2014-2015 Undergraduate Bulletin

2014-2015 Undergraduate Bulletin
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2014– 15
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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2014
–15
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
2014–2015 Academic Year
& 2015 Summer Session
FALL QUARTER 2014
Monday, Sept. 22
Monday, Nov. 24 – Friday, Nov. 28 Friday, Dec. 5
Monday, Dec. 8 – Friday, Dec. 12
Classes Begin
Academic Holiday
Classes End
Final Examination Period
WINTER QUARTER 2015
Monday, Jan. 5 Monday, Jan. 19
Monday, Feb. 16
Friday, March 13
Monday, March 16 – Friday, March 20
Classes Begin
Martin Luther King Jr. Day Holiday
President’s Day Holiday
Classes End
Final Examination Period
SPRING QUARTER 2015
Monday, March 30
Friday, April 3
Monday, May 25
Friday, June 5
Monday, June 8 – Thursday, June 11 Saturday, June 13
Classes Begin
Good Friday Holiday
Memorial Day Holiday
Classes End
Final Examination Period
Commencement
SUMMER SESSION 2015
Thursday, June 18
Friday, July 3
Wednesday, July 22
Thursday, July 23 – Friday, July 24
Monday, July 27
Friday, Aug. 28
Monday, Aug. 31 – Tuesday, Sept. 1
Monday, Sept. 7
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:
Classes Begin – Session I
Independence Day Holiday
Classes End – Session I
Final Examination Period –
Session I
Classes Begin – Session II
Classes End – Session II
Final Examination Period –
Session II
Labor Day Holiday
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-11463 06/2014 X,XXX
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Santa Clara University
Undergraduate Bulletin
2014 –2015 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 2014–15 Undergraduate Bulletin was printed in June 2014 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 . . . . . . . . . . . . . . . . . . . . . . . . . . 9
The Santa Clara Core Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Residential Learning Communities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
University Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
LEAD Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Study Abroad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Domestic Public Sector Studies Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Chapter 3. College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Requirements for the Bachelor of Arts and Bachelor of Science . . . . . . . . . . . . 19
Minors in the College of Arts and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Centers, Institutes, and Special Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
SCU Presents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
The Future Teachers Project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
iii
iv TABLE OF CONTENTS
Academic Departments and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Anthropology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Art and Art History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Chemistry and Biochemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Classics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Environmental Studies and Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Ethnic Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .115
History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Individual Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Liberal Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Mathematics and Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Modern Languages and Literatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Political Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Public Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Religious Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227
Sociology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Theatre and Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Women’s and Gender Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Chapter 4. Leavey School of Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Bachelor of Science in Commerce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Minors in the Leavey School of Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
General Business Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
Centers, Institutes, and Special Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Accelerated Cooperative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Global Women’s Leadership Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Leavey Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277
Center for Innovation and Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . 277
Civil Society Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Food and Agribusiness Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Retail Management Institute . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
TABLE OF CONTENTS v
Academic Departments and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Accounting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279
Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Finance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Marketing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 297
Operations Management and Information Systems . . . . . . . . . . . . . . . . . . . . 300
Chapter 5. School of Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Undergraduate Degrees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Bachelor of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Minors in the School of Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Centers, Institutes, and Special Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Cooperative Education Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Center for Nanostructures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Frugal Innovation Lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309
Combined Bachelor of Science and Master of Science . . . . . . . . . . . . . . . . . . 309
Academic Departments and Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Applied Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310
Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Civil Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Computer Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327
Electrical Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338
General Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Mechanical Engineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Chapter 6. Interdisciplinary Minors and Other Programs of Study . . . . . . . . . . . . 360
Interdisciplinary Minors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .360
Arabic, Islamic, and Middle Eastern Studies . . . . . . . . . . . . . . . . . . . . . . . . . 360
Asian Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Bioengineering . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365
Biotechnology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .366
Catholic Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367
Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
Latin American Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Medieval and Renaissance Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
Musical Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
Retail Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
Science, Technology, and Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
Urban Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
vi TABLE OF CONTENTS
Other Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Aerospace Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
Gerontology Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
University Honors Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
International Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
Study Abroad Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
LEAD Scholars Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
Military Science Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
Pre-Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Pre-Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395
Pre-Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 396
Chapter 7. Admission of Undergraduate Students . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Admission of Entering Freshmen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399
Admission of Transfer Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401
Admission of International Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Chapter 8. Academic and Administrative Policies and Regulations . . . . . . . . . . . . 404
Student Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Academic Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Degree Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
Academic Program Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . 406
Registration Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
Grading Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412
Academic Standing and Student Classification . . . . . . . . . . . . . . . . . . . . . . . . 415
Academic Credit Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
Non-Degree Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420
Academic Integrity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Patent Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Administrative Policies and Regulations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Clery Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Communication by the University to Undergraduate Students . . . . . . . . . . . 424
Consensual Relations between Employees and Students . . . . . . . . . . . . . . . . 424
Drug-Free Workplace and School Program . . . . . . . . . . . . . . . . . . . . . . . . . . 424
Student Records and Release of Information . . . . . . . . . . . . . . . . . . . . . . . . . 425
Nondiscrimination Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 426
Student Conduct Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 427
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Chapter 9. Tuition, Fees, and Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Financial Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Financial Terms and Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Santa Clara University Campus Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Study Abroad and Domestic Study Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432
Room and Board Charges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Financial Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Santa Clara Scholarships and Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 433
Federal and California Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 436
Other Grants and Scholarships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
Student Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 437
Loans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Financial Aid Eligibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 439
Cancellation of Financial Aid and Return of Funds . . . . . . . . . . . . . . . . . . . . 443
Student Verification of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
Billing and Payment Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
Student Accounts and Billing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 444
Payment Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Extended Payment Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Delinquent Payments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445
Billing Disputes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Refund Payments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Tuition Insurance Protection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Educational Tax Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Chapter 10. University Honor Societies and Awards . . . . . . . . . . . . . . . . . . . . . . . . 447
Honor Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447
University Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
College of Arts and Sciences Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453
Leavey School of Business Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 462
School of Engineering Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 464
viii TABLE OF CONTENTS
Chapter 11. Campus Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
Campus Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467
Campus Recreation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
Career Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 468
Center for Student Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Chartered Student Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
The Cowell Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Disabilities Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Drahmann Academic Advising and Learning Resources Center . . . . . . . . . . . . . . 472
Graduate School Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
Housing and Residence Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472
Information Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 473
Intercollegiate Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 474
International Student Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
Kids on Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
Office for Multicultural Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
The Writing Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
Appendices
Academic Accreditations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476
Board of Trustees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 477
Board of Regents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 478
Santa Clara University Senior Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 480
Faculty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 484
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 517
Academic Department and Program Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . 528
Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 529
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 Asís, 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 non-matriculated 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.
SANTA CLARA UNIVERSITY 3
Commitment to Students. As teachers and scholars, mentors and facilitators, we endeavor
to educate the whole person. We nurture and challenge students—intellectually, spiritually,
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 and discipline-based minors are also offered for undergraduates.
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 (OMIS). 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
in information systems (MSIS), 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.
The Jesuit School of Theology (JST) 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. 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
advanced theological degrees certified by the Association of Theological Schools. In addition, JST offers a spiritual renewal program for clergy, religious, and lay people, and conducts
an annual Instituto Hispano that offers a certificate program to advance Hispanic leadership
in the pastoral life of the church.
CENTERS OF DISTINCTION
Santa Clara University has three Centers of Distinction that serve as major points
of interaction between the University and local and global communities. 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 realworld 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 provide 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 offer 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 provide 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-to-female
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 94,000 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 greatest cultural centers. More than
50 buildings on campus house 15 student residences, a main library, a law library, two
student centers, the de Saisset Museum, extensive performing arts and athletic facilities, and
a recreation and fitness center.
Santa Clara’s campus has the advantage of being located in Silicon Valley—a region
known for its extraordinary visionaries, who have designed and created some of the most
significant scientific and technological advances of our age. Silicon Valley is more than
a place, it is a mindset, and home to more than 2 million residents and 6,600 scienceand technology-related companies (not including San Francisco, which is located just an
hour away).
Santa Clara’s campus is well known for its beauty and mission-style architecture. Newly
opened in 2013, the brick-paved Abby Sobrato Mall leads visitors from the University’s
main entrance to the heart of campus—the Mission Santa Clara de Asís. The roses and
palm and olive trees of the Mission Gardens surround the historic Mission Church, which
was restored in 1928. The adjacent Adobe Lodge is the oldest building on campus. In
1981, it was restored to its 1822 decor.
Academic Facilities
Amidst all this beauty and history are modern, world-class academic facilities. Students
study and thrive in places such as the Joanne E. Harrington Learning Commons, Sobrato
Family Technology Center, and Orradre Library where individuals and groups can study
in an inviting, light-filled, and open environment. Notably, the library features an Automated Retrieval System, a high-density storage area where up to 900,000 books and other
publications can be stored and retrieved using robotic-assisted technology.
Another example of Santa Clara’s excellent academic facilities is Lucas Hall, home of the
Leavey School of Business. This modern 85,000-square-foot building houses classrooms,
meeting rooms, offices, study spaces, and a café. Classrooms are equipped with state-ofthe‑art videoconferencing equipment as well as a multi-platform system to record faculty
lectures for later review by students. Vari Hall (formerly Arts & Sciences), adjacent to Lucas
Hall, is home to the Markkula Center for Applied Ethics as well as academic departments,
classrooms, and a 2,200-square-foot digital television studio, regarded as among the best
studios found on any campus nationwide.
SANTA CLARA UNIVERSITY 7
Located near Vari Hall (formerly Arts & Sciences) is the Schott Admission and Enrollment
Services Building, a welcome center for campus visitors and home to several University
departments. Opened in 2012, the lobby of this green-certified structure includes technologyinfused exhibits that illustrate Santa Clara’s Jesuit mission. Among other green features on
campus are two solar-powered homes built in 2007 and 2009 for the U.S. Department of
Energy’s Solar Decathlon. Both homes now serve as laboratories for solar and sustainability
technologies.
Student Life
Santa Clara has 10 on-campus residence halls, most with traditional double rooms and
large common bathrooms; others with suite arrangements conducive to more informal living. Juniors and seniors can apply for townhouse-style living in the 138-unit University
Villas across from the main campus. Opened in 2012, Graham Hall is Santa Clara’s newest
residence hall. The environmentally friendly building boasts 96 mini-suites, lounges, full
kitchens, and laundry facilities for every eight-room “neighborhood.” In addition, the residence hall has two classrooms, a small theater, outdoor barbecue and picnic areas, and a
large courtyard.
The Robert F. Benson Memorial Center serves as a hub for campus life. The Benson
Center offers dining services and houses the campus bookstore, the campus post office, and
meeting rooms. The University’s main dining hall, The Marketplace, resembles an upscale
food court with numerous stations and options. For a more informal experience, The
Bronco is the Benson Center’s late-night venue, serving beverages and pub-style food.
Another hot-spot for student life, the Paul L. Locatelli, S.J., Student Activity Center,
includes a 6,000 square-foot gathering hall with a high ceiling that can accommodate
dances and concerts as well as pre- and post-game activities. Designed with environmental
sensitivity, the building is energy efficient and has daytime lighting controls and motion
sensors to maximize use of natural light. For fitness-minded students, 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 campus includes many locations for quiet reflection such as the St. Clare Garden,
which features plants and flowers arranged into five groups to portray the stages of the saint’s
life. For campus members who want a more hands-on relationship with nature, the Forge
Garden, SCU’s half-acre organic garden, serves as a campus space for course research,
­service learning, and sustainable food production.
Athletics and the Arts
The importance of athletics to the University is evident everywhere on campus. Among
the newest additions to Santa Clara’s athletics facilities is the Stephen Schott Stadium,
home field for the men’s baseball team, which features batting cages, a clubhouse, concessions stands, and seating for 1,500 fans. Across the street from the stadium is Bellomy
Field—eight acres of well-lit, grassy field space used for club and intramural sports such as
rugby and field hockey. Adjacent to Bellomy Field is the well-appointed women’s softball
field, which opened in 2013. Other athletic venues on campus include the 6,400-seat Buck
Shaw Stadium, home to the men’s and women’s soccer programs; and the Leavey Event
Center, the University’s premier basketball facility. Over the years, the Leavey Event Center
has hosted nine West Coast Conference Basketball Championships.
8 SANTA CLARA UNIVERSITY
The University recognizes the arts as an equally important part of life at Santa Clara
University. The de Saisset Museum, the University’s accredited museum of art and history,
presents changing art exhibitions throughout the year and serves as the caretaker of the
University’s California History Collection, which includes artifacts from the Native American,
Mission, and early Santa Clara College periods.
SCU Presents represents the University’s commitment to the performing arts on campus,
which include performances at venues such as the Louis B. Mayer Theatre, the Fess Parker
Studio Theatre, and the Music Recital Hall. The 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. Its blackbox design, complete with movable catwalks, provides 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.
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 in 2000, 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.” Affirming that the Jesuit educational standard must
always “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.” Since then, Santa Clara University
has revised the Core Curriculum, begun implementing a new strategic plan, extended the
impact of our Centers of Excellence, and enhanced our co-curricular programs, all with the
goal of educating “the whole person of solidarity in the real world.”
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 communitybased 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
9
10 THE SANTA CLARA UNDERGRADUATE PROGRAM
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. The
Leavey School of Business offers majors in accounting, accounting and information systems,
economics, finance, management, marketing, and management 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 interdisciplinary understanding and 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
THE SANTA CLARA UNDERGRADUATE PROGRAM 11
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.
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
12 THE SANTA CLARA UNDERGRADUATE PROGRAM
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.
THE SANTA CLARA UNDERGRADUATE PROGRAM 13
The 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 Social Science,
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 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; a minimum of two Religion, Theology
& Culture courses; Advanced Writing; Experiential Learning for Social Justice;
and Pathways.
14 THE SANTA CLARA UNDERGRADUATE PROGRAM
Students admitted as freshmen must also satisfy Critical Thinking & Writing and
Cultures & Ideas 1 and 2 with courses completed at Santa Clara University.
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, complete two courses from any two
of the following three categories, in any order: Religion, Theology & Culture 1, 2, or 3.
However, all students except Religious Studies majors and minors must complete 88 units
before enrolling in Religion, Theology & Culture 3 courses.
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. More detailed Pathway guidelines are available at www.scu.edu/Pathways.
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 SANTA CLARA UNDERGRADUATE PROGRAM 15
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
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. The LEAD Scholars P
­ rogram forms a
community of undergraduate peers and faculty dedicated to rigorous a­ cademic 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.
16 THE SANTA CLARA UNDERGRADUATE PROGRAM
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 mission of SCU Study
Abroad 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 nearly 200 SCU Study Abroad opportunities
in over 50 locations. Credits earned from all approved SCU Study Abroad programs can
fulfill major and minor requirements with the approval of the chairperson of the department, Core requirements with the approval of the Director of the Core Curriculum, or
serve as elective credit.
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.
THE SANTA CLARA UNDERGRADUATE PROGRAM 17
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 twoand-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 36 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.
18
UNDERGRADUATE DEGREES 19
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; 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.
20 COLLEGE OF ARTS AND SCIENCES
CENTERS, INSTITUTES, AND SPECIAL PROGRAMS
SCU Presents
SCU Presents supports Santa Clara University students, faculty, and staff in the performing and visual arts. The Center promotes and publicizes programs, provides critical infrastructure to academic departments, and serves the University and local community through
a rich season of performance events. Performance events include a visiting artist series of
national and international artists.
SCU Presents Arts for Social Justice is a collaborative and interdisciplinary initiative
whose mission is to raise awareness about critical issues addressing the human condition.
Through a wide variety of art forms, the initiative fosters dialogue and action within the
University and local community.
SCU Presents also encourages and supports the creative expression of Silicon Valley
­artists by providing performance venues for local arts organizations.
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. These funds may contribute to
undergraduate studies and the credential program. FTP is administered by the Liberal
Studies Program.
ANTHROPOLOGY 21
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, Mythri Jegathesan, 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 critical human issues in careers outside academia 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 biological
emphasis provides in-depth training in the field of biological anthropology. Students will
acquire intellectual breadth and depth with regard to the interdisciplinary nature of anthropology and the biological and cultural interactions that have influenced human evolution
and modern human diversity.
22 COLLEGE OF ARTS AND SCIENCES
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 means From “King Kong” to Clan of the Cave
to be human. Laboratory 15 hours. (4 units) Bear, students examine popular culture interpretations of biological anthropology.
2. Introduction to Archaeology
After reviewing the history of biological anHow do archaeologists understand the past? thropology, we analyze popular avenues
This course examines the methods, theories, (film, cartoons, newspapers, fiction) through
and analytical techniques that archaeologists which the public has been informed about
use to study the past and interpret ancient human variation, the human fossil record,
cultures. Selective survey of human cultures primate behavior, and human genetics.
over time in different regions of the world. (4 units)
Laboratory 15 hours. (4 units)
11A. and 12A. Cultures &
3. Introduction to Social
Ideas I and II
and Cultural Anthropology
A two-course sequence focusing on a major
This course provides an introduction to the theme in human experience and culture over
subject matter, research methods, and appli- a significant period of time. Courses emphacations of cultural anthropology. Its purpose size either broad global interconnections or
is to help students understand how different the construction of Western culture in its
human groups think and live, how they cope global context. Courses may address measurwith life’s demands and expectations, and how ing humanity, peace and violence, social
they make sense of the world. In order to gain change in the Middle East, migration and
additional experience with diverse cultural transnationalism, and other topics. Successgroups, students are required to participate ful completion of C&I I (ANTH 11A) is a
in off-campus Arrupe Partnerships. (4 units) prerequisite for C&I II (ANTH 12A).
(4 units each quarter)
ANTHROPOLOGY 23
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 130.Primate Behavioral Ecology
take this class no later than winter quarter of
This course focuses on the theoretical frametheir junior year. (5 units)
works that guide primate behavioral studies,
including in-depth empirical exploration of
112.Anthropological Methods
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 de- behavioral ecology as well as data collection,
sign 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 How do we know what we think we know
the department chair. Students should take about human evolution? Students explore
this class no later than spring quarter of their 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)
24 COLLEGE OF ARTS AND SCIENCES
133.Human Nutrition and Culture
Study of the biocultural interactions that
shape dietary patterns and nutritional status
of modern 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 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)
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
ANTHROPOLOGY 25
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 emphasis on the relationship between local
communities and national governments.
(5 units)
153. 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. Also listed as MUSC 130. (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)
26 COLLEGE OF ARTS AND SCIENCES
158.Applied Anthropology
Application of anthropological knowledge
to contemporary human problems. Topics
range from the introduction of new forms of
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.
ANTHROPOLOGY 27
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)
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. Students must receive approval from
their advisor prior to registration. Internship
placements must 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 junior or 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)
28 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF ART AND ART HISTORY
Professors Emeriti: Brigid Barton, Samuel R. Hernandez
Professors: R. Kelly Detweiler, Kathleen Maxwell
Associate Professors: Katherine Aoki, Blake de Maria (Department Chair), Don Fritz,
Katherine L. Morris, Andrea Pappas
Assistant Professors: Karen Fraser, Takeshi Moro, Ryan Reynolds, Tobias Wofford
Senior Lecturer: Francisco “Pancho” Jimenez
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 art history courses 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.
ART AND ART HISTORY 29
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 ARTH 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 93/193, 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.
A 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, excluding ARTS
194). 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.
30 COLLEGE OF ARTS AND SCIENCES
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 93/193, 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, construction of gender identity, and the relapolitics, propaganda, and other topics. Suc- tionship between art, science, and religion
cessful 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, arA foundation course of the art history pro- chitecture, 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)
ART AND ART HISTORY 31
24.Introduction to the Arts
of the Middle East
Survey course focusing on the rich and diverse visual culture of the Middle East from
the7th century to the present day. Topics for
discussion (including the Dome of the Rock,
Transjordanian desert palace, the cities of
­Jerusalem, Baghdad, Cordoba and Cairo as
well as calligraphy, tile making, and textiles)
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)
32 COLLEGE OF ARTS AND SCIENCES
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 history litical, intellectual, and cultural contexts.
courses, one of which must be upper-division (5 units)
or permission of instructor. Formerly ARTH
116.Romanesque and Gothic Art
190. (5 units)
Study of religious art and architecture in
104.Greek Art and Architecture
Western Europe from the 11th through the
Examination of Greek art from the Archaic 14th centuries. Comprehensive survey of the
through the Hellenistic periods. Develop- high Middle Ages that considers structural
ments in architecture, sculpture, vase paint- form, technique, sculptural programs, and
ing, and wall painting will be addressed in related minor arts. (5 units)
their cultural context. (5 units)
120.15th-Century Florentine Art
106.Art and Architecture of the Roman Concentration on painting and sculpture
Republic and the Early Empire
produced in 15th-century Florence. Works
Chronological survey of artistic develop- will be examined from a cultural and social
ment in Republican and Imperial Rome. context. Topics of discussion include the rise
Related issues include the influence of Greek of the Medici family; civic patronage; the reand Etruscan art, the relationship between lationship between art, science, and religion;
political ideology and public art programs, the visual construction of gender identity;
and the impact of improved materials on domestic art; perceptions of the nude figure
building design. (5 units)
in religious paintings; and the early career of
Leonardo da Vinci. (5 units)
110.Early Christian and Byzantine Art
Christian art and architecture from the cata- 121.Venice and the Other
in Renaissance
combs in Rome through the early 14th century in Byzantium. Highlights include the Concentrates on the art and culture of the
Constantinian monuments of Rome, Jus- Venetian Republic circa 1400–1650 CE,
tinianic Ravenna and Constantinople, icon- specifically the visual culture produced by
oclasm, and the Macedonian “Renaissance.” and/or associated with ethnic and social
(5 units)
groups excluded from the highest echelons
of Venetian society. Areas of inquiry include
112.The Art of the Book
Muslim merchants living in the city, construcCovers select developments in the illustrated tion of the Jewish ghetto, Ethiopian servant
book between the 5th and 15th centuries community, courtesan culture, convent life,
CE. Topics for discussion may include the the material culture of exorcism, witchcraft,
earliest preserved classical and religious codi- and dwarfism. Prerequisite: ­Upper-division
ces, Anglo-Saxon manuscripts, Carolingian status or permission of instructor. (5 units)
and Ottonian manuscript illumination, Romanesque and Gothic manuscript illumina- 122.The Art of Early Modern Rome
tion, and Byzantine manuscript illumination. In-depth examination of the painting, sculp(5 units)
ture, and architecture in the Papal States
during the 15th and 16th centuries. Special
attention will be placed upon the decoration
ART AND ART HISTORY 33
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)
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)
140.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. Prerequisite: One ARTH course or permission of
instructor. Formerly ARTH 186. (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)
143.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. Prerequisite: One
ARTH course or WGST 50, or permission of
instructor. Formerly ARTH 188. Also listed
as WGST 156. (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, 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 ARTH course, or permission of instructor.
(5 units)
34 COLLEGE OF ARTS AND SCIENCES
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
ARTH course, or permission of instructor.
(5 units)
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: 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:
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: One
lower-division ARTH course (ARTH 23 or
26 recommended). (5 units)
ART AND ART HISTORY 35
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)
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)
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. Prerequisite: ARTH 93. (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 instructor. (1–2 units)
36 COLLEGE OF ARTS AND SCIENCES
195.Art History Thesis
Students with a GPA of 3.5 or better in their
major may petition to write a thesis, t­ ypically
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 status, demonstrated
excellence in the major field, and permission
of 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)
ART AND ART HISTORY 37
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. Also
listed as ARTS 135. (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. Also listed as ARTS
143. (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. Also listed as ARTS 150. (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. Also listed as
ARTS 157. (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
hand-building techniques and materials, including firing and glazing. May also include
other techniques. Also listed as ARTS 163.
(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. Also listed
as ARTS 164. (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)
38 COLLEGE OF ARTS AND SCIENCES
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.
Also listed as ARTS 174. (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 permission
instructor. Also listed as ARTS 175. (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; nonmajors
with permission of instructor. (4 units)
UPPER-DIVISION COURSES: STUDIO ART
131.Life Drawing
143.Painting
Theory and practice of figure drawing. Em- Continuation and extension of ARTS 43.
phasis on understanding the anatomy of the Further study of various styles, techniques,
human form as a resource for visual expres- and media in painting. Also appropriate for
sion. May be repeated for credit. Prerequi- the upper-division student who wants to
site: ARTS 30 or permission of instructor. learn the fundamentals of painting as an art
(5 units)
form. May be repeated for credit. Also listed
as ARTS 43. (5 units)
133.Intermediate Drawing
Continuation of ARTS 30 with an emphasis 144.Advanced Painting
on the study of perspective and the anatomy Designed for the intermediate to advancedof light and shadow as they relate to draw- level painting student. Assignments help stuing three-dimensional forms. Prerequisite: dents develop conceptual and formal
ARTS 30 or permission of instructor. strategies to create a series of related works
(5 units)
that revolve around each student’s individual
artistic interests. Painting form and tech135.Printmaking
nique, as well as conceptual content and
Continuation and extension of ARTS 35. meaning, will be explored in depth, through
Elaboration and refinement of printmaking. practice and discussion. Prerequisite: ARTS
Also appropriate for the upper-division stu- 43/143, or recommended or permission of
dent who wants to learn the fundamentals of instructor. (5 units)
printmaking as an art form. May be repeated
146.Watercolor
for credit. Also listed as ARTS 35. (5 units)
A continuation of the skills acquired in Basic
Watercolor with the emphasis on development of a personal approach to the medium.
Prerequisite: ARTS 30 or 43 or 46, or permission of instructor.
ART AND ART HISTORY 39
148.Mixed Media Painting
An intermediate-level course exploring the
theory and practice of combining painting
with other artistic elements to create primarily
two-dimensional works. With the instructor’s supervision, projects may incorporate
unusual surfaces, small objects, fragments of
other artwork, or text. May be repeated for
credit. Prerequisite: One painting or drawing
course. (5 units)
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. Also listed as
ARTS 50. (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 ARTS 50, 57, 150, 157, or
­permission of 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 permission of
­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 permission of 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
permission of instructor. (5 units)
40 COLLEGE OF ARTS AND SCIENCES
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. Also listed as
ARTS 57. (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. Also listed as ARTS 64.
(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 or 157
or permission of instructor. (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 permission of
­instructor. (5 units)
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. Also listed as
ARTS 63. (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. Prerequisite: ARTS
74 or 174, ARTS 75 or 175, or ARTS 172,
or permission of instructor. For students with
significant digital art or printmaking experience, contact the instructor for permission to
enroll. (5 units)
ART AND ART HISTORY 41
173.Introduction to 3D Animation
& Modeling/Modeling &
Control 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 permission of instructor. Also
listed as COEN 165. (5 units)
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 permission of instructor. (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
permission of instructor only. Also listed as
ARTS 74. (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 permission
of instructor. (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 permission
of instructor. Also listed as ARTS 75. (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 permission of 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 or 174 or
ARTS 75 or 175 or ARTS 172 or permission
of instructor. Students with significant digital
art experience should contact the instructor
for permission to enroll. (5 units)
42 COLLEGE OF ARTS AND SCIENCES
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
permission of instructor. (5 units)
181.Digital Illustration
and Design Theory
In-depth exploration of two-dimensional
design and practice through the use of vectorbased 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 instructor. (2 units)
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 permission 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)
BIOLOGY 43
DEPARTMENT OF BIOLOGY
Professors Emeriti: William R. Eisinger, Thomas N. Fast, John S. Mooring
Professors: Elizabeth P. Dahlhoff, Janice Edgerly-Rooks, Michelle A. Marvier,
Dennis R. Parnell, S.J., Craig M. Stephens (Department Chair)
Associate Professors: James L. Grainger (Associate Chair), David C. Hess, Ángel L. Islas,
Leilani M. Miller, David L. Tauck, Justen Whittall
Assistant Professors: Jessica R. Lucas, Katherine Saxton
Lecturers: Christopher Beatty, Christelle Sabatier, Teresa Ruscetti
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.
44 COLLEGE OF ARTS AND SCIENCES
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 15 hours. (4 units)
­vigorous exercise, as a species we evolved to
perform prolonged, strenuous activity. This
BIOLOGY 45
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)
46 COLLEGE OF ARTS AND SCIENCES
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
101.Biology Research Seminar
A forum for the discussion of contemporary A forum for the exploration of active reissues in the life sciences. Biology faculty dis- search themes in the life sciences. Invited
cuss topics of current scientific interest, and scientists from a range of universities and
often social relevance, highlighting recent institutes present their current research, and
research. The course is intended to introduce engage in discussion about this research with
students to the biology faculty and to the seminar participants. This course is intended
breadth of the field of biology. All students to give students direct interactions with reare welcome but sophomores who recently search academics in a range of fields, to make
completed the introductory biology series them aware of career opportunities and to
are especially encouraged to enroll. Students provide them with contacts in those fields.
may take the course more than once for Students may take the course more than
credit, but BIOL 100 does not count as one once for credit, but BIOL 101 does not
of the seven upper-division biology courses count as one of the seven upper-division birequired for the major. Graded P/NP only. ology courses required for the major. Graded
(2 units)
P/NP only. Prerequisite: Successful completion of BIOL 23, 24, or 25. (2 units)
BIOLOGY 47
104.Human Anatomy L&L
An exploration of the structure, organization, and functional relationships of human
anatomical systems. (Laboratory dissections
use alternative vertebrates.) Laboratory
30 hours. Prerequisite: BIOL 25. (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)
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)
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)
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 non-science 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 non-lab 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)
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)
48 COLLEGE OF ARTS AND SCIENCES
116.Medical Microbiology L&L
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
to clinical methodologies and scientific approaches to diagnose and differentiate
pathogenic microorganisms. Laboratory 30
hours. 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. Laboratory 30 hours. 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)
BIOLOGY 49
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)
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)
50 COLLEGE OF ARTS AND SCIENCES
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
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 biodiversity 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)
BIOLOGY 51
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)
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)
52 COLLEGE OF ARTS AND SCIENCES
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
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)
BIOLOGY 53
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)
185.Business in Biotechnology
An introduction to the biotechnology
industry. Lectures focus on how products are
developed in the biotechnology industry,
what role research plays in the industry, and
what career paths are available in the
industry. Prerequisite: BIOL 25. (5 units)
186.Transgene Construction
and Expression
Lab-intensive course in the construction and
expression of transgenes in bacterial and
plant systems with applications in biotechnology and basic scientific research. The utility of mutations and fluorescent proteins will
be explored. Lectures discuss the scientific
basis and reasoning behind lab procedures.
Laboratory meets twice each week. Laboratory 60 hours. Prerequisites: BIOL 25 and at
least one upper-division cell and molecular
biology laboratory class. BIOL 175 recommended. (5 units)
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)
54 COLLEGE OF ARTS AND SCIENCES
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 55
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, Amelia Fuller (Clare Boothe Luce Professor),
Brian J. McNelis, Amy M. Shachter, Steven W. Suljak
Assistant Professors: Paul E. Abbyad, Grace Stokes, 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 part-time
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.
56 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 57
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
•15 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, quanratory 3 hours every other week. Students titative 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)
58 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 or 11H. (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:
CHEM 13. Additionally, students receiving
a grade lower than C- in CHEM 13 are
strongly 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: CHEM 31. Additionally, students receiving a grade lower than a C- in
CHEM 31 are strongly 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:
CHEM 32. Additionally, students receiving
a grade lower than a C- in CHEM 32 are
strongly urged to meet with their instructor
before continuing with CHEM 33. (5 units)
CHEMISTRY AND BIOCHEMISTRY 59
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 credit.
101.Bioinorganic Chemistry
Graded P/NP only. Pre- or co-requisite:
Structure, properties, and reactivity of metal CHEM 33. (0.5 units)
complexes and the function of metal ions in
biological processes. Prerequisite: CHEM 32. 130.Organic Syntheses
(5 units)
Modern synthetic methods applied to the
preparation of structurally complex target
102.Inorganic Chemistry
compounds, such as bioactive natural prodIntroduction to inorganic chemistry with ucts and pharmaceuticals. Extensive discusemphasis on the nonmetals. Laboratory sion of synthetic planning, known as
3 hours per week. Prerequisite: CHEM 13. retrosynthetic analysis, emphasizing the
(5 units)
standard bond-forming methods learned in
CHEM 31–33. Offered in alternate years.
