction to basic markup language, style sheet
language, server-side scripting language, and
website design. Emerging Web applications.
Co-requisite: COEN 60L. (4 units)
60L.Laboratory for COEN 60
Co-requisite: COEN 60. (1 unit)
COMPUTER ENGINEERING 323
70.Formal Specification and
Advanced Data Structures
Specification, representation, implementation,
and validation of data structures; object-oriented design and programming in a strongly
typed language with emphasis on reliable
reusable software; formal specification of data
structures (e.g., graphs, sets, bags, tables, environments, trees, expressions, graphics);
i­nformal use of specifications to guide implementation and validation of programs;
guidelines and practice in designing for and
with reuse. Prerequisites: A grade of C– or
better in either COEN 12 or CSCI 61
and in either COEN 19 or MATH 51.
Co‑requisite: COEN 70L. (4 units)
70L.Laboratory for COEN 70
Co-requisite: COEN 70. (1 unit)
UPPER-DIVISION COURSES
120.Real-Time Systems
127.Advanced Logic Design
Overview of real-time systems: classification, Contemporary design of finite-state madesign issues, and description. Finite state chines as system controllers using MSI,
machines and statecharts. Robot program- PLDS, or FPGA devices. Minimization
ming: odometry and the use of sensors. Real- techniques, performance analysis, and modtime programming languages, real-time ular system design. HDL simulation and
kernels, and multi-threaded programming. synthesis. Also listed as ELEN 127. PrerequiUnified Modeling Language for the design site: COEN 21. Co-requisites: COEN 127L
of real-time applications. Performance anal- and ELEN 115. (4 units)
ysis. Prerequisite: A grade of C– or better in
either COEN 12 or CSCI 61. Co-requisite: 127L. Advanced Logic
Design Laboratory
COEN 120L. (4 units)
Laboratory for COEN 127. Design, con120L. Real-Time Systems Laboratory
struction, and testing of controllers from
Laboratory for COEN 120. Co-requisite: verbal specs. Use of CAD design tools. Also
COEN 120. (1 unit)
listed as ELEN 127L. Co-requisite: COEN
127. (1 unit)
122.Computer Architecture
Overview of computer systems. Instruction 129.Current Topics in Computer
Science and Engineering
set architecture. Computer arithmetic. CPU
datapath design. CPU control design. Pipe- Subjects of current interest. May be taken
lining. Data/control hazards. Memory hier- more than once if topics differ. (4 units)
archies and management. Introduction of
multiprocessor systems. Hardware descrip- 145.Introduction to Parallel
Programming
tion languages. Laboratory project consists
of a design of a CPU. Prerequisites: A grade Concept of parallelism, thread programof C– or better in either COEN 20 or ELEN ming, thread/process synchronization, syn33 and in either COEN 21 or ELEN 21. chronization algorithms and language
constructs, shared-memory versus messageCo-requisite: COEN 122L. (4 units)
passing. Parallel programming concept, per122L. Laboratory for COEN 122
formance metrics, overview of parallel
Co-requisite: COEN 122. (1 unit)
architectures, evaluation of parallel algorithms, data parallel programming, sharedmemory, and message-passing parallel
programming. Case studies on application
324 SCHOOL OF ENGINEERING
algorithms. Hands-on lab on multi-core
CPUs and many-core GPUs. Prerequisites:
A grade of C– or better in COEN 11 and
122. Co-requisite: COEN 145L. (4 units)
145L. Laboratory for COEN 145
Co-requisite: COEN 145. (1 unit)
146.Computer Networks
Data communication: circuit and packet
switching, latency and bandwidth, throughput/delay analysis. Application layer: client/
server model, socket programming, Web,
email, FTP. Transport layer: TCP and UDP,
flow control, congestion control, sliding
window techniques. Network layer: IP and
routing. Data link layer: shared channels,
media access control protocols, error detection and correction. Mobile computing and
wireless networks. Network security. Laboratory consists of projects on software development of network protocols and applications.
Prerequisite: A grade of C– or better in either
COEN 12 or CSCI 61. Co-requisite: COEN
146L. Recommended co-requisite or prerequisite: AMTH 108 or MATH 122. (4 units)
146L. Laboratory for COEN 146
Co-requisite: COEN 146. (1 unit)
148.Computer Graphics Systems
Interactive graphic systems. Graphics primitives, line and shape generation. Simple
transforming and modeling. Efficiency analysis and modular design. Interactive input
techniques. Three-dimensional transformations and viewing, hidden surface removal.
Color graphics, animation, real-time display
considerations. Parametric surface definition
and introduction to shaded-surface algorithms. Offered in alternate years. Prerequisites: MATH 53; a grade a C– or better in
either COEN 12 or CSCI 61. Co-requisite:
COEN 148L. (4 units)
148L. Laboratory for COEN 148
Co-requisite: COEN 148. (1 unit)
150.Introduction to
Information Security
Overview of information assurance. Legal
and ethical issues surrounding security and
privacy. Malware and secure coding techniques. Authentication and authorization.