111.Instrumental Analysis
Prerequisite: CHEM 33. (5 units)
Principles and use of instrumentation. Focus
on electronics, spectroscopic methods, mass 131.Bioorganic Chemistry
spectrometry, and chemical separations. Chemical synthesis of carbohydrates, nucleic
Laboratory 4 hours per week. Prerequisite: acids, peptides, proteins, and reaction mechCHEM 13. Pre- or co-requisite: CHEM 32. anisms of biological cofactors. Offered in al(5 units)
ternate 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 molecules,
lecular level. Topics depend on recent devel- enzymology, membrane biochemistry, and
opments in bioanalytical research but may selected aspects of the intermediary metaboinclude sub-cellular analyses, proteomics, lism of carbohydrates. Pre- or co-requisite:
electrochemical methods, and nanoparticlebased approaches to analysis. The course CHEM 33. (5 units)
stresses extensive reading of recent literature 142.Biochemistry II
in bioanalytical chemistry, critical evaluation
of published scientific papers, and develop- Includes a study of various aspects of the inment of skills in scientific writing. CHEM termediary metabolism of carbohydrates,
112 satisfies the Advanced Writing require- lipids, and amino acids, as well as nucleic
ment. Prerequisite: CHEM 111 or consent of acid structure and function, protein synthesis,
and subcellular sorting, and more advanced
instructor. (5 units)
60 COLLEGE OF ARTS AND SCIENCES
molecular physiology, including 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 61
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
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
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 course in classical culture
• CLAS 197A and CLAS 197B
62 COLLEGE OF ARTS AND SCIENCES
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
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
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.
CLASSICS 63
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 RepubConsideration of Cicero’s eclectic philoso- lic, 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)
64 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 65
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)
66 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 Athethe rise and fall of the polis as an indepen- nian 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 132.
Roman Empire beginning with Augustus (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 67
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. Also listed as
THTR 181A. (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. (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)
68 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)
187.The Democratic Muse: Public Art
in Athens and the United States
This course will compare and contrast the
function of publicly funded art in the two
most celebrated Western democracies, classical Athens and the United States. After exploring the “meaning” of the Parthenon,
students will discuss the civic role and thematic significance of important (and usually
controversial) examples of Greek and American public art and examine what they have
to say about imperialism war, religion, gender, and economic policy. In what way can
the arts promote a civil society? How is art
“good” for democracy, and vice versa?
Should a democracy fund the arts, and if so,
how? (5 units)
188. Justice: Ancient and Modern
This course explores 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 69
DEPARTMENT OF COMMUNICATION
Professors Emeriti: Don C. Dodson, Emile McAnany
Professors: Laura Ellingson, Charles H. Raphael, Paul A. Soukup, S.J. (Pedro Arrupe,
S.J. Professor and Department Chair), SunWolf
Associate Professors: Christine M. Bachen, Hsin-I Cheng, Rohit Chopra,
Stephen C. Lee, Yahia Mahamdi, Michael Whalen (Knight Ridder/
San Jose Mercury News Professor)
Assistant Professors: Justin Boren, 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 (on any aspect of communication) 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.
70 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 71
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
work with 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. Students
can apply these skills in a variety of public
speaking situations, whether in future communication in 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. (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. Note: This course requires participation in community-based learning
­experiences off campus. (5 units)
72 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
principles of gathering scholarly data
letter “B.”
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, counterfactual What is the difference between attempting
thinking/future-thinking/presentism, the sci- to change someone’s attitude, belief, or beence 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 replines of communication and Women’s search on communication and conflict in
Studies to provide a rich set of tools with various contexts (families, friendships, rowhich to make discerning decisions on per- mances, business relationships). Specific topsonal vocation. The course provides a frame- ics will include getting what you want,
work for considering personal life choices saving face, realigning power imbalances,
within the context of cultural norms and for miscommunication, styles and tactics,
analysis of how individuals and groups ­negotiation, third-party interventions, and
­engage in interpersonal, organizational, and transforming conflicts. Development of
mediated communication surrounding work/ communication skills for managing conflict
life issues. Also listed as WGST 160. (5 units) productively in interpersonal, organizational,
and intercultural contexts. Prerequisite: Any
101B.Interviewing
one of the following: COMM 1, PSYC 1,
Fundamental principles and techniques of PSYC 2, or SOCI 1. (5 units)
interpersonal interviewing. Collecting narratives from people about their experiences
COMMUNICATION 73
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 embodiment, 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. Prerequisite: Any
one of the following: COMM 1, COMM 2
or 2GL, PSYC 1, PSYC 2, or SOCI 1. Note:
This course requires participation in community-based learning experiences off campus.
(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 c­ onsent
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)
74 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. Prerequisite: COMM 2 or 2GL
or consent of instructor. Also listed as ETHN
162. (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
COMMUNICATION 75
roles of 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)
127A. Media and Social Movements
This 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;
and includes a range of philosophical and
disciplinary perspectives on violence and
communication, including media and communication, social theory, and visual culture.
This 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. Prerequisites:
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
and screenings so that they are grounded in
76 COLLEGE OF ARTS AND SCIENCES
film language and inspired to develop their
own film styles. Students are required to attend a production lab and outside film
screenings. Prerequisite: COMM 30. (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. Prerequisite:
COMM 30. (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. (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. (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. (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.
All students are required to attend outside
film/video screenings. Prerequisite: COMM 2
or 2GL. (5 units)
COMMUNICATION 77
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 Part-
nerships participation required. Prerequisite:
COMM 40 or 40EL or consent of the
instructor for non-communication m
­
­ ajors.
(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 or 40EL. (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 or 40EL. (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 and COMM 40 or 40EL.
(5 units)
145B. Legal Journalism
This course focuses on legal journalism and
legal affairs reporting. Students will learn to
report and write about current legal topics
and courtroom decisions, and how they affect the lives of ordinary citizens. In addition, students will learn how the civil and
criminal justice systems work and how to
access public records. Because this course
78 COLLEGE OF ARTS AND SCIENCES
shifts topics each quarter, students may repeat the course for credit. Prerequisites:
COMM 40 or consent of instructor. (5 units)
146B.Magazine Journalism
Includes story development, market analysis,
long-form journalism, investigative reporting techniques, query efforts, and sophisticated writing approaches for magazines.
Prerequisites: CTW 1 and 2 and COMM 40
or 40EL or consent of instructor for noncommunication 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 or 40EL. (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.
­Prerequisites: CTW 1 and 2. (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 developments
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. Prerequisites:
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 or 40EL. (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 79
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 or 40EL. 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. Also listed as ETHN 159 and
WGST 116. Prerequisites: CTW 1 and 2.
(5 units)
80 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. Also listed
as WGST 117 and ETHN 158. Prerequisites: CTW 1 and 2 or COMM 40 or 40EL.
(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. (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 expressions (art, music, poetry, television programs, films, websites) as
religious expressions; students will create
their own theological expression using some
contemporary medium. (5 units)
COMMUNICATION 81
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 or 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 had an impact on 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)
82 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 or 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)
190.Journalism Practicum
For writers and editors of The Santa Clara.
Students review the student newspaper,
offer practical advice, and gain experience in
COMMUNICATION 83
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. (1–2 units)
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. (1–2 units)
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, production, and design. Class members meet once a
week and are expected to spend at least three
hours a week in yearbook work. (1–2 units)
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. (2 units)
194P. Peer Educator
This course is offered for students who assist
in teaching courses in the department for
academic credit rather than pay. (1–2 units)
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)
84 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)
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 85
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, Gonçalo Alves 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 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
86 COLLEGE OF ARTS AND SCIENCES
MATHEMATICAL ECONOMICS CONCENTRATION
Economics majors desiring a concentration 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 are
strongly recommended)
• Three out of the following courses: ECON 170, 171, 172, 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
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
vironmental applications of economics. In- ­University 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. Prerequisites:
and regulations affecting markets. (4 units)
ECON 1 and 2, MATH 12 or 31, and
2. Principles of Macroeconomics
MATH 8 or OMIS 40. Must enroll simultaDeterminants of national income and prod- neously in ECON 42. (4 units)
uct in the long run and short run; inflation,
unemployment, and business cycles; mone- 42.Data Analysis Applications
tary and fiscal policies; and economic Hands-on course in obtaining and analyzing
data using statistical software. Prerequisites:
growth. Prerequisite: ECON 1. (4 units)
ECON 1 and 2, MATH 12 or 31, and
MATH 8 or OMIS 40. Must enroll simultaneously in ECON 41. (2 units)
ECONOMICS 87
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 efNote: ECON 113, 114, and 115 may be fect on the economy. Individual income
taken in any order.
taxes, corporate income taxes, consumption
taxes, payroll taxes, state and local taxes, and
113.Intermediate Microeconomics I
other alternative forms of taxation. (5 units)
Theory of rational individual choice and its
applications to decision making, consumer 129.Economic Development
demand, and social welfare; and economics Causes and consequences of economic
of uncertainty and information. Additional growth and poverty in less developed counprerequisite: MATH 11 or 30. (5 units)
tries; analysis of the role of government policies in economic development. (5 units)
114.Intermediate Microeconomics II
Theory of the firm; determination of price 130.Latin American
Economic Development
and quantity by profit-maximizing firms
under different market structures; strategic Examination of the economic development
behavior; general equilibrium; market fail- of Latin American countries, with particular
ure and government policies. Additional pre- emphasis on the relationships between ecorequisite: MATH 11 or 30. (5 units)
nomic growth and their social, political, and
economic structures. (5 units)
115.Intermediate Macroeconomics
Macroeconomic analysis, emphasizing mod- 134.African Economic Development
ern economic models for explaining output, Examination of the economic development
employment, and inflation in the short and of sub-Saharan African countries, with parlong run. Macroeconomic policymaking, ticular emphasis on the relationships beincluding fiscal and monetary policy. Addi- tween economic growth and their social,
tional prerequisite: MATH 11 or 30. (5 units) political, and economic structures. (5 units)
88 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 89
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)
165. Economics and Justice
Study of theories of economic justice with
applications to economic issues and policy.
Alternative theories to be considered include
utilitarian, libertarian, welfare-economic,
egalitarian, feminist, and religious moral
perspectives. Topics include poverty and income distribution; economic inequality and
mobility by class, gender, and race; the role
of the government in promoting justice;
­effects of globalization; and justice under
­different economic systems. Additional prerequisite: ECON 113. (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. Applications to optimal decision-making over time with respect to natural resource allocations, manufacturing and
storage paths, consumption/investment decisions, and stability of economic systems are
discussed. Topics include optimal control,
dynamic programming and calculus of variations. Additional prerequisites: MATH 11,
12, and ECON 113 or 114 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)
90 COLLEGE OF ARTS AND SCIENCES
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)
185.Economics of Innovation and
Intellectual Property
The economic determinants and consequences of innovation. 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. Prerequisite:
ECON 114. (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 91
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 (Associate Chair), Phyllis R. Brown, Michelle Burnham
(Department Chair), Diane E. Dreher, Eileen Razzari Elrod, Ronald T. Hansen
(Gerard Manley Hopkins, S.J. Professor), John C. Hawley
Associate Professors: Juliana Chang (Associate Chair), Mary Judith Dunbar,
Marilyn J. Edelstein, Andrew J. Garavel, S. J., Juan Velasco
Assistant Professors: Cruz Medina, Theodore J. Rynes, S.J., Tricia Serviss, Julia Voss
Senior Lecturers: Simone J. Billings, Sherry Booth, Stephen Carroll, Susan Frisbie,
Kirk Glaser, Jill Goodman-Gould, Cynthia Mahamdi, Claudia Mon Pere
McIsaac, Tim Myers, Aparajita Nanda, Cory Wade, Jeffrey L. Zorn
Lecturers: Theresa Conefrey, Melissa Donegan, Denise Krane, Michael Lasley,
Robert Michalski, Donald Riccomini, Robin Tremblay-McGaw
The Department of English affords students a rich undergraduate education in the liberal
arts centered on literature, cultural studies, and the art of writing. Critical or creative writing
projects are integral to every course in the English major. Students and faculty in the English
Department discuss and write about British, American, and global literatures, new media,
and film. A range of theoretical approaches are used, sometimes with a focus on visual rhetoric
and cultural studies. The department also offers the Creative Writing Program, which provides
students with a coherent course of study in the writing of poetry, fiction, and creative nonfiction. The English major prepares students to read and write critically, to bring intellectual
flexibility to academic and professional problems, and to enter the work force as individuals
with trained skills in analysis and self-expression.
REQUIREMENTS FOR THE MAJOR
In addition to fulfilling the Undergraduate Core Curriculum requirements for the bachelor
of arts degree, students majoring in English must complete the following departmental
requirements:
• Three foundation courses: ENGL 14 ENGL 15, ENGL 16
• Two historically grounded literary or cultural studies courses; at least one of these
courses must be from a period before 1800
• A three-course concentration in literary/cultural studies; at least two of these courses
must be upper-division
• A three-course concentration in writing (professional writing and new media, or creative
writing); at least two of these courses must be upper-division
• Among the courses in the literary/cultural studies concentration or the writing concentration, at least one course must be from the following list: 102, 103, 105, 106EL,
108, 120, 121, 123, 124, 125, 128, 129, 133, 134, 138, 140, 141, 146, 147, 148,
149, 150EL, 152, 153, 154, 155, 159, 161, 162, 164, 165, 169, 174, 177, 180, 186,
187, 188, or a course approved by the chair to meet learning outcomes in the application of theoretical perspectives.
92 COLLEGE OF ARTS AND SCIENCES
•Among the courses in the literary/cultural studies concentration or the writing
­concentration, at least one course must be from the following list: 105, 106EL, 126,
128, 145, 148EL, 150, 160, 174, 177, 178, 180, 185, or a course approved by the
chair to meet learning outcomes in experiential learning.
• One upper-division course in theory, or gender/sexuality, or ethnic/global studies.
(This course may also be used to meet another requirement.)
• One senior seminar
Each student’s plan of study should be discussed well in advance with an assigned advisor.
To this end, the student should write a memorandum of understanding to be agreed upon
with the advisor.
REQUIREMENTS FOR THE MINOR
Minor in English
Students must fulfill the following requirements for a minor in English:
• Three foundation courses: ENGL 14, ENGL 15, ENGL 16
• 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 the following list: ENGL 73, 126, 127, 170, 171, 172, 173, 175
• One additional advanced course: ENGL 171 or 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 pre-teaching 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 93
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 sit- 14.Introduction to Literary
uation. The second course will feature more
History and Interpretation
advanced study and practice of academic Literature and our understanding of it are
discourse, with additional emphasis on constantly changing. This course surveys ca­information literacy and skills related to de- nonical and marginalized works in cultural
veloping and organizing longer and more and historical context. It examines the way
complex documents. Themes address a variety texts shape and reference each other, and
of contemporary topics. Successful completion the consequences of technological change.
of CTW I (ENGL 1A) is a prerequisite for Readings are chosen from literatures availCTW II (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
94 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)
36.Chicano Literature
Introduction to Mexican American oral and
written traditions. (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
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)
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)
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
31. and 32. Survey of American
Literature I and II
Historical survey of American literature
from its beginnings to the present. (4 units)
35.African-American Literature
Introduction to African-American literatures.
(4 units)
37.Native American Literature
Introduction to the study of Native American
oral and written traditions, including contemporary works. (4 units)
38.Asian-American Literature
Introduction to Asian-American literatures.
(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)
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)
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)
ENGLISH 95
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
Santa Clara Review. Students are graded
P/NP only. May be repeated for credit.
(Variable units)
96 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 Sinclair, torical theory, composing processes, critical
Emma Goldman, Frank Norris, Nelson thinking, and information literacy. Assign­Algren, Richard Wright, Dorothy Allison, ments will encourage increased sophisticaThomas 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. 108.Writing About Medicine
(5 units)
Analysis of medical issues, ethics, and controversies. This course provides good prepa103.History of the English Language
ration for students who are interested in
Origin, structure, and development of the careers in medicine and related health care
English language. Special attention to the fields. Assignments consist of multimodal
morphology and syntax of Old English. writing that may include essays, digital sto(5 units)
ries, or website development. Students will
research divergent perspectives, learn to dis104.Teaching English
seminate information to lay audiences, and
as a Second Language
explain and support their stances. Computer
Introduction to theories of instruction; sur- and website expertise are not essential but
vey of methods and materials used in the will be part of the learning experience.
teaching of English to speakers of other lan- ­Prerequisites: ENGL 1A and 2A. (5 units)
guages. (5 units)
109.Literature and Performance
105.Literacy and Social Justice
Also listed as THTR 172. For course descripExamines how people learn to read and write tion see THTR 172. (5 units)
in a variety of multicultural contexts. Explores theories about literacy and cultural 110.Classical Tragedy
identity, and literacy and social inequality. Also listed as CLAS 181. For course descripReadings include studies of workplace litera- tion see CLAS 181. (5 units) NCX
cy, literacy variation across cultures in the
112.Topics in Theatre and Drama
U.S., and gender and literacy. (5 units)
Also listed as THTR 112 or 113. For course
description see THTR 112 or 113. (5 units)
ENGLISH 97
113.Studies in British Drama
A 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)
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.Studies in 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)
98 COLLEGE OF ARTS AND SCIENCES
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
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)
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)
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)
129.California Literature
Literature written by Californians and/or
about California. Authors may include
Steinbeck, Jeffers, Ginsberg, Didion, and
Snyder. (5 units)
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,
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)
ENGLISH 99
138.Internet Culture and
Information Society
Introduction to major issues raised by Internetmediated 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)
141.Studies in Medieval Literature
Medieval literature in its political, religious,
historical, social, and cultural contexts. May
be taken more than once when topics differ.
(5 units)
142. Chaucer
A study of selected major works by Chaucer.
(5 units)
143.Studies in Renaissance Literature
Renaissance literature in its political, religious, historical, social, and cultural contexts. May be taken more than once when
topics differ. (5 units)
145.Milton
A study of Milton’s major poetry and prose
in the light of recent criticism. (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.Studies in 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)
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)
152.Studies in 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)
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)
154.Environmental Literature
Study of the natural world and its meanings
and representations in language and culture.
(5 units)
100 COLLEGE OF ARTS AND SCIENCES
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.Studies in 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.Studies in 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)
159.Studies in 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.Studies in 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)
ENGLISH 101
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.Studies in 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
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
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
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
177.Argumentation
Argumentative and persuasive writing, ideal
for students planning careers in business,
politics, or law. 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
102 COLLEGE OF ARTS AND SCIENCES
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
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
181.Applied Engineering
Communications I
The first of a required three-course sequence
in advanced writing for senior engineering
majors. This course is taught only in fall.
Prerequisites: ENGL 1A and 2A. Enrollment
by permission of instructor. (2 units)
182A. Applied Engineering
Communications IIA
The second of a required three-course sequence in advanced writing for senior engineering majors. This course is taught only in
winter. Prerequisite: ENGL 181. Enrollment
by permission of instructor. (1 unit)
182B.Applied Engineering
Communications IIB
The third of a required three-course sequence in advanced writing for senior engineering majors. This course is taught only in
spring. Fulfills the Advanced Writing requirement for the senior engineering major.
Prerequisites: ENGL 181. Enrollment by
permission of instructor. (1 unit)
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
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
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)
189.Studies in 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)
ENGLISH 103
190.Senior Seminar
Special topics in English, American, or comparative literature for senior English majors.
Enrollment by permission of instructor.
(5 units) NCX
191.Practicum
Supervised practical application of previously studied subject matter. May be related
to the Santa Clara Review. Students are
graded P/NP only. May be repeated for credit. (Variable units)
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)
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
104 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, Hari Mix
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 approved
study abroad 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/POLI 50
• ENVS 79 or PHIL 9
ENVIRONMENTAL STUDIES AND SCIENCES 105
• Select one of the following course 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, CENG 124/ENVS 124, COMM 120A,
ECON 111, ENVS 120, ENVS 128, ENVS 146, ENVS 147, ENVS 149/POLI
146, ENVS 150, ENVS 155, ENVS 158/PSYC 158, ETHN 156
• Attend 10 approved Environmental Studies and Sciences 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 119, CENG 139, CENG 140, CENG 143, CENG
160, CENG 161, CENG 163, ENVS 80, ENVS 145, ENVS 148, ENVS 160,
ENVS 165, ENVS 185
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 studies
must complete the following departmental requirements:
• ENVS 21, 22, 23, 101, 122, 198
• ECON 1
• ANTH 50/ENVS 50/POLI 50
• ENVS 79 or PHIL 9
• One course from ANTH 112, BIOL 160/ENVS 110, COMM 110, ECON 61,
HIST 100, OMIS 40, POLI 100, POLI 101, PSYC 40, SOCI 120
• ENVS 115 or 116
• One course from BIOL 151/ENVS 151, BIOL 153/ENVS 153, ENGR 60, ENVS
80, ENVS 145, ENVS 148, ENVS 160, ENVS 165, ENVS 185
• Attend 10 approved Environmental Studies and Sciences 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.
106 COLLEGE OF ARTS AND SCIENCES
Green Business concentration
• Three courses from ECON 101, ECON 111, ECON 120, MGMT 172, MKTG 189,
OMIS 108E
• One course from any other environmental studies concentration
Environmental Policy, Law, and Politics concentration
• Three courses from CENG 124/ENVS 124, COMM 120A, ENVS 120, ENVS
128, 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 128, 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, ENGL 154/ENVS 154, 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, CENG 160,
COMM 110, ECON 61, ENVS 115, ENVS 116, HIST 100, OMIS 40, POLI 100,
POLI 101, PSYC 40, SOCI 120
• One course from CENG 124/ENVS 124, COMM 120A, ENVS 120, ENVS 122/
POLI 157, ENVS 128, 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/ENVS 50/POLI 50,
ANTH 140, ANTH 154, BIOL 131/ENVS 132, BIOL 150, BIOL 151/ENVS
151, BIOL 153/ENVS 153, BIOL 156/ENVS 156, BIOL 157/ENVS 141, CENG
119, CENG 139, CENG 140, CENG 143, CENG 160, CENG 161, CENG 163,
ECON 101, ECON 111, ENGL 154/ENVS 154, ENGR 60, ENVS 20, ENVS 80,
ENVS 95, ENVS 131, ENVS 142, ENVS 144, ENVS 145, ENVS 146, ENVS 148,
ENVS 149/POLI 146, ENVS 155, ENVS 158/PSYC 158, ENVS 160, ENVS 165,
ENVS 185, ENVS 195, ENVS 196, ENVS 197, ENVS 199, MGMT 172, MKTG
189, OMIS 108E, PHSC 142
• Attend six approved Environmental Studies and Sciences environmental colloquia or
complete ENVS 140
ENVIRONMENTAL STUDIES AND SCIENCES 107
LOWER-DIVISION COURSES:
ENVIRONMENTAL STUDIES AND SCIENCES
1A. and 2A. Critical Thinking
on water resources will be analyzed. Concepts
& Writing I and II
will be reinforced by field projects and through
A two-course, themed sequence featuring comparative case studies from California
study and practice of academic discourse, and beyond. Laboratory 15 hours. (4 units)
with emphasis on critical reading and writ- 21.Introduction to
ing, composing processes, and rhetorical sitEnvironmental Science L&L
uation. The second course will feature more
advanced study and practice of academic This course presents an introduction to endiscourse, with additional emphasis on in- vironmental issues, seen through the lens of
formation literacy and skills related to devel- the biological sciences. Basic scientific conoping and organizing longer and more cepts at different scales of biological organicomplex documents. Topics may include the zation, from genes to ecosystems, are
rhetoric surrounding current environmental illustrated by their application to contempoissues, and environmental criticism with a rary environmental questions. In lecture,
variety of media. Successful completion of students are expected to think critically, read
CTW I (ENVS 1A) is a prerequisite for widely, and participate in group discussions.
In laboratory and field exercises, the emphaCTW II (ENVS 2A). (4 units each quarter)
sis is on applying the scientific method
11A. and 12A. Cultures &
and analyzing data. Laboratory 15 hours.
Ideas I and II
Saturday field trip required. (4 units)
A two-course sequence focusing on a major
theme in human experience and culture over 22.Introduction to
Environmental Studies
a significant period of time. Courses emphasize either broad global interconnections or This course presents an overview of environthe construction of Western culture in its mental studies as an interdisciplinary academic
global context. Themes may include nature, field focused on society-nature relationships.
imagination, and environment in myth, art, It draws from multiple social scientific disciliterature, music, drama, story, philosophy, plines, including geography, political econoand sacred text. Successful completion of my, and sociology to pose environmental
C&I I (ENVS 11A) is a prerequisite for questions, understand the root causes of
C&I II (ENVS 12A). (4 units each quarter) problems, and analyze potential solutions at
local, national, and global scales. After con20.The Water Wars of California L&L
sidering several environmental narratives
In California, the average person uses about and reviewing the key events, influential
230 gallons of water a day while most of the scholarly works, social movements, politics,
population is concentrated in areas that re- and policy changes that contributed to the rise
ceive less than 20 inches of rainfall per year. of different environmentalisms, this course
This course will use the history of water re- analyzes the social dimensions of several case
source use and abuse in the state of California studies. These cases include climate change,
as a backdrop for investigating the interplay food security, biodiversity loss, industrial
of hydrology, climate, and human popula- pollution, and green innovation. In the third
tion growth. Students will examine factors section, learners consider the personal and
that affect the supply, distribution, demand, collective dimensions of social change, enviand quality of fresh water in the state of Cal- ronmental citizenship, and governance inifornia. The important roles of climatic pro- terrogating the ethics and leadership models
cesses, variability, and global climate change of organizations and individuals active in
will be highlighted, and population pressures solving environmental problems. (4 units)
108 COLLEGE OF ARTS AND SCIENCES
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)
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)
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-World War II America that created
the modern environmental movement.
(4 units) NCX
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)
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
ENVIRONMENTAL STUDIES AND SCIENCES 109
UPPER-DIVISION COURSES:
ENVIRONMENTAL STUDIES AND SCIENCES
101.Capstone Seminar
focus on methods of generating, querying,
A guided group and individual research analyzing, and displaying GIS data utilizing
course that each year is aimed at a different industry standard software. Theories and
environmental topic of global significance. concepts will be covered during lecture. StuPast topics have included the regulation of dents will address spatial questions during
biotechnology, using ecosystem services to lab. Possible topics include urban planning,
create financial incentives for conservation, environmental justice, pollution, natural rethe social equity and biological effectiveness source protection, and habitat conservation
of private land conservation, and the nation- issues. Each student will propose and carry
al choices facing China with respect to agri- out a GIS project of his or her own choosing.
cultural policy. The course begins with Laboratory 30 hours. Prerequisite: ENVS 21
lectures so that students gain a foundational or 23 recommended. (5 units)
background for the quarter’s research topic. 116. Introduction to GIS
Students write individual and group papers,
give oral presentations, and develop project Geographic Information Systems (GIS) can
management skills. Some students pursue be used to overlay different kinds of spatial
their research after the course, even to the data to create maps and address a wide varipoint of publication. Prerequisites: Senior ety of “spatial” questions. The class will focus
class standing; ENVS 21, 22, and 23; and on methods of generating, querying, analyzing, and displaying GIS data utilizing indusENVS 110, 115, or 116. (5 units) NCX
try standard software. Prerequisite: ENVS 21
110.Statistics for Environmental
or 23 recommended. (5 units)
Science L&L
120.Introduction to Environmental
A course in applied statistics for environLaw and Regulation in the
mental scientists. Students gain training in
United States
experimental design, quantitative analysis,
Introduction
to the U.S. legal system’s apand hypothesis testing. Theory and concepts
are covered in lectures and readings. Labora- proach to environmental protection. Topics
tory sessions provide practical experience include the roles of legislatures and environusing statistical software. Examples used in mental agencies at the federal, state, and
lectures and lab assignments are derived local levels; the independent role of the judifrom medical research, public health, and ciary in establishing environmental law; and
environmental risk assessment. Laboratory specific statutes, such as the Clean Air Act.
30 hours. Also listed as BIOL 160. Prerequi- Students evaluate questions of federalism,
uses of economic incentives, and relationsite: BIOL 23 or ENVS 21. (5 units)
ships between environmental protection and
115.GIS in Environmental
economic growth. Prerequisite: ENVS 22
Science L&L
recommended. (5 units)
Are negative environmental impacts dispro- 122.Environmental Politics and Policy
portionally affecting disadvantaged communities? Where is the best place for habitat This course examines environmental policonservation? These and other “spatial” tics, policy, and governance in the last half
questions can be investigated with Geo- century. Part one reviews major environgraphic Information Systems (GIS), a type mental legislation in the United States, inof analysis and software, which we will learn cluding the Endangered Species Act, Clean
in this course. The class and laboratory will Water Act, Clean Air Act, and policy responses to global warming. In part two,
110 COLLEGE OF ARTS AND SCIENCES
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)
124. Water Law and Policy
Introduction to the legal and regulatory concepts related to water. Examines rights, policies, and laws, including issues related to
water supply and access (water transfers/
water markets, riparian and appropriative
doctrines), flood control, water pollution
and quality (the Clean Water Act, EPA standards, in stream flows for fish), and on-site
storm water management/flood control. A
focus on California water law and policy is
complemented with some national and international case studies. Also listed as CENG
124. Prerequisite: ENVS 22 recommended.
(5 units)
128.Urban and Environmental
Planning
An introduction to environmental planning
in the urban environment. Topics will include land use and zoning, greenbuilding,
water, wastewater, stormwater, open space,
and transportation/walkability. The course
will also introduce the regulatory tools and
legislation, including NEPA and CEQA,
that motivate environmental planning. Prerequisite: ENVS 22 and ENVS 23 or permission of instructor. (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)
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,
ENVIRONMENTAL STUDIES AND SCIENCES 111
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
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)
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
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)
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
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)
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
112 COLLEGE OF ARTS AND SCIENCES
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,
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)
ENVIRONMENTAL STUDIES AND SCIENCES 113
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)
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)
185. Garbology
This class follows the path of our waste
products as they are landfilled, burned, treated, recycled, reused, dumped on minority
communities, or shipped abroad. Building
on basic chemical and biological principles,
we explore the ultimate fate of organic and
inorganic waste. We look to the past and to
other societies to better understand how we
got to this throw-away society and what we
can learn from past practices and other cultures. We explore sustainable solutions including new efforts to reduce our waste
such as “extended producer responsibility,”
114 COLLEGE OF ARTS AND SCIENCES
­ esign-for-disassembly, green chemistry, and
d
zero waste. Students will also learn how to
utilize the “life cycle analysis” approach as a
basis for those daily decisions such as paper
versus plastic. Prerequisite: ENVS 23. (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. (Variable units) NCX
197.Special Topics in
Environmental Science
Course content and topics vary depending
on the professor. (Variable units) 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 approval 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 115
ETHNIC STUDIES PROGRAM
Associate Professors: Ramón D. Chacón (Program Director), James S. Lai,
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, 123, 125, 126, 134,
135, 141, 142, 149, 152, 153, 154, 155, 157, 160, 161, 162, 178, 185, 197, 198, 199
• Three upper-division courses from ANTH 146; ARTH 141; COMM 107, 121,
164A, 168A; ECON 155; LBST 106; ENGL 130, 134, 139, 140, 155, 158, 166;
HIST 153, 178, 180, 185; SPAN 133; DANC 162; MUSC 132, 134; POLI 153,
195; RSOC 139, 164, 184; SOCI 132, 150, 153, 175; THTR 161, 189
116 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 107, 121
• DANC 62/162
• ECON 155
• ENGL 35, 36, 37, 38, 39, 69, 130, 134, 139, 140, 155, 158, 166
• HIST 153, 178, 180, 185
• LBST 106
• 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 117
LOWER-DIVISION COURSES
African-American studies in order to explore
5. Introduction to the Study of Race
and Ethnicity in the United States
the key themes of origins, power, commuFocuses on immigration and intercultural nity, identity, and expression that are central
race relations for the major cultures of color to understanding race-related issues. In addiin the United States: African American, tion, students will create innovative research
Asian American, Latina/o, and Native projects to help develop positions about the
American. Discussions of each group his- ideology of race, the dynamics of group contorically in relationship to each other and the sciousness, and the significance of collective
dominant culture. Through critical readings, action, self-determination, and aesthetics to
class discussions, and films, students will the African-American experience. (4 units)
have the opportunity to develop a solid in- 35.African-American Women Writers
tercultural foundation for understanding
race and cultural diversity in United States. Focuses on women writers of the Harlem
Course is a basis for classes offered by all fac- Renaissance and the intersections of gender,
ulty in the Ethnic Studies Program particu- race, and class. Examines paradigms that
larly the introductory-level courses. The lead to racial inequity and social injustice,
course also serves as an introduction to the and themes of gender empowerment, misceminor in the Ethnic Studies Program. (4 units) genation, colorism, passing, sexuality, and
motherhood. Using poetry, short stories,
10.Introduction to Native
plays, and film, examines how these women
American Studies
engaged in acts of resistance as they sought
Interdisciplinary exploration of the diverse to rescue themselves from negative stereocultural life of Native Americans. Topics in- types and redefine themselves in the new
clude Native history, politics, economics, world. Also listed as WGST 14. (4 units)
education, health, entertainment and recre- 36.African-American Literature
ation, identity, law and government, art, literature, performance, and religion. Explores Also listed as ENGL 35. For course descripkey debates within Native American studies tion see ENGL 35. (4 units)
in relation to identity and identification 40.Introduction to Asian­regarding gender, sexuality, race, class, and
American Studies
ethnicity. (4 units)
Multidisciplinary survey of Asian Americans
including Asian cultural heritage, immigra20.Introduction to Latina/o Studies
Survey course in Latina/o studies addressing tion, and the formation of Asian-American
key issues in Latina/o communities in the communities. Examines worldviews and valUnited States. Focuses on such issues as im- ues, religious beliefs, family and kinship, lanmigration, culture, family, family and kinship, guage, and contemporary community issues
identity, gender roles, religion, education, of identity, sex roles, stereotyping, employpolitics, and labor force participation. ment, and education. (4 units)
(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 cut- themes: the legacy of Spanish Colonialism
ting edge of interdisciplinary scholarship in and American Imperialism; U.S. politics and
118 COLLEGE OF ARTS AND SCIENCES
the history of Filipino-American activism
and resistance; problems of identity as it relates to class, gender/sexuality, mixed heritages, and generational differences; and
Filipino-Americans 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 119
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
evolution of barrios, the historical and con112.Native Peoples of the
temporary impact of Mexican land grants,
United States and Mexico
Examination of the national policies, ideolo- ghettoization, education, gangs, employgies, and attitudes that have shaped the lives of ment, and the political economy. (5 units)
indigenous peoples living along the U.S.- 123. The Chicana/Chicano Experience
Mexico border. Issues include cultural survival, cultural change, national and individual An examination of the major issues in the
identity, gender relations, legal and political Chicana/Chicano experience dealing with
problems, and intercultural relations. (5 units) historical and contemporary topics. Themes
such as race, identity and culture, immigra120.Mexican Immigration
tion, community, family, gender, gangs, histo the United States
torical interpretations and the Chicana/
Examination of the process of Mexican im- Chicano movement will be examined. Polimigration to the United States since 1910 tics and socioeconomic conditions including
with a focus on the role of Mexican immi- the farmworker movement and educational
grant labor in California agribusiness. An concerns will be addressed. (5 units)
analysis of reasons for Mexican immigration 125.Latinas/os in the United States
and the responses of the United States to
such immigration. Special focus on Mexican Examination of the experience of Latinas/os
farm laborers, the various movements to or- in the United States, focusing on people of
ganize them, and on Cesar Chavez and the Mexican, Central American (El Salvador,
Guatemala, and Nicaragua), and Caribbean
United Farm Workers (UFW). (5 units)
(Puerto Rico, Cuba, and the Dominican
121.Chicana/Chicano Families
­Republic) descent. The countries of origin,
and Gender Roles
immigration, settlement patterns, comparaAn examination of Chicana/Chicano fami- tive issues, and the condition of Latinas/os in
lies in the United States. Addresses two gen- the United States will be explained. Course
eral areas in family research: (1) the historical content addresses both historical and condevelopment of Mexican immigrant families temporary issues. (5 units)
and subsequent generations of communities 126.Latina/o Immigrant Detention
and families of Mexican Americans, and
and Incorporation in the Age
(2) a life-cycle analysis of families with a speof Terrorism
cialized focus on gender roles and relations.