Other related topics. Prerequisite: Junior
standing. (4 units)
152.Introduction to
Computer Forensics
Procedures for identification, preservation,
and extraction of electronic evidence. Auditing and investigation of network and host
system intrusions, analysis and documentation of information gathered, and preparation of expert testimonial evidence. Forensic
tools and resources for system administrators
and information system security officers.
Ethics, law, policy, and standards concerning
digital evidence. Prerequisites: A grade of C–
or better in either COEN 12 or CSCI 61 and
in COEN 20. Co-requisite: COEN 152L.
(4 units)
152L. Laboratory for COEN 152
Co-requisite: COEN 152. (1 unit)
160.Object-Oriented Analysis,
Design, and Programming
Four important aspects of object-oriented
application development are covered: fundamental concepts of the OO paradigm,
building analysis and design models using
UML, implementation using Java, and testing object-oriented systems. Prerequisite:
A grade of C– or better in COEN 70.
Co‑requisite: COEN 160L. Co-listed with
COEN 275. (4 units)
160L. Laboratory for COEN 160
Co-requisite: COEN 160. (1 unit)
COMPUTER ENGINEERING 325
161.Web Programming I
Fundamentals of the World Wide Web
(WWW) and the technologies that are required to develop web-based applications.
Topics cover HTML5, CSS, JavaScript,
PHP, MYSQL and XML. Prerequisite:
A grade of C– or better in either COEN 12 or
CSCI 61. Co-requisite: COEN 161L. (4 units)
161L. Laboratory for COEN 161
Co-requisite: COEN 161. (1 unit)
162.Web Infrastructure
History and overview of World Wide Web
technology. Web protocols. Web Navigation. Web caching and load balancing. P2P,
Instant Messaging, and Web Services. Web
Servers, Server Farms, and Data Centers.
Prerequisite: A grade of C– or better in
COEN 146. (4 units)
163.Web Usability
Principles of user-centered design. Principles
of human computer interaction. Fundamental theories in cognition and human factors: information processing, perception and
representation, constructivist and ecological
theories, Gestalt laws of perceptual organization. Usability engineering: user research,
user profiling, method for evaluating user
interface, usability testing. Prototyping in
user interface: process, methods of evaluating and testing. Inclusive design in user interface design: accessibility issues, compliance
with section 508 of Rehabilitation Act.
­Prerequisite: A grade of C– or better in either
COEN 12 or CSCI 61. Co-requisite:
COEN 163L. (4 units)
163L. Laboratory for COEN 163
Co-requisite: COEN 163. (1 unit)
164.Web Programming II
Advanced topics in Web Application Development; Development with Web Frameworks
(Ruby with Rails), implement Web services
and management of Web security. Prerequisite: A grade of C– or better in COEN 161.
Co-requisite: COEN 164L. (4 units)
164L. Laboratory for COEN 164
Co-requisite: COEN 164. (1 unit)
165.Introduction to 3D Animation
& Modeling/Modeling &
Control of Rigid Body Dynamics
Mathematical and physical principles of motion of rigid bodies, including movement,
acceleration, inertia and collision. Modeling
of rigid body dynamics for three-dimensional graphic simulation; controlling the motion of rigid bodies in robotic applications.
Also listed as ARTS 173. Prerequisites:
MATH 14; COEN 12 or CSCI 61. (4 units)
166.Artificial Intelligence
Philosophical foundations of Artificial Intelligence, problem solving, knowledge and
reasoning, neural networks, and other learning methods. Prerequisites: A grade of C– or
better in either COEN 12 or CSCI 61 and
in either COEN 19 or MATH 51. (4 units)
168.Mobile Application Development
Design and implementation of applications
running on a mobile platform such as smart
phones and tablets. Programming languages
and development tools for mobile SDKs.
Writing code for Peripherals-GPS, accelerometer, touchscreen. Optimizing user interface for a small screen. Effective memory
management on a constrained device. Embedded graphics. Persistent data storage.
­Prerequisite: A grade of C– or better in
COEN 20 or COEN 70 or equivalent.
Co‑located with COEN 268. (4 units)
169.Web Information Management
Theory, design, and implementation of information systems that process, organize,
analyze large-scale information on the Web.
Search engine technology, recommender
systems, cloud computing, social network
analysis. Prerequisite: AMTH 108 or MATH
122; COEN 12 or CSCI 61; or permission
of the instructor. (4 units)
326 SCHOOL OF ENGINEERING
171.Principles of Design
and Implementation of
Programming Languages
High-level programming language concepts
and constructs. Costs of use and implementation of the constructs. Issues and trade-offs
in the design and implementation of programming languages. Critical look at several
modern high-level programming languages.