This class will examine shifts in immigration
(5 units)
politics with specific focus on the largest
122.Chicana/Chicano Communities
population of immigrants in the U.S.,
Examination of the development of the social, namely Latinas/os. In the course of this excultural, political, and economic structures amination, we will pay particular attention
that shape Chicana/Chicano communities to changes occurring after 1996 and the inin the United States. Themes include the creasing scrutiny of both documented and
120 COLLEGE OF ARTS AND SCIENCES
undocumented immigrants that has led to
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 immigration 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)
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)
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 authenticity 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)
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)
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
ETHNIC STUDIES 121
­ eriod? And how did those changes reflect
p
the ebbs and flows of civil rights activism
through the 1970s? The goal of this course is
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)
temporary independence movements in
­ frica and Asia? One of the central goals of
A
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)
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)
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)
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 con-
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)
153.Minority Politics in
the United States
Also listed as POLI 153. For course description see POLI 153. (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,
122 COLLEGE OF ARTS AND SCIENCES
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)
159.Race, Gender, and Public Health
Also listed as COMM 164A and WGST
116. For course description see COMM
164A. (5 units)
160.Documentary Making
for Social Justice
This creative course provides students the
155.Racism in the United States
opportunity to write, dissect, and produce
Multidisciplinary study of racism in the their own 10-minute documentaries that are
United States. Its historical manifestations committed to social justice. In addition to
from the arrival of Europeans in North producing their own films, students will exAmerica to contemporary times; its psycho- amine how documentary filmmakers use
logical dimensions (prejudice, stereotypes, film as a medium to heighten the consciousdiscrimination); and its place in the U.S. po- ness of their audience, combat negative stelitical economy. Emphasis on African Amer- reotypes, give voice to marginalized or
icans, but includes discussion of Native underrepresented groups, and raise social
Americans, Chicanos/as, and Asian Ameri- awareness about issues affecting their diverse
cans. (5 units)
communities. Reading film as “text”—complete with their own arguments, aesthetic
157.Race, Gender, Class, and
concerns, social, political, and historical inthe College Experience
fluences—we will understand how docuHow do we understand our experiences in mentaries are used to illumine disparities or
college? Explores student experiences in confront issues of inequity and injustice.
higher education by using lenses that focus Specifically, we will examine the intersection
on race, gender, and class. Activities, self-­ of gender, race, class, spirituality, and sexualreflection, lecture, and discussion will be ity, and note how these dynamics function
used to explore student identity, the history in film to enlighten our global community.
of higher education, college access and reten- Writers in this course will be moved from
tion, campus climate, and student develop- idea to script and, ultimately, film. (5 units)
ment. Also listed as WGST 114. (5 units)
161.Creating Diverse College-Going
158.Race, Gender, and
Communities
Politics in the News
In this course, students will develop an unJournalism aims to serve democracy by in- derstanding of diversity issues in college acforming the public about important issues, cess, reflect on their own experiences, utilize
lifting up seldom-heard voices, and encour- this knowledge to develop workshop curricaging participation by all. This course exam- ulum to enhance college-going, and then
ines the news media’s role in the political implement this curriculum in high school
sphere as part of an increasingly diverse soci- classrooms as a community-based learning
ety. How do the news media influence our opportunity. This course introduces stuperception about race and gender, particu- dents to the background of colleges and unilarly in the political realm? How well do versities in the United States, (including
journalists report on policies that influence history, institutional types, and diverse stupeople differentially according to race or dent representation), then explores the many
gender? Prepare to participate with your factors that influence college access and exwhole self in an exploration of these ques- periences in college (including class, race,
tions and more. Also listed as COMM 168A gender, first generation college student staand WGST 117. (5 units)
tus, financial aid and admissions processes).
ETHNIC STUDIES 123
Students will reflect on their own college application and selection process and their experiences in college. Using this knowledge,
students will engage in community-based
learning (CBL) in which they provide college-related tutoring, mentoring, and workshops for high school students. (5 units)
162.Diversity and the Media
This course focuses on the complex, changing, dynamic, and powerful relationships
between dominant and underrepresented
groups in society, the mass media, and
broader social contexts; and discusses media
representations of social groups, contexts of
media production, and media use among
underrepresented groups. The concepts of
hegemony, power, social construction, and
intersectionality are vital for understanding
these relationships, and vital for the course.
The course connects to the field of cultural
studies in that it focuses on the everyday uses
of symbolic forms and aims to make students aware of, and sensitive to, some of the
dynamics connected with media images,
symbolic power, and the production of
meaning in today’s world. Students are encouraged to formulate, question, and put
into context, their own versions of reality.
Also listed as COMM 121A. (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)
124 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, , Arthur F. Liebscher, S.J. (Department Chair),
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 197S 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 125
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
101S. Historical Writing
An investigation of the diverse methods his- Researching and writing history papers.
torians use to examine the past. Required of ­Required of all majors as a prerequisite for
all majors as a prerequisite for HIST 197. HIST 197. For history majors and minors;
For history majors or with permission of the majors will be given priority. Recommended
instructor. (5 units)
to be taken in the sophomore or junior year.
(5 units)
UPPER-DIVISION COURSES: GLOBAL HISTORY
102.Ethnic Cleansing and
104.World History Until 1492
Genocide in the 20th Century
An overview of the great civilizations of the
This course will explore the mass murder of world prior to the Columbian Exchange, fopopulations defined by ethnicity, nationality, cusing on the geographical, cultural, ecoand race in the 20th century. (5 units)
nomic, and political features of the complex
societies in East Asia, Southeast Asia, South
103.Jesuit History and Spirituality
Asia, Africa, the Middle East, Europe, the
This interdisciplinary course in history and Americas, and Oceania. Survey of the fountheology examines how a major religious dations of each region. Patterns of connecorder, the Society of Jesus (Jesuits), evolved tion and interdependence in world history.
through the interplay of a variety of cultural (5 units)
and religious influences. Starting with the
order’s 16th-century founding and continu- 105.Modern World History
ing to the present, the course focuses on the Examination of the significant events, relafollowing selected topics: how theology and tionships, and ideas that have shaped the
history interact to forge a religious tradition; development of a transformed international
the origin of Ignatian humanism and spiri- system during the past 300 years. Focus is on
tuality; the defining features of the Jesuit a few themes rather than a chronological sureducational system; the Society’s role in the vey of different regions or cultures. Major
global encounter between Europe and the themes include the scientific and industrial
cultures of Asia and the Americas; the En- revolutions, new technologies, nationalism
lightenment and religious belief; the sup- and imperialism, effects of new technologies,
pression of the Jesuits in the 18th century; anti-colonialism, neo-imperialism, and the
and the order’s theological reorientation in new world disorder. (5 units)
the late-20th century and its promotion of
social justice. (5 units)
126 COLLEGE OF ARTS AND SCIENCES
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
Age 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)
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
HISTORY 127
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)
197S. Capstone Seminar
A topical course designed to give seniors the
opportunity to write an in-depth original
research paper under the guidance of a faculty specialist chosen by the student. For senior history majors only. Prerequisites:
Successful completion of HIST 100 and 101.
(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.U.S. Women’s History
96A. From Revolution to Civil War:
The United States, Origins to
Examination of the rich history of the
1877
changing social, economic, political, and intellectual life of women in the United States. A survey of the history of the United States
Focuses on issues of gender, race, class, geo- from European colonization to Reconstrucgraphic setting, and ethnicity. Primary and tion. Political, economic, social, and intellecsecondary sources will be used to examine tual aspects of America’s first 250 years.
women’s self-conceptions and self-identifica- (4 units)
tions, as well as gender constructs and prescribed roles. Also listed as WGST 57. (4 units) 96B. Globalization, Reform, and
War: The United States, 1877
85.Introduction to United States
to Present
Environmental History
A survey of the history of the United States
Study of American environmental history from Reconstruction to the present. Politifrom the pre-Columbian period to the pres- cal, economic, social, and intellectual aspects
ent. Examines the interactions in history of America in an era of industrialization,
­between the physical environment and eco- ­
international involvement, and domestic
nomics, politics, gender, race, ethnicity, and change. (4 units)
religions. (4 units)
128 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: UNITED STATES HISTORY
180.Native Americans of
153.Civil Rights and Anti-Colonial
the United States
Movements
Also listed as ETHN 149. For course Native American history from colonial times
to the present from the perspective of native
­description see ETHN 149. (5 units)
peoples. The focus is on selected Indian peo170.Revolution, Confederation,
ples in each historical period with an emphaConstitution
sis on native responses to changing historical
Intensive study of the origins, progress, and circumstances, the continuity of Native
culmination of the American Revolution to American cultures, and Indian relations with
the U.S. government in the 19th and 20th
1800. (5 units)
centuries. Topics include colonialism, Native
171.The New Nation
Americans and environments, regional, and
Social and political reforms, expansion, and tribal histories. (5 units)
changes, sectional, and national politics of
the United States between 1800 and 1850. 181.United States Women Since 1900
Examination of the rich history of the
(5 units)
changing social, economic, political, and in172.The Union in Crisis
tellectual life of American women from
A study of the major aspects of the antebel- 1900. Issues of gender, race, class, geographlum period, the Civil War, and the problems ic setting, and ethnicity will merit appropriof Reconstruction: the abolitionists, the rise ate attention. Primary and secondary sources
of the Republican Party, the conduct of the used to examine women’s self-conceptions
war, the role of the free African American, and self-identifications, as well as gender conconstitutional readjustment, and the rise of structs and prescribed roles. Women’s role in
the Gilded Age, the Progressive Era, World
the new South. (5 units)
War I, the Depression, and World War II
will be followed by extensive coverage of the
173.The Modern Era: 1920–1960
The end of the Republican ascendance in transitions created/endured by American
the 1920s and the rise of the New Deal coali- women from the postwar period to today
tion. America at war again and the Cold War including the rise of feminism and its ongoing
challenges. Also listed as WGST 173. (5 units)
at home and abroad. (5 units)
182.Sex and Family in
177.Gays and Lesbians in
American History
United States History
History of sex and the family from the 17th
Examination of the significance of gay men to 20th century. Impact of social and economand lesbians across the broad sweep of Amer- ic change on sexuality, courtship, marriage,
ican history, beginning with pre-Columbian and child rearing. Cultural construction of
Native Americans and concluding with the gender roles and sexual roles. Also listed as
modern era. Religious, intellectual, econom- WGST 174. (5 units)
ic, political, and social ramifications will all
be examined. Also listed as WGST 138. 184.American Historical Geography
(5 units)
Introduction to the physical and cultural geography of the United States with a special
178.Race and World War II
emphasis on California. Texts, maps, and
Also listed as ETHN 178. For course discussions will be used to explore how
­description see ETHN 178. (5 units)
America’s geography is not just the stage for
American history but an integral player in
that history. (5 units)
HISTORY 129
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)
187.The American West:
Diverse Peoples, Diverse Places
A study of the importance of the trans-­
Mississippi West in America’s multicultural
history with an emphasis on the 19th century. Particular attention is given to a study
of myth and reality in westward expansion,
the effect of the western migration movement on family and race as experienced by
Native Americans, Asian Americans, African
Americans, and Mexican Americans. The
course explores economic and social factors
that have shaped the different regions that
constitute the West. It also studies the shifting 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 industrial-
ized, 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
Courses offered occasionally on subjects outside the standard curriculum in modern
United States history. (5 units)
191S. Seminar in United States
History
Original research and group discussions of
selected problems and periods. (5 units)
197S. Capstone Seminar
A topical course designed to give seniors the
opportunity to write an in-depth original
research paper under the guidance of a
faculty specialist chosen by the student. For
senior history majors only. Prerequisites:
Successful completion of HIST 100 and 101.
(5 units)
199.Directed Reading/
Directed Research
Directed reading and research in source
materials and secondary works dealing with
selected 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)
130 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: EUROPEAN HISTORY
theory and practice in its formation. Topics
108.Ancient Greece
Also listed as CLAS 108. For course descrip- include the evolution of representation and
citizenship and the place of social, economic,
tion see CLAS 108. (5 units)
racial, and gendered forces in the formation.
109.The Hellenistic Age
(5 units)
Also listed as CLAS 109. For course descrip- 119.Sex, Family, and Crime
tion see CLAS 109. (5 units)
in Mediterranean Europe,
1300–2000
110.Roman Republic
Explores
the historical intersection of the
Also listed as CLAS 110. For course descriplaw—particularly criminal law—with gention see CLAS 110. (5 units)
der and family in medieval and early modern
111.Roman Empire
societies. The focus is on Spain, southern
Also listed as CLAS 111. For course descrip- France, Italy, and the Muslim Mediterranean, but comparisons are made with Antion see CLAS 111. (5 units)
glo-American legal traditions. Examines
115S. Gender, Race, and Citizenship
how family, sex, and gender were regulated
in the Atlantic World
and how the state’s authority was increased
This course charts the dynamics of contesta- as it began to “police” behavior at a time
tion and reform that shaped the politics of when the theory of individual rights was degender and racial equality in the modern At- veloping. Topics include the history of marlantic world through close examination of riage, the medieval Inquisition, the early
ideas of autonomy and citizenship from the modern “witch craze,” and the real—as op18th to the 20th century. Focuses on specific posed to the mythic—harem. Also listed as
reform movements and revolutionary mo- WGST 170. (5 units)
ments in regard to women’s rights, slave
emancipation, and colonialism in Europe, 122.Pirates of the Mediterranean,
Pirates of the Caribbean,
the United States, and the European colonial
1300–1800
empires. Also listed as WGST 169. (5 units)
An examination of the history of piracy in
117.State and Church in the
the late medieval Mediterranean and early
Middle Ages, 1000–1450
modern Atlantic worlds. Recent scholarship
This course examines the struggles between and original narratives, including eyewitness
state and church that formed modern West- accounts, are placed within the larger conern political institutions. Topics include the text of how societies in these regions have
rise of royal and papal theocracy, the emer- communicated and clashed with each other.
gence of the idea of limited government, the Discussions focus on examining Mediterrafoundation of representative institutions and nean piracy in relation to Christian and
modern legal institutions, and the origins of Muslim interaction and delineating Atlantic
piracy’s affiliation with the birth of global
the modern state. (5 units)
Western imperialism and the development
118.Representation, Rights, and
of an early modern “alternative pirate society.”
Democracy, 1050–1792
(5 units)
This course charts the development of modern democracy from its roots in the Middle 125.History of the Senses
Ages to its implementation during the An exploration of the natural and social hisAmerican and French revolutions, with a tory of sensory perception in the modern
major emphasis on the tension of political Western world. Special attention is devoted
HISTORY 131
to critically investigating the ways societies
have organized the meanings and abilities of
sight, hearing, smell, taste, and touch.
(5 units)
126.Conflicts in Medieval Christianity
This course is an examination of the religious tensions and conflicts that helped form
later medieval Christianity. It treats heresies,
the Inquisition, 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
new personal approach to religion, lay tensions with the clergy, and the climate of reformation that spread through Europe. (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. Students will
focus on the 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 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 connec-
tions. 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
World War I 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
132 COLLEGE OF ARTS AND SCIENCES
will be explored alongside groups such as national service advocates, Empire leagues,
Boys Scouts, and civil preparedness organizations. (5 units)
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; 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; 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 and National Identity
in 20th-Century Eastern and
Western Europe
An exploration of the ways in which social
anxieties and ideas about gender, race, nationality, class, and sexuality shaped political,
economic, social, and cultural developments
in Eastern and Western Europe in the
20th century. Topics include: challenges to
bourgeois society in pre-war Europe; World
War I in a raced and gendered world; the
threat of the Soviet East and gender and
sexual “disorder” in the 1920s; gender and
anti-colonialism in India; the rise of fascism
and its intersections with racism, sexuality,
and misogyny; World War II and the Holocaust; communism and anti-Semitism in
Czechoslovakia; gender and culture in postWorld War II Europe; the battle for Algerian
independence and the politics of decolonization; the 1968 revolutions in Eastern and
Western Europe; the feminist and gay and
lesbian liberation movements; masculinity
and labor in Thatcher-era Britain; race, gender, and national identity in a post-colonial
and post-Communist Europe; the gendering of communism; ethnic cleansing and the
collapse of the Eastern bloc. 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)
HISTORY 133
197S. Capstone Seminar
A topical course designed to give seniors the
opportunity to write an in-depth original
research paper under the guidance of a faculty specialist chosen by the student. For
senior history majors only. Prerequisites:
­
­Successful completion of HIST 100 and 101.
(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)
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. Life History Approaches to
142.Modern West Asia
Atlantic-African Worlds
and North Africa
This course will explore writings by African- An examination of the political, economic,
born individuals during the Atlantic period. and religious forces that helped to shape the
It will focus on how they describe their expe- contemporary nation-state system of westrience of slavery and colonialism in Africa, ern Asia and northern Africa. Analysis of the
their perceptions of and experiences in the consequences of European expansion and
Western World, as well as African-American colonialism, Zionism, Arab nationalism,
perceptions of and experiences in Africa. and pan-Arabism and the development of
The themes we will explore will include, but political Islam in both regional and global
not limited to, colonialism, slave captivity affairs. (5 units)
narratives, autobiographical and biographical accounts of free blacks and African slaves 144S. Islam in Africa
in Europe and the Americas, the experiences Examination of the history and contempoof African royalty abroad, and African con- rary role of Islam in Africa. The principal
tributions to the birth of African-American topics are the development of Islamic ideas
culture and the emergence of “Creole” soci- and institutions, the impact of Islam on African cultures, the role of Islam in contemeties in the New World. (5 units)
porary political and economic development,
141.Politics and Development
and the interaction between African and
in Independent Africa
non-African organizations and governAfrican economic, social, and political prob- ments. (5 units)
lems after independence. Major ideologies
and international conflict. (5 units)
134 COLLEGE OF ARTS AND SCIENCES
149.Special Topics in African
or Middle Eastern History
Courses offered occasionally on subjects
outside the standard curriculum in African
history. (5 units)
157.Black Americans in Africa:
Caribbean, United States, and
Brazilian Perspectives
This course examines the dynamic and sustained relationship between Africa and the
African Diaspora through the multiple lenses
of U.S. Blacks, West Indian, Afro-Brazilian,
Afro-European, and Afro-Cuban missions,
travel, migration, and repatriation to various
locations in Africa. The course entails a consideration of the religious exchanges, ethnic/
racial transformations, travel tropes, and discourses on Pan-African identity that characterized the Back-to-Africa Movement in
various locations of the Atlantic World. It
will introduce students to a historiography
of Black intellectuals, individuals, and
groups who look to Africa as not only an
a­ ncestral homeland, but as a site of Christian
evangelization, trade, pursuit of freedom and
happiness, as well as social justice. (5 units)
193S. Seminar in Africa and
Middle East
Original research and group discussion of
selected problems and periods. (5 units)
197S. Capstone Seminar
A topical course designed to give seniors the
opportunity to write an in-depth original
research paper under the guidance of a
faculty specialist chosen by the student. For
senior history majors only. Prerequisites:
Successful completion of HIST 100 and 101.
(5 units)
199.Directed Reading/
Directed Research
Directed reading and research in source materials and secondary works dealing with selected historical problems in African history.
Prerequisites: Permission of department chair
and instructor. (5 units)
LOWER-DIVISION COURSES: EAST ASIAN,
SOUTH ASIAN, AND INDIAN OCEAN HISTORY
55.Introduction to Southeast Asia
93.Introduction to the History of
South Asia and the Indian Ocean
Historical survey of the civilizations of
Malaysia, Indonesia, Burma, Thailand, A survey of the dynamic development of
­
Cambodia, Laos, Vietnam, and the Philip- India, Pakistan, Bangladesh, Nepal, Sri
pines from their origins to the present day. Lanka, and the Indian Ocean. Using multiThe focus will be on societies, cultures, reli- disciplinary concepts, the course focuses on
gions, colonialism, nationalism, and post- the subcontinent’s rich and unique mosaic of
modern socioeconomic issues. (4 units)
social, religious, cultural, economic, and environmental systems against the backdrop of
92.Modern East Asia
dramatic political events. (4 units)
An examination of the emergence of modern nations from the rich and diverse cultures of the Pacific and their mutual
transformations since 1600. Analyzes linkages within the region and with other regions using concepts borrowed from
anthropology, cultural studies, economics,
and political science. Particular focus on
China, Japan, and Korea. (4 units)
HISTORY 135
UPPER-DIVISION COURSES: EAST ASIAN,
SOUTH ASIAN, AND INDIAN OCEAN HISTORY
147B. Modern China in the World,
146A. Medieval and Early
17th Century to Present Day
Modern Japan
From the early medieval period through the Social, political, economic, and cultural demiddle of the 19th century, Japan developed velopment of China from the 17th to
as a blend of indigenous cultures, religions, 21st centuries. Topics include China’s state
and institutions and continental (Chinese formation from monarchy to socialism; culand Korean) civilization and later European tural history from Confucianism to individand American ideologies and imperialism. ualism; issues of poverty and population;
This course examines culture, ideas, reli- intellectual and cultural changes and the role
gions, society/economy, and global interac- of the West in these changes; and the indigenous forces shaping China’s modern evolutions. (5 units)
tion. (5 units)
146B. Modern Japan in the World
An examination of Japanese history in its 148. China and the Chinese Diaspora
global context since 1600, with emphases on This course explores the Chinese diaspora
its 19th century “economic miracle;” prob- (overseas Chinese) both as emigrants from a
lems faced by a rapidly modernizing and China which currently has a population of
globalizing society; questions of national se- 1.4 billion, and as immigrants to various
curity and imperialism; reconstructing gen- Chinese communities throughout the world:
der, personhood, and rights of Japanese men the Americas, Europe, and East and Southand women at several key moments in east Asia. Overseas Chinese currently num“modern” society; social and political move- ber 15 million people, making it one of the
ments such as suffrage and labor; war and largest groups of migrants in the world. The
reconstruction; and diaspora, both of people course will situate the successive waves of
Chinese migration in their economic, social,
and ideas. (5 units)
and political contexts. While the course is
147A. Premodern China in
primarily historical, we will also use interdisthe World to AD 1600
ciplinary methodologies from political science,
Chinese civilization from the earliest times economics, sociology, and anthropology.
to the early modern global encounter with (5 units)
the West. Includes Shang oracle bones, 150. Gender and Sexuality
­Emperor Qin Shi Huang and his terracotta
in East Asia
army, the origins of the Great Wall and the
The
historical
study of women and men is
Silk Road, Genghis Khan and the Mongol
necessarily
the
historical study of gendered
conquest, Tang empresses, Marco Polo,
Zheng He and his expedition to Africa, the societies. While there are important linkages
glories of the Ming dynasty, and Jesuit mis- among China, Japan, and Korea—for example,
sionaries. Topics also include the evolution shared religious traditions, the varied experiof Confucianism, Taoism, and Buddhism; ences of imperialism, the central role of women
development of political institutions; analy- and the construction of gender in modernisis of the pre-industrial economic experi- ty, and the physical movement of women
and men among the three countries—there
ence; and state-society relations. (5 units)
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)
136 COLLEGE OF ARTS AND SCIENCES
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
­Chinese rites controversy, the persecution of
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)
197S. Capstone Seminar
A topical course designed to give seniors the
opportunity to write an in-depth original
research paper under the guidance of a
faculty specialist chosen by the student. For
senior history majors only. Prerequisites:
Successful completion of HIST 100 and 101.
(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)
LOWER-DIVISION COURSES: LATIN AMERICAN HISTORY
64.Central America
95.Introduction to 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)
HISTORY 137
UPPER-DIVISION COURSES: LATIN AMERICAN HISTORY
161.Modern Mexico
169.Special Topics in
Latin American History
Mexico since the Benito Juárez regime to the
present. Emphasis on the Porfiriato, the Courses offered occasionally on subjects
1910 Revolution and its institutionalization, outside the standard curriculum in Latin
and the development of the modern state. American history. (5 units)
(5 units)
196S. Seminar in Latin
162.Argentina
American History
A historical examination of the peoples, Original research and group discussion of
events, regional situations, and transoceanic selected problems and periods. (5 units)
relationships that have shaped Argentina
197S. Capstone Seminar
and southern South America. (5 units)
A topical course designed to give seniors the
163.Cuba and the Caribbean
opportunity to write an in-depth original
A survey from the colonial period to the research paper under the guidance of a
present of three Caribbean nations: Cuba, faculty specialist chosen by the student. For
the Dominican Republic, and Puerto Rico. senior history majors only. Prerequisites:
Emphasis on 20th-century developments; Successful completion of HIST 100 and 101.
social, economic, and political issues (dicta- (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
164S. Seminar: The Catholic Church
materials and secondary works dealing
­
in Latin America
with selected historical problems in world
Readings, discussion, and research focused and comparative history. Prerequisites: Peron the historical place, social role, and reli- mission 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)
166.Latin America: Empires
A survey of the comparative experience of
the original migrants, European colonizers,
and resulting juncture of cultures and histories from the initial settlement through the
native empires, establishment of the European colonies, the Enlightenment, and the
birth of new nations. (5 units)
138 COLLEGE OF ARTS AND SCIENCES
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
LIBERAL STUDIES 139
LIBERAL STUDIES PROGRAM
Professor Emerita: Eleanor W. Willemsen
Professors: Barbara Burns (Director), Timothy C. Urdan
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 post-graduate
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 post-graduate 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 preteaching 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:
• LBST 66,LBST 70, LBST 75, LBST 80, LBST 100, LBST 106, LBST 109, LBST
138, LBST 184, LBST 197, LBST 198A or 198B, ANTH 3 or SOCI 1, BIOL 19
or ENVS 131, CHEM 19, ENGL 160, HIST 96A or HIST 96B, HIST 104, HIST
105, HIST 184, MATH 8, MATH 44, MATH 45, PHYS 1, 2, 3, 4, 9, or 19, POLI 1,
PSYC 2, PSYC 134, PSYC 185, and Performing Arts (4 units)
Requirements for Child Studies Emphasis:
• LBST 70, LBST 75, LBST 80, LBST 100, LBST 107, LBST 108, LBST 138, LBST
195, ANTH 3 or SOCI 1, ENGL 160, 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
140 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES
1. Careers in Child Studies
70.Community Health Education
This course is an opportunity to discover This course explores the environmental, ecohow a background in child studies can help nomic, political, and social factors influencyou fulfill your possible career goals. Profes- ing health on a local and national level, with
sionals from a variety of fields related to so- an emphasis on how health literacy could be
cial work, psychology, teaching, medicine, integrated into the K–12 curriculum and
child advocacy, law, public health, govern- parent education. (4 units)
ment, human services, daycare, and community services will provide a glimpse into 75.Technology and Education
what it takes to be successful in these dy- This course explores the relationship benamic and challenging fields. Students in- tween technology, society and education.
vestigate a career of their choice and work Students investigate the appropriate role of
towards developing a media and print ad technology in educational reform, evaluate
campaign relating the assets of a strong child the personal impact of social media on stustudies background with their chosen inter- dents, and propose solutions to the pressing
educational needs of our society. Interactive
est. (2 units)
and engaging discussions and team projects
66. Movement Education
highlight the dynamic quality of these issues.
Learn the movement concepts and skill (4 units)
themes central to any physical education
program for children. Develop sound in- 80.Information Literacy
structional approaches for teaching physical This course in information literacy will ineducation, dance and athletics and for creat- troduce students to a wide variety of dataing kinesthetic lesson plans to teach all bases and Internet sources useful in preparing
­academic subjects. Exploration of develop- lessons, papers, presentations, grant proposmentally appropriate themes and activities als and informing oneself generally about a
that foster the interaction of physical, social, topic. Students will also be taught to regard
cognitive, and motor learning; will learn these sources of information as unequal in
movement analysis techniques. Teaching value and how to assess the value to place on
simulations and working with children. a particular source. These skills will be used
in preparing a course project. (4 units)
Movement lab included. (4 units)
UPPER-DIVISION COURSES
100.Research in Social Sciences
exploration of that problem, and the inferProvides an introduction to educational re- ences that can be drawn from empirical insearch design as it informs hypothesis testing quiry. Students will learn how to judge the
and theory development. Nurtures students’ reliability and critique the validity of research
skills at reading and understanding educa- on such things as learning and cognition,
tional research. Though the emphasis will be curriculum and instruction, child developplaced on being a consumer of research rath- ment, reading and literacy, etc., using gener than a producer, in order to fully under- eral social science design principles. Writing
stand empirical findings it is essential that for academic audiences is also a course objecone understands the process of scientific in- tive. (5 units)
quiry. Surveys quantitative and qualitative
research methods, and emphasizes the relationship between a research problem, the
LIBERAL STUDIES 141
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. Note: This course requires
participation in community-based learning
experiences off campus. (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. Note: This course
requires participation in community-based
learning experiences off campus. (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. Note: This course
requires participation in community-based
learning experiences off campus. (5 units)
109 Children, Art, and Society
An investigation of the role of art and creativity in human development, and the personal and societal impact of providing access
to high quality arts experiences in all schools.
Topics include methods for developing critical and integrative thinking through handson, non-machine mitigated arts experiences,
curriculum design in the arts, contemporary
legislation and advocacy efforts on behalf of
the arts, the role of the arts in identity formation, cultural expression and issues of justice.
This course culminates with global perspectives and movements in arts education
addressing politics, peace, diplomacy, the
­
environment, and other major concerns of
our time. (5 units)
110. Early Childhood Curriculum
Design
This course introduces the skills, foundational knowledge, and principles used to
plan and design integrated curriculum in the
early childhood classroom for children ages
three to five years. Students will complete
early childhood site observations and create
and implement developmentally appropriate learning activities for young children.
(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. Note: This course requires participation in community-based
learning experiences off campus. (5 units)
156. Advocacy for Children
This course is designed to provide an introduction to the field of child advocacy. The
focus is on professions that serve children,
including teaching, social work, counseling,
child psychology, family law, and nonprofit
agencies that provide community services to
children and families. Course will include
discussions, team projects, and a weekly
community placement. (5 units)
142 COLLEGE OF ARTS AND SCIENCES
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. Note:
This course requires participation in community-based learning experiences off campus.
(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)
196.Future Teachers Project Seminar
A one-unit seminar addressing education
and the teaching profession for students participating in the Future Teachers Project.
May be repeated for credit. (1 unit)
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: A
­
minimum of 16 hours as a volunteer aide in
a classroom. (5 units)
198B.Secondary Teaching Practicum
and Social Foundations
Seminar and directed readings address fieldrelated problems and issues, classroom
dynamics, and curriculum. Required: A
­
minimum of 16 hours as a volunteer aide in
a classroom. (5 units)
MATHEMATICS AND COMPUTER SCIENCE 143
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 D. Appleby, Robert A. Bekes, Frank A. Farris,
Leonard F. Klosinski, S. Tamsen McGinley, Nicholas Q. Tran, Byron L. Walden
Assistant Professor: George Mohler
Senior Lecturer: Laurie Poe
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.
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 5-unit 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)
144 COLLEGE OF ARTS AND SCIENCES
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, and 166
• Two courses from MATH 125, 144, 155, 165, 178, CSCI 164, or an approved
alternative 5-unit 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
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: MATH 144, 176, 177; CSCI
161, 162, 164, 165, 166, 167, 168, 169, 181, 182, 196, 197.
• Two 5-unit upper-division MATH courses, excepting MATH 144, 165, 166, 176,
177. (Although not required, MATH 122 is highly recommended.)
MATHEMATICS AND COMPUTER SCIENCE 145
• COEN 177 and 177L and one other approved 4- or 5-unit COEN upper-division
course
• One additional approved 4- or 5-unit 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.
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 5-unit 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 and 20L, COEN 21 and 21L
• Three approved 5-unit upper-division computer science courses. In place of an upperdivision computer science course, a student may select from MATH 144, 176, or 177.
146 COLLEGE OF ARTS AND SCIENCES
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
11.Calculus and Analytic Geometry I
4. The Nature of Mathematics
For students majoring in arts and humani- Limits and differentiation. Methods and apties. Topics chosen from set theory, logic, plications of differentiation. Ordinarily, only
counting techniques, number systems, one of MATH 11 or 30 may be taken for
graph theory, financial management, voting credit. Note: MATH 11 is not a suitable premethods and other suitable areas. Material requisite for MATH 31 without additional
will generally be presented in a setting that preparation. Prerequisite: High school trigoallows students to participate in the discov- nometry and either Calculus Readiness Exam
ery and development of important mathe- or MATH 9. If MATH 9 is taken, a grade of
matical ideas. Emphasis on problem solving C– or higher is strongly recommended before
taking MATH 11. (4 units)
and doing mathematics. (4 units)
12.Calculus and Analytic Geometry II
6. Finite Mathematics
Further applications of differentiation. Intefor Social Science
Introduction to finite mathematics with ap- gration and the fundamental theorem of calplications to the social sciences. Sets and set culus. Methods and applications of
operations, Venn diagrams, trees, permuta- integration. Only one of MATH 12 or 31
tions, combinations, probability (including may be taken for credit. Note: MATH 30 is
conditional probability and Bernoulli pro- not a suitable prerequisite for MATH 12
cesses), discrete random variables, probability without additional preparation. Prerequisite:
MATH 11 or equivalent. A grade of C– or
distributions, and expected value. (4 units)
higher in MATH 11 is strongly recommended before taking MATH 12. (4 units)
8. Introduction to Statistics
Elementary topics in statistics, including de- 13.Calculus and Analytic Geometry III
scriptive statistics, regression, probability,
series, vectors, vector functions,
random variables and distributions, the cen- Infinite
quadric
surfaces.
Prerequisite: MATH 12 or
tral limit theorem, confidence intervals and equivalent. A grade
of C– or higher in
hypothesis testing for one population and MATH 12 is strongly recommended before
for two populations, goodness of fit, and taking MATH 13. (4 units)
contingency tables. (4 units)
14.Calculus and Analytic Geometry IV
9.Precalculus
Curvilinear coordinate systems, partial deCollege algebra and trigonometry for stu- rivatives, multiple integrals, vector calculus.
dents intending to take calculus. Does not Prerequisite: MATH 13 or equivalent. A
fulfill the Undergraduate Core Curriculum grade of C– or higher in MATH 13 is strongly
requirement in mathematics. (4 units)
recommended before taking MATH 14. (4 units)
MATHEMATICS AND COMPUTER SCIENCE 147
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
without additional preparation. 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; 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 without additional preparation. Prerequisite: MATH 30 or equivalent.
A grade of C– or higher in MATH 30
is strongly recommended before taking
MATH 31. (4 units)
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. Note: This course
requires participation in community-based
learning experiences off campus. (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
Logic, methods of proof, sets, functions,
modular arithmetic, cardinality, induction,
elementary combinatorial analysis, recursion, and relations. 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)
148 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: MATHEMATICS
Note: Although CSCI 10 is not explicitly listed 105.Theory of Functions
of a Complex Variable
as a formal prerequisite, some upper-division
courses suggested for computer science (math- Analytic functions. Cauchy integral
ematics) majors may presuppose the ability to theorems, power series, conformal mapping.
write computer programs in some language. Riemann surfaces. Offered in alternate years.
A number of upper-division courses do not (5 units)
have specific prerequisites. Students planning
to enroll should be aware, however, that all 111.Abstract Algebra I
upper-division courses in mathematics require Topics from the theory of groups. Offered in
some level of maturity in mathematics. Those alternate years. Prerequisites: MATH 52
without a reasonable background in lower- and 53. (5 units)
division courses are advised to check with in112.Abstract Algebra II
structors before enrolling.
Rings and ideals, algebraic extensions of
100.Writing in the
fields, and the Galois theory. Offered in
Mathematical Sciences
alternate years. Prerequisite: MATH 111.
An introduction to writing and research in (5 units)
mathematics. Techniques in formulating research problems, standard proof methods, 113.Topology
and proof writing. Practice in mathematical Topological spaces and continuous funcexposition for a variety of audiences. Strongly tions. Separability and compactness. Introrecommended for mathematics and com- duction to covering spaces or combinatorial
puter science majors beginning their topology. Offered in alternate years. Prerequpper-division coursework. MATH 100 uisite: MATH 52, 53, or 102. (5 units)
may not be taken to fulfill any mathematics
or computer science upper-division require- 122.Probability and Statistics I
ments for students majoring or minoring in Sample spaces; conditional probability; inmathematics or computer science. Offered dependence; random variables; discrete and
in alternate years. (5 units)
continuous probability distributions; expectation; moment-generating functions; weak
101.A Survey of Geometry
law of large numbers; central limit theorem.
Topics from advanced Euclidean, projective, Prerequisite: MATH 14. (5 units)
and non-Euclidean geometries. Symmetry.
123.Probability and Statistics II
Offered in alternate years. (5 units)
Confidence intervals and hypothesis testing.
102.Advanced Calculus
Maximum likelihood estimation. Analysis of
Vector calculus, functions of several vari- variance (ANOVA) and analysis of categoriables, elliptic integrals, line integrals, Stokes’s cal data. Simple and multiple linear regrestheorem, and the divergence theorem. sion. Optional topics may include sufficiency,
­Prerequisites: MATH 14 and 53. (5 units)
the Rao-Blackwell theorem, logistic regression, and nonparametric statistics. Applica103.Advanced Linear Algebra
tions. Prerequisites: MATH 53 or permission
Abstract vector spaces, dimensionality, linear of instructor and MATH 122. (5 units)
transformations, isomorphisms, matrix algebra, eigenspaces and diagonalization, 125.Mathematical Finance
­Cayley-Hamilton Theorem, canonical Introduction to Ito calculus and stochastic
forms, unitary and Hermitian operators, ap- differential equations. Discrete lattice modplications. Prerequisite: MATH 53. (5 units) els. Models for the movement of stock and
MATHEMATICS AND COMPUTER SCIENCE 149
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. Prerequisite:
MATH 53 or permission of instructor and
MATH 122 or AMTH 108. (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. Prerequisite: MATH 14. Recommended: MATH
22 or AMTH 106. (5 units)
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)
150 COLLEGE OF ARTS AND SCIENCES
175.Theory of Numbers
Fundamental theorems on divisibility,
primes, congruences. Number theoretic
functions. Diophantine equations. Quadratic
residues. Offered in alternate years. Prerequisite: MATH 52. (5 units)
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)
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)
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)
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. Offered in alternate years. (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)
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)
190.Upper-Division Seminars
Advanced topics in algebra, geometry, or
analysis. Research projects. May be repeated
for credit. (1–5 units)
LOWER-DIVISION COURSES: COMPUTER SCIENCE
3. Introduction to Computing
10.Introduction to Computer Science
and Applications
Introduction to computer science and proAn overview course providing multiple per- gramming: overview of hardware and softspectives on computing. Students will learn ware organization; structured programming
the structures of computer programming techniques using C++; elementary algowithout writing code, gain high-level under- rithms and data structures; abstract data
standing of important computing systems types; the ethical and societal dimensions of
such as the Internet and databases, and dis- computers and technology. Primarily (but
cuss the impact of technology on society. not exclusively) for majors in computer sci(4 units)
ence, mathematics, and physical sciences.
CSCI 10 may not be taken for credit if the
student has received credit for COEN 10 or
a similar introductory programming course.
Prerequisite: MATH 11 (may be taken concurrently). (4 units)
MATHEMATICS AND COMPUTER SCIENCE 151
60.Object-Oriented Programming
Object-oriented programming techniques
using C++: abstract data types and objects;
encapsulation; inheritance; polymorphism;
the Standard Template Library; the five
phases of software development (specification, design, implementation, analysis, and
testing). Prerequisite: CSCI 10 or an equivalent introductory course in a scientific language. (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)
UPPER-DIVISION COURSES: COMPUTER SCIENCE
Note: Although CSCI 10 is not explicitly listed 163.Theory of Algorithms
as a formal prerequisite, some upper-division Introduction to techniques of design and
courses suggested for computer science (mathe- analysis of algorithms: asymptotic notations
matics) majors may presuppose the ability to and running times of recursive algorithms;
write computer programs in some language. A design strategies: brute-force, divide and
number of upper-division courses do not have conquer, decrease and conquer, transform
specific prerequisites. Students planning to en- and conquer, dynamic programming, greedy
roll should be aware, however, that all upper- technique. Intractability: P and NP, approxidivision courses in computer science require mation algorithms. Also listed as COEN
some level of maturity in computer science 179. Prerequisites: MATH 51 or 52, or
and mathematics. Those without a reasonable equivalent, and CSCI 61 or equivalent.
background in lower-division courses are ad- (5 units)
vised to check with instructors before enrolling.
164.Computer Simulation
161.Theory of Automata
Techniques for generation of probability
and Languages I
distributions. Monte Carlo methods for
­
Classification of automata, formal languag- physical systems. Applications of computer
es, and grammars. Chomsky hierarchy. models, for example, queuing, scheduling,
­Representation of automata and grammars, simulation of physical or human systems.
BNF. Deterministic and nondeterministic Offered in alternate years. Prerequisite: The
finite state automata. Regular expressions and ability to program in some scientific lanlanguages. Push-down automata. Context- guage. MATH 122 recommended but not
free languages. Context-sensitive grammars required. (5 units) NCX
and linear bounded automata. Recursively
enumerable languages. Turing machines; 165.Linear Programming
normal forms; undecidability. Offered in al- Algebraic background. Transportation probternate years. Prerequisites: MATH 52 and lem. General simplex methods. Linear proCSCI 61 or equivalent. (5 units)
gramming and theory of games. Numerical
methods. Offered in alternate years. Also
162.Theory of Automata
listed as MATH 165. (5 units)
and Languages II
Continuation of CSCI 161. Offered on
demand. Prerequisite: CSCI 161. (5 units)
152 COLLEGE OF ARTS AND SCIENCES
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 MATH 166. Prerequisites: (1) The ability to program in some
scientific language, and (2) MATH 53 or
permission of the instructor. (5 units)
167.Switching Theory
and Boolean Algebra
Switching algebra and Boolean algebra.
Minimization via Karnaugh maps and
Quine-McCluskey, state compatibility, and
equivalence. Machine minimization. Faults.
State identification, finite memory, definiteness, information losslessness. Offered on
demand. (5 units)
168.Computer Graphics
Systematic and comprehensive overview of
interactive computer graphics, such as mathematical techniques for picture transformations and curve and surface approximations.
Offered in alternate years. Prerequisite: The
ability to program in some scientific language. MATH 53 recommended but not
­required. (5 units)
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. Offered in alternate years. 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. Offered on demand.
(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)
MODERN LANGUAGES AND LITERATURES 153
DEPARTMENT OF MODERN LANGUAGES AND LITERATURES
Professor Emeritus: Victor B. Vari
Professors: Rose Marie Beebe, Francisco Jiménez (Fay Boyle Professor),
Catherine R. Montfort,
Associate Professors: Josef Hellebrandt, Jill Pellettieri (Department Chair),
Tonia Caterina Riviello, Gudrun Tabbert-Jones,
Assistant Professors: Jimia Boutouba, Alberto Ribas-Casasayas
Senior Lecturers: Irene Bubula-Phillips, Elsa Li, Lucia Varona
Lecturers: Marc Accornero, Marie Bertola, 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, Chinese,
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.
154 COLLEGE OF ARTS AND SCIENCES
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.
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.
MODERN LANGUAGES AND LITERATURES 155
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
course are exposed to authentic reading and
This course introduces students to Modern listening materials that are of more depth
Standard Arabic (MSA) and the cultures of and length than those used in Arabic 1.
the Arabic-speaking world. Through the ­Prerequisite: ARAB 1 or equivalent. (4 units)
four basic skills of listening, speaking, read- 3. Elementary Arabic III
ing, writing, as well as cultural knowledge,
students will acquire basic knowledge and A continuation of Elementary Arabic II in
understanding in the writing system; sounds which students will acquire additional voand pronunciation of Arabic letters; Arabic cabulary, a more advanced understanding of
grammar; writing and reading basic sentenc- Arabic grammar, and will write and read
es; and building a list of vocabulary in MSA more complex materials with comprehension of case system and sentence structure.
and Colloquial Arabic. (4 units)
MSA through Al-Kitaab series textbooks
2. Elementary Arabic II
will be used to allow students to acquire adA continuation of Elementary Arabic 1 de- ditional knowledge and understanding in
signed for students to acquire additional vo- the structure of the Arabic language. Stucabulary, the rules of Arabic grammar, and dents in this course are exposed to authentic
reading more complex materials. MSA reading and listening materials through lecthrough Al-Kitaab series textbooks will be tures, discussions, exercises and communicaused to allow students to acquire additional tive language activities. Prerequisite: ARAB 2
knowledge and understanding in many areas or equivalent. (4 units)
of the Arabic language. Students in this
156 COLLEGE OF ARTS AND SCIENCES
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)
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 Arabicspeaking 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)
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)
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
194.Peer Educator in Arabic
This course will introduce the students to Peer educators are invited by faculty to work
the major aspects of Arabic and Islamic cul- closely with them, facilitating learning in a
ture in the context of the complex history of lower-division course. May be repeated for
the Arabic world. It will include coverage of credit by permission of the instructor.
religious and ethnic diversity, language, the (2 units)
Arabic family structure, values traditions,
and customs. Arabic literatures and poetry 199.Directed Reading
from the classical period to the present will Individually designed programs of advanced
be introduced. The Arabic visual and per- readings. Written permission of the instructor
forming arts, music, food, and clothing will and department chair is required in advance
be covered. This course is open to all upper- of registration. (1–5 units)
division students who are interested in learning about Arabs and their culture. This
course is taught in English; knowledge of
Arabic is desirable but not required. Course
does not fulfill University Core foreign language requirement. (5 units)
MODERN LANGUAGES AND LITERATURES 157
LOWER-DIVISION COURSES: CHINESE STUDIES
1. Elementary Chinese I
21.Intermediate Chinese I
Designed for those having no previous study The first course in a three-part review of
of Mandarin Chinese. A proficiency-based the fundamentals of spoken and written
course emphasizing communicative lan- Mandarin Chinese. Progressive readings and
guage skills (understanding, speaking, read- exercises in conversation and composition.
ing, and writing). Development of an Development of an understanding of
understanding of Chinese culture. (4 units)
­Chinese culture. Prerequisite: CHIN 3 or
equivalent. (4 units)
2. Elementary Chinese II
The second in a series of three courses, 22.Intermediate Chinese II
CHIN 2 emphasizes the development of Continuation of the review of Chinese
communicative language skills (understand- structure, together with progressive developing, speaking, reading, and writing). Devel- ment of all Chinese skills. Broadening apopment of an understanding of Chinese preciation of Chinese culture through
culture. Prerequisite: CHIN 1, or two years reading and discussion. Prerequisite: CHIN
of high school Chinese, or equivalent. (4 units) 21 or equivalent. (4 units)
3. Elementary Chinese III
CHIN 3 completes first-year Chinese. This
course emphasizes the development of communicative language skills (understanding,
speaking, reading, and writing). Development
of an understanding of Chinese culture. Prerequisite: CHIN 2 or equivalent. (4 units)
23.Intermediate Chinese III
Completion of intermediate Chinese. Prerequisite: CHIN 22 or equivalent. (4 units)
UPPER-DIVISION COURSES: CHINESE STUDIES
100.Advanced Chinese I
102.Advanced Chinese III
This course is aimed at expanding the stu- This course completes the advanced Chinese
dent’s vocabulary in written and spoken series and is aimed at expanding the vocabuChinese, and developing the ability to com- lary in written and spoken Chinese and deprehend and use complex grammatical veloping an ability to comprehend and use
structures with ease. Course conducted in complex grammatical structures with ease.
Chinese. Prerequisite: CHIN 23 or equiva- Course conducted in Chinese. Prerequisite:
lent. (5 units)
CHIN 101 or equivalent. (5 units)
101.Advanced Chinese II
The second in a series of three courses,
CHIN 101 is aimed at expanding vocabulary in written and spoken Chinese, and developing the ability to comprehend and use
complex grammatical structures with ease.
Course conducted in Chinese. Prerequisite:
CHIN 100 or equivalent. (5 units)
127.Chinese History and Culture
This course introduces students to key aspects of China’s history and culture. This
course explores the legacies of various dynasties and significant historical events and figures in chronological order; and introduces
traditional Chinese ideology, traditions and
values, arts and crafts, folk customs, etc.
Course conducted in Chinese. Prerequisite:
Two years of Chinese language or equivalent.
(5 units)
158 COLLEGE OF ARTS AND SCIENCES
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 with an emphasis on 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 Horizons and requires
Horizons and requires active performance in active performance in class. Offered only in
class. Offered only in Fall. Course conducted spring. Course conducted in French. Prereqin French. Prerequisite: None. (4 units)
uisite: FREN 2 or equivalent. (4 units)
2. Elementary French II
The second in a series of three courses,
FREN 2 continues the development of communicative language skills and cultural understanding acquired in FREN I. This
proficiency-based course follows the text
Horizons and requires active participation in
class. Offered only in winter. Course conducted in French. Prerequisite: FREN 1, or
two years of high school French, or equivalent. (4 units)
21.Intermediate French I
The first of two courses reviewing the fundamentals of spoken and written French.
Readings in original prose, with an appreciation of French and Francophone cultures.
Requires participation in a one-hour conversation group once a week. Offered only in
fall. Prerequisite: FREN 3 or equivalent.
Course conducted in French. (4 units)
MODERN LANGUAGES AND LITERATURES 159
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)
160 COLLEGE OF ARTS AND SCIENCES
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)
117. French Orientalism:
Representation of Otherness
in Literature, Cinema, and
Visual Arts
This course examines differing constructions
of the Oriental “Other” as it took shape in
French literary and non-literary representations from the 18th to the 21st century. We
will analyze how politics and ideology inform the construction and reproduction of
knowledge about the “Other” as well as the
complex interactions between race, ethnicity, gender, sexuality, exoticism, and the various subject-object positions occupied by the
observer, traveler, writer/voyeur. We will also
analyze how these French writers, painters,
photographers, travelers, and filmmakers
have used alterity as a mirror for self-reflection, as a tool to critique sociopolitical practices, and as the locus of a threat to cultural
homogeneity and national identity. This
course will engage theories of Orientalism,
identity and difference, and colonialism and
postcolonialism. Selected literary texts,
paintings and films include works by Montesquieu, Pierre Loti, Théophile Gautier,
Flaubert, Delacroix, Matisse, Albert Camus,
Allegret, and Coline Serreau. (5 units)
MODERN LANGUAGES AND LITERATURES 161
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)
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)
130.Humanism and the Renaissance
La Renaissance: readings in Rabelais, the
Pléiade poets, and Montaigne. 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)
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
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)
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)
173. Immigration, Race, and Identity
in Contemporary France
This course explores the experience of immigrants and their children to France as portrayed by authors and filmmakers from
different origins. It centers on the historical
and political circumstances that form the
context of this artistic production and examines the theoretical problems involved in
analyzing questions of immigration, marginalization, race, gender, ethnicity, and national identity in France. Course conducted in
French. Prerequisite: FREN 101 or equivalent. (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, information on French women’s roles and experiences throughout the ages. Special attention
162 COLLEGE OF ARTS AND SCIENCES
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)
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- 112.Human Rights in France,
ture and culture in translation courses taught
Black Africa, and the Caribbean
in English and cannot be used to fulfill the Provides a framework on France and its coUndergraduate Core Curriculum second lan- lonial empire and presents important male
guage requirement. One course may be writings during the colonial period, and
counted toward the French and Francophone deals with texts written by women writers in
studies major or minor.
a recent past. Focuses on cultural identity
MODERN LANGUAGES AND LITERATURES 163
and human rights, yet special attention will
be given to the ways in which self-representation is achieved by the female writing subject. Conducted in English but contains a
French component for French and Francophone studies majors and minors. (5 units)
174.French and Francophone
French Novels and Films: Culture,
Gender, and Social Classes
Covers both classic French and Francophone
novels (including novels from black Africa,
the Caribbean, and Vietnam), and films
based on the same texts. The goals are (1) to
introduce students to French and Francophone culture through analysis of significant
texts and through the lens of films, and (2)
to develop critical skills of interpretation ap-
plicable to all disciplines. Conducted in
English but contains a French component
for French and Francophone studies majors
and minors. Also listed as WGST 175.
(5 units)
184.20th-Century French Women
Writers in Translation
The varied literary contributions of French
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)
LOWER-DIVISION COURSES: GERMAN STUDIES
1. Elementary German I
5. German for Reading Knowledge
Designed for those having no previous study Alternate to GERM 3 leading to the reading
of German. A proficiency-based course em- of scholarly articles in various fields of study.
phasizing communicative language skills Prerequisite: GERM 2 or equivalent. (4 units)
(understanding, speaking, reading, and writing). Cultural information on German- 21.Intermediate German I
Review of German grammar, short stories,
speaking countries. (4 units)
or essays on culture and civilization. Progres2. Elementary German II
sive exercises in conversation. Prerequisite:
The second in a series of three courses, GERM 3 or 5 or equivalent. (4 units)
GERM 2 emphasizes the development of
communicative language skills (understand- 22.Intermediate German II
ing, speaking, reading, and writing). Devel- Continuation of GERM 21. Accelerated
opment of an understanding of the cultures readings, conversation, and writing. (4 units)
of German-speaking countries. Prerequisite:
GERM 1, or two years of high school ­German,
or equivalent. (4 units)
3. Elementary German III
GERM 3 completes first-year German. This
course emphasizes the development of communicative language skills (understanding,
speaking, reading, and writing). Development of an understanding of Germanspeaking countries. Prerequisite: GERM 2 or
equivalent. (4 units)
164 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES: GERMAN STUDIES
100.Advanced German I
112.Germany in the Media
Advanced reading, composition, and con- How do Germans and Americans view
versation. Emphasis on conversation and ­Germany? This course highlights the role of
career-oriented language. Required of all the media in portraying Germany’s image
­minors. Prerequisite: GERM 22 or equiva- inside and outside of Germany. It examines
lent. (5 units)
how print and electronic media in both
countries present selected themes and topics
101.Advanced German II
in the following categories: arts, economy,
Reading of literary texts, composition, and education, politics, and the sciences; and
discussion. Required of all minors. Comple- how the media shape public opinion about
tion or equivalent knowledge admits students Germany. (5 units)
to higher-numbered courses. Prerequisite:
113. German Film: From Fassbinder
GERM 100 or equivalent. (5 units)
to Faith Akin
106.Advanced German Conversation
This course introduces students to German
Advanced work stressing the development cinema from the 1970s to the present.
of self-expression in German. Prerequisite: Through films such as The Marriage of
GERM 22 or equivalent. (5 units)
Maria Braun, Run Lola Run, Nowhere in
Africa, Good Bye, Lenin!, and Gegen die
108.German Business Culture
Wand, students gain insights into the culand Institutions
tural, social, and political history of modern
Introduction to the language of business Germany. Prerequisite: GERM 22 or equivGerman. Insights into Germany’s place in alent. (5 units)
the global economy. The topics, language,
and skill-building exercises offer an excellent 130.The Classical Age
preparation for students who, after two years Major works by Goethe and Schiller. (5 units)
of college-level German, plan to pursue careers in international companies and institu- 140.19th-Century Romanticism
tions. At the same time, the materials are Philosophy of the Romantics. German fairy
appropriate for German majors or minors tale. Selected works by Kleist, Eichendorff,
who want to gain insight into contemporary Heine, and Wagner. (5 units)
German culture and civilization. (5 units)
141.19th-Century Realism
110.History of German Civilization
Works by Büchner, Hebbel, Fontane, Marx,
Cultural history of the German-speaking and Hauptmann. (5 units)
countries from earliest times to 1945.
Prerequisite: GERM 100 or equivalent. 150.20th-Century Novel
Works by Kafka, Hesse, Thomas Mann,
(5 units)
Christa Wolf, Böll, and others. (5 units)
111.Contemporary German
151.20th-Century Drama
Civilization
Geography, culture, education, politics, and Plays by Brecht, Borchert, Frisch, and
the economy in the German-speaking coun- Dürrenmatt, and Brecht’s theoretical
tries since 1945. Prerequisite: GERM 100 or writings. (5 units)
equivalent. (5 units)
MODERN LANGUAGES AND LITERATURES 165
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
LITERATURE IN TRANSLATION
Note: Literature in translation courses are 115.German Literature in
taught in English and cannot be used to fulEnglish Translation
fill 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
2. Elementary Italian II
Designed for those having no previous study The second in a series of three courses, ITAL 2
of Italian. A proficiency-based course em- emphasizes the development of communicaphasizing the development of communica- tive language skills (understanding, speaktive language skills (understanding, speaking, ing, reading, and writing). Development of
reading, and writing). Development of an an understanding of Italian culture. Prerequnderstanding of Italian culture. (4 units)
uisite: ITAL 1, or two years of high school
Italian, or equivalent. (4 units)
166 COLLEGE OF ARTS AND SCIENCES
3. Elementary Italian III
ITAL 3 completes first-year Italian. This
course emphasizes the development of communicative language skills (understanding,
speaking, reading, and writing). Development of an understanding of Italian culture.
Prerequisite: ITAL 2 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
111.Italian Civilization II
Composition, reading, and conversation. Continuation of ITAL 110. May be taken
Required of all majors and minors. Prerequi- independently. From the Settecento to the
site: ITAL 22. (5 units)
present. Prerequisite: ITAL 101 or equivalent. (5 units)
101.Advanced Italian II
Continuation of ITAL 100. Required of all 113.Cinema e Cultura
majors and minors. Prerequisite: ITAL 100 A cultural portrait of modern Italy as reflected
or equivalent. (5 units)
in its cinema. Films by Roberto Rossellini,
Luchino Visconti, Vittorio De Sica, Michel102. Advanced Italian III
angelo Antonioni, Federico Fellini, FrancesThis course is designed to further develop co Rosi, Bernardo Bertolucci, Massimo
students’ proficiency in listening, speaking, Troisi, Ettore Scola, Mario Monicelli, and
reading, and writing at an advanced level, Marco Bellocchio illustrate cultural and inand to deepen cultural perspectives on the tellectual change in the 20th century. PrereqItalian-speaking world. This course includes uisite: ITAL 101 or equivalent. (5 units)
advanced composition and communication,
grammar review, and analysis of literary 120.Survey of Italian Literature I
texts, media, and cinema. Prerequisite: ITAL From its origin to the Seicento. Prerequisite:
101 or equivalent. (5 units)
ITAL 101 or equivalent. (5 units)
106.Advanced Italian Conversation
Advanced work stressing the development
of self-expression in Italian. Prerequisites:
ITAL 101 or equivalent, and permission of
the instructor. (5 units) NCX
110.Italian Civilization I
Fundamental aspects of Italian history, art,
and culture from their origins to the Seicento.
Prerequisite: ITAL 101 or equivalent.
(5 units) NCX
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)
MODERN LANGUAGES AND LITERATURES 167
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)
160.Settecento
Salient works of Vico, Goldoni, Parini, and
Alfieri. 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)
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)
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)
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)
168 COLLEGE OF ARTS AND SCIENCES
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)
UPPER-DIVISION COURSES: JAPANESE STUDIES
100.Advanced Japanese I
114.Readings in Japanese II
Continued practice in using complex gram- Continuation of JAPN 113. Prerequisite:
matical structures. Reading and discussion JAPN 113 or equivalent. (5 units)
of topics taken from a variety of sources. Pre115.Readings in Japanese III
requisite: JAPN 23 or equivalent. (5 units)
Completion of readings in Japanese. Prereq101.Advanced Japanese II
uisite: JAPN 114 or equivalent. (5 units)
Continuation of JAPN 100. Prerequisite:
194.Peer Educator in Japanese
JAPN 100 or equivalent. (5 units)
Peer educators are invited by faculty to work
102.Advanced Japanese III
closely with them, facilitating learning in a
Completion of advanced Japanese. Prerequi- lower-division course. May be repeated for
site: JAPN 101 or equivalent. (5 units)
credit by permission of the instructor.
(2 units)
113.Readings in Japanese I
Readings and discussions in Japanese of se- 198.Directed Study
lected sociological, literary, and journalistic Individually designed programs of advanced
texts. Prerequisite: JAPN 102 or equivalent. study. Normally restricted to seniors who are
(5 units)
declared Japanese studies minors and who
find themselves in special circumstances.
MODERN LANGUAGES AND LITERATURES 169
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 instructor
and department chair required in advance of
registration. (1–5 units) NCX
LITERATURE AND CULTURE TAUGHT IN ENGLISH
Note: The following course is a literature and to know Japanese people, the tea ceremony,
culture course taught in English and cannot flower arrangement, and Japanese cooking.
be used to fulfill the Undergraduate Core Japanese values will concentrate on such key
Curriculum second language requirement. concepts as seniority rules, the virtue of
One course (5 units) may be counted toward modesty, private versus public stance, Bushido (the way of the warrior), arranged marthe Japanese studies minor.
riage, and child-rearing practices. Japanese
137.Japanese Culture
communication will focus on ambiguity, siAn introduction to Japanese customs, ­values, lence, dual meanings of inner and outer
and communication styles. Japanese cus- groups, and calligraphy. Prerequisite: None.
toms will include basic protocol for getting (5 units)
LOWER-DIVISION COURSES: SPANISH STUDIES
1. Elementary Spanish I
21.Intermediate Spanish I
Designed for those having no previous study First in a three-part review of the fundamenof Spanish. A proficiency-based course em- tals of spoken and written Spanish. Progresphasizing the development of communica- sive readings and exercises in conversation
tive language skills (understanding, speaking, and composition. Development of an unreading, and writing). Development of an derstanding of Hispanic culture. Course
understanding of Hispanic culture. (4 units) conducted in Spanish. Prerequisite: SPAN 3
or three years of high school Spanish. Does
2. Elementary Spanish II
not fulfill the Experiential Learning compoThe second in a series of three courses, nent of Core 2009. (4 units)
SPAN 2 emphasizes the development of
communicative language skills (understand- 21EL.Intermediate Spanish I—
Experiential Learning
ing, speaking, reading, and writing). Development of an understanding of Hispanic First in a three-part review of the fundamenculture. Prerequisite: SPAN 1, or two years of tals of spoken and written Spanish. Progreshigh school Spanish, or equivalent. (4 units)
sive readings and exercises in conversation
and composition. Development of an un3. Elementary Spanish III
derstanding of Hispanic culture. All sections
SPAN 3 completes first-year Spanish. This of SPAN 21EL contain an integrated Expecourse emphasizes the development of com- riential Learning component, using a reflecmunicative language skills (understanding, tive community-based learning placement.
speaking, reading, and writing). Develop- All students enrolled in SPAN 21EL will
ment of an understanding of Hispanic cul- be automatically enrolled in SPAN 97
ture. Prerequisite: SPAN 2 or equivalent. (Community-Based Learning Practicum) at
(4 units)
the end of the first week of class. Course conducted in Spanish. Prerequisite: SPAN 3 or
three years of high school Spanish. (4 units)
170 COLLEGE OF ARTS AND SCIENCES
22.Intermediate Spanish II
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)
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)
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)
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
101.Advanced Spanish II
Continued development of all Spanish skills Continued development of all Spanish skills
at an advanced level. Special attention to and completion of the introduction to litercomposition. Systematic introduction to lit- ary analysis begun in SPAN 100. Required
erary analysis. Required of all majors and of all majors and minors. Prerequisite: SPAN
minors. Prerequisite: SPAN 23 or equiva- 100 or equivalent. (5 units)
lent. (5 units)
MODERN LANGUAGES AND LITERATURES 171
Note: Admission to the following upper-division
courses requires completion of SPAN 100 and
101 or evidence of equivalent preparation.