Prerequisite: A grade of C– or better in
COEN 12 or CSCI 61. (4 units)
172.Structure and Interpretation
of Computer Programs
Techniques used to control complexity in
the design of large software systems: design
of procedural and data abstractions; design
of interfaces that enable composition of wellunderstood program pieces; invention of
new, problem-specific languages for describing a design. Prerequisites: COEN 19 or
MATH 51; COEN 70 or CSCI 61; or permission of the instructor. (4 units)
172L. Laboratory for COEN 172
Co-requisite: COEN 172. (1 unit)
173.Logic Programming
Application of logic to problem solving and
programming; logic as a language for specifications, programs, databases, and queries;
separation of logic and control aspects of
programs; bottom-up reasoning (forward
from assumptions to conclusions) versus
top-down reasoning (backward from goals
to subgoals) applied to problem solving and
programming; nondeterminism, concurrency, and invertibility in logic programs. Programs written and run in Prolog.
Prerequisites: COEN 70 or CSCI 61 and
COEN 19 or MATH 51. (4 units)
173L. Laboratory for COEN 173
Co-requisite: COEN 173. (1 unit)
174.Software Engineering
Software development life cycle. Project
teams, documentation, and group dynamics. Software cost estimation. Requirements
engineering and design. Data modeling, object modeling, and object-oriented analysis.
Object-oriented programming and design.
Software testing and quality assurance. Software maintenance. Prerequisite: A grade of
C– or better in COEN 12 or CSCI 61.
Co‑requisite: COEN 174L. (4 units)
174L. Laboratory for COEN 174
Co-requisite: COEN 174. (1 unit)
175.Introduction to Formal
Language Theory and
Compiler Construction
Introduction to formal language concepts:
regular expressions and context-free grammars. Compiler organization and construction. Lexical analysis and implementation of
scanners. Top-down and bottom-up parsing
and implementation of top-down parsers.
An overview of symbol table arrangement,
run-time memory allocation, intermediate
forms, optimization, and code generation.
Prerequisites: A grade of C– or better in
COEN 20 and COEN 70. Co-requisite:
COEN 175L. (4 units)
175L. Laboratory for COEN 175
Co-requisite: COEN 175. (1 unit)
177.Operating Systems
Introduction to computer operating systems. Operating system concepts, computer
organization model, storage hierarchy, operating system organization, processes management, interprocess communication and
synchronization, memory management and
virtual memory, I/O subsystems, and file
systems. Design, implementation, and performance issues. Prerequisites: A grade of C–
or better in either COEN 12 or CSCI 61 and
in COEN 20. Co-requisite: COEN 177L.
(4 units)
177L. Laboratory for COEN 177
Co-requisite: COEN 177. (1 unit)
COMPUTER ENGINEERING 327
178.Introduction to Database Systems
ER diagrams and the relational data model.
Database design techniques based on integrity constraints and normalization. Database
security and index structures. SQL and
DDL. Transaction processing basics. Prerequisites: A grade of C– or better in COEN 12
or CSCI 61. Co-requisite: COEN 178L.
(4 units)
178L. Laboratory for COEN 178
Co-requisite: COEN 178. (1 unit)
179.Theory of Algorithms
Introduction to techniques of design and
analysis of algorithms: asymptotic notations
and running times of recursive algorithms;
design strategies: brute-force, divide and
conquer, decrease and conquer, transform
and conquer, dynamic programming, greedy
technique. Intractability: P and NP, approximation algorithms. Also listed as CSCI 163.
Prerequisites: A grade of C– or better in either
COEN 12 or CSCI 61 and in either
COEN 19 or MATH 51. (4 units)
180.Introduction to
Information Storage
Storage hierarchy. Caching. Design of memory and storage devices, with particular emphasis on magnetic disks and storage-class
memories. Error detection, correction and
avoidance fundamentals. Disk arrays. Storage interfaces and buses. Network attached
and distributed storage, interaction of economy and technological innovation. Also listed as ELEN 180. Prerequisites: A grade of
C– or better in either COEN 12 or CSCI 61.
Recommended prerequisite: COEN 20. (4 units)
188.Co-op Education
Practical experience in a planned program
designed to give students work experience
related to their academic field of study and
career objectives. Satisfactory completion of
the assignment includes preparation of a
summary report on co-op activities. P/NP
grading. May not be taken for graduate credit. (2 units)
189.Co-op Technical Report
Credit given for a technical report on a specific activity such as a design or research
­project, etc., after completing the co-op assignment. Approval of department advisor
required. Letter grades based on content and
quality of report. May be taken twice. May
not be taken for graduate credit. (2 units)
193.Undergraduate Research
Involves working on a year-long research
project with one of the faculty members.
Students should register three times in a row
for a total of 6 units. Does not substitute for
the senior project, which may be a continuation of the research done. Registration requires the faculty member’s approval. Students
must have junior or senior standing and a
minimum GPA of 3.0. (2 units)
194.Design Project I
Specification of an engineering project, selected with the mutual agreement of the student and the project advisor. Complete
initial design with sufficient detail to estimate the effectiveness of the project. Initial
draft of the project report. (2 u