102.Advanced Spanish III
Advanced reading, composition, and conversation. (Studies abroad)
107.Advanced Spanish Composition
Intensive systematic development of the
forms of discourse in Spanish. (5 units)
NCX
108.Spanish for Advanced
Spanish Speakers
Native and near-native oral/aural proficiency.
A course for native and near-native speakers
who learned Spanish in a home environment and/or were residents in a Spanishspeaking country, but who may not have
had formal training in the language. Emphasis on cultural exploration and the grammatical problems of such speakers. Special
emphasis given to improvement of written
expression, grammar, and orthography. Prerequisite: At least four years of high school
Spanish or completion of Intermediate Spanish at the university level. (5 units) NCX
110.Advanced Spanish Conversation
A course designed to enhance advanced students’ command of spoken Spanish through
discussion of cultural, social, and contemporary political issues. As a result, students will
see their vocabulary increase and will thus be
able to expand their use of more advanced
grammatical structures. (5 units) NCX
112.Mexican Culture
Although Mexico is a neighboring country,
bordering California itself, its image in
America is profoundly deformed and simplified. Through a selection of readings and
films, the course offers an introductory review of Mexican history, contemporary social and political developments, and fine arts
and music, with particular attention to cultural values. Most readings in Spanish, films
in Spanish with English subtitles. Prerequisite: SPAN 100 or equivalent. (5 units)
113.The Revolution in
Mexican Culture
Readings and analysis of the works of
­Mexican writers and artists that interpret the
Mexican Revolution of 1910 and reflect
Mexican culture. (5 units)
114. Culture and Society of
the U.S.‑Mexico Border
A study of social and cultural aspects of the
U.S.-Mexico border. This course discusses
topics such as labor, environmental, immigration, and women’s issues, but with attention also to current discourse on the border
in cultural critique and the arts. By the end
of the course, students will be expected to
have developed a more coherent and sophisticated view of the border region than that
generally purported by commercial media
outlets. Prerequisite: SPAN 100 or equivalent. Recommended prerequisite: SPAN 101
or equivalent. (5 units)
120.Major Works of
Spanish Literature I
Readings in Spanish literature from the early
forms of Spanish literature to the end of the
17th century. (5 units)
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)
172 COLLEGE OF ARTS AND SCIENCES
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)
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)
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
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)
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 Spanishspeaking peoples of the Americas. (5 units)
138. Hispanic Poetry
An introduction to poetic expression in the
Spanish language. The course will involve an
overview of Spanish meter and rhyme followed by the study of classical forms (love,
mystical, and satirical poetry), as well as contemporary periods and forms (Romanticism,
modernismo, the Vanguards, revolutionary,
and experiential poetry). Prerequisite: SPAN
101 or equivalent. (5 units)
130.Survey of Latin American
139. Haunted Literature: Ghosts
Literature I
and the Talking Dead in
Latin‑American Narrative
Latin American literature from the pre-­
Columbian period to 1888. (5 units)
Ghosts hauntings, the talking dead, and the
persistence of something absent are recur131.Survey of Latin American
rent tropes in the Latin American cultural
Literature II
imagination. Through a selection of fiction,
Latin American literature from 1888 to pres- film, and critical writings, this course will
ent. (5 units) NCX
examine the recurrence and significance of
this imagery in contemporary narrative
133.Mexican American Literature
genres. Discussions may include the followReading, analysis, and discussion of Mexican ing writers and film directors: María Luisa
American literature in its historical context. Bombal, Juan Rulfo, Julio Cortázar,
Emphasis on the novel and short story. ­
Gioconda Belli, Tomás Eloy Martínez,
(5 units) NCX
Guillermo del Toro, and Alejandro González
Iñárritu. Prerequisite: SPAN 101 or the
135.Colloquium: Latin American
equivalent. Recommended prerequisite: One
Literature and Culture
survey course in Latin American Literature.
Topic varies. Reading and discussion of se- (5 units)
lected themes in Latin American literature
and culture. May be retaken for credit.
(5 units) NCX
MODERN LANGUAGES AND LITERATURES 173
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
Literature II
Reading, analysis, and discussion of the
works of major Latin American writers of
the late 19th and early 20th centuries.
Emphasis on the novel. (5 units)
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)
146.Cinema, Politics, and Society
of Latin America
Study of political and social issues in contemporary Latin America as represented in a
diverse array of films, both contemporary
and classical. The course involves one film
discussion per week plus additional related
readings. (5 units)
147.Cinema, Politics, and Society
in Latin America
The course aims to introduce the students to
current political and social issues in Latin
America through exposition to and discussion of some relevant commercial or independent films of recent decades. Textbook
material and additional readings from journalistic, literary, or academic contexts will
further expand on the themes exposed in
each film. Prerequisite: SPAN 100 or the
equivalent. (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)
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 Antonio Buero Vallejo.
(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)
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)
174 COLLEGE OF ARTS AND SCIENCES
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
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
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 175
DEPARTMENT OF MUSIC
Professor Emeritus: Lynn R. Shurtleff
Professors: Hans Boepple (Department Chair), Teresa McCollough
Associate Professor: Nancy Wait-Kromm
Assistant Professors: Bruno Ruviaro, Christina Zanfagna
Lecturer: Scot Hanna-Weir
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, 2, 3
• MUSC 1A, 2A, 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
176 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
• Three Culture and Context courses
• 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 Musicianship sequence
Note: Students may take the Musicianship Placement Exam to test into a course that is
appropriate for their skill level, but must still complete two courses from both the Theory
and Musicianship sequences.
• MUSC 8
• MUSC 9
Culture and Context courses
• 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: 60/160,
61/161, 62/162, 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 177
LOWER-DIVISION COURSES
1. Music Theory I
3A. Musicianship III
Beginning course in a comprehensive theory Continuing course to develop aural skills
sequence; covers notation, scales, intervals, through solfège and rhythmic training, keychords, rhythm, and meter. Required for board harmony, improvisation, and dictamusical theatre minor. Prerequisite: None. tion. This course is recommended to be
Majors and minors with extensive theory taken in conjunction with MUSC 3. Prereqbackground are recommended to take the uisite: MUSC 1A or permission of instructor.
Musicianship Placement Exam. (4 units)
(4 units)
1A. Musicianship I
Entry-level course to develop aural skills
through solfège and rhythmic training, keyboard harmony, improvisation, and dictation. Prerequisite: None. This course is
recommended to be taken in conjunction
with MUSC 1. Majors and minors with extensive theoretical and/or instrumental or
vocal training are recommended to take the
Musicianship Placement Exam. (4 units)
2. Music Theory II
Continuation of Music Theory sequence.
Introduction to basic common practice harmonic progressions: triad relationships, part
writing, figured bass, and harmonic dictation. Prerequisite: MUSC 1 or permission of
instructor. (4 units)
2A. Musicianship II
Continuing course to develop aural skills
through solfège and rhythmic training, keyboard harmony, improvisation, and dictation. This course is recommended to be
taken in conjunction with MUSC 2. Prerequisite: MUSC 1A or permission of instructor.
(4 units)
3. Music Theory III
Continuation of Music Theory sequence.
Further instruction in common practice harmony; figured bass and part-writing; dominant and diminished seventh chords and
resolutions; harmonic dictation and some
score analysis. Prerequisite: MUSC 2 or permission of instructor. (4 units)
8. Introduction to Listening
This course offers an introduction to different musical cultures, elements, forms, and
techniques through listening, lecture, and
performance activities. Designed for both
majors and nonmajors, this course focuses
on strategies for listening to, and writing
about, music from a global perspective.
(4 units)
9. Introduction to Electronic Music
This course combines elements of history,
theory, and practice of electronic music. The
computer becomes the instrument through
which students explore new ways of manipulating and organizing sound. Designed for
both majors and nonmajors, this course creates a space for discussion and critical listening of different types of electronic music
(contemporary, popular, and experimental),
culminating in a final creative project by
each participant. No previous computer
music experience required. (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. Courses may address music
and language; the ways people around the
world have cultivated music and used music
to cultivate other aspects of themselves and
their societies; and other topics. Successful
completion of C&I I (MUSC 11A) is a prerequisite for C&I II (MUSC 12A). (4 units
each quarter)
178 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. 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. 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. 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. 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. Can be substituted for one
quarter of private instruction. (4 units)
48/148. Chamber Music
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)
MUSIC 179
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 music majors and
tonicizing and modulation, score analysis, minors. (5 units)
harmonic dictation, and creative application
of four-part writing using non-harmonic 111.Counterpoint
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 Renaisfor music majors and minors. (5 units)
sance and 18th-century Baroque styles.
Prerequisite: MUSC 104 or permission of
104A. Musicianship IV
instructor. Meets the elective requirement for
A continuing course to develop aural skills music majors and minors. (5 units)
through solfège and rhythmic training, keyboard harmony, improvisation, and dicta- 113.Form and Analysis
tion. This course is recommended to be Study of the relationship in Western music
taken in conjunction with MUSC 104. Pre- between shape/form/structure and harmonrequisite: MUSC 3A or permission of in- ic/melodic/thematic content. Music from
structor. Meets the elective requirement for 1650–1950 will be analyzed in order to
music majors with a cultures and context achieve this goal, focusing on the primary
emphasis. (5 units)
structures used throughout and since the
Common Practice period. Prerequisite:
105. Theory/Composition Seminar
MUSC 104 or permission of instructor.
This course is an extension and culmination Meets the elective requirement for music maof previous theoretical and musicianship jors and minors. (5 units)
training. With an emphasis on solidifying
high-level music skills, this seminar offers an 115.Experimental Sound Design
in-depth analysis of elements of musical lan- This course is about creating sounds on the
guage post-1900. Materials explored (such
as extended harmony, melodic chromati- computer from scratch. How to simulate the
cism, advanced rhythmic techniques, tim- sound of wind? How to mimic a cricket
bre, texture) will be applied in compositional chirping or a bird singing? How to create
and improvisational activities. Prerequisite: your own synthesizer or simulate the sound
MUSC 104 or permission of instructor. of an acoustic guitar? Beyond familiar
Meets the elective requirement for music ma- sounds, how many others are still waiting to
be “discovered”? Can you create a sound that
jors and minors. (5 units)
no one ever heard before? Using the powerful SuperCollider language in a hands-on
109.Lyric Diction
This course provides singers and actors with class environment, students will learn the
a vital introduction to the fundamentals of basics of various digital synthesis techniques
accurate pronunciation in English, French, and explore their creative applications in
German, Latin, and Italian language, with electronic music composition and in other
an emphasis on lyric (sung) diction. Pronun- fields. Meets the elective requirement for
ciation and comprehension of the Interna- music majors and minors. (5 units)
tional Phonetic Alphabet is taught. Required
for musical theatre minors, lyric track. Meets
the elective requirement for music majors and
minors. (5 units)
180 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
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 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 requirement for majors and minors.
Also listed as ANTH 153. (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 requirement for majors and minors. Also listed
as ETHN 132. (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 requirement for majors and minors.
Also listed as ETHN 164. (5 units)
MUSIC 181
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 requirement for majors and minors.
(5 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 the end of the quarter. By audition only. (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 Musicianship I; or commensurate experience and
permission of the instructor. Meets the elective
requirement for music majors and 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.
Meets the elective requirement for 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 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 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
­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 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 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 requirement for
majors and minors. (5 units)
182 COLLEGE OF ARTS AND SCIENCES
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 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)
PERFORMING ENSEMBLE COURSES
Note: These ensemble courses meet the 43/143. Chamber Singers
ensemble requirement for music majors and An 18–24 voice mixed ensemble of highly
minors, and may be repeated for credit. select advanced singers. Repertoire includes
Students should enroll with the appropriate a variety of sophisticated chamber choral
lower- or upper-division course number, music from the Renaissance to the present
depending on their status.
day. By audition only. Open to all SCU students
with permission of instructor. Fulfills
40/140. University Orchestra
the ensemble requirement for music majors
Preparation and concert performance of and music minors. (2 units)
major works of orchestral literature. By audition only. Open to all SCU students with per- 45/145 Jazz Band
mission of instructor. This course fulfills the Preparation and performance of jazz literaensemble requirement for music majors and ture for large ensemble. By audition only.
music 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 SCU students with permis- Preparation and performance of ensemble
sion of instructor. No audition required—see literature for classical and jazz guitar. Open to
instructor for voice part assignment. Fulfills all SCU students with instructor permission.
the ensemble requirement for music majors (1 unit)
and music minors. (2 units)
MUSIC 183
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. (1 unit)
55/155. New Music Ensemble
Study and performance of a variety of works
written in the 20th and 21st centuries. Open
to all SCU students with instructor permission. (2 units)
54/154. Wind Symphony
Study and performance of symphonic band
literature in a wide variety of styles. Fulfills
the ensemble requirement for music majors
and minors. Open to all SCU students with
instructor permission. (2 units)
PRIVATE INSTRUCTION
The Department of Music offers private is available in the Music Department Stuinstruction in composition, conducting, and dent Handbook. Nine private lessons are
vocal and instrumental studies. Please given each quarter. All students taking lessons
contact the department office for further are required to participate in an end-ofinformation on specific areas of interest.
quarter jury hearing. 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 1-hour majors, minors, musical theatre minors, and
(1 unit), 45-minute (.75 units), or 30-minute students enrolled in departmental ensembles
(.5 units) lessons depending upon their status or preparing for a junior or senior recital.
as a major, minor, or elective student. A full
description of the private instruction protocols
184 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF PHILOSOPHY
Professors Emeriti: James W. Felt, S.J., William J. Prior
Professors: Philip J. Kain, Michael Meyer
Associate Professors: Christopher B. Kulp, Scott LaBarge, Lawrence Nelson,
William A. Parent, Mark A. Ravizza, S.J., Shannon Vallor (Department Chair)
Lecturers: Brian Buckley, Erick Ramirez, Justin Remhof
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 185
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 plicable to both males and females. In addi­encryption. (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
186 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. Students who take
MGMT 6 or MGMT 6H may not take this
course for credit. (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 187
LOWER-DIVISION COURSES: CULTURES & IDEAS
autonomy, personhood, community, justice,
11A. and 12A. Cultures &
Ideas I and II
human dignity, law, the self, religion, cosA two-course sequence focusing on a major mology, 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 COURSE: INTRODUCTION TO PHILOSOPHY
20.Introduction to Philosophy
the existence of God, the possibility of free
An introduction to philosophical questions will, the sources and scope of human knowland methods. Problems studied may include: edge, the process of inquiry, and the meanthe nature of mind, the nature of reality, ing of life. (4 units)
LOWER-DIVISION COURSES: LOGIC AND REASONING
25.Informal Logic
that commonly appear in American law.
Introduction to the art of logical reasoning. ­Examination of arguments; deduction and
Emphasis on the ability to recognize com- induction; 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)
188 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: 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 189
­ 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 discrimi­
nation, 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?
190 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 90
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 191
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 90, 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)
192 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 90 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 90 or permission of the tions. Prerequisite: PHIL 90 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 90
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 90 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 90 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 90 or
permission of department chair. (5 units)
PHILOSOPHY 193
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.
(2–5 units)
194 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, 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 elective
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 195
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, COEN 44, or COEN 45
• 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 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 53 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)
196 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 197
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. Includes
weekly laboratory. Prerequisite: MATH 11.
The PHYS 31/32/33 sequence and the
PHYS 11/12/13 sequence cannot both be
taken for credit. (5 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)
198 COLLEGE OF ARTS AND SCIENCES
UPPER-DIVISION COURSES
103.Analytical and Numerical
112.Electromagnetic Theory II
Methods in Physics I
Magnetostatics. Induced electromotive forces.
Review of linear algebra and matrix theory. Maxwell’s equations. Energy and momentum
Basic elements of programming in MATLAB®. in electrodynamics. Electromagnetic stress
Linear systems of equations: coupled har- tensor. Electromagnetic waves. Potential formonic oscillators. Curve fitting. Ordinary mulation. Computational problems. Dipole
and partial differential equations. Selected radiation. Prerequisite: PHYS 111. (5 units)
applications include planetary motion, coupled harmonic oscillators, diffusion, and 113.Advanced Electromagnetism
and Optics
waves. Weekly lab. Prerequisite: MATH 22
Geometric optics. Polarization and optically
or AMTH 106. (5 units)
active media. Interferometry. Optical signal
104.Analytical Mechanics
and noise in detection and communication.
Calculus of variations. Hamilton’s principle. Interaction of light with metals, dielectrics,
Lagrangian and Hamiltonian approaches to and atoms. Thermal radiation. Laser operaclassical dynamics. Central force motion. tion. Prerequisite: PHYS 112. (5 units)
Noninertial reference frames. Dynamics of
rigid bodies. Selected topics in classical dy- 116.Physics of Solids
namics such as coupled oscillators, special Crystal structure. Phonons. Free electron
relativity and chaos theory. Prerequisites: theory of metals. Band theory of solids.
PHYS 31 and MATH 22 or AMTH 106. Semiconductors. Electrical and thermal
transport properties of materials. Magnetism.
(5 units)
Superconductivity. Topics from current re105.Analytical and Numerical
search literature. PHYS 116 is taught as a
Methods in Physics II
capstone course. Prerequisites: PHYS 120,
Relaxation and spectral methods for PDE’s. PHYS 121, and senior standing. (5 units)
Fourier analysis. Numerical Integration.
Applications in quantum mechanics. 120.Thermal Physics
MATLAB® will be used in the numerical Laws of thermodynamics with applications
portion of the class. Prerequisite: PHYS 103. to ideal and non-ideal systems. Elementary
kinetic theory of gases. Entropy. Classical
(2 units)
and quantum statistical mechanics. Selected
111.Electromagnetic Theory I
topics from magnetism and low-temperaReview of vector calculus. Dirac delta func- ture physics. Prerequisites: PHYS 34 and
tion. Electrostatic fields. Work and energy. PHYS 103. Recommended: PHYS 121.
Laplace’s and Poisson’s equations. Separation (5 units)
of variables. Fourier’s trick. Legendre equation. Multipole expansion. Computational 121.Quantum Mechanics I
problems. Prerequisites: PHYS 33 and The Schrödinger equation. The wave-­function
MATH 22 or AMTH 106. Co-requisite: and its interpretation. Hilbert space, observables, operators, and Dirac notation. Square
PHYS 103. (5 units)
potentials. Harmonic oscillator. The Hydrogen atom. Angular momentum and spin.
Prerequisites: PHYS 34 and PHYS 103.
(5 units)
PHYSICS 199
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. D
­ esign
and implementation of independent tabletop 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)
162. Introduction to Astrophysics
A survey of cosmology for science majors.
Much of course will focus on the properties
of an idealized, perfectly smooth, model universe. Topics include the formation of galaxies and clusters in an evolving universe, the
governing differential equations which describe the dynamics of the universe, the
Benchmark Model of the universe, Dark
Matter and Dark Energy, the Cosmic
­Microwave Background and its fluctuation
spectrum, annihilation epochs and their
consequences, Big Bang nucleosynthesis,
and problems with the standard Big Bang
models and inflation theory. Prerequisites:
PHYS 34 or PHYS 161. Knowledge of
calculus through differential equations is
­
­assumed. (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)
200 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF POLITICAL SCIENCE
Professor Emerita: Janet A. Flammang (Lee and Seymour Graff II Professor)
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: Naomi Levy, Farid D. Senzai
Senior Lecturer: Diana Morlang
Lecturer: Kenneth Faulve-Montojo
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.
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 courses from the following: 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.
Members of the class of 2014 or 2015 may substitute POLI 100 for 099.
• Seven upper-division courses in political science, including one lecture course from
each of the following five areas: United States politics, comparative politics, international relations, political philosophy, and applied quantitative methods; 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
POLITICAL SCIENCE 201
HONORS PROGRAM
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, ECON 1 and 2,
or language 21 and 22), and take a highly active role in department affairs.
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, PHSC 2, 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
202 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, 123, 124, 125, 126, 127, 128. One may count for
upper-division 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, 131, 135, 138, 141, 142, 144S, 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 203
LOWER-DIVISION COURSES
1. Introduction to U.S. Politics
40.Politics of U.S. Economic Policies
Critical analysis of U.S. political values, in- Covers basic concepts in microeconomics,
stitutions, and processes. The U.S. political macroeconomics, and international ecotradition, the Constitution, the presidency, nomics in order to demonstrate the relationCongress, the bureaucracy, Supreme Court, ship between the science of economics and
elections, political parties, interest groups, the politics of U.S. economic policies. Case
mass media, political opinion and participa- studies such as poverty issues, agricultural
tion, domestic policies, and foreign policy policies, and immigration and international
are examined in depth. (4 units)
trade dynamics will demonstrate how economic and political issues, as well as domes2. Introduction to
tic and international policies, are interrelated.
Comparative Politics
(4 units)
Government and politics in several states.
Emphasis on the development of analytical 45.Criminal Justice System
abilities and critical skills in the evaluation of Basic understanding of the U.S. criminal
political culture, processes, and institutions. justice system: police, courts, probation, im(4 units)
prisonment, parole, and relations with other
governmental agencies. Goals, successes, and
3. Introduction to World Politics
failures of the system, and possible remedies.
Compares the political cultures, processes, (4 units)
and institutions of China, India, and Mexico.
The student fulfills an Arrupe Placement 50.World Geography
with an immigrant client from a Confucian, Provides an understanding of world geograSouth Asian, or Latin American country. phy through an appreciation of contempoNote: This course requires participation in rary global problems in different world
community-based learning (CBL) experiences regions. Broad topics that will be covered
off campus. (4 units)
include globalization, demographic trends,
economic development and underdevelop25.Introduction to
ment, human-environment interactions,
International Relations
changing cultures, and geopolitics. These
Conceptual models used to analyze interna- topics will illustrate the distribution of potional relations, contemporary problems of litical, cultural, socioeconomic, and physical
world politics, and the methods states em- processes and features around the world and
ploy to provide peace and security. Some sec- will be covered at different scales: local,
tions include an interactive computer ­regional, and global. Also listed as ANTH 50
simulation to apply conflict resolution prin- and ENVS 50. (4 units)
ciples. (4 units)
55.Cross-Racial Electoral Politics
30.Introduction to Political Philosophy
Examination of the historical and contemAn exploration of some of the principal porary political movements among the
themes and questions of political philosophy major minority groups in the United States
through the writings of authors such as since the 1960s. The origins and goals of the
Plato, Machiavelli, Marx, and Mill. Promi- Black Power movement, the Chicano/a
nent themes include theory and practice, movement, the Asian-American movement,
individual liberty, morality and politics, free- and the Native American movement will be
dom, obligation, and justice. (4 units)
focused on during the quarter. Each of these
movements embodies similar and different
trails with regard to their respective group’s
204 COLLEGE OF ARTS AND SCIENCES
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. It is recommended that majors complete POLI 99 before undertaking
upper-division course work in Political Science.
UPPER-DIVISION COURSE: APPLIED QUANTITATIVE METHODS
Note: POLI 99 is a required prerequisite for 101.Applied Quantitative Methods
POLI 101.
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 112.History of Political Philosophy II:
upper-division political philosophy courses.
Liberalism and Its Roots
Western
political thought from Machiavelli
105.Special Topics in
through
the origins of liberalism in the
Political Philosophy
­writings of Hobbes, Locke, and Rousseau.
Selected topics in political philosophy. (5 units) (5 units)
107.American Political Thought
Selected topics and themes in the history of
American political thought. (5 units)
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 20thcentury political thought including Marx,
Nietzsche, Freud, and Lenin. (5 units)
POLITICAL SCIENCE 205
UPPER-DIVISION COURSES: INTERNATIONAL RELATIONS
Note: POLI 25 is a required prerequisite for 119.The European Union
upper-division international relations courses.
Evolution of European political, social, and
economic integration in the postwar period.
116A. Model United Nations Prep
Emphasis on the institutions and politics of
Model United Nations is a simulation pro- the European Union since the Maastrict
gram in which students participate in mock treaty, and current issues of European intesessions of the United Nations. POLI 116A gration, such as the addition of new members,
is a preparatory course for the Model UN monetary union, and internal democratizaconference in spring quarter. Students will tion. (5 units)
learn about the principles of international
law and conflict resolution. (2 units)
120.Mass Media, Information
Technology, and International
116B.Model United Nations:
Politics
International Conflict
Use
of
computer-based simulations and
Simulation
multimedia sources to understand internaSimulated United Nations sessions, repre- tional negotiation and foreign policy decisenting member-nations, debating and pre- sion making. (5 units)
paring resolutions, and engaging in other
aspects of diplomacy. Prerequisite: POLI 121.International Political Economy
116A. (2 units)
An introduction to the politics and institutions of the world economy. Topics include
117.International Humanitarian
competing theories of international political
Action
economy (IPE); regionalism and globalizaExplores the role of governmental (IGOs) tion; the international trading and financial
nongovernmental organizations (NGOs) in systems; multinational corporations; develthe humanitarian crises around the globe. opment and debt. (5 units)
Activities include research and conflict resolution simulation. By acting as members of 122.East Asian International Relations
international organizations involved in An overview of the political, economic, and
human tragedy, students experience simu- security dimensions of international relalated civic engagement on an international tions in Northeast Asia with a focus on the
level and analyze the global community’s foreign policies of China, Japan, and the
Responsibility to Protect doctrine. They United States. Prerequisite: POLI 2 or 25.
­
come to understand and act in an aid system (5 units)
where many organizations face constraints
and opportunities to effect change in coun- 123.Global Environmental Politics
tries suffering and recovering from conflict Explores the political, social, scientific, and
and humanitarian disaster. (3 units)
economic challenges in the pursuit of a just
and sustainable global environment. Case
118.The Cold War
studies are drawn from around the world
Case study of the critical conflict of the 20th with a focus on national, intergovernmental,
century, to understand the interaction of for- and nongovernmental actors and social forces.
eign and domestic politics, the development (5 units)
of current international politics, and the
ways in which political ideology and conflict
influence people and nations. (5 units)
206 COLLEGE OF ARTS AND SCIENCES
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)
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)
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)
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 133.Political Parties,
prerequisite for upper-division comparative
Elections, and Policy
politics courses.
An examination of how parties and elections
mobilize people, what determines election
131.The Military and Politics
victories, and how parties and elections afCase study of wars in Vietnam to under- fect state and national government policies.
stand civil-military relations, the causes of A focus on United States politics in contrast
military intervention, legitimacy-building to the processes in democracies in Western
efforts, and withdrawal from politics. and Eastern Europe. Students will be en(5 units)
gaged in an on-campus simulation of an
election. (5 units)
132.Transnational
Political Movements
134.Race and Ethnicity in the
Examines the various forms and dynamics of
Politics of Developed States
organizations, activists, and movements that An examination of the role of and attempts
engage in collective action to transform in- to deal with racial/ethnic identity and constitutional policies and practices across flict in the politics of the United States,
­nation-state boundaries. How social move- South Africa, the former Soviet Union,
ments, international protests, and NGOs ­Yugoslavia, and Western Europe. (5 units)
interact with nation-state governments as
well as economic and cultural institutions 136.Politics in Central America
and why certain communities engage in
and the Caribbean
transnational political contention. Designed Political cultures, processes, and institutions
to be a collective learning experience in of selected Central American and Caribbean
which students examine and interrogate states. Governmental organization, sustainscholarship about social movements, global- able development, diplomacy, and social
ization, and identity in transnational per- change. (5 units)
spective. (5 units)
POLITICAL SCIENCE 207
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)
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)
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)
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)
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)
208 COLLEGE OF ARTS AND SCIENCES
149L. Special Topics in Comparative
Politics: British Politics
This is an introductory course on contemporary British politics offered in London. The
overall objective of the course is to provide
students in a systematic fashion with the
basic understanding of the British system of
government and political process, as well as
the socio-historical processes that have
shaped modern Britain. Topics to be discussed include the Monarchy, the Parliament, political parties, the Prime Minister,
political ideology, and political culture.
Throughout the course, comparisons with
American politics and society will be made
as a point of reference to provide a better
framework for understanding British politics. Prerequisite: None. (5 units)
UPPER-DIVISION COURSES: UNITED STATES POLITICS
Note: POLI 1 is a required prerequisite for ­ethnicity, gender, and class to understand
upper-division U.S. politics courses.
how these variables serve as a basis for identification and political mobilization in
150.The Presidency
American politics. Also listed as ETHN 153.
Analysis of the presidency as it has evolved (5 units)
throughout U.S. history. Comparison of
presidential powers with those of Congress, 154.Women and Politics
the courts, the bureaucracy, the press, politi- A consideration of the various ways women
cal parties, and the public. (5 units)
have changed “politics as usual.” Examination of the status of women today, varieties
151.The Congress
of feminist thought, women as voters and as
History, structure, and policies of Congress. an interest group, women in public office,
Congressional elections and theories of rep- and public policy issues. Also listed as WGST
resentation, the committee system and con- 180. (5 units)
gressional norms, lobbying, congressional
ethics and reforms, and the power of Con- 155.Political Psychology
gress relative to the president and the bu- This course serves as an introduction to the
reaucracy. (5 units)
interdisciplinary field of political psychology,
which applies theoretical ideas from psychol152.Political Participation
ogy to understand political processes. PolitiAn examination of who participates in U.S. cal psychology tends to focus on how politics
politics and the various forms of political works at the individual (micro) level. This
participation. Elections, political parties, in- course will focus on the psychological roots
terest groups, community organizing, and of public opinion and the political behavior
political protest. (5 units)
of ordinary citizens through an application
of psychological theories about personality,
153.Minority Politics
learning, cognition, emotion, social influin the United States
ence, and group dynamics to individuals’
Survey course with a focus on the historical political attitudes and behaviors. (5 units)
and contemporary struggles of minority
groups in the United States. The following 156.Politics and Mass Media
minority groups are analyzed comparatively An examination of the politics of the mass
within a political and institutional context: media, interactions between politicians and
African Americans, Latinos, Asian Ameri- the media, the effects of mass media on pocans, Native Americans, minority women, litical life and public opinion, concerns of
gays, and the disabled. This course examines racial and ethnic minorities, and the ethics
various issues including theories of race, of media work. (5 units)
POLITICAL SCIENCE 209
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)
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)
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)
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)
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)
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)
210 COLLEGE OF ARTS AND SCIENCES
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)
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)
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)
169.Special Topics in U.S. Politics
Selected topics in U.S. politics. (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)
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. (5 units)
UPPER-DIVISION COURSES: SENIOR COURSEWORK
Note: For senior coursework, at least one 191.Seminar in Political Philosophy
upper-division lecture course from the An examination of Frank Herbert’s Dune
corresponding area is required.
series and other science fiction classics,
focusing on politics, war, religion, jihad,
180.Honors Research Projects
multiculturalism, 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 211
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 internships in government agencies, legislative bodies, political parties, or Directed internships in local government
interest groups, public or government affairs agencies, legislative bodies, political parties,
departments of corporations, or nonprofit interest groups, public or government affairs
organizations. Open to qualified juniors or departments of corporations, or nonprofit
seniors with permission of the instructor. organizations, integrated with classroom
(Variable units)
analyses of professions in public sector, frequent guest speakers, and research projects.
198A and B. Public Sector Study
Open to qualified juniors and seniors. Note:
and Internship
This course requires participation in commuDirected internships 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 projects. Prerequisite: A written outline of the proOpen to qualified juniors and seniors. posed course, with required forms and all nec(5 units)
essary signatures, must be submitted at least
one week prior to registration. (1–5 units)
212 COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF PSYCHOLOGY
Professors Emeriti: Roland C. Lowe, Marvin L. Schroth, Eleanor W. Willemsen
Professors: Jerry M. Burger, Lucia Albino Gilbert, Tracey L. Kahan, Robert Numan,
Thomas G. Plante (Augustin Cardinal Bea, S.J., University Professor),
Kieran T. Sullivan (Department Chair), Timothy C. Urdan
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
s­ cience 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 213
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
1H. Honors Colloquium
Personal experience, the scientific method,
The honors version of PSYC 1. Restricted to journalistic techniques, anthropological obstudents in the University Honors Program. servation methods, intuition, and faith (reli(4 units)
gious, paranormal) are just a few of the ways
of knowing that people use. This course ex2. General Psychology II
plores each of these ways of knowing with
The scientific study of behavior. Topics in- the goal of answering the following quesclude human development, personality, ab- tions: What are the strengths of each way of
normal psychology, clinical intervention, knowing? What are the limitations? Which
and social psychology. Other topics may in- method of inquiry is best for answering difclude psychological assessment, cross-cultur- ferent types of questions? Prerequisites:
al psychology, and psychological adjustment. None. (4 units)
Prerequisites: None. (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 ses40.Statistical Data Analysis
sions. Meets the Core Natural Science reAn introduction to statistical methods used quirement. Prerequisites: None. (4 units)
in psychological research. Prerequisites:
Declared psychology major and MATH 8, or
permission of instructor. (4 units)
UPPER-DIVISION COURSES
102.Writing in Psychology
how to interpret experimental findings and
Development of writing, reading, critical evaluate support for hypotheses. Other asthinking, and literature search skills within signments will require students to synthesize
traditional formats for communicating findings from several published studies and
scholarship in psychology. Covers the use of draw conclusions about a body of research.
the American Psychological Association Prerequisites: ENGL 1 and ENGL 2,
(APA) style for experimental reports and lit- PSYC 1, 2, 40, and 43, or permission of inerature reviews. In addition to developing structor. (5 units)
communication skills, assignments emphasize
214 COLLEGE OF ARTS AND SCIENCES
105.Statistics and
Experimental Design II
Advanced topics in theory and methods of
statistical analysis and experimental design.
Complex analysis of variance and multiple
correlation and regression are typically
covered. Prerequisite: By permission of the
instructor only. (5 units)
112.Motivation and Emotion
Scientific study of the various motivational
and emotional processes of people and higher animals. Biological drives, psychological
survival needs, altered states of consciousness, social motives, and theories of emotion. Prerequisites: PSYC 1, 2, 40, and 43,
or permission of instructor. (5 units)
110.Advanced Research Methods
Students will learn the major research designs used in psychology and how to understand statistical results that come out of
those designs. These include experimental
designs, multiple linear and nonlinear regression, nonparametric analyses, multivariate ANOVA used with experimental designs,
structural equation modeling, and small N
designs. Students will learn how to read research reports using these designs, how
to understand statistical results obtained
from the designs, and how to communicate
those results in passages that would belong
in an APA-style report. The emphasis is on
understanding the designs and results rather
than on doing the analyses oneself. Prerequisites: PSYC 1 or 2 and 43, or permission of
instructor. (5 units)
114.Ethics in Psychology
The role of ethical behavior and decision
making in the field of psychology and related behavioral, medical, and social sciences.
Topics include approaches to moral issues
and related to competence; integrity; professional, scientific, and social responsibility;
respect for others’ rights and dignity; and
concern for others’ welfare. Prerequisites:
PSYC 1, or 2, or permission of instructor.
(5 units).
111.Advanced Topics in Motivation
Seminar exploring theories and research in
motivation and emotion. Students will read,
discuss, and critically analyze current empirical research and review articles in these areas.
Topics emphasized will include cultural and
individual variation in motivation and emotion, development of motivation and emotion, and the social, cognitive, and biological
bases of motivation and emotion. Meets the
Psychology Advanced Topics requirement.
Prerequisites: Senior standing, PSYC 112,
and all lower-division psychology requirements, or permission of instructor. (5 units)
115.Abnormal Psychology
The study of psychology and human behavior in understanding the etiology, nature,
development, and treatment of mental disorders. Topics include models of abnormal
behavior, research, diagnosis, assessment,
and treatment of emotional and behavioral
disorders, such as affective disorders, personality disorders, sexual disorders, substance
abuse disorders, and childhood disorders.
Prerequisites: PSYC 1 or 2, or permission of
instructor. (5 units)
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.
PSYCHOLOGY 215
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. Covers 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
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)
216 COLLEGE OF ARTS AND SCIENCES
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 lowerdivision psychology requirements, or permission of instructor. (5 units)
137. Psycholinguistics
This course will examine human language
(arguably our most impressive and unique
skill as a species) as it is studied from a psychological perspective. The study of language
in psycholinguistics in an attempt to understand how we develop this skill, how we put
it to use, and what the consequences are
when it breaks down. This course will cover
major perspectives and controversies in the
field, a variety of experimental techniques
that are used to test theories and investigate
language use, and how psycholinguistic research can be interpreted critically and related to both our everyday experience and to
pathology. Prerequisites: PSYC 1 and 2,
PSYC 43 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
PSYCHOLOGY 217
and dreaming, meditation, and sensory deprivation. Three core questions will frame
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 marriage;
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)
218 COLLEGE OF ARTS AND SCIENCES
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
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 and 2, or
permission of instructor. (5 units)
164.Autism
This course will explore autism from three
perspectives. First, Foundations covers diagnostic criteria for autism, assessment, epidemiology, history and failures in assessment of
determinants (e.g., refrigerator mothers, vaccines) and treatments (e.g., facilitated communication). Second, Biology covers genetic
inheritance, neuropathology (e.g., white
matter abnormalities), opioid excess theory,
and biological treatments (e.g., pharmacology, nutrition, brain-based treatments). Finally, Behavior covers the basics of applied
behavior analysis (e.g., using PECS), working with families, and outcome assessment.
(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)
PSYCHOLOGY 219
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 sub-disciplines
in psychology with an emphasis on the brain
and behavior. Topics include neural development from fetus to early childhood, neural
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 sub-disciplinary
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
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)
220 COLLEGE OF ARTS AND SCIENCES
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)
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)
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)
193.Psychology of Religion
and Spirituality
The discipline and principles of psychology
and human behavior in understanding religion and spirituality. Topics include empirical research and theory on religious and
spiritual behavior and transformation from
the various religious, spiritual, and historical
wisdom traditions. Contemplative practices
and spiritual tools from the various religious/
spiritual wisdom traditions for psychological
and physical health will be highlighted. A
spiritual formation project will help students
experience a hands-on activity to examine
their own spiritual formation and development. This course is inclusive in that no particular religious/spiritual tradition or any
tradition affiliation is assumed or required,
and also highlights evidence-based empirical
approaches. Prerequisites: PSYC 1 or 2 and a
RTC 1 class. (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)
PSYCHOLOGY 221
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)
197.Psychology Labs
Psychology labs will vary by topic and are
associated with various courses offered
throughout the year. (1 unit)
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)
222 COLLEGE OF ARTS AND SCIENCES
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 focused on the
health of human populations and individuals. Students will gain a solid foundation in biology and chemistry to understand the functioning of the human body in health and disease.
The major further explores the influences of environmental and social factors on human
health through required and elective public health courses, as well as relevant courses in the
social sciences and humanities. Through the senior capstone and mandatory internship,
PHS majors engage in health-focused service and research projects that apply their education to real-world public health problems, and integrate learning across disciplines. Students
are encouraged to study abroad to gain perspective on global health issues.
Public health science majors will be well-prepared for careers, graduate education, or
professional training in public health or health-related professions, including medicine and
nursing. There are many career 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, 2, 100, 139, 150, 190
• BIOL 21, 22, 24, 25
• CHEM 11, 12, 13, 31, 32
• Two introductory social science courses from the following: ANTH 1, ANTH 3,
ANTH 50, ECON 1, ENVS 50, POLI 1, POLI 25, POLI 50, PSYC 1, PSYC 2,
SOCI 1, SOCI 33
• MATH 11, 12
• One statistics course chosen from: MATH 8, ANTH 112, BIOL 160, COMM 110,
ECON 61, ENVS 110, OMIS 40, POLI 100, PSYC 40, or SOCI 120.
• One public health elective: Any PHSC course other than the required courses listed
above.
• Two biomedical, electives, at least one with a lab component, chosen from: BIOL
108, 110, 111(lab), 113 (lab), 114 (lab), 115 (lab), 116 (lab), 119, 123 (also listed as
PHSC 101), 124 (lab), 127, 129, 145, 160 (lab), or CHEM 141.
PUBLIC HEALTH PROGRAM 223
• Two social science or humanities electives chosen from: ANTH 112, ANTH 133,
ANTH 134, ANTH 135, ANTH 140, ANTH 150, COMM 164A, COMM 176A,
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 or 115EL, PSYC
117 or 117EL, PSYC 150, PSYC 167, PSYC 172, PSYC 185 or 185EL, 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 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. Upperdivision 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, 2, 150, and at least one additional PHSC course
• One statistics course chosen from: MATH 8, ANTH 112, BIOL 160, COMM110,
ECON 61, ENVS 110, OMIS 40, POLI 100, PSYC 40, OE SOCI 120.
Natural Science Courses
• BIOL 21
• CHEM 11
Upper-Division Elective Courses
• At least three courses from the following list, including courses from at least two
departments: ANTH 112, ANTH 133, ANTH 134, ANTH 135, ANTH 140,
ANTH 150, BIOL 110, BIOL 111, BIOL 113, BIOL 114, BIOL 115, BIOL 124,
BIOL 127, BIOL 129, BIOL 145, BIOL 160, 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 or 115EL, PSYC 117 or 117EL, PSYC 150, PSYC 167, PSYC 172,
PSYC 185 or 185EL, SOCI 132, SOCI 134, SOCI 138, SOCI 165, SOCI 172,
TESP 157, RSOC 170.
224 COLLEGE OF ARTS AND SCIENCES
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 sex2. The American Health System
ual dysfunctions. Also listed as WGST 33.
This course examines the fundamental as- (4 units)
pects of the U.S. health system, including
organization, delivery, financing, cost, ac- 31. Community Health
cess, and quality. The focus will be on the This course examines key health indicators
current system, but significant attention will and patterns seen in individuals, families,
be given to its historical roots, and to alterna- neighborhoods, schools, and communities.
tive approaches implemented in other devel- Students will explore social, environmental,
oped countries. Potential policy reforms, political, cultural, and behavioral factors that
and the interface of the health care system contribute to health disparities linked to rawith public health, will also be discussed. cial, ethnic, socioeconomic, and geographic
(4 units)
differences. The course will also examine the
design, implementation, and evaluation of
11.Women’s Health
social and behavioral interventions and
This course examines how women’s health health policies to improve community
over the life course is influenced by biologi- health. (4 units)
cal, psychological, social, and cultural experiences. Topics include menarche and pubertal
development, reproductive health and
rights, menopausal transition, mental health,
and violence. Current, historical, and crosscultural examples are discussed. (4 units)
21.Health and Aging
Analysis of the human aging process, and the
biological, medical, social, and ethical issues
associated with aging. Topics include theories of aging, diseases and various health care
issues associated with aging, and end-of-life
issues. (4 units)
PUBLIC HEALTH PROGRAM 225
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 transmis- developed country on human health. Topics
sion at the population level, and develop- such as diabetes, obesity, heart disease, hyment and assessment of public health pertension, and cancer will be discussed at
interventions aimed at improving the health the molecular, cellular, physiological, and
of communities and populations. Prerequi- population levels. Prerequisite: BIOL 25.
site: BIOL 24. Also listed as BIOL 117. Also listed as BIOL 106. (5 units)
(5 units)
135. Human Development
101.Nutrition
and Sexuality
This course focuses both on how the body Examination of evolutionary, biocultural asprocesses food and on how the resulting nu- pects of human growth, development, and
trients affect human physiology. In addition sexuality throughout the life cycle. Special
to exploring topics of particular interest to emphasis on how various cultural, economcollege students including eating disorders, ic, and political factors influence norms of
ideal body weight, nutritional supplements, sexual behavior in different societies. Fulfills
and the influence of nutrition on athletic the Science, Technology and Society requireperformance, this course also considers the ment. Also listed as ANTH 135. (5 units)
global impacts of poor nutrition on public
health. Prerequisite: BIOL 24. Also listed as 139. Experiential Learning
in Public Health
BIOL 123. (5 units)
This seminar, discussion, and reflection
111. Health Education and Promotion
course must be completed to fulfill the inThis course examines fundamental concepts ternship requirement for the PHS major.
of health education and promotion in a vari- Enrollment by permission of instructor limety of public health contexts. Major theo- ited to students who have recently, or are
retical approaches and models related to ­concurrently, engaged in health-related inbehavior change, social influence, commu- ternship activities. (2 units)
nication strategies, and community-based
change are discussed, as well as multifactorial 142. Environment and Health
determinants of health and health-related This course will help students gain a better
behaviors. An overview of different research understanding of environmental factors that
methodologies for health program design, affect human health. Topics covered include
implementation, and evaluation is provided. population growth and urbanization,
human ecology, pesticides and environmen(5 units)
tal toxins, air and water pollution, waste generation and management, and climate
change. Particular emphasis will be placed
on how these issues affect the global poor.
(5 units)
226 COLLEGE OF ARTS AND SCIENCES
150. Evidence-Based Public Health
This course focuses on the application of scientific reasoning and epidemiological analysis to public health research and program
planning. On the research side, strategies for
formulating appropriate research questions,
designing studies, collecting and analyzing
data, and interpreting and communicating
results will be emphasized. Approaches for
converting evidence into action will also be
covered, including needs assessments, program development and implementation,
and evaluation strategies. Students will gain
hands-on experience in collecting, analyzing
and interpreting, and acting upon empirical
evidence in public health. An overview of
major theoretical approaches and models related to behavior change, social influence,
communication strategies, and communitybased change will also be covered. Prerequisite: PHSC 1. (5 units)
170. Public Health in El Salvador
This course focuses on health care and public health in El Salvador, and provides students with an opportunity to integrate
academic study and direct immersion with
people living in poor communities, where
the clinics that will serve as praxis sites are
located. The course will examine major
health problems in El Salvador, why these
health issues exist, and how they are being
handled (or not) by medical and public
health approaches. (5 units)
190. Public Health Science Capstone
Integrative course organized around a different public health theme each year. Includes
lectures, readings, guest speakers, and discussion, culminating in student research projects and presentations. The course is
intentionally interdisciplinary, demanding
that students address public health issues
from diverse scientific and cultural perspectives, and employ a variety of analytical tools.
Prerequisite: PHSC 1. Pre- or co-requisite:
PHSC 100 or PHSC 150 or permission of
instructor. (5 units)
196.Peer Health Education
Provides students with current information
on a variety of health topics, including general wellness, alcohol and substance abuse,
nutrition, eating disorders, stress, mental
health, sexual health, and sexual assault.
Basic listening, counseling, group facilitation, public speaking, and presentation skills
are developed and nurtured. Students are
challenged to grow as leaders, peer counselors, and educators. Upon completion of this
course, students are eligible to become a
member of the Peer Health Education
(PHE) Program. Enrollment by permission
of instructor. (2 units)
198.Peer Health Educator Practicum
For students who have already completed
training as peer health educators through
PHSC 196 and who will be actively involved
in the Peer Health Education Program
during the enrolled quarter. Enrollment by
permission of instructor. (1 unit)
RELIGIOUS STUDIES 227
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), Kristin Heyer
(Bernard J. Hanley 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, 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, Sarita Tamayo-Moraga, Salvatore A. Tassone, S.J.
Lecturer: Jean Molesky-Poz
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).
228 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: SCRIPTURE AND TRADITION (SCTR)
11.Origins of Western Religion
23.Christ in the Four Gospels
An introduction to the study of religion Deals with the historical ministry of Jesus,
through an inquiry into the origins of West- his resurrection, and how his disciples and
ern religion. Surveys the principal issues the church of the New Testament period inraised during the foundational periods of the terpreted Jesus’ teaching and developed their
Jewish and Christian religions and considers beliefs about Christ. Concentrates on the
the continued debates sparked by these tra- Gospel portrayal of Jesus Christ. (4 units)
ditions. (4 units)
26.Gender in Early Christianity
15. Texting God
The history of early Christianity is often
This course explores how people express portrayed as a history of, by, and about men,
their beliefs and how the technologies they despite clear indications that women played
use shape what they say. Focusing on Jewish, a prominent role in the early church. IntroChristian, and Muslim “texts” (oral and duces the construction of gender in antiquiwritten), this course examines how commu- ty, Jewish and Greco-Roman laws and
nities determine what counts as scripture, customs, the biblical canon and other Christhe core beliefs they inscribe in them, the tian texts. Contemporary feminist perspecmechanisms they develop for adapting tives will inform the discussion. Also listed as
them, and the conflicts that erupt when in- WGST 46. (4 units)
terpretations collide. This course also examines how the media (through which scripture 27.Historical Jesus
was disseminated) shaped spirituality, and A study of the sources, problems, and methasks how current technologies are altering ods in the various “quests” for Jesus of Nazaour experiences of text, of scripture, and of reth. Each phase of the quest in the 19th and
20th centuries, from Reimarus to the Jesus
our relationships with God. (4 units)
Seminar. Students will assess historical-criti19.Religions of the Book
cal criteria and apply these criteria to the
This course offers an introduction to Juda- sources in a term paper in order to construct
ism, Christianity, and Islam with a study of their own versions of a “life” of Jesus.
their central texts, traditions and practices. (4 units)
We begin the course with a paradox: religion, that which in its literal sense “binds” or 30.New Testament
“fastens together,” is also that which often Explores the historical and religious backviolently divides our world. As we examine ground of the New Testament period and
the sacred texts of Jews, Christians, and concentrates on the origin and purpose of
Muslims (Hebrew Bible, New Testament, the New Testament writings and the overall
and Qur’an), and various methods of inter- meaning of the individual books. (4 units)
preting them, our focus will remain on what
is shared and what characteristically distin- 33.New Testament Narratives
and Cinema
guishes between the monotheistic faiths.
Exploration of the stories that emerged with
(4 units)
the Jesus event, their historicity, and their
role in forming the early Christian communities. No previous knowledge of Christianity is needed. (4 units)
RELIGIOUS STUDIES 229
35.Science versus the Bible:
The Genesis Debates
Exploration of the continuing debate over
the biblical stories of creation and the flood
in relation to the sciences of human evolution, geology, and mythology. One focus is
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
230 COLLEGE OF ARTS AND SCIENCES
interpretations and formulations of “the
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
RELIGIOUS STUDIES 231
subsequent interpretation, and exposes the
insights and ethical challenges that gender
studies pose to these classic texts. Also listed
as WGST 148. (5 units)
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)
175. Redeeming Economics
Explores Jewish and Christian economic
practices in the Bible and in the history of
biblical interpretation. Beginning with the
Sinai covenant and the prophetic and wisdom traditions, it probes the economic contexts of emerging beliefs and practices, and
then traces how these traditions were reshaped in the Roman Empire, the middle
ages, and the Protestant Reformation. It
then turns to Karl Marx and contemporary
Catholic social teaching, framing each in
terms of biblical traditions and the economic
context of the modern world. (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)
2. Magicians, Athletes, and God
40.Exploring Judaism
An introduction to Catholic Christianity’s Provides a basic introduction to the essential
notion of transcendence using fantasy litera- terms, traditions, religious trends, ideas, and
ture to describe and inspect the selected history that have defined Judaism historicalChristian truth claims about reality: a per- ly and continue to inform contemporary
sonal God, grace, sin, doctrine, ritual, sacred debates over the meaning of Judaism in the
texts, and the nature and role of authority. modern world. Covers a variety of voices and
The course makes use of narratives to dis- traditions within the centuries old-discusclose the foundational concepts in Christian sion of what it means to be part of the Jewish
discourse. (4 units)
people and what Judaism means as a way of
life. (4 units)
4. The Christian Tradition
A theological examination of the Christian 43.Catholic Social Thought
tradition covering such topics as religious ex- Focuses on the evolution of Catholic social
perience and the meaning of God; Jesus in thought, methodologies being applied to adthe Gospels; the development and history of dress social questions in the modern world,
the Christian churches; and the relevance of formation of the public conscience, responChristianity in the 21st century global sibility toward the common good, and
world. (4 units)
Christian engagement in the process of social transformation. (4 units)
31.The Christ: Mystery and Meaning
A historical and theological examination of 45.Christian Ethics
Jesus of Nazareth: the meaning of his life, Focus on the moral implications of the
ministry, death, and resurrection; the doc- Christian commitment, formulation of the
trine of Jesus as man and God and its appli- principles of a Christian ethic, and their apcation to contemporary experience; the plication to areas of contemporary life (e.g.,
meaning of Christ as savior in a global, mul- to wealth and poverty, violence and nonvioticultural world. (4 units)
lence, bioethics and interpersonal relations).
(4 units)
232 COLLEGE OF ARTS AND SCIENCES
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)
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)
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)
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)
RELIGIOUS STUDIES 233
83. Dialogues Between Science
and Religion
Explores and dialogues with the distinct
methods and ways of thinking in theology
and science. Examines how the interpretations of the scientific (cosmology, biology,
and ecology) and the theological worldviews
of the 21st century relate to the questions
concerning God, origins of the universe,
evolution, creativity, human experience, and
ecology. (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
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
111.Latin American
Liberation Theology
Investigates the role of symbol and ritual in
human experience and then applies the in- In many parts of the world, people are mursights from that study to an investigation of dered for their faith. The facts of martyrdom
Christian symbols and rituals. The class will are important to document, to study, and
not only study rituals but also visit, partici- reflect upon in order to evaluate the interpate, and analyze rituals from various Chris- twining of faith and political realities. Fotian traditions. (5 units)
cuses on the significance of one martyr,
Archbishop Oscar Romero of El Salvador,
109.Hispanic Spirituality: Guadalupe
whose life and death exemplify the conseOne of the most popular Marian devotions quence of socially conscious faith. (5 units)
for Hispanic people (of primarily Mexican
descent) is that of Our Lady of Guadalupe. 118.Clare of Assisi and
Ignatius of Loyola
Study of the history and tradition of Guadalupe, exploring its religious and spiritual sig- Explores with depth and clarity, Clare of
nificance in both the past and the present. ­Assisi, patroness of Santa Clara University,
(5 units)
and Ignatius of Loyola, founder of the Jesuits. Inquiring into medieval, modern, and
contemporary worldviews, this course considers how their distinct legacies remain
lights for us. Facilitates students’ understanding of their spirituality, vocation, and
work in the world. (5 units)
234 COLLEGE OF ARTS AND SCIENCES
119.Theology, Sex, and Relationships
This course will explore the ethics of romantic and sexual relationships, including friendship, dating, intimacy, and the phenomenon
of “hooking up” in contemporary campus
culture. We will engage theological, philosophical, and social science sources, with the
aim of developing a “theology of relationship” that reflects our best insights about our
deepest human and religious identity. (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)
121. Church and the Future
Examines several theories about what the
Roman Catholic Church might look like in
the future. We will also look at the effects of
globalization, mandatory celibacy, and the
unfulfilled legacy of Vatican II. Given the
faith-conviction that the Church will not
fail, what might it look like in 2040? (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)
124.Theology of Marriage
An examination of human relationships, intimacy, sexuality, and marriage through the
social sciences, philosophy, and theology,
and exploration of human love in the unconditional commitment to spouse as the
expression of divine love. (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)
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)
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)
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)
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)
RELIGIOUS STUDIES 235
151.Issues in Theology and Science
Explores how theology and science arrive at
views of the world and the basis of conversation 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)
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)
236 COLLEGE OF ARTS AND SCIENCES
176.Nature, Humanity, Spirituality
Nature and the human soul within the Universe Story. An inquiry into the pervasive
longing for meaning; human development
and spirituality within an evolutionary
framework; cultivating wholeness and community in a fragmented world. This course
gives students the tools and processes to
think theologically, to access their personal
lives, and to develop a practical spirituality,
which attends to their experience in the ongoing relationship among and between the
Absolute Mystery, the human community,
and the rest of creation. (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)
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)
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)
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)
193.Rise and Meaning of
Modern Atheism
An exploration of the religious and philosophical factors giving rise to modern atheism, and the role and meaning of atheism
within religious discourses today. (5 units)
198.Practicum
(1–5 units)
199.Directed Reading and Research
For religious studies majors only. (1–5 units)
LOWER-DIVISION COURSES: RELIGION AND SOCIETY (RSOC)
7. South Asian Religious Traditions
9. Ways of Understanding Religions
Introduction to the major religious tradi- Introduces the categories by which religion
tions of India and neighbors: Hinduism, is formally studied. Explores distinct perBuddhism, Jainism, Sikhism, and Islam; his- spectives or ways of thinking about religion
torical development of each faith; what is (e.g., psychological, phenomenological, andistinctive in each tradition; and particular thropological, theological, and sociological);
attention to the ways in which these tradi- also considers a variety of religious data
tions have influenced each other. (4 units)
(e.g., symbols, myths, rituals, theologies, and
modern communities). (4 units)
RELIGIOUS STUDIES 237
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)
19.Egyptian Religious Traditions
An investigation of the ways in which Egyptian culture has been shaped by the religious
traditions of ancient pharaonic polytheism,
Coptic Christianity, and Islam. Attention
to the influence of pharaonic religion on
Coptic Christian and Egyptian Muslim ritual practices, including how these are reflected
in the writings of contemporary Egyptian
Muslim authors. (4 units)
31. Peace, Nonviolence, and
Documentary Film
Conducted in a collaborative learning community among students enrolled in two universities (one in the United States and one in
Mexico) to facilitate cross cultural synchronous and asynchronous conversations, this
course explores how international media
shape ideas about religious and cultural
identity, how cultural memory and political
history influence conflict transformation,
and how moral and political principles of
nonviolence, civil resistance, forgiveness,
solidarity, and human rights shape public
policy and peace building. Course content
will include once per week video links with
the other two universities, bilingual documentary films, readings, discussion questions, and digital assignments posted to a
shared course site. (4 units)
33.Maya Spirituality
Introduces the spirituality of the Maya, and
its roots in Mesoamerican culture. Course
focuses on the contemporary public reemergence of ancient practices, with attention to
Maya participation in evangelical religions,
and enculturated Catholicism. (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)
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)
238 COLLEGE OF ARTS AND SCIENCES
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 assimilation, 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)
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)
RELIGIOUS STUDIES 239
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
113.Buddhism in America
Explores the Chan/Zen traditions of East Following a survey of Buddhist teachings
Asian Buddhism from the historical, theo- and the history of the transmission of Budretical, and practical perspectives. Students dhism to America, this course explores the
will explore the history and teachings of the diverse array of Buddhist groups in Silicon
Zen traditions, and then will learn how to Valley. (5 units)
undertake Zen meditative practice. The
focus will be on bringing the teachings and 115.Tibetan Buddhism:
A Cultural History
tradition to life by experiencing them and
learning about the way that practice itself Provides an overview of Tibetan religious
history and the fundamental beliefs and
drives changes in theory. (5 units)
practices of Tibetan religious traditions. Fo107. Mythology in Comparative
cuses on devotional traditions centering
Perspective
around saints, sophisticated systems of medExplores recent scholarship on the study of itation and ritual, and the experience of
mythology with a particular focus on at- women in Tibetan Buddhist traditions. Also
tempts to theorize about the study of my- explores visual media such as iconography
thology in a comparative fashion. This and cinema. (5 units)
course will start with examining 20th-century attempts to theorize about mythology in a 119.Media and Religion
comparative fashion; then explore the cri- Examines the religious, theological, and ethtiques leveled against these attempts by the ical issues and perspectives raised by various
Chicago school; and conclude with discuss- media: print, visual, audio, multimedia, and
ing more recent 21st-century attempts to virtual. Special attention will be given to the
resurrect the field of comparative mythology. nature of their relationship and the religious
and spiritual issues currently present in their
(5 units)
interface. (5 units)
111.Inventing Religion in America
Explores the spiritual creativity that stands at 121.Representing Religion
in World Cinema
the center of the American experience and
asks what characteristics facilitated such reli- Examines films from various cultures and
gious diversity. Looks at beliefs and practices, the ways religion is portrayed, stereotyped,
and also historical contexts. Includes Mor- and represented in them. Investigates both
mons, Christian Science, Jehovah’s Witness- sacred texts and traditions of specific relies, the Nation of Islam, Scientology, and gions and the ways film enhances, provokes,
or misrepresents various religious themes
Heaven’s Gate, etc. (5 units)
and motifs. (5 units)
240 COLLEGE OF ARTS AND SCIENCES
[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, this course
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)
135.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 such as 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)
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 241
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)
242 COLLEGE OF ARTS AND SCIENCES
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
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 243
DEPARTMENT OF SOCIOLOGY
Professors: Marilyn Fernandez, Alma M. Garcia, John C. Gilbert (Interim
Department Chair), Charles H. Powers
Associate Professors: Patrick Lopez-Aguado, Laura Nichols
Assistant Professor: Laura Robinson
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, 121, and 122
LOWER-DIVISION COURSES
­economic history and course two will cover
1. Principles of Sociology
Introduction to the field of sociology. Em- emerging global culture in the age of the
phasis on the major sociological perspectives ­Internet. Successful completion of C&I I
and the basic elements of sociological analy- (SOCI 11A) is a prerequisite for C&I II
sis. Introductory exposure to research meth- (SOCI 12A). (4 units each quarter)
odology. (4 units)
30.Self, Community, and Society
Exploration of a specific topic related to the
11A. and 12A. Cultures &
self, community, and society. Use of socioIdeas I and II
A two-course sequence focusing on a major logical theories, research, community-based
theme in human experience and culture over learning, and civic engagement activities to
a significant period of time. Courses empha- help students analyze and explore the role of
size either broad global interconnections or the individual in influencing community
the construction of Western culture in its and society as well as how the individual is
global context. Course one will cover disrup- shaped by these entities. (4 units)
tion of global cultures in the context of
244 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. May be
repeated once for credit if topic changes. (4 units)
UPPER-DIVISION COURSES: THEORY, METHODS, AND CAPSTONES
117.Sociology’s Analytical Frameworks
120. Survey Research and Statistical
and Conceptual Approaches
Analysis
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.
­Sociology majors only. 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. Sociology majors only.
Prerequisites: SOCI 118, 119, and 120.
(5 units)
SOCIOLOGY 245
UPPER-DIVISION COURSES:
CRIMINOLOGY/CRIMINAL JUSTICE CLUSTER
158.Sociology of Deviance
160.Sociology of Law
Examines noncriminal violation of social Survey of classical and contemporary socionorms from a variety of sociological perspec- logical theories of law and society. Topics
tives. Topics typically include eating disor- typically include the social construction of law;
ders, relationship abuse, child abuse, sexual law and capitalism; law and social solidarity;
harassment, substance abuse, and homosex- gender, race, and class inequality and the law;
uality. Theoretical emphasis on classical and and private/public divisions and the law. Precontemporary critical theory, including fem- requisite: Prior successful completion of one lowerinist, critical race, and queer perspectives. or upper-division sociology course. (5 units)
Prerequisite: Prior successful completion of
one lower- or upper-division sociology course. 161.Sociology of Criminal
Justice Systems
(5 units)
Examines criminal justice systems in the
159.Sociology of Crime
United States and other countries from a
Examines criminal behavior on the aggre- comparative perspective. Topics typically ingate level, and its effects in the U.S. and clude law enforcement, the courts, correcother societies. Topics typically include sexu- tions (prisons and probation), and juvenile
al assault and domestic violence, homicide, criminal justice systems. Theoretical emphaglobal terrorism, corporate, and political sis on classical and contemporary critical and
crime. Theoretical emphasis on classical and social justice perspectives. Prerequisite: Prior
contemporary critical and social justice per- successful completion of one lower- or upperspectives. Prerequisite: Prior successful com- division sociology course. (5 units)
pletion of one lower- or upper-division
162.Gender and Justice
sociology course. (5 units)
Topics relevant to gender and justice related
to criminology and criminal justice systems,
with a particular emphasis on the experiences of women and justice. (5 units)
UPPER-DIVISION COURSES: IMMIGRANT COMMUNITIES CLUSTER
137.Social Change
change. They will also critically learn about
Significant trends and issues in contempo- the methods used to derive demographic
rary U.S. society and in the world with an data that are available to educate and aid in
emphasis on social change as it relates to mi- the process of informed decision making.
gration. Utility of sociological concepts, (5 units)
principles, theories, and applications for un- 150.Immigrant Businesses
derstanding social change. (5 units)
in the United States
138.Populations of India,
Immigrant businesses represent a growing
China, and the U.S.
sector within the U.S. economy and contribUsing India, China, and the U.S. as case ute to social, political, and cultural changes
studies, students will understand the histori- in the United States. Examines the developcal and current trends in global population ment and significance of immigrant business
growth, as well as the critical social, cultural, owners and the communities within which
economic, and environmental factors that their businesses are located. Also listed as
impact and are impacted by population ETHN 170. (5 units)
246 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 has significantly changed
the fabric of American society. Examines
case studies of immigrants and the second
generation from Cuba, Mexico, N
­ icaragua,
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 247
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)
248 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 timeta- ship coordinator the quarter before they wish
ble for conducting various stages of the re- to register for the course. (5 units)
search. May be taken only with special 199.Directed Reading/
permission 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
190.Advanced Seminars in Sociology
Developing Societies
Seminars for juniors and seniors on selected
Social and political change in the Third issues in sociology or current problems of
World. Relationship between economic and social relevance. May be repeated once for
social development and the emergence of credit if topic changes. (5 units)
democratic, authoritarian, or revolutionary
regimes in Africa, Asia, and Latin America. 194.Peer Educators
Emphasis on ways in which the internation- Peer educators in sociology work closely
al system influences development through with a faculty member to help students in a
investigation of theories of interdependence, course understand course material, think
more deeply about course material, benefit
dependency, and neoimperialism. (5 units)
from collaborative learning, feel less anxious
168.Political Sociology
about testing situations and/or to help stuAnalysis of power relations in the United dents enjoy learning. Enrollment is by perStates. Examination of different dimensions mission of the instructor. (1–2 units)
of power. Particular emphasis on the development of social protest movements. (5 units)
176.Elder Law
A survey of public policy issues particularly
affecting the elderly. Consideration of the
legal aspects of death and dying, involuntary
commitment, guardianship and conservatorship, age discrimination, public benefit
programs, and nursing homes. (5 units)
THEATRE AND DANCE 249
DEPARTMENT OF THEATRE AND DANCE
Professors: Aldo Billingslea, Barbara Fraser, Barbara Murray (Department Chair),
Frederick P. Tollini, S.J.
Associate Professors: Jerald R. Enos, Kimberly M. Hill, David J. Popalisky,
Michael Zampelli, S.J. (Paul L. Locatelli, S.J. Professor)
Assistant Professor: Courtney Mohler
Senior Lecturers: Derek Duarte, Kristin Kusanovich, David Sword
Lecturers: Karyn Connell, Pauline Locsin-Kanter, Patt Ness
The Department of Theatre and Dance celebrates the creativity of the human spirit,
offering a well-rounded education that leads to a bachelor of arts degree in theatre arts with
emphases in either theatre or dance. The department also offers minors in theatre, dance,
and musical theater (an interdisciplinary minor offered in collaboration with the Department of Music). The program emphasizes academic rigor, artistic discipline, and creative
expression. All students work closely with faculty and staff mentors. Majors fulfill all
requirements set forth by the Undergraduate Core Curriculum, the College of Arts and
Sciences, and the Department of Theatre and Dance.
Theatre and dance are distinct but related areas of emphasis. While each has its own set
of disciplinary standards and academic requirements, students in each emphasis share some
common courses (e.g., Introduction to Performance Collaboration, Defining the Performing
Artist, etc.)
The theatre emphasis offers coordinated courses in acting, design, theatre history, dramatic
literature, technical production, directing, and playwriting. Students with this emphasis will
have a broad foundation in theatrical practice and may choose to focus their study in any of
the aforementioned areas. The dance emphasis focuses on modern dance and choreography
and provides additional training in ballet and jazz. Majors, in either emphasis, will complete
their program with a senior project that demonstrates their proficiency in a chosen area.
All students are encouraged to be creative in taking responsibility for their undergraduate education, working with advisors and mentors to plan programs that marry courses in
their focus areas to other disciplines. Since courses in theatre and dance provide students
with invaluable experience in collaboration, critical thinking, organizational management
and effective communication skills, they may profitably combine a major in theatre arts
with a major (or minor) in almost any other discipline—especially, English, music, communication, art, psychology, political science, history, or business. Students also combine
their theatre arts major with various education credential programs.
A degree in theatre arts prepares students for a variety of career options. Some students
pursue graduate study in specialized focus areas so as to become professional theatre or
dance artists and teachers. Others pursue careers in professional theatre or dance companies
immediately after graduation. Still others venture into the world of film, television, arts
administration, education, and religious ministry. Many have used their performing arts
experience to pursue careers in law, medicine, management, marketing and development.
The performance season, sponsored by the department, includes four faculty-directed
plays and two dance concerts, in addition to student-directed plays and dance recitals. Participation in these productions is open to all members of the University community—students, faculty, and staff. Guest artists periodically direct, design, choreograph, and/or
perform in productions with SCU students.
250 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, 10, 20, and 30
• THTR 41A, 42B
• One course from THTR 31, 32, 33
• THTR 185
• One course from THTR 110, 112, 113, 116, 117, 118, 161, 167
• DANC 159 or 189
• Three approved 5-unit upper-division theatre or dance electives
• 4 units of THTR 39/139
• Senior Project may be fulfilled by one of the following courses: THTR 192, 195, 196,
197 (*see description below)
Emphasis in Dance
• THTR 9, 10 and 30
• DANC 42 or 45 (prerequisite DANC 41 or 44 or permission of instructor)
• DANC 48 (prerequisite DANC 47 or permission on instructor)
• One course from the third discipline not yet taken (modern, ballet or jazz) at level I,
II or III
• DANC 67
• DANC 49
• DANC 143 and 146
• Two courses from DANC 140, 141, 142, 145, 147, or 148
• DANC 162 or 166
• DANC 159 or 189
• 2 units of THTR 39/139
• Senior Project may be fulfilled by one of the following courses: DANC 192 or 193
(*see description below)
*Senior Project: The Senior Project provides majors with the opportunity to demonstrate their progress in meeting the learning objectives established by the department. In this
capstone course, students will prepare and present a final project in an area of their choosing
(e.g., acting, design, directing, playwriting, history, literature, dance choreography, performance art, etc.) The Senior Project, demonstrating both effective leadership and collaboration, must include each of the following elements: public presentation, reflection on process
(through journaling, etc.) and assessment of progress in addressing department learning
goals, and culminating oral presentation.
THEATRE AND DANCE 251
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
• One course from THTR 41A or 42B
• Four 5-unit upper-division theatre and dance electives
• 2 units of THTR 39/139
Minor in Dance
• THTR 10
• DANC 42 or 45 (prerequisite DANC 41 or 44 or permission of instructor)
• DANC 48 (prerequisite DANC 47 or permission of instructor)
• DANC 49
• One course from the third discipline not yet taken (modern, ballet or jazz) at level I,
II or III
• DANC 143 and 146
• One course from DANC 140, 141, 142, 145, 147, or 148
• One 5-unit upper-division theatre and dance elective
• 2 units of THTR 39/139
LOWER-DIVISION COURSES: THEATRE
7. Improv
8. Acting for Nonmajors
Designed for majors and nonmajors, Im- Through standard theatre games, exercises,
prov seeks to expand the participant’s capa- monologues, and scenes, students will exbility for spontaneity, flexibility of thought, plore, via Stanislavski’s “method of physical
creativity, communication and teamwork action,” basic principles of the acting craft.
through the use of theatre games and specifi- (4 units)
cally structured improvisation exercises. No
previous acting experience is necessary for 9. Defining the Performing Artist
this course. Every level of performer or non- Being in tune as a performing artist means
performer will have something to contribute being aware of the connection between
and learn from this experience. Topics such body, mind, and spirit. Topics include disas the impact of status on relationships, non- cussion of professional résumés, head shots,
verbal communication, staying positive, auditions, and career choices. Also, the imbuilding on ideas offered by others, and de- plications of being a performing artist, body
veloping narratives will be explored through- image and awareness, self-esteem, lifestyle/
health choices, nutrition and diet, and stress
out this class. (4 units)
management strategies. (4 units)
252 COLLEGE OF ARTS AND SCIENCES
10.Introduction to Performance
Collaboration
This course focuses on the collaborative process leading to a group-produced play or creative performance piece. The class includes
exploration of creativity and performance
through acting, dance skills, text, and concept analysis. Participants will be exposed to
all elements of theatrical experience and collaborative expectations of the discipline.
(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. Courses may address creativity and the use of space, the performing arts
as reflections and constructions of culture,
and other topics. Successful completion of
C&I I (THTR 11A) is a prerequisite for
C&I II (THTR 12A). (4 units each quarter)
14.Chicana/o and
Native American Theatre
An exploration of Chicana/o and Native
American plays, artists, and companies in
the 20th and 21st centuries. Includes analyses of cultural, economic, political, and gender issues as articulated through the lens of
theatre. (4 units)
20.Acting
Foundation of the acting curriculum; theatre games, open scenes, monologues, and
scenes are used to explore and acquire a comprehensive process by which to create and
sustain a truthful, imaginative, and physical
character on stage. Stanislavsky’s “method of
physical action” and Uta Hagen’s “10 Questions” are explored. Application of the concepts of “objective, actions, and qualities of
action” are applied to scripted material. Students rehearse and perform scenes from
American playwrights. Priority given to theatre arts majors/minors. (4 units)
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)
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)
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)
THEATRE AND DANCE 253
32.Costume Construction
Introduction to making costumes: fabric/
textile studies, sewing techniques, dyeing
and ornamentation, and costume crafts.
(4 units)
33.Stage Lighting
Principles and practice. Color, instrumentation, basic electricity, and electronics. Elementary design theory and practice. (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)
38.Makeup for Stage
Basic principles of makeup for the stage.
Youth, old age, and special problems.
(2 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)
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)
41A.Critical Perspectives
in Performance A
Explores the dynamic relationships among
theatrical space, acting styles, dramatic texts,
and audience reception. This course will engage these perspectives with a special focus
on performing faith, staging power, and dramatizing identity. (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)
42B. Critical Perspectives
in Performance B
Explores the dynamic relationships among
theatrical space, acting styles, dramatic texts,
and audience reception. This course will engage these perspectives with a special focus
on staging spectacle, characterizing style,
and playing on the global stage. (4 units)
254 COLLEGE OF ARTS AND SCIENCES
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, 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, this
course tackles important social justice issues
involving censorship, arts funding, theatre
unions, and the shaping of American values.
(4 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)
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)
UPPER-DIVISION COURSES: THEATRE
110.Medieval Theatre
112.Special Topics: Theatre
and Performance
Course considers the range of theatrical activity in Western Europe during the medi- In-depth exploration of specific genres, perieval period (c. 500–1500 CE). Considers ods, playwrights, or themes. (5 units)
historical documents, play texts, and secondary sources in its aim to discover how medi- 113. Seminar: Theatre and
Performance
eval theatrical performances both revealed
In-depth
exploration of a specific genre,
and constructed the culture of the Middle
period, playwright or theme. (5 units)
Ages. (5 units)
111.British Drama
Also listed as ENGL 113. For course description see ENGL 113. (5 units)
116.Shakespeare’s Tragedies
Also listed as ENGL 116. For course description see ENGL 116. (5 units)
THEATRE AND DANCE 255
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 10 and 20. (5 units)
122.Acting Styles II: Acting
for the Camera
Specific techniques of acting in commercials, television, industrials, and film. Perform scenes in front of the camera to achieve
understanding of the differences and similarities of acting in this media and theatre.
Prerequisite: THTR 10 and 20. (5 units)
123.Acting Styles III: Musical Theatre
Study of the techniques of acting in this special genre including phrasing, interpretation
of lyrics, and auditioning. Prerequisites:
THTR 10, 20 or MUSC 34, or permission
of instructor. (5 units)
124.Acting Styles IV: Scene Study
with Dialects
Building on the skill sets obtained in Voice I
and Acting I or II, students will continue to
deepen the application of their acting and
vocal techniques in the study of texts that
require a region-specific sound. Students will
learn to research and reproduce at least four
major dialects used on the stage and screen.
Combined with vocal flexibility work, students will apply their dialect research to at
least four different monologues or scenes.
Prerequisites: THTR 10 and 20. (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 10 and 20 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)
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)
256 COLLEGE OF ARTS AND SCIENCES
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)
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)
181A. Ancient and Modern Laughter
Also listed as CLAS 180 and ENGL 162.
For course description see CLAS 180.
(5 units)
THEATRE AND DANCE 257
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 10 and THTR
185. (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)
192. Senior Project: Performance
Showcases performance in theatre. May be
fulfilled through performance in a department production with the required journal,
reflection and evaluation of process and
project in light of department learning goals.
May also be satisfied through a collaboratively produced performance piece following
the same guidelines. Prerequisite: Must be
registered with a faculty advisor. (2–5 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)
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)
258 COLLEGE OF ARTS AND SCIENCES
LOWER-DIVISION COURSES: DANCE
4. The Physics of Dance
41.Jazz Dance II
Explores the connection between the art of Continuation of jazz fundamentals introdance and the science of motion with both duced in DANC 40 with emphasis on learnlecture/discussion sessions and movement ing and retaining longer combinations.
laboratories. Topics include mass, force, (2 units)
equilibrium, acceleration, energy, momentum, torque, rotation, and angular momen- 42.Jazz Dance III
tum. Movement laboratory will combine Continued study of jazz dance at an interpersonal experience of movement with sci- mediate level with emphasis on technique,
entific measurements and analysis, in other flexibility, balance, control, muscle tone, and
words: “dance it”—”measure it.” This is a retaining long combinations in a variety of
lab science course, not a dance technique jazz styles. Students choreograph final projects. (4 units)
course. 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)
39.Hip Hop
Introductory course to street dance style performed to Hip Hop music. Introduces the
body to strong isolated movement, coordination, and dance combinations that will
include floorwork. (2 units)
40.Jazz Dance I
Introductory course in jazz dance with no
previous training required. Introduces body
isolation, rhythmic awareness, movement
coordination, and jazz styles through performance of dance combinations. (2 units)
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)
THEATRE AND DANCE 259
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)
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.Dance to Go
The development and production of creative
dances designed for outreach. 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
260 COLLEGE OF ARTS AND SCIENCES
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)
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)
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)
THEATRE AND DANCE 261
UPPER-DIVISION COURSES: DANCE
129.Rehearsal and Performance
147.Advanced Modern Dance II
For course description see DANC 29. (2 units) Continuation of DANC 146. Emphasis,
through improvisation and combinations,
138.Movement for Athletes
on the temporal component of dance:
For course description see DANC 38. (2 units) rhythm, tempo, time signatures, and polyrhythms. (5 units)
140.Advanced Ballet I
Advanced level study of classical ballet with 148.Advanced Modern Dance III
focus on American and European styles. In- Continuation of DANC 146 and DANC
cludes ballet barre exercises, center adagio, 147. Focus on modern dance styles: lyrical,
and allegro combinations at intermediate/ classical, eclectic, and pedestrian. Emphasis
advanced level. (5 units)
on developing a clear, personal performance
style and movement analysis skills. (5 units)
141.Advanced Ballet II
149.Dance Outreach
Continuation of DANC 140. (5 units)
A performance of original creative student
142.Advanced Jazz Dance I
work both on and off campus as a represenBuilds from an assumed intermediate level tative of the department. Certain outreach
of jazz dance technique. Emphasis on per- venues will be coordinated with the Arrupe
sonal style and performance techniques in Center. Prerequisite: Permission of instructor.
advanced jazz dance combinations. (5 units) (2–5 units)
143.Choreography
Emphasis on the creative process, dynamics,
phrasing, and thematic development
through choreographing and performing an
original group dance. Exploration of aesthetic and stylistic approaches to choreography.
Prerequisite: DANC 49 or equivalent.
(5 units)
155.Musical Theatre Dance Styles
For course description see DANC 55. (5 units)
145.Advanced Jazz Dance II
Continuation of DANC 142. Emphasis on
learning longer warm-ups, combinations,
and adagio work. Opportunity to create
your own choreography and learn techniques for teaching fellow students. (5 units)
158.Pilates Mat Class
For course description see DANC 58. (2 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)
156.Pilates Private Instruction
For course description see DANC 56. (1 unit)
157.Dance to Go
For course description see DANC 57. (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)
166.Women in Dance History
For course description see DANC 66. (5 units)
262 COLLEGE OF ARTS AND SCIENCES
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)
192.Senior Project: Performance
Showcases performance in dance. May be
fulfilled through performance in a department production with the required journal,
reflection and evaluation of process and
project in light of department learning goals.
May also be satisfied through a collaboratively produced performance piece following
the same guidelines. Prerequisite: Must be
supervised by a faculty advisor. (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)
WOMEN’S AND GENDER STUDIES 263
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 University Core Curriculum and primary major requirements,
students with a companion major in women’s and gender studies must complete the following requirements:
Ten courses, at least five of which must be upper-division:
• Principles of WGST course or sequence. Choose one of the following:
– WGST 1 and 2
– WGST 11A and 12A
– WGST 50
– WGST 51
– WGST 112/ETHN 154
– WGST 114/ETHN 157
– WGST 115/SOCI 153
– WGST 169/HIST 115S
– WGST 172/HIST 135
264 COLLEGE OF ARTS AND SCIENCES
• Feminist Theory (WGST 101) or Feminist Literary Theory and Criticism (WGST 163/
ENGL 125) (advised in the junior year)
• Feminist Methods (WGST 102/COMM 111G) (advised in the junior year)
• Senior seminar (WGST 190) (senior year)
• Breadth: Six courses from among the offerings in WGST and cross-listed courses
(students cannot count their Principles course for this requirement)
• Emphasis: In consultation with the director, students will develop an area of concentration within their breadth requirements linking at least three of the six courses into
an area of interest.
• Courses taken to satisfy the University 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:
Six courses, at least three of which must be upper division:
• Principles of WGST course or sequence. Choose one of the following:
– WGST 1 and 2
– WGST 11A and 12A
– WGST 50
– WGST 51
– WGST 112/ETHN 154
– WGST 114/ETHN 157
– WGST 115/SOCI 153
– WGST 169/HIST 115S
– WGST 172/HIST 135
• Feminist Theory (WGST 101) or Feminist Literary Theory and Criticism (WGST
163/ENGL 125) or Feminist Methods (WGST 102/COMM 111G) (advised in the
junior year)
• Senior seminar (WGST 190) (senior year)
• Breadth: Three courses from among offerings in WGST and cross-listed courses (students cannot count their Principles course for this requirement).
• Courses taken to satisfy the University 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.
WOMEN’S AND GENDER STUDIES 265
LOWER-DIVISION COURSES
1A. and 2A. Critical Thinking
50.Introduction to Women’s
& Writing I and II
and Gender Studies
A two-course sequence, focusing on a major Examines gender in the lives of women and
theme, featuring study and practice of aca- men, using an interdisciplinary approach to
demic discourse, with emphasis on critical analyze the effects of societal institutions and
reading and writing, composing processes, processes. Particular attention is paid to the
and rhetorical situation. The second course development and dynamics of gender inwill feature more advanced study and prac- equality; intersections of gender, race, class,
tice of academic discourse, with additional and sexuality; and the social construction of
emphasis on information literacy and skills gender. (4 units)
related to developing and organizing longer
and more complex documents. Successful 51. Introduction to LGBTQ Studies
completion of CTW I (WGST 1A) is a pre- Covers a variety of topics focusing on the
requisite for CTW 11 (WGST 2A). (4 units areas of history, media, politics, literature
and the arts, emphasizing the diverse nature
each quarter)
of LGBTQ communities and issues. Course
11A. and 12A. Cultures &
materials address sexual identity as it interIdeas I and II
sects with gender, class, race, ethnicity, disA two-course sequence focusing on a major ability, and nation. (4 units)
theme in human experience and culture over
a significant period of time. Courses empha- 76.Violence Against Women
size either broad global interconnections or Interdisciplinary study of U.S.-based women
the construction of Western culture in its in the context of the institutionalization of
global context. Courses may address ways violence and its impact across civic life. Areas
women’s lives in diverse global regions are of violence research such as campus, domesshaped by the political, economic, and social tic, sexual assault, harassment, and stalking
structures that surround them; perspectives will be addressed in the context of the interon representation, citizenship and rights, sections of race, class, gender, and sexuality.
bodies and sexuality; and other topics. Suc- (4 units)
cessful completion of C&I I (WGST 11A) is
a prerequisite for C&I II (WGST 12A).
(4 units each quarter)
UPPER-DIVISION COURSES: WOMEN’S AND GENDER STUDIES
101.Feminist Theory
will be examined as will contemporary law
Examines historical and contemporary femi- and policy issues such as, employment disnist theories with the goal of understanding crimination, sexual harassment, domestic
the multiplicity of feminist frameworks for violence, rape, reproductive justice, and famthinking about sex, gender, and oppression. ily law. Also listed as POLI 171. (5 units)
Prerequisite: Sophomore standing or permis- 190.Senior Seminar
sion by WGST department chair. (5 units)
Seminar focused on critical questions within
118.Women and Law
the interdisciplinary field of women’s and
Examines the legal status and rights of gender studies. Course will consider connecwomen in the United States through an in- tions between the field and feminist politics/
tersectional lens. Principles such as equality, activism in the larger community. Restricted
essentialism, privacy, and equal protection to seniors with a major or minor in women’s
and gender studies. (5 units)
266 COLLEGE OF ARTS AND SCIENCES
198.Internship
Directed internship in local organizations
addressing gender and/or sexuality issues.
Open to qualified WGST majors and minors
with permission of instructor. (1–5 units)
199.Directed Reading/Research
Independent projects undertaken by upperdivision students with a faculty sponsor.
To receive credit, the student must submit a
formal written proposal and have it approved
by the sponsoring faculty member and the
program director. Written proposal must be
submitted before the end of the previous quarter and must meet University requirements for
independent study credit. (1–5 units)
ANTHROPOLOGY COURSES
120.Middle East: Gender and Sexuality 187.Women, Gender, and Sexuality
Also listed as ANTH 187. For course de- Also listed as ANTH 170. For course description see ANTH 187.
scription see ANTH 170.
155.Family, Kin, and Culture
Also listed as ANTH 157. For course description see ANTH 157.
ART AND ART HISTORY COURSES
156.American Women
in the Visual Arts
Also listed as ARTH 143. For course description see ARTH 143.
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 and PHIL 131D. tion see CLAS 185.
For course description 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.
WOMEN’S AND GENDER STUDIES 267
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 detion see DANC 66.
scription see DANC 166.
ECONOMICS COURSES
121.Gender Issues in the
Developing World
Also listed as ECON 135. For course description see ECON 135.
ENGLISH COURSES
14.African-American Women Writers
129.Studies in Caribbean Literature
Also listed as ENGL 35. For course descrip- Also listed as ENGL 164. For course description see ENGL 35.
tion see ENGL 164.
15.Literature by Women Writers
of Color
Also listed as ENGL 69. For course description see ENGL 69.
134.Studies in Film, Gender, and
Sexuality
Also listed as ENGL 122. For course description see ENGL 122.
16.Multicultural Literature
of the United States
Also listed as ENGL 39 and ETHN 70. For
course description see ENGL 39.
136.Studies in Gay and Lesbian
Cultural Studies
Also listed as ENGL 156. For course description see ENGL 156.
34.U.S. Gay and Lesbian Literature
Also listed as ENGL 67. For course description see ENGL 67.
154.Literature and Religion: Women
Poets, Spirituality, and Justice
Also listed as ENGL 189G. See CourseAvail
for course description when listed as
ENGL 189G.
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.
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.
268 COLLEGE OF ARTS AND SCIENCES
166.Studies in Women, Literature,
and Theory
Also listed as ENGL 152. For course description see ENGL 152.
186.Studies in Contemporary
American Literature
Also listed as ENGL 134G. For course description see ENGL 134G.
167.Studies in Women and Literature
Also listed as ENGL 168. For course description see ENGL 168.
ETHNIC STUDIES COURSES
111.Asian-American Women
114.Race, Gender, Class, and
the College Experience
Also listed as ETHN 141. For course description see ETHN 141.
Also listed as ETHN 157. For course description see ETHN 157.
112.Women of Color
in the United States
Also listed as ETHN 154. For course description see ETHN 154.
HISTORY COURSES
57.U.S. Women’s History
169.Gender, Race, and Citizenship
in the Atlantic World
Also listed as HIST 84. For course description see HIST 84.
Also listed as HIST 115S. For course description see HIST 115.
124.Sex and Gender in the
Era of High Imperialism
170.Sex, Family, and Crime
in Mediterranean Europe,
Also listed as HIST 116S. For course de1300–1800
scription see HIST 116S.
Also listed as HIST 119. For course descrip125.Seminar: Women in
tion see HIST 119.
Political Revolutions
Also listed as HIST 143S. For course de- 172.Gender and National Identity
in 20th-Century Eastern and
scription see HIST 143S.
Western Europe
126.Gender and Sexuality in East Asia
Also listed as HIST 136. For course descripAlso listed as HIST 150. For course descrip- tion see HIST 136.
tion see HIST 150.
173.United States Women Since 1900
137.History of Sexuality
Also listed as HIST 181. For course descripAlso listed as HIST 133. For course descrip- tion see HIST 181.
tion see HIST 133.
174.Sex and Family in
138.Gays and Lesbians in
American History
United States History
Also listed as HIST 182. For course descripAlso listed as HIST 177. For course descrip- tion see HIST 182.
tion see HIST 177.
WOMEN’S AND GENDER STUDIES 269
MODERN LANGUAGES AND LITERATURE COURSES
123.Black African/Caribbean
177.20th- and 21st-Century French
Women Writers
Women Writers
Also listed as FREN 113. For course descrip- Also listed as FREN 183. For course description see FREN 113.
tion see FREN 183.
175.French and Francophone
French Novels and Films: Culture,
Gender, and Social Classes
Also listed as FREN 174. For course description see FREN 174.
176.Women in French Literature:
Authors and Characters
Also listed as FREN 182. For course description see FREN 182.
178.20th-Century French Women
Writers in Translation
Also listed as FREN 184. For course description see FREN 184.
179.Women in German Literature:
Authors and Characters
Also listed as GERM 182. For course description see GERM 182.
185.20th-Century Italian
Women Writers
Also listed as ITAL 182. For course description see ITAL 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 de- Also listed as POLI 154. For course descripscription 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.
270 COLLEGE OF ARTS AND SCIENCES
RELIGIOUS STUDIES COURSES
46.Gender in Early Christianity
148.Gender and Sex in
Biblical Interpretation
Also listed as SCTR 26. For course description see SCTR 26.
Also listed as SCTR 165. For course description see SCTR 165.
47.Biblical Women and Power
Also listed as SCTR 39. For course descrip- 149.Feminist Theologies
tion see SCTR 39.
Also listed as TESP 131. For course description see TESP 131.
48.Women in Christian Tradition
Also listed as TESP 79. For course descrip- 151.Women’s Theologies
from the Margins
tion see TESP 79.
Also listed as TESP 175. For course descrip145.Gender and Judaism
tion see TESP 175.
Also listed as RSOC 168. For course descrip152.Mexican Popular
tion see RSOC 168.
Catholicism and Gender
146.Religion, Gender,
Also listed as ETHN 129 and RSOC 139.
and Globalization
For course description see ETHN 129 or
Also listed as RSOC 170. For course descrip- RSOC 139.
tion see RSOC 170.
153.The Bible and Empire
147.Postcolonial Perspectives
Also listed as SCTR 157. For course descripon the New Testament
tion see SCTR 157.
Also listed as SCTR 158. For course description see SCTR 158.
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: Laura E. Hauff
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. 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.
271
272 LEAVEY SCHOOL OF BUSINESS
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
BACHELOR OF SCIENCE IN COMMERCE 273
Natural Science (with lab)
• One course from list of approved courses
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.
Students who declare a major or a minor in management information systems will take
OMIS 30 or OMIS 31, which will satisfy the information systems requirement in the business core, and may choose a course to satisfy Science, Technology, and Society from the list
of approved courses.
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.
274 LEAVEY SCHOOL OF BUSINESS
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.
Students who declare a major or a minor in management information systems will take
OMIS 30 or OMIS 31, which will satisfy the information systems requirement in the business core, and must choose a course to satisfy Science, Technology, and Society from the list
of approved courses.
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
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.
BACHELOR OF SCIENCE IN COMMERCE 275
GENERAL BUSINESS COURSES
70.Contemporary Business Issues
­imbalances between food supply and food
An introduction to the nature, forms, and demand. Through a term project, students
objectives of the contemporary business firm use their new skills to examine the food sysand its relation to the environment in which tem in a developing nation experiencing
chronic hunger. (5 units)
it operates. (4 units)
151.Food, Hunger, Poverty,
71.Foundations of Leadership
Environment Immersion
Presents various theories, concepts, and
This
course is designed to help students
models of leadership through a series of
speakers, directed readings, and reflective meet their social justice-oriented experiential
writing assignments. Prerequisite: Freshman learning requirements while learning about
issues related to food production and conbusiness student. (2 units)
sumption, hunger, poverty, and the environ72.Business Leadership Skills
ment. The course blends short lectures,
Designed to continue learning from BUSN guided discussions and reflections, and a 1071 by introducing and teaching various lead- to 12-day immersion in a selected country
ership skills. Course integrates group discus- interacting with local people of diverse backsion, selected readings, experiential learning, grounds for experiential active learning. The
and reflective engagement experiences. Pre- goal is to increase students’ understanding of
requisites: BUSN 71 and freshman business the role of business in the developing world
and to explore the role of business in alleviatstudent. (2 units)
ing poverty through economic development
85. Business Law
and the pursuit of social justice. (2 units)
This course is designed to give the student
an overview of the primary substantive areas 170.Contemporary Business
for Nonmajors
affecting business transactions including the
law of contracts, torts, employment, and This course is specifically designed for upcrimes. It is intended to make the student per-division (junior and senior), nonbusiaware of fundamental legal principles and ness majors who are interested in learning
their application in the business context. about business firms and their relation to
Prerequisites: BUSN 70 and completion of both the global and local environment in
45 units, or permission of instructor. (4 units) which they operate. Course will use a business simulation as a key learning method, in
145.Entrepreneurship Practicum
addition to lectures and small group discusAn opportunity for select students to apply sion. This course is not open to students
their entrepreneurial skills in emerging com- who have completed BUSN 70. Prerequipanies through a structured placement in a site: Must have completed 87.5 units or more.
(5 units)
Silicon Valley internship. (2–5 units)
150.Feeding the World
In this course, students examine the global
system for the production and distribution
of food, assess the ability of the system to
satisfy the human demand for food, and
evaluate the impact of the system on the
natural environment. Students will employ
tools from statistics, operations, and economics to describe, analyze, and forecast
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)
276 LEAVEY SCHOOL OF BUSINESS
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)
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 assistant 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 277
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.
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.
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]
278 LEAVEY SCHOOL OF BUSINESS
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 specialization 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
The Retail Studies Program offered by the Retail Management Institute provides students
with a strong business background for a leadership role in the retail industry in fields such
as buying and planning, e-commerce, Internet marketing, store management, global sourcing,
and information technology. The institute also facilitates internships with retail organizations and mentoring sessions for students with industry leaders. It brings leading executives
to speak at campus events about cutting edge issues that impact consumers, retailers, and
society at large.
ACCOUNTING 279
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, Siqi Li,
Suzanne M. Luttman, Jane A. Ou, James F. Sepe, Neal L. Ushman
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 Management 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
topics such as the dissemination of accountOverview of the tools and information nec- ing information and its impact on capital
essary for personal business decision making. markets, and the analysis of corporate anIncludes analysis of financial services, credit nual reports. Coverage of financial stateand borrowing, taxes, compensation plan- ments and their use in determining
ning, consumer purchases, housing deci- profitability and the financial condition of a
sions, the time value of money, savings, and business entity. Prerequisites: Must be a second-year student and have completed BUSN
investments. (4 units)
70 or 170. Seniors who have not completed
11.Introduction to
BUSN 70 may take this class with departFinancial Accounting
ment permission on a space-available basis.
Overview of the role of financial informa- (4 units)
tion in economic decision making. Includes
280 LEAVEY SCHOOL OF BUSINESS
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. For fall
and winter enrollment, students must be concurrently enrolled in ACTG 130. (2 units)
UPPER-DIVISION COURSES
130.Intermediate Financial
The course also covers partnership accountAccounting I
ing and other advanced financial accounting
An in-depth study of the concepts underly- topics. Prerequisite: ACTG 131. (5 units)
ing external financial reporting, along with 134.Accounting Information Systems
expanded coverage of basic financial statements. Detailed analysis of the measurement Introduction to procedures by which acand reporting of current assets, operational counting data is captured, processed, and
assets, and investments, including the treat- communicated in computerized informament of related revenues and expenses. Sig- tion systems. The course describes the ways
nificant attention is given to income that accounting information systems are destatement presentation and revenue recogni- signed, used, and maintained by accounting
tion. Prerequisites: ACTG 12 and 20 and professionals with an emphasis on the intermust have 96 completed units or department’s nal controls over such systems. Prerequisites:
permission prior to enrollment. (ACTG 20 ACTG 11 and 12 (may be taken concurrently). (5 units)
may be taken concurrently.) (5 units)
131.Intermediate Financial
Accounting II
Intensive analysis of generally accepted accounting principles as applied to accounting
for liabilities, stockholders’ equity, and the
statement of cash flows. Accounting for income taxes, pensions, leases, and the reporting of corporate earnings per share.
Prerequisite: ACTG 130. (5 units)
132.Advanced Financial Accounting
The main subject is accounting for business
combinations, and the consolidation of financial statements of a parent company and
its subsidiaries. A broad spectrum of financial reporting issues in the context of consolidated financial statements is examined.
135.Auditing
Introduction to the basic concepts of auditing. Discussion of applicable regulations, the
audit risk model, and client risk assessment.
Focus is on an overview of the audit process.
Auditors’ professional and ethical responsibilities, sampling, and historical cases will
also be discussed. Prerequisite: ACTG 131.
(ACTG 131 may be taken concurrently.)
(5 units)
136.Cost Accounting
Analysis of cost accounting with a strategic
emphasis. Selected topics include process
costing, activity-based costing, variance analysis, joint cost allocations, and the Theory of
Constraints. Prerequisite: ACTG 130. (5 units)
ACCOUNTING 281
138.Tax Planning and
Business Decisions
A basic introduction to the tax treatment of
transactions and events affecting both individuals and businesses and the conceptual
framework underlying taxation. Includes issues of importance for successful tax planning with an emphasis on income and
expense recognition, 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)
144. Accounting Ethics
This course is designed with a particular
focus on the roles and ethical responsibilities
of the accounting, auditing, and tax professions; ethical behavior by management; and
the legal guidelines that address behavior in
a business setting. Prerequisites: ACTG 11
and ACTG 12, and either PHIL 6 or
MGMT 6. (5 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)
282 LEAVEY SCHOOL OF BUSINESS
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
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 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)
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)
ECONOMICS 283
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)
This course may be repeated for credit
­ epending on nature of assignment. Prereqd
uisites: Declared accounting major and permission of instructor and chair. (2–5 units/
quarter, up to a maximum of 10 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.
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)
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, Gonçalo Alves 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 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.
284 LEAVEY SCHOOL OF BUSINESS
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
MATHEMATICAL ECONOMICS CONCENTRATION
Economics majors desiring a concentration 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, 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
policy. Topics include supply, demand, and
Introduction to microeconomics and its ap- the coordinating role of prices in a market
plications to business decisions and public economy; the behavior of business firms, inpolicy. Topics include supply, demand, and cluding output and pricing decisions; comthe coordinating role of prices in a market petition and monopoly; government policies
economy; the behavior of business firms, in- and regulations affecting markets. (4 units)
cluding output and pricing decisions; com- 2. Principles of Macroeconomics
petition and monopoly; government policies
Determinants of national income and prodand regulations affecting markets. (4 units)
uct in the long run and short run; inflation,
1E.Principles of Microeconomics
unemployment, and business cycles; moneSpecial section of ECON 1 emphasizing tary and fiscal policies; and economic
environmental applications of economics. growth. Prerequisite: ECON 1. (4 units)
­
Introduction to microeconomics and its applications to business decisions and public
ECONOMICS 285
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)
3H. International Economics,
Development, and Growth
Honors section. Analysis of international
trade theory and policy, balance-of-payments
adjustments and exchange-rate regimes, and
economic development. Must be in the University Honors or Leavey Scholars Program,
or have permission of instructor. 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 ECON 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 ECON 2, MATH 12 or 31,
and MATH 8 or OMIS 40. Must also be
enrolled in ECON 41. (2 units)
UPPER-DIVISION COURSES
Prerequisites: Unless otherwise noted, ECON Note: ECON 113, 114, and 115 may be
1, 2, and 3 are required for all upper-division taken in any order.
economics courses.
113.Intermediate Microeconomics I
101.Resources, Food,
Theory of rational individual choice and its
and the Environment
applications to decision making, consumer
Exploration of the relationship among food demand, and social welfare; economics of
production, resource use, and the environ- uncertainty and information. Additional
ment. Topics include biotechnology, the prerequisite: MATH 11 or 30. (5 units)
green revolution, resource depletion, environmental degradation, and food safety. 114.Intermediate Microeconomics II
Theory of the firm; determination of price
­Prerequisites: None. (5 units)
and quantity by profit-maximizing firms
111.Economics of the Environment
under different market structures; strategic
Economic analysis of environmental issues behavior; general equilibrium; market failand government policies for environmental ure and government policies. Additional
protection. Applications to important envi- ­prerequisite: MATH 11 or 30. (5 units)
ronmental issues, such as global climate
change, water and air pollution, hazardous 115.Intermediate Macroeconomics
wastes, biodiversity, and endangered species. Macroeconomic analysis, emphasizing modern economic models for explaining output,
Prerequisite: ECON 1. (5 units)
employment, and inflation in the short and
long run. Macroeconomic policymaking,
including fiscal and monetary policy. Additional prerequisite: MATH 11 or 30. (5 units)
286 LEAVEY SCHOOL OF BUSINESS
120.Economics of the Public Sector
Microeconomic analysis of the role of government in the market economy. Supply of
public goods and services, government’s role
in controlling externalities and regulating
private industry, and the economics of the
political process. (5 units)
122.Money and Banking
Theoretical, institutional, and historical approach to the study of money and banking,
with particular emphasis on the relationship
between the monetary and banking system
and the rest of the economy. (5 units)
126.Economics and Law
Economic analysis of law and legal institutions focusing on the common law areas of
property, contracts, and torts. (5 units)
127.Public Finance: Taxation
Analysis of various tax policies and their effect on the economy. Individual income
taxes, corporate income taxes, consumption
taxes, payroll taxes, state and local taxes, and
other alternative forms of taxation. (5 units)
129.Economic Development
Causes and consequences of economic
growth and poverty in less developed countries; analysis of the role of government policies in economic development. (5 units)
130.Latin American
Economic Development
Examination of the economic development
of Latin American countries, with particular
emphasis on the relationships between economic growth and their social, political, and
economic structures. (5 units)
134.African Economic Development
Examination of the economic development
of sub-Saharan African countries, with particular emphasis on the relationships between economic growth and their social,
political, and economic structures. (5 units)
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)
ECONOMICS 287
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 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)
165. Economics and Justice
Study of theories of economic justice with
applications to economic issues and policy.
Alternative theories to be considered include
utilitarian, libertarian, welfare-economic,
egalitarian, feminist, and religious moral
perspectives. Topics include poverty and income distribution; economic inequality and
mobility by class, gender, and race; the role
of the government in promoting justice;
­effects of globalization; and justice under
­different economic systems. Additional prerequisite: ECON 113. (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)
288 LEAVEY SCHOOL OF BUSINESS
171.Mathematical Economics II:
Dynamic Optimization
The course will discuss the mathematical
tools needed to analyze dynamic situations
in economics. Applications to optimal decision-making over time with respect to natural resource allocations, manufacturing and
storage paths, consumption/investment decisions, and stability of economic systems are
discussed. Topics include optimal control,
dynamic programming, and calculus of variations. Additional prerequisites: MATH 11,
12, and ECON 113 or 114, 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)
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)
185.Economics of Innovation
and Intellectual Property
The economic determinants and consequences of innovation. 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. Additional prerequisite: ECON 114. (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)
FINANCE 289
DEPARTMENT OF FINANCE
Professors: Sanjiv Das (William and Janice Terry Professor), Hoje Jo (Gerald and Bonita
Wilkinson Professor and 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
Professors of Practice: Donald Davis, John Fay, Bernard Lee
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
UPPER-DIVISION COURSES
115.Quantitative Methods for Finance
116.Mathematical Finance
Teaches finance majors the most important Introduction to Ito calculus and stochastic
quantitative tools they will need for the fi- differential equations; discrete lattice modnance curriculum. The students will (1) els; models for the movement of stock and
learn important concepts, techniques, and bond prices using Brownian motion and
tools in mathematics and statistics relevant Poisson processes; pricing models for equity
for modern finance; (2) understand where and bond options via Black-Scholes and its
these tools are applied in practice; and (3) variants; optimal portfolio allocation. Solulearn widely used software to implement tion techniques will include Monte Carlo
these techniques. The goal of this course is to and finite difference methods. Offered in
ensure that finance majors reach a baseline alternate years. Prerequisites: FNCE 115
level of competence in quantitative meth- and FNCE 121. (5 units)
ods, and is especially intended for those students who fear math yet have a desire to
come to grips with it. Prerequisites: ACTG
11 and 12 and OMIS 40. (5 units)
290 LEAVEY SCHOOL OF BUSINESS
121.Financial Management
Introduction to the basic concepts of financial risk and return, the valuation of uncertain future cash flows, working capital and
fixed asset management, and cost of capital.
Topics include time value of money, financial analysis and forecasting, valuing corporate securities (stocks and bonds), cash
management, capital budgeting, short- and
long-term financing, and dividend policy.
Prerequisites: OMIS 40, ACTG 11 and 12,
and proficiency with spreadsheets. (5 units)
121S. Financial Management
Introduction to the basic concepts of financial risk and return, the valuation of uncertain future cash flows, working capital and
fixed asset management, and cost of capital.
Topics include time value of money, financial analysis and forecasting, valuing corporate securities (stocks and bonds), cash
management, capital budgeting, short- and
long-term financing, and dividend policy.
Prerequisites: Restricted to students in the
Leavey Scholars Program. OMIS 40, ACTG
11 and 12, and proficiency with spreadsheets.
(5 units)
124.Investments
Introduction to the nature and functions of
securities markets and financial instruments.
The formulation of investment goals and
policies, trading strategies, and portfolio
management. Coverage of security analysis and
valuation, evaluating portfolio performance,
diversification, alternative investments.
­Prerequisite: FNCE 121 or 121S. (5 units)
125.Corporate Financial Policy
In-depth examination of the interrelationships between corporate investment and financing decisions and their impact on a
firm’s pattern of cash flows, return, and risk.
Special emphasis on the development of analytical techniques and skills for analyzing
performance reflected in financial statements.
Case studies are used. Prerequisites: FNCE
121 or 121S and FNCE 124. (5 units)
126.Money and Capital Markets
Role and function of financial institutions,
financial flows, interest rate structures,
money, and capital markets. Emphasis on
the implications for the formulation of business financial policy. Intended as a thorough
introduction to the various markets that
comprise a fair and efficient financial system.
Viewed primarily from the perspective of a
corporate issuer, explores the ideas and
mechanisms by which value is created by financial markets, the roles of players in the
system, the flow of information and the design features that manage incentive problems in a practical manner. Common themes
and concepts will be developed by the 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 roles of
each market, its players, traded securities,
and risks. Prerequisites: FNCE 121 or 121S,
FNCE 124, and FNCE 125. (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)
FINANCE 291
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,
who 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 and private, face in operating in today’s complex global marketplace. 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)
292 LEAVEY SCHOOL OF BUSINESS
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 cost
of capital), market multiples, free-cash
flow, and pro-forma models. 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)
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 293
DEPARTMENT OF MANAGEMENT
Professor Emeritus: Dennis J. Moberg
Professors: Gregory Baker (Naumes Family Professor), David F. Caldwell
(Stephen and Patricia Schott Professor), André L. Delbecq (J. Thomas and
Kathleen L. McCarthy University Professor), Terri Griffith (Department Chair),
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, Jennifer Woolley
Assistant Professors: Robert Eberhart, Peter Jennings, Nydia MacGregor,
Niki Den Nieuwenboer
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 174
• Four courses selected from MGMT, 164, 166, 169, 170, 171, 172, 173, 175, 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
the managerial implications. Topics may in- these issues, and to the managerial implicaclude truth in advertising, corporate social tions. 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. Students who take source issues, and ethical codes of conduct.
PHIL 6 may not take this course for credit. Students who take Phil 6 may not take this
(4 units)
course for credit. Prerequisite: Enrollment restricted to students in the University Honors
or Leavey Scholars programs. (4 units)
294 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. Management of Organizations
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 in- position their businesses or assets to maxidividual, 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. Management of Organizations
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.
Prerequisites: ECON 41 and 42 or OMIS
41; FNCE 121 or 121S; MGMT 80, 160,
or 160S; MKTG 181 or 181S; and senior
standing. (5 units)
MANAGEMENT 295
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)
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)
172. Social Entrepreneurship
This course focuses on emerging models of
enterprise at the interface of the public, private, and nonprofit sectors. It examines theories of change and the dynamics of social
innovation and develops both conceptual
and practical tools for creating high performance organizations that are capable of addressing seemingly intractable problems in a
financially sustainable manner. Analysis of
exemplary social business ventures, including alumni cases from the Global Social
Benefit Incubator, will illustrate how the discipline of business planning can contribute
the development of social ventures that are
economically viable at scale. Students will
apply this knowledge to the writing and
analysis of a case on an actual social business.
Prerequisite: Students must have completed
87.5 units. (5 units)
296 LEAVEY SCHOOL OF BUSINESS
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)
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)
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 297
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 Professors: Xiaojing Dong, J. Michael Munson
Assistant Professors: Desmond Lo, Kumar Sarangee, 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.
298 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: ACTG 11 and 178.Marketing Across Cultures
Success in global markets requires developMKTG 181 or 181S. (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, course taken in a study abroad program.
181 or 181S, and declared retail studies ­Prerequisites: MKTG 181 or 181S and
minor. MKTG 168 must be taken prior to MGMT 80. (5 units)
169. (5 units)
181.Principles of Marketing
175.Internet Marketing
Introduction to the fundamental principles
Focuses on several important areas impact- of contemporary marketing. Covers the role
ing the dynamic nature of Internet market- of marketing in society, marketing strategy
ing by addressing these questions: What is and planning, segmentation, product policy,
the role of mobile, social, and local market- pricing decisions, promotion, and distribuing in today’s environment? How are mar- tion. The course stresses topical examples.
keters integrating e-commerce into their Emphasizes application of basic principles,
marketing activities? What are some of the information sourcing, analytical thinking,
major problems and opportunities that e- and communication skills. Prerequisite:
commerce activities pose for the marketing Must have 60 units or greater, or permission
manager? Project required. Prerequisite: of instructor. (5 units)
MKTG 181 or 181S. (5 units)
MARKETING 299
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 or ECON 42 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 or ECON 42 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. Pre­
requisite: 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)
300 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, Yasin Ceran, Tao Li, Haibing Lu, Sami Najafi-Asadolahi,
David K. Zimbra
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 301
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)
302 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 303
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 plandatabase design, normalization, SQL, and ning, quality control, lean manufacturing,
database implementation will be provided. and supply chain management. Prerequisite:
Use of DBMS software is required. Empha- 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
chitecture, program, and interface design, 41 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, Win- ming. Decision analysis and value of infordows, etc.) and how to use operating system mation. Dynamic analysis and the principle
facilities to manipulate files and processes. of optimality. Prerequisite: OMIS 41 or
Also covers shells and scripting program- ECON 41 and 42. (5 units)
ming concepts for performing system-level
programming assignments on dedicated 110.Computer Simulation Modeling
computer systems. Development of several Examination of computer simulation modsoftware assignments utilizing systems pro- eling for the design and operation of comgramming concepts is required. Prerequisite: plex processes or systems. Theory and
techniques of simulation and simulation
OMIS 30 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)
304 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 305
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
Dean’s Executive Professor: Radha Basu
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.
306
SCHOOL OF ENGINEERING 307
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 major. It is possible that
one course can satisfy more than one of the core requirements for engineering students.
Undergraduate Core Curriculum
Critical Thinking & Writing
• One two-course sequence in composition: CTW 1 and 2
Advanced Writing
• ENGL 181, 182A, 182B
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 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
308 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 (or activity) approved to satisfy experiential learning
Pathways
• Three courses with a common theme approved for a declared Pathway; and a Pathway
Essay following the requirements specified in the Core Curriculum.
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.
CENTERS, INSTITUTES, AND SPECIAL PROGRAMS 309
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.
Frugal Innovation Lab
The Frugal Innovation Lab, sponsored by the School of Engineering and directed by
Radha R. Basu, offers instruction, innovation, and immersion experiences for SCU students
to develop appropriate, adaptable, affordable, and accessible technologies, products, and
solutions to address human needs in emerging markets. The Frugal Innovation Lab fosters
collaboration between students, social entrepreneurs, corporate partners, and faculty to
incubate and scale development projects in areas such as clean energy, global health, mobile
technologies, and sustainable livelihood development.
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.
310 SCHOOL OF ENGINEERING
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
118.Numerical Methods
First-order linear differential equations, sys- Numerical solution of algebraic and trantems of linear differential equations, homo- scendental equations, numerical differentiageneous systems of linear differential tion and integration, and solution of
equations with constant coefficients, the ordinary differential equations. Solution of
­Laplace transform, the solution of differen- representative problems on the digital comtial equations by Laplace transform. Pre­ puter. Prerequisites: AMTH 106 or MATH
requisite: MATH 14. (4 units)
22, and one of the following: COEN 11, 44,
45, or CSCI 10. (4 units)
108.Probability and Statistics
Definitions of probability, sets, sample spac- 194. Peer Educator in Applied
Mathematics
es, conditional and total probability, random
variables, distributions, functions of random Peer educators in applied mathematics work
variables, sampling, estimation of parame- closely with a faculty member to help stuters, testing hypotheses. Prerequisite: MATH dents understand course material, think
14. (4 units)
more deeply about course material, benefit
from collaborative learning, feel less anxious
112. Risk Analysis in Civil Engineering
about testing situations, and enjoy learning.
Set theory and probability, random vari- Enrollment is by permission of the instructor.
ables, conditional and total probability, (2 units)
functions of random variables, probabilistic
models for engineering analysis, statistical
inference, hypothesis testing. Prerequisite:
MATH 14 and at least junior standing.
(4 units)
BIOENGINEERING 311
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, 182A, 182B
Bioethics
• One course selected from BIOE 180, PHIL 7, TESP 157, ENGR 19, or BIOL 171
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 (or BIOE 120)
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
312 SCHOOL OF ENGINEERING
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 (or BIOL 124), 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, 108, 140, 157, 163, 167, 168, 173, 174, 175, 176, 179, 180, 185,
186, 192; COEN 123; ELEN 110, 115, 116, 130, 152, 156, 160; MECH 121, 122,
123, 151; PHYS 161
Recommended Technical Electives for Biomolecular Track:
• BIOE 100, 108, 140, 157, 161, 168, 171, 172, 173, 174, 177L, 179, 180, 185, 186,
192; 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, 101, 111, 141, 142,
143, 150, 151, 152; PHYS 161
Recommended Technical Electives for Pre-med Track:
• BIOE 100, 107, 108, 140, 157, 163 (or 161), 168, 173, 174, 175, 176, 179, 180,
185, 186, 192; 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 101, 111, 141,
142, 143, 150, 151, 152; PHYS 161
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
21.Introduction to Physiology
An introduction to the central topics of bio- This course will cover five anatomical sysengineering, including the application of tems and how the structure of the human
engineering methods and science to prob- body relates to and defines its function in
lems in biology and medicine, and the inte- maintaining homeostasis. This course will
gration of engineering and biology. Current introduce cytology, histology and also focus
issues and opportunities in the field will be on diseases related to the skeletal, nervous,
discussed. Course may include lectures, class sensory, muscular, endocrine, and reproducdiscussions, guest lectures, field trips, short tive systems. (4 units)
lab exercises, and team projects. (4 units)
BIOENGINEERING 313
22.Introduction to Cell and
Molecular Bioengineering
The aim of this course is to introduce students to fundamental concepts in cell and
molecular biology. Topics covered in the
course will include cellular structure and
function, biological molecules, molecular
mechanism of cellular function, cell proliferation and signaling. This course will also
emphasize the importance of applications of
genetic engineering in human health and
diseases. Course will include lectures, peer
reviewed papers, class discussion, short lab
exercises, and team projects. Prerequisite:
BIOE 21. (4 units)
22L.Laboratory for BIOE 22
Co-requisite: BIOE 22. (1 unit)
UPPER-DIVISION COURSES: BIOENGINEERING
100.Bioengineering Research Seminar
120.Experimental Methods
in Bioengineering
A series of one-hour seminars will be presented by guest professors and researchers on This course will cover the principles of data
their particular research topics in bioengi- representation, analysis, and experimental
neering or related fields. Students are re- designs in bioreactors, biomaterials, and
quired to attend four to five seminars and medical devices. Topics include error analysubmit a one-page report summarizing the ses, modeling, normality testing, hypothesis
presentation for each seminar. May be re- testing, and design of experiments. Special
peated for credits. P/NP grading. (1 unit)
emphases will be placed on the interpretation of data from high-throughput assays
107.Medical Device
used in “omics”/ tissue engineering, and forProduct Development
mulation designs used for optimal drug
The purpose of this course is to provide ­delivery. Prerequisite: MATH 14. (4 units)
background information and knowledge to
start or enhance a career in medical device 140.Biomaterials Engineering
and Characterization
product development. Discusses medical device examples, product development pro- This course will cover the fundamental princesses, regulation, industry information, and ciples of soft biomaterials characterization in
intellectual property. Also listed as EMGT terms of mechanical and rheological proper307. Prerequisite: BIOE 10. (2 units)
ties related to biocompatibility. Areas of
focus in the lab include study and fabrica108.Biomedical Devices: Role
tion of implantable hydrogels for eukaryotic
of Polymers
cell immobilization in scaffolds and microThis course is designed to highlight the role capsules, cytotoxicity measurements in the
that polymers play in the design and fabrica- engineered micro-environment, and nutrition of various medical devices ranging from ent diffusion visualized by fluorescence misimple intravenous drip systems to complex croscopy. Prerequisite: CHEM 13. (2 units)
cardiac defibrillator implants and transcatheter heart valves. Topics include polymer ba- 140L. Laboratory for BIOE 140
sics, biocompatibility, biodegradation, and Co-requisite: BIOE 140. (1 unit)
other tangentially related topics such as regulatory body approvals and intellectual prop- 153.Biomaterials Science
erty. Prerequisites: BIOE 10 and CHEM 13. An introduction into materials used for
medical devices. Focus areas include materiAlso listed as BIOE 208. (2 units)
als science, biology, biochemistry, practical
aspects of biomaterials, industry literature, and
applications. Prerequisite: CHEM 13. (4 units)
314 SCHOOL OF ENGINEERING
154.Introduction to Biomechanics
Engineering mechanics and applications in
the analysis of human body movement,
function, and injury. Review of issues related
to designing devices for use in, or around,
the human body including safety, biocompatibility, ethics, and Food and Drug
­Administration (FDA) regulations. Prerequisites: BIOE 10, PHYS 33. (4 units)
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)
157.Introduction to
Biofuel Engineering
This course will cover the basic principles
used to classify and evaluate biofuels in terms
of thermodynamic and economic efficiencies as well as environmental impact for resource recovery. Special emphases will be
placed on emerging applications namely microbial fuel cell technology and photo-bioreactors. Prerequisites: BIOE 21 or BIOL 21,
CHEM 13, PHYS 33. Also listed as BIOE
257/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, PHYS 33,
AMTH 106. (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)
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.
BIOENGINEERING 315
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 22 and CHEM 31 (or BIOL 25),
PHYS 33. (2 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. Prerequisites:
BIOE 10, BIOE 21 (or BIOL 21). (4 units)
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)
316 SCHOOL OF ENGINEERING
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)
179. Physiology and Disease Biology I
This course will provide a molecular-level
understanding of human physiology and
disease biology, and an overview of cardiovascular disease, diagnostic methods, and
treatment strategies. Engineering principles
to evaluate the performance of cardiovascular devices and the efficacy of treatment
strategies will also be discussed. This course
includes lectures, class discussions, case studies, and team projects. Prerequisites: BIOE
21 (or BIOL 21). BIOE 171 recommended.
Also listed as BIOE 275. (2 units)
180. Clinical Trials: Design, Analysis
and Ethical Issues
This course will cover the principles behind
the logistics of design and analysis of clinical
trials from the statistical and ethical perspectives. Topics include methods used for quantification of treatment effect(s) and associated
bias interpretation, cross-over designs used
in randomized clinical trials, and clinical
equipoise. Prerequisites: BIOE 10, AMTH
108 or BIOE 120 (or with consent of the
­instructor). (4 units)
185. Physiology and Disease Biology II
This course will provide a molecular-level
understanding of physiology and disease biology, an overview of gastrointestinal diseases, and an introduction to medical devices
used in diagnosis and treatment, as well as
challenges in this field. This course will include lectures, class discussions, case studies,
and team projects. Prerequisite: BIOE 21 (or
BIOL 21). BIOE 171 recommended. Also
listed as BIOE 285. (2 units)
186. Current and Emerging Techniques
in Molecular Bioengineering
This course is designed to introduce basic
and practical biotechniques to students with
minimum training and background in biomolecular engineering. The basic principles
and concepts of modern biotechniques will
be illustrated and highlighted by studying
real cases in lectures. Prerequisite: BIOE 22
or BIOL 24. Also listed as BIOE 286. (2 units)
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)
CIVIL ENGINEERING 317
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)
DEPARTMENT OF CIVIL ENGINEERING
Professor Emeritus: E. John Finnemore
Professors: Mark A. Aschheim (Peter Carnisius, S.J. Professor and Department Chair),
Reynaud L. Serrette, Sukhmander Singh (Wilmot J. Nicholson Family Professor)
Associate Professors: Steven C. Chiesa, Rong He, Edwin Maurer (Robert W. Peters
Professor)
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.
318 SCHOOL OF ENGINEERING
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, 182A, 182B (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
• PHYS 31, 32, 33
• CENG 20, 20L
Engineering
• ENGR 1
• ELEN 50
• CENG 7, 10, 10L, 15, 15L, 41, 44A, 44AL, 44B, 115, 115L, 121A, 121AL, 121B,
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.
CIVIL ENGINEERING 319
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.
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.
320 SCHOOL OF ENGINEERING
LOWER-DIVISION COURSES
5. Project Impacts on the
15L.Computer Applications in
Community and the Environment
Civil Engineering Laboratory
Introduction to the decision-making con- Hands-on work using analytical tools concepts that determine the feasibility of a proj- tained in common software programs to solve
ect. Aspects of project planning, evaluation, problems, and written and oral communicaand implementation. Identification of im- tion of solutions. Co-requisite: CENG 15.
pacts on the community and the environ- (1 unit)
ment. (4 units)
20.Geology
7. Graphic Communication
Development and formation of geologic
Introduction to technical drawing including materials. Significance of structure, land
isometric and multiview drawings, use of form, erosion, deposition. Stream and shoresectional views and dimensioning, under- line processes. Surface water. Co-requisite:
standing blueprints and scales. Co-requisite: CENG 20L. (3 units)
CENG 7L. (3 units)
20L.Geology Laboratory
7L.Graphic Communication
Co-requisite: CENG 20. (1 unit)
Laboratory
Freehand drawing, manual and computer- 41.Mechanics I: Statics
aided drafting of physical models, construc- Resolution and composition of force systems
tion of models from drawings. Co-requisite: and equilibrium of force systems acting on
structures and mechanisms. Distributed
CENG 7. (1 unit)
forces. Friction. Moments of inertia. Prereq10.Surveying
uisite: PHYS 31. (4 units)
The use and care of survey instruments.
Principles of topographic mapping, linear 42.Mechanics II: Dynamics
measurements, leveling, traverses, curves, Dynamics of a particle. Work and energy
boundary, and public surveys. Co-requisite: methods. Momentum methods. Kinetics of
systems of particles. Prerequisite: CENG 41.
CENG 10L. (3 units)
(3 units)
10L.Surveying Laboratory
43.Mechanics III: Strength of Materials
Co-requisite: CENG 10. (1 unit)
Analysis of stresses and strains in machines
15.Computer Applications
and structural members. Fundamental study
in Civil Engineering
of the behavior and response of statically deSolution techniques for civil engineering terminate and indeterminate structural
problems using common computer software. members subjected to axial, torsional, flexIntroduction to matrix analysis, graphical ural, shear, and combined stresses. Introducand numerical solution methods, regression tion to the stability of columns. Prerequisite:
analysis, and linear optimization using some CENG 41. Co-requisite: CENG 43L.
of the basic features in spreadsheet and math (4 units)
analysis programs to aid engineering solutions. Introduction to Visual Basic program- 43L.Mechanics III: Strength
of Materials Laboratory
ming. A paper and presentation on an
analytical topic developed with analytical Co-requisite: CENG 43. (1 unit)
tools used in the course. Co-requisites:
CENG 15L and 41. (2 units)
CIVIL ENGINEERING 321
44A.Strength of Materials I
Analysis of stresses and strains in structural
members. Fundamental study of the behavior and response of statically determinate
structural members subjected to axial, torsional, flexural, shear and combined stresses.
Stress transformation, principal stresses,
and Mohr’s circle. Prerequisite: CENG 41.
Co‑requisite: CENG 44AL. (3 units)
44AL.Strength of Materials Lab
Co-requisite: CENG 44A. (1 unit)
44B.Strength of Materials II
Continuation of topics covered in 44A.
Shear flow and shear center. Indeterminate
systems. Introduction to plastic behavior
and column stability. Prerequisite: CENG
44A. (2 units)
UPPER-DIVISION COURSES
115.Civil Engineering Materials
121A. Geotechnical Engineering
Common civil engineering materials, focus- Origin, development, and properties of soils.
ing on steel, concrete, and wood, and touch- Classification of soils and applications of
ing on asphalt and epoxy. Structure and ­engineering mechanics to soils as an engiproperties of materials, their production neering material. Water in soils. Soil-testing
processes, and experimental methods used methods. Compaction, stabilization, confor determining their key properties. Sus- solidation, shear strength, and slope stability.
tainability implications of materials choices. Prerequisites: CENG 20 and 44A. Co-requiPrerequisite: CHEM 11 and CENG 43. site: CENG 121AL. (3 units)
Co‑requisite: CENG 115L. (4 units)
121AL. Geotechnical
115L. Civil Engineering
Engineering Laboratory
Materials Laboratory
Co-requisite: CENG 121. (1 unit)
Co-requisite: CENG 115. (1 unit)
121B.Geotechnical Engineering
118.Construction Engineering
Theory and basic factors related to earth
Introduction to construction roles and re- pressure, slope stability, and foundations.
sponsibilities, construction project phases, Prerequisite: CENG 121A (3 units)
building systems, bidding and cost estimating,
resource utilization, planning and schedul- 123.Environmental
Reaction Engineering
ing, project documentation, and safety and
quality management. Also listed as CENG Reaction stoichiometry and kinetics. Reactions of environmental significance. Dynamic
218. Prerequisite: Junior standing. (3 units)
and equilibrium system modeling. Reactor
119.Design for Sustainable
configurations and their effects on extent
Construction
of the reaction. Prerequisites: CHEM 11 or
Design strategies for sustainable commercial equivalent, AMTH 106, and junior standing.
and residential construction. Use of LEED Co-requisite: CENG 123L. (3 units)
criteria for assessing sustainable construction. Team-based project planning, design, 123L. Environmental Reaction
Engineering Laboratory
and construction. Economic evaluation of
sustainable technologies. Prefabrication. Co-requisite: CENG 123. (1 unit)
Overall project management. Also listed as
CENG 219. Prerequisite: Junior standing.
(4 units)
322 SCHOOL OF ENGINEERING
124. Water Law and Policy
Introduction to the legal and regulatory concepts related to water. Examines rights, policies, and laws, including issues related to
water supply and access (water transfers/
water markets, riparian and appropriative
doctrines), flood control, water pollution
and quality (the Clean Water Act, EPA standards, in stream flows for fish), and on-site
storm water management/flood control. A
focus on California water law and policy is
complemented with some national and international case studies. Also listed as CENG
258 and ENVS 124. (4 units)
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 44A. Co-requisite:
CENG 44B. (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 columns; 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)
CIVIL ENGINEERING 323
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)
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)
324 SCHOOL OF ENGINEERING
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)
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
CIVIL ENGINEERING 325
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)
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)
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. Letter grades based on content
and presentation quality of report. Prerequisite: Approval of department co-op advisor
required. (2 units)
326 SCHOOL OF ENGINEERING
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)
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)
194.Senior Design Project II
Continuation of the senior project. Formal
public presentation of the results. Prerequisite: CENG 193. (1 unit)
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 327
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, 182A, 182B
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
* Pre-approved replacements for CHEM 11: BIOL 18, CHEM 1, ENVS 21, and PHYS
34; pre-approved substitutions for AMTH 106: CHEM 12, BIOL 21, MATH 101–178,
or any CHEM 11 replacement (if not used to replace CHEM 11).
328 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, 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